Teaching Chemistry with Games
by Richard T. Carman
Text Copyright © 2017 Richard T.
Carman
All Rights Reserved
ABOUT THE AUTHOR
Richard Carman was born on Long Island, New
York. He spent a large part of his boyhood
romping and roaming about the bays, inlets,
sand dunes and marshlands of the marine
environment of the south shore of the island.
He graduated from Southampton College of
Long Island University with a Bachelor of
Science Degree in Marine Biology. He then
went on to teach High School Chemistry,
Advanced Placement Chemistry, and other
various science courses for the next 27 years.
The next eight years were spent as a
Computer Teacher until his retirement in
2001.
He now spends his time playing computer
games, writing computer games, painting,
woodworking, writing poetry, and just
enjoying life as best he can.
Other books by the author include:
The Wayward Pen - A collection of poems and
random thoughts on religion, politics, life and
death.
PREFACE
Teaching High School Chemistry for thirty plus
years was at times exciting, disheartening and
rewarding. New York State required every
student on a Regent's Diploma tract to take
Regent's Chemistry. Each September I would
have the pleasure of welcoming a total of 90
to 120 students into my world of learning
chemistry. Some of them were poorly
prepared for the task that was put before
them. Chemistry challenged them in the areas
of visual recognition, terminology and
mathematical relationships. These areas
required a disciplined, focused mind.
I explained to them that learning Chemistry
was like learning a mathematics course along
with a language course at the same time. To
succeed would require both memorization
and problem solving skills. Very often they
had difficulty with the problem because they
had not memorized the definitions,
relationships and formulas needed to
understand and solve the problem.
To motivate the students into memorizing
various definitions and relationships, I
formulated a number of competitive game
activities. Although these games were
designed to teach chemical principles and
ideas, they can be easily applied to other
areas of study. It is an attempt to make
learning fun and it worked for many students.
Many of these games were developed at a
time when the best educational technology
was a movie, filmstrip or overhead projector.
Computers were primarily used for individual
or small group instruction and not readily
available in most schools. There is
satisfaction in making something
inexpensively with your own hands. I hope
those teachers who are creative and diligent
will pursue the production of not only their
own games, but also encourage their students
to make games. The making of the games is
part of the learning experience for students.
Today's technology provides a wide variety of
equipment to be used in presenting ideas to
large groups and engaging them in activities.
It is for this reason that the latter parts of this
book deal with items available on the
internet. Keep in mind that this kind of
information is quite dynamic and changes
quickly overtime. I mention this to encourage
readers who are interested in pursuing online
resources to do so at their earliest
convenience and not to procrastinate.
Finally, a word of caution. If the reader plans
on surfing the web in search of FREE items, it
is imperative that they have up-to-date
computer security measures in place.
Unfortunately, free items are often stolen,
modified and exploited by people with an
agenda. This means that the program could
contain a virus or malware. I generally only
take free items from the manufacturer's or
author's website. If I must go to a second or
third party distributor, I will do a little
research on the site owner first by searching
phrases like "[site name] problems", "[site
name] legality", "[site name] complaints" and
others. Of course, you have to replace [site
name] with the actual name of the website.
Further, as soon as the item is downloaded, I
would do a virus scan of the downloaded
items. I did come across some sites which my
security software flagged as dangerous while I
was researching for this book. In those cases,
I halted what I was doing and exited out of
my browser and shut down my computer.
Then, on rebooting I ran a full in depth
virus/malware scan.
Table of Contents
ABOUT THE AUTHOR
PREFACE
Chapter 1 - ABOUT USING GAMES
Chapter 2 - GRADING SYSTEMS
Chapter 3 - MATCHING TILES TO TILES
Chapter 4 - MATCHING TILES TO DIAGRAMS
Chapter 5 - THE ELECTRON CONFIGURATION
OF ATOMS
Chapter 6 - USING GAMES WITH THE WHOLE
CLASS
Chapter 7 - COMMERCIALLY MADE CHEMISTRY
GAMES - CARDS & BOARDS
Chapter 8 - ONLINE FREE CHEMISTRY GAMES
Chapter 9 - DOWNLOADABLE FREE RESOURCES
for Computers
Chapter 10 - DOWNLOADABLE COMMERCIAL
GAMES AND SIMULATIONS
Chapter 11 - DOWNLOADABLE TRIAL GAMES
Chapter 12 - APPS FOR SMART PHONES AND
TABLETS
Chapter 13 - FREEWARE GAMES BY THE
AUTHOR
Chapter 1 - ABOUT USING GAMES
The use of games in teaching Chemistry, or
any subject for that matter, is frowned upon
by some. Those opposed to such techniques
feel that the students are being pampered or
coddled. "After all," they say, "these students
are almost college aged and should learn that
they must study hard even if it hurts! ".
I have mixed feelings on this. I think some
students are so accustomed to doing poorly
in math and science, that it affects their selfimage. They start to believe that they can
never do well in those areas and actually give
up trying. They feel it is a lost cause. I do not
think this way.
I think students have to find their mode of
learning - whether it be through visual,
auditory, or tactile input. I think some
students assimilate information better
through one mode of input than through
others. By playing games, it is hoped that
these students can salvage a bit of confidence
in this area and start exploring the various
modes of input to find out which is best for
them.
Many of the games I used involve words and
phrases on tiles. These were durable and easy
to store. Another good thing about using tiles
is the randomness of the event. For example,
if I used a simple sheet with the information
printed on it, then the order and relative
positions of the data would always be the
same. After practicing for a while, students
would just remember that the fourth answer
down on the right is such and such. The
actual process of reading the information,
processing it and finding the match has been
bypassed. When using tiles that are mixed up
and tossed on the table, the matching process
does not have those mitigating factors.
Chapter 2 - GRADING SYSTEMS
I feel I must take a moment to explain a little
about how I graded students in Chemistry.
During my years of teaching, I tried using two
systems of grading. One based on a
percentage distribution for different kinds of
work and another based on a points system. I
used both during my 30 years of teaching and
I preferred the point system.
When I first began teaching, I used the
percentage system. In the percentage system,
each area of student performance counted a
certain percent towards the final grade. So, I
would count homework as 10%, quizzes as
20%, lab reports as 20% and tests as 50%.
However, as it turned out, we might have had
12 homework assignments, 5 lab reports, 8
quizzes and 2 tests during the marking period.
I felt that this put an unfair amount of
influence on the tests. I tried different
percentage distributions, but I was never
satisfied. Also, if I gave a student extra credit
on a test and changed the grade, then that
grade no longer accurately represented the
student's performance at that time. So, I
decided to go to a point system.
In the point system, each piece of student
work is worth a given number of points.
Homework assignments were worth 10 points,
quizzes were worth 20 points, labs were
worth 30 points and tests were worth 100
points. Extra credit was rewarded as points
and kept in a separate category. Students
would ask if they could add the extra credit
points to a particular grade and I would say
that it could be thought of that way if they
like. However, in my system a point was a
point was a point. So, in my grade book, I had
a separate column for extra credit points
earned. In this way, I still had a record of the
student's performance on separate works and
I had a record of their efforts to remedy the
situation. The extra credit points could also
be interpreted as an indication of a student's
motivation and effort.
Scoring and Rewards
As I mentioned earlier, the student could be
rewarded immediately with points. How these
points are used depends on the teacher's
grading system. (See my earlier discussion on
grading systems.) The points could be
rewarded according to the time of completion
with less points being given for slower times.
