For this project, we had to make a board game. But, this board game had to involve chemical reactions in it. We had to create a board game for ages 10+ that consists of a sequence of chemical and physical (mechanical) changes that's interesting for players. The board game had to eventually light up a LED. We were required to have a single replacement reaction, a double replacement reaction, a production of gas, and chemical and physical changes of energy.
For this project we were in groups of 4. My group consisted of Quinton Graybeal, Marylinn Hunt, and Kelsea Bergerson. We decided on making our board into a mountain/volcano. To do this we used chicken wire to mold it and paper mache on the outside. Then, their were about 20 spots on our board and you had to get to the last spot at the top of the mountain to win. The playing pieces were thumb tacks which stuck into the mountain and to move your piece, you would roll rice and the number that you landed on determined how many spots you would move.
Along the game their were certain spots where something would occur. Right before you got on the mountain, if you had to stop at one spot and "open the gate to go onto the mountain." This was done through a single- displacement reaction. The reaction was copper chloride droplets being placed onto a sheet of tinfoil (our gate). This reaction would "open the gate" but it also turned on our led. This is because our LED was connectedc through two circuits, one that connected to a battery and the other connected to the tinfoil on each side. Our LED was turned off while connected to the tinfoil because the circuit would run this "loop" instead of the battery one because it was the loop with the least path of resistance. When, the tinfoil broke, the loop broke, making the circuit go through the battery loop, giving the LED energy to light. A few spots later, if you landed on it, you got to go ahead three spots. The story to this spot is that their was a pond that you had to freeze. We represented this by mixing copper nitrate and ammonium sulfate in a double displacement reaction. This made the two liquids turn into a gel like solution which looked frozen. Another spot on the mountain was the volcano spot. Whoever landed here set the volcano off and had to go back 5 spaces. The volcano was a production of gas as Sodium bicarbonate and methyl formate yields sodium acetate and dihydrogen oxide and carbon dioxide.
For this project we were in groups of 4. My group consisted of Quinton Graybeal, Marylinn Hunt, and Kelsea Bergerson. We decided on making our board into a mountain/volcano. To do this we used chicken wire to mold it and paper mache on the outside. Then, their were about 20 spots on our board and you had to get to the last spot at the top of the mountain to win. The playing pieces were thumb tacks which stuck into the mountain and to move your piece, you would roll rice and the number that you landed on determined how many spots you would move.
Along the game their were certain spots where something would occur. Right before you got on the mountain, if you had to stop at one spot and "open the gate to go onto the mountain." This was done through a single- displacement reaction. The reaction was copper chloride droplets being placed onto a sheet of tinfoil (our gate). This reaction would "open the gate" but it also turned on our led. This is because our LED was connectedc through two circuits, one that connected to a battery and the other connected to the tinfoil on each side. Our LED was turned off while connected to the tinfoil because the circuit would run this "loop" instead of the battery one because it was the loop with the least path of resistance. When, the tinfoil broke, the loop broke, making the circuit go through the battery loop, giving the LED energy to light. A few spots later, if you landed on it, you got to go ahead three spots. The story to this spot is that their was a pond that you had to freeze. We represented this by mixing copper nitrate and ammonium sulfate in a double displacement reaction. This made the two liquids turn into a gel like solution which looked frozen. Another spot on the mountain was the volcano spot. Whoever landed here set the volcano off and had to go back 5 spaces. The volcano was a production of gas as Sodium bicarbonate and methyl formate yields sodium acetate and dihydrogen oxide and carbon dioxide.
IN- DEPTH LIST OF REACTIONS:
1) Copper Chloride & Tin yield Tin Chloride & copper
Reaction Chemical Formulas: Sn + CuCl2 → SnCl2 + Cu
Type of Reaction: Single Replacement
Definition of Type of Reaction: Reaction where an element reacts with a compound and takes the place of another element in that compound.
