project topic on education chemistry

201+ Chemistry Project Topics [Updated]

Chemistry, often hailed as the “central science,” plays a pivotal role in understanding the world around us. From the composition of substances to the reactions that transform them, chemistry influences nearly every aspect of our lives. One fascinating way to delve deeper into this field is through chemistry projects. These projects offer a hands-on approach to learning, allowing students and enthusiasts alike to explore various concepts and phenomena. In this blog, we’ll journey through a diverse array of chemistry project topics, offering insights into each area’s significance and potential for exploration.

How To Select Relevant Chemistry Project Topics?

Table of Contents

Selecting relevant chemistry project topics requires careful consideration of several factors to ensure that the chosen topic aligns with your interests, goals, and resources. Here’s a step-by-step guide to help you select the most suitable chemistry project topic:

• Identify Your Interests: Consider your interests within the broad field of chemistry. Are you fascinated by organic synthesis, environmental chemistry, biochemistry, or another sub-discipline? Choosing a topic that aligns with your interests will keep you motivated throughout the project.
• Assess Your Knowledge and Skills: Evaluate your current knowledge and skills in chemistry. Choose a topic that challenges you without being too overwhelming. If you’re a beginner, opt for a project that allows you to build upon your existing knowledge while learning new concepts.
• Consider Available Resources: Take stock of the resources available to you, including laboratory equipment, chemicals, reference materials, and access to mentors or experts. Select a project that can be feasibly completed with the resources at your disposal.
• Review Literature and Current Trends: Conduct a literature review to explore recent advancements, emerging trends, and unresolved questions in your chosen area of interest. This will help you identify gaps in knowledge or areas where further research is needed, guiding your selection of a relevant project topic.
• Define Your Objectives and Goals: Clearly define your objectives and goals for the project. Determine what you aim to accomplish and what outcomes you hope to achieve. Your project topic should align with these objectives and contribute to fulfilling your academic or personal goals.
• Consult with Mentors or Advisors: Seek guidance from mentors, advisors, or faculty members who can provide insights and suggestions based on their expertise. Discuss potential project topics with them and solicit their feedback to ensure that your chosen topic is relevant and feasible.
• Brainstorm and Narrow Down Options: Brainstorm a list of potential project topics based on your interests, knowledge, resources, and goals. Narrow down your options by considering factors such as feasibility, novelty, and potential impact. Choose a topic that excites you and has the potential to make a meaningful contribution to the field of chemistry.
• Refine Your Topic and Formulate a Research Plan: Once you’ve selected a topic, refine it further by clearly defining your research question or hypothesis. Develop a research plan outlining the specific objectives, methods, and timeline for your project. Be prepared to adapt and refine your plan as you progress with your research.

By following these steps, you can select relevant chemistry project topics that align with your interests, goals, and resources, setting the stage for a successful and rewarding research experience.

201+ Chemistry Project Topics: Beginners To Advanced

Organic chemistry projects.

• Synthesis and characterization of aspirin.
• Extraction and analysis of caffeine from tea leaves.
• Isolation and identification of natural dyes from plants.
• Synthesis of biodiesel from vegetable oil.
• Investigating the acidity of fruit juices using titration.
• Synthesis of esters for fragrance applications.
• Preparation of soap from vegetable oils.
• Studying the effect of catalysts on organic reactions.
• Analysis of essential oils from aromatic plants.
• Synthesis and purification of acetaminophen.
• Investigating the properties of polymers.
• Extraction of DNA from fruits or vegetables.
• Synthesis of nylon-6,6.
• Investigating the effects of different solvents on crystallization.
• Studying the reactions of carbohydrates.
• Synthesis of biodegradable plastics.
• Analysis of food additives using chromatography.
• Investigating the process of fermentation.
• Synthesis and characterization of bioderived materials.
• Studying the properties of antioxidants in foods.

Inorganic Chemistry Projects

• Synthesis and characterization of metal oxides.
• Investigating the properties of transition metal complexes.
• Preparation of metal nanoparticles and their applications.
• Studying the formation and properties of zeolites.
• Synthesis of coordination compounds.
• Investigating the redox properties of metal ions.
• Preparation and characterization of metal alloys.
• Studying the properties of rare earth elements.
• Synthesis of metal-organic frameworks (MOFs).
• Investigating the catalytic properties of metal nanoparticles.
• Preparation and properties of superconductors.
• Synthesis of semiconductor materials.
• Investigating the properties of carbon allotropes (e.g., graphite, diamond).
• Preparation and characterization of magnetic materials.
• Studying the properties of chalcogenides.
• Synthesis of nanocomposites for catalytic applications.
• Investigating the properties of perovskite materials.
• Preparation and characterization of phosphors.
• Studying the properties of metal halides.
• Synthesis of metal carbonyl complexes.

Analytical Chemistry Projects

• Development of a method for heavy metal detection in water samples.
• Analysis of food preservatives using spectroscopic techniques.
• Determination of vitamin C content in fruit juices.
• Quantification of caffeine in beverages using chromatography.
• Development of a method for pesticide analysis in fruits and vegetables.
• Analysis of air pollutants using gas chromatography.
• Determination of pH in household products.
• Quantitative analysis of alcohol content in beverages.
• Development of a method for drug analysis in pharmaceutical formulations.
• Analysis of mineral content in water samples.
• Determination of total dissolved solids (TDS) in water samples.
• Quantification of sugar content in soft drinks.
• Development of a method for forensic analysis of trace evidence.
• Analysis of heavy metals in soil samples.
• Determination of acidity in vinegar samples.
• Quantitative analysis of proteins in biological samples.
• Development of a method for antioxidant analysis in food samples.
• Analysis of volatile organic compounds (VOCs) in indoor air.
• Determination of chlorophyll content in plant samples.
• Quantification of nicotine in tobacco products.

Physical Chemistry Projects

• Investigation of reaction kinetics using spectrophotometry.
• Study of gas laws through Boyle’s and Charles’s experiments.
• Determination of the heat of neutralization using calorimetry.
• Investigation of solubility equilibria using conductivity measurements.
• Study of colligative properties through freezing point depression.
• Determination of molecular weight using vapor pressure measurements.
• Investigation of electrochemical cells and their applications.
• Study of phase transitions using differential scanning calorimetry (DSC).
• Determination of rate constants using the method of initial rates.
• Investigation of adsorption phenomena using surface area measurements.
• Study of the behavior of ideal and non-ideal gases.
• Determination of activation energy using the Arrhenius equation.
• Investigation of chemical equilibria using Le Chatelier’s principle.
• Study of reaction mechanisms using isotopic labeling techniques.
• Determination of the heat capacity of solids using calorimetry.
• Investigation of diffusion and osmosis phenomena.
• Study of molecular spectroscopy using UV-Vis spectroscopy.
• Determination of reaction enthalpy using Hess’s law.
• Investigation of acid-base titrations and pH indicators.
• Study of reaction rates using temperature-dependent kinetics.

Biochemistry Projects

• Isolation and characterization of enzymes from biological sources.
• Study of enzyme kinetics using spectrophotometry.
• Investigation of metabolic pathways using biochemical assays.
• Study of protein structure and function using SDS-PAGE.
• Analysis of nucleic acids using gel electrophoresis.
• Investigation of cellular respiration using respirometry.
• Study of photosynthesis using chlorophyll fluorescence.
• Analysis of biomolecules using mass spectrometry.
• Investigation of DNA replication using PCR.
• Study of gene expression using reporter assays.
• Analysis of protein-protein interactions using co-immunoprecipitation.
• Investigation of membrane transport using permeability assays.
• Study of signal transduction pathways using ELISA.
• Analysis of enzyme inhibition using kinetic assays.
• Investigation of DNA damage using comet assays.
• Study of protein folding using circular dichroism spectroscopy.
• Analysis of cell viability using MTT assays.
• Investigation of apoptosis using flow cytometry.
• Study of protein purification using chromatography techniques.
• Analysis of lipid metabolism using TLC.

Environmental Chemistry Projects

• Analysis of heavy metal contamination in urban soils.
• Study of water quality parameters in local streams.
• Investigation of air pollution sources using atmospheric sampling.
• Study of the effects of acid rain on aquatic ecosystems.
• Analysis of microplastics in marine environments.
• Investigation of nutrient pollution in freshwater systems.
• Study of pesticide residues in agricultural soils.
• Analysis of landfill leachate contaminants.
• Investigation of emerging contaminants in drinking water.
• Study of oil spill remediation techniques.
• Analysis of pharmaceuticals in wastewater treatment plants.
• Investigation of the effects of climate change on soil microbiota.
• Study of ozone depletion in the stratosphere.
• Analysis of indoor air pollutants in residential homes.
• Investigation of eutrophication in freshwater lakes.
• Study of bioaccumulation and biomagnification in food chains.
• Analysis of heavy metal uptake in aquatic plants.
• Investigation of the effects of deforestation on soil erosion.
• Study of greenhouse gas emissions from agricultural activities.
• Analysis of pollutants in urban stormwater runoff.

Interdisciplinary Chemistry Projects

• Development of nanomaterials for drug delivery applications.
• Study of the chemistry of art conservation and restoration.
• Investigation of the role of chemistry in renewable energy technologies.
• Study of the chemistry of food preservation techniques.
• Analysis of chemical communication in ecological systems.
• Investigation of the chemistry of brewing and fermentation.
• Study of the chemistry of cosmetics and personal care products.
• Analysis of the chemistry of natural and synthetic dyes.
• Investigation of the chemistry of perfume formulation.
• Study of the chemistry of materials science and engineering.
• Analysis of the chemistry of medicinal plants and herbal remedies.
• Investigation of the chemistry of wine production and aging.
• Study of the chemistry of biodegradable plastics.
• Analysis of the chemistry of flavor compounds in foods.
• Investigation of the chemistry of natural products and pharmaceuticals.
• Study of the chemistry of soil fertility and nutrient cycling.
• Analysis of the chemistry of water treatment technologies.
• Investigation of the chemistry of alternative fuels.
• Study of the chemistry of insecticides and pest control.
• Analysis of the chemistry of nanotechnology applications.

Advanced Chemistry Projects

• Synthesis and characterization of novel organic frameworks.
• Investigation of reaction mechanisms using computational chemistry.
• Study of advanced spectroscopic techniques for molecular analysis.
• Analysis of chemical kinetics using ultrafast laser spectroscopy.
• Investigation of catalytic reactions using surface science techniques.
• Study of quantum chemistry principles and applications.
• Analysis of supramolecular assemblies and host-guest interactions.
• Investigation of molecular modeling and simulation methods.
• Study of advanced materials for energy storage and conversion.
• Analysis of chemical dynamics and reaction kinetics.
• Investigation of organometallic catalysis for organic synthesis.
• Study of advanced techniques in NMR spectroscopy.
• Analysis of photochemical reactions and photophysics.
• Investigation of electron transfer processes in biological systems .
• Study of theoretical approaches to chemical bonding.
• Analysis of advanced electrochemical techniques.
• Investigation of non-covalent interactions in molecular recognition.
• Study of advanced techniques in mass spectrometry.
• Analysis of quantum dots and their applications in nanotechnology.
• Investigation of chemical sensors and biosensors.

Chemistry Education Projects

• Development of interactive chemistry teaching modules.
• Investigation of inquiry-based learning approaches in chemistry education.
• Study of the use of multimedia resources in chemistry instruction.
• Analysis of student misconceptions in chemistry learning.
• Investigation of the effectiveness of laboratory experiments in teaching chemistry concepts.
• Study of collaborative learning strategies in chemistry education.
• Analysis of the integration of technology in chemistry classrooms.
• Investigation of the role of assessment in promoting conceptual understanding in chemistry.
• Study of the impact of hands-on activities on student engagement in chemistry.
• Analysis of the use of real-world applications to enhance chemistry learning.
• Investigation of the implementation of flipped classroom models in chemistry education.
• Study of the development of critical thinking skills in chemistry students.
• Analysis of the role of feedback in improving student performance in chemistry.
• Investigation of the use of peer teaching and tutoring in chemistry education.
• Study of the incorporation of environmental chemistry concepts in the curriculum.
• Analysis of the influence of classroom climate on student motivation in chemistry.
• Investigation of the role of metacognition in chemistry problem-solving.
• Study of the use of concept maps and graphic organizers in chemistry instruction.
• Analysis of the impact of teacher professional development on student achievement in chemistry.
• Investigation of the use of authentic assessments in chemistry education.

Chemistry Outreach Projects

• Development of chemistry demonstration shows for public outreach events.
• Investigation of community-based science education programs in chemistry.
• Study of chemistry-themed science fairs and competitions.
• Analysis of chemistry outreach activities in underserved communities.
• Investigation of the role of science communication in promoting chemistry awareness.
• Study of chemistry-themed podcasts and educational videos.
• Analysis of chemistry outreach efforts in museums and science centers.
• Investigation of chemistry-themed summer camps and workshops.
• Study of chemistry outreach initiatives in schools and universities.
• Analysis of chemistry outreach efforts on social media platforms.
• Investigation of the impact of chemistry outreach on public perception of science.
• Study of chemistry-themed citizen science projects.
• Analysis of chemistry outreach programs for adults and lifelong learners.
• Investigation of the use of storytelling in chemistry outreach.
• Study of chemistry-themed art and literature projects.
• Analysis of chemistry outreach collaborations with industry partners.
• Investigation of the role of role models and mentors in chemistry outreach.
• Study of chemistry-themed escape rooms and puzzle games.
• Analysis of chemistry outreach efforts during national science weeks.
• Investigation of the use of virtual reality and augmented reality in chemistry outreach.
• Study of chemistry-themed science cafés and public lectures.
• Analysis of the impact of chemistry outreach on career aspirations in STEM fields.

Chemistry projects offer a dynamic and engaging way to explore the diverse facets of chemical science. Whether synthesizing new compounds, analyzing environmental samples, or unraveling biochemical processes, these projects foster curiosity, critical thinking, and innovation.

By delving into various chemistry project topics, students and enthusiasts can deepen their understanding of the world’s chemical complexity while contributing to scientific knowledge and societal progress.

So, let’s embark on this exciting journey of discovery and uncover the wonders of chemistry together!

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50+ Remarkable Chemistry Project Topics for BSC Students: Chemical Kinetics

• Post author By admin
• October 6, 2023

Explore a comprehensive list of chemistry project topics for BSC students. Enhance your knowledge and excel in your academic pursuits.

Welcome to the captivating world of chemistry! For Bachelor of Science (BSC) students, the journey through the diverse landscapes of chemical science is an exciting adventure.

Central to this journey are chemistry projects—opportunities for hands-on exploration, experimentation, and discovery.

Yet, the secret to a truly rewarding project lies in the choice of the right topic—one that not only aligns with academic goals but also stirs up genuine curiosity and enthusiasm.

In this article, we’re about to embark on an inspiring quest through a specially curated list of chemistry project topics, tailor-made for BSC students like you.

These topics promise not only to enhance your academic journey but also to kindle your passion for the captivating world of chemistry.

So, let’s dive in and explore the boundless possibilities and wonders that await in the realm of chemistry projects!

Table of Contents

What is Chemistry Project Topics ?

Chemistry, often dubbed the central science, has its fingerprints on virtually every facet of our lives. It’s the hidden force behind the scents we love, the reactions that fuel our cars, and even the medicines that keep us healthy.

Now, suppose this: BSC students are at the forefront of this captivating science, armed with a unique chance to dive headfirst into its various branches through project work.

These projects aren’t just your run-of-the-mill assignments; they’re like scientific adventures.

They do much more than boost your knowledge; they’re contributions to the grand tapestry of scientific discovery. So, imagine being part of this world, where you not only learn but also shape the future of chemistry!

The Importance of Choosing the Right Chemistry Project

Have a close look at the importance of choosing the right chemistry project:-

Personal Engagement

A well-suited project captures your interest and keeps you engaged throughout, making your academic journey more enjoyable.

It should align with your coursework and academic goals, ensuring that your efforts contribute meaningfully to your education.

Contribution

Choosing the right project means you’re not just benefiting yourself; you’re also adding to the body of scientific knowledge and benefiting the broader scientific community.

Skill Development

The right project challenges you, helping you acquire and refine valuable skills essential for your academic and professional growth.

When you’re passionate about your project, it transforms the work into a thrilling journey filled with curiosity, discovery, and enthusiasm.

In summary, the importance of selecting the right chemistry project goes beyond academics; it influences your engagement, relevance, contribution, skill development, and passion, enriching your scientific experience and personal growth.

Chemistry Project Topics for BSC Students

Here are Chemistry Project Topics for BSC Students:-

Organic Chemistry Projects

• Synthesis of Aspirin: Investigate the synthesis process, purity, and properties of this widely used pain reliever.
• Extraction of Natural Pigments: Explore the extraction of pigments from various plants and assess their applications in dyes and cosmetics.
• Analysis of Essential Oils: Analyze the chemical composition of essential oils from different sources and study their potential medicinal properties.
• Green Chemistry: Investigate environmentally friendly synthesis methods and processes in organic chemistry.
• Organic Synthesis of Pharmaceuticals: Design and synthesize organic compounds with potential pharmaceutical applications.
• Study of Aromatic Compounds: Explore the properties and reactions of aromatic compounds, such as benzene and its derivatives.
• Polymer Chemistry: Investigate the synthesis and properties of polymers, including their applications in various industries.
• Organic Chemistry of Natural Products: Analyze the chemical makeup of natural products like alkaloids, terpenes, and flavonoids.
• Organometallic Chemistry: Study the bonding and reactivity of compounds containing metal-carbon bonds.
• Organic Photochemistry: Explore the effects of light on organic compounds and their photochemical reactions.

Inorganic Chemistry Projects

• Synthesis of Metal Complexes: Investigate the preparation and characterization of metal complexes with ligands of varying structures.
• Coordination Chemistry: Explore the coordination behavior of transition metal ions with different ligands.
• Inorganic Synthesis of Nanoparticles: Synthesize and characterize metal or metal oxide nanoparticles with potential applications in catalysis or nanotechnology.
• Study of Lanthanides and Actinides: Investigate the properties and applications of lanthanide and actinide series elements.
• Inorganic Reaction Mechanisms: Analyze the reaction mechanisms of various inorganic reactions, such as redox reactions or ligand substitution reactions.
• Organometallic Synthesis: Study the synthesis and reactivity of organometallic compounds containing metal-carbon bonds.
• Bioinorganic Chemistry: Explore the role of metal ions in biological systems and their significance in biochemical processes.
• Main Group Chemistry: Investigate the chemistry of main group elements and their compounds.
• Inorganic Synthesis of Coordination Polymers: Synthesize and characterize coordination polymers with unique structures and properties.
• Supramolecular Chemistry: Study non-covalent interactions in inorganic chemistry, such as host-guest complexes and molecular recognition.

