Activity

pubs.acs.org/jchemeduc

Fastest Fingers: A Molecule-Building Game for Teaching Organic

Chemistry
Michael L. Eastwood*
Richmond Secondary School, Richmond, British Columbia V6Y1Z3, Canada
*
S Supporting Information

ABSTRACT: Chemistry educators are constantly searching for

new ways to engage their students in the classroom. Fastest
Fingers is a team-based activity in which students race to solve
an organic chemistry problem and then build the answer using a
modeling kit. Points are awarded for speed as well as accuracy,
encouraging teams to collaborate eectively and work eciently.
The game can be tailored to many dierent levels by varying the
diculty of the problem: topics such as nomenclature,
isomerism, and basic reactions schemes can easily be included.

KEYWORDS: High School/Introductory Chemistry, First-Year Undergraduate/General, Organic Chemistry,

Collaborative/Cooperative Learning, Hands-On Learning/Manipulatives, Humor/Puzzles/Games

INTRODUCTION
Organic chemistry is a notoriously dicult subject, especially
wide range of topics within organic chemistry and can be used
for review or to further develop understanding of classroom
concepts.

for novice learners.13 The nomenclature is tedious, the
molecules are dicult to visualize, reaction schemes can be
complex, and mechanisms dicult to rationalize and apply.4
Previous authors in this Journal have explored ways to improve
student engagement,5,6 and performance79 in chemistry.
Instructors recognize that the social aspect of learning is
vital;10,11 as a result, new activities and teaching strategies
centered on student collaboration and cooperation are highly
sought after.
Games have long been heralded as an eective means to
engage students and promote meaningful discussion of
chemical concepts in the classroom.12 Educational games
come in a variety of formats; recent publications in this Journal
have outlined board games,1315 card games,1618 and game
shows,19,20 among others. Myerss Molecular Model Game
makes use of modeling kits as teams of students race to build
molecules with the correct VSEPR shape.21 Farmers Organic
Chemistry Trivia22 and Schrecks Organic Chemistry Squares23
are two games specically designed to help students learn
organic chemistry. This paper discusses a new race-style game
called Fastest Fingers that requires students to work in teams to
solve an organic chemistry problem and then build the correct
molecule as quickly as possible.
Fastest Fingers is best suited to classes of 2040 students at
either the high school or introductory college levels. An average
game requires approximately 1 h; it can easily be adapted to a
XXXX American Chemical Society and
Division of Chemical Education, Inc.
MATERIALS
The room should be arranged so that each team is located at a
large table cleared of binders, books, backpacks, and other loose
items. Four standard-size student desks pushed together makes
an ideal workspace. To maximize eciency, the clues should be
prepared in advance by the instructor. Clues can be presented
as individual PowerPoint slides or hand-written on an overhead
projector screen, then revealed one at a time to begin each
round. In low-tech classrooms, the instructor can either write
clues on the board or simply read them aloud.
Each team needs a ball-and-stick molecular model kit; see
Table 1 for the minimum suggested quantities for each
component in the kit.
Each team is also permitted the use of a pencil and paper so
that team members may do some planning and problem solving
before actually building a molecule. If Fastest Fingers is being
used as a review activity, it is recommended that no additional
materials be allowed. If students are still developing their
understanding of organic chemistry concepts (for example, in
the middle of a unit), then items such as class notes, textbooks,
and summary sheets can be made available at the instructors
discretion.
A dx.doi.org/10.1021/ed3004462 | J. Chem. Educ. XXXX, XXX, XXXXXX
Journal of Chemical Education
Table 1. Minimum Suggested Quantities for Each
Component in the Molecular Model Kit
Component Typical Color Quantity
Carbon atom Black 15
Hydrogen atom White 40
Oxygen atom Red 10
Nitrogen atom Blue 5
Halogen atom Green 5
Single bond 50
Multiple bond 10
GAME DESCRIPTION AND RULES
Fastest Fingers is best suited to teams of three or four. If the
game is played with teams larger than four, it is dicult to
engage all students in each round. With teams of two, there is
less interaction between students and the large number of
teams can be overwhelming for the instructor (scoring involves
recording which team nished rst, second, etc.).
Once students are seated with their teams, their rst task is to
assign each member a letter from A through D (for a team of
four). Next, it is highly recommended that each team be asked
to invent a team name; bonus points can be granted for organic
chemistry-themed names (memorable examples include: The
Grignerds, Menzenean all-male team, and Cyclobut-
teama team of four, obviously). While not necessary, this is
a good team-building activity and helps stimulate competition
early on as students strive to out-pun each other.