Chemicals: Copper Chloride
2) Sodium bicarbonate and methyl formate yields sodium acetate and dihydrogen oxide and carbon dioxide
Reaction Chemical Formulas: NaHCO3 + C2H4O2 → NaC2H3O2+ H2O + CO2
Type of Reaction: Production of gas
Definition of Type of Reaction: The reaction produces a gas.
Chemicals: NaHCO3, C2H4O2
3) Copper nitrate and ammonium sulfate yields copper sulfate and ammonium nitrate
Reaction Chemical Formulas: Cu(No3)2 + (NH4)2SO4 → CuSO4 + (NH4NO3)2
Type of Reaction: Double Displacement
Definition of Type of Reaction: Two compounds react, positive ions and negative ions of the reactants switch places, forming 2 new compounds of the products
Chemicals: Cupric Nitrate, Ammonium Sulfate
1) Copper Chloride & Tin yield Tin Chloride & copper
Reaction Chemical Formulas: Sn + CuCl2 → SnCl2 + Cu
Type of Reaction: Single Replacement
Definition of Type of Reaction: Reaction where an element reacts with a compound and takes the place of another element in that compound.
Chemicals: Copper Chloride
2) Sodium bicarbonate and methyl formate yields sodium acetate and dihydrogen oxide and carbon dioxide
Reaction Chemical Formulas: NaHCO3 + C2H4O2 → NaC2H3O2+ H2O + CO2
Type of Reaction: Production of gas
Definition of Type of Reaction: The reaction produces a gas.
Chemicals: NaHCO3, C2H4O2
3) Copper nitrate and ammonium sulfate yields copper sulfate and ammonium nitrate
Reaction Chemical Formulas: Cu(No3)2 + (NH4)2SO4 → CuSO4 + (NH4NO3)2
Type of Reaction: Double Displacement
Definition of Type of Reaction: Two compounds react, positive ions and negative ions of the reactants switch places, forming 2 new compounds of the products
Chemicals: Cupric Nitrate, Ammonium Sulfate
OUR BOARD
CONTENT:
Double Displacement Reaction:a type of chemical reaction where two compounds react, and the positive ions (cation) and the negative ions (anion) of the two reactants switch places, forming two new compounds or products. (AB+ CD= AD+ CB)
Single Displacement Reaction: a type of chemical reaction where an element reacts with a compound and takes the place of another element in that compound. (AB+C= AC+B)
Synthesis Reaction: a type of reaction in which multiple reactants combine to form a single product. (A+B=AB)]
Decomposition Reaction: a type of chemical reaction in which a single compound breaks down into two or more elements or new compounds. (AB=A+B)
Chemical Reaction: a process that involves rearrangement of the molecular or ionic structure of a substance, as opposed to a change in physical form or a nuclear reaction.
Ion: an atom or molecule with a net electric charge due to the loss or gain of one or more electrons.
Cation: A positive ion
Anion: A negative ion
Compound: a substance formed when two or more chemical elements are chemically bonded together
LED: is a two-lead semiconductor light source.
Double Displacement Reaction:a type of chemical reaction where two compounds react, and the positive ions (cation) and the negative ions (anion) of the two reactants switch places, forming two new compounds or products. (AB+ CD= AD+ CB)
Single Displacement Reaction: a type of chemical reaction where an element reacts with a compound and takes the place of another element in that compound. (AB+C= AC+B)
Synthesis Reaction: a type of reaction in which multiple reactants combine to form a single product. (A+B=AB)]
Decomposition Reaction: a type of chemical reaction in which a single compound breaks down into two or more elements or new compounds. (AB=A+B)
Chemical Reaction: a process that involves rearrangement of the molecular or ionic structure of a substance, as opposed to a change in physical form or a nuclear reaction.
Ion: an atom or molecule with a net electric charge due to the loss or gain of one or more electrons.
Cation: A positive ion
Anion: A negative ion
Compound: a substance formed when two or more chemical elements are chemically bonded together
LED: is a two-lead semiconductor light source.
