BACKGROUND
Based on the concept of a Rube Goldberg machine, this project applies chemistry principals to the creation of a board game. This game incorporates a series of mechanical and chemical changes ending with the lighting of an LED in the form of a game. Presenting a rather intricate yet entertaining challenge, the players must work to complete all reactions, including a single replacement reaction, double a displacement reaction, the production of gas, and the LED, by following all provided instructions to potentially win. Accompanied with a blueprint, detailed rules, and safety precautions, the board game allows science to meet entertainment through your understanding of alternative pathways, types of reactions, excited electrons, rearrangement and changes of energy, and action-reaction sequences!
OUR PROJECT
When first tasked with this project, my group and I were rather slow to find a theme that could meet all chemistry requirements, as well as be unique and fun to play. Going from space to under the sea, we finally settled on the Nickelodeon show 'The Fairly Odd Parents'. This television program was one that we were all rather familiar with, considering how popular it was during our childhood and the magic that could be recreated chemically. After ten-year-old Timmy Turner has endured countless horrors and never ending trauma under the control of Vicky, his truly terrifying babysitter, the young boy results to summoning his fairy godparents for help. To his surprise, the fairies, Wanda and Cosmo, can grant him wishes to make his time with Vicky somewhat bearable. Wanda and Cosmo, along with their baby, Poof, lead Timmy on numerous adventures and down a path of constant unpredictability. One day after school, Wanda and Cosmo return to Timmy’s room to realize that both of their wands have been lost. In order for his fun to continue with his fairly odd parents, Timmy must help the fairies find their wands and regain their magical abilities by tracing their steps back through numerous rooms. By recreating certain episodes and memorable components of the show, we were able to integrate chemistry into the idea of the board game rather seamlessly, ending the game with the lighting of the LED strand wrapped around the wands.
The instructions and picture of the blueprint are below.
The instructions and picture of the blueprint are below.
CONCEPTS
single replacement reaction: one element reacts with a compound and takes the place of another element in that compound (AB+C--> AC+B)
In our project, we represented Timmy's goldfish tank through the combination of baking soda and vinegar to produce bubbles similar to those produced by a filter. The mixture of the two reactants yields three new molecules of sodium acetate, carbon dioxide and water as the acetic acid bases react to exchange the sodium ion.
double displacement reaction: 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-->AC+BD)
We used the double displacement reaction to "color" the rest of the school bus, simulating yellow paint through the combination of potassium iodide and lead nitrate to create a yellow tone, resulting in the creation of potassium nitrate and lead iodide.
synthesis reaction: two or more elements/simple substances react to yield a compound (A+B-->AB)
To create the brightness of Chip Skylark's teeth, we combined magnesium with the atmospheric pressure of the surrounding oxygen to create magnesium oxide, resulting in a bright flash of white.
decomposition reaction: compound breaks down to yield two or more elements/simple substances (AB-->A+B)
We did not use a decomposition reaction in our board game, but familiarized ourselves with the concept in order to ensure our ability to apply this reaction in the future if needed.
molarity: concentration of solutes in a liquid based on how many moles of solute per liter
We applied molarity to determine whether or not the product of each reaction would be aqueous.
cation: positively-charged ion (tend to be metals)
anion: negatively-charged ion (tend to be nonmetals)
A more detailed explanation of the applications of these concepts to our game in terms of how to set all reactants up and the analysis of each individual reaction are below.
In our project, we represented Timmy's goldfish tank through the combination of baking soda and vinegar to produce bubbles similar to those produced by a filter. The mixture of the two reactants yields three new molecules of sodium acetate, carbon dioxide and water as the acetic acid bases react to exchange the sodium ion.
double displacement reaction: 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-->AC+BD)
We used the double displacement reaction to "color" the rest of the school bus, simulating yellow paint through the combination of potassium iodide and lead nitrate to create a yellow tone, resulting in the creation of potassium nitrate and lead iodide.
synthesis reaction: two or more elements/simple substances react to yield a compound (A+B-->AB)
To create the brightness of Chip Skylark's teeth, we combined magnesium with the atmospheric pressure of the surrounding oxygen to create magnesium oxide, resulting in a bright flash of white.
decomposition reaction: compound breaks down to yield two or more elements/simple substances (AB-->A+B)
We did not use a decomposition reaction in our board game, but familiarized ourselves with the concept in order to ensure our ability to apply this reaction in the future if needed.
molarity: concentration of solutes in a liquid based on how many moles of solute per liter
We applied molarity to determine whether or not the product of each reaction would be aqueous.
cation: positively-charged ion (tend to be metals)
anion: negatively-charged ion (tend to be nonmetals)
A more detailed explanation of the applications of these concepts to our game in terms of how to set all reactants up and the analysis of each individual reaction are below.
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REFLECTION
Overall, I felt this project was an amazing combination of science and creativity. In the beginning of the work process, we struggled with finding a way to actually start the process in terms of incorporating a theme and all chemical reactions. My group overall was weakest in the starting stages in terms of time management as the lack of ideas gradually accumulated to set us back behind significantly. The first week could have have been much more productive, but our poor judgement led to wasting time due to distractions and no motivation Our second problem that we encountered was my group's lack of communication. We hardly talked outside of class until the deadline was almost a week away. Necessary materials, work, and papers could have been completed earlier. I personally fell victim to both problems, as I often let my focus drift and did not make the effort to talk with my group members outside of school.
However, my group also had many strengths that manifested themselves towards the end of the project. Eventually, our collaboration during class time was wonderful, as we equally delegated jobs to each other to ensure that each person had something to work on. We prioritized the work that had to be done that particular day to guarantee that our agenda would be mostly or completely accomplished in order to complete the project on time. I took on a leadership role at this point as I wanted to help keep the board game's creation on track. Another key strength of our group was creativity. Our board game was universally recognized by our other class members and judges as one of the best combinations of entertainment and science as we managed to incorporate both chemical and artistic elements that worked seamlessly with our theme. All group members managed to come up with some component that contributed to making this project a successful one. In conclusion, this project was one that could have been executed more efficiently, but ended up working out for the best in the end!
The following image is the final product.
However, my group also had many strengths that manifested themselves towards the end of the project. Eventually, our collaboration during class time was wonderful, as we equally delegated jobs to each other to ensure that each person had something to work on. We prioritized the work that had to be done that particular day to guarantee that our agenda would be mostly or completely accomplished in order to complete the project on time. I took on a leadership role at this point as I wanted to help keep the board game's creation on track. Another key strength of our group was creativity. Our board game was universally recognized by our other class members and judges as one of the best combinations of entertainment and science as we managed to incorporate both chemical and artistic elements that worked seamlessly with our theme. All group members managed to come up with some component that contributed to making this project a successful one. In conclusion, this project was one that could have been executed more efficiently, but ended up working out for the best in the end!
The following image is the final product.