Students + Chemistry + Competition = An Energizing - Reaction Julianna Pax University of Maryland at College Park, College Park, MD 20742 Joann Burak Exeter Twp. Hlgh School. 3650 Perklomen Ave., Reading. PA 19606 Henry Heikkinen University of Northern Colorado, Greeley, CO 80839 A high school chemistry competition a t the University of Maryland a t College Park has become a successful annual event. Conceived and organized hy a small group of area high school teachers with the enthusiastic support and cooperation of the university, it provides an opportunity for students to use knowledge and skills gained in the classroom and t o have a eood time doine so. Earlv disclosure of event details allows lufficient time f& teams organize and practice. The variety of events tests laboratory skills and descriptive and theoretical chemical knowledge and gives research opportunities to creative and inventive students. On the less serious side, chemical games add a bit of spirited nonsense to team efforts. The events are planned so that students of varying ability have enjoyable and rewarding experiences. Basic Guldellnes Ideas were taken originally from several sources1-3 and were subjected to two important dictates: keep i t simple; keep i t fun. The competition includes laboratory-based l and eames desiened solelv events. naDer and ~ e n c ievents. for fud.iV'hi~espeiific events v& from year to year as new committee members brine fresh ideas, the followine criteria guide selection. Can twojudges sup&vise the saf;! performance of the event and easily score the teams' results? Can the event be described completely in one or two paragraphs so that the teams will have sufficient information for advance practice? Does the event offer opportunities for student research? Does the event involve inexpensive and readily available equipment? Organlzatlon and Events Schools can enter teams a t either or both of two competitive tracks, one for first-year chemistry students and another for second-year chemistry students. Teams are composed of a maximum of six students. All teams members compete in quiz and game events; a maximum of three may compete in the lab events while theremaininemembers participate in one of the optional events. Each teim must beaccompanied by a teacher who will serve as an event judge. Simple events suffice. Students who compete need not be a t the top of their class in lecture or laboratory work. The fourth annual competition, held in May 1988, consisted of the events listed in the table above. Two mailings are made prior t o the event. An initial invitation t o participate is mailed to nearby public and private schools three m&hs in advance of the competition. Schools interested in more information receive a second mailing that
' Wetmore, D. E. J. Chem. Educ. 1978, 55.43. Fletcher, C. W. Sci. Teach. 1981. 9,48. Fisher. V. W. J. Chem. Educ. 1981.58.720.
558
Journal of Chemical Education
First-Ysar Eventa ttydmnlurn Hylinks
Se~nd-YearEvents MDhr Fun
(alortdetlmlon lab) (acidtlbation lab) Make My [Faralday Weighing by Redox (redox stoichlometry lab) (electroplating lab) The Balancing Act (periodictable) (equation writmg) Beat me Clock k t me Clock (timed reaction lab) (timed rsactlon lab) Chemical J-rdy Chemical Jeopardy
OpWonal Events mreaded lkms (crystalgrowing) Banering the Gases (battery bullding)
Poster Contest
(poster design) Avogadro's Tiebreaka Bionic Eye
includes the day's schedule, a detailed description of events, and a list of equipment and materials to be supplied by the team. A third mailing after the competition consists of a final tallv of scores and a thank-vou note from the nlannine committee. The Chemathon dav itself beeins with separate welcome and explanatory meetings for students and for teacherjudges. Student teams are given maps and the roster showing the event schedule. Teachers are assigned a partner and given a packet containing specific instructions for running, judging, and scoring of a particular event. Safety and simplicity of scoring were emphasized. Events are completed by 1:00 p.m. An hour-long lunch allows the committee sufficient time t o tally the event scores and finish the certificates. Students and teachers have an opportunity to explore the campus and socialize. The awards ceremony is one of the highlights of the day, and students cheer enthusiastically as winners are announced. All team members receive a certificate of participation. Certificates and modest prizes, beribboned fiasks filled with wrapped candies, are awarded to first., second-, and third-place winners in each event, and to overall first-, second., and thirdplace teams. Summary and Evaluatlon After the day's events, an evaluation sheet gives useful information ahout students and teacher opinions of the Chemathon. Chemical games are the overwhelming choice for "most fun". The periodic puzzle, equation writing, and the battery event are acclaimed "most challenging". Many students comment on the good feelings that sprang up among team members as they worked together on various events. Teachers and students express enthusiasm ahout returning to the next Chemathon. We propose that interested teachers approach an area college or community cellege, with the intention of setting
up their own competition. A planning committee of four or five teachers meeting once amonthfrom January to May can take care of all organization and work necessary for a competition involving up to 20 teams. Detailed descriptions of the preliminary planning, the events, and the judging are available upon request from the authors. We are extremely pleased with the continuing success of this undertaking. Although the competition idea is not original, the format, with its emphasis on simplicity and research opportunities is unique. All feedback, evaluations, and preand postdiscussions with students and teachers indicate
that the Chemathon was a memorable and rewarding experience. Everyone comes up a winner. Acknowledgment We gratefully acknowledge the University of Maryland. The event would not have been possible without the use of the laboratory facilities and the help of the Chemistry DeDartment. I t has also been a p lea sure workine with area high school chemistry teachers w i o have given geierously of thiir time and talents workineon the committee andlor with their " students.
Volume 66
Number 7
July 1989
559