The students should be briefed on the following rules before
the game begins:
1. Each round, the instructor will reveal a clue on the
screen. The goal is to be the rst team to correctly build
the organic molecule associated with this clue.
2. Only certain players are allowed to be builders (i.e.,
handle the model kit components) in each round. The
other players may assist the builders by drawing
structures on paper or providing verbal instructions;
however, they may not touch the model kit.
3. Once a team has built the target molecule, all members
must raise their hands to indicate to the instructor that
building is complete. There can be no further changes to
a molecule once a team has raised their hands.
4. The rst team to submit an answer receives 5 speed
points, second receives 4 speed points, third receives 3
speed points, and so on.
5. Correct answers receive 5 molecule points. Points will be
deducted for errors.
6. Teams must completely disassemble their molecule from
one round before proceeding to the next round.
TIPS FOR THE INSTRUCTOR
Each round lasts 48 min, depending on the diculty of the
problem. Typically, 10 rounds can be completed in a 1-h
period. Figure 1 illustrates some sample clues, and a short video
demonstration of the game is available on YouTube.24 Other
helpful tips to ensure that the game runs smoothly are outlined
below.
1. Before each round begins, check that each team has
completely disassembled the molecule from the previous
round. Crafty students may try to carry over a methyl
group (or more!) to the next round to speed up the
building process. Also, once a clue has been revealed and
B dx.doi.org/10.1021/ed3004462 | J. Chem. Educ. XXXX, XXX, XXXXXX
Activity
Figure 1. Sample slides showing: (A) pre-clue slide identifying the
builders; (B) nomenclature clue; (C) isomerism clue; (D) simple
reaction scheme clue.
students are busy discussing and building the target
molecule, it is a good idea to circulate the room and
check that only the builders are handling the model kit.
Teams can gain a signicant advantage if additional
students assist with the building. Threatening to penalize
teams for these practices (or other forms of cheating) is
an eective way to ensure that everyone follows the rules.
2. Clearly post or announce the identities of the builders
before revealing each rounds clue (see Figure 1A). If the
game is being played in teams of four, two is a standard
number of builders. However, it is a good idea to change
this number occasionally, with some rounds involving a
lone builder and others involving three or more. In
another variation, the instructor also species a recorder:
the only player who can use pencil and paper. This
denition of an additional role makes the game a little
more dynamic by adding some variety to the individual
tasks.
3. To help with the scoring, draw a map of the classroom
with the locations of each team clearly marked. As each
team indicates they are nished, write the number of
speed points they earned beside their location on the
map. Using this technique makes it easier to keep track of
the speed points, as it is easy to forget the exact order in
which teams nished once a round is complete. Also,
watch out for teams that prematurely announce they are
nished (to earn more speed points) and then hastily
add atoms or make changes when nobody is looking.
4. Point deductions for errors in the target molecule should
vary depending on the severity of the error. For minor
errors such as forgetting a hydrogen atom, a single point
is a suitable penalty. More serious errors such as an
incorrect number of carbon atoms or the wrong
functional group should carry substantial penalties, or
not be awarded any points at all. Ultimately, instructors
can adjust these penalties according to their own
preferences and the knowledge level of their students.
5. The number of points awarded for speed or accuracy can
be adjusted up or down according to the number of
teams participating or the instructors desire to
emphasize one over the other.
Journal of Chemical Education
BENEFITS OF USING FASTEST FINGERS IN THE
CLASSROOM
Fastest Fingers is an eective tool for engaging students in
organic chemistry problem solving. The game can easily be
incorporated into the middle of a unit to develop student
understanding (formative) or used to assess knowledge and
skills as a review activity (summative). After being presented
with a problem, students must rst work together to solve it
and then collaborate eectively to build the object molecule.
Students assume dierent roles in dierent rounds, adding a
dynamic element to the game. In the authors high school
classes, the vast majority of students reported that they enjoyed
the activity and many felt that the problem-solving skills they
developed helped deepen their understanding of organic
chemistry.
A common complaint of chemistry teachers is that students
fail to appreciate the three-dimensional nature of organic
molecules; the ability to visualize these molecules is essential
for understanding organic chemistry.25,26 Lewis structures for
these molecules can lead students to the misconception that
they are two-dimensional, with all bond angles equal to either
