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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.