Physical Chemistry Projects

• Chemical Kinetics: Investigate the rate of chemical reactions under different conditions and analyze reaction mechanisms.
• Electrochemistry: Explore the principles of electrochemical cells, study electrode processes, and investigate applications in energy storage.
• Thermodynamics of Reactions: Study the thermodynamic parameters of chemical reactions, including enthalpy, entropy, and Gibbs free energy.
• Quantum Chemistry: Apply quantum mechanical principles to predict molecular structures and electronic properties of chemical compounds.
• Statistical Mechanics: Explore the statistical behavior of particles in systems, including the Boltzmann distribution and partition functions.
• Surface Chemistry: Investigate the physical and chemical properties of surfaces and interfaces, including adsorption and catalysis.
• Chemical Thermodynamics: Study the thermodynamic properties of chemical systems and phase equilibria.
• Spectroscopy and Molecular Structure: Analyze the interaction of matter with electromagnetic radiation and determine molecular structures.
• Chemical Equilibrium: Investigate chemical equilibrium and the factors that influence it in various chemical reactions.
• Photochemistry: Explore the effects of light on chemical reactions, including photochemical mechanisms and applications.

These diverse project topics encompass a wide range of subfields within chemistry, offering BSC students opportunities for hands-on exploration and research in their chosen area of interest.

How to Select the Ideal Chemistry Project Topic?

Selecting the ideal chemistry project topic is a crucial step that can significantly impact your academic journey and research experience. Here’s a guide on how to make the right choice:

Personal Interest

Start by considering your personal interests within the field of chemistry. What topics or areas intrigue you the most? Projects aligned with your passions are more likely to keep you motivated and engaged throughout.

Academic Alignment

Ensure that the chosen topic aligns with your coursework and academic goals. It should complement your studies and contribute to your overall understanding of chemistry.

Research Existing Knowledge

Before finalizing a topic, research existing literature and studies in that area. Understanding what has already been explored can help you identify gaps in knowledge or areas where further investigation is needed.

Consult with Professors

Seek guidance from your professors or mentors. They can provide valuable insights into potential project topics, offer suggestions, and help you refine your ideas.

Available Resources

Consider the resources available to you, including laboratory equipment, chemicals, and access to research materials. Ensure that your chosen project is feasible within your academic environment.

Scope and Complexity

Assess the scope and complexity of the project. It should be challenging enough to stimulate your intellectual growth but not so complex that it becomes unmanageable.

Relevance and Impact

Think about the broader relevance and potential impact of your project. How does it contribute to the field of chemistry or address real-world issues? Projects with practical applications or scientific significance can be particularly rewarding.

Feasibility

Evaluate the feasibility of your project in terms of time, budget, and available support. Ensure that you have a clear plan for conducting experiments and gathering data.

Ethical Considerations

Be aware of any ethical considerations related to your project, especially if it involves human subjects, animals, or hazardous materials. Ensure that your research adheres to ethical guidelines.

Flexibility

Keep some degree of flexibility in your project plan. Research may take unexpected turns, and being adaptable can help you navigate challenges and make the most of unexpected discoveries.

Passion and Curiosity

Choose a topic that genuinely excites your curiosity. A project driven by passion often leads to more enthusiastic and successful research.

Peer Feedback

Discuss your ideas with peers or fellow students. Their perspectives and feedback can offer valuable insights and help you refine your project concept.

By carefully considering these factors and conducting thorough research, you can select an ideal chemistry project topic that not only aligns with your interests and academic goals but also offers a rewarding and enriching research experience.

Tips for Successful Project Execution

Have a close look at the tips for successful project execution:-

Detailed Planning

Start with a well-structured project plan. Define your objectives, set clear goals, and create a timeline outlining each phase of your project.

Research Extensively

Before conducting experiments, thoroughly research the relevant literature to understand existing knowledge and methodologies related to your topic.

Prioritize safety at all times. Familiarize yourself with safety protocols, wear appropriate protective gear, and handle chemicals and equipment with care.

Experimental Design

Design your experiments carefully, considering variables, controls, and potential sources of error. Consult with professors or advisors for input on your experimental setup.

Data Collection

Maintain accurate and organized records of your experiments, including measurements, observations, and any unexpected results.

Analytical Tools

Utilize appropriate analytical tools and techniques for data analysis. This may involve statistical analysis, spectroscopy, chromatography, or other methods depending on your project.

Troubleshooting

Be prepared to encounter challenges during experiments. Develop problem-solving skills and seek guidance from mentors or colleagues when needed.

Regular Updates

Keep your professors or advisors informed of your progress. Regular meetings can provide valuable feedback and help you stay on track.

Documentation

Create a detailed laboratory notebook or digital records that document your procedures, results, and any modifications made during the project.

Data Interpretation

Analyze your data critically and draw meaningful conclusions. Discuss your findings with mentors and peers to gain different perspectives.

Adaptability

Be flexible in your approach. If your initial experiments do not yield the expected results, be open to adjusting your methods or hypotheses.

Time Management

Manage your time effectively to meet project milestones and deadlines. Avoid procrastination and allocate sufficient time for analysis and report writing.

Communication Skills

Develop strong communication skills to convey your research findings clearly and effectively, both in written reports and oral presentations.

Collaboration

Collaborate with colleagues or fellow students when applicable. Sharing ideas and resources can enhance the quality of your research.

Continuous Learning

Stay updated with the latest developments in your field through scientific journals, conferences, and discussions with experts.

Ethical Conduct

Adhere to ethical guidelines and principles in your research. Ensure that your work is conducted with integrity and honesty.

Feedback Incorporation

Embrace constructive feedback from mentors, peers, or reviewers, and use it to improve your project and research skills.

Celebrate Milestones

Acknowledge and celebrate your achievements and milestones throughout the project. It can boost motivation and morale.

Stay Organized

Maintain a well-organized workspace and records. A tidy and systematic approach can save time and prevent errors.

Reflect and Learn

After completing your project, reflect on your experiences and lessons learned. Consider how you can apply these insights to future research endeavors.

By following these tips and maintaining a dedicated and systematic approach, you can enhance the chances of successful project execution in the field of chemistry.

Benefits of Chemistry Projects for BSC Students

Certainly, here are the benefits of chemistry projects for BSC (Bachelor of Science) students:

Hands-On Experience

Chemistry projects provide students with practical, hands-on experience in conducting experiments, handling chemicals, and using laboratory equipment. This experience is invaluable for future careers in science.

Deeper Understanding

Engaging in research projects allows students to delve deeper into specific areas of chemistry, gaining a more profound understanding of concepts and theories.

Problem-Solving Skills

Projects often involve troubleshooting and problem-solving, honing students’ critical thinking and analytical skills . They learn to overcome challenges and adapt their approaches.

BSC students acquire a wide range of laboratory and research skills, including data collection, analysis, and interpretation. These skills are transferable and valuable in various scientific fields.

Research Ethics

Students learn about research ethics, including responsible conduct and the importance of integrity in scientific inquiry.

Scientific Method

Projects follow the scientific method, teaching students how to formulate hypotheses, design experiments, and draw conclusions based on evidence.

Encouragement to explore unique topics fosters creativity and innovation. Students may discover new approaches or solutions to existing problems.

Interdisciplinary Learning

Chemistry projects often intersect with other scientific disciplines, providing opportunities for interdisciplinary learning and collaboration.

Publication and Presentation

Successful projects can lead to publications or presentations at conferences, enhancing students’ academic and professional portfolios.

Career Preparation

The skills and experiences gained from chemistry projects prepare students for careers in research, academia, industry, or healthcare.

Increased Confidence

Completing a project independently or as part of a team boosts students’ confidence in their abilities to tackle complex scientific challenges.

Projects often involve interaction with professors, mentors, and peers, helping students build a professional network within the scientific community.

Resume Enhancement

A well-executed project can serve as a strong addition to a student’s resume or graduate school application, setting them apart from their peers.

Real-World Applications

Many chemistry projects have real-world applications, allowing students to see the practical relevance of their studies.

Contributions to Knowledge

Students may make meaningful contributions to the field of chemistry by generating new data, theories, or insights.

Personal Fulfillment

Successfully completing a challenging project can provide a sense of personal fulfillment and accomplishment.

Preparation for Advanced Degrees

For those considering postgraduate studies, chemistry projects provide valuable research experience and strengthen applications for advanced degrees.

Critical Evaluation

Students learn to critically evaluate existing literature and research, improving their ability to assess scientific claims and findings.

Teamwork and Leadership

Collaborative projects enhance teamwork and leadership skills, important attributes for any career path.

Life-Long Learning: Engaging in research projects fosters a love for learning and encourages students to continue exploring and discovering throughout their careers.

What is the best topic for chemistry project?

Selecting the right chemistry project topic is crucial for a successful project. The ideal topic should align with your interests, offer access to ample research materials, and be suitable for your skill level and experience.

Here are some ideas to consider for chemistry projects:

Chemical Composition Analysis

Investigate the chemical composition of a commonly used household product. This can provide insights into the ingredients and their properties.

Factors Affecting Chemical Reactions

Explore how various factors, such as temperature or pH levels, impact a chemical reaction. This research can reveal the variables influencing reaction outcomes.

Innovative Compound Synthesis

Develop a novel method for synthesizing a chemical compound. This project offers an opportunity to innovate and create something new.

Material Properties Study

Study the properties of a recently discovered material. This can involve characterizing its physical, chemical, and structural attributes.

Experimental Hypothesis Testing

Design and conduct an experiment to test a scientific hypothesis related to chemistry. This approach allows you to apply the scientific method.

If you find yourself unsure about the right topic, consider seeking suggestions from your teacher or browsing the internet for a wealth of chemistry project ideas.

Remember, the key is to choose a topic that sparks your curiosity and aligns with your abilities, ensuring a rewarding and successful project.

What are hot topics in chemistry?

In the realm of chemistry, 2023 brings forth some scintillating and cutting-edge areas of research:

Sustainable Chemistry

With a laser focus on eco-friendliness, sustainable chemistry aims to birth cleaner chemical processes and products. Think novel catalysts for green energy, inventive techniques for recycling and waste reduction, and biodegradable, non-toxic materials.

Materials Science

This arena is all about crafting and scrutinizing new materials, from polymers to metals, ceramics, and composites. Researchers are fashioning materials for advanced batteries, solar cells, medical devices, and robust, lightweight structural applications.

Biochemistry

At the intersection of chemistry and life itself, biochemistry explores the intricate chemistry of living organisms.

Dive into the study of proteins and enzymes, the development of groundbreaking drugs and therapies, and the engineering of microorganisms to yield valuable products.

Quantum Chemistry

The captivating fusion of quantum mechanics and chemistry gives birth to groundbreaking methods for simulating and predicting molecular properties. Think about the design and synthesis of new materials and the rise of quantum computing.

Artificial Intelligence (AI)

AI’s infusion into the chemistry landscape is revolutionary. It’s shaping the development of next-gen drugs that are both potent and gentle, as well as the creation of robust, lightweight materials.

Moreover, AI is predicting chemical reaction outcomes, optimizing processes, and pushing the boundaries of innovation.

These are just a glimpse into the dynamic world of chemistry research in 2023. It’s a vast and swiftly evolving domain, teeming with opportunities for groundbreaking discoveries and scientific progress.

What is an example of a chemistry topic?

A chemistry topic worth exploring is the impact of temperature on chemical reaction rates. This intriguing area can be probed through experimentation.

Imagine having two identical sets of reactants, each subjected to different temperatures, with the reaction rate meticulously measured at each temperature point.

The data collected can then be plotted on a graph, revealing the relationship between reaction rate and temperature.

This graphical representation can unveil critical insights, including the activation energy of the reaction and how the reaction rate fluctuates at varying temperatures.

Another captivating chemistry topic involves the synthesis of aspirin, a widely used pain reliever. Aspirin can be created through the reaction of acetic anhydride and salicylic acid.

Delving into this process entails carefully combining the two reactants in precise proportions and subjecting them to specific conditions.

The resulting product can then undergo purification and rigorous analysis to ascertain its purity and identity.

These examples merely scratch the surface of the diverse world of chemistry topics. The field encompasses an array of areas ripe for exploration, such as:

• Unraveling the mysteries of matter’s structure and properties.
• Exploring the intricacies of chemical bonding.
• Unearthing the mechanisms behind chemical reactions.
• Probing the fascinating realms of thermodynamics and kinetics.
• Delving into the electrifying world of electrochemistry.
• Mastering the art of analytical chemistry.
• Navigating the intricate pathways of organic and inorganic chemistry.
• Investigating the physical forces that drive chemical phenomena.
• Exploring the chemistry of life itself through biochemistry.

The specific chemistry topic you choose to explore should align with your interests and objectives. If you’re keen on delving deeper into a particular facet of chemistry, consider perusing research papers, articles, and discussions on the subject.

Engaging with your teacher or a knowledgeable chemistry professor can also provide valuable guidance and suggestions.

Which is the best project in MSC chemistry?

Selecting the perfect M.Sc. chemistry project is a crucial step in your academic journey. It should both captivate your interest and pose a satisfying challenge.

Equally important is the feasibility of completing the project within the confines of your program’s time constraints.

Consider these ideas for M.Sc. chemistry projects:

Embark on the creation of a groundbreaking method for synthesizing a chemical compound, pushing the boundaries of chemical innovation.

Material Exploration

Dive into the study of a novel material’s properties, shedding light on its characteristics and potential applications.

Design and execute experiments aimed at testing scientific hypotheses, employing meticulous methods and precise data analysis.

Factors Shaping Reactions

Investigate the intricate dance of different factors, such as temperature or pH levels, on the outcomes of chemical reactions, revealing the secrets of chemical kinetics.

Complex Sample Analysis

Analyze the intricate chemical composition of complex samples like plant extracts or biological fluids, offering insights into the mysteries of nature.

Analytical Advancements

Pave the way for cutting-edge analytical methods capable of detecting or quantifying specific chemical compounds with precision.

Therapeutic Innovation

Design and synthesize a new pharmaceutical or therapeutic agent, potentially impacting healthcare and medicine.

Molecular Insights

Delve deep into the molecular mechanisms underlying biological processes like photosynthesis or cell signaling, unraveling nature’s secrets.

Computational Chemistry

Forge new frontiers in computational chemistry by developing methods to predict the properties of molecules or materials.

Environmental Impact Assessment

Scrutinize the environmental consequences of chemicals or chemical processes, contributing to sustainability efforts.

Champion sustainability by crafting novel chemical processes or products that are gentle on the planet.

If you find yourself uncertain about the ideal topic, engage in discussions with your advisor or other seasoned professors within your department.

They possess valuable insights and can help pinpoint a project that aligns seamlessly with your interests and expertise.

Once you’ve chosen your focus, meticulously craft a research plan. Outline your research question, delineate the research methods, establish a timeline for completion, and identify necessary resources, including equipment, materials, and potential funding.

With your advisor’s approval, embark on your project, keeping detailed records of your work and maintaining regular communication with your mentor.

Upon project completion, compile your findings into a comprehensive thesis or dissertation. Additionally, consider presenting your research at seminars or conferences, sharing your discoveries with the scientific community.

Undertaking an M.Sc. chemistry project is a formidable yet gratifying endeavor. It’s an opportunity to cultivate new skills, conduct independent research, and contribute meaningfully to the realm of chemistry.

In wrapping up, the world of chemistry is like an endless playground for BSC students, filled with intriguing possibilities waiting to be explored.

Think of it as your chance to embark on a captivating adventure where every project is a new chapter in your scientific journey.

Choosing the right topic is your compass, guiding you toward a project that not only aligns with your interests but also fuels your academic ambitions. Remember, it’s not just an academic checkbox; it’s your gateway to an exhilarating exploration.

As you dive into your chosen project, consider it a rendezvous with curiosity, a chance to develop invaluable skills, and an opportunity to contribute your unique brushstroke to the canvas of scientific knowledge.

Throughout this adventure, you’ll navigate the twists and turns of experimentation, data analysis, and the thrill of discovery. Your dedication and inquisitiveness will be your trusty companions on this scientific quest.

In the grand scheme of things, every chemistry project is a stepping stone towards a deeper comprehension of the marvelous world of molecules and reactions.

It’s your invitation to join a community of scientists, explorers of the unknown, and seekers of truth.

So, as you venture forth into your chemistry project as a BSC student, do so with a heart full of excitement and a mind buzzing with questions.

Your journey promises not only academic growth but also the potential to make your mark on the ever-evolving landscape of scientific understanding. Enjoy the ride!

Frequently Asked Questions

How do i choose the best chemistry project topic for me.

Consider your interests, available resources, and relevance to your coursework.

Can I collaborate with professors on a project?

Yes, collaborating with professors can provide valuable guidance and resources.

What are the key skills I can gain from a chemistry project?

Skills include research, experimentation, data analysis, and critical thinking.

Are there any online resources for chemistry project ideas?

Yes, various websites and academic journals offer project ideas.

Where can I find more information on project execution and methodology?

University libraries and online databases are excellent sources for project guidance.

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Recent Posts

170 Fun & Interesting Chemistry Project Ideas For Students

Science experiments can seem intimidating, but doing hands-on chemistry projects at home is a fun way for students of all ages to learn. With simple household ingredients, you can create gooey slime, frothy elephant toothpaste, colorful lava lamps, fizzing bath bombs, and more. 

Chemistry doesn’t have to be boring! This blog will discuss creative chemistry project ideas for your kids or students. These projects teach essential concepts like crystallization, chromatography, chemical reactions, and more without needing a fancy lab. 

With just a little parental supervision, your aspiring scientists will have a blast exploring chemistry through these educational (but super cool) DIY experiments. Learning has never been so fun! Get ready to wow your kids with these 10 unforgettable chemistry project ideas. 