90 or 180 (Figure 2). Models are central to science learning,
Figure 2. Comparing the Lewis structure and ball-and-stick
representation of acetic acid.
and chemistry in particular.27,28 In Fastest Fingers, students go
beyond just looking at models of organic molecules: they are
required to build the molecules themselves. Through this
process, students gain a better understanding of the three-
dimensional shape of these molecules.
In many academic games, especially those where speed is a
factor, the students with the quickest minds or strongest
knowledge base dominate the play. Those who take more time
to problem solve or are still developing their understanding of a
topic are often limited in their participation. In Fastest Fingers,
rapid construction of the molecule requires planning and
collaboration among teammates: eciency is rewarded.
Because roles are constantly changing, a teams success will
depend most strongly on the ability of its members to
communicate and work together eectively, not on the abilities
of any individual member. This unique feature of the game
makes it an excellent tool for instructors who strive to get
participation from a larger percentage of their class. Every
student, regardless of ability, has a legitimate opportunity to
make a real contribution to his or her teams success and feel
the pride that comes with doing so.
Fastest Fingers is easily adaptable to dierent levels of
organic chemistry. For introductory courses, the clues can be
constructed to cover topics in nomenclature and isomerism.
For more advanced courses, the clues can involve reaction
schemes that require players to determine a reactant or product
molecule before building it. The activity can also be
implemented at dierent stages of instruction to achieve
C dx.doi.org/10.1021/ed3004462 | J. Chem. Educ. XXXX, XXX, XXXXXX
Activity
dierent goals. At the beginning or middle of a unit, it is
eective in getting students to practice applying the principles
they are currently learning and to learn from their mistakes.
Near the end of a unit, the game is a meaningful way for
students to check their overall mastery of core concepts.
ASSOCIATED CONTENT
*
S Supporting Information
A demonstration video and sample games from a range of
organic chemistry topics. This material is available via the
Internet at http://pubs.acs.org.
AUTHOR INFORMATION
Corresponding Author
*E-mail: MEastwood@sd38.bc.ca.
Notes
The authors declare no competing nancial interest.
ACKNOWLEDGMENTS
I would like to thank Jackie Stewart and Andrew Tovey for
their valuable feedback during the writing process. I would also
like to thank former JCE associate editor Erica Jacobson, whose
article Become a Journal of Chemical Education Author29
ultimately inspired me to start writing. Finally, a big thank-you
to all my chemistry students, past and present, who participated
so enthusiastically in our epic Fastest Fingers battles!
REFERENCES
(1) Mullins, J. J. J. Chem. Educ. 2008, 85, 8387.
(2) Green, G.; Rollnick, M. J. Chem. Educ. 2006, 83, 13761381.
(3) Pungente, M. D.; Badger, R. A. J. Chem. Educ. 2003, 80, 779784.
(4) Teixeira, J.; Holman, R. W. J. Chem. Educ. 2008, 85, 8889.
(5) Bunce, D. M.; Flens, E. A.; Neiles, K. Y. J. Chem. Educ. 2010, 87,
14381433.
(6) Shaver, M. P. J. Chem. Educ. 2010, 87, 13201323.
(7) Szu, E.; Nandagopal, K.; Shavelson, R. J.; Lopez, E. J.; Penn, J. H.;
Scharberg, M.; Hill, G. W. J. Chem. Educ. 2011, 88, 12381242.
(8) Bunce, D. M.; VandenPlas, J. R.; Soulis, C. J. Chem. Educ. 2011,
88, 12311237.
(9) Wamser, C. C. J. Chem. Educ. 2006, 83, 15621566.
(10) Bruee, K. A. Collaborative Learning; Johns Hopkins University
Press: Baltimore, MD, 1993.
(11) Johnson, D. W.; Johnson, R. T.; Smith, K. A. Active Learning:
Cooperation in the College Classroom; Interaction Book Company:
Edina, MN, 1991.
(12) Russell, J. V. J. Chem. Educ. 1999, 76, 481484.
(13) Antunes, M.; Pacheco, M. A. R.; Giovanela, M. J. Chem. Educ.
2012, 89, 517521.
(14) Pippins, T.; Anderson, C. M.; Poindexter, E. F.; Whitney
Sultemeier, S.; Schultz, L. D. J. Chem. Educ. 2011, 88, 11121115.
(15) Mosher, M. D.; Mosher, M. W.; Garoutte, M. P. J. Chem. Educ.
2012, 89, 646648.
(16) Costa, M. J. J. Chem. Educ. 2007, 84, 977978.
(17) Morris, T. A. J. Chem. Educ. 2011, 88, 13971399.
(18) Sevcik, R. S.; Hicks, O.; Schultz, L. D. J. Chem. Educ. 2008, 85,
514515.
(19) Clark, T. M. J. Chem. Educ. 2011, 88, 428431.
(20) Campbell, S. J. Chem. Educ. 2002, 79, 458.
(21) Myers, S. A. J. Chem. Educ. 2003, 80, 423424.
(22) Farmer, S. C. J. Chem. Educ. 2011, 88, 16481650.
(23) Schreck, J. O. J. Chem. Educ. 1992, 69, 233234.
(24) Eastwood, M. L. Fastest FingersA Molecule Building Game
[video le]. http://www.youtube.com/watch?v=vVTy1clF0TA (ac-
cessed May 2013).
(25) Small, M. Y.; Morton, M. E. J. Coll. Sci. Teach. 1983, 13, 4143.
Journal of Chemical Education Activity

(26) Shaw, P. N.; Hyde, R. T.; Jackson, D. E.; Woods, K. J. Chem.

Educ. 1995, 72, 699702.
(27) Criswell, B. J. Chem. Educ. 2011, 88, 415419.
(28) Gilbert, S. J. Res. Sci. Teach. 1991, 28, 73.
(29) Jacobsen, E. K. J. Chem. Educ. 2012, 89, 23.

D dx.doi.org/10.1021/ed3004462 | J. Chem. Educ. XXXX, XXX, XXXXXX