Alternatively, points could be rewarded for
the amount of the task completed. If the task
involved matching 20 pairs of tiles, and the
student only correctly matched 18, then they
could be given 90% of the total points.
Whether or not the student is given
additional turns to try to raise their point
performance is up to the teacher.
Chapter 3 - MATCHING TILES TO TILES
Brief Description: The student is given a set of
tiles in a container. The container is shaken
vigorously and the tiles are dumped onto a
table top. Then the student places the tiles
together as matching pairs or related groups.
The student is rewarded once the task is
completed, or their time is recorded for
comparison with others, or both.
Constructing Tiles: The tiles can be made in a
number of ways. I found stiff, heavy white
faced cardboard to be the best material to
use. Although I did make some tiles out of
heavier press board and glued paper with the
information onto them. These were much
sturdier and durable and held up for a
number of years. If they are constructed of
our cardboard, it may be necessary to replace
them a few times during the school year.
Ideas for Tile Sets: A tile set can be made from
a wide variety of information. For example,
when studying the elements and their
symbols. A simple, obvious tile set would
consist of tiles with the name of an element
on each and matching tiles with the symbols.
At the beginning of the school year, I gave
each class an alphabetical list of 40 common
elements along with their symbols. I told
them that one of their first quizzes would be
based on knowing that information.
I would break the list up into groups. Here is a
sample of the first group. I tried to design the
groups so that elements with similar names
were in the same group. I would encourage
students to learn one group at a time and
then combine the groups. So, learn the first
group, then the second group. Then combine
them together and work with the combined
group for a while. Then learn the next group
and incorporate that into the bigger group
one it is mastered.
Aluminum
Al
Boron
B
Bromine
Br
Carbon
C
Calcium
Ca
Chlorine
Cl
Helium
He
Hydrogen
H
Iodine
I
Iron
Fe
Phosphorus
P
Potassium
K
If students displayed an interest in
participating in "Chemistry Games", then I
would give them a print out similar to the one
below (Figure 1). They would be instructed to
cut up the sheets into tiles and begin
practicing. They should keep the list nearby
and refer to it as needed. As practice
continued, they should try to rely on the list
less and less.
Figure 1 - Sample Group of Element and
Symbol Tiles
After distributing the list or writing it on the
board and having them copy it, I would
explain that they were free to memorize this
information by whatever method worked for
them. I also told them about the simple tile
matching game and that it would be available
for playing, if they wished to participate.
Many Chemistry students need a reason to
learn something, even if it is a fabricated
reason. So, I would work in a reward in either
of two ways. The first way would involve them
completing the matching of the whole set of
tiles within a set time limit. I usually based
this on my own ability to perform the task
and I would add about ten percent more
time. So, if I matched all the tiles in 5
minutes, then they would have to match
them in 5.5 minutes to earn the reward. The
reward was usually about 5 points on a test.
The second method was more competitive. As
students played the game during the marking
period, I would keep a running tally of all of
the times. The student with the best time at
the end of the marking period would get a
single reward. Also, to promote enthusiasm
and give students "bragging rights", I kept a
small message board in my classroom with
the name of the top competitor and his time.
The actual participation in the games took
place during my free time. I would give a
student a pass out of study hall or lunch and
they would come to play. If there was no time
during the day, I would stay after school and
meet with the student. In the early days, I
would use a stop watch to time the student.
Today, there are plenty of phone apps for
doing that.
The Mechanics of the Play
I would place all of the tiles into a container .
I used a metal coffee can with a plastic lid.
However, today plastic containers come in all
sizes and color. So, you should be able to find
something satisfactory. The student and I
would then go to a location with a nice big
clean flat area, a lab table usually worked
best. I would vigorously shake the container
of tiles for 30 seconds and then remove the
lid and spill the tiles onto the table. The time
would then begin.
Suggestions for additional Tile Groups
Here is a list of other topics which work well
with tile sets.
Polyatomic Ion Formulas and Names
Gas Law Formulas and Names
Gas Law Relationships and Graphs
History of Chemistry - Famous Chemists and
their Contributions
Organic Chemistry - General Formulas
Organic Chemistry - Molecules and Structural
Formulas
Metric System
Atomic Structure - Famous Chemists and their
Contributions
Common Compounds and Formulas
Ionic Compounds and Formulas
Periodic Table - Section Names and
Representative Elements
Lab Apparatus - Pictures, Uses and Names
Molecular Formulas and Shapes
Chapter 4 - MATCHING TILES TO
DIAGRAMS
Brief Description: The idea of placing tiles can
also be applied to labeling diagrams. In order
to get around the problem of students
learning tile positions instead of the actual
data, it is necessary to have a few different
versions of each diagram when possible.
Constructing Diagrams and Tiles: I will be
using an example of an energy diagram for an
exothermic reaction to illustrate this type of
game. (See Figure 2 below). The diagram(s) to
be used in the actual game can be made by
the teacher or by an artful student. I usually
did so myself using heavy markers and thick
construction poster board. Although using
colors may have "spiced up" my diagrams, I
avoided that in order to avoid cues that
students might use to place tiles.
Figure 2 - Potential Energy Diagram for a
Reaction
Students would be provided with a set of 3
sheets - the one above(Figure 2) and the two
following (Figures 3 & 4). There are a total of
15 labels in this diagram. Upon distributing
these sheets, I would tell students to study
carefully because I will be trying to trick them.
I will move labels and arrows around for the
game. I emphasize to them that they need to
pay attention to what the labels indicate in
terms of the content of the diagram.
Figure 3a - Unlabelled Potential Energy
Diagram for a Reaction
Above is the unlabeled diagram as it might
appear on the large piece of poster board for
the game. Here is an alternate representation
(Figure 3b) for the same diagram. Arrows and
lines have been shuffled a little, so students
have to think before placing tiles.
Figure 3b - Alternate Unlabelled Potential
Energy Diagram for a Reaction
Here is a sheet (Figure 4) with the labels
presented as tiles. Students could cut the
sheet up to make their own tiles for
practicing.
Figure 4 - Tiles for Energy Diagram
The Mechanics of the Play
I would place all of the tiles into a container .
I would not reveal which version of the
diagram was being used until the game
started. I would vigorously shake the
container of tiles for 30 seconds and then
remove the lid and spill the tiles onto the
table. Then I would pull the diagram out from
the stack and place it in front of the student
and start the timer.
Suggestions for additional Tile Groups
Here is a list of other diagrams that would
work well with this idea.
Periodic Table (Showing Labeled Sections and
Trends)
Energy Changes During Phase Changes
Phase Diagram for a Liquid
Electrochemical Cell
Electrolytic Cell
Kinetic Energy Curves for Sold, Liquid and Gas
Lab Preparation Setups - Distillation,
Electrolysis, Electroplating
Commercial Chemical Production - Haber
Process for Ammonia
Commercial Chemical Production - Extraction
of Mg from Sea Water
Commercial Chemical Production - The Solvay
Process
Chapter 5 - THE ELECTRON
CONFIGURATION OF ATOMS
I have decided to give special attention to this
topic because it is one which students found
particularly challenging. They had difficulty in
remembering the energy order of the orbitals.
For example, they couldn't understand why
the 4s orbital would fill up before the 3d.
After all, they would explain, isn't the 3d
closer to the nucleus? So, shouldn't it fill up
before the 4s?
I would explain to them that the electrons
would go into the lowest energy positions
available. The Bohr atomic model assumed
that the distance from the nucleus was the
only factor determining the energy of the
electron. Also keep in mind that the distance
between layers decreased as one moved
further from the nucleus. The introduction of
quantum mechanics and the wave theory of
electrons have revealed other factors
determining an electron's energy. The second
important factor, I would tell them, is the
complexity of the orbitals making up a
sublevel.
