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Undergraduate Research Guide

Undergraduate Research in Chemistry Guide

Research is the pursuit of new knowledge through the process of discovery. Scientific research involves diligent inquiry and systematic observation of phenomena. Most scientific research projects involve experimentation, often requiring testing the effect of changing conditions on the results. The conditions under which specific observations are made must be carefully controlled, and records must be meticulously maintained. This ensures that observations and results can be are reproduced. Scientific research can be basic (fundamental) or applied. What is the difference? The National Science Foundation uses the following definitions in its resource surveys:

Basic research The objective of basic research is to gain more comprehensive knowledge or understanding of the subject under study, without specific applications in mind. In industry, basic research is defined as research that advances scientific knowledge but does not have specific immediate commercial objectives, although it may be in fields of present or potential commercial interest.
Applied research Applied research is aimed at gaining knowledge or understanding to determine the means by which a specific, recognized need may be met. In industry, applied research includes investigations oriented to discovering new scientific knowledge that has specific commercial objectives with respect to products, processes, or services.

Get on the path to graduate school with our comprehensive guide to selecting an institution and preparing for graduate studies.

What is research at the undergraduate level?

At the undergraduate level, research is self-directed work under the guidance and supervision of a mentor/advisor ― usually a university professor. A gradual transition towards independence is encouraged as a student gains confidence and is able to work with minor supervision. Students normally participate in an ongoing research project and investigate phenomena of interest to them and their advisor. In the chemical sciences, the range of research areas is quite broad. A few groups maintain their research area within a single classical field of analytical, inorganic, organic, physical, chemical education or theoretical chemistry. More commonly, research groups today are interdisciplinary, crossing boundaries across fields and across other disciplines, such as physics, biology, materials science, engineering and medicine.

What are the benefits of being involved in undergraduate research?

There are many benefits to undergraduate research, but the most important are:

Learning, learning, learning. Most chemists learn by working in a laboratory setting. Information learned in the classroom is more clearly understood and it is more easily remembered once it has been put into practice. This knowledge expands through experience and further reading. From the learning standpoint, research is an extremely productive cycle.
Experiencing chemistry in a real world setting. The equipment, instrumentation and materials used in research labs are generally more sophisticated, advanced, and of far better quality than those used in lab courses
Getting the excitement of discovery. If science is truly your vocation, regardless of any negative results, the moment of discovery will be truly exhilarating. Your results are exclusive. No one has ever seen them before.
Preparing for graduate school. A graduate degree in a chemistry-related science is mostly a research degree. Undergraduate research will not only give you an excellent foundation, but working alongside graduate students and post-doctorates will provide you with a unique opportunity to learn what it will be like.

Is undergraduate research required for graduation?

Many chemistry programs now require undergraduate research for graduation. There are plenty of opportunities for undergraduate students to get involved in research, either during the academic year, summer, or both. If your home institution is not research intensive, you may find opportunities at other institutions, government labs, and industries.

What will I learn by participating in an undergraduate research program?

Conducting a research project involves a series of steps that start at the inquiry level and end in a report. In the process, you learn to:

Conduct scientific literature searches
Read, interpret and extract information from journal articles relevant to the project
Design experimental procedures to obtain data and/or products of interest
Operate instruments and implement laboratory techniques not usually available in laboratories associated with course work
Interpret results, reach conclusions, and generate new ideas based on results
Interact professionally (and socially) with students and professors within the research group, department and school as well as others from different schools, countries, cultures and backgrounds
Communicate results orally and in writing to other peers, mentors, faculty advisors, and members of the scientific community at large via the following informal group meeting presentations, reports to mentor/advisor, poster presentations at college-wide, regional, national or international meetings; formal oral presentations at scientific meetings; or journal articles prepared for publication

When should I get involved in undergraduate research?

Chemistry is an experimental science. We recommended that you get involved in research as early in your college life as possible. Ample undergraduate research experience gives you an edge in the eyes of potential employers and graduate programs.

While most mentors prefer to accept students in their research labs once they have developed some basic lab skills through general and organic lab courses, some institutions have programs that involve students in research projects the summer prior to their freshman year. Others even involve senior high school students in summer research programs. Ask your academic/departmental advisor about the options available to you.

How much time should I allocate to research?

The quick answer is as much as possible without jeopardizing your course work. The rule of thumb is to spend 3 to 4 hours working in the lab for every credit hour in which you enroll. However, depending on the project, some progress can be achieved in just 3-4 hours of research/week. Most advisors would recommend 8-10 hours/week.

Depending on your project, a few of those hours may be of intense work and the rest may be spent simply monitoring the progress of a reaction or an instrumental analysis. Many research groups work on weekends. Saturdays are excellent days for long, uninterrupted periods of lab work.

How do I select an advisor?

This is probably the most important step in getting involved in undergraduate research. The best approach is multifaceted. Get informed about research areas and projects available in your department, which are usually posted on your departmental website under each professor’s name.

Talk to other students who are already involved in research. If your school has an ACS Student Chapter , make a point to talk to the chapter’s members. Ask your current chemistry professor and lab instructor for advice. They can usually guide you in the right direction. If a particular research area catches your interest, make an appointment with the corresponding professor.

Let the professor know that you are considering getting involved in research, you have read a bit about her/his research program, and that you would like to find out more. Professors understand that students are not experts in the field, and they will explain their research at a level that you will be able to follow. Here are some recommended questions to ask when you meet with this advisor:

Is there a project(s) within her/his research program suitable for an undergraduate student?
Does she/he have a position/space in the lab for you?
If you were to work in her/his lab, would you be supervised directly by her/him or by a graduate student? If it is a graduate student, make a point of meeting with the student and other members of the research group. Determine if their schedule matches yours. A night owl may not be able to work effectively with a morning person.
Does she/he have funding to support the project? Unfunded projects may indicate that there may not be enough resources in the lab to carry out the project to completion. It may also be an indication that funding agencies/peers do not consider this work sufficiently important enough for funding support. Of course there are exceptions. For example, a newly hired assistant professor may not have external funding yet, but he/she may have received “start-up funds” from the university and certainly has the vote of confidence of the rest of the faculty. Otherwise he/she would not have been hired. Another classical exception is computational chemistry research, for which mostly fast computers are necessary and therefore external funding is needed to support research assistants and computer equipment only. No chemicals, glassware, or instrumentation will be found in a computational chemistry lab.
How many of his/her articles got published in the last two or three years? When prior work has been published, it is a good indicator that the research is considered worthwhile by the scientific community that reviews articles for publication. Ask for printed references. Number of publications in reputable refereed journals (for example ACS journals) is an excellent indicator of the reputation of the researcher and the quality of his/her work.

Here is one last piece of advice: If the project really excites you and you get satisfactory answers to all your questions, make sure that you and the advisor will get along and that you will enjoy working with him/her and other members of the research group.

Remember that this advisor may be writing recommendation letters on your behalf to future employers, graduate schools, etc., so you want to leave a good impression. To do this, you should understand that the research must move forward and that if you become part of a research team, you should do your best to achieve this goal. At the same time, your advisor should understand your obligations to your course work and provide you with a degree of flexibility.

Ultimately, it is your responsibility to do your best on both course work and research. Make sure that the advisor is committed to supervising you as much as you are committed to doing the required work and putting in the necessary/agreed upon hours.

What are some potential challenges?

Time management . Each project is unique, and it will be up to you and your supervisor to decide when to be in the lab and how to best utilize the time available to move the project forward.
Different approaches and styles . Not everyone is as clean and respectful of the equipment of others as you are. Not everyone is as punctual as you are. Not everyone follows safety procedures as diligently as you do. Some groups have established protocols for keeping the lab and equipment clean, for borrowing equipment from other members, for handling common equipment, for research meetings, for specific safety procedures, etc. Part of learning to work in a team is to avoid unnecessary conflict while establishing your ground to doing your work efficiently.
“The project does not work.” This is a statement that advisors commonly hear from students. Although projects are generally very well conceived, and it is people that make projects work, the nature of research is such that it requires patience, perseverance, critical thinking, and on many occasions, a change in direction. Thoroughness, attention to detail, and comprehensive notes are crucial when reporting the progress of a project.

Be informed, attentive, analytical, and objective. Read all the background information. Read user manuals for instruments and equipment. In many instances the reason for failure may be related to dirty equipment, contaminated reagents, improperly set instruments, poorly chosen conditions, lack of thoroughness, and/or lack of resourcefulness. Repeating a procedure while changing one parameter may work sometimes, while repeating the procedure multiple times without systematic changes and observations probably will not.

When reporting failures or problems, make sure that you have all details at hand. Be thorough in you assessment. Then ask questions. Advisors usually have sufficient experience to detect errors in procedures and are able to lead you in the right direction when the student is able to provide all the necessary details. They also have enough experience to know when to change directions. Many times one result may be unexpected, but it may be interesting enough to lead the investigation into a totally different avenue. Communicate with your advisor/mentor often.

Are there places other than my institution where I can conduct research?

Absolutely! Your school may be close to other universities, government labs and/or industries that offer part-time research opportunities during the academic year. There may also be summer opportunities in these institutions as well as in REU sites (see next question).

Contact your chemistry department advisor first. He/she may have some information readily available for you. You can also contact nearby universities, local industries and government labs directly or through the career center at your school. You can also find listings through ACS resources:

Research Opportunities (US only)
International Research Opportunities
Internships and Summer Jobs

What are Research Experiences for Undergraduates (REU) sites? When should I apply for a position in one of them?

REU is a program established by the National Science Foundation (NSF) to support active research participation by undergraduate students at host institutions in the United States or abroad. An REU site may offer projects within a single department/discipline or it may have projects that are inter-departmental and interdisciplinary. There are currently over 70 domestic and approximately 5 international REU sites with a chemistry theme. Sites consist of 10-12 students each, although there are larger sites that supplement NSF funding with other sources. Students receive stipends and, in most cases, assistance with housing and travel.

Most REU sites invite rising juniors and rising seniors to participate in research during the summer. Experience in research is not required to apply, except for international sites where at least one semester or summer of prior research experience is recommended. Applications usually open around November or December for participation during the following summer. Undergraduate students supported with NSF funds must be citizens or permanent residents of the United States or its possessions. Some REU sites with supplementary funds from other sources may accept international students that are enrolled at US institutions.

Get more information about REU sites

How do I prepare a scientific research poster?

Here are some links to sites with very useful information and samples.

How to Prepare a Proper Scientific Paper or Poster
Creating Effective Poster Presentations
Designing Effective Poster Presentations

Research and Internship Opportunities

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SCI Scholars Internship Program Industrial internships for chemistry and chemical engineering undergraduates.
ACS International Center Fellowships, scholarships, and research opportunities around the globe

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Do you find identifying suitable chemistry research topics difficult? You are not alone! Many students consider it challenging and time-consuming to choose an interesting chemistry topic for a research paper. In this blog post, we will discuss various research topics in chemistry to help simplify your research process. Continue reading to familiarize yourself with ideas from different fields and academic levels. Apart from defining research topics and discussing how to select one, we have provided examples to help kick-start your research project or assignments. Got a deadline approaching fast? Entrust your chemistry research paper to professional writers. Our academic service proceeds all ‘ write my paper for me ’ inquiries quickly and efficiently. Get your paper written now by an expert!

What Are Chemistry Research Topics?

Chemistry is a field of science that covers the structure, composition, and properties of elements and compounds. As a student taking this subject, you will encounter multiple experiments, chemical reactions, and analytical study methods. This branch of science can be subdivided into multiple areas, including organic, inorganic, biochemistry, physical, analytical, and nuclear science, among others. Chemistry research paper topics are talking points related to the branches of science outlined above. To ensure that all learning objectives are met, instructors may require students to work on various topics in chemistry. You would be expected to source your chemistry research topics ideas from all possible branches. In one instance, your topic could be associated with analytical science, in another - with practical discussions, which is an entirely different thing despite both areas being categorized as chemistry subfields.

Characteristics of Good Chemistry Research Topics

Selecting a good research topic for chemistry plays a vital role in determining the probability of success when writing your paper. It is, therefore, important to know the characteristics of good chemistry topics for a research paper. Although you can derive discussions from many sub-areas, these research topic ideas share many common characteristics. A great research topic should be:

Precise, meaningful, clear, and straightforward
Analytical and researchable using logical methodologies
Of theoretical or practical significance
Supported by numerous academic evidence and sources.

How to Choose a Chemistry Research Topic?

Chemistry is a broad subject with multiple research areas. If you are not keen enough, you may easily get lost in its variety and fail to select a congenial title. So, how do you deal with this issue? In a nutshell, the process comes down to two aspects – your passion and competence. Below are step-by-step guidelines that you can follow to determine interesting topics about chemistry:

Pick chemistry research topics with your knowledge capabilities in mind. Do not choose a topic that is beyond your academic level.
Choose something that is interesting to you. If you are fascinated with the selected topic, you will find responding to the research questions to be much simpler.
Select a research title that is convenient to work on due to the sufficient amount and availability of existing evidence and references.
Ensure that the chosen chemistry topics for research paper are within the subfield you are majoring in and that it meets your instructor’s requirements.

Once you select the most appropriate title, see how to write a research paper like an expert.

Chemistry Research Paper Topics List

There are many research topics for chemistry to choose from. In this section, we have compiled examples of the best topics from various sub-areas. Below is a list of chemistry research topics for papers:

Latest developments in DNA technology.
Negative effects of using pesticides in food production.
Importance and potential drawbacks of using fertilizer in commercial agriculture.
Acids and bases: composition, properties, and applications.
Industrial chemicals and environmental pollution.
Dangers and side effects of using ibuprofen.
Acid-base neutralization process.
Air pollution implication on global warming and climate change.
Ageing and the brain.
Catalytic reaction mechanisms.

The chemistry research topics list above is created by drawing ideas from different sub-areas, thus covering a significant part of scholars’ inquiries.

Interesting Topics in Chemistry

In some instances, one may select a research topic because it is just fascinating. There are interesting chemistry topics that can explain intriguing phenomena in your day-to-day life. Alternatively, you can also opt for something related to essential issues in the current society. Here are sample chemistry interesting topics you can research into:

Composition and effects of e-cigarettes.
Food dye composition.
Measuring electrical conductivity in a salt solution.
How to change a penny’s color to gold.
The scientific explanation of foam formation.
Silicon usage in cosmetic surgery.
Evidence and application of surface tension in day-to-day life.
Examining pesticide residue in farm products from different grocery stores.
How does molecule composition affect the physical appearance of things?
Sodium metal reaction on water surfaces.
How to separate dissolved sugar from water.
How to clean up oil spills at sea.
Rust formation on metal surfaces.
How to chemically remove rust from stainless steel.
The science behind turning boiling water into “snow” in a cold winter.

Easy Chemistry Research Topics

The science studied in high schools is way simpler compared to postgraduate one. You can find easy chemistry topics to research if you focus on certain academic levels and sub-areas. For example, physical chemistry has easy chemistry topics to do research paper on. On the other side, inorganic or analytical sub-areas tend to offer scientific research research topics that are more technical. The list below outlines easy topic examples you can pick from:

Determining the percentage composition of oxygen in the air.
Patterns in the periodic table.
Atomic theory: primary principles and applications.
Chemical and physical properties of starch.
Determining the pH level of various liquids.
Properties of acids and bases.
Why is glass the preferred material in laboratories?
Balancing chemical equations.
Analyzing different chemical bonds.
Alkali metals and their properties.
General characteristics of metals.
Noble gasses: properties and reaction characteristics.
Water purification methods.
The periodic table: its historical background.
Alkaline earth metals: properties and reactivity.

Innovative Research Topics in Chemistry

Innovative chemistry topics for research paper relate to new ideas and ways to go about things. Using these ground-breaking topics related to chemistry, you can discuss new materials or methodologies. If you are interested in innovative research topics, here are some examples you can borrow from:

Gene modification in medical chemistry .
Improved cancer treatment using bacteria-based biohybrid microrobots.
New methods used to detect explosive residues.
Studying the molecular makeup of particles in space.
Substitute for pesticides in farming.
Nanophotonics in aeronautics.
Nanomaterials production process and techniques.
Clean energy alternatives for fossil fuels.
Photocatalysis usage in 3D printing technology.
Biodegradable polymers as alternatives for plastics.
Silicon dioxide usage in solar cells.
Chemical reactions in lithium-ion batteries.
Self-healing concrete: basic principles.
New materials for lightweight planes and vehicles.
Polymer analysis in a restricted environment.

Cool Chemistry Research Topics

Sometimes, our title selection might be guided by how cool and fun the study results will be. If you are looking for cool chemistry topics to research on, you are in the right place. We have compiled some cool chemistry topics for you to choose from.

How World War II influenced computational chemistry.
How do chemicals in our brains create different moods?
Composition and properties of laughing gas.
European alchemy: historical background and its impact on modern science.
Developing a film at home: chemicals required and process.
Why lemon juice stops apples from browning.
Different flame colors and their scientific explanation.
Using a potato to light a bulb.
Principles of chromatography.
Utilizing cloud seeding in alleviating drought conditions.
Finding iron in a mixture of metals.
Gas chromatography: how it works and its applications.
Application of vibrational spectroscopy.
Surface tension and the dish soap experiment.
How to make a homemade water filter.

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Intriguing Chemistry Topics for Research

There are many chemistry topics to write about. However, not all topics are intriguing (and frankly, most are the other way around). Below are topic examples that can instantly draw readers’ attention:

Non-existing chemical compounds.
Molecular structure of artificial honey as compared to natural honey.
Stem cell studies: ethical implications.
Principles of polymerase chain reaction and DNA replication.
Organic chemistry applications in our daily living.
Chemicals as weapons of mass destruction.
How does adding sugar to a soft drink affect its density?
Synthetic molecules in the pharmaceutical industry .
Aerosol formation and its application in body spray manufacture.
Analyzing the gasoline production process.
Benzene molecular structure and its use in the cosmetic industry.
Why are 96,000,000 black balls dumped into the LA reservoir?
Water recycling methods.
The discovery of oxygen.
Importance of esters in our day-to-day living.

If you closely review the research topics for chemistry paper above, you will find them arousing your curiosity much more than the ones in other sections. These topics will challenge your initial line of thinking or introduce you to the concepts that just stand out.

Unique Chemistry Research Topics

There are some chemistry paper topics that are rarely worked on by students. People ignore these topics because they are either complex or lack adequate conclusive information from previous studies. If you are brave enough and wish to have a unique presentation, you can consider the research topics in chemistry below:

Organosilicon compounds and their use.
Nucleophiles and electrophiles.
Molecular structure of Teflon and its industrial application.
Sodium azide usage in automobile airbags.
Dangers of COVID-19 tests that use sodium azide as the reaction reagent.
Chemical composition of steroids and their effects on human beings.
Artificial diamond production process.
Insulin production biotechnology.
Evolution of lethal injection.
Effects of chiral class drugs on human health.
Chemical residues in livestock.
Artificial organs and their potential implication on transplantation.
Role of nanoreactors in nanotechnology and biotechnology.
Dangers of phosgene to human health.
Production of dry ice.

