| Instructional Objective | Learners & Context | Object of Game | Game Materials |

| Time Required | Rules | Design Process | References |

• Student will be able to use a periodic table to correctly identify the number of electrons, protons, atomic number, atomic mass, and element symbol of various elements.
• Using the periodic table, the student will be able to correctly calculate the number of neutrons in an atom.
• Student will be able to name the physical and chemical properties used to classify various elements.
• Student will be able to identify the unique properties of the noble gases.
• Student will be able to name the element that is essential to all living things.
• Student will be able to identify a given example as a chemical or a physical change.  

The following are the 8th grade California State Science Standards that correlate with Chemistry Clue:

Structure of Matter: 3a, 3f
Reactions: 5a, 5d
Chemistry of Living Systems (Life Sciences): 6a
Periodic Table: 7a, 7b,7c

Click here for more information on the California State Science Standards for 8th grade.

Chemistry clue is designed for eighth grade students studying physical science. It will help them review their knowledge of the periodic table, atoms, and the structure of matter.            

This game board will be used many times, and the cards can interchange to correspond with different mystery elements. A benefit of this game is that it only requires teacher facilitation for the setup and the rest of the game is student-driven.  This game could be adapted for high school chemistry students by changing the complexity of the clues and questions.

Work as a team to gather and interpret enough clues to correctly identify the mystery element in the envelope. The teams do this by landing on the clues and/or stealing clues from other teams.

	Game Pieces
Game Board Question Cards Electron Cards Mystery Envelope Mystery Element Card Game Pieces Die Laminated Periodic Table in a Privacy Folder Dry Erase Marker or Vis-à-Vis marker

Click here for the full-size PDF of the game board.

Electron Clue Card	Click here for a link to the PDF version of the Periodic Table	Mystery Card & Envelope
Question Card Front	Click here for a document with a sample set of questions and electron clues	Question Card Back

Ahead of time, the teacher will package the electron clue cards with the correct mystery element. The game should take no longer than 1-2 minutes to set up. The game playing time should take no longer than 45 minutes.

Setup

1. Put one electron card on each electron space on the board.
2. Place the mystery element envelope on the mystery element box on the board.
3. Put the question cards on the question box on the board.
4. Pick a game piece and place it in the nucleus.
5. Distribute markers and periodic table folders to each team.

Playing Game - read all directions before playing

1. BEGINNING PLAY - Each team rolls a die. The highest number goes first.
2. One at a time, all teams must answer a question card correctly to cross from the nucleus to the first shell.
3. If answered incorrectly, wait until your next turn to try again. You must answer the question correctly to leave the nucleus and start playing.
4. After your team has correctly answered a question card, move your piece from the nucleus along one of the bridges and remain there until your next turn.
5. CONTINUING PLAY - On your next turn, roll the die and travel in any direction along that shell.
6. ELECTRON CARDS - When you land on an electron clue card, pick up the card and share it only with your team.  Use your periodic table to mark off elements that the clue eliminates.  Once an electron clue card is picked up, the space becomes null.
7. QUESTION BRIDGES - Use the question card bridges to travel to available clue cards in different shells. You must answer the question correctly to use the question card bridge.
8. ELEMENT SYMBOL/DIAGRAM SPACES - If you land on an element symbol, jump to the corresponding element diagram, and vice versa.
9. WINNING THE GAME - Once your team thinks they have determined the mystery element, travel back to the nucleus, answering question cards correctly to travel across the bridges and rolling the die. It is not necessary to land in the nucleus by an exact roll of the die.  Once in the nucleus, you may announce your guess and check the envelope. If you are right, you win! If you are wrong, place the card back in the envelope, your team is out and the game continues with the other teams.

Before Testing

We both knew we wanted to do a clue, mystery component idea. We had some trouble figuring out if we should use  a mystery element or  a mystery compound. After further game development, we realized that the mystery element would be easier for students to deductively figure out.

Picking elements for the mystery element envelope was fairly easy. We picked Sodium since it is a common element that students are familiar with, and is an easy element for playing the first time. Once students can grasp the concept of the game, and become more familiar with the periodic table, we thought harder elements could be used in the game.

We also decided to only use a portion of the elements.  Those in groups 1 and 2 as well as the non-metals and metalloids in groups 13, 14, 15, 16, 17, 18.  These are the elements that "play nice" and follow simple rules of chemistry with regard to electron shell stability, valence electrons, and bonding patterns.  However, answers to question cards can be any element on the periodic table.

The game board was another long process for us to figure out. At first, we had an arbitrary board shape. Then, after thinking for a couple days (and some timely advice from our professor) we came up with the electron shell model, with the electron cards fitting on the board.

After the electron shell game model worked, we could then add the question card bridges to allow players to go to each shell.

After Testing

After the first prototype testing, we adjusted many of the rules. The initial wording of the rules was not concise enough for the player to figure out the game. The question bridge spaces were confusing to the testers.  The order of play wasn't immediately apparent.  It was obvious with all three groups that they wanted to be able to play the game as they read the rules.  So, the rules needed to be adjusted so that they followed the sequence of the game more precisely.

Of course, making one change to the rules, affected other aspects of the game.  Making sure the final game board corresponded with the game's rules and content was challenging. Moving the electron card spaces and fixing question bridges took time and effort, but our final product is a reproducable, valid game with the focus on the content.  Students will be able to learn the how to play the game quickly.  The students will have fun while receiving a sound review of the chemistry concepts for the assessment.  The game will help them identify gaps in their knowledge as well as solidify their strengths.