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An introductory, multidisciplinary lecture-laboratory course linked with a summer research experience has been established to provide undergraduate biology and chemistry majors with the skills needed to be successful in the research laboratory. This three-credit hour course was focused on laboratory skills and was designed to reinforce and develop the students' laboratory techniques and problem-solving skills, as well as to give encouragement to participate in a summer research project. This skills course consisted of a lecture section with team-based laboratory rotations of five-weeks each. Most students in the rotations had the opportunity to work in both biology and chemistry laboratories. The skills course culminated in several students being chosen to continue research in the summer with a research stipend while under the direction of one of the faculty mentors. The summer research projects were all collaborative efforts between chemists and biologists. Data are provided from voluntary entrance and exit student surveys to determine students' overall skill levels and interests before and after completion of the skills course. This course was valuable in encouraging students to become involved in and committed to research, for teaching them laboratory techniques, and for helping them evolve into independent researchers. (Contains 1 table and 3 figures.)

This undergraduate organic laboratory experiment consists of three different reactions occurring in the same flask: a cycloaddition reaction, preceded by decarboxylation and nucleophilic substitution reactions. The decarboxylation and cycloaddition reactions occur using identical Cu(I) catalyst and conditions. Orange, lemon, and other citrus fruit peels and juices in the presence of CuSO[subscript 4] lead to the Cu(I)-catalyzed decarboxylation of 3-phenyl-2-propynoic acid to give ethynylbenzene. These click chemistry conditions give Cu(I)-catalyzed azide-alkyne cycloaddition (CuAAC) of 2-azido-1-phenylethanone with ethynylbenzene to afford 1-phenyl-2-(4-phenyl-1"H"-1,2-3-triazol-1-yl)ethanone regioselectively. (Contains 1 table and 1 scheme.)

Guided-inquiry experiments also known as discovery-based experiments, which combine the pedagogical advantages of open-inquiry methods with the practical advantages of expository experiments, are described. Unlike open-inquiry or problem-based experiments, guided-inquiry experiments could be readily adapted to large laboratory sections and induces students to think more deeply by adding mystery for students.

Guided-inquiry experiment also known as discovery-based experiments, which combine the pedagogical advantages of open-inquiry methods with the practical advantages of expository experiments, are described. Unlike open-inquiry or problem-based experiments, guided-inquiry experiments could be readily adapted to large laboratory sections and induces students to think more deeply by adding mystery for students.

Regioselective reactions can play pivotal roles in synthetic organic chemistry. The reduction of several 1-substituted 1,2,3-triazole 4,5-diesters by sodium borohydride has been found to be regioselective, with the C(5) ester groups being more reactive towards reduction than the C(4) ester groups. The amount of sodium borohydride and reaction time required for reduction varied greatly depending on the N(1)-substituent. The presence of a β-hydroxyl group on the N(1)-substituent was seen to have a rate enhancing effect on the reduction of the C(5) ester group. The regioselective reduction was attributed to the lower electron densities of the C(5) and the C(5) ester carbonyl carbon of the 1,2,3-triazole, which were further lowered in cases involving intramolecular hydrogen bonding. [ABSTRACT FROM AUTHOR]