Controversial Chemistry Topics for Papers

Just like in any other subject, there exist chemistry project topics that are controversial in nature. People are understandably more passionate about some subject matters compared to others. Discussions related to, for instance, chemical usage in battlefields and the health effects of using certain chemicals tend to attract heated debates. Below are some controversial topics in chemistry that you can write about:

Biochemicals usage in warfare.
Impact of fast-food chemicals on the human brain.
Gene modification in human embryos.
Bioconjugation techniques and how they are used in drug delivery.
Synthetic molecules replication techniques.
Use of lethal injection in execution of criminals.
Ethical justification for euthanasia.
Manufacture of chemical poisons.
Fritz Haber’s controversial inventions.
Artificial organs and their role in healthcare.
Electromagnetic energy conversion to chemical energy.
Dangers of using fertilizer in farming.
Analyzing the water memory effect.
Synthesis of food from non-edible items.
Bio-inspired molecular machines and their applications.

Chemistry Research Ideas for Students

Students are often required to work on some chemistry project ideas to successfully complete their course. Depending on the sub-area one specializes in, and the academic level, research matters will vary significantly. For instance, chemistry undergraduate research project ideas are incomparable to highschool research titles. Some subject matters are only suitable for professional research. This section sorts the research ideas into their respective academic levels.

Chemistry Research Topics for High School

Chemistry research project ideas for highschool students are relatively easy compared to higher academic levels. The tasks are not very demanding in terms of the research methodologies used and the time required to complete them. At this level, students are introduced to the basic concepts of the subject. Common chemistry topics for high school are outlined in the list below.

Acids and bases in the reduction-oxidation reaction.
Importance of studying chemicals and chemical processes in high school.
Ionization techniques for the mass spectrometry process.
Avogadro’s Law: analysis, formulae, and application.
Thermochemistry lab experiments.
Laboratory safety rules.
The hydrolysis analysis.
Acids: structural composition, properties, and use.
Noble gasses configuration.
States of matter and their characteristics.
Optimizing indoor plants life through chemistry.
Role of enzymes in chemical and biological reactions.
Thermal effects of chemical reactions.
The law of multiple proportions in chemical reactions.
Constant and changing variables in Boyle’s law .

Chemistry Research Topics for College Students

Chemistry project ideas for college often require students to dive deep into a subject. Rather than explaining the basic concepts, you may be instructed to apply them in addressing problems. A college chemistry project will require you to dedicate more time and conduct more research. Below are some of the title ideas for college students and undergraduates:

How much energy is produced from burning nuts and chips?
Dangers of using radon in construction and potential solutions.
Chemical composition of aspirin and its effect on human physiology.
Green chemistry application in the food industry.
Phosphorescence versus fluorescence.
Dihydroxyacetone phosphate conversion.
Big data and biocomputing in chemical studies.
Thermoelectric properties of materials.
Artificial organic tissue development in laboratories.
Nuclear fusion: primary concepts and applications.
Power production process in lithium nickel batteries.
Medico-biological importance of group 3B and 4B elements.
Global cycle of biologically active elements.
Importance of chemical knowledge in cancer treatment.
Inorganic materials usage in the military.

Chemistry Research Topics in Different Fields

Chemistry can be divided into many sub-areas. Each subfield has interesting chemistry topics to research into. To choose a research topic in chemistry, you need to first determine a sub-area you would wish to specialize in. However, even within these fields, there are still many title options to choose from. To help reduce the confusion and simplify the selection process, we have categorized potential research discussions into their respective sub-areas.

Organic Chemistry Research Topics

Organic chemistry mainly involves studying the structure, composition, properties, and reaction of carbon-based compounds. It is among the most commercially applied subfields, which makes organic chemistry research paper topics very common. I am sure you must have encountered products manufactured using organic chemistry principles within your surroundings. If you wish to learn more about these products, you can explore these latest research topics in organic chemistry:

Pain relief medicine: chemical structure and composition.
Composition, use, and effects of polymers.
Retin-A usage in acne treatment.
Organic chemistry usage and application in daily life.
Types of organic compounds isomerism.
Aromatic hydrocarbons as industrial raw materials.
Alcohol hydrophilicity in aqueous solutions.
Physical and chemical properties of polyhydric alcohols.
Synthetic polymer applications: synthetic fiber, Teflon, and isoprene rubber.
Fetal alcohol syndrome: types and symptoms.
Structure and properties of phenols.
The application of organic chemistry in birth control.
Nucleic acid stability.
Parameters affecting proton chemical shifts.
Structure and properties of lipids.

Inorganic Chemistry Research Topics

This branch deals with the study of structure, composition, and properties of materials that do not contain carbon. Research paper topics for inorganic chemistry focus on metals, minerals, and inorganic compounds. The list below compiles chemistry projects topics and ideas related to inorganic chemistry.

How to create new and improve existing alloys.
Implication of inorganic chemistry on the environment.
Application of inorganic chemistry in the cosmetic industry.
Interaction between sulfuric acid and organic materials.
Lattice energy and enthalpy for different ionic bonds.
Characteristics of different types of nucleosyntheses.
Uniqueness of hydrogen bonds and polarity.
Hard and soft acids and bases ( HSAB ) theory.
Dalton’s Law: principles and applications.
Structure of a gemstone and how it impacts its appearance.
Relationship between inorganic and biochemistry.
Parameters affecting Bronsted-Lowry acidity.
Crystal field theory: analysis and disadvantages.
Application of angular overlap model.
Primary laws of photochemistry.

Analytical Chemistry Research Topics

The determination of the objects’ primary makeup of objects is the main interest of this branch. Various analytical methods, including spectroscopy, chromatography, and electroanalytical techniques, are often discussed in the subfield. As such, many analytical chemistry research paper topics focus on these or other analysis techniques. Below is a list of research topics on analytical chemistry:

Analytical techniques used in forensic science.
Examining the electroanalytical techniques.
Importance of analytical chemistry to the environment.
Miniaturization and its use in analyzing pharmaceutical substances.
Evaluating the working principles of activation analysis.
Gravimetric analysis principles.
GMOs usage and their potential hazards to human health.
Potentiometric measurement methods.
Liquid and gas chromatography.
Spectroscopy methods and their use in detecting and quantifying molecular and structural composition of samples.
Dispersive X-ray analysis of tissues.
Analytical methods for determining the side effects of ibuprofen usage.
Benefits of the isomerism framework.
Acid-base titration as a quantitative analysis technique.
Application of spectroscopy in medicine.

Environment Chemistry Topics for Research

The apparent global warming and climate change threats have led to the development of a new area of study. This sub-area has project topics in chemistry that explore the impact of human activity on the environment and the potential solutions for slowing down and reversing the climate change process. Common environmental chemistry related topics include:

Negative effects of deep-sea mining.
Ground water contamination: causes, dangers, and potential solutions.
Oil spillage and its effect on marine life.
Effect of heat engines on the environment.
Safe disposal of toxic waste.
Global warming: causes and potential remedies.
Potential alternatives to fossil fuels.
Innovative methods to minimize pesticide usage in agriculture.
Cultivated meat as an alternative to livestock farming.
How efficient is artificial photosynthesis.
The Chernobyl ecological disaster.
Analysis of life-cycle assessment (LCA).
Environmental benefits of using energy-saving lamps.
Environmental pollution by nano toxins.
Potential solutions for global warming.

Need more ideas on the environment? Check our list of the best environmental research topics for students.

Physical Chemistry Research Topics

Physical chemistry is the study of the behavior of matter. Physical chemistry topics for research papers focus on analyzing the physical and chemical properties of atoms and molecules and how they interact with each other. You can use a project topic on chemistry from the list below:

Surface tension and its impact on mixtures.
Diffusion of liquid and gasses.
Reaction of bromine under UV rays.
Pressure effect in chemical reactions.
Bonding between atoms and molecules.
Analyzing Schrodinger’s equation.
Hess’s laws: principles and application.
Effects of intermolecular forces on the melting point of a material.
Entropy law of thermodynamics.
Relationship between quantum mechanics and atomic orbitals.
Chemical kinetics in pharmacy.
Analyzing the physical and chemical indicators of milk.
How to determine atoms’ electron configuration.
Why isotopes exist.
Determining the group based on its successive ionization energies.

Chemical Engineering Research Topics

In this section, we will discuss research topics of chemistry related to the design and application of chemical processes. Here are some of the chemical research project ideas that will impress your instructor:

Chemical engineering concepts in the food production industry.
Analyzing wastewater treatment techniques.
Conversion of rocket fuel to energy.
Analyzing different mixture separation techniques.
Industrial application of chemical engineering concepts.
Non-reactive mass balances and mass balance with reaction.
Binary distillation and its application.
Gas absorption usage in the chemical industry.
Reaction kinetics in a plug flow reactor.
Water splitting for hydrogen production.
The application of MIMO theory in the control of chemical process operation.
Chemical engineering applications in the healthcare sector.
Nanofiltration member usages in pharmaceutical wastewater treatment.
General overview of microfluidics.
Production of high-quality foam.

Nuclear Chemistry Research Topics

A nuclear chemistry research project deals with radioactivity-related processes. You may encounter this branch of science in nuclear energy production, military applications, and even in the hospital. Some of the researchable topics in chemistry of nuclei transformation include:

Computation of an element’s half-life.
Radioactive elements in real life and how they are being used.
Nuclear fusion: the process and its function.
Types of radioactive decay.
Effects of radiation on biological systems.
Safe radioactive waste disposal.
Application of nuclear science in the healthcare sector.
Analyzing the three types of radiation.
How to destroy toxic organic compounds using irradiation.
Is there a possibility of cold fusion ever happening?
Biological application of radiochemistry.
Dangerous consequences of ionizing versus non-ionizing radiation.
Optical chemo sensors: principles and applications.
Interaction between water and radioactive materials.
Radiation accident cases in human history.

There is a vast assortment of research ideas for your study on our platform. Be it biology research topics or nursing research paper topics , we have all of them here.

Bottom Line on Chemistry Research Topics

In sum, chemistry is a broad subject with multiple sub-areas. Depending on your preference, you can choose interesting chemistry research topics for papers from the many subfields. Apart from selecting a good research subject, also remember that is always mandatory to adhere to proper writing procedures! Besides, select chemistry essay topics that will keep you excited till the end of research, as you wouldn’t want to quit in the middle and switch to another topic. If you combine all provided tips together, you will definitely find it easy to select and work on research in chemistry topics.

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100+ Great Chemistry Research Topics

Table of contents

1 What are the best chemistry research topics?
2 5 Tips for Writing Chemistry Research Papers
3 Chemical Engineering Research Topics
4 Organic Сhemistry Research Topics
5 Іnorganic Сhemistry Research Topics
6 Biomolecular Сhemistry Research Topics
7 Analytical Chemistry Research Topics
8 Computational Chemistry Research Topics
9 Physical Chemistry Research Topics
10 Innovative Chemistry Research Topics
11 Environmental Chemistry Research Topics
12 Green Chemistry Research Topics
13.1 Conclusion

Do you need a topic for your chemistry research paper? Are you unsure of where to start? Don’t worry – we’re here to help. In this post, we’ll go over a series of the best chemistry research paper topics as well as Tips for Writing Chemistry Research Papers on different topics. By the time you finish reading this post, you’ll have plenty of ideas to get started on your next research project!

There are many different subfields of chemistry, so it can be tough to find interesting chemistry topics to write about. If you’re struggling to narrow down your topic, we’ll go over lists of topics in multiple fields of study.

What are the best chemistry research topics?

Doing research is important to help scientists learn more about the world around us. By researching different compounds and elements, we can learn more about how they interact with one another and how they can be used to create new products or improve existing ones.

There are many different topics that you can choose to research in chemistry. Here are just a few examples:

The history of chemistry and how it has evolved over time
How different chemicals react with one another
How to create new compounds or improve existing ones
The role of chemistry in the environment
The health effects of different chemicals

5 Tips for Writing Chemistry Research Papers

Once you have chosen a topic for your research paper , it is important to follow some tips to ensure that your paper is well-written and accurate. Here are a few tips to get you started:

Start by doing some background research on your topic. This will help you understand the basics of the topic and give you a good foundation to build your paper on.
Make sure to cite all of the sources that you use in your paper. This will help to show where you got your information and will also help to add credibility to your work.
Be sure to proofread your paper before you submit it. This will ensure that there are no errors and that your paper is clear and concise.
Get help from a tutor or friend if you are struggling with your paper. They may be able to offer helpful advice or feedback.
Take your time when writing your research paper . This is not a race, and it is important to make sure that you do a good job on your research.

By following these tips, you can be sure that your chemistry research paper will be a success! So what are you waiting for? Let’s go over some of the best research paper topics out there.

Chemical Engineering Research Topics

Chemical Engineering is a branch of engineering that deals with the design and application of chemical processes. If you’re wondering how to choose a paper topic, here are some ideas to inspire you:

How to create new alloy compounds or improve existing ones
The health effects of the food industry chemicals
Chemical engineering and sustainable development
The future of chemical engineering
Chemical engineering and the food industry
Chemical engineering and the pharmaceutical industry
Chemical engineering and the cosmetics industry
Chemical engineering and the petrochemical industry

These are just a few examples – there are many more possibilities out there! So get started on your research today. Who knows what you might discover!

Organic Сhemistry Research Topics

Organic chemistry is the study of carbon-containing molecules. There are many different organic chemistry research topics that a student could choose to focus on and here are just a few examples of possible research projects in organic chemistry:

Investigating new methods for synthesizing chiral molecules
Studying the structure and reactivity of carbon nanotubes
Investigating metal complexes with organometallic ligands
Designing benzene derivatives with improved thermal stability
Exploring new ways to control the stereochemistry of chemical reactions
Studying the role of enzymes in organic synthesis
Investigating new strategies for combating drug resistance
Developing new methods for detecting explosives residues
Studying the photochemistry of organic molecules
Studying the behavior of organometallic compounds in biological systems

Іnorganic Сhemistry Research Topics

Inorganic Chemistry is the study of the chemistry of materials that do not contain carbon. Unlike other chemistry research topics, these include elements such as metals, minerals, and inorganic compounds. If you are looking for inorganic chemistry research topics on inorganic chemistry, here are some ideas to get you started:

How different metals react with one another
How to create new alloys or improve existing ones
The role of inorganic chemistry in the environment
Inorganic chemistry and sustainable development
The future of inorganic chemistry
Inorganic chemistry and the food industry
Inorganic chemistry and the pharmaceutical industry
Atomic structure progressive scale grading
Inorganiс Сhemistry and the cosmetics industry

Biomolecular Сhemistry Research Topics

Biomolecular chemistry is the study of molecules that are important for life. These molecules can be found in all living things, from tiny bacteria to the largest animals. Researchers who work in this field use a variety of techniques to learn more about how these molecules function and how they interact with each other.

If you are looking for essential biomolecular chemistry research topics, here are some ideas to get you started:

The structure and function of DNA
The structure and function of proteins
The role of carbohydrates in the body
The role of lipids in the body
How enzymes work
The role of biochemistry in heart disease
Cyanides and their effect on the body
The role of biochemistry in cancer treatment
The role of biochemistry in Parkison’s disease treatment
The role of biochemistry in the immune system

The possibilities are endless for someone willing to dedicate some time to research.

Analytical Chemistry Research Topics

Analytical Chemistry is a type of chemistry that helps scientists figure out what something is made of. This can be done through a variety of methods, such as spectroscopy or chromatography. If you are looking for research topics, here are some ideas to get you started:

How food chemicals react with one another
Mass spectrometry
Analytical aspects of gas and liquid chromatography
Analytical chemistry and sustainable development
Atomic absorption spectroscopy methods and best practices
Analytical chemistry and the pharmaceutical industry in Ibuprofen consumption
Analytical chemistry and the cosmetics industry in UV protectors
Dispersive x-ray analysis of damaged tissues

Analytical chemistry is considered by many a complex science and there is a lot yet to be discovered in the field.

Computational Chemistry Research Topics

Computational chemistry is a way to use computers to help chemists understand chemical reactions. This can be done by simulating reactions or by designing new molecules. If you are looking for essential chemistry research topics in computational chemistry, here are some ideas to get you started:

Molecular mechanics simulation
Reaction rates of complex chemical reactions
Designing new molecules: how can simulation help
The role of computers in the study of quantum mechanics
How to use computers to predict chemical reactions
Using computers to understand organic chemistry
The future of computational chemistry in organic reactions
The impacts of simulation on the development of new medications
Combustion reaction simulation impact on engine development
Quantum-chemistry simulation review

Computers are cutting-edge technology in chemical research and this relatively new field of study has a ton yet to be explored.

Physical Chemistry Research Topics

Physical chemistry is the study of how matter behaves. It looks at the physical and chemical properties of atoms and molecules and how they interact with each other. If you are looking for physical chemistry research topics, here are some ideas to get you started:

Standardization of pH scales
Structure of atom on a quantum scale
Bonding across atoms and molecules
The effect of temperature on chemical reactions
The role of light in in-body chemical reactions
Chemical kinetics
Surface tension and its effects on mixtures
The role of pressure in chemical reactions
Rates of diffusion in gases and liquids
The role of entropy in chemical reactions

Here are just a few samples, but there are plenty more options! Start your research right now!

Innovative Chemistry Research Topics

Innovative chemistry is all about coming up with new ideas and ways to do things. This can be anything from creating new materials to finding new ways to make existing products. If you are looking for ground-breaking chemistry research topics, here are some ideas to get you started:

Amino acids side chain effects in protein folding
Chemistry in the production of nanomaterials
The role of enzymes in chemical reactions
Photocatalysis in 3D printing
Avoiding pesticides in agriculture
Combining chemical and biological processes
Gene modification in medicinal chemistry
The role of quantum mechanics in chemical reactions
Astrochemical research on extraterrestrial molecules
Spectroscopy signatures of pressurized organic components

If you need a hand, there are several sites that also offer research papers for sale and can be a great asset as you work to create your own research papers.

Whatever route you decide to take, good luck! And remember – the sky’s the limit when it comes to research! So get started today and see where your studies may take you. Who knows, you might just make a breakthrough discovery!

