analytical chemistry research projects

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Analytical chemistry articles from across Nature Portfolio

Analytical chemistry is a branch of chemistry that deals with the separation, identification and quantification of chemical compounds. Chemical analyses can be qualitative, as in the identification of the chemical components in a sample, or quantitative, as in the determination of the amount of a certain component in the sample.

Deconvoluting the impacts of harmful algal blooms in multi-stressed systems

Water quality impacts by harmful algal blooms co-occur with anthropogenic chemicals and waste pollution. We need to embrace multidisciplinary approaches to advance the science and improve the practice of water quality assessment and management.

• Bryan W. Brooks

Vibrational imaging goes deeper and finer

Short-wave infrared photothermal microscopy enables deep-tissue vibrational imaging at millimetre depth with high sensitivity and sub-cellular spatial resolution, offering potential for applications in biological and medical fields.

• Yasutaka Kitahama
• Keisuke Goda

Related Subjects

• Bioanalytical chemistry
• Circular dichroism
• Fluorescent probes
• Imaging studies
• Infrared spectroscopy
• Lab-on-a-chip
• Mass spectrometry
• Medical and clinical diagnostics
• Microfluidics
• NMR spectroscopy
• X-ray diffraction

Latest Research and Reviews

“Eco-friendly HPLC method for analysis of dipyrone and hyoscine in different matrices with biomonitoring”

• Reem A. El kalla
• Nermine S. Ghoniem
• Ghada A. Sedik

UPLC-PDA factorial design assisted method for simultaneous determination of oseltamivir, dexamethasone, and remdesivir in human plasma

• Hanan I. EL-Shorbagy
• Mona A. Mohamed
• Fathalla Belal

Comparative LC–MS-based metabolite profiling, antioxidant, and antibacterial properties of Bunium bulbocastanum tubers from two regions in Algeria

• Asma-Warda Bouhalla
• Djilali Benabdelmoumene
• Ahmed Mediani

Short-lived calcium carbonate precursors observed in situ via Bullet-dynamic nuclear polarization

Identifying and characterizing early-stage pre-nucleation species intermediates with short lifetimes remains challenging. Here, the authors study early-stage prenucleation of calcium carbonates from highly supersaturated solutions and characterize species with lifetimes below 5 seconds via ‘Bullet’ dynamic nuclear polarization NMR spectroscopy.

• Ertan Turhan
• Masoud Minaei
• Dennis Kurzbach

Rapid analysis of amatoxins in human urine by means of affinity column chromatography and liquid chromatography-high-resolution tandem mass spectrometry

• Aline C. Vollmer
• Claudia Fecher-Trost
• Markus R. Meyer

Direct glycosylation analysis of intact monoclonal antibodies combining ESI MS of glycoforms and MALDI-in source decay MS of glycan fragments

Glycoengineering of monoclonal antibodies (mAbs) has the potential to improve the efficacy of biopharmaceuticals, however, monitoring the glycoengineering process by glycosylation analysis often requires a multi-method approach. Here, the authors present a direct glycosylation analysis of intact mAbs by combining conventional ESI-MS of intact glycoforms and MALDI-in-source decay FT-ICR MS of glycan fragments.

• Isabella Senini
• Sara Tengattini
• Simone Nicolardi

News and Comment

Structure of the cationic intermediate in benzylidene-directed glycosylation

The stereoselectivity of S N 1-type glycosylation reactions involving 4,6- O -benzylidene-protected sugars is determined by a glycosyl cation intermediate. However, these species are usually too unstable to be characterized directly in solution. Now, mass spectrometry is used to capture these ions in a vacuum and to analyse their structure using cryogenic infrared spectroscopy, in conjunction with computational calculations.

Dynamic crystal structure of a molecular framework

X-ray diffraction analysis typically affords the static 3D structures of given compounds or materials, but to understand chemical processes, the visualization of fast structural changes is desirable. Time-resolved femtosecond crystallography has now been used to monitor the structural dynamics of a photoactive metal–organic framework.

• Lauren E. Hatcher
• Paul R. Raithby

An analytical view of disinfectant degradation and disinfection by-product formation

Proton transfer time-of-flight mass spectrometry offers a new analytical tool to measure aqueous concentrations of volatile analytes in real time by the approach of headspace sampling, holding significant promise for advancing understanding of water chlorination chemistry.

• Said Kinani
• Stéphane Bouchonnet

Identifying phase-separating biomolecular condensates in cells

We developed a high-throughput, unbiased strategy for the identification of endogenous biomolecular condensates by merging cell volume compression, sucrose density gradient centrifugation and quantitative mass spectrometry. We demonstrated the performance of this strategy by identifying both global condensate proteins and those responding to specific biological processes on a proteome-wide scale.

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Home » 300+ Chemistry Research Topics

300+ Chemistry Research Topics

Table of Contents

Chemistry is a fascinating and complex field that explores the composition, properties, and behavior of matter at the molecular and atomic level. As a result, there are numerous chemistry research topics that can be explored, ranging from the development of new materials and drugs to the study of natural compounds and the environment. In this rapidly evolving field, researchers are constantly uncovering new insights and pushing the boundaries of our understanding of chemistry. Whether you are a student, a professional researcher, or simply curious about the world around you, there is always something new to discover in the field of chemistry. In this post, we will explore some of the exciting and important research topics in chemistry today.