170 Chemistry Project Ideas For Students

Table of Contents

Here’s a list of 170 chemistry project ideas for students, categorized for easier browsing:

Organic Chemistry Projects

• Extraction of caffeine from tea leaves.
• Synthesis of aspirin.
• Isolation and identification of essential oils from plants.
• Analysis of the composition of natural dyes.
• Investigation of polymerization reactions.
• Extraction of natural pigments from vegetables and fruits.
• Synthesis of biodiesel from vegetable oil.
• Study of the fermentation process in making wine or beer.
• Synthesis and characterization of nylon.
• Investigation of the properties of biodegradable plastics.

Inorganic Chemistry Projects

• Synthesis and characterization of metal complexes.
• Research of heavy metal ions in water samples.
• Investigation of the properties of metal alloys.
• Study of the synthesis and properties of zeolites.
• Preparation and properties of colloidal solutions.
• Research of the chemical composition of soil samples.
• Synthesis of metal nanoparticles.
• Study of the properties of superconductors.
• Investigation of the corrosion of metals.
• Synthesis and characterization of metal-organic frameworks (MOFs).

Analytical Chemistry Projects

• Development of a method for the determination of vitamin C in fruits.
• Analysis of food additives in commercial products.
• Investigation of the caffeine content in different types of coffee.
• Determination of heavy metals in fish samples.
• Analysis of water hardness in different sources.
• Study of the chemical composition of household cleaning products.
• Development of a method for the quantification of sugars in fruits.
• Determination of the pH of various household substances.
• Analysis of the composition of cosmetics.
• Investigation of the chemical composition of air pollutants.

Physical Chemistry Projects

• Study of the kinetics of a chemical reaction.
• Measurement of the rate constant of a reaction.
• Investigation of the factors affecting the rate of response.
• Survey of the thermodynamics of a chemical reaction.
• Measurement of the enthalpy change of a response.
• Investigation of the properties of gases using the ideal gas law.
• Study of the behavior of electrolyte solutions.
• Measurement of the heat ability of a substance.
• Investigation of the properties of colloids.
• Analysis of the adsorption of gases on solid surfaces.

Biochemistry Projects

• Analysis of the chemical composition of blood.
• Study of the enzymatic activity of different biological samples.
• Examination of the impact of pH on enzyme activity.
• Analysis of the chemical composition of urine.
• Study of the properties of lipids in biological systems.
• Investigation of the role of antioxidants in biological systems.
• Analysis of the chemical composition of saliva.
• Study of the chemical reactions involved in digestion.
• Investigation of the properties of amino acids.
• Analysis of the chemical composition of milk.

Environmental Chemistry Projects

• Study of the chemical composition of rainwater.
• Research of the effects of acid rain on plant growth.
• Analysis of pollutants in wastewater samples.
• Study of the chemical composition of soil samples from polluted areas.
• Research of the effects of air pollution on plant leaves.
• Analysis of heavy metal contamination in soil samples.
• Study of the chemical composition of smoke from burning different materials.
• Investigation of the effects of water pollution on aquatic organisms.
• Research of the chemical composition of indoor air pollutants.
• Study of the chemical reactions involved in the decomposition of organic waste.

Green Chemistry Projects

• Synthesis of biodiesel from waste cooking oil.
• Investigation of the use of natural catalysts in chemical reactions.
• Analysis of the environmental impact of different cleaning products.
• Study of the use of renewable resources in the synthesis of materials.
• Investigation of green methods for the extraction of essential oils from plants.
• Analysis of the environmental benefits of using biodegradable plastics.
• Study of the use of green solvents in chemical reactions.
• Investigation of the ecological impact of synthetic dyes.
• Analysis of the energy efficiency of different chemical processes.
• Study of the use of enzymes in green chemistry applications.

Nanotechnology Projects

• Synthesis and characterization of nanoparticles for drug delivery.
• Investigation of the properties of nanomaterials.
• Analysis of the environmental impact of nanotechnology.
• Study of the use of nanomaterials in water purification.
• Investigation of the potential applications of carbon nanotubes.
• Analysis of the toxicity of nanoparticles in biological systems.
• Study of the use of nanomaterials in solar cells.
• Investigation of the properties of quantum dots.
• Analysis of the use of nanotechnology in food packaging.
• Study of the use of nanomaterials in medical imaging.

Materials Science Projects

• Synthesis and characterization of graphene.
• Investigation of the properties of shape-memory alloys.
• Research of the chemical composition of various types of glass.
• Study of the properties of ceramics.
• Investigation of the use of composite materials in construction.
• Analysis of the properties of intelligent materials.
• Study of the synthesis and properties of aerogels.
• Investigation of the properties of conductive polymers.
• Analysis of the use of materials in energy storage devices.
• Study of the properties of biocompatible materials.

Pharmaceutical Chemistry Projects

• Synthesis and characterization of a new drug compound.
• Investigation of the use of natural products in drug discovery.
• Analysis of the chemical composition of pharmaceutical formulations.
• Study of the kinetics of drug release from different formulations.
• Investigation of the stability of pharmaceutical formulations.
• Analysis of the bioavailability of drugs.
• Study of the metabolism of drugs in the body.
• Investigation of the use of nanoparticles in drug delivery.
• Analysis of the chemical reactions involved in drug synthesis.
• Study of the effects of impurities on the efficacy of drugs.

Food Chemistry Projects

• Research of the chemical composition of various types of honey.
• Investigation of the effects of cooking methods on the nutritional value of food.
• Analysis of the chemical composition of different kinds of cheese.
• Study of the properties of food additives.
• Investigation of the chemical reactions involved in food spoilage.
• Analysis of the chemical composition of spices.
• Study of the properties of food preservatives.
• Investigation of the effects of fermentation on food products.
• Analysis of the chemical composition of chocolate.
• Study of the chemical reactions involved in baking.

Electrochemistry Projects

• Study of electroplating using different metals.
• Research of the factors affecting the efficiency of electrolysis.
• Analysis of the corrosion rate of different metals.
• Study of electrochemical cells and batteries.
• Investigation of the properties of supercapacitors.
• Analysis of the electrolyte conductivity in batteries.
• Study of the electrochemical behavior of electrodes in various solutions.
• Investigation of the applications of electrochemistry in wastewater treatment.
• Analysis of the electrochemical properties of conducting polymers.
• Study of the role of electrochemistry in fuel cells.

Computational Chemistry Projects

• Molecular modeling of organic compounds.
• Research of the electronic structure of transition metal complexes.
• Analysis of the energetics of chemical reactions using computational methods.
• Study of molecular dynamics simulations of biomolecules.
• Investigation of the role of computational chemistry in drug design.
• Analysis of the computational methods for predicting chemical properties.
• Study of the use of quantum chemistry in materials science.
• Investigation of the applications of machine learning in computational chemistry.
• Analysis of the computational approaches to studying reaction mechanisms.
• Study of the role of computational chemistry in understanding catalysis.

Quantum Chemistry Projects

• Study of molecular orbital theory.
• Investigation of the electronic structure of diatomic molecules.
• Analysis of the principles of symmetry in quantum chemistry.
• Survey of the Born-Oppenheimer approximation.
• Investigation of the Hartree-Fock method.
• Analysis of density functional theory (DFT).
• Study of quantum mechanical calculations of molecular properties.
• Investigation of the role of quantum chemistry in spectroscopy.
• Analysis of quantum chemical calculations of reaction rates.
• Study of the applications of quantum chemistry in nanotechnology.

Bioinorganic Chemistry Projects

• Study of metalloproteins and metalloenzymes.
• Research of the role of metal ions in biological systems.
• Analysis of metal ion transport in biological membranes.
• Study of metalloregulatory proteins in bacteria.
• Investigation of the use of metal complexes as anticancer agents.
• Analysis of metalloenzymes involved in redox reactions.
• Study of metal ion homeostasis in cells.
• Investigation of metalloproteins involved in oxygen transport.
• Analysis of metalloenzymes involved in DNA replication and repair.
• Study of the role of metal ions in neurotransmission.

Solid State Chemistry Projects

• Study of crystal structures and lattice defects.
• Investigation of the properties of semiconductors.
• Analysis of the band structure of solids.
• Study of the synthesis and properties of nanomaterials.
• Investigation of the role of defects in catalysis.
• Analysis of the magnetic properties of solids.
• Study of phase transitions in solids.
• Investigation of the properties of high-temperature superconductors.
• Analysis of the optical properties of solids.
• Study of the electrical conductivity of solids.

Coordination Chemistry Projects

• Study of coordination compounds and complex ions.
• Investigation of the structure and bonding in transition metal complexes.
• Analysis of the isomerism in coordination compounds.
• Study of the magnetic properties of coordination compounds.
• Investigation of the spectroscopic properties of coordination compounds.
• Analysis of the catalytic properties of transition metal complexes.
• Study of the applications of coordination compounds in medicine.
• Investigation of the synthesis and characterization of metal-organic frameworks (MOFs).
• Analysis of the role of ligands in controlling the properties of coordination compounds.
• Study of the role of coordination compounds in catalytic converters .

These chemistry project ideas cover diverse topics and can be adjusted to fit the interests and expertise of students at various levels of education. Remember to select a project that aligns with your interests and resources, and don’t hesitate to seek guidance from your teachers or mentors. Good luck with your chemistry project!

Doing fun science projects with your kids is a great way to engage them with chemistry and other science topics. These chemistry projects in this blog post use simple, easy-to-find items to demonstrate essential concepts like chemical reactions, chromatography, crystallization, and more. 

Kids will love making their bouncy balls, lava lamps, crystals, slime, and bath bombs while learning about the chemistry principles behind them. These projects are appropriate and safe for kids of all ages with just a little parental supervision. 

Follow our step-by-step guides to set your kids up for science success. Allowing your children to get hands-on with these chemistry experiments will spark their curiosity and interest in the sciences. 

After doing these projects, kids will be eager to learn more about the fascinating world of chemistry. Science doesn’t have to be intimidating! With these creative ideas, you can turn your home into an exciting science lab filled with fascination and fun.

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Chemistry Education Project Topics & PDF Materials

14 best chemistry education project topics and materials pdf for students, here is the list of 14 best chemistry education project topics and materials for ( final year and undergraduate) students in nigeria & other english speaking countries:.

Efforts Of Lectures And Demonstration Methods On Teaching And Learning Secondary School Chemistry. A Case Study Of Selected Secondary Schools In Enugu Urban

Construction Of A Wooden Book Shelf.

Formulation And Production Of Levera Soap.

Construction of Water Storage Tank (2000 litters).

Construction Of Propeller Agitator.

Extent Of Integration Of Practicals Into Teaching Of Chemistry. a case study of senior secondary schools in enugu south l.g.a. Of enugu state

Construction Of An Open Steam Distillation Column.

Comparative Study Of Student Performance In WAEC Biology, Chemistry And English. Case Study Of Enugu North Lga

Impact Of Laboratory Practical On Senior Secondary School Student Academic Achievement In Biology, Chemistry And Mathematics. Case Study Of Ss2 In Enugu North Lga

Impact Of Laboratory Practical On Senior Secondary School Student Academic Achievement In SS2 Biology, Chemistry And Mathematics. A Case Study Of Enugu North Lga Of Enugu State

Effect Of Unemployment Among Youths Undergraduate. A Case Study Of Escet Nigeria

Phytochemical Analysis And The Anti- Inflammatory Activities Of Dichloromethane Fraction Of Methanol Extract Of Crateva Adansonii.

Assessment Of The Phytochemical Constituents And Proximate Composition Of African Peer.

The Steam Boiler.

Downloadable Chemistry Education Project Topics and PDF/DOC Materials END HERE. NOTE: Below are Research Areas that researchers can develop independently .

• Introduction to Chemistry Education: Explore the significance of chemistry education in fostering scientific literacy and its impact on society.
• Curriculum Development in Chemistry Education: Investigate the design and implementation of effective chemistry curricula for different educational levels.
• Innovative Teaching Strategies in Chemistry: Examine modern and engaging methods for teaching chemistry, including the integration of technology and hands-on activities.
• Assessment Methods in Chemistry Education: Analyze various assessment tools and techniques used to evaluate students’ understanding of chemistry concepts.
• Chemistry Laboratories and Practical Work: Explore the role of laboratory work in chemistry education, focusing on safety, equipment, and experimental design.
• Teacher Training and Professional Development in Chemistry: Investigate programs and strategies for enhancing the knowledge and skills of chemistry educators.
• Gender Disparities in Chemistry Education: Examine factors contributing to gender imbalances in chemistry classrooms and propose solutions to promote inclusivity.
• The Use of Multimedia in Chemistry Teaching: Assess the effectiveness of multimedia resources in enhancing students’ comprehension of complex chemical concepts.
• Chemistry Education for Sustainable Development: Explore how chemistry education can contribute to fostering sustainable practices and environmental awareness.
• Integration of Green Chemistry in Education: Examine the incorporation of green chemistry principles into educational curricula for a more sustainable and eco-friendly approach.
• History and Philosophy of Chemistry Education: Investigate the historical development and philosophical underpinnings of chemistry education.
• Chemistry and Interdisciplinary Education: Explore ways to integrate chemistry with other disciplines, promoting a holistic approach to education.
• Challenges in Chemistry Education: Identify common challenges faced by educators and students in the field of chemistry and propose solutions.
• Chemistry Education in Developing Countries: Assess the status of chemistry education in developing nations, considering resources, infrastructure, and access.
• Role of Educational Technology in Chemistry: Explore the use of digital tools, simulations, and virtual laboratories in enhancing chemistry education.
• Chemistry Education and Industry Collaboration: Examine partnerships between educational institutions and industries to bridge the gap between academia and real-world applications.
• Cultural Considerations in Chemistry Education: Investigate how cultural diversity influences chemistry education and propose culturally sensitive teaching approaches.
• Chemistry and Health Education: Explore the intersection of chemistry and health education, emphasizing the role of chemistry in medical advancements.
• Chemistry Competitions and Olympiads: Analyze the impact of chemistry competitions on student motivation and academic achievement.
• Chemistry Education and Public Outreach: Explore strategies for promoting public awareness and understanding of chemistry through outreach programs.
• Chemistry Teacher-Student Relationships: Investigate the influence of teacher-student relationships on learning outcomes in chemistry education.
• Chemistry Education and Educational Policy: Analyze the role of governmental policies in shaping the landscape of chemistry education at various levels.
• The Use of Demonstrations in Chemistry Teaching: Explore the effectiveness of live demonstrations in capturing students’ interest and enhancing understanding.
• Ethics in Chemistry Education: Examine ethical considerations in teaching and researching chemistry, addressing issues related to academic integrity.
• Chemistry Education for Special Needs Students: Investigate tailored approaches and accommodations to make chemistry education accessible for students with special needs.
• Chemistry and Social Justice: Explore the intersection of chemistry education and social justice, addressing issues of equity and inclusivity.
• Global Perspectives in Chemistry Education: Analyze the similarities and differences in chemistry education across different countries and regions.
• Chemistry Education and Career Guidance: Explore the role of education in guiding students towards diverse career paths within the field of chemistry.
• Chemistry Education and Critical Thinking: Investigate strategies to enhance students’ critical thinking skills through chemistry education.
• Chemistry Education and Informal Learning: Explore the impact of informal learning environments, such as science museums and outreach programs, on chemistry education.
• Chemistry Education and Educational Psychology: Analyze psychological factors influencing students’ motivation, engagement, and learning outcomes in chemistry.
• Online Chemistry Education: Examine the challenges and opportunities associated with online learning in the field of chemistry.
• Chemistry Education and Sustainable Development Goals: Investigate how chemistry education aligns with and contributes to achieving global sustainable development goals.
• Teacher-Parent Collaboration in Chemistry Education: Explore the importance of collaboration between teachers and parents in supporting students’ learning experiences in chemistry.
• Future Trends in Chemistry Education: Discuss emerging trends, innovations, and potential future directions in the field of chemistry education.

Summer II 2024 Application Deadline is June 26, 2024.  

Click here to apply.

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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.

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Chemistry Education Research and Practice

The free to access journal for teachers, researchers and other practitioners in chemistry education

You can find details about how to access information remotely in this step-by-step guide . The guide will also help if for any reason you have difficulty accessing the content you want.

What would you like to know about Chemistry Education Research and Practice?

Impact factor: 3.0*

Time to first decision (all decisions): 25.0 days**

Time to first decision (peer reviewed only): 40.0 days***

Editor: Scott Lewis

Chair: David F Treagust

Indexed in Scopus and Web of Science

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Chemistry Education Research and Practice (CERP) is the journal for teachers, researchers and other practitioners at all levels of chemistry education. It is published free of charge electronically four times a year, thanks to sponsorship by the Royal Society of Chemistry's Education Division. Coverage includes the following:

• Research, and reviews of research, in chemistry education
• Evaluations of effective innovative practice in the teaching of chemistry
• In-depth analyses of issues of direct relevance to chemistry education

The objectives of the journal:

• To provide researchers with the means to publish their work in full in a journal exclusively dedicated to chemistry education
• To offer teachers of chemistry at all levels a place where they can share effective ideas and methods for the teaching and learning of chemistry
• To bridge the gap between the two groups so that researchers will have their results seen by those who could benefit from using them, and practitioners will gain from encountering the ideas and results of those who have made a particular study of the learning process

Guidance on the nature of acceptable contributions can be found in Recognising quality in reports of chemistry education research and practice .

Meet the team

Find out who is on the editorial and advisory boards for the  Chemistry Education Research and Practice (CERP) journal.