Environmental Chemistry Research Topics

Environmental Chemistry is the study of how chemicals interact with the environment. This can include anything from the air we breathe to the water we drink. If you are looking for environmental chemistry research topics, here are some ideas to get you started:

Plastic effects on ocean life
Urban ecology
The role of carbon in climate change
Air pollution and its effects
Water pollution and its effects
Chemicals in food and their effect on the body
The effect of chemicals on plant life
Earth temperature prediction models

A lot of research on the environment is being conducted at the moment because the environment is in danger. There are a lot of environmental problems that need to be solved, and research is the key to solving them.

Green Chemistry Research Topics

Green chemistry is the study of how to make products and processes that are environmentally friendly. This can include anything from finding new ways to recycle materials to developing new products that are biodegradable. If you are looking for green chemistry research topics, here are some ideas to get you started:

Recycling and reuse of materials
Developing biodegradable materials
Improving existing recycling processes
Green chemistry and sustainable development
The future of green chemistry
Green chemistry and the food industry
Green chemistry and the pharmaceutical industry
Green chemistry and the cosmetics industry

A more environmentally friendly world is something we all aspire for and a lot of research has been conducted on how we can achieve this, making this one of the most promising areas of study. The results have been varied, but there are a few key things we can do to make a difference.

Controversial Chemistry Research Topics

Controversial chemistry is all about hot-button topics that people are passionate about. This can include anything from the use of chemicals in warfare to the health effects of different chemicals. If you are looking for controversial topics to write about , here are some ideas to get you started:

The use of chemicals in warfare
Gene modification in human babies
Bioengineering
How fast food chemicals affect the human brain
The role of the government in regulating chemicals
Evolution of cigarette chemicals over time
Chemical effects of CBD oils
Antidepressant chemical reactions
Synthetic molecules replication methods
Gene analysis

Controversial research papers often appear in the media before it has been peer-reviewed and published in a scientific journal. The reason for this is that the media is interested in stories that are new, exciting, and generate a lot of debate.

Chemistry is an incredibly diverse and interesting field, with many controversial topics to write about. If you are looking for a research topic, consider the examples listed in this article. With a little bit of effort, you are sure to find a topic that is both interesting and within your skillset.

In order to be a good researcher, it is important to be able to think critically and solve problems. However, innovation in chemistry research can be challenging. When thinking about how to innovate, it is important to consider both the practical and theoretical aspects of your research. Additionally, try to build on the work of others in order to create something new and unique. With a little bit of effort, you are sure to be able to find a topic that is both interesting and within your skillset.

Happy writing!

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A guide to research question writing for undergraduate chemistry education research students

Welcome to chemistry education research

There is no doubt that there are particular challenges associated with chemistry students taking up a project that brings together familiar aspects of chemistry with aspects of social sciences that are likely unfamiliar. There is a new world of terminology and literature and approaches that may initially seem insurmountable. However, as chemistry students, you bring something unique to the discussion on education: your expertise in chemistry and your experience of being a chemistry student. The combination of discipline speciality and focus on education has given rise to a new genre of education research, known as discipline based education research, or DBER ( NRC, 2012 ). The focus on chemistry, known as chemistry education research , intends to offer insights into issues affecting teaching and learning of chemistry from the perspective of chemistry, and offers enormous insight into factors affecting learning in our discipline. This journal ( www.rsc.org/cerp ) along with the Journal of Chemical Education published by the American Chemical Society (http://pubs.acs.org/journal/jceda8) and Chemistry Teacher International published for IUPAC (http://www.degruyter.com/view/j/cti) focus on discipline specific issues relating to chemistry education, and their prominence in being associated with major societies in chemistry indicates the high status chemistry education and chemistry education research has attained with the family of chemistry sub-disciplines.

In an attempt to help students new to chemistry education research take some first steps in their research work, this editorial focuses on the important early stage of immersing in project work: deciding what it is you want to research. Other sources of information relating to project work include the associated editorials in this journal describing more fully other parts of conducting research ( Seery et al. , 2019 ), as well as thinking about how theses published as part of university studies compare to education research publications ( Lawrie et al. , 2020 ). These editorials should be useful to students in the planning and writing stages of their research work respectively and, like all articles published in this journal, are free to access. Guidance on completing a literature review in chemistry education research is available online ( Seery, 2017 ).

What do you want to find out? Defining your research question

The “good” news is that this initial experience is very common. The task at the beginning stage of your first project is to determine what general area you would like to research, and narrow this down iteratively until you decide on a particular question you would like to answer. We will go through this process below, but an important thing to keep in mind at this stage is that work on your first project is both about the research you will do and also what you learn about doing research. Choosing a topic of interest is important for your own motivation. But regardless of the topic, doing a project in this field will involve lots of learning about the research processes and this research field. These associated skills and knowledge will likely be of most benefit to you after you complete your dissertation and go on into a future career and further studies.

Deciding on your research topic

Choosing what you want to work on when you are not quite sure of the menu to select from is very difficult. Start by writing down what kinds of things interest you that could form general topics of study. You could structure these using the following prompts:

• What from your own learning experience was satisfactory or unsatisfactory? When did you feel like you really understood something, or when did you feel really lost? Sketch out some thoughts, and discuss with some classmates to see if they had similar experiences. The task is to identify particular topics in chemistry or particular approaches of teaching that emerge, and use those as a basis for narrowing your interest to a specific theme.

• What issues from the media are topical in relation to education? Perhaps there have been changes to assessment approaches in schools, or there is a focus on graduate employability? What issues relating to education are emerging in reaction to the impact of COVID-19? Is there something current that interests you that you would like to focus on?

• Are there societal issues that are important to you? Perhaps you would like to explore the experience or performance of particular groups within education, or look at historical data and research trends. You might wish to explore education policy and subsequent impact in chemistry education.

It is likely that several broad topics will emerge that will be of interest to you. But you only have one year and one project, so you will need to choose one! So before you choose, take a shortlist of about three broad topics that interest you and find out a little more about them. The aim here is to dip your toe in the water of these topics and get a feel for what kinds of things people do, and see which one piques your interest most, and which one has most potential for a meaningful and achievable research project.

To find out a little more, you should engage in preliminary reading. This is not a literature review – the task here is to find one or two recent articles associated with each topic. To achieve this, you could go directly to one of the journal pages linked above and type in some search terms. With each article of interest you retrieve, use the following prompts to guide your reading:

1. The introduction to the article usually sets the context of the research, with some general issues relating to the research in this topic, while the final section of the paper (“limitations” or “conclusions” sections) give some specific detail on what needs further study. Read over these sections: are the issues being discussed of interest to you?

2. The experimental or methods section of the article usually describes the sample used in the study. If you were to research in this area, can you see how questions you are interested in would translate to your setting? While we will discuss scope of research more carefully below, the task here is to put yourself in the moment of doing a research project to think: what would I do? And then ask; does that moment pique your interest?

3. The results and discussion section of the article describes data the researchers report and what they think it means in the wider context of the research area. Again, while the data that you get in your project will depend on what you set out to do, use this reading to see what kind of data is impressing you, and whether you find the discussion of interest.

This kind of “sampling” of the vast literature available is a little ad hoc , but it can be useful to help bring focus on the kinds of research that are feasible and help refine some conversations that you can have with your research supervisor. While embarking on a new project will always have a big “unknown” associated with it, your task is to become as familiar as possible with your chosen topic as you can in advance, so that you are making as informed a decision as possible about your research topic. Once you have – you are ready to continue your research!

From research topic to research question

While we don’t often explicitly state the research question in chemistry research, scientists do have an implicit sense that different questions lean on different areas of theory and require different methods to answer them. We can use some of this basis in translating the context to chemistry education research; namely that the research question and the underpinning theory are clearly interdependent, and the research question we ask will mandate the approaches that we take to answer it.

In fact, in (chemistry) education research, we are very explicit with research questions, and setting out the research question at the start of a study is a major component of the research process ( White, 2008 ). As you will find repeatedly in your project, all the components of a research process are interdependent, so that the research question will determine the methods that will determine the kinds of data you can get, which in turn determine the question you can answer. The research question determines what particular aspect within a general research topic you are going to consider. Blaikie (2000, p. 58) wrote (emphasis in original):

“In my view, formulating research questions is the most critical and, perhaps, the most difficult part of a research design… Establishing research questions makes it possible to select research strategies and methods with confidence. In other words, a research project is built on the foundation of research questions .”

So there is a lot of pressure on research questions! The good news is that while you do need to start writing down your research question near the beginning of the project, it will change during the early stages of scoping out projects when considering feasibility, and as you learn more from reading. It could change as a result of ethical considerations ( Taber, 2014 ). And it will probably change and be fine-tuned as you refine your instruments and embark on your study. So the first time you write out a research question will not be the last. But the act of writing it out, however bluntly at the start, helps set the direction of the project, indicates what methods are likely to be used in the project (those that can help answer the question), and keeps the project focussed when other tempting questions arise and threaten to steer you off-course. So put the kettle on, get out a pen and a lot of paper, and start drafting your first research question!

Defining your research question

To assist your thinking and guide you through this process, an example is used to show how this might happen in practice. In this example, a student has decided that they want to research something related to a general topic of work-experience in chemistry degree programmes. The student had previously completed some work experience in an industrial chemistry laboratory, and knows of peers who have completed it formally as part of their degree programme. The student's experience and anecdotal reports from peers are that this was a very valuable part of their undergraduate studies, and that they felt much more motivated when returning to study in formal teaching at university, as well as having a much clearer idea on their career aspirations after university.

Stage 1: what type of question do you want to answer?

Some foreshadowed questions that might emerge in early stages of this research design might include:

• What kinds of industrial experience options are available to chemistry students?

• What experiences are reported by students on industrial experience?

• Why do some students choose to take up industrial placements?

• How does a students’ perception of their career-related skills change as a result of industrial experience?

• How do students on industrial experience compare to students without such experience?

All of these questions – and you can probably think of many more – are specific to the general topic of industrial experience. But as they stand, they are too broad and need some focussing. To help, we will first think about the general kind of research we want to do ( White, 2008 ).

Types of research

A second broad area of research is explanatory research, which tends to answer questions that start with “how” or “why”. Explanatory research has less of a focus on the subject of the research, and more on the processes the subjects are engaged with, seeking to establish what structures led to observed outcomes so that reasons for them can be elucidated.

A third broad area of research is comparative research, which tends to compare observations or outcomes in two or more different scenarios, using the comparison to identify useful insights into the differences observed. Many people new to education research seek to focus on comparative questions, looking to answer the generic question of is “X” better than “Y”? This is naturally attractive, especially to those with a scientific background, but it is worthwhile being cautious in approaching comparative studies. Even in well-designed research scenarios where research does find that “X” is indeed better than “Y” (and designing those experimental research scenarios is fraught with difficulty in education studies), the question immediately turns to: “but why”? Having richer research about descriptions or explanations associated with one or both of the scenarios is necessary to begin to answer that question.

Let us think again about our foreshadowed questions in the context of general types of question. The aim here is to simply bundle together foreshadowed questions by question type, and using the question type, begin to focus a little more on the particular aspects of interest to us. The intention here is to begin to elaborate on what these general questions would involve in terms of research (beginning to consider feasibility), as well as the kinds of outcomes that might be determined (beginning to consider value of research).

The descriptive questions above could be further explored as follows:

• What kinds of industrial experience options are available to chemistry students? In answering this question, our research might begin to focus on describing the types of industrial experience that are available, their location, their length, placement in the curriculum, and perhaps draw data from a range of universities. In this first iteration, it is clear that this question will provide useful baseline data, but it is unlikely to yield interesting outcomes on its own.

• What experiences are reported by students on industrial experience? In answering this question, we are likely going to focus on interviewing students individually or in groups to find out their experience, guided by whatever particular focus we are interested in, such as questions about motivation, career awareness, learning from placement, etc. This research has the potential to uncover rich narratives informing our understanding of industrial placements from the student perspective.

The explanatory questions above can be further explored as follows:

• How does students’ perception of their career-related skills change as a result of industrial experience? In answering this question, our research would remain focussed on student reports of their experiences, but look at it in the context of their sense of career development, their awareness of development of such skills, or perhaps identifying commonalities that emerge across a cohort of students. This research has the potential to surface such issues and inform the support of career development activities.

• Why do some students choose to take up industrial placements? In answering this question, our research would likely involve finding out more about individual students’ choices. But it is likely to uncover rich seams that can be explored across cohorts – do particular types of students complete placements, or are there any barriers to identify regarding encouraging students to complete placements? “Why” questions tend to throw up a lot of follow-on questions, and their feasibility and scope need to be attended to carefully. But they can offer a lot of insight and power in understanding more deeply issues around particular educational approaches.

The comparative question above can be further explored as follows:

• How do students on industrial experience compare to students without such experience? In answering this question, research might compare educational outcomes or reports of educational experience of students who did and did not complete industrial experience, and draw some inference from that. This type of question is very common among novice researchers, keen to find out whether a particular approach is better or worse, but extreme caution is needed. There may be unobservable issues relating to students who choose particular options that result in other observable measures such as grades, and in uncovering any differences in comparing cohorts, care is needed that an incorrect inference is not made. Handle comparisons with caution!

At this stage, you should pause reading, and dwell on your research topic with the above considerations in mind. Write out some general research areas that have piqued your interest (the foreshadowed questions) and identify them as descriptive, explanatory, or comparative. Use those headline categories to tease out a little more what each question entails: what would research look like, who would it involve, and what information would be obtained (in general terms). From the list of questions you identify, prioritise them in terms of their interest to you. From the exercise above, I think that the “how” question is of most interest to me – I am an educator and therefore am keen to know how we can best support students’ return to studies after being away on placement. I want to know more about difficulties experienced in relation to chemistry concepts during that reimmersion process so that I can make changes and include supports for students. For your research area and your list of foreshadowed questions, you should aim to think about what more focussed topics interest and motivate you, and write out the reason why. This is important; writing it out helps to express your interest and motivation in tangible terms, as well as continuing the process of refining what exactly it is you want to research.

Once you have, we can begin the next stage of writing your research question which involves finding some more context about your research from the literature.

Stage 2: establishing the context for your research

Finding your feet, types of context.

Let's make some of this tangible. In focussing my foreshadowed questions, I have narrowed my interest to considering how students on work experience are aware of their career development, how they acknowledge skills gained, and are able to express that knowledge. Therefore I want to have some theoretical underpinnings to this – what existing work can I lean on that will allow me to further refine my question.

As an example of how reading some literature can help refine the question, consider the notes made about the following two articles.

• A 2017 article that discusses perceived employability among business graduates in an Australian and a UK university, with the latter incorporating work experience ( Jackson and Wilton, 2017 ): this study introduces me to the term “perceived employability”, the extent to which students believe they will be employed after graduation. It highlights the need to consider development of career awareness at the individual level. It discusses the benefits of work experience on perceived employability, although a minimum length is hinted at for this to be effective. It introduces (but does not measure) concepts of self-worth and confidence. Data to inform the paper is collected by a previously published survey instrument. Future work calls for similar studies in other disciplines.

• A 2017 article that discusses undergraduate perceptions of the skills gained from their chemistry degree in a UK university ( Galloway, 2017 ): this study reports on the career relevant skills undergraduate students wished to gain from their degree studies. This study informs us about the extent to which undergraduates are thinking about their career skills, with some comparison between students who were choosing to go on to a chemistry career and those who were considering some other career. It identifies career-related skills students wished to have more of in the chemistry curriculum. Most of the data is collected by a previously published survey. This work helps me locate my general reading in the context of chemistry.

Just considering these two articles and my foreshadowed question, it is possible to clarify the research question a little more. The first article gives some insight into some theoretical issues by introducing a construct of perceived employability – that is something that can be measured (thinking about how something can be measured is called operationalisation). This is related to concepts of self-worth and confidence (something that will seed further reading). Linking this with the second article, we can begin to relate it to chemistry; we can draw on a list of skills that are important to chemistry students (whether or not they intend to pursue chemistry careers), and the perceptions about how they are developed in an undergraduate context. Both articles provide some methodological insights – the use of established surveys to elicit student opinion, and the reporting of career-important skills from the perspective of professional and regulatory bodies for chemistry, as well as chemistry students.

Taking these two readings into account, we might further refine our question. The original foreshadowed question was:

“ How does students’ perception of their career-related skills change as a result of industrial experience? ”

If we wished to draw on the literature just cited, we could refine this to:

“ How does undergraduate chemistry students’ perceived employability and awareness of career-related skills gained change as a result of a year-long industrial placement? ”

This step in focussing is beginning to move the research question development into a phase where particular methods that will answer it begin to emerge. By changing the phrase “perception” to “perceived employability”, we are moving to a particular aspect of perception that could be measured, if we follow methods used in previous studies. We can relate this rather abstract term to the work in chemistry education by also incorporating some consideration of students’ awareness of skills reported to be important for chemistry students. We are also making the details of the study a little more specific; referring to undergraduate chemistry students and the length of the industrial placement. This question then is including:

– The focus of the research: perception of development of career skills.

– The subject of the research: undergraduate chemistry students on placement.

– The data likely to be collected: perceived employment and awareness of career related skills.

It is likely that as more reading is completed, some aspects of this question might change; it may become more refined or more limited in scope. It may change subject from looking at a whole cohort to just one or two individual student journeys. But as the question crystallises, so will the associated methodology and it is important in early readings not to be immediately swayed in one direction or another. Read as broadly as you can, looking at different methods and approaches, and find something that lines up with what it is you want to explore in more detail.

Stage 3: testing your research question

Personal biases.

Whatever we like to tell ourselves, there will always be personal bias. In my own research on learning in laboratories, I have a bias whereby I cannot imagine chemistry programmes without laboratory work ( Seery, 2020 ). If I were to engage in research that examined, for example, the replacement of laboratory work with virtual reality, my personal bias would be that I could not countenance that such an approach could replace the reality of laboratory work. This is a visceral reaction – it is grounded in emotion and personal experience, rather than research, because at the time of writing, little research on this topic exists. Therefore I would need to plan carefully any study that investigated the role of virtual reality in laboratory education to ensure that it was proofed from my own biases, and work hard to ensure that voices or results that challenged my bias were allowed to emerge. The point is that we all have biases, and they need to be openly acknowledged and continually aired. I suggest to my students that they write out their own biases related to their research early in their studies as a useful checkpoint. Any results that come in that agree with the tendency of a bias are scrutinised and challenged in detail. This can be more formally done by writing out a hypothesis, which is essentially a prediction or a preconception of what a finding might be. Hypotheses are just that – they need to be tested against evidence that is powerful enough to confirm or refute them.