Chemistry Research Topics

Chemistry Research Topics are as follows:

Organic Chemistry Research Topics

Organic Chemistry Research Topics are as follows:

• Development of novel synthetic routes for the production of biologically active natural products
• Investigation of reaction mechanisms and kinetics for organic transformations
• Design and synthesis of new catalysts for asymmetric organic reactions
• Synthesis and characterization of chiral compounds for pharmaceutical applications
• Development of sustainable methods for the synthesis of organic molecules using renewable resources
• Discovery of new reaction pathways for the conversion of biomass into high-value chemicals
• Study of molecular recognition and host-guest interactions for drug design
• Design and synthesis of new materials for energy storage and conversion
• Development of efficient and selective methods for C-H functionalization reactions
• Exploration of the reactivity of reactive intermediates such as radicals and carbenes
• Study of supramolecular chemistry and self-assembly of organic molecules
• Development of new methods for the synthesis of heterocyclic compounds
• Investigation of the biological activities and mechanisms of action of natural products
• Synthesis of polymeric materials with controlled architecture and functionality
• Development of new synthetic methodologies for the preparation of bioconjugates
• Investigation of the mechanisms of enzyme catalysis and the design of enzyme inhibitors
• Synthesis and characterization of novel fluorescent probes for biological imaging
• Development of new synthetic strategies for the preparation of carbohydrates and glycoconjugates
• Study of the properties and reactivity of carbon nanomaterials
• Design and synthesis of novel drugs for the treatment of diseases such as cancer, diabetes, and Alzheimer’s disease.

Inorganic Chemistry Research Topics

Inorganic Chemistry Research Topics are as follows:

• Synthesis and characterization of new metal-organic frameworks (MOFs) for gas storage and separation applications
• Development of new catalysts for sustainable chemical synthesis reactions
• Investigation of the electronic and magnetic properties of transition metal complexes for spintronics applications
• Synthesis and characterization of novel nanomaterials for energy storage applications
• Development of new ligands for metal coordination complexes with potential medical applications
• Investigation of the mechanism of metal-catalyzed reactions using advanced spectroscopic techniques
• Synthesis and characterization of new inorganic materials for photocatalytic water splitting
• Development of new materials for electrochemical carbon dioxide reduction reactions
• Investigation of the properties of transition metal oxides for energy storage and conversion applications
• Synthesis and characterization of new metal chalcogenides for optoelectronic applications
• Development of new methods for the preparation of inorganic nanoparticles with controlled size and shape
• Investigation of the reactivity and catalytic properties of metal clusters
• Synthesis and characterization of new metal-organic polyhedra (MOPs) for gas storage and separation applications
• Development of new methods for the synthesis of metal nanoparticles using environmentally friendly reducing agents
• Investigation of the properties of metal-organic frameworks for gas sensing applications
• Synthesis and characterization of new coordination polymers with potential magnetic and electronic properties
• Development of new materials for electrocatalytic water oxidation reactions
• Investigation of the properties of metal-organic frameworks for carbon capture and storage applications
• Synthesis and characterization of new metal-containing polymers with potential applications in electronics and energy storage
• Development of new methods for the synthesis of metal-organic frameworks using green solvents and renewable resources.

Physical Chemistry Research Topics

Physical Chemistry Research Topics are as follows:

• Investigation of the properties and interactions of ionic liquids in aqueous and non-aqueous solutions.
• Development of advanced analytical techniques for the study of protein structure and dynamics.
• Investigation of the thermodynamic properties of supercritical fluids for use in industrial applications.
• Development of novel nanomaterials for energy storage applications.
• Studies of the surface chemistry of catalysts for the optimization of their performance in chemical reactions.
• Development of new methods for the synthesis of complex organic molecules with improved yields and selectivity.
• Investigation of the molecular mechanisms involved in the catalysis of biochemical reactions.
• Development of new strategies for the controlled release of drugs and other bioactive molecules.
• Studies of the interaction of nanoparticles with biological systems for biomedical applications.
• Investigation of the thermodynamic properties of materials under extreme conditions of temperature and pressure.
• Development of new methods for the characterization of materials at the nanoscale.
• Investigation of the electronic and magnetic properties of materials for use in spintronics.
• Development of new materials for energy conversion and storage.
• Studies of the kinetics and thermodynamics of adsorption processes on surfaces.
• Investigation of the transport properties of ionic liquids for use in energy storage and conversion devices.
• Development of new materials for the capture and sequestration of greenhouse gases.
• Studies of the structure and properties of biomolecules for use in drug design and development.
• Investigation of the dynamics of chemical reactions in solution using time-resolved spectroscopic techniques.
• Development of new approaches for the synthesis of metallic and semiconductor nanoparticles with controlled size and shape.
• Studies of the structure and properties of materials for use in electrochemical energy storage devices.

Analytical Chemistry Research Topics

Analytical Chemistry Research Topics are as follows:

• Development and optimization of analytical techniques for the quantification of trace elements in food and environmental samples.
• Design and synthesis of novel analytical probes for the detection of biomolecules in complex matrices.
• Investigation of the fundamental mechanisms involved in the separation and detection of complex mixtures using chromatographic techniques.
• Development of sensors and biosensors for the detection of chemical and biological species in real-time.
• Investigation of the chemical and structural properties of nanomaterials and their applications in analytical chemistry.
• Development and validation of analytical methods for the quantification of contaminants and pollutants in water, air, and soil.
• Investigation of the molecular mechanisms underlying drug metabolism and toxicity using mass spectrometry.
• Development of analytical tools for the identification and quantification of drugs of abuse in biological matrices.
• Investigation of the chemical composition and properties of natural products and their applications in medicine and food science.
• Development of advanced analytical techniques for the characterization of proteins and peptides.
• Investigation of the chemistry and mechanism of action of antioxidants in foods and their impact on human health.
• Development of analytical methods for the detection and quantification of microorganisms in food and environmental samples.
• Investigation of the molecular mechanisms involved in the biosynthesis and degradation of important biomolecules such as proteins, carbohydrates, and lipids.
• Development of analytical methods for the detection and quantification of environmental toxins and their impact on human health.
• Investigation of the structure and properties of biological membranes and their role in drug delivery and disease.
• Development of analytical techniques for the characterization of complex mixtures such as petroleum and crude oil.
• Investigation of the chemistry and mechanism of action of natural and synthetic dyes.
• Development of analytical techniques for the detection and quantification of pharmaceuticals and personal care products in water and wastewater.
• Investigation of the chemical composition and properties of biopolymers and their applications in biomedicine and biomaterials.
• Development of analytical methods for the identification and quantification of essential nutrients and vitamins in food and dietary supplements.