REFLECTION: This project was a lot of fun as we were able to be very creative with what we did. We had a lot of options. Some things that went well was our ability to work as a group and get a lot done. This group was efficient and hard working. Another thing that went well was that all of our reactions worked as we expected them to. We didn't get much opportunity to test our reactions before displaying it, but they worked perfectly. I was worried that they wouldn't. One thing that went poorly was that our group was not always at full strength when working mostly due to sports. Overall, this project was a success and it was very enjoyable doing.
Two Things I Learned About Myself: 1)I can be a very good leader in group projects. I took a rather large leadership role in this project and I worked well. I used to struggle with this in past projects, but I was able to embrace that role and do well.
2) I learned that I enjoy chemistry. Before this project, I hadn't had much experience with chemistry and reactions. But, after working with reactions a lot I have found that I enjoy chemistry, This project allowed me to further recognize what chemistry truly is and how the components of it work.
Two Things I Could Have Done Better: 1) I and my group could have been more prepared for game night. As I mentioned earlier, we went into game night without every trying our reactions. We happened to be lucky and they worked, but next time we might not be as lucky if this happens again.
2) We could have planned out our project better. We went right into building the volcano without thinking about further steps. This led to a delay in the rest of the project as we had to stop and figure out what chemicals we were going to use. If we had thought out everything in the beginning, it would have helped.
Two Peaks: 1) Due to my experience with paper mache, we were able to make the volcano quickly. I brought in the supplies and we did it in a day. This helped us be able to focus on other aspects of the project.
2) We were able to figure out our single displacement reaction and our LED and make it basically into one step. This was huge for us as we only had to come up with one "story" for the game. This made the project easier as making the "story" of the game is surprisingly hard.
Two Pits: 1) When presenting our project in front of the class, we suddenly realized that our chemical reactions sheet was gone. We had lost it between game night and the presentation. We tried to remember the chemicals but it was hard and we made some mistakes in our presentation.
2) After letting the paper mache dry, we discovered that our board on which the mountain say had slight folded at the corners. The board was like a very shallow bowl now. At first we didn't know what to do, but we realized that it wasn't going to be a problem and that we could work around it. And so we did, and it didn't bother us.
Two Things I Learned About Myself: 1)I can be a very good leader in group projects. I took a rather large leadership role in this project and I worked well. I used to struggle with this in past projects, but I was able to embrace that role and do well.
2) I learned that I enjoy chemistry. Before this project, I hadn't had much experience with chemistry and reactions. But, after working with reactions a lot I have found that I enjoy chemistry, This project allowed me to further recognize what chemistry truly is and how the components of it work.
Two Things I Could Have Done Better: 1) I and my group could have been more prepared for game night. As I mentioned earlier, we went into game night without every trying our reactions. We happened to be lucky and they worked, but next time we might not be as lucky if this happens again.
2) We could have planned out our project better. We went right into building the volcano without thinking about further steps. This led to a delay in the rest of the project as we had to stop and figure out what chemicals we were going to use. If we had thought out everything in the beginning, it would have helped.
Two Peaks: 1) Due to my experience with paper mache, we were able to make the volcano quickly. I brought in the supplies and we did it in a day. This helped us be able to focus on other aspects of the project.
2) We were able to figure out our single displacement reaction and our LED and make it basically into one step. This was huge for us as we only had to come up with one "story" for the game. This made the project easier as making the "story" of the game is surprisingly hard.
Two Pits: 1) When presenting our project in front of the class, we suddenly realized that our chemical reactions sheet was gone. We had lost it between game night and the presentation. We tried to remember the chemicals but it was hard and we made some mistakes in our presentation.
2) After letting the paper mache dry, we discovered that our board on which the mountain say had slight folded at the corners. The board was like a very shallow bowl now. At first we didn't know what to do, but we realized that it wasn't going to be a problem and that we could work around it. And so we did, and it didn't bother us.