David F Treagust ,  Curtin University of Technology, Australia

Scott  Lewis ,  University of South Florida, USA

Deputy editor

Nicole Graulich , Justus-Liebig Universität Gießen, Germany

Associate editors

Jack Barbera , Portland State University, USA

Mageswary Karpudewan , Universiti Sains Malaysia (USM)

James Nyachwaya , North Dakota State University, USA

Editorial board members

Mei-Hung Chiu , National Taiwan Normal University, Taiwan

Resa Kelly , San Jose State University, USA

Gwen Lawrie , University of Queensland, Australia

David Read , University of Southampton, UK

Bill Byers , University of Ulster, UK

Melanie Cooper , Michigan State University, USA

Onno de Jong, University of Utrecht, Netherlands Iztok Devetak , University of Ljubljana, Slovenia

Odilla Finlayson , Dublin City University, Ireland

Loretta Jones , University of Northern Colorado, USA

Orla Catherine Kelly , Church of Ireland College of Education, Ireland

Scott Lewis, Editor, University of South Florida, USA

Iwona Maciejowska, Jagiellonian University, Poland Rachel Mamlok-Naaman , The Weizmann Institute of Science, Israel

David McGarvey, Keele University, UK Mansoor Niaz , Universidad de Oriente, Venezuela MaryKay Orgill , University of Nevada, Las Vegas, USA George Papageorgiou , Democritus University of Thrace, Greece Ilka Parchmann , University of Kiel, Germany Michael K. Seery , University of Edinburgh, UK

Keith Taber , University of Cambridge, UK Daniel Tan , Nanyang Technological University, Singapore

Zoltán Toth , University of Debrecen, Hungary

Georgios Tsaparlis , (Founding Editor), University of Ioannina, Greece

Jan H van Driel , The University of Melbourne, Australia

Mihye Won , Monash University, Australia

Lisa Clatworthy , Managing Editor

Helen Saxton , Editorial Production Manager

Becky Webb , Senior Publishing Editor

Laura Cooper , Publishing Editor

Hannah Dunckley , Publishing Editor

Natalie Ford , Publishing Assistant

Journal specific guidelines

The intended emphasis is on the process of learning, not on the content. Contributions describing alternative ways of presenting chemical information to students (including the description of new demonstrations or laboratory experiments or computer simulations or animations) are unlikely to be considered for publication. All contributions should be written in clear and concise English. Technical language should be kept to the absolute minimum required by accuracy. Authors are urged to pay particular attention to the way references are cited both in the text and in the bibliography.

The journal has three objectives.

First  to provide researchers a means to publish high quality, fully peer reviewed, educational research reports in the special domain of chemistry education. The studies reported should have all features of scholarship in chemistry education, that is they must be:

• original and previously unpublished
• theory based
• supported by empirical data
• of generalisable character.

The last requirement means that the studies should have an interest for and an impact on the global practice of chemistry, and not be simply of a regional character. Contributions must include a review of the research literature relevant to the topic, and state clearly the way(s) the study contributes to our knowledge base. Last but not least, they should conclude with implications for other research and/or the practice of chemistry teaching.

Second   to offer practitioners (teachers of chemistry at all levels) a place where they can share effective ideas and methods for the teaching and learning of chemistry and issues related to these, including assessment.

The emphasis is on effectiveness, the demonstration that the approach described is successful, possibly more so than the alternatives. Contributions are particularly welcome if the subject matter can be applied widely and is concerned with encouraging active, independent or cooperative learning.

Of special interest are methods that increase student motivation for learning, and those that help them to become effective exploiters of their chemical knowledge and understanding. It is highly desirable that such contributions should be demonstrably based, wherever possible, on established educational theory and results.

Third  to help to bridge the gap between educational researchers and practitioners by providing a single platform where both groups can publish high-quality papers with the realistic hope that researchers will find their results seen by those who could benefit from using them.

Also, practitioners will gain from encountering the ideas and results of those who have made a particular study of the learning process in finding better ways to improve their teaching and the learning experience of their students.  

Articles should be submitted using ScholarOne , the Royal Society of Chemistry's article review and submission system. A printed copy of the manuscript will not be required. Your submission will be acknowledged as soon as possible. 

Exceptions to normal Royal Society of Chemistry policy

Submissions to Chemistry Education Research and Practice do not require a table of contents entry. Submissions to the journal should use Harvard referencing.

Citations in the text should therefore be made by use of the surname of the author(s) and the year of the publication, at the appropriate place. Note that with one or two authors the name(s) are given, while if the source has three or more authors, it is cited with the first named author as 'Author et al. '

When more than one source is cited in the text, they should be listed in chronological and then alphabetical order for example, '(Jones, 2001; Smith, 2001; Adams, 2006)'. The references themselves are given at the end of the final printed text, in alphabetical and, if the same author is cited more than once, chronological order. An example of a journal article reference as it would be presented is Taber K. S., (2015), Advancing chemistry education as a field, Chem. Educ. Res. Pract. , 16 (1), 6–8.

Article types

Chemistry Education Research and Practice  publishes:

Perspectives

Review articles.

Perspectives are short readable articles covering current areas of interest. They may take the form of personal accounts of research or a critical analysis of activity in a specialist area. By their nature, they will not be comprehensive reviews of a field of chemistry. Since the readership of Chemistry Education Research and Practice is wide-ranging, the article should be easily comprehensible to a non-specialist in the field, whilst at the same time providing an authoritative discussion of the area concerned.

We welcome submissions of Perspective articles that:

• Communicate new challenges or visions for teaching chemistry framed in current chemistry education research or theories with evidence to support claims.
• Propose frameworks (theoretical, conceptual, curricular), models, pedagogies or practices informed by personal expertise and supported by research outcomes (either the author’s own research or the wider body of education research).
• Argue theoretical stances accompanied by recommendations for how these can be applied in teaching practice or measured in student conceptualisation of knowledge, with examples.

For more information on Perspective articles please see our 2022 Editorial (DOI: 10.1039/D2RP90006H )

These are normally invited by the Editorial Board and editorial office, although suggestions from readers for topics and authors of reviews are welcome.

Reviews must be high-quality, authoritative, state-of-the-art accounts of the selected research field. They should be timely and add to the existing literature, rather than duplicate existing articles, and should be of general interest to the journal's wide readership.

All Reviews and Perspectives undergo rigorous peer review, in the same way as regular research papers.

Review articles published in Chemistry Education Research and Practice include narrative, integrative or systematic reviews and meta-analyses and should align with the goals and scope of the journal.

Thought experiments outlining a theoretical position or personal opinion without including a literature basis, pedagogical recommendations or evidence of implementation are not considered in the journal.

For more information on preparing a review-style article please see our 2021 Editorial (DOI: 10.1039/D1RP90006D )

Full papers contain original scientific work that has not been published previously.

Comments and Replies are a medium for the discussion and exchange of scientific opinions between authors and readers concerning material published in Chemistry Education Research and Practice. 

For publication, a Comment should present an alternative analysis of and/or new insight into the previously published material. Any Reply should further the discussion presented in the original article and the Comment. Comments and Replies that contain any form of personal attack are not suitable for publication. 

Comments that are acceptable for publication will be forwarded to the authors of the work being discussed, and these authors will be given the opportunity to submit a Reply. The Comment and Reply will both be subject to rigorous peer review in consultation with the journal’s Editorial Board where appropriate. The Comment and Reply will be published together.

Readership information

Chemical education researchers and teachers of chemistry in universities and schools

Subscription information

Chemistry Education Research and Practice is free to access thanks to sponsorship by the Royal Society of Chemistry's Education Division

Online only : ISSN 1756-1108

*2022 Journal Citation Reports (Clarivate Analytics, 2023)

**The median time from submission to first decision including manuscripts rejected without peer review from the previous calendar year

***The median time from submission to first decision for peer-reviewed manuscripts from the previous calendar year

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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?

(c) What career development support did students get during placement?

(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.
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• 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.

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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

• Internships and Fellowships Find internships, fellowships, and cooperative education opportunities.
• 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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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.

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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!"

Research Topics & Ideas: Education

170+ Research Ideas To Fast-Track Your Project

If you’re just starting out exploring education-related topics for your dissertation, thesis or research project, you’ve come to the right place. In this post, we’ll help kickstart your research topic ideation process by providing a hearty list of research topics and ideas , including examples from actual dissertations and theses..

PS – This is just the start…

We know it’s exciting to run through a list of research topics, but please keep in mind that this list is just a starting point . To develop a suitable education-related research topic, you’ll need to identify a clear and convincing research gap , and a viable plan of action to fill that gap.

If this sounds foreign to you, check out our free research topic webinar that explores how to find and refine a high-quality research topic, from scratch. Alternatively, if you’d like hands-on help, consider our 1-on-1 coaching service .

Overview: Education Research Topics

• How to find a research topic (video)
• List of 50+ education-related research topics/ideas
• List of 120+ level-specific research topics 
• Examples of actual dissertation topics in education
• Tips to fast-track your topic ideation (video)
• Free Webinar : Topic Ideation 101
• Where to get extra help

Education-Related Research Topics & Ideas

Below you’ll find a list of education-related research topics and idea kickstarters. These are fairly broad and flexible to various contexts, so keep in mind that you will need to refine them a little. Nevertheless, they should inspire some ideas for your project.

• The impact of school funding on student achievement
• The effects of social and emotional learning on student well-being
• The effects of parental involvement on student behaviour
• The impact of teacher training on student learning
• The impact of classroom design on student learning
• The impact of poverty on education
• The use of student data to inform instruction
• The role of parental involvement in education
• The effects of mindfulness practices in the classroom
• The use of technology in the classroom
• The role of critical thinking in education
• The use of formative and summative assessments in the classroom
• The use of differentiated instruction in the classroom
• The use of gamification in education
• The effects of teacher burnout on student learning
• The impact of school leadership on student achievement
• The effects of teacher diversity on student outcomes
• The role of teacher collaboration in improving student outcomes
• The implementation of blended and online learning
• The effects of teacher accountability on student achievement
• The effects of standardized testing on student learning
• The effects of classroom management on student behaviour
• The effects of school culture on student achievement
• The use of student-centred learning in the classroom
• The impact of teacher-student relationships on student outcomes
• The achievement gap in minority and low-income students
• The use of culturally responsive teaching in the classroom
• The impact of teacher professional development on student learning
• The use of project-based learning in the classroom
• The effects of teacher expectations on student achievement
• The use of adaptive learning technology in the classroom
• The impact of teacher turnover on student learning
• The effects of teacher recruitment and retention on student learning
• The impact of early childhood education on later academic success
• The impact of parental involvement on student engagement
• The use of positive reinforcement in education
• The impact of school climate on student engagement
• The role of STEM education in preparing students for the workforce
• The effects of school choice on student achievement
• The use of technology in the form of online tutoring

Level-Specific Research Topics

Looking for research topics for a specific level of education? We’ve got you covered. Below you can find research topic ideas for primary, secondary and tertiary-level education contexts. Click the relevant level to view the respective list.

Research Topics: Pick An Education Level

Primary education.

• Investigating the effects of peer tutoring on academic achievement in primary school
• Exploring the benefits of mindfulness practices in primary school classrooms
• Examining the effects of different teaching strategies on primary school students’ problem-solving skills
• The use of storytelling as a teaching strategy in primary school literacy instruction
• The role of cultural diversity in promoting tolerance and understanding in primary schools
• The impact of character education programs on moral development in primary school students
• Investigating the use of technology in enhancing primary school mathematics education
• The impact of inclusive curriculum on promoting equity and diversity in primary schools
• The impact of outdoor education programs on environmental awareness in primary school students
• The influence of school climate on student motivation and engagement in primary schools
• Investigating the effects of early literacy interventions on reading comprehension in primary school students
• The impact of parental involvement in school decision-making processes on student achievement in primary schools
• Exploring the benefits of inclusive education for students with special needs in primary schools
• Investigating the effects of teacher-student feedback on academic motivation in primary schools
• The role of technology in developing digital literacy skills in primary school students
• Effective strategies for fostering a growth mindset in primary school students
• Investigating the role of parental support in reducing academic stress in primary school children
• The role of arts education in fostering creativity and self-expression in primary school students
• Examining the effects of early childhood education programs on primary school readiness
• Examining the effects of homework on primary school students’ academic performance
• The role of formative assessment in improving learning outcomes in primary school classrooms
• The impact of teacher-student relationships on academic outcomes in primary school
• Investigating the effects of classroom environment on student behavior and learning outcomes in primary schools
• Investigating the role of creativity and imagination in primary school curriculum
• The impact of nutrition and healthy eating programs on academic performance in primary schools
• The impact of social-emotional learning programs on primary school students’ well-being and academic performance
• The role of parental involvement in academic achievement of primary school children
• Examining the effects of classroom management strategies on student behavior in primary school
• The role of school leadership in creating a positive school climate Exploring the benefits of bilingual education in primary schools
• The effectiveness of project-based learning in developing critical thinking skills in primary school students
• The role of inquiry-based learning in fostering curiosity and critical thinking in primary school students
• The effects of class size on student engagement and achievement in primary schools
• Investigating the effects of recess and physical activity breaks on attention and learning in primary school
• Exploring the benefits of outdoor play in developing gross motor skills in primary school children
• The effects of educational field trips on knowledge retention in primary school students
• Examining the effects of inclusive classroom practices on students’ attitudes towards diversity in primary schools
• The impact of parental involvement in homework on primary school students’ academic achievement
• Investigating the effectiveness of different assessment methods in primary school classrooms
• The influence of physical activity and exercise on cognitive development in primary school children
• Exploring the benefits of cooperative learning in promoting social skills in primary school students

Secondary Education

• Investigating the effects of school discipline policies on student behavior and academic success in secondary education
• The role of social media in enhancing communication and collaboration among secondary school students
• The impact of school leadership on teacher effectiveness and student outcomes in secondary schools
• Investigating the effects of technology integration on teaching and learning in secondary education
• Exploring the benefits of interdisciplinary instruction in promoting critical thinking skills in secondary schools
• The impact of arts education on creativity and self-expression in secondary school students
• The effectiveness of flipped classrooms in promoting student learning in secondary education
• The role of career guidance programs in preparing secondary school students for future employment
• Investigating the effects of student-centered learning approaches on student autonomy and academic success in secondary schools
• The impact of socio-economic factors on educational attainment in secondary education
• Investigating the impact of project-based learning on student engagement and academic achievement in secondary schools
• Investigating the effects of multicultural education on cultural understanding and tolerance in secondary schools
• The influence of standardized testing on teaching practices and student learning in secondary education
• Investigating the effects of classroom management strategies on student behavior and academic engagement in secondary education
• The influence of teacher professional development on instructional practices and student outcomes in secondary schools
• The role of extracurricular activities in promoting holistic development and well-roundedness in secondary school students
• Investigating the effects of blended learning models on student engagement and achievement in secondary education
• The role of physical education in promoting physical health and well-being among secondary school students
• Investigating the effects of gender on academic achievement and career aspirations in secondary education
• Exploring the benefits of multicultural literature in promoting cultural awareness and empathy among secondary school students
• The impact of school counseling services on student mental health and well-being in secondary schools
• Exploring the benefits of vocational education and training in preparing secondary school students for the workforce
• The role of digital literacy in preparing secondary school students for the digital age
• The influence of parental involvement on academic success and well-being of secondary school students
• The impact of social-emotional learning programs on secondary school students’ well-being and academic success
• The role of character education in fostering ethical and responsible behavior in secondary school students
• Examining the effects of digital citizenship education on responsible and ethical technology use among secondary school students
• The impact of parental involvement in school decision-making processes on student outcomes in secondary schools
• The role of educational technology in promoting personalized learning experiences in secondary schools
• The impact of inclusive education on the social and academic outcomes of students with disabilities in secondary schools
• The influence of parental support on academic motivation and achievement in secondary education
• The role of school climate in promoting positive behavior and well-being among secondary school students
• Examining the effects of peer mentoring programs on academic achievement and social-emotional development in secondary schools
• Examining the effects of teacher-student relationships on student motivation and achievement in secondary schools
• Exploring the benefits of service-learning programs in promoting civic engagement among secondary school students
• The impact of educational policies on educational equity and access in secondary education
• Examining the effects of homework on academic achievement and student well-being in secondary education
• Investigating the effects of different assessment methods on student performance in secondary schools
• Examining the effects of single-sex education on academic performance and gender stereotypes in secondary schools
• The role of mentoring programs in supporting the transition from secondary to post-secondary education

Tertiary Education

• The role of student support services in promoting academic success and well-being in higher education
• The impact of internationalization initiatives on students’ intercultural competence and global perspectives in tertiary education
• Investigating the effects of active learning classrooms and learning spaces on student engagement and learning outcomes in tertiary education
• Exploring the benefits of service-learning experiences in fostering civic engagement and social responsibility in higher education
• The influence of learning communities and collaborative learning environments on student academic and social integration in higher education
• Exploring the benefits of undergraduate research experiences in fostering critical thinking and scientific inquiry skills
• Investigating the effects of academic advising and mentoring on student retention and degree completion in higher education
• The role of student engagement and involvement in co-curricular activities on holistic student development in higher education
• The impact of multicultural education on fostering cultural competence and diversity appreciation in higher education
• The role of internships and work-integrated learning experiences in enhancing students’ employability and career outcomes
• Examining the effects of assessment and feedback practices on student learning and academic achievement in tertiary education
• The influence of faculty professional development on instructional practices and student outcomes in tertiary education
• The influence of faculty-student relationships on student success and well-being in tertiary education
• The impact of college transition programs on students’ academic and social adjustment to higher education
• The impact of online learning platforms on student learning outcomes in higher education
• The impact of financial aid and scholarships on access and persistence in higher education
• The influence of student leadership and involvement in extracurricular activities on personal development and campus engagement
• Exploring the benefits of competency-based education in developing job-specific skills in tertiary students
• Examining the effects of flipped classroom models on student learning and retention in higher education
• Exploring the benefits of online collaboration and virtual team projects in developing teamwork skills in tertiary students
• Investigating the effects of diversity and inclusion initiatives on campus climate and student experiences in tertiary education
• The influence of study abroad programs on intercultural competence and global perspectives of college students
• Investigating the effects of peer mentoring and tutoring programs on student retention and academic performance in tertiary education
• Investigating the effectiveness of active learning strategies in promoting student engagement and achievement in tertiary education
• Investigating the effects of blended learning models and hybrid courses on student learning and satisfaction in higher education
• The role of digital literacy and information literacy skills in supporting student success in the digital age
• Investigating the effects of experiential learning opportunities on career readiness and employability of college students
• The impact of e-portfolios on student reflection, self-assessment, and showcasing of learning in higher education
• The role of technology in enhancing collaborative learning experiences in tertiary classrooms
• The impact of research opportunities on undergraduate student engagement and pursuit of advanced degrees
• Examining the effects of competency-based assessment on measuring student learning and achievement in tertiary education
• Examining the effects of interdisciplinary programs and courses on critical thinking and problem-solving skills in college students
• The role of inclusive education and accessibility in promoting equitable learning experiences for diverse student populations
• The role of career counseling and guidance in supporting students’ career decision-making in tertiary education
• The influence of faculty diversity and representation on student success and inclusive learning environments in higher education

Education-Related Dissertations & Theses

While the ideas we’ve presented above are a decent starting point for finding a research topic in education, they are fairly generic and non-specific. So, it helps to look at actual dissertations and theses in the education space to see how this all comes together in practice.

