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Despite the accepted pedagogical value of integrating research into the laboratory curriculum, this approach has not been widely adopted. The activation barrier to this change is high, especially in organic chemistry, where a large number of students are required to take this course, special glassware or setups may be needed, and dangerous chemicals and safety are of special concern. At Simmons College, the organic laboratory curriculum has been revamped by incorporating faculty research on asymmetric reduction of ketones in solvent-free conditions using polylactic acid derivatives. This paper describes the methods for converting from traditional expository laboratories to research-integrated laboratories by incorporating green chemistry principles in the greening of synthetic reactions. Results and assessment of student learning and attitudes are reported. [ABSTRACT FROM AUTHOR]

The article discusses a classroom demonstration of sparingly soluble salts using various copper compounds. It is said that a visual demonstration of the different molar solubilities of several copper salts is developed to link them with the solubility equilibrium computations involving the salts. It illustrates the effects of a common ion on the solubility of a salt, conveying information by the magnitude of the thermodynamic solubility product constant. It is mentioned that a demonstration can be extended by using a spectrophotometer to perform absorbance measurements.

The article provides information about using graphs of Gibbs energy versus temperature. It mentions that Gibbs energy is an important concept in general chemistry and it is originally described by J. Willard Gibbs. On the other hand, it reports that these graphs provide a central framework for discussion of phase challenges and colligative properties and they also form the basis of more quantitative discussions and calculations. Moreover, the two pieces of information are required to construct these graphs are the signs of ▵H and ▵S.

The article presents experiment concerning rapid-equilibrium rate equations. Rapid-equilibrium rate equations for enzyme-catalyzed reactions are useful because if experimental data can be fit by these simpler rate equations, the Michaela constants can be interpreted as equilibrium constants and if the said equations do not have enough terms to represent the experimental data, the complete steady-state rate equation has to be used. Moreover, complete reactions rate equations provide a connection to thermodynamics through the Haldane equation and can be used in calculating the way that systems of enzyme-catalyzed reaction go from an initial state to equilibrium.

The article offers information on the experiment that if the addition of inert gases at constant volume and temperature affect chemical equilibrium. Three different approaches in analyzing the effect of the addition of inert gases are presented including, the common misconception, equilibrium law for ideal gases, and equilibrium principles valid for real mixtures of gases. The answer for the question if the said addition affect the chemical equilibrium is yes and specific procedures and discussions are presented.

The article presents interdisciplinary experiment on kinetic study of the heck reaction. The aim of the experiment is to study the kinetics of a heck reaction. The experiment is carried out in pairs within a four-hour laboratory period and offers students an opportunity to apply their knowledge and practical experience of quantitative gas chromatography for reaction kinetics measurements. The reaction is performed at 80°C in dimethylformamide (DMF) without special precautions. Moreover, the said experiment works well in an integrated laboratory and illustrates the interdependence of chemical specialties.

The article presents experiment on kinetics and mechanism of iodine oxidation by iron (III) by the use of a clock reaction. It says that clock reactions are commonly used as demonstrations and have been used to illustrate chemical kinetics. It reports that oxidation of iodine by iron (III) ion in an acidic medium is a reaction that can easily be transformed into a clock reaction. The experiments are conducted using a thermostated cell placed on a magnetic stirrer. Moreover, the experiment shows the significance of reaction orders indeducing possible reaction mechanisms.

The article presents data pooling in a chemical kinetics experiment and the aquation of cobalt (III) complexes. It mentions that data pooling is an effective way to compile large quantities of experimental information in a single laboratory period. The experiment utilizes data pooling of rate constants obtained by graphing data fitted to the integrated rate law to evaluate the reaction mechanism for the hydrolysis of a series of cobalt (III) diamine compounds. The said experiment provides a good introduction to the use of integrated rate laws in chemical kinetics. Moreover, the experiment is easy to set up and run and provides reproducible data.

Reports an experiment determining molecular structure of compounds using nuclear magnetic resonance spectroscopy. Introduction of the experiment as an associated laboratory course in organic chemistry; Advantage of compound selection to student focus; Relationship of chemical shift to chemical environment.

It is found that self-reflection through the use of videotape feedback on laboratory process skills helps students develop stronger process skills. However using this method does not help students learn the science content.

The impact of Justus von Liebig and Charles W. Eliot's laboratory method of teaching chemistry in the establishment of laboratory work in the US high schools and colleges is discussed. When Eliot became the president of Harvard University, he introduced science laboratory courses and then promoted laboratory work as a part of high school curriculum thus this left a lasting impact on the US education and a method of teaching science, combining theory and practical laboratory work was developed and formalized as integral part of education.

A comprehensive program in the field of green chemistry, which concentrates on processing and managing of wastes produced during laboratory experiments, is presented. The primary aim of the program is to instill a sense of responsibility and a concern for the environment through organic chemistry education.

An experiment is conducted to ascertain trace-level Pb in samples of bovine liver or muscle by applying graphite furnace atomic absorption spectrophotometry (GFAAS). The primary objective is to display the effects of physical and spectral intrusions in determining trace elements, and project the usual methods employed to minimize accuracy errors caused by such intrusions.

An exciting laboratory environment is activated by the preparation and novel use of magnetic materials to decontaminate water through adsorption and magnetic removal of metals and organics. This uncomplicated technique is also adaptable to the possible application of adsorbents to numerous other environmental substances.