Bias can also emerge in research questions. Clearly, our research question written in the format: “why are industrial placements so much better than a year of lecture courses?” is exposing the bias of the author plainly. Biases can be more subtle. Asking leading questions such as “what are the advantages of…” or “what additional benefits are there to…” are not quite as explicitly biased, but there is an implicit suggestion that there will be advantages and benefits. Your research question should not pre-empt the outcome; to do so negates the power of your research. Similarly, asking dichotomous questions (is placement or in-house lecturing best?) implies the assumption that one or the other is “best”, when the reality is that both may have distinct advantages and drawbacks, and a richer approach is to explore what each of those are.

Question scope

Feasibility relates to lots of aspects of the project. In our study on industrial experience, the question asks how something will change, and this immediately implies that we will at least find out what the situation was at the beginning of the placement and at some point during or after the placement. Will that be feasible? Researchers should ask themselves how they will access those they wish to research. This becomes a particular challenge if the intention is to research students based in a different institution. The question should also be reviewed to ensure that it is feasible to achieve an answer with the resources you have to hand. Asking for example, whether doing an industrial placement influences future career choices would be difficult to answer as it would necessitate tracking down a sufficient sample of people who had (and had not) completed placements, and finding a robust way of exploring the influence of placement on their career choice. This might be feasible, but not in the timeframe or with the budget you have assigned to you. Finally, feasibility in terms of what you intend to explore should be considered. In our example research question, we have used the term “perceived employability”, as this is defined and described in previous literature with an instrument that can elicit some value associated with it. Care is needed when writing questions to ensure that you are seeking to find something that can be measured.

Of course researchers will naturally over-extend their research intentions, primarily because that initial motivation they have tapped into will prompt an eagerness to find out as much as possible about their topic of study. One way of addressing this is to write out a list of questions that draw from the main research question, with each one addressing some particular aspect of the research question. For our main research question:

we could envisage some additional related questions:

(a) Are there differences between different types of placement?

(b) Are the observations linked to experience on placement or some other factors?

(d) How did students’ subsequent career plans change as a result of placement?

And the list could go on (and on). Writing out a list of related questions allows you to elaborate on as many aspects of the main question as you can. The task now is to prioritise them. You may find that in prioritising them, one of these questions itself becomes your main question. Or that you will have a main question and a list of subsidiary questions. Subsidiary questions are those which relate to the main question but take a particular focus on some aspect of the research. A good subsidiary question to our main question is question (a), above. This will drill down into the data we collect in the main question and elicit more detail. Care should be taken when identifying subsidiary questions. Firstly, subsidiary questions need to be addressed in full and with the same consideration as the main questions. Research that reports subsidiary question findings that are vague or not fully answered is poor, and undermines the value and power of the findings from the main research questions. If you don’t think you can address it in the scope of your study, it is best to leave it out. Secondly, questions that broaden the scope of the study rather than lead to a deeper focus are not subsidiary questions but rather are ancillary questions. These are effectively new and additional questions to your main research, and it is unlikely that you will have the time or scope to consider them in this iteration. Question (d) is an example of an ancillary question.

Question structure

The length of a research question is the subject of much discussion, and in essence, your question needs to be as long as it needs to be, but no longer. Questions that are too brief will not provide sufficient context for the research, whereas those that are too long will likely confuse the reader as to what it is you are actually looking to do. New researchers tend to write overly long questions, and tactics to address this include thinking about whether the question includes too many aspects. Critiquing my own question, I would point out that I am asking two things in one question – change in perceived employability and change in awareness of career-related skills gained – and if I were to shorten it, I could refer to each of those aspects in subsidiary questions instead. This would clarify that there are two components to the research, and while related, each will have their own data collection requirements and analysis protocols.

Research questions should be written as clearly as possible. While we have mentioned issues relating to language to ensure it is understandable, language issues also need to be considered in our use of terms. Words such as “frequent” or “effective” or “successful” are open to interpretation, and are best avoided, using more specific terms instead ( Kane, 1984 ). The word “significant” in education research has a specific meaning derived from statistical testing, and should only be used in that context. Care is needed when referring to groups of people as well. Researching “working class” students’ experiences on industrial placement is problematic, as the term is vague and can be viewed as emotive. It is better to use terms that can be more easily defined and better reflect a cohort profile (for example, “first generation” refers to students who are the first in their family to attend university) or terms that relate to government classifications, such as particular postcodes assigned a socio-economic status based on income.

As well as clarity with language, research questions should aim to be as precise as possible. Vagueness in research questions relating to what is going to be answered or what the detail of the research is in terms of sample or focus can lead to vagueness in the research itself, as the researcher will not have a clear guide to keep them focussed during the research process. Check that your question and any subsidiary questions are focussed on researching a specific aspect within a defined group for a clear purpose.

Moving on from research question writing

Blaikie N., (2000), Designing social research , Oxford: Blackwell.
Galloway K. W., (2017), Undergraduate perceptions of value: degree skills and career skills, Chem. Educ. Res. Pract. , 18 (3), 435–440.
Jackson D. and Wilton N., (2017), Perceived employability among undergraduates and the importance of career self-management, work experience and individual characteristics, High. Educ. Res. Dev. , 36 (4), 747–762.
Kane E., (1984), Doing Your Own Research: Basic Descriptive Research in the Social Sciences and Humanities , London: Marion Boyars.
Lawrie G. A., Graulich N., Kahveci A. and Lewis S. E., (2020), Steps towards publishing your thesis or dissertation research: avoiding the pitfalls in turning a treasured tome into a highly-focussed article for CERP, Chem. Educ. Res. Pract. , 21 (3), 694–697.
NRC, (2012), Discipline-based education research: Understanding and improving learning in undergraduate science and engineering , National Academies Press.
RSC, (2015), Accreditation of Degree Programmes , Cambridge: Royal Society of Chemistry.
Seery M. K., (2009), The role of prior knowledge and student aptitude in undergraduate performance in chemistry: a correlation-prediction study, Chem. Educ. Res. Pract. , 10 (3), 227–232.
Seery M. K., (2017), How to do a literature review when studying chemistry education. Retrieved from http://michaelseery.com/how-to-do-a-literature-review-when-studying-chemistry-education/.
Seery M. K., (2020), Establishing the Laboratory as the Place to Learn How to Do Chemistry, J. Chem. Educ. , 97 (6), 1511–1514.
Seery M. K., Kahveci A., Lawrie G. A. and Lewis S. E., (2019), Evaluating articles submitted for publication in Chemistry Education Research and Practice, Chem. Educ. Res. Pract. , 20 , 335–339.
Taber K. S., (2014), Ethical considerations of chemistry education research involving ‘human subjects’, Chem. Educ. Res. Pract. , 15 (2), 109–113.
White P., (2008), Developing Research Questions: A Guide for Social Scientists , Basingstoke: Palgrave MacMillan.

Undergraduate Research

Chemistry and Chemical Biology majors may do research for credit under the direction of a faculty member. Students are encouraged to select a research area of their own interest from among those pursued by the professors in the Department of Chemistry or in many other departments at Berkeley. Students contemplating graduate study should include research in their undergraduate program during their junior and senior year or earlier.

Chemical Engineering majors are encouraged to do research for credit under the direction of a faculty member. Students follow their own scientific interests in the selection of research projects. Such research usually involves experimental, theoretical, or computational work within the context of funded research directed by a faculty member in the CBE Department or in other departments on campus. Research fields currently under investigation by chemical engineering students include biomolecular engineering, synthetic biology, energy storage and generation, multiscale modeling of micro- and nano-systems and related technologies, catalysis, polymers and polymer physics, and many others. Students contemplating graduate study should include research in their undergraduate program during their junior and senior year, if not earlier.

Students from Colleges at UC Berkeley other than CoC

Undergraduates from L&S, Engineering, and other Colleges at Berkeley are eligible to conduct research with College of Chemistry faculty for credit. Please review the information in the "On-Campus Research" and "How to Get Credit for Research" sections below. If your research supervisor is not affiliated with the College of Chemistry, you are not eligible to receive credit for research through CoC.

How to Get Involved in Research

A good place to start is by reading the useful material from a recent Chem 96 offering . Also check out the 55 minute video below from Fall 2021, How to Get Involved in Research , sponsored by AXE, AIChE, and ACS, and featuring the following CoC faculty:

Prof. John Arnold, Undergraduate Dean
Prof. Steven Leone, Chemistry
Prof. Bryan McCloskey, Chemical Engineering
Prof. Evan Miller, Chemistry/MCB
Dr. Stefan Minasian, LBL
Prof. Dan Nomura, Chemistry/MCB

Research Opportunities

The College offers undergraduate research opportunities both on-campus and with industry partners.

On-Campus Research

For on-campus research, find out which faculty research groups you are interested in joining:

Research in Chemical Engineering
Research in Chemistry and Chemical Biology

Make an effort to learn about a faculty member's research. When you contact a faculty member to inquire about whether there is an opening in his/her lab, try to convey the level of your interest in a particular area.

If you plan to earn course credit for research, follow the procedures for enrollment in independent study courses listed below.

An interesting undergraduate student perspective was published in Nature on finding research opportunities. Although this is only one person's perspective, this and the information below will help you start thinking about how you can approach finding research opportunities.

Off-Campus Research

The College has established a number of formal internship opportunities with industry partners.

For details on the application process (students) or to list an intership (industry partners), please review the Off-Campus Undergraduate Research Experiences webpage.

Najet Carrick

Career Adviser

If you are interested in off-campus research opportunities, please make an appointment with Najet via Handshake .

Off-Campus Research Internships

View Spring 2024 research internships

How to Get Credit for Research

CoC students are eligible to receive letter-graded units for research with a CoC-affiliated faculty member or Ph.D. research scientist. Follow these guidelines to enroll:

Get confirmation/approval via email from your research supervisor, including the # of units. The email may come from your supervisor's admin person if necessary.
Chemistry and Chemical Biology students may enroll in Chem 196 or Chem H194 (if eligible) up to a maximum of 6 units per term, including the entire summer (not per session).
Chemical Engineering students may enroll in up to 4 units of CBE 196 or CBE H194 (if eligible) per term, including the entire summer (not per session).
Students may not enroll in both Chem and CBE 196/H194 in the same term.
Complete the Undergraduate Research form . You will be required to submit a PDF version of your research supervisor's approval email.
You will receive enrollment information 3-5 business days after submitting the form. It is your responsibility to enroll via CalCentral by the add deadline (Wednesday of the fourth week of classes).

If your research supervisor is not a faculty member in the College of Chemistry (e.g., they work at LBNL, UCSF, or another department at Berkeley), follow these instructions .

Research Links

Berkeley Lab Research Areas
CoC CBE Innovation Incubator Lab
CoC Centers & Institutes
CoC Research Areas in Chemical Engineering
CoC Research Areas in Chemistry and Chemical Biology
CoC Research Facilities
Not Just Another Class: Berkeley’s Undergraduates Perform Research in Graduate Labs
Research opportunities at Cal
Research tips taken from C96 Introduction to Research
Undergraduate Research Portal (sponsored by CBE GSAC)

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25 Research Ideas in Chemistry for High School Students

Have you wanted to get into chemistry research, but didn’t know where to begin? Read this article to learn more on how you can start your own research project.

What Makes a Good Research Idea?

Before starting, having a good research idea will provide a firm foundation for your work. Before you begin, make sure to confirm if your research topic is:

What area are you addressing in your research project, and does it fill in some gap of knowledge? If your research has been done before or has been already thoroughly examined, then it’s unlikely your idea will be as compelling as an original paper that leaves room for future questions and innovations.

Interesting

Do you find the topic interesting? If you have passion in your work, you will be excited and engaged in your work, which others in the industry will definitely pick up on. If you don’t find your research interesting, it’s better to brainstorm which areas you’d be more passionate about.

Feasibility

Is the research doable? Make sure to take a deep look into your capabilities and resources, and use what’s available to you in order to pursue your research. While there are many projects that can be done at home or through the computer, you can reach out to a local college or laboratory if you’d like to get a more professional experience.

Okay, I Have a Research Idea, What’s Next?

Once you’ve picked a research idea, it may seem daunting on what to do next. You should develop a detailed research plan and reach out to teachers, professors, and scientists who can help you. Having a mentor can provide helpful comments on your research idea and your next steps.

For example, a mentored program like the Lumiere Research Scholar Program can be a great opportunity to experience the full research cycle. Those who are selected for the Lumiere Research Scholar Program are given 1-1 mentorship with top PhDs. Below, we share some of the chemistry research ideas that have been proposed by our research mentors.

Chemistry Research Ideas for High School Students

Research category #1 : energy and climate change.

Climate change has been one of the widely talked about topics in public discourse. With more media and political attention on this issue than ever before, it’s no wonder that there are many opportunities to explore how chemistry can be applied to help the planet. Therefore, researching in this field will yield potential benefits for society and beyond , making applications of this research especially compelling for passionate high school students.

1. Use green chemistry as a tool to achieve sustainability targets in the fields of energy, water remediation, agriculture or sensing.

2. Find novel chemicals that can be used to shape the next generation of batteries, green fuels, and energy harvesting.

3. Research materials can be developed to improve CO2 capture and Utilization (CCU).

4. Analyze different energy storage options currently available, and compare and contrast technologies' chemistries, performance, lifetime, cost, geographic and resource constraints, and more.

5. Learn the newest and most promising technologies in sustainability science, with a focus on how startups and the private sector are critical to our society's transition to a green future and how products are commercialized from lab to market.

Suggested by Lumiere PhD mentors at Harvard University, University of California, Berkeley, Yale University, and University of Cambridge.

Research Category #2 : Computation and Machine Learning

Data processing is becoming increasingly efficient, and especially in the advent of artificial intelligence systems, scientists are interested in learning how to apply new technologies to their line of work. If you’re looking for knowledge within computer science or computer engineering, these topics may stand out to you.

6. Apply machine learning for chemical challenges, such as how AI can bring benefits into the area of chemistry and how big data can be processed.

7. Merge chemistry with computational tools to design molecules and predict their properties.

8. Study molecular and biological systems via computational modeling, including finding the advantages and disadvantages of different techniques and types of computational analysis.

9. Implement machine learning for reaction optimization, process chemistry, reaction kinetics, mixing, scale-up and safety.

Suggested by Lumiere PhD mentors at Duke University, University of Cambridge, and University of Leeds.

Research Category #3 : Nanotechnology and Nanomaterials

The benefits of nanotechnology are clear – more developments in this field can lead to lower costs and stronger properties of materials. The area of technology is incredibly new, so if you want to get involved in a burgeoning research field , see if the following ideas interest you.

10. Conduct a general study on the focus on nanomaterials and their applications.

11. Understand how material nano-structure can create specific properties and take advantage of that "structure-property" understanding to engineer new materials.

12. Be exposed to the frontiers of material science and the host of meta-stable man-made materials with exotic properties.

Suggested by Lumiere PhD mentors at Technical University of Munich and Georgia Institute of Technology.

Research Category #4 : Chemical Reactions

One of the most major fundamental aspects of chemistry is understanding how different elements and molecules interact to create new products. Understanding more about how these reactions take place and which interactions are favored can yield better ideas on how to utilize them. If you’d like to better your chemistry skills, take a look at these topics:

13. Investigate how molecules are made in nature,such as what reactions are performed by enzymes to make natural products.

14. Study a reaction that changes color as it proceeds using your phone to measure the RGB-code evolution.

15. Delve into the synthesis of chemicals within organic chemistry, biochemistry, analytical chemistry.

16. Learn how to design, synthesize, and use molecular boxes for separating targeted compounds.

Suggested by Lumiere PhD mentors at Duke University and University of Cambridge.

Research Category #5 : Drug Discovery

Unsurprisingly, pharmaceuticals heavily utilizes the concepts of chemistry to create life saving drugs and treatments for people worldwide. If you’re interested in learning how chemical reactions can treat diseases within the human body , see below for more information.

17. Communicate the causes of drug resistance in tuberculosis, HIV/AIDS, or another infectious disease

18. Explore the connections between drug discovery, pharmaceutical development, flow chemistry, organic synthesis, electrochemistry, photochemistry, and biochemical and enzymatic synthesis.

19. Conduct a detailed research on proteins, their role in human disease, and how understanding protein structure can inform drug discovery.

20. Observe the characteristics of good drug candidates and the biological experiments performed to prove clinical viability.

21. Determine the role small molecules play in imaging, labeling, target identification, inhibiting native protein functions and facilitating foreign ones, especially in new techniques being used to understand disease pathways.

Suggested by Lumiere PhD mentors at Harvard University, Stanford University, University of Leeds, Cornell University, and Johns Hopkins University.

Research Category #6 : Life Sciences

Beyond the scope of drug discovery, how does chemistry support life itself? Biochemistry is an intriguing field that aims to answer how biological processes take place , and more discoveries are taking place everyday on the mystery of life. If you’d like to learn how biology and chemistry work in tandem, these research topics may be the right fit for you.

22. Develop theory of chemical kinetics and how they are used to study reactions that are critically important for biology to maintain life.

23. Learn the biological processes of living cells such as human cells, yeast, bacteria, and such.

24. Utilize different techniques to determine structures of biomolecules present in humans.

25. Employ molecular modeling and simulation techniques to tackle problems that involve the function or interactions of a protein.

Suggested by Lumiere PhD mentors at University of Illinois at Urbana-Champaign, Duke University, University of Cambridge, and University of Oxford.

This article provides only a small glimpse into the endless possibilities of chemistry research, but hopefully, the variety of different fields that chemistry is involved in piqued your interest; whether you’d like to learn more about climate change, computers, or biology, there is definitely an applicable chemistry research project that you can do.

If you are passionate about chemistry and hope to do advanced research under expert mentorship, consider applying to the Lumiere Scholar Program . You can find the application form here .

Lydia is currently a sophomore at Harvard University, studying Molecular and Cellular Biology. During high school, she pursued engineering activities like attending the Governor's School of Engineering and Technology. In her spare time, she likes to create digital art while listening to music.

Chemistry Research Guide

Find Articles
Web of Science and PubMed Video tutorials
Print and Electronic Resources
Web Resources

Scholarly vs Popular Sources

Researching an assignment topic, research tips, empirical research, identifying empirical research, reading and analyzing information sources, atkins resources.

ACS Citation Style and EndNote
CRC Handbook of Chemistry and Physics
Scientific Integrity and Publishing Standards
Online Chemistry Teaching and Learning
Scholarly vs Popular Sources Video

The scope of the literature search and type of information required will depend on the requirements of the assignment.

Books provide a useful starting point for an introduction to the subject. Books generally also provide an in-depth coverage of a topic.