Below, we’ve included a selection of education-related research projects to help refine your thinking. These are actual dissertations and theses, written as part of Master’s and PhD-level programs, so they can provide some useful insight as to what a research topic looks like in practice.

• From Rural to Urban: Education Conditions of Migrant Children in China (Wang, 2019)
• Energy Renovation While Learning English: A Guidebook for Elementary ESL Teachers (Yang, 2019)
• A Reanalyses of Intercorrelational Matrices of Visual and Verbal Learners’ Abilities, Cognitive Styles, and Learning Preferences (Fox, 2020)
• A study of the elementary math program utilized by a mid-Missouri school district (Barabas, 2020)
• Instructor formative assessment practices in virtual learning environments : a posthumanist sociomaterial perspective (Burcks, 2019)
• Higher education students services: a qualitative study of two mid-size universities’ direct exchange programs (Kinde, 2020)
• Exploring editorial leadership : a qualitative study of scholastic journalism advisers teaching leadership in Missouri secondary schools (Lewis, 2020)
• Selling the virtual university: a multimodal discourse analysis of marketing for online learning (Ludwig, 2020)
• Advocacy and accountability in school counselling: assessing the use of data as related to professional self-efficacy (Matthews, 2020)
• The use of an application screening assessment as a predictor of teaching retention at a midwestern, K-12, public school district (Scarbrough, 2020)
• Core values driving sustained elite performance cultures (Beiner, 2020)
• Educative features of upper elementary Eureka math curriculum (Dwiggins, 2020)
• How female principals nurture adult learning opportunities in successful high schools with challenging student demographics (Woodward, 2020)
• The disproportionality of Black Males in Special Education: A Case Study Analysis of Educator Perceptions in a Southeastern Urban High School (McCrae, 2021)

As you can see, these research topics are a lot more focused than the generic topic ideas we presented earlier. So, in order for you to develop a high-quality research topic, you’ll need to get specific and laser-focused on a specific context with specific variables of interest.  In the video below, we explore some other important things you’ll need to consider when crafting your research topic.

Get 1-On-1 Help

If you’re still unsure about how to find a quality research topic within education, check out our Research Topic Kickstarter service, which is the perfect starting point for developing a unique, well-justified research topic.

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63 Comments

This is an helpful tool 🙏

Special education

Really appreciated by this . It is the best platform for research related items

Research title related to school of students

I think this platform is actually good enough.

Research title related to students

My field is research measurement and evaluation. Need dissertation topics in the field

Assalam o Alaikum I’m a student Bs educational Resarch and evaluation I’m confused to choose My thesis title please help me in choose the thesis title

Good idea I’m going to teach my colleagues

You can find our list of nursing-related research topic ideas here: https://gradcoach.com/research-topics-nursing/

Write on action research topic, using guidance and counseling to address unwanted teenage pregnancy in school

Thanks a lot

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Thank you for the information.. I would like to request a topic based on school major in social studies

parental involvement and students academic performance

Science education topics?

plz tell me if you got some good topics, im here for finding research topic for masters degree

How about School management and supervision pls.?

Hi i am an Deputy Principal in a primary school. My wish is to srudy foe Master’s degree in Education.Please advice me on which topic can be relevant for me. Thanks.

Every topic proposed above on primary education is a starting point for me. I appreciate immensely the team that has sat down to make a detail of these selected topics just for beginners like us. Be blessed.

Kindly help me with the research questions on the topic” Effects of workplace conflict on the employees’ job performance”. The effects can be applicable in every institution,enterprise or organisation.

Greetings, I am a student majoring in Sociology and minoring in Public Administration. I’m considering any recommended research topic in the field of Sociology.

I’m a student pursuing Mphil in Basic education and I’m considering any recommended research proposal topic in my field of study

Kindly help me with a research topic in educational psychology. Ph.D level. Thank you.

Project-based learning is a teaching/learning type,if well applied in a classroom setting will yield serious positive impact. What can a teacher do to implement this in a disadvantaged zone like “North West Region of Cameroon ( hinterland) where war has brought about prolonged and untold sufferings on the indegins?

I wish to get help on topics of research on educational administration

I wish to get help on topics of research on educational administration PhD level

I am also looking for such type of title

I am a student of undergraduate, doing research on how to use guidance and counseling to address unwanted teenage pregnancy in school

the topics are very good regarding research & education .

Can i request your suggestion topic for my Thesis about Teachers as an OFW. thanx you

Would like to request for suggestions on a topic in Economics of education,PhD level

Would like to request for suggestions on a topic in Economics of education

Hi 👋 I request that you help me with a written research proposal about education the format

Am offering degree in education senior high School Accounting. I want a topic for my project work

l would like to request suggestions on a topic in managing teaching and learning, PhD level (educational leadership and management)

request suggestions on a topic in managing teaching and learning, PhD level (educational leadership and management)

I would to inquire on research topics on Educational psychology, Masters degree

I am PhD student, I am searching my Research topic, It should be innovative,my area of interest is online education,use of technology in education

request suggestion on topic in masters in medical education .

Look at British Library as they keep a copy of all PhDs in the UK Core.ac.uk to access Open University and 6 other university e-archives, pdf downloads mostly available, all free.

May I also ask for a topic based on mathematics education for college teaching, please?

Please I am a masters student of the department of Teacher Education, Faculty of Education Please I am in need of proposed project topics to help with my final year thesis

Am a PhD student in Educational Foundations would like a sociological topic. Thank

please i need a proposed thesis project regardging computer science

Greetings and Regards I am a doctoral student in the field of philosophy of education. I am looking for a new topic for my thesis. Because of my work in the elementary school, I am looking for a topic that is from the field of elementary education and is related to the philosophy of education.

Masters student in the field of curriculum, any ideas of a research topic on low achiever students

In the field of curriculum any ideas of a research topic on deconalization in contextualization of digital teaching and learning through in higher education

Amazing guidelines

I am a graduate with two masters. 1) Master of arts in religious studies and 2) Master in education in foundations of education. I intend to do a Ph.D. on my second master’s, however, I need to bring both masters together through my Ph.D. research. can I do something like, ” The contribution of Philosophy of education for a quality religion education in Kenya”? kindly, assist and be free to suggest a similar topic that will bring together the two masters. thanks in advance

Hi, I am an Early childhood trainer as well as a researcher, I need more support on this topic: The impact of early childhood education on later academic success.

I’m a student in upper level secondary school and I need your support in this research topics: “Impact of incorporating project -based learning in teaching English language skills in secondary schools”.

Although research activities and topics should stem from reflection on one’s practice, I found this site valuable as it effectively addressed many issues we have been experiencing as practitioners.

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ChatGPT for Teachers

Trauma-informed practices in schools, teacher well-being, cultivating diversity, equity, & inclusion, integrating technology in the classroom, social-emotional development, covid-19 resources, invest in resilience: summer toolkit, civics & resilience, all toolkits, degree programs, trauma-informed professional development, teacher licensure & certification, how to become - career information, classroom management, instructional design, lifestyle & self-care, online higher ed teaching, current events, chemistry project ideas that reinforce steam learning.

The science of chemistry is much more than observing reactions when combining two or more different types of chemicals. Our understanding of the universe, our planet, and humans as electrochemical beings is fundamentally based on understanding the principles of chemistry. This makes learning about chemical processes through experimentation vital to the concepts of Science, Technology, Engineering, Arts, and Mathematics (STEAM) . Student exposure to the fascinating world of chemistry is imperative to cultivating tomorrow’s doctors, physicists, researchers, and scientists. Here are some chemistry project ideas to foster students’ curiosity.

Elementary classroom chemistry projects

Invisible ink.

Sympathetic ink substances disappear and then reappear when heated.

Ink types: milk, lemon juice, vinegar, grapefruit juice, Windex, and cobalt chloride

Dip a paintbrush or Q-tip in lemon juice. Write something on a small piece of white paper. Let the “ink” dry before holding the paper over a toaster. Heat will magically cause the secret writing to appear.

Instructions for this project here .

Fizz inflator for balloons

Mixing vinegar and baking soda causes a reaction that creates carbon dioxide.

Supplies needed:

• Small balloon
• Empty plastic water or soda bottle
• 1/2 cup of vinegar
• Baking soda

Lava flowing in the classroom

Oil floats in water because it is less dense than water. However, salt sinks in water with oil because salt is more dense than oil.

• Food coloring
• One tsp of salt
• 1/4 cup of vegetable oil
• Transparent drinking glass

Make ice cream from scratch

This experiment shows an endothermic chemical process that allows ice cream to form out of the following ingredients:

• A bag of ice
• 4 oz of vitamin D milk
• 4 oz of cream
• 4 tsp of white sugar
• 1/4 tsp of vanilla flavoring
• 1/2 cup of rock salt
• Small and large Ziploc freezer bags

Fun with slime

This chemical experiment shows the unique quality of this compound to be both a liquid and a solid.

• Two disposable cups
• Elmer’s or white craft glue
• Borax powder
• Tablespoon and plastic tsp for measuring and stirring

Heat-producing chemical reactions

How common household items produce heat when combined.

• One thermometer
• One medium-sized bowl
• Stirring stick
• 1/4 cup of hydrogen peroxide
• One tsp of yeast

Middle school classroom chemistry projects

Growing crystals.

Chemical reactions needed to create crystals involve making a solution that cause solute particles to coalesce and build a nucleus.

• A flower with a strong stem

Never-ending lava lamp

A heat source causes oil to expand faster than alcohol and then cool, demonstrating changes in density caused by thermal expansion.

• Glass container that can be sealed
• Baby or mineral oil
• 70% and 90% alcohol
• Incandescent light bulb

Separating salt and sand

This experiment investigates the concepts of solubility and insolubility.

• 8 oz canning jars
• Magnifying glass
• Graduated cylinder
• Coffee filter

Explore exothermic chemical reactions, crystallization, and the science behind supercooling.

• 4 Tbl of baking soda
• One liter of clear vinegar

Mini lemon volcano

Explore chemical reactions involving baking soda and citric acid. Stirring baking soda and citric acid increases frothiness.

• Two lemons to make one volcano
• Craft sticks
• Spoons and cups
• Medium-sized tray

Fizzing bath bombs

Students can explore the chemical concept of neutralization while doing this experiment.

• Kitchen scales
• Spray bottle
• Citric acid
• Bicarbonate of soda
• Lavender oil
• Tennis ball (optional)

High school classroom chemistry projects

Luminescent chemical reaction.

How a specific chemical reaction produces light energy without creating heat.

• Anhydrous sodium carbonate
• Sodium bicarbonate
• Ammonium carbonate monohydrate
• 3% hydrogen peroxide
• Copper sulfate
• Funnel, flask, and spiral condenser

How to make a pH indicator

Understand what a pH scale is and why it is an essential part of learning about chemistry by having students make their own pH indicator.

• Two cups of chopped red cabbage
• One cup of water

Magic trick: Burning a one-dollar bill (not really!)

Explore the chemical reactions among paper money, alcohol, oxygen, and carbon dioxide.

• One $1 bill
• Lighter or matches
• Salt to make colored flames
• Solution of 50% water and 50% alcohol

POP! goes the nitrogen triiodide

When iodine crystals react with concentrated ammonia, it creates nitrogen triiodide and a loud popping sound.

• At least one gram of iodine
• Concentrated aqueous ammonia
• Paper towels or other filter papers
• Long stick with a feather attached to it

Splitting water molecules: Electrolysis of water

This project allows students to explore the concept of battery energy used to induce chemical reactions that do not occur spontaneously.

• 9-volt battery
• Metal thumbtacks
• Clean, clear plastic water bottle
• Plastic cup or beaker
• Black permanent marker
• Modeling clay or paper towels

Revealing different pigment chemicals in leaves

Students learn about chromatography and the chemical concept of solubility.

• Fresh, green leaves or fresh spinach leaves
• Food processor or mortar and pestle
• Ceramic or glass cup
• Coffee filters
• Isopropyl alcohol
• Straw or pencil

For further information about teaching the concepts of STEAM, visit our STEAM Teaching resource page for more fascinating and fun activity ideas.

You may also like to read

• 10 Creative STEAM Classroom Project Ideas for the Holidays
• Three Websites For Project-Based Learning
• Teaching Algebra Using Project-Based Learning
• An Introduction to Project-Based Learning
• Math Project Ideas for the Ninth Grade
• Get Your Students More Involved With Project-Based Learning

Categorized as: Tips for Teachers and Classroom Resources

Tagged as: Mid-Career Teacher ,  New Teacher ,  Science ,  STEAM ,  Veteran Teacher

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14 ways to teach sustainability in chemistry

Add sustainability to your lessons with activities, ideas and curriculum-linked resources developed by teachers and based on the UN's sustainable development goals

Tackle poverty in chemistry lessons

Link the science you teach in your classroom to poverty and inequality targeted by the UN’s SDGs

Link global food security to your lessons on fertilisers

Use these resources and activities to link UN sustainable development goal 2 to your practical lessons on rates of reaction and the use of fertilisers

Chemists’ role in the fight against disease

Use these tips and resources to link UN sustainable development goal 3 and biology topics on health and disease to your lessons on anticancer drugs

Equality, education and science

Easy-to-implement ways to link these topics to your lessons on energy sources, water resources, nanochemistry, health and climate change

Add sustainable management of water to your existing lessons

Quick and simple tips and activities to link UN sustainable development goal 6 to separation techniques, potable water and more

Slot sustainable energy into your teaching

Useful tips and activities to link UN sustainable development goal 7 to your lessons on energy, hydrogen, sustainability and esterification

Give context to your teaching of biofuels

Use these tips and activities to link UN sustainable development goal 8 to lessons on fermentation and bioethanol

Tie sustainable industry into your chemistry topics

Complement your teaching of reaction kinetics, catalysts and equilibrium with UN sustainable development goal 9

Give context to air pollution, materials and nanochemistry

Use these tips and activities to link UN sustainable development goal 11 on sustainable cities to your lessons

Teach your students about sustainable production and consumption

Easy ways to bring UN sustainable development goal 12 into your teaching of life cycle assessments, polymers and batteries

Include the impacts of climate change in your teaching

Use the real-world effects of climate change to introduce the UN’s sustainable development goal 13 into your existing teaching

Add ocean acidification to your existing lessons

Use these tips to link UN sustainable development goal 14 to your lessons on dissolved ions, acids and the pH scale

Sustainable use of terrestrial ecosystems

From synthesising ammonia to keeping your school laboratory green, here’s how to link UN Sustainable development goal 15 to your teaching

Teach justice and cooperation through chemistry

Link forensic science and the Covid-19 pandemic to your lessons on instrumental analysis, separation techniques, data interpretation and health with UN sustainable development goals 16 and 17

Browse resources by age level

14–16 years.

Antibacterial properties of the halogens | 14–18 years

Fossil fuels and global carbon emissions | 14–16 years

E10 petrol and climate change | 14–16 years

Women in chemistry | 14–16 years

Monitoring local air pollution levels | 14–18 years

Sustainable consumption: individual action | 14–16 years

Understanding climate change as a process | 14–16 years

The pH scale and the chemistry of ocean acidification | 14–16 years

Reciprocal reading task: agriculture and ammonia | 14–16 years

16–18 years.

Justice and injustice in chemistry: aspirin and other drugs | 16–18 years

Fertilisers and sustainability | 16–18 years

Transition metals and anticancer drugs | 16–18 years

Catalysts and reaction conditions for sustainable industry | 16–18 years

About this series.

Our future depends on making sustainable development a reality. Now it’s easier to make it a part of your teaching.

Based on the UN’s sustainable development goals, Sustainability in chemistry brings together tips, ideas and curriculum-linked resources to help you weave sustainability into your lessons.

Enhance your students’ scientific skills and build their understanding of key topics in chemistry, while engaging with urgent issues shaping our world, from ocean acidification to food inequality.

Related resources

Discover more articles and resources to help you explore the chemistry of climate change and sustainability  in your classroom.

Composite decking can capture carbon dioxide

Could our choice of patio decking help reduce the global warming effects of building materials?

Using polluting red mud for greener metal production

Transforming toxic mud into iron in a breakthrough for steelmaking sustainability

Life cycle assessment of fast-food containers

Examining the environmental impact of single-use takeaway packaging

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40 chemistry Research and Project Topics

Chemistry is a fascinating and dynamic field with numerous branches and sub-disciplines. Whether you’re a student embarking on a research project or simply curious about the latest developments, this article will provide you with a comprehensive overview of research and project topics in various areas of chemistry.

Research Topics for Organic Chemistry

Synthesis of Novel Organic Compounds. Investigate the design and synthesis of unique organic compounds with potential applications in various industries, such as pharmaceuticals or materials science.

Green Synthesis and Sustainable Chemistry. Focus on eco-friendly methods for organic synthesis, minimizing environmental impact and waste generation.

Organic Reaction Mechanisms. Explore the intricacies of reaction mechanisms to better understand and predict the outcomes of chemical reactions.

Natural Product Chemistry. Study the isolation and characterization of bioactive compounds from plants, fungi, and microorganisms, with potential pharmaceutical uses.

Organic Chemistry in Drug Discovery. Investigate the role of organic chemistry in the development of new drugs and pharmaceuticals.

Inorganic Chemistry Research Paper Topics

Coordination Chemistry. Examine the structure and bonding of coordination compounds and their applications in catalysis and materials science.

Main Group Chemistry. Investigate the chemistry of main group elements and their diverse roles in chemical reactions and materials.

Transition Metal Complexes. Study the properties and applications of transition metal complexes in catalysis and industrial processes.

Ligand Design and Coordination. Explore the design of ligands and their influence on the properties of inorganic complexes.

Bioinorganic Chemistry. Delve into the role of inorganic elements in biological systems, such as metalloenzymes and metal-based drugs.

Biochemistry Research Paper Topics

Protein Structure and Function. Investigate the three-dimensional structures of proteins and their functions in various cellular processes.

Enzyme Kinetics and Mechanisms. Examine the catalytic activities of enzymes and the mechanisms underlying their actions.

Metabolic Pathways. Explore the biochemical pathways involved in energy production, biosynthesis, and nutrient metabolism.

