Learning Organic by Playing Cards Richard A. Kletsch Centralia College Centralia, Washington 98531 Many techniclues are used to promote student learning. One method which has proved effective for first quarter o&nic students (using Morrison and Hoyd as their trxtj involves the use of a card & n e to help review for the final exam. The game uses a deck of 86 cards and is played by 2-6 students a t a time. Several decks may be used per class. The deck consists basically of two types of cards. The first type requires
students to explain what is requested. Thus, if the student draws a card which states "Give the mechanism for the sulfonation of toluene," he must explain this to the others who correct him if not done properly. The second type gives a reagent which will react with a com~oundshown on one or more other cards. Thus. a student maiplaee a card which shows HBr-peroxide next toone which shows CH+2HCHj since these will react. I have found that students hecome so involved in the game that they are not aware of the class period ending. Many have taken decks home to use for final exam study. The rules of the game and a sample deck may be obtained by writing to the author.
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104 1 Journal of Chemical Education