The orbital complexity ties into something
called angular momentum. Without going
into too much detail, I told them that the
more an electron changes direction, the
greater its angular momentum. So, if we think
of the electron as a particle, then it takes
more energy to occupy a d-orbital than an sorbital. This difference in orbital complexity
makes up for the slight difference in distance
between the 4s and 3d orbitals and thus
electrons in the 3d have slightly more energy
than those in the 4s. Of course I would
illustrate this by moving my hand in a circle to
show the s-orbital and then wave it in a more
energetic clover-leafed pattern to represent a
d-orbital. This usually got a few chuckles from
the students but it did get the idea across.
Once they had that understanding down,
then they could move on to learning how to
fill in electron configurations. Of course they
had to apply two more rules. First, only two
electrons to an orbital and they had opposite
spins. And second, each orbital in a sublevel
gets one electron before any pairing occurs in
that sublevel (i.e. Hund's Rule).
Brief Description of Game: The student would
reach into a container with bits of paper and
pick one piece. The paper would have the
symbol and atomic number of an element on
it. The student then had to construct the
electron configuration of that element and
write it out. Just about all of the elements
were transition elements. The time to
completion was used for scoring.
Constructing the Diagram and "electrons": A
large diagram filling up an entire poster board
(approximately 24" x 36") was created.
Electrons were represented by various small
items - buttons, rice, candy corn, tic-tacs, Pez,
etc. Whatever was available that would allow
two within the space of an orbital could be
used. The electrons were either of different
colors or shapes to represent the two
possible spins. An ambitious teacher could
make up small squares with single and paired
electrons on them. Small tablets such as the
81 mg baby aspirin could also be used. They
could be dyed two different colors with
markers to represent two different spins.
Here is what the diagram would look like...
Figure 5 - Atomic Orbitals in Energy Order
The Mechanics of the Game - The student
would be required to draw a card from a set
of cards which have an atomic symbol and the
atomic number of a given element. In order to
keep the challenge fair, it would be best to
use elements from the Transition Series,
Actinide Series and the Lanthanide Series.
To save time, separate cards or small items
could be used to represent an electron pair (a
button, bean, small candy, etc.).
Scoring in this game would be the same as in
the other games with a student being
required to finish in a given amount of time
or using the time they require to compute a
point value. As with other games, best times
could be recorded and posted in the
classroom.
Chapter 6 - USING GAMES WITH THE
WHOLE CLASS
Chemistry class can sometimes get... dare I
say it.... boring to students. Sometimes it is
fun to just break from the routine and do
something different. Students enjoy this type
of activity and the game may give them a
chance to move around a little and interact.
However, the game must be designed to try to
engage all of the students and not just those
who normally participate. I always had
certain students in class who would always
raise their hands energetically whenever I
posed a question to the class.
Please note that this type of activity can make
some students anxious. This is usually true
for those students who do not do as well as
others in class. The idea that they will be
given a difficult question and get it wrong
would embarrass them. Therefore, the game
must be structured to allow for these
students. I would work around this situation
in a couple of ways.
One way would be to have a student or two
act as score keepers and helpers. These were
usually mundane responsibilities but kept
these students involved and engaged during
the game without getting them into an
embarrassing situation.
Pop Question Competition
This techniques usually comes in handy when
you are reviewing for a test. It consist of
randomly choosing questions and getting
answers from the students.
Creating the Game Pieces - Chemistry, and
other science courses, tend to make extensive
use of the multiple choice question format. I
would take old State Regents Exams and cut
up the tests. I would separate the questions
by topic and difficulty.
I would place the questions into containers
according to topic and difficulty. I usually had
three levels of difficulty 1, 2 and 3
representing easy, intermediate and hard. I
would save all of these cut up question pieces
so I could use them later in the year for
midterm and final reviewing.
Here are some sample questions from each
level on the topic of Atomic Structure. There
correct answer is indicated for each question.
(Note: Since many answers are numerical, I like
to use a,b,c, and d as choices to decrease
confusion.)
Level 1 - Easy
1) Which particle has a mass of about 1 amu
and a charge of +1?
a) neutron
b) electron
c)
proton
d) positron
2) What is the symbol of the element with the
smallest nucleus?
a) H
b) He
c) U
d) Ne
Level 2 - Intermediate
1) Two electrons can occupy the same orbital
if they have opposite
a) masses
b) charges
c)
spins
d) nuclear factors
2) Which sublevel has seven orbitals?
a) s
b) p
c) d
d) f
Level 3 - Hard
1) In the p sublevel, electron pairing does not
begin until the addition of the
a) second electron
b) third
electron
c) fourth electron
d) last
electron
2) Atoms found in the Lanthanide Series
generally have electrons being added to the
a) 3d sublevel
b) 3p
sublevel
sublevel
c) 4d sublevel
d) 4f
Setting Up the Game - The class would be
divided into two teams. I used to split the
class down the middle but I would notice
some whispering and other communication
going on between the players. Therefore I
changed to an odd-even number system. I
would use paper drinking cups and put one
upside down on alternating student's desk.
The teams were intermingled in this manner
so as to make collusion between players less
likely. Also, as I distributed the cups I would
try to make sure that the balance of students
matched on each team. After all, I did not
want all of the "smart" kids on the same
team.
I would also let the students make up a name
for their team.
I would have three containers at the front of
the room with a large 1, 2 and 3 on them to
designate the question difficulty. Each
container would hold a set of multiple choice
questions. I would use empty, cleaned bleach
bottles that I had removed the label from and
written a large number onto.
If "helpers" are to be employed, there are a
couple of opportunities.
Score Keeper - stands at the board (or sits
with pen and paper) to keep track of the
scores.
Questioner - This student would pick a
question from the appropriate container and
read it to the contestant. This student would
know the correct answer because, as shown in
the samples above, it is indicated on the
question paper.
Timer Tracker - This student keeps track of
who's turn it is and watches the contestant to
make sure there is no communication with
other students. This student also uses a smart
phone or stopwatch to let the student know
when 10 (or 15 seconds are up). Timing starts
after the question is read.
Below is a diagram of a typical classroom
setup for this game.
Figure 6 - Classroom Setup for "Pop Question
Game"
Playing the Game - Game play would begin
with the teacher going to the first two
students and have one of them call a coin
toss. The winner could decide if their team
will be first or second to go. The first student
to go would announce which difficulty of
question they want. The teacher (or the
Helper) would pick a question from the
appropriate container and read it out loud. If
they chose a Level 2 difficulty and get it
correct, then their team would get 2 points.
The difficulty level indicates the point value of
the question. If the question is answered
incorrectly, it is then given to the next player
on the other team. If that player gets it right,
then his team gets the points. Play then goes
to the next player on the first team either
way.
Note that a team does not keep control of the
questions with a right answer. The game play
has to alternate back and forth between
teams. If not, then one team may run
through all of the Level 1 questions and not
give the other team a fighting chance.
Alternating turns keep the game fair.
Scoring - As the end of the class draws near,
the total scores should be tallied and the
winning team announced. As a reward, I
would give something simple like a tootsie
roll or a piece of gum... something simple. I
found that I did not need too much incentive
to keep the students interested in the game.
They actually enjoyed the competitive nature
of the activity.