Molecular Biology and Genetics. Study the molecular basis of genetic information, DNA replication, and gene expression.

Medical Biochemistry. Investigate the biochemical basis of diseases and the development of therapeutic interventions.

Medicinal Chemistry Research Paper Topics

Drug Design and Development. Explore the process of designing and developing new drugs with a focus on efficacy and safety.

Drug Delivery Systems. Investigate innovative drug delivery methods, including nanoparticles, liposomes, and prodrugs.

Pharmacokinetics and Pharmacodynamics. Study the absorption, distribution, metabolism, and excretion of drugs and their mechanisms of action.

Antibiotics and Antivirals. Examine the development of new antibiotics and antiviral agents to combat emerging infections.

Personalized Medicine. Explore the integration of genomics and medicinal chemistry to tailor treatments to individual patients.

Chemistry Project Topics on Nanomaterials

Nanoparticle Synthesis . Investigate the synthesis of nanoparticles and their unique properties for applications in electronics, catalysis, and drug delivery.

Nanomaterials in Environmental Remediation. Explore the use of nanomaterials for the removal of pollutants and contaminants from water and air.

Nanomaterials in Medicine. Study the role of nanomaterials in medical imaging, diagnostics, and targeted drug delivery.

Nanocomposites. Investigate the incorporation of nanomaterials into polymers, ceramics, and other materials to enhance their properties.

Nanomaterials Safety and Regulation. Examine the environmental and health risks associated with nanomaterials and the regulatory frameworks in place.

Green Chemistry Research Paper Topics

Sustainable Synthesis Methods. Explore greener alternatives for chemical synthesis, including the use of renewable feedstocks and non-toxic reagents.

Waste Reduction and Valorization . Investigate strategies for minimizing waste generation and utilizing waste products as valuable resources.

Renewable Energy and Green Fuels . Examine the development of environmentally friendly energy sources and fuel alternatives.

Green Solvents and Catalysis. Study the use of eco-friendly solvents and catalysts in chemical processes.

Life Cycle Assessment. Evaluate the environmental impact of chemical products and processes throughout their entire life cycle.

Chemistry Research Paper Topics on Education

Chemistry Curriculum Development . Investigate the design and improvement of chemistry education programs for students at different levels.

Innovative Teaching Methods . Explore new approaches to teaching chemistry, including online education, virtual labs, and flipped classrooms.

Assessment and Evaluation in Chemistry Education. Study methods for assessing students’ understanding and the effectiveness of teaching strategies.

Gender and Diversity in Chemistry Education. Examine the challenges and opportunities for promoting diversity and inclusivity in chemistry classrooms.

Chemistry Outreach and Public Engagement . Investigate initiatives to promote chemistry and science education in the wider community.

Exciting Chemistry Topics for Projects

Artificial Intelligence in Chemistry. Explore the application of AI and machine learning in chemical research, such as predicting chemical reactions and optimizing drug discovery.

Chemistry of Food and Cooking . Investigate the chemical processes that occur during cooking and how they affect flavor and nutrition.

Chemistry of Perfumes and Fragrances . Study the synthesis of aromatic compounds and their role in creating scents.

Chemical Analysis of Artifacts. Analyze historical artifacts using modern analytical chemistry techniques to uncover their composition and origin.

Chemistry of the Cosmos. Explore the chemistry of space, including the formation of stars, planets, and interstellar molecules.

How to Choose an Interesting Chemistry Topic

Passion and Interest . Select a topic that genuinely interests you. Your enthusiasm will drive your research and project.

Relevance. Consider the practical applications and real-world implications of your chosen topic.

Novelty . Seek out areas where new discoveries are being made or where there’s room for innovation.

Resources and Access . Ensure you have access to the necessary equipment, literature, and expertise to pursue your chosen topic.

Consult Your Advisors . Discuss your ideas with professors, mentors, or advisors to get their input and guidance.

In conclusion, the world of chemistry is vast and diverse, offering an array of captivating research and project opportunities. Whether you’re fascinated by the intricacies of organic compounds, the mysteries of inorganic elements, the wonders of biochemistry, or the promise of nanomaterials and green chemistry, there’s a topic waiting for you to explore and contribute to the ever-evolving field of chemistry. So, choose wisely, delve deep, and let your passion for chemistry guide your journey.

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Chemical education articles from across Nature Portfolio

Chemical education covers all aspects of teaching and learning chemistry. It encompasses methods used in devoted education institutes — including classroom lectures, demonstrations and laboratory activities — and also the broader topic of educating the public, whose misunderstanding of the topic can be detrimental to the progress of the discipline.

Latest Research and Reviews

A new method for the preparation of MgAl layered double hydroxide-copper metal–organic frameworks structures: application to electrocatalytic oxidation of formaldehyde

• Biuck Habibi
• Ali Pashazadeh
• Lotf Ali Saghatforoush

A home-made pipette droplet microfluidics rapid prototyping and training kit for digital PCR, microorganism/cell encapsulation and controlled microgel synthesis

• Chenguang Zhang
• Hsueh-Chia Chang

Automated monitoring the kinetics of homogeneous and heterogeneous chemical processes using a smartphone

• Mateus H. Keller
• Raphaell Moreira
• Bruno S. Souza

Split flow humidity generator equilibration and stability study

• Justin M. Curtiss
• Darren K. Emge

A review and critique of academic lab safety research

Despite the regular occurrence of high-profile accidents leading to serious injuries or deaths among lab personnel, the state of academic lab safety research has languished. Existing studies in this area are summarized and critiqued in this Review and suggestions are made for future research directions.

• A. Dana Ménard
• John F. Trant

Systems thinking for education about the molecular basis of sustainability

Addressing sustainability challenges requires attention to the material basis of society. This Perspective illustrates how a Systems Thinking in Chemistry Education framework could help to integrate knowledge about the molecular world with the sustainability of Earth and societal systems.

• Peter G. Mahaffy
• Stephen A. Matlin
• Jennifer MacKellar

News and Comment

Join the club.

Following the success of our current journal club collaborations, we would like to encourage more groups of early-career researchers to get involved.

Is educational research science, superstition or confidence trick?

Chemistry education research is a well-established field that has the potential to inform chemistry teaching at all levels. But to the uninitiated, much of the work can seem descriptive while quantitative studies often suffer from a lack of reproducibility. Here I delve into these characteristics and explain why this should not deter chemistry teachers from engaging.

• Keith S. Taber

Making chemistry accessible for learners with vision impairment

Pupils with vision impairment face significant challenges in learning science. Here, the authors discuss the impact of an inaccessible curriculum and new ideas that can improve accessibility.

• Zoe Schnepp
• Robyn Watson

Implications of a critical realism approach to chemistry research and education

Critical realism distinguishes the ‘real’ world from the ‘observable’ one, which scientists explore as actors rather than as passive, neutral observers. Through this lens, it is clear that a diverse community that interrogates the world from different angles is an asset to the practice of chemistry itself.

• Margaret A. L. Blackie

From alchemist to AI chemist

Reimagining the training of the next generation of chemists in the era of digital chemistry, automation, robotics and artificial intelligence.

• Rebecca L. Greenaway
• Kim E. Jelfs
• Sophia N. Yaliraki

Critical race theory and its relevance for chemistry

Critical race theory — an academic framework that serves to understand systemic racism in the USA and beyond — can help inform endeavours to advance justice and equity in the chemistry community.

• Terrell R. Morton

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List of Chemistry Education Project Topics and Materials PDF Download

List of Chemistry Education Project Topics and Materials PDF Download for (NCE and PGD) College of Education Final Year Students.

Chemistry Education Thesis and Dissertation Topics, Proposal Topics, Presentations, Journals, Seminar Topics, and Research Papers, and Project Reports can also be gotten from this page.

All Project Materials for the Chemistry Education Department Listed on this Research Page have their Complete work Written from Chapters 1 to 5 which are: Title Page and the Case Study, Table Of Contents, Abstract, the Background of the Study, Statement of the Problem, Research Questions, Objectives of the Study, Research Hypothesis, Signification of the Study, the Scope of the Study, the Definition Of Terms, Organization of the Study, Literature Review (Theoretical Framework or Conceptual Framework), Research Methodology, Sources of Data Collection, the Population of the Study, Sampling and Sampling Distribution, Validation of Research Instrument, Method of Data Analysis, Data Analysis, Introduction, Summary, Conclusion, Recommendation, References/Bibliography/Citations and Questionnaire (Appendix).

The Topics below are for Nigerian Students, Ghanaian Students, and International Students. Countries like (Kenya, Liberia, Cameroon, United States, Uk, Canada, Germany, South Africa, Zambia, India e.t.c).

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Factors Influencing the Choice of Chemistry Education as a Course of Study Among Secondary School Students in Ikwuano L.G.A Abia State

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Gender Test Anxiety, Students Interest and Academic Performance in Chemistry Among SS3 Students

The influence of socio economic status of parent on the performance of chemistry student, effect of co-operative learning on secondary school students’ achievement and interest in chemistry, comparative effect of co-operative learning strategy and inquiry based method in the learning of chemistry among secondary schools in nigeria.

• Grades 6-12
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72 Easy Science Experiments Using Materials You Already Have On Hand

Because science doesn’t have to be complicated.

If there is one thing that is guaranteed to get your students excited, it’s a good science experiment! While some experiments require expensive lab equipment or dangerous chemicals, there are plenty of cool projects you can do with regular household items. We’ve rounded up a big collection of easy science experiments that anybody can try, and kids are going to love them!

Easy Chemistry Science Experiments

Easy physics science experiments, easy biology and environmental science experiments, easy engineering experiments and stem challenges.

1. Taste the Rainbow

Teach your students about diffusion while creating a beautiful and tasty rainbow! Tip: Have extra Skittles on hand so your class can eat a few!

Learn more: Skittles Diffusion

2. Crystallize sweet treats

Crystal science experiments teach kids about supersaturated solutions. This one is easy to do at home, and the results are absolutely delicious!

Learn more: Candy Crystals

3. Make a volcano erupt

This classic experiment demonstrates a chemical reaction between baking soda (sodium bicarbonate) and vinegar (acetic acid), which produces carbon dioxide gas, water, and sodium acetate.

Learn more: Best Volcano Experiments

4. Make elephant toothpaste

This fun project uses yeast and a hydrogen peroxide solution to create overflowing “elephant toothpaste.” Tip: Add an extra fun layer by having kids create toothpaste wrappers for plastic bottles.

5. Blow the biggest bubbles you can

Add a few simple ingredients to dish soap solution to create the largest bubbles you’ve ever seen! Kids learn about surface tension as they engineer these bubble-blowing wands.

Learn more: Giant Soap Bubbles

6. Demonstrate the “magic” leakproof bag

All you need is a zip-top plastic bag, sharp pencils, and water to blow your kids’ minds. Once they’re suitably impressed, teach them how the “trick” works by explaining the chemistry of polymers.

Learn more: Leakproof Bag

7. Use apple slices to learn about oxidation

Have students make predictions about what will happen to apple slices when immersed in different liquids, then put those predictions to the test. Have them record their observations.

Learn more: Apple Oxidation

8. Float a marker man

Their eyes will pop out of their heads when you “levitate” a stick figure right off the table! This experiment works due to the insolubility of dry-erase marker ink in water, combined with the lighter density of the ink.

Learn more: Floating Marker Man

9. Discover density with hot and cold water

There are a lot of easy science experiments you can do with density. This one is extremely simple, involving only hot and cold water and food coloring, but the visuals make it appealing and fun.

Learn more: Layered Water

10. Layer more liquids

This density demo is a little more complicated, but the effects are spectacular. Slowly layer liquids like honey, dish soap, water, and rubbing alcohol in a glass. Kids will be amazed when the liquids float one on top of the other like magic (except it is really science).

Learn more: Layered Liquids

11. Grow a carbon sugar snake

Easy science experiments can still have impressive results! This eye-popping chemical reaction demonstration only requires simple supplies like sugar, baking soda, and sand.

Learn more: Carbon Sugar Snake

12. Mix up some slime

Tell kids you’re going to make slime at home, and watch their eyes light up! There are a variety of ways to make slime, so try a few different recipes to find the one you like best.

13. Make homemade bouncy balls

These homemade bouncy balls are easy to make since all you need is glue, food coloring, borax powder, cornstarch, and warm water. You’ll want to store them inside a container like a plastic egg because they will flatten out over time.

Learn more: Make Your Own Bouncy Balls

14. Create eggshell chalk

Eggshells contain calcium, the same material that makes chalk. Grind them up and mix them with flour, water, and food coloring to make your very own sidewalk chalk.

Learn more: Eggshell Chalk

15. Make naked eggs

This is so cool! Use vinegar to dissolve the calcium carbonate in an eggshell to discover the membrane underneath that holds the egg together. Then, use the “naked” egg for another easy science experiment that demonstrates osmosis .

Learn more: Naked Egg Experiment

16. Turn milk into plastic

This sounds a lot more complicated than it is, but don’t be afraid to give it a try. Use simple kitchen supplies to create plastic polymers from plain old milk. Sculpt them into cool shapes when you’re done!

17. Test pH using cabbage

Teach kids about acids and bases without needing pH test strips! Simply boil some red cabbage and use the resulting water to test various substances—acids turn red and bases turn green.

Learn more: Cabbage pH

18. Clean some old coins

Use common household items to make old oxidized coins clean and shiny again in this simple chemistry experiment. Ask kids to predict (hypothesize) which will work best, then expand the learning by doing some research to explain the results.

Learn more: Cleaning Coins

19. Pull an egg into a bottle

This classic easy science experiment never fails to delight. Use the power of air pressure to suck a hard-boiled egg into a jar, no hands required.

Learn more: Egg in a Bottle

20. Blow up a balloon (without blowing)

Chances are good you probably did easy science experiments like this when you were in school. The baking soda and vinegar balloon experiment demonstrates the reactions between acids and bases when you fill a bottle with vinegar and a balloon with baking soda.

21 Assemble a DIY lava lamp

This 1970s trend is back—as an easy science experiment! This activity combines acid-base reactions with density for a totally groovy result.

22. Explore how sugary drinks affect teeth

The calcium content of eggshells makes them a great stand-in for teeth. Use eggs to explore how soda and juice can stain teeth and wear down the enamel. Expand your learning by trying different toothpaste-and-toothbrush combinations to see how effective they are.

Learn more: Sugar and Teeth Experiment

23. Mummify a hot dog

If your kids are fascinated by the Egyptians, they’ll love learning to mummify a hot dog! No need for canopic jars , just grab some baking soda and get started.

24. Extinguish flames with carbon dioxide

This is a fiery twist on acid-base experiments. Light a candle and talk about what fire needs in order to survive. Then, create an acid-base reaction and “pour” the carbon dioxide to extinguish the flame. The CO2 gas acts like a liquid, suffocating the fire.

25. Send secret messages with invisible ink

Turn your kids into secret agents! Write messages with a paintbrush dipped in lemon juice, then hold the paper over a heat source and watch the invisible become visible as oxidation goes to work.

Learn more: Invisible Ink

26. Create dancing popcorn

This is a fun version of the classic baking soda and vinegar experiment, perfect for the younger crowd. The bubbly mixture causes popcorn to dance around in the water.

27. Shoot a soda geyser sky-high

You’ve always wondered if this really works, so it’s time to find out for yourself! Kids will marvel at the chemical reaction that sends diet soda shooting high in the air when Mentos are added.

Learn more: Soda Explosion

28. Send a teabag flying

Hot air rises, and this experiment can prove it! You’ll want to supervise kids with fire, of course. For more safety, try this one outside.

Learn more: Flying Tea Bags

29. Create magic milk

This fun and easy science experiment demonstrates principles related to surface tension, molecular interactions, and fluid dynamics.

Learn more: Magic Milk Experiment

30. Watch the water rise

Learn about Charles’s Law with this simple experiment. As the candle burns, using up oxygen and heating the air in the glass, the water rises as if by magic.

Learn more: Rising Water

31. Learn about capillary action

Kids will be amazed as they watch the colored water move from glass to glass, and you’ll love the easy and inexpensive setup. Gather some water, paper towels, and food coloring to teach the scientific magic of capillary action.

Learn more: Capillary Action

32. Give a balloon a beard

Equally educational and fun, this experiment will teach kids about static electricity using everyday materials. Kids will undoubtedly get a kick out of creating beards on their balloon person!

Learn more: Static Electricity

33. Find your way with a DIY compass

Here’s an old classic that never fails to impress. Magnetize a needle, float it on the water’s surface, and it will always point north.

Learn more: DIY Compass

34. Crush a can using air pressure

Sure, it’s easy to crush a soda can with your bare hands, but what if you could do it without touching it at all? That’s the power of air pressure!

35. Tell time using the sun

While people use clocks or even phones to tell time today, there was a time when a sundial was the best means to do that. Kids will certainly get a kick out of creating their own sundials using everyday materials like cardboard and pencils.

Learn more: Make Your Own Sundial

36. Launch a balloon rocket

Grab balloons, string, straws, and tape, and launch rockets to learn about the laws of motion.

37. Make sparks with steel wool

All you need is steel wool and a 9-volt battery to perform this science demo that’s bound to make their eyes light up! Kids learn about chain reactions, chemical changes, and more.

Learn more: Steel Wool Electricity

38. Levitate a Ping-Pong ball

Kids will get a kick out of this experiment, which is really all about Bernoulli’s principle. You only need plastic bottles, bendy straws, and Ping-Pong balls to make the science magic happen.

39. Whip up a tornado in a bottle

There are plenty of versions of this classic experiment out there, but we love this one because it sparkles! Kids learn about a vortex and what it takes to create one.

Learn more: Tornado in a Bottle

40. Monitor air pressure with a DIY barometer

This simple but effective DIY science project teaches kids about air pressure and meteorology. They’ll have fun tracking and predicting the weather with their very own barometer.

Learn more: DIY Barometer

41. Peer through an ice magnifying glass

Students will certainly get a thrill out of seeing how an everyday object like a piece of ice can be used as a magnifying glass. Be sure to use purified or distilled water since tap water will have impurities in it that will cause distortion.

Learn more: Ice Magnifying Glass

42. String up some sticky ice

Can you lift an ice cube using just a piece of string? This quick experiment teaches you how. Use a little salt to melt the ice and then refreeze the ice with the string attached.