Biochemistry Research Topics

Biochemistry Research Topics are as follows:

• The role of enzymes in metabolic pathways
• The biochemistry of DNA replication and repair
• Protein folding and misfolding diseases
• Lipid metabolism and the pathogenesis of atherosclerosis
• The role of vitamins and minerals in human metabolism
• Biochemistry of cancer and the development of targeted therapies
• The biochemistry of signal transduction pathways and their regulation
• The mechanisms of antibiotic resistance in bacteria
• The biochemistry of neurotransmitters and their roles in behavior and disease
• The role of oxidative stress in aging and age-related diseases
• The biochemistry of microbial fermentation and its applications in industry
• The biochemistry of the immune system and its response to pathogens
• The biochemistry of plant metabolism and its regulation
• The molecular basis of genetic diseases and gene therapy
• The biochemistry of membrane transport and its role in cell function
• The biochemistry of muscle contraction and its regulation
• The role of lipids in membrane structure and function
• The biochemistry of photosynthesis and its regulation
• The biochemistry of RNA splicing and alternative splicing events
• The biochemistry of epigenetics and its regulation in gene expression.

Environmental Chemistry Research Topics

Environmental Chemistry Research Topics are as follows:

• Investigating the effects of microplastics on aquatic ecosystems and their potential impact on human health.
• Examining the impact of climate change on soil quality and nutrient availability in agricultural systems.
• Developing methods to improve the removal of heavy metals from contaminated soils and waterways.
• Assessing the effectiveness of natural and synthetic antioxidants in mitigating the effects of air pollution on human health.
• Investigating the potential for using algae and other microorganisms to sequester carbon dioxide from the atmosphere.
• Studying the role of biodegradable plastics in reducing plastic waste and their impact on the environment.
• Examining the impact of pesticides and other agricultural chemicals on water quality and the health of aquatic organisms.
• Investigating the effects of ocean acidification on marine organisms and ecosystems.
• Developing new materials and technologies to reduce carbon emissions from industrial processes.
• Evaluating the effectiveness of phytoremediation in cleaning up contaminated soils and waterways.
• Studying the impact of microplastics on terrestrial ecosystems and their potential to enter the food chain.
• Developing sustainable methods for managing and recycling electronic waste.
• Investigating the role of natural processes, such as weathering and erosion, in regulating atmospheric carbon dioxide levels.
• Assessing the impact of urbanization on air quality and developing strategies to mitigate pollution in cities.
• Examining the effects of climate change on the distribution and abundance of species in different ecosystems.
• Investigating the impact of ocean currents on the distribution of pollutants and other environmental contaminants.
• Developing new materials and technologies for renewable energy generation and storage.
• Studying the effects of deforestation on soil quality, water availability, and biodiversity.
• Assessing the potential for using waste materials, such as agricultural residues and municipal solid waste, as sources of renewable energy.
• Investigating the role of natural and synthetic chemicals in regulating ecosystem functions, such as nutrient cycling and carbon sequestration.

Polymer Chemistry Research Topics

Polymer Chemistry Research Topics are as follows:

• Development of new monomers for high-performance polymers
• Synthesis and characterization of biodegradable polymers for sustainable packaging
• Design of stimuli-responsive polymers for drug delivery applications
• Investigation of the properties and applications of conductive polymers
• Development of new catalysts for controlled/living polymerization
• Synthesis of polymers with tailored mechanical properties
• Characterization of the structure-property relationship in polymer nanocomposites
• Study of the impact of polymer architecture on material properties
• Design and synthesis of new polymeric materials for energy storage
• Development of high-throughput methods for polymer synthesis and characterization
• Exploration of new strategies for polymer recycling and upcycling
• Synthesis and characterization of responsive polymer networks for smart textiles
• Design of advanced polymer coatings with self-healing properties
• Investigation of the impact of processing conditions on the morphology and properties of polymer materials
• Study of the interactions between polymers and biological systems
• Development of biocompatible polymers for tissue engineering applications
• Synthesis and characterization of block copolymers for advanced membrane applications
• Exploration of the potential of polymer-based sensors and actuators
• Design of novel polymer electrolytes for advanced batteries and fuel cells
• Study of the behavior of polymers under extreme conditions, such as high pressure or temperature.

Materials Chemistry Research Topics

Materials Chemistry Research Topics are as follows:

• Development of new advanced materials for energy storage and conversion
• Synthesis and characterization of nanomaterials for environmental remediation
• Design and fabrication of stimuli-responsive materials for drug delivery
• Investigation of electrocatalytic materials for fuel cells and electrolysis
• Fabrication of flexible and stretchable electronic materials for wearable devices
• Development of novel materials for high-performance electronic devices
• Exploration of organic-inorganic hybrid materials for optoelectronic applications
• Study of corrosion-resistant coatings for metallic materials
• Investigation of biomaterials for tissue engineering and regenerative medicine
• Synthesis and characterization of metal-organic frameworks for gas storage and separation
• Design and fabrication of new materials for water purification
• Investigation of carbon-based materials for supercapacitors and batteries
• Synthesis and characterization of self-healing materials for structural applications
• Development of new materials for catalysis and chemical reactions
• Exploration of magnetic materials for spintronic devices
• Investigation of thermoelectric materials for energy conversion
• Study of 2D materials for electronic and optoelectronic applications
• Development of sustainable and eco-friendly materials for packaging
• Fabrication of advanced materials for sensors and actuators
• Investigation of materials for high-temperature applications such as aerospace and nuclear industries.

Nuclear Chemistry Research Topics

Nuclear Chemistry Research Topics are as follows:

• Nuclear fission and fusion reactions
• Nuclear power plant safety and radiation protection
• Radioactive waste management and disposal
• Nuclear fuel cycle and waste reprocessing
• Nuclear energy and its impact on climate change
• Radiation therapy for cancer treatment
• Radiopharmaceuticals for medical imaging
• Nuclear medicine and its role in diagnostics
• Nuclear forensics and nuclear security
• Isotopic analysis in environmental monitoring and pollution control
• Nuclear magnetic resonance (NMR) spectroscopy
• Nuclear magnetic resonance imaging (MRI)
• Radiation damage in materials and radiation effects on electronic devices
• Nuclear data evaluation and validation
• Nuclear reactors design and optimization
• Nuclear fuel performance and irradiation behavior
• Nuclear energy systems integration and optimization
• Neutron and gamma-ray detection and measurement techniques
• Nuclear astrophysics and cosmology
• Nuclear weapons proliferation and disarmament.