Chemical Bingo Game - This is based on the
classic bingo game in which you have to get
five squares in a row ( diagonally, vertically or
horizontally) to win. Since this is a little bit of
a "chance" win, it is best to award a minimal
prize. I would award 2 or 3 points for the
marking period total points. If the total
points for the marking period were 300 to 500
points, we would only be talking about a 1%
to 0.5 % effect on the grade. Small in the
scope of things - but students still felt
motivated.
Constructing the Game Pieces - This is
another group game which works well when it
is time to review a lot of material. The
chemical bingo cards would contain a 5 x 5
grid of rectangles. Each rectangle would
contain a simple answer to a question of clue.
Here are sample clues and answers.
Clue
--------> Answer
Formula for the Ideal Gas Law
>
PV=nRT
The dissolved substance in a solution
------>
solute
This has mass and takes up space
>
matter
----------------
One-half the mass times the velocity
squared
-------->
kinetic energy
Energy needed to remove an outmost
electron
-------->
ionization energy
Molar volume at S.T.P.
------->
22.4 liters
Carried out the Gold Foil Experiment
------->
Rutherford
I would prepare a set of about 100 clues and
answers. The students were then told to take
the list and select 25 answers to fill in on their
blank grid so that each square held a different
answer. Then I would collect all the sheets
and shuffle them up and then redistribute
them to the class randomly. Students were
given small items like Cheerios or macaroni to
use as place holders.
One of the clue-answer sets would be cut up
into strips of paper and placed into a
container.
Playing the Game - The pieces of paper would
then be taken out one at a time. The clue
would be read and after a few seconds, the
answer would be given. The pause is to give
students who knew the answer a chance to
see if they had bingo and call it out.
Rewards - The winner would be given
something simple as a token prize. The usual
items would be a comic book, small plastic
animal, candy bar, etc.
Chemical Hangman - This is played with the
whole class divided up into two teams as with
the Pop Question game. Students from
opposite teams would take turns guessing
letters. After guessing a letter, the student
had a chance to finish the answer. This is a
quick and easy game with little setup
required.
Playing the Game- I would draw two scaffolds
and nooses on the board along with the
blanks below it for the letters in the target
word or phrase. Each team has their own
hangman. The first student on one team
would get to say a letter and then try to guess
the whole answer. After giving a correct letter,
the student would be given a chance to
complete the answer by saying the word or
phrase. The turns alternate back and forth
between the players on the two teams until
the answer is revealed or one of the teams
are hung. Students are not allowed to write
anything down during the game play and the
used letters are not tracked. This encourages
students to pay attention as the game
progresses.
Rewards - There is usually no reward or prize
given for this game.
Group Question/Problem Sets - Student teams
race to answer questions and solve problems.
Setting Up the Game - The class is divided up
into teams of 3 to 6 students. The teams are
constructed so that each one contains
students representing a range of ability. It
would not be fair to put all the smart kids on
one team. The teams can make up names for
themselves, just to keep it interesting. A set
of questions would be revealed to the class
via a screen or smart board or such.
Alternatively, the problem sets could be
printed up before hand and handed out to
the teams face down. Then they could all turn
over the sheets at the start. The teams would
have to race to solve the problems, write
their answers on a slip of paper and get them
to the front desk. The submitted answer slips
are stacked up so the first is on the bottom.
After all of the teams have submitted answer
slips, the correct answers are revealed and
the solutions to the problems are explained.
It is up to the teacher decide on the
restrictions in the game. The students could
be permitted to use the internet through
their phones or their textbooks, or both.
Also, the teacher has to decide if the use of a
calculator is permitted. They are not allowed
to talk to members of other teams. The
teacher could also set a time limit on each
set. The amount of time should be short
enough so that one student can't do all the
work. It is intended that the work be split up
between team members.
Scoring - Whichever team gets all of the
answers correct first could be declared the
winners. Or, a scoreboard could be setup so
that each team gets a point for each correct
answer.
Helpers - This game is a good one to use
helpers in for the purpose of score-keeping
and as watchers or monitors. The watchers
would circulate around the room during play
and make sure there is no improper activity
and that all teams are playing by the rules.
The nature of the questions and problems
will depend on the current topic of study.
The difficulty and number of questions will
vary for different topics and classes.
Below is a sample set that might be used
during midterm review.
Sample Group Question/Problem Set
1) In what year was the electron discovered?
2) How many silver particles are there in 40.0
grams of silver nitrate?
3) What is the formula weight of magnesium
sulfate heptahydrate?
4) Draw the structural formula for 2,3 dichloro-2-butene.
5) How many unpaired electrons are there in
a ground state chromium atom?
Chapter 7 - COMMERCIALLY MADE
CHEMISTRY GAMES - CARDS & BOARDS
This part contains a number of programs
which I have found on the Internet dealing
with various topics and chemistry which look
interesting. I have not tried many of these
programs, however I'm just put enough there
to save you a little trouble in searching for
them. I would recommend that you go on the
Internet do some further research and look
for additional reviews on these programs
before investing any money in them.
Instructions, as well as sample game play, can
be found on YouTube for many of the games
below.
Elementeo Chemistry Card Game
V2 by Alchemist Empire, Inc.
http://www.elementeo.com/
Elements come to life and have personalities of their
own!
50 elements, 25 compounds, and 25 alchemy cards
Five game levels: Element, Reaction, Compound,
Alchemy, and Fusion.
Make your own Elementeo cards!
Suitable for age 8+; 2-4 players
Available on Amazon and other sites
Comment: I actually own this game. The pieces are
quite colorful and attractive. The manufacturer of the
game work has designed a variety of games that can be
played with the same pieces. The difficulty of these
games increases and therefore eases the players into
learning the full set of rules needed to play the total
game. It is well done.
Compounded
In Compounded, players take on the roles of lab managers,
competing to complete the most compounds with carefullymanaged elements before they are finished by others - or
destroyed in a lab explosion. There's a fair share of pressyour-luck tension and strategic planning, but the most
successful scientists will often strike a good trade with their
fellow lab mates. Players may freely trade elements, lab
tools, and even favors - if there is truly honor among
chemists!
Valence - Chemistry Card Game
(Available at KickStarter.com)
http://scienceninjas.net/valence/
Valence is a fast-paced, fun card game that uses simple
math, colors, and cartoon ninjas to teach kids (8+)
chemistry! Players use more than 25 different molecules to
interact with each other and win the game!
How it Works
Players draw Element cards from the deck in order to form
Molecules. Each Element has a different Valence number
that describes how many electrons it has to give (positive)
or how many electrons it needs (negative) to have a full
valence shell. If the Valence numbers add up to zero, they
form a Molecule!
Molecules – a chemistry card game
https://www.amep.com/index.php?
route=product/product&product_id=10074&search=mole
Daniel Dulek
Elementally Fun Games
2015 | Card game | $22.95
Molecules is a card game for 2–4 players ages 12 and
over. Randomly drawn molecule cards give players
target compounds such as carbon dioxide, nitric acid
and water. Chemists then pick up atom cards in turn
and gain points by using them to build the target
molecules. The aim is to be the chemist at the end of
the game with the most molecule points. It takes 30–40
minutes to play.
Covalence: A Molecule
Building Game
https://www.kickstarter.com/projects/geniusgames/c
a-molecule-building-game
Description:
In Covalence, players work together to accurately
build a number of secret organic molecules. One
player has knowledge of the Molecules, while all
other players must deduce what these secret
molecules are, based upon a limited number of
clues given to them by the Knower.
Covalence is a cooperative game! One player has
knowledge of the secret molecules and must
silently gives clue cards to all other players, who
then use tiles with elements on them to accurately
construct their secret molecules.