Learn more: Sticky Ice

43. “Flip” a drawing with water

Light refraction causes some really cool effects, and there are multiple easy science experiments you can do with it. This one uses refraction to “flip” a drawing; you can also try the famous “disappearing penny” trick .

Learn more: Light Refraction With Water

44. Color some flowers

We love how simple this project is to re-create since all you’ll need are some white carnations, food coloring, glasses, and water. The end result is just so beautiful!

45. Use glitter to fight germs

Everyone knows that glitter is just like germs—it gets everywhere and is so hard to get rid of! Use that to your advantage and show kids how soap fights glitter and germs.

Learn more: Glitter Germs

46. Re-create the water cycle in a bag

You can do so many easy science experiments with a simple zip-top bag. Fill one partway with water and set it on a sunny windowsill to see how the water evaporates up and eventually “rains” down.

Learn more: Water Cycle

47. Learn about plant transpiration

Your backyard is a terrific place for easy science experiments. Grab a plastic bag and rubber band to learn how plants get rid of excess water they don’t need, a process known as transpiration.

Learn more: Plant Transpiration

48. Clean up an oil spill

Before conducting this experiment, teach your students about engineers who solve environmental problems like oil spills. Then, have your students use provided materials to clean the oil spill from their oceans.

Learn more: Oil Spill

49. Construct a pair of model lungs

Kids get a better understanding of the respiratory system when they build model lungs using a plastic water bottle and some balloons. You can modify the experiment to demonstrate the effects of smoking too.

Learn more: Model Lungs

50. Experiment with limestone rocks

Kids  love to collect rocks, and there are plenty of easy science experiments you can do with them. In this one, pour vinegar over a rock to see if it bubbles. If it does, you’ve found limestone!

Learn more: Limestone Experiments

51. Turn a bottle into a rain gauge

All you need is a plastic bottle, a ruler, and a permanent marker to make your own rain gauge. Monitor your measurements and see how they stack up against meteorology reports in your area.

Learn more: DIY Rain Gauge

52. Build up towel mountains

This clever demonstration helps kids understand how some landforms are created. Use layers of towels to represent rock layers and boxes for continents. Then pu-u-u-sh and see what happens!

Learn more: Towel Mountains

53. Take a play dough core sample

Learn about the layers of the earth by building them out of Play-Doh, then take a core sample with a straw. ( Love Play-Doh? Get more learning ideas here. )

Learn more: Play Dough Core Sampling

54. Project the stars on your ceiling

Use the video lesson in the link below to learn why stars are only visible at night. Then create a DIY star projector to explore the concept hands-on.

Learn more: DIY Star Projector

55. Make it rain

Use shaving cream and food coloring to simulate clouds and rain. This is an easy science experiment little ones will beg to do over and over.

Learn more: Shaving Cream Rain

56. Blow up your fingerprint

This is such a cool (and easy!) way to look at fingerprint patterns. Inflate a balloon a bit, use some ink to put a fingerprint on it, then blow it up big to see your fingerprint in detail.

57. Snack on a DNA model

Twizzlers, gumdrops, and a few toothpicks are all you need to make this super-fun (and yummy!) DNA model.

Learn more: Edible DNA Model

58. Dissect a flower

Take a nature walk and find a flower or two. Then bring them home and take them apart to discover all the different parts of flowers.

59. Craft smartphone speakers

No Bluetooth speaker? No problem! Put together your own from paper cups and toilet paper tubes.

Learn more: Smartphone Speakers

60. Race a balloon-powered car

Kids will be amazed when they learn they can put together this awesome racer using cardboard and bottle-cap wheels. The balloon-powered “engine” is so much fun too.

Learn more: Balloon-Powered Car

61. Build a Ferris wheel

You’ve probably ridden on a Ferris wheel, but can you build one? Stock up on wood craft sticks and find out! Play around with different designs to see which one works best.

Learn more: Craft Stick Ferris Wheel

62. Design a phone stand

There are lots of ways to craft a DIY phone stand, which makes this a perfect creative-thinking STEM challenge.

63. Conduct an egg drop

Put all their engineering skills to the test with an egg drop! Challenge kids to build a container from stuff they find around the house that will protect an egg from a long fall (this is especially fun to do from upper-story windows).

Learn more: Egg Drop Challenge Ideas

64. Engineer a drinking-straw roller coaster

STEM challenges are always a hit with kids. We love this one, which only requires basic supplies like drinking straws.

Learn more: Straw Roller Coaster

65. Build a solar oven

Explore the power of the sun when you build your own solar ovens and use them to cook some yummy treats. This experiment takes a little more time and effort, but the results are always impressive. The link below has complete instructions.

Learn more: Solar Oven

66. Build a Da Vinci bridge

There are plenty of bridge-building experiments out there, but this one is unique. It’s inspired by Leonardo da Vinci’s 500-year-old self-supporting wooden bridge. Learn how to build it at the link, and expand your learning by exploring more about Da Vinci himself.

Learn more: Da Vinci Bridge

67. Step through an index card

This is one easy science experiment that never fails to astonish. With carefully placed scissor cuts on an index card, you can make a loop large enough to fit a (small) human body through! Kids will be wowed as they learn about surface area.

68. Stand on a pile of paper cups

Combine physics and engineering and challenge kids to create a paper cup structure that can support their weight. This is a cool project for aspiring architects.

Learn more: Paper Cup Stack

69. Test out parachutes

Gather a variety of materials (try tissues, handkerchiefs, plastic bags, etc.) and see which ones make the best parachutes. You can also find out how they’re affected by windy days or find out which ones work in the rain.

Learn more: Parachute Drop

70. Recycle newspapers into an engineering challenge

It’s amazing how a stack of newspapers can spark such creative engineering. Challenge kids to build a tower, support a book, or even build a chair using only newspaper and tape!

Learn more: Newspaper STEM Challenge

71. Use rubber bands to sound out acoustics

Explore the ways that sound waves are affected by what’s around them using a simple rubber band “guitar.” (Kids absolutely love playing with these!)

Learn more: Rubber Band Guitar

72. Assemble a better umbrella

Challenge students to engineer the best possible umbrella from various household supplies. Encourage them to plan, draw blueprints, and test their creations using the scientific method.

Learn more: Umbrella STEM Challenge

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Top 20 B.Com Final Year Project Topics and Ideas

• jaro education
• 13, May 2024

The study of commerce contributes to shaping the economies of the world. It also influences the operations of businesses, from trading to logistics and beyond. Students, in their B.Com final year project , should select topics that align with their ideas and interests. The topics included in the final year B.Com offer insights into real-world experiences. By working on those topics, they can gain exposure to the latest commerce solutions and technology trends , including NLP, AI, Computer Vision, ML, AR and VR . 

Since the world of commerce is vast and there are so many materials and options available, picking up BCom project topics and narrowing them down to one can be dilemmatic. Instead of selecting a complex topic or an unusual topic, if you are a B.Com student, you can choose one where you can exercise your skills and knowledge. This way, you can attract the recruiter’s attention. If you’re in your 6th semester, you can follow this B.Com project topics list and select a topic that is best suited for you.

Table of Contents

Final year project topics for b.com students.

Below is the list you can follow for your B.Com final year project .

1. Consumer Protection Act, 1986

One of the well-known BCom project topics for final year is the Consumer Protection Act of 1986. This rule was created to safeguard the rights of Indian consumers while purchasing goods, services and products. 

A study of consumer behaviour will look at how you look into the market as a consumer and make purchases. Among other ideas, this topic should include issues in product design and hoarding, logistical problems, and black marketing methods. In this topic, you can also add how the government develops legal and proper administrative procedures for the selling of products and services. 

2. Informative Report on the Insurance Industry

The insurance industry in India currently features 57 insurance companies. Out of these, 34 are life insurance companies, and the remaining 34 are non-life insurance firms. Among life insurance companies, LIC is the only public sector company. 

Insurance firms provide a variety of goods and cater to a diverse consumer base. If a customer seeks insurance, companies offer three main types of insurers: property and casualty insurers, accident and health insurers and financial guarantors.

For their final year project, B.Com students can pick LIC as their primary topic. Here, you can cover the role LIC has played in the country’s economic growth, how it serves its citizens and how it stands out from other private insurance companies. 

3. Impact of Globalisation on the Indian Economy

Globalisation’s impact on the Indian economy is a multidimensional effort. It includes numerous marketing strategies aimed at changing the organisation’s outlook, increasing profits, and thereby improving social relationships with consumers. It eliminates all barriers related to geographic, social and economic endeavours. So, by opening the doors to international trade and investment, India has become one of the best instances impacted greatly by globalisation. 

Hence, if you want to prepare your project on this B.Com topic, you can focus on how cross-country culture and the economic environment evolve in response to sociopolitical and cultural changes. This project will also cover advances in Indian living standards, outsourcing issues, and other variables that affect India’s economic progress.

4. SWOT Analysis of Any Multinational Company

Strength, Weaknesses, Opportunities and Threats (SWOT) is a strategy used for planning and preparing projects for in-depth study. It enables graduates to find new business possibilities, promote revenue development, and minimise any potential hazards to organisations. Conducting a SWOT analysis lowers project management risk and guarantees that plans are carried out successfully. 

Multinational companies face various challenges in maintaining good cybersecurity and optimising digital operations. For this reason, SWOT analysis on a multinational company can be a great topic for final year B.Com. Not to mention, it is one of the simplest and most structured BCom project topics .

 *nywib.org

5. A Report on the Operations of Supermarkets

In the retail industry, India has surpassed China in terms of growth and sales. The supermarket industry in India is diverse and multi-channel, encompassing food and beverage competitors, online grocery stores, mom-and-pop companies and regular department shops. Due to higher disposable income and capital, small general retailers account for more sales. By 2030, the e-commerce sector is estimated to reach USD 1 trillion and is expanding incredibly. For the case study, you can mention names like Big Basket, D Mart and Big Bazar, which are among the top players in this sector. 

6. Project on Indian Railways as Departmental Undertaking

With a whopping 2.7 million employees, Indian Railways is a public sector organisation. It is managed by the Ministry of Railways and the Railway Board, with the Railway Minister in charge of all initiatives and relations with the Indian Parliament. Hence, it can be said that the Indian Government oversees Indian Railways as a departmental undertaking. 

For this project, B.Com students can include the annual budget that the government prepares for the railroads. You can write on how these expenses pass through the Ministry for reviews and audits. Doing this project on the largest method of public transport will help you understand why the government’s role is critical in running the railway service properly in a country like India.

7. Report on Different Channels of Distribution in Sales & Marketing

In sales and marketing, there are three types of channels: retail, wholesale and direct-to-consumer sales. While you’re doing a B.Com project on this topic, your primary objective will be to describe the interaction between manufacturers, retailers and wholesalers, including their characteristics and core functions. 

The digital revolution has transformed the way firms market and make money. Marketing basics have not altered; when we watch, we can see that successful marketing is driven by product, pricing, promotion, place, packaging, positioning, and people.

*lumenlearning.com

8. Employment Opportunities Due to the Transportation Sector

Among other B.Com topics, this one talks about how the transportation sector has contributed to the growth of employment opportunities in the county. Transportation infrastructure not only accelerates a country’s growth but also increases economic activities by creating jobs. In this topic, you can cover various modes of transportation like trains, buses, autos, metros, cable lines, etc. The primary goal of this report is to understand how various modes of transportation function, the benefits of working in the business, the obstacles encountered, and transportation design or movement requirements. You can also include information on canal, land, ocean, and international shipping transit.

9. Project on the Working of a Nationalised Bank

Banking organisations’ financial strength and efficiency benefit and impact the economy. Following independence, India developed financial systems to make banking services available to the population. From currency centralisation and the adoption of regular rules to interest rate deregulation, the Indian economy’s expansion and connection with the RBI had an impact on the banking sector.

For the final year, B.Com students should explore this topic as it is an impactful one. It leads students through the fundamentals of the Indian economy and case studies, as well as providing numerous instances of financial management and public/private sector banking.

10. Influence of Branding on Consumer Purchasing Behaviour

Branding is essential for every marketing plan, and every organisation should work on its brand image to influence customers. An intriguing final-year commerce project is to investigate consumer behaviours and how they alter as a result of various branding initiatives. Students might emphasise the importance of branding, how consumers make repeat purchases, and the path to brand loyalty. There are two obstacles in branding: budgeting and standing out from the crowd.

11. A Report on Indian Exports

India’s top 5 exports include gems & jewellery, pharmaceutical drugs, petroleum products, textiles and electronics. The core objective of this report is to present an overview of export marketing, describe its characteristics, and differentiate between local sales and foreign exports. It focuses on the motives of Indian exporters and the many problems they confront, including trade impediments, third-party rivalry, and foreign exchange controls. 

12. Project on the Dairy Industry

Considering a project report on the dairy industry can provide you with insights into the products and different marketing strategies and how they impact the nation’s economy. For this project, you can use examples from different real dairy companies, like Amul. As we know, the brand Amul truly represents the “Taste of India” through its dairy products. Amul also got financial assistance from UNICEF, and it is worth noting how the brand helped farmers’ livelihoods across India through its business strategy. For the final year B.Com students, writing a project report on a company like Amul will give them a brief exposure to the dairy industry, touching upon its logistics, business strategy, and revenue.

13. A Detailed Study on a Coffee Chain

If you’re considering doing your B.Com final year project based on lifestyle choices, a coffee chain can be a good example. And what’s a better coffee chain than Cafe Coffee Day? In India, by 2021, there were 1,384 Caffe Coffe Day stores. With the rising demand for coffee among customers, the coffee business is getting saturated, and Cafe Coffee Day is also getting quite competitive. 

Cafe Coffee Day’s marketing approach is reported to be based on segmentation, targeting, and positioning. A thorough investigation into a coffee chain’s sales and distribution strategy, growth, and marketing can be your points of discussion for this topic. 

14. Report on Joint Ventures of Companies

Joint ventures are companies that agree to share their earrings and losses, form partnerships and combine their resources for commercial purposes. B.Com students can create a report on joint venture companies like Motorola, Hero Honda and Sony Ericsson. The goal of this project would be to create a report that is rich in data and contains performance graphs, analysis, market trends, and case studies to assist in offering a visual image of the research.

15. Detailed Study on Food Franchise

A study on food franchises covers the brand’s history, branding strategies, marketing and growth. Along with a wide range of topics like customer happiness, how they handle customer complaints, networking, handling and employing personnel, product pricing, and others, there is a wealth of research material available.

16. A Detailed Report on Small-Scale Foods Manufacturing Industry

B.Com students can do projects on food manufacturing companies that produce juice & squash, jams and fruit bars. Empirical research on the food manufacturing business covers subjects such as an investigation of general trade arrangements, including various product types, classifications, and pricing assessments. It also discusses the value of internships, market segmentation tactics, product sampling, other rivals, and data analysis or interpretation for the whole industry.

17. Mumbai Dabbawalas: The Management Gurus

A good B.Com project for final-year students can be the Mumbai Dabbawalas. Mumbaikars like Dabbawalas deliver their handmade lunch to the office. This initiative intends to educate students about various culinary businesses and help them understand how Dabbawalas work in a busy metropolis with precision. The heritage of Mumbai Dabbawalas stretches over 120 years, and the majority of these specialists labour nine to twelve hours every day, with no opportunity for target mistakes. In this project, you can include the fundamental abilities of team management, delivery efficiency, company organisation, and case studies.

18. Project on Any Commercial Bank

If you consider doing your B.Com project on this topic, you will get insights into how the banking system operates. Furthermore, you can learn about nationalisation, capital and balance sheets and other sub-topics that you will cover in this project. You can also cover how commercial banks help develop India’s economy in terms of trade, business, and agriculture. 

19. Report on a Government Company

For B.Com final-year students, doing a project on a government company can be insightful. You can select a government company and its role in the country’s growth, import substitution, and infrastructure development. Some of the companies run by the government are Power Finance Corporation Limited (PFCL), Oil and Natural Gas Corporation Limited (ONGC), Mahanadi Coalfields (MCL), Rural Electrification Corporation (REC) and more. 

20. Study Various Media of Advertisement

Making profits while enhancing the reputation is the ultimate goal of every organisation. In the e-commerce sector, some companies implement various advertising approaches. Advertising strategies like digital marketing, audiovisual tools, AI-based tactics and social media platforms like Facebook, Instagram, etc, have been quite efficient in making a company visible to its audience, thereby increasing its revenue. So that the audience engages with the brand, a convincing advertisement must be made. B.Com students can thus work on how advertising media like print, YouTube commercials, emails, radio advertising and emails, etc., help grow a business.

Final Thoughts

For any student, the final year is the turning point in their career. So, while choosing a B.Com final year project, make sure you pick a topic where you can use your relevant knowledge and skills. The project must offer a comprehensive overview of the industry and should be backed by statistical data to make a good impression on the recruiter. 

Individuals interested in pursuing a B.Com while managing other work can enroll on the Online B.Com Programme from Manipal University Jaipur. This is a 3-year programme that will offer the appropriate managerial skills that you would require to get an overall knowledge in the field of commerce. With a comprehensive curriculum, participants also get career assistance and counselling opportunities. It also offers a dedicated student portal to connect with faculty easily

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Cy-fair isd trustees vote to omit textbook chapters about topics such as climate change and vaccines.

Board members voted nearly unanimously Monday to remove a total of 13 chapters from textbooks used in courses such as biology, environmental science and earth systems. The Houston-area district will need to replace some of the materials with in-house curriculum at a time when it is reducing staff in response to an impending budget shortfall.

State Rep. Jon Rosenthal worked as a mechanical engineer before entering politics, and his father was a mathematics professor at the University of Texas. So studying science, and teaching it, are endeavors that are important to him.

The Houston-area Democrat, who attended the Cy-Fair ISD board meeting on Monday night to speak about the $138 million budget shortfall it is facing for the 2024-25 school year, said he was taken aback by something that happened later in the evening. Trustees for the third-largest school district in Texas, which is served in part by Rosenthal, voted to omit a series of science textbook chapters that address subjects such as climate change, vaccinations, cultural diversity, depopulation and humans' impact on the Earth and its ecosystems.

Those topics were referred to as "controversial" by multiple Cy-Fair ISD board members, whereas Rosenthal said there is a "strong consensus around all of those topics" within the global scientific community. The five textbooks in question also have been approved, in their entirety, by the State Board of Education.