Medicinal Chemistry Research Topics

Medicinal Chemistry Research Topics are as follows:

• Drug discovery and development
• Design and synthesis of novel drugs
• Medicinal chemistry of natural products
• Structure-activity relationships (SAR) of drugs
• Rational drug design using computational methods
• Target identification and validation
• Drug metabolism and pharmacokinetics (DMPK)
• Drug delivery systems
• Development of new antibiotics
• Design of drugs for the treatment of cancer
• Development of drugs for the treatment of neurological disorders
• Medicinal chemistry of peptides and proteins
• Development of drugs for the treatment of infectious diseases
• Discovery of new antiviral agents
• Design of drugs for the treatment of cardiovascular diseases
• Medicinal chemistry of enzyme inhibitors
• Development of drugs for the treatment of inflammatory diseases
• Design of drugs for the treatment of metabolic disorders
• Medicinal chemistry of anti-cancer agents
• Development of drugs for the treatment of rare diseases.

Food Chemistry Research Topics

Food Chemistry Research Topics are as follows:

• Investigating the effect of cooking methods on the nutritional value of food.
• Analyzing the role of antioxidants in preventing food spoilage and degradation.
• Examining the effect of food processing techniques on the nutritional value of fruits and vegetables.
• Studying the chemistry of food additives and their impact on human health.
• Evaluating the role of enzymes in food digestion and processing.
• Investigating the chemical properties and functional uses of food proteins.
• Analyzing the effect of food packaging materials on the quality and safety of food products.
• Examining the chemistry of food flavorings and the impact of flavor on consumer acceptance.
• Studying the role of carbohydrates in food texture and structure.
• Investigating the chemistry of food lipids and their impact on human health.
• Analyzing the chemical properties and functional uses of food gums and emulsifiers.
• Examining the effect of processing on the flavor and aroma of food products.
• Studying the chemistry of food preservatives and their impact on food safety.
• Investigating the chemical properties and functional uses of food fibers.
• Analyzing the effect of food processing on the bioavailability of nutrients.
• Examining the chemistry of food colorants and their impact on consumer acceptance.
• Studying the role of vitamins and minerals in food and their impact on human health.
• Investigating the chemical properties and functional uses of food hydrocolloids.
• Analyzing the effect of food processing on the allergenicity of food products.
• Examining the chemistry of food sweeteners and their impact on human health.

Industrial Chemistry Research Topics

Industrial Chemistry Research Topics are as follows:

• Development of catalysts for selective hydrogenation reactions in the petrochemical industry.
• Green chemistry approaches for the synthesis of biodegradable polymers from renewable sources.
• Optimization of solvent extraction processes for the separation of rare earth elements from ores.
• Development of novel materials for energy storage applications, such as lithium-ion batteries.
• Production of biofuels from non-food sources, such as algae or waste biomass.
• Application of computational chemistry to optimize the design of new catalysts and materials.
• Design and optimization of continuous flow processes for large-scale chemical production.
• Development of new synthetic routes for the production of pharmaceutical intermediates.
• Investigation of the environmental impact of industrial processes and development of sustainable alternatives.
• Development of innovative water treatment technologies for industrial wastewater.
• Synthesis of functionalized nanoparticles for use in drug delivery and other biomedical applications.
• Optimization of processes for the production of high-performance polymers, such as polyamides or polyesters.
• Design and optimization of process control strategies for efficient and safe chemical production.
• Development of new methods for the detection and removal of heavy metal ions from industrial effluents.
• Investigation of the behavior of surfactants in complex mixtures, such as crude oil or food products.
• Development of new materials for catalytic oxidation reactions, such as the removal of volatile organic compounds from air.
• Investigation of the properties and behavior of materials under extreme conditions, such as high pressure or high temperature.
• Development of new processes for the production of chemicals from renewable resources, such as bio-based building blocks.
• Study of the kinetics and mechanism of chemical reactions in complex systems, such as multi-phase reactors.
• Optimization of the production of fine chemicals, such as flavors and fragrances, using biocatalytic processes.

Computational Chemistry Research Topics

Computational Chemistry Research Topics are as follows:

• Development and application of machine learning algorithms for predicting chemical reactions and properties.
• Investigation of the role of solvents in chemical reactions using molecular dynamics simulations.
• Modeling and simulation of protein-ligand interactions to aid drug design.
• Study of the electronic structure and reactivity of catalysts for sustainable energy production.
• Analysis of the thermodynamics and kinetics of complex chemical reactions using quantum chemistry methods.
• Exploration of the mechanism and kinetics of enzyme-catalyzed reactions using molecular dynamics simulations.
• Investigation of the properties and behavior of nanoparticles using computational modeling.
• Development of computational tools for the prediction of chemical toxicity and environmental impact.
• Study of the electronic properties of graphene and other 2D materials for applications in electronics and energy storage.
• Investigation of the mechanisms of protein folding and aggregation using molecular dynamics simulations.
• Development and optimization of computational methods for calculating thermodynamic properties of liquids and solids.
• Study of the properties of supercritical fluids for applications in separation and extraction processes.
• Development of new methods for the calculation of electron transfer rates in complex systems.
• Investigation of the electronic and mechanical properties of carbon nanotubes for applications in nanoelectronics and nanocomposites.
• Development of new approaches for modeling the interaction of biomolecules with biological membranes.
• Study of the mechanisms of charge transfer in molecular and hybrid solar cells.
• Analysis of the structural and mechanical properties of materials under extreme conditions using molecular dynamics simulations.
• Development of new approaches for the calculation of free energy differences in complex systems.
• Investigation of the reaction mechanisms of metalloenzymes using quantum mechanics/molecular mechanics (QM/MM) methods.
• Study of the properties of ionic liquids for applications in catalysis and energy storage.