Four different levels of difficultly provides young and
experience players with an enjoyable and
challenging experience.
Molecules combinations come from 52 distinct and
chemically accurate molecule cards providing
incredibly diverse replay ability.
Ion: A Compound Building Game
https://www.kickstarter.com/projects/geniusgames/ion-acompound-building-game
Ion is a game about chemistry! But more specifically, it's a
card-drafting game about building compounds! Players are
given a hand of ion and elements cards, and must select
one of those cards either to bond to a card already on the
table, or to set it alone. Players then pass their remaining
hand of cards to an opposing player to start the process
over again. Points are scored based upon the type and
quantity of neutrally-balanced compounds players are able
to construct, and upon sets of noble gases they are able to
collect.
Molecular - The Strategic
Chemistry Tile Game (Available at
KickStarter.com)
https://www.kickstarter.com/projects/itbboardgames/molecula
the-strategic-chemistry-tile-game
Molecular captures the lab in a multiplayer light strategy tile
mechanic where players take turns either pursuing their
research by activating 'Functional Groups', building up the
molecular all players are seeking to use for their research
by connecting 'Atom Tiles' or using the tools of the Chemist
by activating 'Effector Cards'. Each researcher gets 2
actions per turn, which they can use to do any of the above
in any combination.
In each game of Molecular, researchers (players) define a
'deadline' which is the number of turns each researcher
gets before the game ends. At the end of the game, points
are counted and the researcher with the highest score
wins! Points are scored by creating new bonds, scoring
Functional Group cards, and in some other ways through
use of the Effector cards.
Chapter 8 - ONLINE FREE CHEMISTRY
GAMES
The selections in this part are all currently
available to be used online for free. Some
of these are made with Flash, Java, C++,
HTML5 or another programming
language which may or may not be
supported by the browser being used by
the reader. I suggest that the reader visit
the website in question and confirm that
it will function properly.
Sheppard Software - Chemistry Games
http://www.sheppardsoftware.com/Elementsga
American Chemical Society (ACS)
Games
https://www.acs.org/content/acs/en/education/whatischemistr
in-chemistry/games.html
Canary Zoo - Chemistry Games
http://www.canaryzoo.com/Chemistry%20Game
Review Game Zone - Chemistry Games
http://reviewgamezone.com/site/subjects/chem
games.php
Planeta42 - Chemistry
http://planeta42.com/chemistry/
The World is Your Laboratory
http://www.msichicago.org/experiment/games/
Chapter 9 - DOWNLOADABLE FREE
RESOURCES for Computers
Although the items in this part are touted
as being free, I must caution the reader
that the sites might require information
in exchange for the item offered. Usually,
it is only an email address and username
that is required. It is the reader's
responsibility to inspect any online
agreements to determine the policy of
the site being visited.
Molecular Workbench
http://mw.concord.org/modeler/
Ellen McHenry's Basement Workshop
http://ellenjmchenry.com/homeschoolfreedownloads/chemistry-games/index.php
Virtual Chemistry Lab 2.0
http://virtual-chemistrylab.software.informer.com/2.0/
The program Virtual Chemistry
Laboratory was created for students who
study their first chemistry course and for
their teachers. The project is consistent
with the Bulgarian study program in the
7th grade, where the students have to
study this subject for the first time. If
they learn the most important parts of
chemistry in this first course, later they
will be able to learn new things more
easily after that. The program can help
them to test different reactions and solve
different problems. It can be used both at
school and at home.
This program has all the things needed in
a school chemistry laboratory, from the
substances to the equipment. This makes
it have all the advantages of a real lab and
none of its drawbacks.
cK-12 Foundation Home
https://www.ck12.org/chemistry/
101science.com
http://101science.com/chemJAVA.htm#Chemis
Chapter 10 - DOWNLOADABLE
COMMERCIAL GAMES AND
SIMULATIONS
The software included in this part may be
available for Windows PC and/or Mac.
Programs written for Windows XP will
usually run on later versions of Windows.
However, if there is any question, the
reader should contact the manufacturer
or distributor.
Darn Good Solutions (a.k.a. Multimedia
Science) - Chemistry
http://www.darngoodsolutions.com/mms/chem
This is an extensive site with a variety of
downloadable software. I did not see any
opportunities to download trial versions.
A set of tutorials, labs, demonstrations,
and games on basic chemistry topics.
Screenshots of two of the games are
shown below - The Ritzytown Water
Projects and the Significant Digits Drill.
The Ritzytown Water Projects
Significant Digits Drill
The Significant Digits Drill software
consists of a set of tutorials and drills. The
tutorials use step by step examples,
interactive simulations, and games to
cover the basic concepts of:
* what is a significant digit
* how to find the number of significant
digits in a given number
* how to use significant digits in addition
& subtraction
* how to use significant digits in
multiplication & division
* how to use significant digits in reading
instruments
ChemRacer 2713: The Legend of
Kid Chem
http://www.programmingart.com/products/ods
The year is 2713 and Kid Chem, the
greatest ChemRacer in history, has retired.
Blaze Avogadro, the newest student of
venerable trainer Rusty Alkali, is making
news in the Elemental Derby League.
While becoming the greatest ChemRacer in
the universe, your child will learn
interesting facts about the elements on the
periodic table, as well as how they relate
to the planets, geology, and the health
sciences. ChemRacer 2713 is three games
in one, that allow your child to experience
the pulse-pounding excitement of the
Training Series, the Pro Series, and the
beat-the-clock action of the Super League.
The program also contains our Teacher's
Edition features, which include a teacher's
guideline plus automatic tracking to record
your child's learning. Ages 3 to adult.
Windows® and Macintosh® compatible.
Chapter 11 - DOWNLOADABLE TRIAL
GAMES
The items in this part differ from the
preceding part in few ways.
1) There could be a time limit for the use of
the program.
2) The program could be a "Lite" version
with features disabled.
3) The program could include repeating
advertising for a better version.
4) These programs often require more
information that free programs.
Full name, address, phone number, age,
and more may be required.
What I present here is just a sampling of the currently
available software. As I pointed out in the preface to this book,
the population of the online community is constantly
changing. So, it is best that the reader do a thorough search of
the most up-to-date resources available online. Some of the
software in this category is called Shareware. This generally
Windows programs and may have been written for one of the
earlier versions of Windows, such as XP or Vista. However, I
have found that most of these earlier programs run with no
problems on Windows 7 and Windows 10. That being said, let
us continue.
Chemware Home Page
http://chemware.co.nz/
Ray's Educational Software
http://www.rayslearning.com/
Chapter 12 - APPS FOR SMART PHONES
AND TABLETS
These are programs primarily for smart
phones and tablets. Although the app may be
presented as Android or iOS, it may also be
available in the opposing format. Best advice
to the reader is to search online for the app.
ChemCaper https://chemcaper.com/
This is an online Chemistry RPG for
Android and iOS.
24 Free Chemistry iPad Apps For
Students
https://elearningindustry.com/24-freechemistry-ipad-apps-for-students
This is a collection of assorted applications.
They contain calculators, tutorials, databases
and games.
Many of these applications require that
iTunes be installed.
Complete Chemistry App for Android
https://play.google.com/store/apps/details?
id=com.toscanyacademy.completechemistry&hl
This app contains a variety tutorials,
accessories, reference tables and games. They
are made for Android devices. I have installed
it on my Samsung Note 3 and my Samsung
Galaxy Tab S2 and have no problems with it.
