The Game of the Name An adaptation of a party game may provide su amusing and stimulating experience related to organic chemistry. The game consists of placing a sign with a ~rominentname on a person's hack which the person is unaware of, hut which everyone else knows. The person asks the others questions which w n only he answered with a yes or no until he has enough information to make a correct identification. This technique could be easily applied during a lab period for review, recall, and analysis. In a situation where one wished to review the different types of organic compounds, a. student is given a card hearing the name of a typical organic type compound such as an ester or amide. The card may he folded or placed in an envelope so that he does not know the name hut the other studenk have been informed of its identity. He then asks questions of a. type that will inquire into the physical and chemical nature of the material such a5 "Is the material soluble in water?"= "Will it form a sodium salt when treated with sodium bicarbonate?" Questions are answered generally with a yes or no though sometimes it may he necessary to qualify the response with a. phrase like "in most cases" or mother similar remark. The process continues until the student feels he has sufficientinformation to make again with the identificstion. If incorrect, he could he allowed to try s. second or third time before beginning- the game another student. An especidy apt situation for this approach would be introductory organic qualitative analysis. The process would he like the above except that the student might also he provided with certain physical constants such as melting point or boiling point and refractive index. He might also he allowed to have the use of a handbook of organic compounds to help him as he carries out his questioning and analysis. He works to establish the identity of a particular organicmaterid much as he would in thelab but thia time it is with questions. This approach could also he used in medicinal ohemistry, the inorganic chemistry of the elements and inorganic qualibat.ive analysis. It might he profitable for instructors of such courses to try this approach at least once during the course. I t will provide the opportunity for the student to frame questions and develop an approach to a problem. The game can stimulate interest, produce active student participation, and even suggest that chemistry can he fun.
Volume 48, Number 7, July 1971
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