Journal articles : for current research or information on a very specific topic, journal articles may be the most useful, as they are published on a regular basis. it is normally expected that you will use some journal articles in your assignment., free web publications : useful information can also be found in free web publications from government or research organizations. any web publications should be carefully evaluated. you are also required to view the whole publication, not just the abstract, if using the information in your assignment., empirical research is research that is based on experimentation or observation, i.e. evidence. such research is often conducted to answer a specific question or to test a hypothesis (educated guess)..

Research articles that consist of empirical research are written in a specific manner. They are always divided into the following sections: title, abstract, introduction, methods, results, discussion, and references. Each of these sections may be further divided into subsections. One quick way to determine if you are looking at an article that consists of empirical research is to see if it has these sections.

Title – offers a brief description of the research and includes the author(s).

Abstract – is a brief but comprehensive summary of the research, usually a paragraph long. .

Introduction – this section gives background information about the research problem. It often includes information on similar studies, explains the reason(s) for conducting the research and offers any additional information that might be needed to understand the research problem or research that is being described in the paper. Sometimes the Introduction section isn’t titled, but it is always present.

Methods – gives a detailed description of how the research was conducted. Some methods that could be used include surveying, experimentation and observation. This is occasionally titled Methodology instead.

Results – the ‘answer’ to the research question. the results section shows, describes and analyzes the data found by the research., discussion – discusses the implications of the results found. the discussion section may also compare, contrast and discuss the data obtained to other research articles on similar topics. it is sometimes called the conclusion or divided into a ‘discussion’ section and a ‘conclusion’ section ., references – is a list of citations for other books, journal articles, reports or studies mentioned in the article. sometimes called works cited or bibliography..

Various phrases or keywords can identify articles that use empirical or qualitative research. These include:

How to Read Scientific Articles This link provides strategies for the active reading of an article.
Critical Appraisal of Information Should the chosen material be included as a resource? Use this information to do a critical review of each item.
Evaluating Information A guide for evaluating information from various sources.
Case study: Reading a Primary Research Article from Plant Physiology Illustrative process of evaluating an article from the journal, Plant Physiology
International Centre for Allied Health Evidence Critical Appraisal Tools A list of links to critical appraisal tools designed to be used when reading research. more... less... University of South Australia
Centre for Evidence-Based Medicine Critical Appraisal Tools Information and worksheets to assist in critical appraisal of clinical research papers
Centre for Evidence-Based Medicine CATmaker CEBM's computer-assisted critical appraisal software for the creation of Critically Appraised Topics
Research Evaluation for Computer Science A viewpoint regarding the computer science research culture and bibliometrics. Note that ISI has changed to the Journal Citation Reports found in the Web of Science.

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In the Classroom
Published: 17 February 2021

Adapting educational experiences for the chemists of tomorrow

Mik Fanguy 1 ,
Sang Yup Lee ORCID: orcid.org/0000-0003-0599-3091 2 &
David G. Churchill 3

Nature Reviews Chemistry volume 5 , pages 141–142 ( 2021 ) Cite this article

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Technical universities are constantly experimenting with innovative student-centred classroom approaches. We describe flipped and linked classroom approaches in the context of our ongoing chemical education theme of catalysis.

The calling to teach the next generation of chemists in East Asia has led us and others to search for new modes of learning that can inspire creativity and self-reliance. Fresh experiences in learning arise from experiments in teaching. If we are not careful, from a student’s perspective, the result might be trials and tribulations. Creativity in (chemistry) education comes down to different approaches. These forays, some linguistic in nature, could be anything from broad campus-wide initiatives to grassroots efforts. Grand initiatives require heavy cooperation, ‘branding’ and looking to the future — in brief, they require campus management. At technical universities, where developments in science and technology are often prioritized over new educational paradigms, individual professors and educational professionals alike seek to test their ability to create the classroom of the future.

A case study in flipped classroom learning

Regarding campus-wide efforts, about 10 years ago, Korea Advanced Institute of Science and Technology (KAIST) launched an educational platform called Education 3.0. In this flipped format of learning 1 , students watch pre-recorded online videos at home and then attend weekly face-to-face meetings. Here, they convene at round tables, prepare and deliver presentations, and participate in team-based discussion and learning on themes prescribed by a professor as per the syllabus. Under ‘3.0’, learners performed projects, tasks and experiments together in a more embracing and interactive mode than was typically possible in traditional large lecture halls, exemplifying a marked difference from the then status quo. Unsurprisingly, because of this substantial change in classroom style, both professors and students at first found frustration. Amidst the faculty lunch dialogue, a pervasive joke emerged: “you can lecture any way you want, except by lecturing”.

In response to these frustrations, a new ‘one-stop shopping’ approach was implemented across the campus, offering a tremendous array of alternatives deviating from the heavy reliance on video instruction of a flipped format course. Instead, fresh course plans were devoid of lectures and full of student interaction and collaboration through semester-long project-based and/or problem-based learning (Education 4.0). This widespread experience of online and blended instruction across the curriculum also facilitated remote learning, allowing the quality of KAIST instruction to be largely unaffected by the COVID-19 pandemic 2 .

Chemistry education

Amidst campus-wide initiatives, relying on great numbers of faculty marching to a proposed administrative drumbeat, there are subtler grassroots efforts to develop education methods that are sometimes esoteric but often more specific to a certain field of study.

A substantial amount of the coursework at any technical university involves chemistry in one form or another, such that it lives up to its place as the ‘central science’. In addition, because professors have to get the point across, every such instructor, student and teaching assistant alike is faced with issues relevant to chemistry education whether they know it or not. Faculty members have been active in publishing articles covering topics from aspects of laboratory environment 3 , chemical safety and general chemistry 4 , as well as inter-language resources to help bring about new modes of learning 5 , 6 .

New dimensions of chemistry education and related training are being tested all the time. For example, the need to produce clear and compelling prose is important in securing research funding and getting papers accepted. To this end, we have been running a publishing club through which professors can share insights and tricks of the trade with students when submitting and responding to reviewer feedback. In addition, manuscript writing and presentation courses were invigorated by taking into account that linguistic challenges are coupled with scientific ones. The English as a Foreign Language Department at KAIST now provides discipline-specific Scientific Writing and Scientific Presentation courses for graduate students to afford them deep insights into the features that distinguish the dissemination of chemistry from that of other subjects.

Catalysis as an example

Research in scientific education and pedagogy allows us to explore how technology can enhance the classroom and how we abstract and visualize chemical concepts. As an example, an international project aims to put a spin on how we teach catalysis and create iconography for catalysts and the field of catalysis. One way to understand catalysis is to understand what ruins an otherwise happily working catalyst. Poisons and inhibitors can begin to shut down catalytic cycles that normally occur smoothly, whether it be in a catalytic converter, an enzyme in our body or an n th generation catalyst for industry. New ways to represent catalysts can be deeply explored from a hybrid education–science perspective.

technology can enhance the classroom and how we abstract and visualize chemical concepts

Faculty members who teach science and engineering courses and those who teach communications courses can collaborate, often in globalized ways, to leverage technology-enhanced learning to increase instructional depth and discipline specificity in the instruction of scientific communication. Catalysis coverage can be deep yet tailored. Information and communication technologies can afford students access to a greater array of learning content to suit their individual needs, particularly with regard to the instruction of scientific communication. At KAIST, as in many global universities, students have varying levels of experience and skill with their research, with visual and verbal communication in their field, and with the English language in general. The ongoing research described here aims to teach the concept of inhibitors in an overlapping manner between content classes and communications classes; these can be linked by prior cooperation of instructors working in different departments. We hope that our approach will enable students to achieve an enriched understanding of inhibitors and their effects on chemical reactions, as students aim to express, both textually and visually in communication classes, these concepts to be understood by their peers first and a wider audience second.

Developing a new set of icons for catalysis is a long-term project. With computer-generated graphical chemistry representations and creative journal cover artwork appearing daily, as well as new representations of ligands, students can start by first identifying which previous artwork and pictorial renditions they find clearest and most helpful in conveying the necessary message.

2021 and beyond

Ultimately, we are trying to optimize the educational experience in the era following COVID-19. More than ever, students are involved in student-centred hybrid learning. To alleviate students going vacuously from classroom to classroom, brilliant educational ideas coupled with course content can help retain long-term knowledge for one’s life and scientific or business career. Beauty is often in the eye of the beholder in empowering student and professor initiatives alike.

Casselman, M. D. et al. Dissecting the flipped classroom: using a randomized controlled trial experiment to determine when student learning occurs. J. Chem. Educ. 97 , 27–35 (2020).

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Lee, K., Fanguy, M., Lu, X. S. & Bligh, B. Student learning during COVID-19: it was not as bad as we feared. Dist. Educ. https://doi.org/10.1080/01587919.2020.1869529 (2021).

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Kim, T. T., Kim, H. & Han, S. Academic research inspired design of an expository organic chemistry lab course. J. Kor. Chem. Soc. 62 , 99–105 (2018).

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Churchill, D. G. Chemical structure and accidental explosion risk in the research laboratory. J. Chem. Educ. 83 , 1798–1803 (2006).

Churchill, D. G. Word reduction editing in second-language scientific writing by east Asian and South Asian chemistry graduate students. J. Chem. Educ. 83 , 1022–1023 (2006).

Chang, J. & Churchill, D. Bringing out the “main characters” in general chemistry: can creating a sense of narrative in the classroom and for the textbook aid long-term memory? J. Chem. Educ. 88 , 408–414 (2011).

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Acknowledgements

M.F., S.Y.L. and D.G.C. acknowledge KAIST for research support and their undergraduate and graduate students for inspiration.

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English as a Foreign Language Department, Korea Advanced Institute of Science and Technology, Daejeon, Republic of Korea

Department of Chemical and Biomolecular Engineering, Korea Advanced Institute of Science and Technology, Daejeon, Republic of Korea

Sang Yup Lee

Department of Chemistry, Korea Advanced Institute of Science and Technology, Daejeon, Republic of Korea

David G. Churchill

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Fanguy, M., Lee, S.Y. & Churchill, D.G. Adapting educational experiences for the chemists of tomorrow. Nat Rev Chem 5 , 141–142 (2021). https://doi.org/10.1038/s41570-021-00258-5

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In addition to their journals, ACS also provides a database called SciFinder which helps researchers quickly locate relevant research articles. This tool is particularly useful for those working on complex research projects, as it allows you to search for articles based on specific keywords or topics. It's a subscription-based tool, but access is often provided to universities, so it's worth checking with your school to see if this resource is available to you.

Royal Society of Chemistry (RSC) Journals

The Royal Society of Chemistry (RSC) is another reputable organization that provides access to thousands of research papers. They have a range of journals that cover different areas of chemistry, including physical chemistry, materials chemistry, and environmental chemistry. One of their most popular publishing platforms is RSC Advances, which provides researchers with a simple and easy-to-use interface where they can quickly access the research papers they require.

Like ACS publications, some resources provided by the RSC are subscription-based and may require you to authenticate through your university login. However, the quality of the research published by the RSC makes it a valuable resource for anyone working in the field of chemistry.

ScienceDirect

ScienceDirect is an online database that provides access to over 3,500 journal titles in various fields of study. They have a comprehensive library of chemical journals, including titles like Applied Surface Science, Journal of Chromatography, and Polymer. In addition to their journals, ScienceDirect also provides access to eBooks and reference material, making it a one-stop-shop for research materials.

One of the benefits of using ScienceDirect is that it allows you to search for articles based on specific keywords or topics. This can save you a lot of time when conducting research, as you can quickly locate articles that are relevant to your area of study.

Web of Science

Web of Science is a platform that provides access to some of the most reliable academic research literature. It includes scientific, technical, medical, and social science journals, as well as conference proceedings. Web of Science is particularly useful for helping you to identify the most cited papers in your field of study, which can be used to support your own research.

One of the features of Web of Science is the "cited reference search," which allows you to search for articles based on the references cited within them. This can be a useful way to find additional articles that are relevant to your research topic.

In conclusion, these online databases and journals are valuable resources for anyone working in the field of chemistry. By using these resources, you can stay up-to-date with the latest research and academic publications, which can help you to advance your own research projects and contribute to the field as a whole.

Chemistry Software and Simulation Tools

Chemistry is a complex subject that requires a lot of visual representation to understand the concepts better. With the advancement of technology, many software and simulation tools have been developed to help students and researchers in the field of chemistry. Here are some of the most popular ones:

ChemDraw is a widely used software that allows you to draw chemical structures on a computer. It is a user-friendly software that can be used for various tasks, such as creating molecular models, illustrating chemical reactions, and preparing posters and presentations. ChemDraw is an essential tool for any chemistry student who needs to create visual representations of chemical structures. It has a vast library of chemical structures that can be used to create complex molecules with ease.

ChemDraw has a range of features that make it an indispensable tool for chemists. It has a built-in database of chemical structures, which can be searched and used to create complex molecules. It also has a feature that allows you to predict the properties of a chemical compound, such as its boiling point, melting point, and solubility.

Gaussian is a software program that is used for quantum chemistry calculations. It is a powerful tool that can perform calculations on a range of structures, from small molecules to large proteins. Gaussian provides many different methods of calculation such as Hartree–Fock, density-functional theory, and coupled cluster. It is an essential tool for theoretical chemistry and computational modeling.

Gaussian has a range of features that make it an indispensable tool for chemists. It has a built-in database of chemical structures, which can be searched and used to create complex molecules. It also has a feature that allows you to predict the properties of a chemical compound, such as its boiling point, melting point, and solubility. Gaussian is used by researchers worldwide to study complex chemical reactions and predict the behavior of chemical compounds.

Avogadro is a software program that allows you to build and visualize molecules in 3D. Similar to ChemDraw, it can be used to create molecular models for research papers and presentations. It's also an excellent tool for creating molecular graphics, visualizing crystal structures and computing molecular energies and potential surfaces.

Avogadro has a range of features that make it an indispensable tool for chemists. It has a built-in database of chemical structures, which can be searched and used to create complex molecules. It also has a feature that allows you to predict the properties of a chemical compound, such as its boiling point, melting point, and solubility. Avogadro is used by researchers worldwide to study complex chemical reactions and predict the behavior of chemical compounds.

ChemDoodle is another software program that allows students to create chemical structures and other molecular graphics. It includes tools for drawing complex molecules, designing reaction schemes, and preparing high-quality graphics for presentations and publications. ChemDoodle also provides a variety of simulations, such as molecular mechanics, to help students understand molecular motions and interactions.

ChemDoodle has a range of features that make it an indispensable tool for chemists. It has a built-in database of chemical structures, which can be searched and used to create complex molecules. It also has a feature that allows you to predict the properties of a chemical compound, such as its boiling point, melting point, and solubility. ChemDoodle is used by researchers worldwide to study complex chemical reactions and predict the behavior of chemical compounds.

In conclusion, these software and simulation tools have revolutionized the way chemists work, making it easier to create complex molecular structures and predict the behavior of chemical compounds. They are essential tools for any chemistry student or researcher who wants to excel in the field of chemistry.

Laboratory Notebooks and Data Management

Electronic lab notebooks (elns).

Electronic lab notebooks (ELNs) are online tools created to replace traditional paper notebooks and provide a more efficient way of recording laboratory data. ELNs can save time, improve accuracy, and make it easy to share experiments and lab results with peers and instructors. Popular ELN programs include LabArchives and Evernote.

LabArchives

LabArchives is an online lab notebook that provides a secure environment to store research data and collaborate with colleagues. It includes tools for organizing and archiving experiments, tracking progress, sharing data and publishing research. LabArchives is an excellent tool for managing large amounts of data and recording complex experimental procedures.

Evernote is a popular cloud-based tool that can function as an electronic lab notebook in addition to its note-taking functionality. It allows you to take notes, make annotations, and save images of experiments and research. The app provides organizational tools such as tagging and searching, so students can easily find and retrieve research data.

Another useful tool for managing and organizing research is Mendeley. It's a free reference manager and academic social network that helps you organize your research, collaborate with colleagues, and discover new research papers. Mendeley has a large database of academic papers and can help you find the material you need for your studies.

These research tools will help chemistry students to streamline their work, to read and stay up to date on research literature, and run calculations. We hope that this article has highlighted the essential software programs, online databases, and laboratory notebooks that are available to help you with your study of chemistry. While your specific research needs may vary, you can be confident that these recommended tools are reliable, reputable, and widely used by the scientific community.

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Department of Chemistry

Undergraduate research.

One of the benefits of education at Yale is the opportunity to perform research in one of our research groups that are pushing back the frontiers of science. Students interested in research should contact the faculty member directly via email to explore opportunities. Faculty members listed as primary faculty have active research programs. Once you have agreed with a faculty member on a project, you can submit a registration form. Below is information on research courses, prerequisites, and registration.

Research Options

Chem 480a or b: introduction to independent research in chemistry.

The purpose of CHEM 480 is to provide undergraduate students with hands-on exposure to basic research in the chemical sciences and a practical introduction to the modern research environment. The course entails one semester of experimental or theoretical work, with a minimum of 10 hours per week spent in the laboratories of a faculty member in Chemistry . Participants are expected to direct their efforts towards generating chemically relevant data designed to engage and address a specific research problem, as coordinated and supervised by their selected faculty mentor. Individuals wishing to perform independent research must have demonstrated proficiency in the aspects of chemistry required for the planned project, as ascertained by the supervising faculty member. A brief report summarizing goals, methods, and accomplishments must be submitted at the end of the term.

Students enrolled in CHEM 480 earn one graduation credit upon successfully completing the semester and are graded on a Pass/Fail basis . The training may be taken multiple times for Pass/Fail credit, subject to restrictions imposed by Yale College. Typically, CHEM 480 is completed by junior chemistry majors, although occasionally, it will be completed by sophomores.

To be considered for individual experimental or theoretical research in a selected faculty member’s laboratory, students must consult with the Director of Undergraduate Studies (DUS) and submit the appropriate form no later than the last week of the preceding academic term.

CHEM 490a and b: Independent Research in Chemistry

The purpose of CHEM 490 is to provide senior chemistry majors with hands-on exposure to research in the chemical sciences. The course entails one semester of experimental or theoretical work in chemistry with a minimum of 10 hours per week spent in the laboratories of a faculty member, as well as a weekly 1-hour class meeting focused on topics related to research. Normally, students complete two semesters of CHEM 490. The class meetings address essential laboratory safety and ethics in science, with other class sessions focusing on core topics of broad interest to chemistry, including online literature searches, oral presentation skills, and effective scientific writing.

Individuals wishing to perform independent research must have demonstrated proficiency in the aspects of chemistry required for the planned project, as ascertained by the supervising faculty member. At the end of the second semester of CHEM 490, students will complete a capstone essay and present a poster to satisfy the senior requirement for the chemistry major.