Theoretical Chemistry Research Topics

Theoretical Chemistry Research Topics are as follows:

• Quantum Chemical Studies of Excited State Processes in Organic Molecules
• Theoretical Investigation of Structure and Reactivity of Metal-Organic Frameworks
• Computational Modeling of Reaction Mechanisms and Kinetics in Enzyme Catalysis
• Theoretical Investigation of Non-Covalent Interactions in Supramolecular Chemistry
• Quantum Chemical Studies of Photochemical Processes in Organic Molecules
• Theoretical Analysis of Charge Transport in Organic and Inorganic Materials
• Computational Modeling of Protein Folding and Dynamics
• Quantum Chemical Investigations of Electron Transfer Processes in Complex Systems
• Theoretical Studies of Surface Chemistry and Catalysis
• Computational Design of Novel Materials for Energy Storage Applications
• Theoretical Analysis of Chemical Bonding and Molecular Orbital Theory
• Quantum Chemical Investigations of Magnetic Properties of Complex Systems
• Computational Modeling of Biological Membranes and Transport Processes
• Theoretical Studies of Nonlinear Optical Properties of Molecules and Materials
• Quantum Chemical Studies of Spectroscopic Properties of Molecules
• Theoretical Investigations of Reaction Mechanisms in Organometallic Chemistry
• Computational Modeling of Heterogeneous Catalysis
• Quantum Chemical Studies of Excited State Dynamics in Photosynthesis
• Theoretical Analysis of Chemical Reaction Networks
• Computational Design of Nanomaterials for Biomedical Applications

Astrochemistry Research Topics

Astrochemistry Research Topics are as follows:

• Investigating the chemical composition of protoplanetary disks and its implications for planet formation
• Examining the role of magnetic fields in the formation of complex organic molecules in space
• Studying the effects of interstellar radiation on the chemical evolution of molecular clouds
• Exploring the chemistry of comets and asteroids to better understand the early solar system
• Investigating the origin and evolution of interstellar dust and its relationship to organic molecules
• Examining the formation and destruction of interstellar molecules in shocked gas
• Studying the chemical processes that occur in the atmospheres of planets and moons in our solar system
• Exploring the possibility of life on other planets through astrobiology and astrochemistry
• Investigating the chemistry of planetary nebulae and their role in the evolution of stars
• Studying the chemical properties of exoplanets and their potential habitability
• Examining the chemical reactions that occur in the interstellar medium
• Investigating the chemical composition of supernova remnants and their impact on the evolution of galaxies
• Studying the chemical composition of interstellar grains and their role in the formation of stars and planets
• Exploring the chemistry of astrocytes and their role in the evolution of galaxies
• Investigating the formation of interstellar ice and its implications for the origin of life
• Examining the chemistry of molecular clouds and its relationship to star formation
• Studying the chemical composition of the interstellar medium in different galaxies and how it varies
• Investigating the role of cosmic rays in the formation of complex organic molecules in space
• Exploring the chemical properties of interstellar filaments and their relationship to star formation
• Studying the chemistry of protostars and the role of turbulence in the formation of stars.

Geochemistry Research Topics

Geochemistry Research Topics are as follows:

• Understanding the role of mineralogical and geochemical factors on metal mobility in contaminated soils
• Investigating the sources and fate of dissolved organic matter in aquatic systems
• Exploring the geochemical signatures of ancient sedimentary rocks to reconstruct Earth’s past atmospheric conditions
• Studying the impacts of land-use change on soil organic matter content and quality
• Investigating the impact of acid mine drainage on water quality and ecosystem health
• Examining the processes controlling the behavior and fate of emerging contaminants in the environment
• Characterizing the organic matter composition of shale gas formations to better understand hydrocarbon storage and migration
• Evaluating the potential for carbon capture and storage in geologic formations
• Investigating the geochemical processes controlling the formation and evolution of ore deposits
• Studying the geochemistry of geothermal systems to better understand energy production potential and environmental impacts
• Exploring the impacts of climate change on the biogeochemistry of terrestrial ecosystems
• Investigating the geochemical cycling of nutrients in coastal marine environments
• Characterizing the isotopic composition of minerals and fluids to understand Earth’s evolution
• Developing new analytical techniques to better understand the chemistry of natural waters
• Studying the impact of anthropogenic activities on the geochemistry of urban soils
• Investigating the role of microbial processes in geochemical cycling of elements in soils and sediments
• Examining the impact of wildfires on soil and water chemistry
• Characterizing the geochemistry of mineral dust and its impact on climate and biogeochemical cycles
• Investigating the geochemical factors controlling the release and transport of contaminants from mine tailings
• Exploring the biogeochemistry of wetlands and their role in carbon sequestration and nutrient cycling.

Electrochemistry Research Topics

Electrochemistry Research Topics are as follows:

• Development of high-performance electrocatalysts for efficient electrochemical conversion of CO2 to fuels and chemicals
• Investigation of electrode-electrolyte interfaces in lithium-ion batteries for enhanced battery performance and durability
• Design and synthesis of novel electrolytes for high-energy-density and stable lithium-sulfur batteries
• Development of advanced electrochemical sensors for the detection of trace-levels of analytes in biological and environmental samples
• Analysis of the electrochemical behavior of new materials and their electrocatalytic properties in fuel cells
• Study of the kinetics of electrochemical reactions and their effect on the efficiency and selectivity of electrochemical processes
• Development of novel strategies for the electrochemical synthesis of value-added chemicals from biomass and waste materials
• Analysis of the electrochemical properties of metal-organic frameworks (MOFs) for energy storage and conversion applications
• Investigation of the electrochemical degradation mechanisms of polymer electrolyte membranes in fuel cells
• Study of the electrochemical properties of 2D materials and their applications in energy storage and conversion devices
• Development of efficient electrochemical systems for desalination and water treatment applications
• Investigation of the electrochemical properties of metal-oxide nanoparticles for energy storage and conversion applications
• Analysis of the electrochemical behavior of redox-active organic molecules and their application in energy storage and conversion devices
• Study of the electrochemical behavior of metal-organic frameworks (MOFs) for the catalytic conversion of CO2 to value-added chemicals
• Development of novel electrode materials for electrochemical capacitors with high energy density and fast charge/discharge rates
• Investigation of the electrochemical properties of perovskite materials for energy storage and conversion applications
• Study of the electrochemical behavior of enzymes and their application in bioelectrochemical systems
• Development of advanced electrochemical techniques for the characterization of interfacial processes in electrochemical systems
• Analysis of the electrochemical behavior of nanocarbons and their application in electrochemical energy storage devices
• Investigation of the electrochemical properties of ionic liquids for energy storage and conversion applications.