BASIC CHEMISTRY for the Android
https://play.google.com/store/apps/details?
id=com.zayan.chemistry.app&hl=en
This is essentially a Chemistry textbook on
your device. It is great for studying various
topics. Also, since it digital it is searchable;
making it very easy to find topics, concepts
and terms.
Chemistry Lab
https://play.google.com/store/apps/details?
id=com.electrolyticearth.chemistrylab&hl=en
This app is for the organic chemistry student.
Become a chemistry ace by playing the app
that turns real organic chemistry mechanisms
into an outstandingly fun game. Play your way
through actual reactions in a fun game rather
than simply memorizing flash cards and
reaction names. This app is the perfect study
companion for a chemistry student and is just
plain fun for anyone interested in chemistry
as you play your way from one reaction to the
next.
Chapter 13 - FREEWARE GAMES BY THE
AUTHOR
I have been interested in computing and
computers ever since the mid 1970's. Of
course, back then there was no computer
screen. We had to use a teletype machine and
connect to a mainframe PDP machine via an
acoustic modem. Programs were stored on
punched on paper tapes which had to be fed
back in if you wanted to load a program.
Wow, things have come a long way.
In 1994 I came across a programming
authoring tool called "Klik& Play" by Francious
Lionet and Yves Lamoureux and produced by
a company called Europress. It was an object
oriented programming tool which allowed the
production of impressive projects which were
rendered in C code in the final stage. I found
it very easy to use and enjoyed it thoroughly.
This program has gone through numerous
revisions and producers. It is now produced
by a company called ClickTeam
(http://www.clickteam.com/ ) and produces
programs and apps for a wide variety of
systems ( Java, Flash, Android, iOS, and
HTML5).
I produced numerous programs between 1995
and 2002 which still run on all of the
Windows systems.
Although the games runs on the more recent
versions of Windows (7, 8 & 10), the main
inconvenience is the resolution of the screen.
Since the games were originally made in
480x640 or 600x800 pixels, I have to increase
the resolution or set them to resize on the
screen. I will do this as I get requests for the
games.
I will give the games free to those people who
send an email to me at rtc1947@aol.com
Here is a list of the games with a short
description and screen shot.
These programs are all available in
formats for a variety of versions of
Windows ( 98, 2000, Me, XP,NT, Vista,
8.1, and 10). Many of the programs
contain background music and hi-
resolution graphics (24 bit
Pricing: FREE - originally sold, but now
made available for free from the author.
The programs may not be sold for profit
by other companies or included in
promotions.
Contact: Richard T. Carman e-mail:
rtc1947@aol.com
To obtain a copy of one or more of the
programs below, send an email request
to the author. If five or more programs
are desired, email the author and he will
inform you of any cost involved in mailing
a CD/DVD to you. The recipient will have
to provide funds before the item is sent
out in the mail.
CHEMISTRY GAMES
THE METRIC ARCADE
Practice the Metric System while playing an arcade game.
Covers the basic prefixes, their decimal values, fractional
values, and exponential values. Also covers metric to
metric conversions and metric to English relationships. Has
adjustable game speed for setting the difficulty.
Grade Level: 6 – 12
BUILD THAT ATOMIC THING
Practice the structure of atomic nuclei, atoms and ions.
The user sets the number of protons, neutrons and
electrons and then clicks a button to check his answer.
Uses the first 20 elements of the Periodic Table and
randomly creates mass numbers and charges.
Grade Level: 6 – 12
LABEL THAT DIAGRAM: Chemistry
1
Place labels onto diagrams which are important to 1st year
Chemistry. Fours diagrams are covered - Heating & Cooling
Curve, Potential Energy Diagram for a Reaction,
Electrochemical Cell, and an Electrolytic Cell. Labels are
randomly displayed on the screen and students must place
them on the diagram. Race to see who can get the best
time!
Grade Level: 8 – 12
Chemistry Review #1 Matter & Energy, Atomic Structure,
Bonding
Review almost 200 terms dealing with first
year chemistry. The words are broken up
into three main groups of words and seven
smaller groups . A total of 192 words are
covered. The game consist of matching
word tiles to the definition which appears on
the screen. Pressing H causes the correct
answer to flash. Music and sound fx may
be turned off from the menu bar. Date,
score and levels played may be printed.
Grade Level: 9 - 12
Chemistry Review #2 Periodic
Table, Stoichiometry (Math),
Organic Chemistry
Covers 276 items including chemical and structural
formulas ! The items are broken up into three main groups
of words and fourteen smaller groups. The words and
definitions may be printed out. The game consist of
matching word tiles to the definition which appears on the
screen. Pressing H causes the correct answer to flash but
also costs an increasing number of points. The End of
Game report gives the date, score and levels played and
may be printed.
Grade Level: 9 – 12
Chemistry Review #3 - Kinetics
&Equilibrium, Redox &
Electrochemistry, Acids & Bases
Review 148 items! The items are broken up into three main
groups of words and nine smaller groups. The words and
definitions may be printed out. The game consist of
matching word tiles to the definition which appears on the
screen. Pressing H causes the correct answer to flash but
also costs an increasing number of points. The word list
may be called up and referenced during game play by
pressing F1. Music and sound fx may be turned off from
the menu bar. A report gives the date, score and levels
played and may be printed. A High Score table displays the
highest 5 games. Levels may be played individually or in
sequence.
Grade Level: 9
– 12
Multiple Choice Chemistry Review
Covers the 9 basic units of the NY State Chemistry Regents
Syllabus with a total of 180 Regents questions. Each unit
randomly presents 20 terms. Music and sound fx may be
turned off. The timer may be turned off if it "frazzles" some
players. The score, the number of correct answers and the
grade as a percentage are all displayed. After finishing a
level, the player may print out a report showing the date,
time, player's name, score, and number correct. Pressing
F1 will bring up a Help file containing the Chemistry
Reference Tables. Grade Level: 9 – 12
MOLECULAR MADNESS v. 2.5
Users may study 4 screens and play 6 screens dealing with
information on elements, symbols, polar and nonpolar
molecules, and polyatomic ions. Makes learning these
basic chemical facts fun. Covers 10 common molecular
substances, 29 elements and 30 polyatomic ions. Music
and sound fx may be turned off by the menu.
Great for Jr.HS, HS, &
College Chem. classes.
ACID-BASE ARCADE
Designed with beginning Chemistry students in mind, this
program is both a tutorial and a collection of fun games.
Tutorial topics include: 1) Naming acids, 2) Naming Salts
,3) Writing Formulas, 4) What are Anhydrides?, and 5) AcidBase Theories. The individual tutorial screens may be
printed. Games include 1) Acid Arcade, 2) Base Arcade, 3)
Terminology Arcade, 4) Salt Arcade, and 5) Anhydride
Arcade. Covers three Acid-Base Theories (Arrhenius, B&L,
and Lewis), naming binary & ternary acids, binary & ternary
salts, criss-cross method of writing formulas, dissociation,
ionization, and more. Has music, sound effects and hi-res
colors (16-bit).
Grade Level: 9 – 12, College
Chemistry
REACTION SIMULATION #1
Visualize the activity of molecules during a chemical
reaction. The reaction of H2 and O2 to form H2O. The user
can vary the temperature and/or pressure and/or
concentration to see the effect. It is not a strict
mathematical model and will not stand up to a rigid analysis
with the Gas Laws or Equilibrium calculations. However, it
clearly demonstrates active complexes, reaction
intermediaries, and elementary processes (reaction
mechanism).