Students enrolled in CHEM 490 earn one graduation credit upon successful completion of each semester and are assigned letter grades , subject to restrictions imposed by Yale College. CHEM 490 may be taken only twice, subject to restrictions imposed by Yale College. CHEM 490 is restricted to senior chemistry majors pursuing B.S. or B.S.-Intensive degrees. However, in special cases and with DUS approval, juniors may take this course, e.g., those in the B.S./M.S. degree program.

To be considered for individual experimental and theoretical research in a selected faculty member’s laboratory as part of CHEM 490, students must submit the appropriate form to the DUS assistant no later than the last week of classes in the immediately preceding academic term.

Undergraduate Students Performing Research (Not for Yale College credit)

Undergraduates may perform research as either a volunteer or employee of the work-study program in a Chemistry Department laboratory with a faculty research mentor during the academic year or over the summer. Students working in this capacity do not receive Yale College credit.

Students are responsible for finding a faculty mentor who will provide guidance and laboratory facilities. The DUS can provide assistance to facilitate this process.

Students must have demonstrated proficiency in the aspects of chemistry required for planned activities, as ascertained by the supervising faculty member. The student will determine with their faculty mentor the time commitment required per week. Typically, students work between 4–15 hours per week during the academic year. Over the summer, the time commitment is generally greater.

Prerequisites

Common to all research options.

Individuals wishing to perform research must meet basic safety requirements prior to undertaking any activities, including the completion of at least two online Laboratory Chemical Training and Hazardous Chemical Waste Training courses administered by the  Yale Office of Environmental Health and Safety (EHS) . Enrolled individuals must receive formal certification from EHS prior to beginning laboratory activities. Additional safety courses or training requirements might be imposed by the faculty mentor. 

How to Register

Submission deadlines.

Submit the relevant registration form with required signatures to the Assistant to the Director of Undergraduate Studies for review by the DUS.

CHEM 480 and 490

The submission deadline is no later than the last week of classes in the immediately preceding academic term.

Undergraduate Students Performing Research

The submission deadline is no later than the end of the first week of classes in the academic term they wish to start research or prior to commencing research over the summer.

CHEM 480 Registration Form

CHEM 490 Registration Form

Undergraduate Research Registration Form

Undergraduate Research Opportunities

Get involved in research.

Participating in independent research is a unique opportunity for our undergraduates to make their coursework and Majors come alive by gaining exposure to cutting-edge Chemistry research and real-world scientific practice. Undergraduates who engage in independent research will work alongside graduate students, postdoctoral scholars, and faculty to develop new solutions to important problems ranging from sustainability & the environment to the prevention & treatment of disease. Independent research is fantastic preparation for graduate school and a wide range of chemistry careers. Many of our undergraduate students produce novel results that lead to authorship on publications .

Frequently Asked Questions

Who is independent research for.

Independent research positions are best suited for curious students who are interested in diving deeper into the world of Chemistry research. For students intending to pursue graduate school, or research careers in Chemistry or related fields, independent research experiences are essential. However, health professional schools, like medical, dental or veterinary schools, do not require independent research. For many Tufts pre-health students, clinical research opportunities provide a better overall fit in terms of interests and the development of relevant skills. Still, many pre-health students have further developed their passion for Chemistry during independent research experiences—some have even decided instead to pursue graduate programs in Chemistry, or gone on to MD/PhD programs.

What is independent research like?

Independent research requires commitment, creativity, passion, and dedication. Independent research can be extremely rewarding, but also time-consuming. Research mentors will expect that students commit a minimum of 15 hours per week of research, typically over multiple semesters. It should not be pursued solely to pad a resume or CV. You will need to carefully consider your own priorities and other commitments before deciding to pursue independent research.

How do I learn more about research?

Students who are interested in research are encouraged to enroll in Chem 3 & 4 (Frontiers in Chemistry) , offered in the fall and spring, respectively. Both of these 1SHU, pass/fail seminar courses provide an opportunity for students to meet faculty and learn more about chemistry-related research at Tufts. Additionally, the department holds weekly seminars in which visiting faculty, typically from other institutions, present their current research. Undergraduates are encouraged to check out the seminar schedule and attend any talks that sound interesting. Finally, interested undergraduates are encouraged to go to individual Chemistry research labs’ websites to learn more about their research and read some of their recent articles.

What steps should I take before I apply?

Working in a lab can be challenging, so it is very important that you feel enthusiasm and passion for your research project. To figure out what research is most exciting to you, you'll need to do your homework before applying to a lab. You can start by reading online about the different types of research happening in the Chemistry Department. Research Lab Profiles provide a research overview, information about relevant prerequisites and deadlines, and a link to each lab's website, where you can learn more about current projects, read recent publications, and more. Once you have identified a few labs that you are particularly interested in, it can also be helpful to talk about research with the people around you. You may make a connection with a research lab by talking to peers, graduate students, teaching assistants, or faculty who may have a piece of advice, or personal connection to research that you are interested in pursuing.

What information should I include in my application?

You will be submitting a separate application for each lab (please note that you can apply to as many labs as you want). When filling out your application, be sure to mention the specific things about each lab's research that you find interesting or exciting, how the research relates to your overall career goals, and reference any publications that you have read. It is important to take time to personalize each application for the specific labs. Faculty know that undergraduate research spots are limited, so they want to make sure that they select someone who has a good overall fit and match of interests with the work going on in their lab. Taking time to tailor each application will make your application stand out!

How long will it take to hear back about my application?

Once your application has been forwarded to the lab(s) you applied to, you will receive a confirmation e-mail from the front office within a week. Each lab has their own profile , which explains their deadlines and processes for hiring undergraduate researchers. We encourage you to review deadlines for a timeframe in which you can expect to hear from each lab. In general, most faculty try to reviews applications within a few weeks of their stated deadlines, but sometimes things come up unexpectedly that can delay application review. If you're feeling particularly excited about a lab, you may consider reaching out to that faculty member, or the front office, to follow up on the status of your application. Please be aware that, in general, we receive more applications than we have available positions. This means that you should consider applying to multiple labs, and be persistent, as it could take a few months or longer to find a research position.

Does independent research appear on my transcript?

During the academic year, undergraduate students can earn credit for their independent research ( beginning with Chem 81 ) and, during their senior year, they can also participate in a Senior Thesis . In some cases, undergraduates may be paid as summer/academic year research assistants. Additionally, once you have found a research advisor, there are several opportunities to apply for undergraduate summer scholarships to fund summer research positions.

Apply for a Position

The Chemistry Department has a centralized application for undergraduates seeking to join research labs. Please note that expectations and availability of research positions can vary among laboratories. Interested undergraduates should review the responsibilities, expectations, and prerequisites for a position in each Chemistry research lab, as well as the number of available positions and relevant timeline(s) for consideration. To apply, please download the application form and submit all application materials with the links below.

Download application form Submit all application materials

Research Lab Profiles

The Department of Chemistry has 16 unique research labs that provide opportunities to undergraduate students.

Bennett Lab

Research in the Bennett lab uses a combination of organic synthesis, physical organic chemistry, and automation to address longstanding problems in carbohydrate chemistry.

Caspari Lab

The Caspari group focuses on analyzing students', teaching assistants' (TA), learning assistants' (LA), and instructors' reasoning, interactions, and culture

Research in the Clark Group seeks to develop new materials and analytical methods to identify, quantify, and understand the function of RNA modifications in biological systems.

Research in the Davis lab focuses on sustainability in inorganic materials.

The Ding Lab develops advanced computational methods for drug design and understanding complex biophysical processes. The main computational tools used in the lab include molecular simulations and machine learning.

Kounaves Lab

Our research is aimed at understanding how biologically-produced molecules (biomarkers) on Mars are altered when exposed to UV radiation in the presence of oxidants and/or their intermediate products.

Kritzer Lab

The Kritzer lab uses new molecules to solve vital chemical and biomedical problems. We discover new molecules and apply them by combining approaches from organic synthesis, biochemistry, biophysics, computational design, genetics, and cell biology -- and by inventing new approaches as we go along.

Our research program has broad, expansive interests at the intersection of chemistry, biology, and medicine. Current problems of interest to the laboratory range from understanding the origin of life to the design of therapeutics for a wide range of indications.

The YSL lab uses computational chemistry to study and predict the structures and functions of biomolecules.

Research in the Mace lab targets many aspects of measurement science: process improvement, assay development, device design and prototyping, usability and user experience, and testing using real sample matrices.

Research in the Scheck lab uses chemistry to learn more about biological systems. We focus on developing new chemical methods that can be used to study protein post-translational modifications, especially those that have been difficult to study using traditional tools.

Research in the Shultz lab focuses on the development of catalysts for various energy applications.

The Sykes lab uses state of the art scanning probes and surface science instrumentation to study technologically important systems.

Research in the Thomas lab focuses on new organic materials that respond to light. Undergraduate researchers in our lab are paired with an experienced graduate student or postdoctoral researcher and given a project of their own.

The Utz Group studies the energetics and mechanism of reactions on catalytically active metal surfaces.

Our group aims to discover new transition metal complexes for sustainable applications.

Summer Scholarship Opportunities

Undergraduate students have the opportunity to apply for scholarships to fund summer research.

The Robert R. Dewald Summer Scholarship Award
Tufts Beckman Scholars Program in the chemical and biological sciences
Tufts Summer Scholars Program
ACS Northeastern Section Summer Scholarship

Recent Publications

Below are recent publications from Tufts Chemistry Department with undergraduate co-authors. Undergraduate authors are indicated with in bold .

Patel, A. , Clark, K.D. Characterizing RNA modification in the central nervous system and single cells by RNA sequencing and liquid chromatography-tandem mass spectrometry techniques . Anal. Bioanal. Chem. 2023 , 415 , 3739-3748 .
Gao, Qingzeng. , Jacob-Dolan, Jeremiah W., and Scheck, Rebecca A.. Parkinsonism-Associated Protein DJ-1 Is an Antagonist, Not an Eraser, for Protein Glycation . Biochemistry ( 2023 ) 62 (6) , pp. 1181-1190
Carlos, Carina M.L. , Maggiore, Nicolette M., Dini, Vesal, Caspari-Gnann. Characterizing facilitation practices of learning assistants: an authoritative-to-dialogic spectrum. IJ STEM Ed 10 , 38 (2023).
Baillargeon, K.R., Brooks, J.C., Miljanic, P.R , and Mace, C.R. Patterned Dried Blood Spot Cards for Improved Sampling of Whole Blood . ACS Measurement Science Au 2 , 31–38 (2022).
Baillargeon, K.R., Morbioli, G.G., Brooks, J.C., Miljanic, P.R. , and Mace, C.R. Direct Processing and Storage of Cell-free Plasma using Dried Plasma Spot Cards . ACS Measurement Science Au , in press (2022).
Hawley Brown , Mia Chung , Alina Üffing, Nefeli Batistatou, Tiffany Tsang, Samantha Doskocil, Weiqun Mao, Dieter Willbold, Robert C. Bast Jr., Zhen Lu, Oliver H. Weiergräber, and Joshua A. Kritzer. Structure-Based Design of Stapled Peptides That Bind GABARAP and Inhibit Autophagy . Journal of the American Chemical Society , 144, 14687 (2022).
Li, Karen ; Bennett, Clay S. New Chemical Processes to Streamline Carbohydrate Synthesis . Curr. Opin. Chem. Bio. 2022, 70 , 102184
Mizia, J. Colin; Syed, M. Usman. ; Bennett, C. S. Synthesis of the a-Linked Digitoxose Trisaccharide Fragment of Kijanimicin: An Unexpected Application of Glycosyl Sulfonates . Org. Lett. 2022, 24 , 731-735.
Naz, Neveda, Liu, Dongyu, Harandi, Bijan, and Kounaves, Samuel P., Microbial Growth in Martian Soil Simulants Under Terrestrial Conditions: Guiding the Search for Life on Mars . Astrobiology 22 , 1210-1221 (2022).
X. Ye, Y.-C. Lee, Z. Gates, Y. Ling , J. Mortensen, F.-S. Yang, Y.-S. Lin, B. L. Pentelute, Binary combinatorial scanning reveals potent poly-alanine-substituted inhibitors of protein—protein interactions . accepted, Comm. Chem 5, 128 (2022).
McEwen, Joseph M., Fraser, Sasha, Sosa Guir, Alexxandra , Dave, Jaydev , and Scheck, Rebecca A. Synergistic sequence contributions bias glycation outcomes . Nature Communications (2021) 12 , 3316 pp. 1-10.
J. Miao, M. Descoteaux , Y.-S. Lin, Structure prediction of cyclic peptides by molecular dynamics + machine learning . Chem. Sci. 12 , 14927‒14936 (2021).
Jennifer R. Pace, Bryan J. Lampkin, Charles Abakah , Adam Moyer, Jiayuan Miao, Kirsten Deprey, Robert A. Cerulli, Yu-Shan Lin, James D. Baleja, David Baker, and Joshua A. Kritzer. Stapled beta-Hairpins Featuring 4-Mercaptoproline . Journal of the American Chemical Society , 143 , 15039 (2021).
Sicinski, K. M.; Montanari, V.; Raman, V. S.; Doyle, J. R.; Harwood, B. N.; Song, Y.-C. ; Fagan, M. P.; Rios, M.; Haines, D. R.; Kopin, A. S.; Beinborn, M.; Kumar, K. A Non-Perturbative Molecular Grafting Strategy for Stable and Potent Therapeutic Peptide Ligands. ACS Cent. Sci. 2021, 7 , 454-466.
Yalamanchili, Subbarao; Nguyen, Tu-Anh ; Zsikla, Alexander ; Stamper, Gaven; DeYoung, Aahley E.; Florek, John; Vasquez, Olivea; Pohl, Nicola L. B.; Bennett, Clay S. Automated, Multistep Continuous-Flow Synthesis of 2,6-Deoxy and 3-Amino-2,3,6-trideoxy Monosaccharide Building Blocks . Angew. Chem. Int. Ed. 2021, 60 , 23171-23175.
Baillargeon, K.R., Bricknell, J.R. , and Mace, C.R. In situ hemolysis in a three-dimensional paper-based device for quantification of intraerythrocytic analytes . Analytical Methods 12 , 281–287 (2020).
Robert A. Cerulli, Livia Shehaj, Hawley F. Brown , Jennifer R. Pace, Yang Mei, and Joshua A. Kritzer. Stapled peptide inhibitors of autophagy adapter LC3B . ChemBioChem , 21 ,, 2777-2785 (2020).
Chambers, Kaitlin A., Abularrage, Nile S. , Hill, Caitlin J., Khan, Imran H., and Scheck, Rebecca A . A chemical probe for dehydrobutyrine. Angewandte Chemie International Edition (2020) 59 (19) ,, pp 7350-7355.
Coughlin, B.P., Lawrence, P.T., Lui, I., Luby, C.J., Spencer, D.J. , Sykes, E.C.H. & Mace, C.R . Evidence for biological effects in the radiosensitization of leukemia cell lines by PEGylated gold nanoparticles . Journal of Nanoparticle Research 22 , 53 (2020).
Parker, R.W. , Wilson, D.J.,and Mace, C.R . Open Software Platform for Automated Analysis of Paper-Based Microfluidic Devices . Scientific Reports 10 ,, 11284 (2020).
Adailgil, E.; Patil, K.; Rodenstein, M. ; Kumar, K. Discovery of Peptide Antibiotics Composed of D-Amino Acids . ACS Chem. Biol . 20192019 , 14 , 1498-1506.
Brega, V.; Kanari, S. N.; Doherty, C. ; Che, D. ; Sharber, S. A.; Thomas, S. W. Spectroscopy and Reactivity of Dialkoxy Acenes . Chem. Eur. J. 2019, 25 , 10400–10407.
Murray, L.P., Baillargeon, K.R., Bricknell, J.R. , and Mace, C.R. Determination of sample stability for whole blood parameters using formal experimental designdesi. Analytical Methods 11 , 930–935 (2019).
Sharber, S. A. Mann, A. ; Shih, K. C.; Nieh, M. P.; Mullin, W. J.; Thomas, S. W. Directed Polymorphism and Mechanofluorochromism of Conjugated Materials through Weak Non-Covalent Control . J. Mater. Chem. Cem. C 2019, 7 , 8316–8324.

12 Chemistry Research and Passion Project Ideas For High School Students

By Alex Yang

Graduate student at Southern Methodist University

8 minute read

Chemistry is much more than just a subject taught in classrooms, it's also the science that explains the world at the molecular level. For students with an interest in experimentation, the elements that make up our universe, and a desire to dive deeper into careers like nutrition, medicine, environmental science, or energy, creating a chemistry passion project can be a valuable journey. A unique aspect of a chemistry passion project is that it has the flexibility to be more research oriented, or more hands-on and experimental.

In this article, we’ll dive into chemistry research and passion project ideas that you can either try to execute on your own or use as inspiration for a project you design. We’ll also cover how you can decide which project or topic to focus on, and navigate the diverse range of ideas within the field of chemistry.

Finding Your Chemistry Passion Project Focus

There are many different directions you can take with your chemistry passion project, so first it’s important to sit down and think through what specific topics within chemistry you’re interested in. Maybe you’re more interested in the medical side of chemistry, or perhaps you’re intrigued by the environmental science applications of chemistry. If you find yourself in that position, great! You can choose to dive deeper into any of those interests.

After you’ve found some initial passion project ideas , the easiest step from there is just to Google or YouTube those topics and start learning more about them. You’ll find that as you start to conduct preliminary research into a few ideas, one will start to stand out to you more.

12 Chemistry Passion Project Ideas

1. what's in my water .

Most water contains heavy metal ions such as copper, iron, and zinc. Not all metal ions are bad but at high concentrations they can be unsafe. In this project you could collect water samples within your community and measure the metal ion levels such as ferric and ferrous water. Research techniques for how to accurately measure metal ion levels in water. In this project, you’ll learn more analytical chemistry techniques and explore a question relevant to public health.

Idea by chemistry research mentor Grace

2. Ocean acidification

As the world moves towards global warming, we are seeing increasing concentration of carbon dioxide in the atmosphere. This constantly shifts the equilibrium of carbon dioxide in the atmosphere and the concentration of carbon dioxide in the ocean, forming an acidic compound that results in lowering the pH of the ocean gradually. This can have detrimental effects on organisms that live there. This project could be used to do a deeper dive into the acidification rate of the ocean and examine potential impacts to specific organisms living in the ocean.

Idea by chemistry research mentor Janson

3. Metals for life

If asked about metals important to life, chances are iron and calcium would first come to mind, as they are important parts of our blood and bones. There are many more metals that are needed for essential biological functions, however. In this project you will dive into scientific literature to learn about different life metals, find out what their roles are in biology, and learn what kind of life forms need them. You will also learn about the newest addition to the life metals - the lanthanides. Then, choose one life metal and review two recent scientific articles involving your metal of choice. Finally, generate a description of the metal's function in biology. Your creativity is the limit as to how you show the importance of metals for life.