Surface Chemistry Research Topics

Surface Chemistry Research Topics are as follows:

• Surface modification of nanoparticles for enhanced catalytic activity
• Investigating the effect of surface roughness on the wetting behavior of materials
• Development of new materials for solar cell applications through surface chemistry techniques
• Surface chemistry of graphene and its applications in electronic devices
• Surface functionalization of biomaterials for biomedical applications
• Characterization of surface defects and their effect on material properties
• Surface modification of carbon nanotubes for energy storage applications
• Developing surface coatings for corrosion protection of metals
• Synthesis of self-assembled monolayers on surfaces for sensor applications
• Surface chemistry of metal-organic frameworks for gas storage and separation
• Investigating the role of surface charge in protein adsorption
• Developing surfaces with superhydrophobic or superoleophobic properties for self-cleaning applications
• Surface functionalization of nanoparticles for drug delivery applications
• Surface chemistry of semiconductors and its effect on photovoltaic properties
• Development of surface-enhanced Raman scattering (SERS) substrates for trace analyte detection
• Surface functionalization of graphene oxide for water purification applications
• Investigating the role of surface tension in emulsion formation and stabilization
• Surface modification of membranes for water desalination and purification
• Synthesis and characterization of metal nanoparticles for catalytic applications
• Development of surfaces with controlled wettability for microfluidic applications.

Atmospheric Chemistry Research Topics

Atmospheric Chemistry Research Topics are as follows:

• The impact of wildfires on atmospheric chemistry
• The role of aerosols in atmospheric chemistry
• The chemistry and physics of ozone depletion in the stratosphere
• The chemistry and dynamics of the upper atmosphere
• The impact of anthropogenic emissions on atmospheric chemistry
• The role of clouds in atmospheric chemistry
• The chemistry of atmospheric particulate matter
• The impact of nitrogen oxides on atmospheric chemistry and air quality
• The effects of climate change on atmospheric chemistry
• The impact of atmospheric chemistry on climate change
• The chemistry and physics of atmospheric mercury cycling
• The impact of volcanic eruptions on atmospheric chemistry
• The chemistry and physics of acid rain formation and effects
• The role of halogen chemistry in the atmosphere
• The chemistry of atmospheric radicals and their impact on air quality and health
• The impact of urbanization on atmospheric chemistry
• The chemistry and physics of stratospheric polar vortex dynamics
• The role of natural sources (e.g. ocean, plants) in atmospheric chemistry
• The impact of atmospheric chemistry on the biosphere
• The chemistry and dynamics of the ozone hole over Antarctica.

Photochemistry Research Topics

Photochemistry Research Topics are as follows:

• Investigating the mechanisms of photoinduced electron transfer reactions in organic photovoltaic materials.
• Developing novel photoredox catalysts for photochemical reactions.
• Understanding the effects of light on DNA and RNA stability and replication.
• Studying the photochemistry of atmospheric pollutants and their impact on air quality.
• Designing new photoresponsive materials for advanced photonic and electronic devices.
• Exploring the photochemistry of metalloporphyrins for potential applications in catalysis.
• Investigating the photochemistry of transition metal complexes and their use as photodynamic therapy agents.
• Developing new photocatalytic systems for sustainable energy production.
• Studying the photochemistry of natural products and their potential pharmaceutical applications.
• Investigating the role of light in the formation and degradation of environmental contaminants.
• Designing new photochromic materials for smart windows and displays.
• Exploring the photochemistry of carbon nanomaterials for energy storage and conversion.
• Developing new light-driven molecular machines for nanotechnology applications.
• Investigating the photochemistry of organic dyes for potential applications in dye-sensitized solar cells.
• Studying the effects of light on the behavior of biological macromolecules.
• Designing new photoresponsive hydrogels for drug delivery applications.
• Exploring the photochemistry of semiconductor nanoparticles for potential applications in quantum computing.
• Investigating the mechanisms of photochemical reactions in ionic liquids.
• Developing new photonic sensors for chemical and biological detection.
• Studying the photochemistry of transition metal complexes for potential applications in water splitting and hydrogen production.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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Table of contents

• 1 5 Tips for Writing Chemistry Research Papers
• 2 Chemical Engineering Research Topics
• 3 Organic Сhemistry Research Topics
• 4 Іnorganic Сhemistry Research Topics
• 5 Biomolecular Сhemistry Research Topics
• 6 Analytical Chemistry Research Topics
• 7 Computational Chemistry Research Topics
• 8 Physical Chemistry Research Topics
• 9 Innovative Chemistry Research Topics
• 10 Environmental Chemistry Research Topics
• 11 Green Chemistry Research Topics
• 12.1 Conclusion

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

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

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

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

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

5 Tips for Writing Chemistry Research Papers

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

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

By following these tips, you can be sure that your chemistry research paper will be a success! So what are you waiting for? Let’s go over some of the best research paper topics out there. Choosing a chemistry research topic is just the first step. The complexity of scientific writing can be daunting. For those who need assistance, a professional research paper writer can help you craft a well-researched and clearly articulated paper.