Grade
Level: 7 – 12, College Chem
ADVENTURES OF SCI-MAN # 1
This adventure is a puzzle solving game which draws on
the chemical knowledge of the player. Use the right
chemicals to help Sci-Man get to the next screen. Draws on
knowledge of solubility, flammability, density,
electrochemistry, and more. Comes with a printout of how
to solve each level. Also includes the chemical equations
and descriptions for each action in the game. Great for
Middle School, Junior HS, HS, & College Chemistry
classes.
Grade Level:
8 – 12
CHEMWORDS: BONDING
Practice the terms associated with Bonding in Chemistry in
an arcade platform game setting. Use the arrow keys to
move and jump. Has 5 levels and covers 41 terms. Allows
studying of terms before playing. User sets difficulty through
game speed. This effects the maximum score.
Grade Level: 8 – 12
CHEMWORDS: ATOMIC
STRUCTURE
Practice the terms and definitions associated with the
structure of the atom. More than 40 terms and ideas are
covered in an arcade shooting game. Shoot the correct
term to match the definition displayed at the bottom of the
screen. The user can set the game difficulty level by
selecting the game speed at the onset. Use the arrow keys
to move the cannon and the spacebar to fire. The user may
also view a list of the terms and definitions for studying
purposes.
Grade
Level: 8 – 12
BIOLOGY GAMES
BODY PARTS - A Students practice
identifying some of the common body parts
of the human body with four activities:
Catch-A-Part, Find-A-Part, Place-A-Part
and Body Puzzle.
Covers the common human internal organs
- stomach, liver, pancreas, gall bladder,
spleen, esophagus, duodenum, trachea,
lungs, small intestine, colon, and appendix.
Students learn to recognize these by sight
and learn where they are placed in the
body.
Grade Levels: 4 – 8
LABEL THAT DIAGRAM - Cells
Place the labels onto the correct location on the diagram of
the animal cell. Timer and score indicate progress. Also
covers a plant cell, Paramecium, Amoebae, and Euglena.
Students may view labeled diagrams for studying purposes.
Grade
Level: 7 – 12, College Biology
WHERE'S MY GUTS
This program allows students to practice the recognition of
some of the internal organs of the human body. Aliens have
stolen the parts from the human anatomical model in the
laboratory. The player has to find where the aliens have
taken the parts to, retrieve them and return them to the lab.
Covers 12 basic internal organs. The program also has
SAVE GAME and RESUME GAME feature. Also comes with
"cheat" keys for quickly jumping between levels.
Grade Levels: 7 – 9
LABEL THAT DIAGRAM: Skeleton
Player must identify the correct bones on the human
skeleton as the names appear randomly at the bottom of
the screen. The skeleton is broken up into two screens –
top and bottom. Twenty-two (22) common bones are
covered. Users may also view labeled diagrams for study
purposes.
Grade Levels: 7 – 10
BODY PARTS - A
Students practice identifying some of the common body
parts of the human body with four activities: Catch-A-Part,
Find-A-Part, Place-A-Part and Body Puzzle.
Covers the common human internal organs - stomach,
liver, pancreas, gall bladder, spleen, esophagus, duodenum,
trachea, lungs, small intestine, colon, and appendix.
Students learn to recognize these by sight and learn where
they are placed in the body.
Grade Levels: 4 – 8
MUSCLE ARCADE
This program covers over 25 of the common muscles of
the human body. The program contains six major screens 4 study screens (Upper Front, Lower Front, Upper Back and
Lower Back) and 2 games screens (Full Front and Full
Back). The Study Screens allow you to guess the muscle
name before revealing its label. In the Muscle Arcade game
screens, the player moves a cannon and then shoots the
label indicated by a blinking tag. Game speed can be set to
control difficulty. Each Study Screen may be printed with or
without the labels.
Grade Levels: 8 – 12, College Biology
WORD WAR - CELLS
100 Words taken from the opening topics in Junior High
School and High School biology covering cellular biology.
There are five screens with 20 words each: (1) Introduction
to Biology; (2) The Cell; (3) Activities of Cells; (4)
Reproduction of Cells; (5) Genetics. Contains a printable
word list with definitions. Has 1 and 2 player mode. One
player mode has a hint key and a study mode and pleasant
music to study by. Two player allows 2 students to play
against each other.
Grade
Level: 7 – 12, College Biology
WORD WAR - ANIMALS This program
covers 100 biological terms relating to the study of animals.
The words are divided up into 5 groups: Invertebrates 1,
Invertebrates 2, The Chordates, The Vertebrates, and
Animal Behavior. The program may be played in single or
double player mode. In Double Player mode, the players
play simultaneously against each other. A definition
appears and they race to shoot the proper word. Points are
deducted for wrong answers and for being hit by your
opponent. The Single Player mode has three difficulty
levels in which computer cannons fire at you. Press H will to
make the answer flash. Or, play in the Study Mode with no
cannons at all. Word list and definitions may be printed out.
A printable report is given at the end displaying scores and
levels played.
Grade Levels: 6 – 9
WORD WAR - HUMAN BODY
This
program covers 120 biological terms relating to the study of
the human body. The words are divided up into 6 groups:
Nutrition, Muscles & Bones, Circulation, Excretion, Nervous
System, and Reproduction. The program may be played in
single or simultaneous double player mode. A definition
appears and they race to shoot the proper word. The Single
Player mode has three difficulty levels in which computer
cannons fire at you. Pressing H will cause the answer to
flash. Study Mode has no cannons at all. Word list and
definitions may be printed. Report is given at the end
displaying scores and levels played. A High Score table
saves 3 highest scores.
Grade Levels: 6 –
9
VITAMINS & MINERALS
Learn the various names and functions of the vitamins and
minerals needed by the human body. It also covers the
diseases and conditions associated with deficiencies if
these chemicals are not in the diet.
Grade Levels: 7 – 12, Adult
GEOGRAPHY GAMES
LABEL THAT DIAGRAM - USA
This program allows students to practice labeling a map of
the United States. The contingent US map is divided up into
4 sections. A name randomly appears on the screen and
the user must pick it up and place it correctly on the map. A
timer is used for scoring purposes. (If a more in depth
program is desired, check out the program USA Facts
below.)
Grade Levels: 7 – 12
WORLD GEOGRAPHY
Practice the location on the world of 17 major land areas, 21
water bodies, 28 major cities, and 22 Rivers, Mountains. &
Deserts - 88 items in total. Items are presented in a random
order in four screens! Each screen may be played with
labels visible for practice. Play levels individually or
sequentially. Each screen has its own timer. Great way to
learn where things are on our world.
Grade Levels: 7 – 12
EUROPEAN GEOGRAPHY
Study and practice the location of 20 bodies of water, 34
major cities, and 39 countries in modern day Europe. Also,
study the flags of 39 European countries. Each screen has
a "Study Mode" which allows for practicing the information.
Instructions and maps can be printed for making quizzes
and tests or study guides. All done in 256 colors with sound
fx and music. Sound effects and music can be turned off.
Grade Level: 6 – 12, College
SOUTH AMERICAN GEOGRAPHY
14 Countries, 28 Major Cities, 14 Capitals, 14 Flags and 30
geographical Features are covered in this program. Each
screen is accompanied by a different musical midi file.
Online instructions are available from any screen. Game
may be played one level at a time, or in Tournament Mode in
which a cumulative score is reported at the end. Each
screen has a hint key which flashes the right answer. Also,
each level may be played in the Study Mode without the
distraction of the timer and the score.