The atmospheric issue of acid rains is subjected to a five-part laboratory experiment by concentrating on the chemistry of the infiltration process of acid rainwater through soils. This procedure of quantitative scrutiny helps students realize the efficacy of soil minerals in the consumption of surplus acidity in rainwater.

An active service-learning research work is conducted in the field of advanced environmental chemistry. Multiple projects are assigned to students, which promote individual learning skills, self-confidence as scientists, and a deep understanding of the environmental chemist's profession.

The interactive methods of steam hydrocarbon reforming and cracking of the oil and chemical industries are scrutinized, with special focus on their resemblance and variations. The two methods are illustrations of equilibrium-controlled and kinetically-controlled processes, the analysis of which involves theories, which overlap and balance each other.

The importance of introducing various projects or activities as a motivation towards inquiry-based learning, also satisfies the need for first year chemistry students to transfer scientific theory into practice. This approach, combined with the traditionally written laboratory methods, develops creative skills, and the spirit of exploration essential to science.

The case of Well Wishes involves students in a thorough examination of the interaction among nitrogen-composed species in the septic systems and well water, which helps to clean household water. The case supports the attainment of five goals for students, and can be analyzed through classroom discussions or laboratory experiments.

Microscale fusions, description, and spectroscopic analysis of the reactivity of a square planar Cu(III) complex significant to green chemistry, are presented. The experiment also includes nine focal points on which pre-lab and post-lab questions are based, and the final exams reflect the students' comprehension of these and other features of their laboratory practice.

A chemical laboratory information profile (CLIP) of the chemical, aluminum sulfate 18 hydrate, is presented. The profile lists physical and harmful properties, exposure limits, reactivity risks, and symptoms of major exposure for the benefit of teachers and students using the chemical in the laboratory.

A chemical laboratory information profile (CLIP) of the chemical chlorine, produced in small quantities in the laboratory, is presented. The profile summarizes physical and harmful properties, exposure limits, reactivity risks, and symptoms of major exposure for the benefit of teachers and students using the chemical in the laboratory.

A series of sophisticated, combined laboratory experiments are developed involving the use of various spectroscopic and other techniques in the conformational analysis of cyclohexane mechanisms. The multi-system approach enables the students to transcend the one-dimensional procedure, and develops their synthetic and diagnostic skills.

A combination of graphical thinking with chemical and physical theories in the classroom is encouraged by using the Calculator-Based Laboratory System (CBL) with a temperature sensor and graphing calculator. The theory of first-order kinetics is logically explained with the aid of the cooling or heating of the metal bead of the CBL's temperature sensor.

A chemical laboratory information profile (CLIP) is presented for the chemical, stearic acid. The profile lists the chemical's physical and harmful characteristics, exposure limits, and symptoms of major exposure, for the benefit of teachers and students, who use the chemical in the laboratory.

A chemical laboratory information profile (CLIP) is presented for the chemical, triethanolamine. It summarizes the chemical's physical and harmful features, exposure limits, and symptoms of major exposure for the benefit of teachers and students, who use the chemical in the laboratory.

The change in the approach for teaching undergraduate chemistry by the chemistry department is discussed. The need for understanding the questions, focus and challenging the students at all stages of laboratory period by the graduate teaching assistants (GTA) is detailed.

The solvent-free or solid-state reaction systems like the Baeyer-Villiger rearrangement have become popular in the synthetic organic community and viable option for undergraduate laboratory series to reduce waste and cost and simplify reaction process. The reaction is an efficient method to transform ketones to esters and lactones.

The experiments that mimic the actual brewing process to explain the science to the nonscience majors is performed using malted barely as the source for both the starch and the amylase enzyme. The experiment introduces the concept of monitoring the progress of chemical reaction and was able to show the chemical breakdown of the starch to simple sugars and demonstrate the application of the chemistry to an industrial process.

The article features equilibrium machine, scientific apparatus used in the experiment. It says that it can be easily made and is highly portable such that it can be taken to smaller classrooms. The machine also can be used to demonstrate any number of kinetic, equilibrium, and thermodynamic concepts. It reports that the results are easily recordable and can be processed quickly. Moreover, the device that is most appealing is that at the end of each experiment matter is distributed with respect to its energy content, and that the lowest energy level available is the one that is most populated.

The article features solution calorimeter, a temperature measuring apparatus used in the experiment. It reports that when using an open Styrofoam cup as a calorimeter it is difficult to measure the heat loss because of the evaporation, but using the apparatus it helps to minimize the heat loss by using a sealed calorimeter, fitted with a magnetic stirrer and a miniature bead thermistor. Another error when using the said cup is that the solutions may not be at the same temperature when they mixed with each other, unlike in apparatus, it minimized by having both reactants in thermal contact with one another before mixing. The device gave superior results to the use of Styrofoam cup including, it detected smaller temperature changes and uncertainties caused by heat losses were eliminated.

Reports on the implementation of a nontraditional laboratory course at the University of Nebraska-Lincoln (UNL) in Nebraska. Amount of funding from the National Science Foundation; Objectives of the course; Description of course; Number of students in course per semester; Exercises used in laboratory course.

Discusses the history of chemistry laboratory education. Professor Charles Eliot's contributions to development of the laboratory in the United States; Controversy in the 1920s; Interest in laboratory education in the 1990s; Impact of technology and social issues; Staffing problems.