"All these folks that engage in that sort of, I don't know, anti-science or anti-expert movement, science and expertise is what allows us to put a man on the moon, what allows us to have the cell phone I'm talking to you on, or microwave ovens or automobiles," Rosenthal said. "Vaccines eradicated diseases that killed hundreds of thousands of humans.

"To me," he added, "it's just insanity."

Trustee Natalie Blasingame, having reviewed 25 textbooks as part of a committee, made the motion to remove a total of 13 chapters from five of those books, used in the subjects of biology, environmental science, earth systems, health science theory and principles of education and training.

She and five other board members voted in support of the motion after discussing it, with Todd LeCompte saying, "I can't support anything about teaching our kids depopulation," which refers to the reduction of people living in a certain place or region.

Julie Hinaman was the lone Cy-Fair ISD trustee to vote against omitting the materials, saying she did not understand "why one board member chose to override the recommendation of our highly trained educators who selected these materials for next school year." Hinaman also pointed to the fact that Cy-Fair ISD is reducing staff positions in response to its budget crisis, which has drawn the ire of community members .

Linda Macias, the chief academic officer for the district in the northwest part of the Houston region, said it would need to replace some of the omitted materials with curriculum created in-house so Cy-Fair ISD can adhere to statewide standards as part of the Texas Essential Knowledge and Skills (TEKS).

"We are literally in the process of reducing our curriculum and instruction staff at the same time we're recommending that they're doing additional work," Hinaman said. "We need to be considerate of that."

Public school districts in Texas have local discretion over their curriculum but "must ensure coverage of the TEKS standards," according to a spokesperson for the Texas Education Agency.

RELATED: Republican-endorsed candidates dominate Cy-Fair school board race

But whether they can legally omit chapters from otherwise-approved textbooks does not mean they can practically do so, according to Duncan Klussmann, a former superintendent for Spring Branch ISD who now is an assistant clinical professor in the University of Houston's College of Education. He also said the way Cy-Fair ISD went about making this decision seems "strange."

The related item on the school board agenda said, "The board will consider approving the district instructional material recommendations for the 2024-2025 school year," without indicating that chapters from textbooks might be removed. No community members spoke about the issue during the board meeting, including Rosenthal, who said the eventual action taken "was a surprise to us."

The item was discussed and voted on near the end of a five-hour meeting when few members of the public were still in attendance.

"I have questions around the whole transparency of it," Klussmann said. "It's the third-largest district in the state of Texas that's been extremely well-run by their board in the past administration. This is just not the way effective boards typically handle these situations. The key is the board needs to be transparent with the work that they're doing."

Rosenthal, whose two children graduated from Cy-Fair ISD schools, called the decision to omit materials about climate change, vaccines and diversity "definitely misguided and short-sighted." He said Houston-area residents have historically moved into the district because of its reputation as a quality district, but he wonders if that might change.

"It will put our students here at a disadvantage, especially for the ones that want to pursue higher education in STEM fields," Rosenthal said. "They're choosing to not prepare them for the possibility of entering the scientific community or even understanding some of the stuff that drives our modern science and medical profession now."

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Six seniors recognized with Dean’s Awards for outstanding capstone projects

Topics include a method to detect earthquake victims and an image-to-text application for the visually impaired.

Six SEAS students have been recognized with Dean’s Award for Outstanding Engineering Projects (Eliza Grinnell/SEAS)

Six students from the Harvard John A. Paulson School of Engineering and Applied Sciences (SEAS) were recognized with the Dean’s Award for Outstanding Engineering Projects at the recent SEAS Design and Project Fair at the Science and Engineering Complex. Recipients participated in ES100, a year-long capstone course for seniors in the SB engineering program, where each student develops a project to address a real-world engineering problem. The award comes with a prize of $500.

“SEAS students make things that may be really cool, quirky, or fun,” said SEAS Dean David Parkes. “And just as often, their work will help solve a real-world problem and have a significant impact on people’s lives. During ES100, a year-long capstone course for seniors in the SB engineering program, students tackle specific problems. They develop technical specs, design solutions, test their ideas using quantitative analysis and simulations, prototype, and build.”

For the 2023-24 academic year, 42 students completed ES100 projects. Five projects, including one two-student team project, were selected for the award. The award-winning projects covered a broad range of topics, including a remote sensor network for detecting earthquake victims trapped under rubble, an image-to-text application for the visually impaired, a quadcopter drone with enhanced maneuverability, and tool for determining potential water contaminants and suggested filtration solutions in wells.

Serena Zhao’s bioengineering capstone, “Developing Uniform, Photon-Emitting Nanoprobes for Multi-Color Electron Microscopy,” designed nanoprobes that emit colored light when hit by protons from an electron microscope, allowing for much more detailed imaging at the nanoscale level.

“Electron microscopy (EM) images are black and white,” Zhao said. “There’s no specificity, no color labeling. When it comes to studying complex biological processes, that’s a huge disadvantage. My project was trying to build these nanoprobes that emit color under EM, so we can get an electron image, a colored probe image, and then we can overlay them into a colored, labeled image that still has specificity and high resolution.”

The other four award winners were:

• Arba Shkreli and Molly Bosworth , electrical engineering, for their project, “SeASAR: Sensor Application for Search & Rescue in Urban Settings”
• Yasmine Omri, electrical engineering, for her project, “Towards a Real-Time Image-to-Speech Tool for the Visually Impaired: Efficient Hardware for On-device Image Classification”
• Lachlan McGranahan , mechanical engineering, for his project, “Modeling, Simulation, and Control for a Tilt-Rotor Quadcopter”
• Layla Seaver, environmental science and engineering, for her project, “Addressing Forever Chemicals: An Algorithm for PFAS Prediction Modeling and Filter Selection for Private Well-Users”

“I’m interested in using my engineering background to serve actual human needs,” Omri said. “My project falls into a field that we call ‘tiny machine learning.’ I wanted to find a way to run a very complex system locally, with energy efficiency and performance speed. I tried to consolidate it into a practical, application-based system focused specifically on the visually impaired.”

Four SEAS students received Honorable Mention for their senior capstone projects (Eliza Grinnell/SEAS)

Four additional SEAS students received Honorable Mentions for their capstone projects. They are:

• Cherish Jongwe, bioengineering, for his project, “Biofilm-Enhanced Household Water Filtration System for Heavy Metals Removal”
• Nicholas Laws , mechanical engineering, for his project, “Visualization Tool for Chemical Kinetic Pathways in Plasma-Assisted Combustion”
• Anna Ramos, electrical engineering, for her project, “Eye Controls for Quadriplegic Gamers”
• Emma Zuckerman , mechanical engineering, for her project, “Low Reynolds Number Anemometer for Earth’s Stratosphere and the Martian Atmosphere”

Seaver also received a $500 award from the Society of American Military Engineers. A former project lead and co-president of the Harvard chapter of Engineers Without Borders, Seaver has devoted most of her Harvard career to water research and infrastructure development.

“I took Elsie Sunderland’s class on toxicology, which introduced the idea of forever chemicals and contaminants like PFAS,” Seaver said. “When it came time to choose a thesis topic, I thought about the importance of these emerging contaminants for water quality and public health, and how I had the opportunity to work with one of the leading experts in this field through Elsie’s lab. If I could create a tool to make that information from the lab more readily available to users, that’d be the best way I could have an impact with my thesis.”

After she graduates, she’ll be working on water projects at the Boston office of Kleinfelder, an engineering firm.

“One of their most recent developments is looking at PFAS removal technology at the municipal level, which I’m really excited about,” she said.

Topics: Academics , Dean , Awards , Bioengineering , Electrical Engineering , Environmental Science & Engineering , Materials Science & Mechanical Engineering

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‘This is what my school was missing’: A dual enrollment course brings Malcolm X and Martin Luther King, Jr. to under-resourced high schools

If Lerone A. Martin , the faculty director for Stanford’s Martin Luther King, Jr. Research and Education Institute , harbored any doubts about teaching his popular undergraduate course via the Internet to high schoolers in Los Angeles, they vanished when the results of a student survey arrived midway through the semester. 

When asked about the class, Between Malcolm X and Martin Luther King, Jr.: Race, Religion, and the Politics of Freedom , three of the students answered:

• “I've had great discussions and learned so much more about Malcolm X and MLK than I've learned over my entire life. It's very interesting.”
• “I love this class. It's almost like this is what my school was missing, a course actually dedicated to the color of people that attend my school.”
• “My favorite parts are seeing Prof. Martin being passionate, telling us these great people's stories that are not so much in the spotlight. I feel that I relate more with Malcolm and Martin at this point.”

Martin, the Martin Luther King, Jr. Centennial Professor in the School of Humanities and Sciences , is among the first faculty members to work with Stanford Digital Education to adapt a Stanford undergraduate course for a younger group of learners. His course, which more than 90 Stanford students took a year ago, is now underway in classrooms in seven Title I high schools in the Los Angeles Unified School District. (Schools qualify as Title I if 40 percent or more of students come from low-income households.)

This novel effort in hybrid learning — a combination of recorded lectures by Dr. Martin, live discussions over Zoom with Stanford teaching fellows and in-person sessions with local classroom teachers — was made possible through Stanford’s collaboration with the nonprofit National Education Equity Lab , which connects a dozen universities, including Stanford, to more than 300 Title I high schools in 29 states. 

The high school students who successfully complete Dr. Martin’s course will earn credits from their high school and from Stanford, just as high school students in other Ed Equity Lab courses may earn credits from Stanford or other schools giving the courses as well as from their high schools. Between Malcolm X and Martin Luther King, Jr. is one of five dual enrollment courses that Stanford Digital Education has helped to develop with Ed Equity Lab.

The course is organized around the question: “How did Malcolm and Martin understand the causes and solutions to racism and inequality?” Students answer that question by examining the two men’s personal biographies, speeches, writings, FBI files, news coverage, critiques of their leadership and other materials. Martin shared his thoughts on why the topic and curriculum resonate with today’s high school students. 

*          *          *

Question: Why target high schools with a course about Malcolm X and the Reverend Dr. Martin Luther King?

Lerone Martin: Malcolm and Martin are great conversation partners for young adults trying to make sense of the world around them. The students explore how these two would speak to the current circumstances they find themselves in. Both men diagnosed the causes of injustice and offered solutions to the failures of American democracy. They are historical icons for their engagement in this struggle. 

It also helps that Malcolm’s and Martin’s respective journeys as young adults are very relatable. Both encountered tremendous obstacles that shaped their pursuits for justice, though they came from very different backgrounds. Malcolm grew up in poverty, amid social chaos, dropping out of school at age 15 and later educating himself while serving time in prison. Martin grew up privileged, skipping two grades in high school and enrolling in Morehouse College at 15. I’m writing a book about MLK’s adolescence; his struggle to discover purpose in life is a struggle I believe many young adults experience. 

Q: You taught an in-person version of this course a year ago to Stanford undergraduates. How does that course compare with the course that the high school students are taking? 

LM: The course being offered in high schools is largely the same, except it is remote. High school students are floored, flattered, and excited to know that they are doing the same work as Stanford undergrads. These kids are 16, 17, and 18 years old, and it’s hard work. They are taking a course at Stanford. They should be applauded.

While the material is the same, the high school course is distinguished from what I taught on campus in two other ways, in addition to being remote. We provide some of the high school students with support to improve their writing. We also have expanded the role of the teaching fellows (TFs) — they are essential to the course’s success. The TFs, who often are Stanford students or alums, meet with the high school students synchronously once per week. They review the readings, lead discussions over Zoom and provide robust feedback to students on their ideas. They collaborate with the local classroom teacher at each high school as well as working closely with course administrators at Stanford and with me.

Q: I understand that you have personal experience with dual enrollment — a course like this one in which students can earn both high school and college credits.

LM: I am a first-generation college student. I took a dual enrollment course in high school. It changed my life. It helped to convince me that I could indeed succeed in college. It changed the way I viewed myself. It expanded my world and what I believed was possible.

Q: Any thoughts about the course’s future? 

LM:  I have two items on my bucket list. I would like to visit students in person during the course, and I would like to bring them to campus for a summer intensive experience. I am hopeful that I may be taking a step toward achieving the first item next month. If all goes according to plan, I’ll be flying to Los Angeles to lead a discussion with the students in the Westchester Enriched Sciences Magnets classroom. It will be great to meet them face to face.

Q: Is there anything about the current political climate that led you to offer this course? 

LM: This course is very important as communities across the country ban books and prohibit discussions regarding race in American history. History is a powerful weapon. It helps to explain the present and can help inform our efforts to shape a better future. Robbing students of history, no matter how unpleasant, circumscribes how we understand the world and our options for making it better. Introducing students to Malcolm and Martin as conversation partners will help students understand racism in American history and how to talk about and cultivate the ability to have conversations across difference.

Jonathan Rabinovitz is communications director for Stanford Digital Education.

Follow Stanford Digital Education:  Sign up for Stanford Digital Education's quarterly newsletter,  New Lines , to learn about innovative research and teaching in digital spaces, as well as our team's initiatives.  Subscribe to New Lines .

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Principal stratification methods and software for intercurrent events in clinical trials

CERSI Collaborators: Triangle CERSI, Duke University: Fan Li, PhD; Laine Thomas, PhD; Anqi Zhao, PhD; Susan Halabi, PhD

FDA Collaborators: Yuan-Li Shen, Dr.P.H; Pallavi Mishra-Kalyani, PhD; Shu Wang, PhD.; Xiaoxue Li, PhD.; Joyce Cheng, PhD

CERSI Subcontractors: Flying Buttress Associates- Jeph Herrin, PhD

CERSI In-Kind Collaborators: OptumLabs - William Crown, PhD; University of San Francisco - Sanket Dhruva, MD

Non-Federal Entity Collaborators: Johnson and Johnson- Karla Childers, MSJ, Paul Coplan, ScD, MBA, Stephen Johnston, MSc

Project Start Date: September 8, 2023

Regulatory Science Challenge

Events that occur post randomization in randomized control trials, known as intercurrent events, can alter the course of the randomized clinical trials and jeopardize comparative effectiveness evaluation and consequently decision making in regulatory science. The standard approach of intention-to-treat analysis ignores intercurrent events and thus preserves the trial validity based on randomization, but it fails to capture treatment effect heterogeneity and the complex causal mechanism. The 2018 ICH E9(R1) addendum suggests principal stratification as an alternative approach to handle intercurrent events, but significant gaps exist between the theory and practice of principal stratification in regulatory science. In particular, there is a lack of transparent and accessible analytical methods, practical guidelines, and software of principal stratification in the context of regulatory science.

Project Description and Goals

This project aims to develop a suite of transparent and accessible analysis tools, software and educational material for applying the principal stratification method to analyze intercurrent events in clinical trials. Investigators will focus on two prevalent types of intercurrent events: (1) nonadherence to assigned treatment, including treatment switching and discontinuation and (2) truncation of the target outcome by a terminal event. For each type, investigators will develop estimand, computational, visualization, and sensitivity analysis tools, with a special emphasis on time-to-event outcomes. They will also develop a companion R package and tutorials with illustrations of clinical trials in oncology and other diseases. The results of this study will impact clinical trials in two ways: (1) produce new methodological tools for addressing a pressing and prevalent complication in clinical trials, (2) provide associated open-source software and educational material to disseminate the methodology to regulatory agencies, health researchers, and industry. Investigators also plan to develop scientific publications describing the outcomes of this research and discuss it at public forums.

Research Outcomes/Results

Two hundred and twenty-three patients with a mean age of 65 years completed the survey. These patients preferred a higher chance of good biopsy outcomes, and a lower chance of erectile dysfunction caused by the treatment and urinary incontinence after treatment. The patients stated in the survey that they are willing to accept:

• a 15.1%-point increase in erectile dysfunction caused by the treatment to achieve a 10%-point increase in a good biopsy outcome after HIFU ablation, and
• an 8.5%-point increase in urinary incontinence for a 10%-point increase in a good biopsy.

Also, further analysis revealed that patients who thought their cancer was more aggressive were more willing to tolerate urinary incontinence. Younger men were willing to tolerate less erectile dysfunction risk than older men. Respondents with a greater than college level of education were less willing to tolerate erectile dysfunction or urinary incontinence.

Research Impacts

Incorporating patient preference information into decisions that FDA makes about regulating devices is one of the major goals of FDA’s Center for Devices and Radiological Health (CDRH). Study findings show that patients prefer specific outcomes related to prostate ablation therapies like HIFU. The study results may help inform the design and regulation of current and future prostate tissue ablation devices by providing information about outcomes that patients most desire.

Publications

• PMID: 34677594; Citation: Wallach JD, Deng Y, McCoy RG, Dhruva SS, Herrin J, Berkowitz A, Polley EC, Quinto K, Gandotra C, Crown W, Noseworthy P, Yao X, Shah ND, Ross JS, Lyon TD. Real-world Cardiovascular Outcomes Associated With Degarelix vs Leuprolide for Prostate Cancer Treatment.  JAMA Netw Open. 2021;4(10):e2130587. doi:10.1001/jamanetworkopen.2021.30587 .
• PMID: 36191949; Citation: Deng Y, Polley EC, Wallach JD, Dhruva SS, Herrin J, Quinto K, Gandotra C, Crown W, Noseworthy P, Yao X, Lyon TD, Shah ND, Ross JS, McCoy RG. Emulating the GRADE trial using real world data: retrospective comparative effectiveness study. BMJ . 2022 Oct 3;379:e070717. doi: 10.1136/bmj-2022-070717 .

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Computer Science > Computers and Society

Title: computing education in the era of generative ai.

Abstract: The computing education community has a rich history of pedagogical innovation designed to support students in introductory courses, and to support teachers in facilitating student learning. Very recent advances in artificial intelligence have resulted in code generation models that can produce source code from natural language problem descriptions -- with impressive accuracy in many cases. The wide availability of these models and their ease of use has raised concerns about potential impacts on many aspects of society, including the future of computing education. In this paper, we discuss the challenges and opportunities such models present to computing educators, with a focus on introductory programming classrooms. We summarize the results of two recent articles, the first evaluating the performance of code generation models on typical introductory-level programming problems, and the second exploring the quality and novelty of learning resources generated by these models. We consider likely impacts of such models upon pedagogical practice in the context of the most recent advances at the time of writing.

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