Grade Level: 6 –12, Adult
GEOGRAPHY OF AFRICA
49 Countries, Capital Cities on a map, Capitals with
countries, 48 Flags and 30 geographical Features are
covered in this program. Each screen is accompanied by a
different musical midi file. Online instructions are available
from any screen. Game may be played one level at a time,
or in Tournament Mode in which a cumulative score is
reported at the end. Each screen has a hint key which
flashes the right answer. Also, each level may be played in
the Study Mode without the distraction of the timer and the
score. Grade Level: 6 – 12, Adult
USA FACTS
This program covers all fifty US States - their locations,
capitals, flags, flowers and nicknames. The map screen
may be printed with or without the labels. Each screen has
a "Study Mode" which allows the user to practice the
information at hand. Game screens show time and score.
Each screen has pleasant music and sound effects.
Grade Levels: 6 – 12, Adult
GEOGRAPHY OF ENGLAND &
SURROUNDING AREAS
The program includes England (UK), Wales, Scotland,
Ireland and Northern Ireland. This program covers 32 major
cities, 33 bodies of water, and 32 features. Each set of
items is presented in 2 screens. On one screen the player
must choose the dot on a the map which indicates the
location of the item named. In the second screen, the
player must click on the item's name which is located at the
flashing dot on the map. Each screen displays the score
and the number of wrong answers. Pressing H which will
flash the answer at the cost of an increasing number of
points. Also has 18 hi-res photos.
Grade Level: 8 – 12, Adult
HISTORY & GLOBAL STUDIES
AMERICAN HISTORY: PREREVOLUTIONARY WAR
Read, study and practice facts about American History
leading up to the Revolutionary War. The Study Mode
allows for the viewing of a list of all the facts used in the
game. Print feature will produce a hard copy for home study
purposes or for use during play. Covers the facts in four
screens - 1) Who 2) What 3) Where 4) When Good for
Junior or Middle School, High School and 1st year College.
Grade Level: 7 – 9, College History
AMERICAN HISTORY:
REVOLUTIONARY WAR
Read, study and practice facts about American
Revolutionary War. Covers 21 major people and 29 events
in three screens. The Study Mode allows for the viewing of
a list of all the facts used in the game. Print feature will
produce a hard copy for home study purposes or for use
during play. Covers the facts in three screens - 1) Who 2)
Where and 3) When.
Grade Level: 7 – 9, College History
MULTIPLE CHOICE GLOBAL
STUDIES REVIEW 1
Covers 9 areas of Part I of the NY State Global Studies
Exam with a total of 180 Regents questions. The units may
be played individually or sequentially. There are 20
questions on each unit which are presented in a random
order each time the game is played. Pleasant music
accompanies game play and may be turned off for
convenience. A timer is displayed at the top of the screen
which may be turned off if it "frazzles" some players. The
score, the number of correct answers and the grade as a
percentage are all displayed. After finishing a level, the
player may print out a report showing the date, time,
player's name, score, and number correct. Pressing F1 will
bring up a Help file with playing instructions.
Grade Level: 9 – 11
MULTIPLE CHOICE GLOBAL
STUDIES 9 REVIEW 2
Covers 7 areas of the NY State Global Studies Course
which is presented in 9th grade. The units may be played
individually or sequentially. There are 10 to 18 questions on
each of 7 units (104 questions) which are presented in a
random order each time the game is played. Pleasant
music accompanies game play and may be turned off for
convenience. The timer may be turned off if it "frazzles"
some players. The score, the number of correct answers,
and the number wrong are all displayed. Print a report
showing the date, time, player's name, score, and number
correct.
Grade Level: 9 – 10
MISCELLANEOUS
VOCABULARY BUILDER - English
1
This program is for those people who need practice
recognizing English words. Objects bounce around on the
screen and a name randomly appears. The player uses the
arrow keys and space bar to shoot the correct object. The
game speed can be set to control the difficulty of the game.
Covers 40 different objects broken up into 4 groups - Group
1 & 2 are Household Items, Group 3 contains Food Items
and Group 4 contains Animals.
Grade Level: K – 3, ESL
VOCABULARY BUILDER - English
2
This is a NON-VIOLENT arcade game for elementary
education ( or ESL ) for learning the names of People,
Places, Vehicles, and Plants. Cupid drops hearts on the
objects as they bounce around on the screen. Forty
different objects are covered in four screens.
Grade Level: K– 3 , ESL
WEB-WORDS
This program will allow individuals to practice words and
terms associated with telecommunications and the World
Wide Web in a fun-filled arcade style platform game. Move
your character to the word which matches the definition at
the bottom of the screen.
Grade Level: 6 – 12, Adult
WORD WAR - SET # 1
Sixty challenging words are broken up into five screens of
twelve. In Double Player mode, the players play
simultaneously against each other. A definition appears
and they race to shoot the proper word. Points are
deducted for wrong answers and for being hit by your
opponent. The Single Player mode has three difficulty
levels in which computer cannons fire at you. If you get
stumped, pressing H will cause the answer to flash. Or,
play in the Practice Mode with no cannons at all. The entire
word list, with definitions and sample sentences, may be
printed out. Grade Level: 7 – 12, Adult
WORD WAR - SET # 2
More fun with vocabulary! 100 challenging words are
broken up into five screens of 20. In Double Player mode,
the players play simultaneously against each other. A
definition appears and they race to shoot the proper word.
Points are deducted for wrong answers and for being hit by
your opponent. The Single Player mode has three difficulty
levels in which computer cannons fire at you. If you get
stumped, pressing H will cause the answer to flash. Or,
play in the Practice Mode with no cannons at all. The entire
word list, with definitions and sample sentences, and word
origins may be printed out.
Grade Level: 7 – 12, Adult
SPACE FRACTIONS 1 - Common
Fractions
This game provides practice with fractions. Players
practice a set of 20 basic fractions and their decimal and
percent equivalents. If a student finishes a perfect level he
is given the opportunity to play a space invaders type of
game for two minutes. There are 6 levels: Decimal to
Fraction, Fraction to Decimal, Decimal to Percent, Percent
to Decimal, Percent to Fraction and Fraction to Percent.
The player may view a Study screen which contains a table
of all of the relationships used in the program. This table
may be printed. A Report Screen is displayed after all of the
levels are completed.
Grade Level: 7 – 9
SPACE FRACTIONS 2 - Adding
Fractions
This game provides practice with subtracting fractions.
Players practice a set of 20 problems - recognizing the . If
a student finishes a perfect level he is given the opportunity
to play a space invaders type of game for two minutes.
There are 3 levels: Finding the LCD, Substitution, and
Getting the Final Answer.. The player may view a Study
screen which contains an explanation of how to add
fractions. A Report Screen is displayed after all of the levels
are completed. Grade Level: 7 – 9
LEARNING ABOUT YOUR
CAMERA - CANON 50D
This program covers the buttons, dials and
screens of the Canon 50D SLR camera.
The user may practice or study any of the
screens. There are five screens: Front of
the Camera, Back of the Camera, Mode
Dial, Viewfinder and Top View.
Grade Level: 6 –12, Adult
LEARNING ABOUT YOUR
CAMERA - CANON Rebel T2i
This program covers the buttons, dials and
screens of the Canon RebelT2i SLR
camera.
The user may practice or study any of the
screens. There are five screens:
Front of the Camera, Back of the Camera,
Mode Dial, Viewfinder and Top View.
Grade Level: 6 –12, Adult
As a final closing word, if any of the readers
are also already using ClickTeam Fusion
Developer
(a.k.a. Multimedia Fusion Developer) and
would like to work together on any
programming projects, please
send me an email at rtc1947@aol.com.
Thanks for taking the time to read this book.