Hydroxyamide-functionalized azolium salt (NHC•HI 4) was evaluated for dual enantioselective control in a Cu-catalyzed asymmetric conjugate addition (ACA) reaction. This investigation was based on our previously reported ACA reaction catalyzed using CuOTf combined with NHC•AgI complex 1. It was revealed that the stereocontrol of the catalytic ACA reaction depended on the order of the addition of the substrates. Additionally, the chiral NHC ligand precursors, substrates, the relationship between the catalyst ee (eecat) and product ee (eepro), and halogen counter anion were completely evaluated. These results suggested that the catalytic performance of the CuOTf/4 system was comparable with that of the CuOTf/1 system. Furthermore, to gain knowledge of the Cu species generated using CuOTf and NHC ligand precursor, the reaction of CuOTf with 1 was investigated. Although obtaining the corresponding NHC•CuX species failed, the corresponding NHC•AuCl complex 11 could be synthesized by allowing 1 to react with AuCl•SMe2.
Objective: To evaluate whether multiple-answer multiple-choice questions are more effective than singleanswer questions in measuring the academic abilities of students, taking into account test-taking strategies used by students.
Methods and Materials:We conducted surveys using three subjects (i.e., Mathematics, English, and Japanese), with both multiple-answer and single-answer questions. We asked eight medical students to solve these questions and to select primarily used test-taking strategies after solving each question.
Results:We found that multiple-answer questions generally had a low percentage of correct answers. The use of a particular test-taking strategy primarily depended on the individual. Students evaluated all choices when solving multiple-answer questions.
Conclusions:Although various strategies are used by different participants for different subjects, multipleanswer questions are generally more effective than single-answer questions in having test takers examine all choices, and prodding them to think more deeply.
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