Idea by chemistry research mentor Nathan

4. Sustainable chemical production

Most chemicals in our world today are produced with petrochemical feedstocks (e.g., oil, natural gas). Research and discuss the possibility for replacing the petrochemical feedstock with a renewable one, such as biomass. What are the current realistic options? Which chemicals can be (and are already) produced with renewable feedstocks and which chemicals will be more difficult or require more research to produce sustainably?

Idea by chemistry research mentor James

5. Sleep medication: a bottle of lies or a bottle of dreams?

There are many drugs and other substances (such as melatonin) that are prescribed to people that have issues sleeping. However many of these medications have mixed efficacy and it is unknown exactly what they do. This project could revolve around investigating a currently known drug/ substance (e.g., Ambien, melatonin), and researching how the drug affects the brain and its efficacy. You could also investigate potential future sleep therapies that could have better results than the current sleep drug market. Another potential route is developing a survey to determine how well these drugs are helping people sleep.

Idea by chemistry research mentor Sean

6. All about rubber

Polymers are some of the most relevant and impactful materials for everyday life, and the basis of all polymer science lies in understanding the structure-property relationships present in these macromolecules. In this project, you will gain a better understanding of the chemical and mechanical properties of rubber, an extremely familiar yet remarkably unique polymeric material. Through either hands-on experimentation or an in-depth literature review, you will research the chemical structure of rubber in order to understand the effect of temperature and vulcanization on its mechanical behavior.

Idea by chemistry research mentor Sarah

7. Battery storage

Batteries are proving to be a great way to store large amounts of energy from intermittent renewable sources. This project could involve researching current battery technologies and showing through graphs or some other visual representation of how much battery storage a city (or state/province) would need to run 100% off of renewable sources.

Idea by chemistry research mentor Landon

8. Designing a chemical production process

In this project, a student will work on designing a chemical production process for a chemical. They would research the chemical reaction, learn about the critical research and engineering decisions that go into engineering a process, and propose a design for a more efficient manufacturing route.

Idea by chemistry research mentor Lucas

9. Water absorbent polymers for home gardening

You'll conduct experiments and/or conduct surveys to determine what commercially-available water absorbent polymers are useful and cost-effective for home gardeners and write a research paper summarizing your results. You'll dive into polymer and agriculture science while also learning core research skills.

10. Why do some people respond differently to diabetes treatments?

Approximately 37 million Americans have diabetes . However, the response to diabetes treatment can be variable as a result of the many mutations. Using published literature and online databases, identify the most common type 2 diabetes medications and the genetic mutations that cause differential responses to these medications.

Idea by chemistry research mentor Geralle

11. Understanding novel non-opioid pain therapies

Opioids, though very effective in managing specific pain states, are extremely dangerous and can often lead to overdose. The dual chronic pain and opioid epidemic outline the need for novel, non-opioid therapies to treat pain. In this project, you can look to understand more about current opioid shortcomings, the landscape of emerging pain therapies, and the future of pain management in the United States.

Idea by chemistry research mentor David

12. Is nuclear energy worth pursuing?

The world faces a climate crisis, one in which immediate and drastic action is needed. Promising technologies such as nuclear power have faced public opposition and regulatory hurdles for years. Explore whether it is technically viable (i.e., is it better than other energy generation techniques?) and practically acceptable (i.e., is it safe and what are the long-term consequences?) to pursue nuclear energy.

Idea by chemistry research mentor Uday

How to Showcase Your Chemistry Passion Project

After you’ve put in all the hard work of researching and learning new skills, it’s also equally important to decide how you want to showcase your project . You can see that in many of the project ideas above, there is a clear topic of focus but the final product of the project is open-ended. You could try to publish a research paper, create a podcast or video, or even create an informative blog or website. You’ll find that although many project ideas may feel like they should culminate in a paper, many actually lend themselves well to another form of showcasing. Try to be creative and showcase your work in a way that feels authentic to you!

Examples of Chemistry Passion Projects Completed by Polygence Students

There are several chemistry passion projects created by Polygence students that we want to highlight and show for inspiration!

Nicolette was able to explore how diseases like typhoid, malaria, and COVID-19 are cured using African herbal remedies and why the field is declining, culminating in a research paper and blog post.

Natasha’s project explored how the inclusion of specific enzymes in sunscreen can help people with UV-induced skin diseases. Natasha’s project was presented in the form of a review paper.

Want to start a project of your own?

Click below to get matched with one of our expert mentors who can help take your project off the ground!

In this article, we covered how to find a chemistry passion project that interests you and shared 12 different research and passion project ideas from our extensive network of research mentors. Of course, these are just a few of many different potential chemistry project ideas, and we encourage you to be curious and explore chemistry project ideas beyond this list.

If you’re interested in pursuing a chemistry passion project, Polygence’s programs are a great place to start and learn from excellent mentors.

Do Your Own Research Through Polygence

Your passion can be your college admissions edge! Polygence provides high schoolers a personalized, flexible research experience proven to boost your admission odds. Get matched to a mentor now!"

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Penn Chemistry is a leading center for molecular research and instruction, whose researchers are at the frontier of modern chemistry, tackling a wide variety of important societal challenges. The Chemistry Research Academy provides students with the foundational knowledge to understand this cutting-edge research, while providing opportunities to hear and learn directly from several of the research professors and students. The Chemistry Research Academy is fully residential with no commuter or online options. Specific topics included in the Academy will be derived from departmental research goals. Below is a list of typical topics. Scroll to the Features section for more information.

Analytical techniques like spectroscopy and gas chromatography
Optimization of synthetic methods using experimentation
Open-ended laboratory challenges
Introduction to nanoscale materials
Chemical protein modification to study disease
Chemistry of the rare earth metals
Applications of coordination complexes
Chemical bonding principles in organic and coordination chemistry
Analytical techniques – why and how they work
Materials science fundamentals and applications
Science History Institute
Singh Center for Nanomaterials
Department research labs
Finding, using, and understanding research articles
Capstone project including steps to begin an independent research project

Download: Example summer schedule (PDF)

If you attend a School District of Philadelphia public or charter high school, you may be eligible to attend a Penn Summer Academy free of charge with a Penn Summer Scholarship .

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Prerequisite: The Chemistry Research Academy builds on the foundational topics typically learned in a first-year chemistry course. Students should have completed at least one year of high school chemistry before participating in this program.

Meeting times: Monday – Friday. 6 instructional hours and a 1-hour lunch break each day. Homework will vary based on the day’s activities and will average no more than 1 hour/night of formal work.

Research: This is an instructional program where students build research skills and meet professors and students who are active in a broad range of chemistry-related research. The program does not involve placement into a research group.

In the lab: Approximately half of the instructional time involves students working in the chemistry lab. Here, students will learn about different types of chemical instrumentation while testing out their research skills using open-ended lab investigations. Collaboration and peer review activities allow students to deepen their understanding and skills throughout the program.

In the classroom: When not working in the lab, students will be engaged in learning via

Topic lessons and interactive activities
Large- and small-group discussions
Presentations to peers
Research lectures by professors or students
Journal Clubs with research students
Tours of research labs and spaces

Capstone project: Throughout the academy, students will be guided through a process to choose and plan their own independent research project using Penn’s extensive online resources. They will leave with a plan they can use for entering a science fair or for meeting their high school’s independent research requirements.

Program Director: Dusty Carroll Ms. Carroll earned her Master of Science in Chemistry Education at the University of Pennsylvania in 2005. She later became an instructor in the same program, teaching Molecular Spectroscopy for four years. Ms. Carroll assisted Dr. Susan Phillips in creating and designing the Chemistry Research Academy in 2013 and has been with the program ever since. During the academic year, Ms. Carroll teaches AP Chemistry and Engineering and advises the STEM Competition Club at Seneca High School in New Jersey.

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Guo looking for answers behind semiconducting material properties.

2 days ago · 4 min read

Guo looking for answers behind semiconducting material properties

Yinsheng Guo stands over an array of instruments, glowing green in a dark room.

Metal halide perovskites have emerged in recent years as a low-cost, highly efficient semiconducting material for solar energy, solid-state lighting and more. Despite their growing use, a fundamental understanding of the origins of their outstanding properties is still lacking. A Husker scientist is aiming to find answers that could lead to the development of new materials and new applications.

Yinsheng Guo , assistant professor of chemistry at the University of Nebraska–Lincoln, also wants to transform how physical chemistry is taught to undergraduate and graduate students, who often struggle to understand and apply what they have learned in class to the laboratory and STEM workplace.

Guo’s research and teaching project is funded by a five-year, $648,335 grant from the National Science Foundation’s Faculty Early Career Development Program.

“The importance of photovoltaic technology in the energy portfolio will continue to grow globally and in the U.S.,” Guo said. “Such growth is fueled by the continuous investment and innovation in new technologies.”

Metal halide perovskites (or MHPs), which “have become a star material in the last decade,” represent a major branch of these technologies. Perovskites are a group of materials that have distinctive crystal structures of interconnected octahedral units made of metal and oxide or halide ions. The broadly defined perovskite family is known for its superconducting and ferroelectric properties, drawing interest in both fundamental science and materials engineering. As scientists have learned more about MHPs’ ability to absorb and emit photons of light and be used for harvesting electricity, perovskites have emerged as a much less expensive, easier to scale up alternative to silicon for use in energy technologies.

MHPs can be used as semiconducting materials in a variety of applications, including solar energy, solid-state lighting, lasers, photodetectors and general optoelectronic applications, Guo said.

However, Guo said, “a comprehensive and consistent understanding of the origin of the many outstanding optoelectronic properties is still lacking despite being intensively pursued.” His research goal is to answer fundamental questions about MHPs.

MHPs’ exceptional performance is surprising, given that they are defect-prone, low-temperature, solution-processed materials, Guo said. He and his research team will work to quantify and control MHPs’ unique structural dynamics to better understand their exceptional electronic properties so they can be further developed and commercialized.

Ultimately, a better understanding of MHPs’ design principles could be useful in developing other emerging materials.

Guo also aims to change how students approach physical chemistry.

“Chemistry is the central science and serves as the physical foundation for advancements in both biomedical and material fields,” Guo said. “A good conceptual understanding of the physical and chemical principles enables and empowers a future science, technology, engineering and mathematics workforce.”

As a teacher, Guo said, he has observed that both undergraduate and graduate students struggle with that conceptual understanding, which may be exacerbated by differences in how students learned about physical sciences earlier on.

“Students’ learning is often compartmentalized,” Guo said. “Undergraduate students often assume an exam-oriented mentality and do not find the course content and skills transferrable in their career and life; graduate students often are challenged to transfer course content into research skills.”

Through his CAREER project, Guo will develop a computational and experiential approach to address the challenges of teaching and learning physical chemistry. Guo said he will harness readily available computational resources to break down the learning barrier and bring students toward better conceptual understanding through active, experiential learning.

Computational literacy is also an important element for the next generation entering the STEM workforce at a time when machine intelligence plays an indispensable role. Having built a computational skillset, students will be guided to further explore scientific data, including mapping spectra — a visual representation of the intensity of light — to musical notes. The idea is to produce molecularly encoded music as a bridge between science and art.

The National Science Foundation’s CAREER award supports pre-tenure faculty who exemplify the role of teacher-scholars through outstanding research, excellent education and the integration of education and research.

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Augment your teaching of Johnstone’s triangle

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Learn how you can use augmented reality to help students visualise organic mechanisms and reduce cognitive load

High school students using tablet computers

Use AR to minimise cognitive load when teaching organic chemistry

Experts in chemistry can navigate effortlessly through all three levels of Johnstone’s triangle: macroscopic, submicroscopic, symbolic. However, this is often a challenge for students.

Students require support to relate what they see and experience when carrying out a chemical reaction to the interactions and changes happening on the molecular scale. Part of the problem in navigating Johnstone’s triangle relates to cognitive load.

Cognitive load theory considers memory to be either long-term, where information is stored, or working memory, where information is processed. Working memory is said to be limited in capacity while long-term memory is essentially unlimited.

When related to how students use their working memory, especially when carrying out different learning tasks, cognitive load can be either intrinsic, extraneous or germane.

A good learning task minimises the extraneous and maximises the germane cognitive load

Intrinsic cognitive load is related to the inherent difficulty of processing a particular piece of information. Extraneous cognitive load refers to extra, unwanted demand based on how information is presented. Germane cognitive load is the effort needed to process information into long-term storage. A good learning task minimises the extraneous and maximises the germane cognitive load.

Teaching tips

In this study, researchers developed a new AR learning environment (AR-LE) to teach electrophilic aromatic substitutions. You can access their resource to try it out – you just need to download an AR app for your device. Note, the resource is in German.
The AR-LE used all three representational levels of Johnstone’s triangle but you can also interact with them separately.
The same researchers have other AR resources on their website that you can investigate with your classes.
Beyond the specific resource developed, the study raises thoughts about technology use in general. For example, when introducing new technologies, it is important to think about how these might affect a student’s cognitive load. Use the surveys in this study to investigate cognitive load in your own setting.

Teaching tools that can help students master the different levels of representation in Johnstone’s triangle, while simultaneously not negatively affecting their cognitive load, would be useful. Augmented reality (AR) could be such a tool.

Although there have been several studies into how AR can be used in teaching chemistry, not many have delved into the teaching of organic chemistry mechanisms while considering multiple representations.

Using AR for cognitive load

Researchers from Germany have developed an AR learning environment (AR-LE) for teaching electrophilic aromatic substitution mechanisms. With this AR-LE, students experience a video of the experiment (macroscopic level), a 2D-AR animation of the mechanism using Lewis structures (symbolic level), and a 3D-AR animation of the mechanism with molecular structures (submicroscopic level).

There were 44 high school students from five different classes that experienced the AR-LE. To test its effectiveness, researchers tested the learners’ knowledge of related mechanisms before and after the lesson. They also answered questions about the cognitive load they experienced and their attitude towards the use of the AR-LE to learn chemistry.

The results showed that students experienced a learning gain associated with the mechanism of the electrophilic aromatic substitution of bromine onto benzene after completing the AR-LE lesson. The students also viewed the AR-LE as easy to use and reported a positive attitude toward their learning experience.

Importantly, students reported that they experienced low extraneous cognitive load and high germane cognitive load when using the AR-LE. This is a good result for any learning experience.

M Bullock et al, J. Chem. Educ., 2024, 101 , 4, 1534–1543 (doi.org/10.1021/acs.jchemed.3c00903)

Fraser Scott

M Bullock et al, J. Chem. Educ., 2024, 101 , 4, 1534–1543 ( doi.org/10.1021/acs.jchemed.3c00903 )

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Graduates receive Convocation awards for outstanding achievement

Each year during the Department of Chemistry's May Convocation ceremony, several awards are presented to graduating undergraduate and graduate students. All of the awards were established by a gift to the department, and some are in memory of an individual. All of the awards include a $1,000 monetary gift to the recipients and recognize specific student achievements, including scholarship, research, teaching and more. This year, six undergraduate students and two graduate students were honored during the May 12, 2024, Convocation ceremony.

Undergraduate awards

Zach Burke standing in graduation regalia in front of an orange backdrop

John C. Bailar Award for excellence in undergraduate research

Zachary Burke was a double major in chemistry and astrophysics, whose undergraduate research in chemistry Prof. Mikael Backlund's lab was on a quantum-inspired approach to super-resolution microscopy based on image inversion interferometry. Burke will be a coauthor of a forthcoming manuscript, and he was accepted at all of the graduate schools to which he applied. In the fall, he will attend MIT for his PhD studies in chemistry.

Zipeng Shen stands in graduation regalia in front of orange backdrop

Carl S. Marvel Award for excellence in undergraduate research

Zipeng Shen worked on two projects as an undergraduate researcher in the lab of Prof. Walter Klemperer. His first project was on the isolation of salts of carbocations and Keggen anions, which he then characterized by X-ray crystallography. His second project was computational and experimental analysis of phase transitions in hydrated crystalline Keggin polyoxometalate salts. In the fall, Zipeng will attend MIT to earn a PhD degree in chemistry.

Dr. Eugene Kent Borchart Memorial Award in Chemistry for an outstanding graduating senior in chemistry

Ananya Singh was nominated by Prof. Jordan Axelson for being an outstanding student with a GPA above 3.9. She was an attentive, upbeat, and selfless student instructor in CHEM 232 Elementary Organic Chemistry, according to Dr. Axelson, and she served as a teaching assistant for freshman chemistry majors in CHEM 150 First Semester Success in Chemistry. She will be attending medical school in the fall.

Joel Ryan stands in graduation regalia in front of orange backdrop

Worth H. Rodebush Award for academic merit

Joel Ryan was nominated by Prof. Jordan Axelson. Ryan is a double major in Chemistry and Molecular & Cellular Biology with a GPA of 3.98. He served as a student instructor in CHEM 232 Elementary Organic Chemistry with Dr. Axelson as well as a teaching assistant in both CHEM 101 Introductory Chemistry and CHEM 104 General Chemistry II Laboratory. He submitted a senior thesis for his research in MCB, and he will be attending medical school in the fall.

Ethan Ramirez stands in graduation regalia in front of orange backdrop

John David Barnwell Memorial Award

This award is presented to a student who exemplifies academic achievement along with a high personal standard of ethics and scholarship, a passion for teaching, and fluency in the arts. Ethan Ramirez was nominated by Dr. Elise McCarren and Prof. Jeff Moore. With a GPA over 3.9, Ramirez was integral to teaching in three different chemistry courses, and played the viola in the University of Illinois Symphony Orchestra. In his teaching contribution to CHEM 332 Elementary Organic Chemistry II with Prof. Moore, Ramirez was integral to implementing a nontraditional approach that used project-based assignments, encouraging peer collaboration and application of organic chemistry to real-world problems, rather than exams. Dr. McCarren said that with his thoughtful advice and suggestions, Ramirez was an asset to the entire Merit TA team for CHEM 332 and also for the two other courses he taught as a Merit TA, CHEM 101 and CHEM 104. In the fall, Ramirez will continue his education at the University of Illinois as he worked toward his Masters of Science in the Teaching of Chemistry degree.

Zikang Xu stands in graduation regalia in front of orange backdrop

Reynold C. Fuson Award for excellence in undergraduate research

Zikang Xu did his undergraduate research in the lab of Prof. Greg Girolami on the synthesis of new polymer-transition metal hybrids as catalysts for hydrosilylation reactions. Prof. Girolami praises Xu for, among other things, coming up with new ideas when the initial plan for his project did not succeed. Xu is continuing his research in the Girolami lab as he plans to continue his education in a graduate school program.