Chemical Engineering Research Topics

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

• How to create new alloy compounds or improve existing ones
• The health effects of the food industry chemicals
• Chemical engineering and sustainable development
• The future of chemical engineering
• Chemical engineering and the food industry
• Chemical engineering and the pharmaceutical industry
• Chemical engineering and the cosmetics industry
• Chemical engineering and the petrochemical industry
• Biocompatible materials for drug delivery systems
• Membrane technology in water treatment
• Development of synthetic fibers for industrial use

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

Need expert assistance with a research project? Get your paper written by a professional writer Get Help Reviews.io 4.9/5

Organic Сhemistry Research Topics

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

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

Іnorganic Сhemistry Research Topics

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

• How different metals react with one another
• How to create new alloys or improve existing ones
• The role of inorganic chemistry in the environment
• Rare earth elements and their applications in electronics
• Inorganic polymers in construction materials
• Photoluminescent materials for energy conversion
• Inorganic chemistry and sustainable development
• The future of inorganic chemistry
• Inorganic chemistry and the food industry
• Inorganic chemistry and the pharmaceutical industry
• Atomic structure progressive scale grading
• Inorganiс Сhemistry and the cosmetics industry

Biomolecular Сhemistry Research Topics

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

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

• The structure and function of DNA
• Lipidomics and its applications in disease diagnostics
• The structure and function of proteins
• The role of carbohydrates in the body
• The role of lipids in the body
• How enzymes work
• Protein engineering for therapeutic applications
• The role of biochemistry in heart disease
• Cyanides and their effect on the body
• The role of biochemistry in cancer treatment
• The role of biochemistry in Parkison’s disease treatment
• The role of biochemistry in the immune system
• Carbohydrate-based vaccines

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

Analytical Chemistry Research Topics

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

• How food chemicals react with one another
• Mass spectrometry
• Microplastics detection in marine environments
• Development of sensors for heavy metal detection in water
• Analytical aspects of gas and liquid chromatography
• Analytical chemistry and sustainable development
• Atomic absorption spectroscopy methods and best practices
• Analytical chemistry and the pharmaceutical industry in Ibuprofen consumption
• Analytical chemistry and the cosmetics industry in UV protectors
• High-throughput screening methods in pharmaceutical analysis
• Dispersive X-ray analysis of damaged tissues

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

Computational Chemistry Research Topics

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

• Molecular mechanics simulation
• Machine learning applications in predicting molecular properties
• Reaction rates of complex chemical reactions
• Designing new molecules: how can simulation help
• The role of computers in the study of quantum mechanics
• How to use computers to predict chemical reactions
• Using computers to understand organic chemistry
• The future of computational Chemistry in organic reactions
• The impacts of simulation on the development of new medications
• Combustion reaction simulation impact on engine development
• Quantum-chemistry simulation review
• Simulation of protein folding and misfolding in diseases
• Development of algorithms for chemical synthesis planning
• Applications of Metal-Organic Frameworks in water sequestration and catalysis

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

Physical Chemistry Research Topics

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

• Standardization of pH scales
• Structure of atom on a quantum scale
• Bonding across atoms and molecules
• The effect of temperature on chemical reactions
• The role of light in in-body chemical reactions
• Chemical kinetics
• Molecular dynamics in confined spaces
• Quantum computing for solving chemical problems
• Studies on non-Newtonian fluids in industrial processes
• Surface tension and its effects on mixtures
• The role of pressure in chemical reactions
• Rates of diffusion in gases and liquids
• The role of entropy in chemical reactions

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

Innovative Chemistry Research Topics

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

• Amino acids side chain effects in protein folding
• Chemistry in the production of nanomaterials
• The role of enzymes in chemical reactions
• Photocatalysis in 3D printing
• Avoiding pesticides in agriculture
• Combining chemical and biological processes
• Gene modification in medicinal chemistry
• The role of quantum mechanics in chemical reactions
• Astrochemical research on extraterrestrial molecules
• Spectroscopy signatures of pressurized organic components
• Development of smart materials with responsive properties
• Chemistry in space: studying chemical reactions in microgravity
• Utilization of CO2 in chemical synthesis
• Use of black soldier fly carcasses for bioplastic production using extracted chitin
• Bioorthogonal chemistry for molecule synthesis inside living systems

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

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

Environmental Chemistry Research Topics

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

• Plastic effects on ocean life
• Urban ecology
• The role of carbon in climate change
• Air pollution and its effects
• Water pollution and its effects
• Chemicals in food and their effect on the body
• The effect of chemicals on plant life
• Earth temperature prediction models
• Effects of pharmaceuticals in aquatic environments
• Atmospheric chemistry and urban air quality
• Bioremediation techniques for oil spill cleanup
• Regulatory and environmental impact of Per- and Polyfluoroalkyl (PFA) substances
• Comparison of chemical regulation impacts like PFA with historical cases such as lead in fuel

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

Green Chemistry Research Topics

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

• Recycling and reuse of materials
• Developing biodegradable materials
• Improving existing recycling processes
• Green chemistry and sustainable development
• The future of green chemistry
• Green chemistry and the food industry
• Lifecycle assessment of chemical processes
• Green chemistry and the pharmaceutical industry
• Development of catalysts for green chemistry
• Green chemistry and the cosmetics industry
• Alternative energy sources for chemical synthesis

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

Controversial Chemistry Research Topics

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

• The use of chemicals in warfare
• Gene modification in human babies
• Bioengineering
• How fast food chemicals affect the human brain
• The role of the government in regulating chemicals
• Evolution of cigarette chemicals over time
• Chemical effects of CBD oils
• Ethical issues in genetic modification of organisms
• Nuclear energy: risks and benefits
• Use of chemicals in electronic waste recycling
• Antidepressant chemical reactions
• Synthetic molecule replication methods
• Gene analysis

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

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

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

Happy writing!

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Themed collection Most popular 2021 analytical chemistry articles, 2021

DNA nanostructure-based nucleic acid probes: construction and biological applications

In recent years, DNA has been widely noted as a kind of material that can be used to construct building blocks for biosensing, in vivo imaging, drug development, and disease therapy because of its advantages of good biocompatibility and programmable properties.

