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This game reviews introductory chemistry, including organic compounds and chemical reactions. After you open the game in the PowerPoint attachment, click on slideshow and then view show to operate in full screen mode.  Clicking on a number in the gameboard brings you to a question. When that question has been answered click on the yellow box in the lower right corner and you'll be brought back to the gameboard screen.  Spaces for questions that have already been answered will now appear blank, just like on the TV show.  One way to organize this game is to divide your class into groups of 3-4 students, with a spokesperson for each group and a system for rotating among the groups.  Each group in turn can choose a category and point value, and you will show the question.  The group has a set time to decide on their answer.  If their answer is correct, they earn the points.  If their answer is not correct, the first spokesperson for another group to raise their hand can answer the question to earn the points (with the obvious exception of the true/false items).

This game helps students to enjoy reviewing vocabulary related to cells, organelles, and the plasma membrane.  Each card in the deck has a target vocabulary word and two related taboo words that the student may not use as he/she gives clues so the other students in his/her small group can guess the target word.  Many students have trouble learning the substantial new vocabulary required for biology, and this game lets students have fun while reinforcing their understanding of key terms.  The first file below provides the master copy for creating the card decks for this game, and the second file below provides the teacher notes, including instructions for playing the game.

Hands on lab activities

This case is an account of the events that led Drs. Robin Warren and Barry Marshall to the bacterial theory of ulcers. The two physicians refused to accept the standard explanations for what they had observed and instead developed an alternative hypothesis, saving countless patients from unnecessary pain and suffering. Along the way they transformed the way the medical community viewed peptic ulcer disease. The case shows the importance of curiosity, serendipity, and tenacity in scientific inquiry; how science is built upon the work of others; how assumptions can cloud people's views, leaving them closed to new ideas; and how scientific "truth" can and does change when faced with new data and new interpretations. It is appropriate for use in any course at the high school or undergraduate level that teaches students about the scientific method and/or the sociology, nature, and history of science.