Graduate Student Awards

Saman Fatima stands in graduation regalia in front of orange backdrop

American Chemical Society Presidential P3 Medal for Graduate Research Excellence

In her PhD studies in Prof. Lisa Olshansky's lab, Dr. Saman Fatima developed conformationally switchable artificial metalloenzymes and characterized them using a wide range of techniques. She collaborated with staff in the Materials Research Laboratory, with members of Satish Nair’s laboratory in Biochemistry, and with members of the Bridwell-Rabb lab at University of Michigan. She has also collaborated with the Thielges lab at Indiana University and with the Sutton lab at Beckman Institute on the Illinois campus. In her postdoctoral research, Dr. Fatima will continue to pursue her interest in protein design, now incorporating computational approaches into her methodology toolbox.

Zane Thornburg stands in graduation regalia in front of orange backdrop

In his PhD research, Dr. Zane Thornburg led efforts in Prof. Zan Luthey-Schulten's lab to develop a 4D, space plus time, whole-cell model of a minimal bacterial cell. His wide-ranging collaborations included scientists at the J. Craig Venter Institute for Synthetic Biology in California, Harvard Medical School, UC San Diego, University of Groningen in the Netherlands, the University of Copenhagen in Denmark, and NVIDIA Corporation. Dr. Thornburg is currently a Cancer Center at Illinois–Beckman Institute Postdoctoral Fellow, where he is working to image and model cancer cells.

More Department News

Frank Alcorn receives 2023 Klemperer Award for Outstanding Dissertation Alcorn is now a postdoctoral researcher in the Materials Physics Division of Sandia National Labs and recently returned to the Illinois campus to receive the Klemperer Award and present his dissertation research. Read full story
Chemistry labs divert more than one ton of PPE from waste stream Through the Kimberly-Clark Right Cycle Program, teaching labs and some research labs in the Department of Chemistry diverted 1.03 tons or 2,278 pounds of PPE waste in 2023, earning the department a 2024 Greenovation Award. Read full story
Christy F. Landes elected 2023 Fellow of the American Association for the Advancement of Science The AAAS selected Prof. Landes “for the development of next-generation tools and models to image and understand dynamics governing separations at soft interfaces at the single analyte limit.” Read full story

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The huge, long-lasting wildfires that have become increasingly common in recent years can cause changes in soil chemistry that affect water contamination, air quality, and plant growth. But these changes are poorly monitored and rarely factor into post-fire recovery efforts or risk assessments, according to a review study published May 14 in Nature Reviews Earth & Environment .

The study, led by Stanford University and Colorado State University scientists, found that better techniques are needed to monitor changes in soil and surrounding ecosystems. This enhanced monitoring could inform decisions on how to treat drinking water sourced from burned areas, support reforestation, and protect workers against toxins during cleanup, rebuilding, or revegetation.

“In our study, we mesh organic and inorganic chemistry together, whereas a lot of fire research will typically just consider one subject area,” said soil biogeochemist Claudia Avila , who co-led the study with Alandra Lopez , PhD ’22, while both researchers were postdoctoral scholars in the lab of Stanford Doerr School of Sustainability Professor Scott Fendorf .

“A better understanding of the molecular mechanisms in soil can help explain, for instance, why drinking water from a forest fire-impacted watershed is suddenly more toxic, or why a forest is not coming back,” said Colorado State University soil chemist Thomas Borch , a senior author of the study.

pictured are workers planting ponderosa pine seedlings in the Dixie National Forest.

An improved understanding of the molecular mechanisms in soil can help explain why a forest is not coming back after a wildfire. Workers pictured here planted ponderosa pine seedlings in the Dixie National Forest as part of an effort to jumpstart forest regrowth after a fire. | Intermountain Region U.S. Forest Service

Climate and ecosystem impacts

The review highlights evidence from recent studies suggesting wildfires may release more planet-warming carbon dioxide into the atmosphere than anticipated. Charcoal-like remnants of burned wood and other organic materials, known as black carbon, may not trap carbon dioxide for long periods, as scientists had hoped. “Carbon that's gone through forest fires and becomes black carbon can actually turn more readily into carbon dioxide by microbes than previously thought,” said Fendorf, the Terry Huffington Professor at Stanford.

“From a climate perspective, we still have a poor understanding of how much of the carbon that is left after a fire has the potential to be transformed into greenhouse gasses, such as carbon dioxide,” said Borch, who worked in Fendorf’s lab as a postdoctoral fellow 20 years ago.

Wildfires can have many benefits for ecosystems, the authors note. Some fires can increase the nitrogen in soils and augment the water solubility of soil organic carbon, for example, setting the stage for regrowth. However, recovery depends on the presence of other chemicals. For instance, certain types of organic molecules formed in soil during fires are needed for many seeds to germinate. If the local soil chemistry and fire conditions do not produce enough of these molecules, called karrikins, revegetation may be stunted.

If we can grasp the complexity of the intertwined processes that are happening both on the organic and the inorganic side, then that helps give us the ability to predict outcomes for different fire, landscape, and geological conditions.” Scott Fendorf Huffington Family Professor in the Stanford Doerr School of Sustainability

Other research included in the new review has shown that wildfires can double the soil concentration of a group of toxic chemicals known as polycyclic aromatic hydrocarbons, which can induce chemical reactions that inhibit revegetation. These molecular-scale effects could well explain the mystery of vast areas where trees have struggled to reestablish after wildfires in the Rocky Mountains, Borch said.

Wildfires can also alter the chemical properties of inorganic materials such as metals within soils. Fire can change the metals into dangerous forms that readily move through the environment, ending up in the air or nearby water, the authors explained, citing Fendorf and Lopez’s own recent research. The scientists documented high levels of a hazardous form of the metal chromium at wildfire sites resulting from heat-induced transformation of naturally occurring, benign forms of chromium. At sites where extremely hot, long-lasting fires cooked soils to high temperatures for extended periods, chromium persisted for many months until the next large rain event.

Other research on chromium indicates that after lower-intensity fires, remnant plant and animal tissue in soil can allow the toxic form of chromium to return to its inert form. Taken together, these studies illustrate the broader reality that wildfire impacts on soil chemistry depend on the intricate nature of the fire and landscape, including fire duration and temperature.

Predicting and mitigating wildfire risks

Broader surveillance and modeling could inform strategies for protecting lives, property, and natural resources, as well as wildlife management decisions. Avila offers an example of how this approach to informed stewardship could help prevent the leaching of metals into drinking water supplies. “By identifying an area that has a high potential for, say, chromium release, we can call for prescribed burns that are lower intensity and reduce the potential for high-intensity, toxin-releasing fires,” said Avila, who is now an assistant professor of environmental and ocean sciences at the University of San Diego.

“If we can grasp the complexity of the intertwined processes that are happening both on the organic and the inorganic side, then that helps give us the ability to predict outcomes for different fire, landscape, and geological conditions,” said Fendorf.

For more information

Fendorf is also a senior fellow at the Stanford Woods Institute for the Environment . Lopez is a postdoctoral scholar in Earth system science in the Stanford Doerr School of Sustainability; a Planetary Health Postdoctoral Fellow at the Stanford Center for Innovation in Global Health (CIGH) and the London School of Hygiene and Tropical Medicine; and a Global Health Postdoctoral Affiliate at CIGH. Avila was a Stanford Earth Postdoctoral Fellow. Co-authors Jacob VanderRoest and Holly Roth are affiliated with Colorado State University.

This research was supported by the Center for Innovation in Global Health at Stanford University and the London School of Hygiene and Tropical Medicine under the Planetary Health Postdoctoral Fellowship, Stanford Doerr School of Sustainability under the Stanford Earth Postdoctoral Fellowship, Stanford Woods Institute for the Environment, the National Science Foundation, and the USDA National Institute of Food and Agriculture.

Scott Fendorf, Stanford Doerr School of Sustainability: [email protected]

Josie Garthwaite, Stanford Doerr School of Sustainability: (650) 497-0947, [email protected]

Hammer Awarded with Distinguished Research and Creative Achievement Award

Two men, one holding an award plaque, pose for a photo.

Chemistry Professor Nathan Hammer with University of Mississippi Chancellor Glenn Boyce

The University of Mississippi recognized chemistry professor Nathan Hammer for his exceptional teaching, research, creativity and service during the 2024 spring faculty meeting.

Hammer, who received the Distinguished Research and Creative Achievement Award on Friday (May 10) in Fulton Chapel, is the Margaret McLean Coulter Professor of Chemistry and Biochemistry and has authored more than 140 published research papers since he was hired at Ole Miss in 2007.

“This is a singular honor given to a faculty member with a demonstrated track record of research and creative achievement,” said Greg Easson, interim vice chancellor for research and sponsored programs. “He has been specially recognized for his mentoring of students, especially undergraduates, and a number of his students have gone on to win prestigious awards like the Goldwater Scholarship.”

Exposing students to research – both at the undergraduate and graduate levels – is important to increase the diversity of perspectives in science, Hammer said.

“Different people bring different perspectives and talents to studying problems,” he said. “When you work with others that have experience in different areas, you can paint a different picture of what you’re studying.”

Nathan Hammer

The annual award recognizes researchers who have achieved national or international recognition for work in their field.

Hammer is a renowned expert in analyzing the electromagnetic spectrum of molecules, nanoparticles and ions, and has published the highest-resolution spectroscopic view of cannabinoids, the chemical compounds found in cannabis. His work has been referenced more than 6000 times in other researchers’ publications.

“This year’s award winner once joked that he wanted to publish a paper with every member of his department,” Easson said. “He’s now well on his way to achieving that with publications with 14 faculty members of his department.”

Hammer has previously received the College of Liberal Arts Award for Research, Scholarship and Creative Achievement for Senior Faculty and the university’s Faculty Achievement Award in 2021. He also won the Alpha Omicron Pi Favorite Professor, Lambda Sigma Honors Society Excellence in Teaching and Student Members of the American Chemical Society Faculty awards.

The researcher has received more than $6 million in grants to fund his studies from institutions such as the National Science Foundation, National Institute of Justice and the American Chemical Society. He also received the prestigious NSF Career Award in 2010.

“To summarize, we can think of no better faculty member to receive the University of Mississippi’s 2024 Distinguished Research and Creative Achievement Award than Dr. Nathan Hammer,” said four Ole Miss chemistry and biochemistry professors in one of Hammer’s recommendation letters. “His scholarship, teaching, research and impact on the scientific community are outstanding.”

Among Hammer’s recommendation letters were professors from Johns Hopkins University, Mississippi State University, Florida State University; researchers at the Savannah River National Laboratory; and a researcher and former student with the U.S. Air Force.

“In his teaching efforts, he went to great heights to deliver the very best education to each student by looking at the needs, concerns and contributions of the individual student,” said John Kelly, who works in the Air Force’s Occupational Environmental Health Department. Kelly first met Hammer as a graduate student in 2011.

“In the classroom, he provided undergraduate and graduate students with tools and support for diverse career opportunities and development. The quality of teaching that Nathan practices can best be measured by the success of his students that go on to be successful in their careers.”

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Chemistry Research Area #3: Materials Science and Nanotechnology. Materials science and nanotechnology are fields that hold the key to groundbreaking innovations in various industries. For high school students looking for chemistry research ideas, these areas offer a unique blend of chemistry, physics, and engineering, providing a glimpse into ...
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Organic Сhemistry Research Topics. Organic chemistry is the study of carbon-containing molecules. There are many different organic chemistry research topics that a student could choose to focus on and here are just a few examples of possible research projects in organic chemistry: Investigating new methods for synthesizing chiral molecules
Chemistry Research
Discover the cutting-edge research in chemistry at UC Berkeley, a world-class institution with a rich history of scientific excellence and innovation. Explore the diverse fields of chemistry, from inorganic to organic, from physical to materials, and more. Find out how you can join the chemistry community, whether as an undergraduate, a graduate, or a faculty member.
A guide to research question writing for undergraduate chemistry
Welcome to chemistry education research Many chemistry degree programmes offer the opportunity for students to undertake a chemistry education research project as part of their final year degree, and inclusion of chemistry education as a specialism has long been part of, for example, the Royal Society of Chemistry Accreditation of Degree Programmes guidance ().
Undergraduate Research
Chemistry and Chemical Biology majors may do research for credit under the direction of a faculty member. Students are encouraged to select a research area of their own interest from among those pursued by the professors in the Department of Chemistry or in many other departments at Berkeley. Students contemplating graduate study should include research in their undergraduate program during ...
Chemistry Archives
Founded in 2003, Science News Explores is a free, award-winning online publication dedicated to providing age-appropriate science news to learners, parents and educators. The publication, as well as Science News magazine, are published by the Society for Science, a nonprofit 501(c)(3) membership organization dedicated to public engagement in scientific research and education.
25 Research Ideas in Chemistry for High School Students
If you'd like to better your chemistry skills, take a look at these topics: 13. Investigate how molecules are made in nature,such as what reactions are performed by enzymes to make natural products. 14. Study a reaction that changes color as it proceeds using your phone to measure the RGB-code evolution. 15.
Research Process
Chemistry Research Guide. A general guide for chemistry resources. Welcome; Find Articles; Web of Science and PubMed Video tutorials; Print and Electronic Resources ... Composing Research, Communicating Results: Writing the Communication Research Paper provides communication students with the knowledge and necessary tools to compose a variety ...
Chemistry: Directory of Internships, Research Opportunities
American Society for Engineering Education (ASEE) (Washington, DC) • Naval Research Laboratory (NRL) Summer Internship Program for HBCU/MI Undergraduate Students. Naval research Laboratory Summer Research Program for HBCU/MI Undergraduate Students is offering a 10-week summer internship in Washington DC.
Adapting educational experiences for the chemists of tomorrow
Innovative student-centred teaching, exemplified by the flipped and linked classroom approaches, is important in modernizing chemistry education to make it relevant to and effective in diverse ...
Department of Chemistry: Dissertations, Theses, and Student Research
Designing Experiments: The Impact of Peer Review Structure on Organic Chemistry Students' Experimental Designs, Katie Patterson. 2021 PDF. Study of halide gradient formation via solution-solid halide exchange in crystalline CH 3 NH 3 PbBr 3 thin films, Behnaz Akbari. PDF. Oxygen Binding Thermodynamics of Human Hemoglobin in the Red Blood Cell ...
Best Research Tools for Chemistry Students
One of the most valuable research tools available to chemistry students is online databases. These databases contain a vast amount of information on various topics related to chemistry. By using these databases, you can access a large number of academic journals, research papers, and other scientific publications that are not available in print.
Undergraduate Research
Undergraduate Research. One of the benefits of education at Yale is the opportunity to perform research in one of our research groups that are pushing back the frontiers of science. Students interested in research should contact the faculty member directly via email to explore opportunities. Faculty members listed as primary faculty have active ...
Undergraduate Research Opportunities
During the academic year, undergraduate students can earn credit for their independent research ( beginning with Chem 81) and, during their senior year, they can also participate in a Senior Thesis. In some cases, undergraduates may be paid as summer/academic year research assistants. Additionally, once you have found a research advisor, there ...
12 Chemistry Research and Passion Project Ideas
Chemistry is much more than just a subject taught in classrooms, it's also the science that explains the world at the molecular level. For students with an interest in experimentation, the elements that make up our universe, and a desire to dive deeper into careers like nutrition, medicine, environmental science, or energy, creating a chemistry passion project can be a valuable journey.
Chemistry Research Academy
Penn Chemistry is a leading center for molecular research and instruction, whose researchers are at the frontier of modern chemistry, tackling a wide variety of important societal challenges. The Chemistry Research Academy provides students with the foundational knowledge to understand this cutting-edge research, while providing opportunities to hear and learn directly from several of the ...
Guo looking for answers behind semiconducting material properties
Yinsheng Guo, assistant professor of chemistry at the University of Nebraska-Lincoln, also wants to transform how physical chemistry is taught to undergraduate and graduate students, who often struggle to understand and apply what they have learned in class to the laboratory and STEM workplace.
Boost understanding of Johnstone's triangle
Learn how you can use augmented reality to help students visualise organic mechanisms and reduce cognitive load. Experts in chemistry can navigate effortlessly through all three levels of Johnstone's triangle: macroscopic, submicroscopic, symbolic. However, this is often a challenge for students. Students require support to relate what they ...
European Employment Survey for Chemists (ESEC3 ...
There are only minor changes in the preferred career when moving from M. Sc. to the Ph.D. level (Figure 3).For the former, the focus is clearly on "Established company with a focus on research or development" (31 %), whereas PhD students aim at "Established company with a focus on research or development" as well as at "University department with a focus on research or development ...
Wiley Partners With Alchemie to Add Digital Interactives to Knewton
Hoboken, NJ —A new agreement will bring visual interactive elements to Wiley's Knewton Alta courseware to help improve learning for college chemistry students. Wiley (NYSE: WLY), one of the world's largest publishers and a global leader in research and learning, has partnered with Alchemie , a digital learning tools creator, to integrate Alchemie's visual interactives into the Knewton ...
Graduates receive Convocation awards for outstanding achievement
John C. Bailar Award for excellence in undergraduate research. Zachary Burke was a double major in chemistry and astrophysics, whose undergraduate research in chemistry Prof. Mikael Backlund's lab was on a quantum-inspired approach to super-resolution microscopy based on image inversion interferometry. Burke will be a coauthor of a forthcoming manuscript, and he was accepted at all of the ...
How wildfires change soil chemistry
"In our study, we mesh organic and inorganic chemistry together, whereas a lot of fire research will typically just consider one subject area," said soil biogeochemist Claudia Avila, who co ...
Prof. Clark Receives DOE Early Career Award
Hammer, who received the Distinguished Research and Creative Achievement Award on Friday (May 10) in Fulton Chapel, is the Margaret McLean Coulter Professor of Chemistry and Biochemistry and has authored more than 140 published research papers since he was hired at Ole Miss in 2007. "This is a singular honor given to a faculty member with a demonstrated track record of research and creative ...

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Undergraduate Research in Chemistry Guide

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A guide to research question writing for undergraduate chemistry education research students

Welcome to chemistry education research

What do you want to find out? Defining your research question

Deciding on your research topic

From research topic to research question

Defining your research question

Stage 1: what type of question do you want to answer?

Types of research

Stage 2: establishing the context for your research

Stage 3: testing your research question

Question scope

Question structure

Moving on from research question writing

Undergraduate Research

How to Get Involved in Research

Research Opportunities

On-Campus Research

Off-Campus Research

Najet Carrick

Off-Campus Research Internships

How to Get Credit for Research

Research Links

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CHEM 490a and b: Independent Research in Chemistry