Chemistry for Everyone
A Final Exam Review Activity Based on the Jeopardy Format
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Michael V. Keck Division of Physical Sciences, Emporia State University, Emporia, KS 66801;
[email protected] Freshman- and sophomore-level chemistry courses are very difficult for most students, largely because of the volume of material and the broad range of topics covered. Even the most basic concepts from week one are often forgotten at the end of the semester by many general chemistry students, making a more in-depth mastery of the material, as is necessary on a comprehensive final examination, very difficult. A timely review of the basic concepts is therefore quite helpful. A game based on the Jeopardy format is an ideal way to accomplish this review and to initiate and facilitate the studying process. The use of games to aid student learning in chemistry is becoming widespread, as evidenced by the appearance of a special games section in the Journal both this year and last (1). Adaptations of the Jeopardy format are particularly well suited as learning tools. Two variations have appeared in this Journal, as a research group meeting format (2) and as a way of filling short periods of time at the end of a class (3). The context in which I use the game, as a review of fundamental concepts, is very popular among students. The Jeopardy session is typically held during a laboratory period early in the last week of classes. To play, the class is divided into teams of two to three students each. Three teams are grouped with each MC (played by the TAs and me). Subject headings parallel chapters in the text. The game board is displayed via overhead transparencies or computer projection unit. Each team, in turn, selects a category and a point value and must answer the accompanying question. (This format makes it unnecessary for the MC to determine which team “buzzed in” first.) Team members are encouraged to discuss answers among themselves, but a 30-second time limit is enforced. If the answer is incorrect, one of the other two teams has a chance to steal the question and the points. I usually allow the team with the lowest point total to have the first opportunity to steal. The team format is quite useful for a number of reasons: (i) it doesn’t put an individual student “on the spot” in front of classmates; (ii) it increases the
chances of getting a correct answer; and (iii) the students usually end up teaching each other. Although some friendly competition arises during the game, I try very hard to take the focus away from the competition and direct it toward the learning/review process. As the game nears completion, I will often put in a “strategic” double jeopardy or triple jeopardy question to try to even the scores as much as possible. No prizes are awarded. The questions are fairly simple, covering basic concepts that are often forgotten by the end of the term (e.g., the distinctions among a rate, a rate constant, and a rate law). One laboratory period provides ample opportunity for each team to play two games, which is sufficient to cover all major subject areas typically covered in a Chem 1 or Chem 2 class. Sample game boards and questions are available as online supplements.W It is important to emphasize to the students that the purpose of playing this game is not to provide a comprehensive review; I typically hold a more traditional question-andanswer review session for this purpose closer to the final exam. Rather, the game is used as a prod to initiate the review process by reminding students of the basic concepts in the various subject areas. The students find this exercise to be very helpful and enjoyable, as evidenced by the fact that my Chem 1 students typically want to play the game again in Chem 2. W
Supplemental Material
Sample game boards and questions are available in this issue of JCE Online. Literature Cited 1. J. Chem. Educ. 1999, 76, 481–488. 2. Scarpetti, D. J. Chem. Educ. 1991, 68, 1027. 3. Deavor, J. P. J. Chem. Educ. 1996, 73, 430.
JChemEd.chem.wisc.edu • Vol. 77 No. 4 April 2000 • Journal of Chemical Education
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