Fluorescent small organic probes for biosensing

Small-molecule based fluorescent probes are increasingly important for the detection and imaging of biological signaling molecules due to their simplicity, high selectivity and sensitivity, whilst being non-invasive, and suitable for real-time analysis of living systems.

Near-infrared fluorescent molecular probes for imaging and diagnosis of nephro-urological diseases

Near-infrared fluorescent molecular probes with improved imaging depth and optimized biodistribution have been reviewed, showing great potential for diagnosis of nephro-urological diseases.

Activatable fluorescence sensors for in vivo bio-detection in the second near-infrared window

Fluorescence imaging in the second near-infrared (NIR-II, 1000–1700 nm) window has exhibited advantages of high optical resolution at deeper penetration ( ca. 5–20 mm) in bio-tissues owing to the reduced photon scattering and tissue autofluorescence.

Near-infrared fluorescent probes: a next-generation tool for protein-labeling applications

This minireview describes the development of NIR chemical probes for various protein-tag systems.

Structural and process controls of AIEgens for NIR-II theranostics

Structural and process controls of NIR-II AIEgens realize manipulating of radiative (R) and nonradiative (NR) decay for precise theranostics.

Enzyme-activatable fluorescent probes for β-galactosidase: from design to biological applications

This review highlights the molecular design strategy of β-galactosidase-activatable probes from turn-on mode to ratiometric mode, from ACQ to AIE-active probes, from NIR-I to NIR-II imaging and dual-mode of chemo-fluoro-luminescence imaging.

CRISPR technology incorporating amplification strategies: molecular assays for nucleic acids, proteins, and small molecules

Clustered Regularly Interspaced Short Palindromic Repeats (CRISPR) and CRISPR-associated (Cas) protein systems revolutionize genome engineering and advance analytical chemistry and diagnostic technology.

Phosphorescent metal complexes as theranostic anticancer agents: combining imaging and therapy in a single molecule

The recent development in phosphorescent iridium, ruthenium and rhenium complexes as theranostic anticancer agents is summarized.

The chronological evolution of small organic molecular fluorescent probes for thiols

The chronological evolution of small organic molecular fluorescent probes for thiols: from separation dependency analysis to cellular specific analysis, what's next?

HSA-Lys-161 covalent bound fluorescent dye for in vivo blood drug dynamic imaging and tumor mapping

HSA lysine-161 covalent bound quinoxaline–coumarin based fluorescent dye realized in situ blood drug concentration monitoring and tumor visualization.

Enzyme-activated near-infrared fluorogenic probe with high-efficiency intrahepatic targeting ability for visualization of drug-induced liver injury

We rationally designed a leucine aminopeptidase (LAP) activated fluorogenic probe hCy-CA-LAP with high hepatocyte-targeting ability for accurate and sensitive imaging of DILI.

Systematic investigation of the aza-Cope reaction for fluorescence imaging of formaldehyde in vitro and in vivo

Systematic investigation of various homoallylamines reveals N-p -methoxybenzyl homoallylamine as the optimal 2-aza-Cope reaction moiety for development of highly efficient formaldehyde fluorescent probes for in vitro and in vivo imaging.

Stress response decay with aging visualized using a dual-channel logic-based fluorescent probe

Rather than tracking aging using the resting state, ROKS , an optical probe, was developed for evaluating the degree of aging dynamically by precisely monitoring the stress response of individuals under stress.

Genetic encoding of a highly photostable, long lifetime fluorescent amino acid for imaging in mammalian cells

Acridonylalanine (Acd) is photostable, with a high quantum yield and long fluorescence lifetime in water. An evolved tRNA synthetase (RS) enables genetic incorporation of Acd in mammalian cells and its use in fluorescence lifetime imaging microscopy.

Turning waste into wealth: facile and green synthesis of carbon nanodots from pollutants and applications to bioimaging

The pollutant reactive red 2 was employed to synthesize fluorescent carbon nanodots allowing biological imaging in vitro and in vivo .

Activation of apoptosis by rationally constructing NIR amphiphilic AIEgens: surmounting the shackle of mitochondrial membrane potential for amplified tumor ablation

In this contribution, based on a “step-by-step” molecular design strategy, a novel NIR amphiphilic AIEgen TPA-S-TPP with a triplet lifetime of 11.43 μs and surmounting the shackle of MMP was successfully fabricated for amplified tumor ablation.

NIR-II cell endocytosis-activated fluorescent probes for in vivo high-contrast bioimaging diagnostics

A Cell Endocytosis-Activated Fluorescent (CEAF) probe triggered by disaggregation and protonation is designed for high contrast in vivo bioimaging and diagnostics in the second near-infrared window (1000–1700 nm).

Strategic engineering of alkyl spacer length for a pH-tolerant lysosome marker and dual organelle localization

A series naphthalimide-based fluorophores were designed by alkyl spacer length engineering to discover a pH-tolerant lysosomal marker. This approach also allows to probe lysosome-related organelles in C. elegans and communication between organelles.

Translating daily COVID-19 screening into a simple glucose test: a proof of concept study

COVID-19 glucose test: translating SARS-CoV-2 detection into a glucose test is achieved by incorporating target-responsive rolling circle amplification and a CRISPR-based collateral cleavage module with a portable glucose meter.

X-ray scattering reveals ion clustering of dilute chromium species in molten chloride medium

Ion clustering of dilute chromium species was unexpectedly revealed in a high-temperature molten chloride salt, challenging several long-held assumptions regarding specific ionic interactions and transport in molten ionic media.

Late-stage functionalisation of alkyne-modified phospha-xanthene dyes: lysosomal imaging using an off–on–off type of pH probe

A series of NIR-emissive phospha-xanthene dyes bearing an ethynyl group are reported. The late-stage functionalisation of the NIR dyes enables creation of multi-functionalised fluorescent probes that can be designed to target organelles of interest.

Synthesis of an AIEgen functionalized cucurbit[7]uril for subcellular bioimaging and synergistic photodynamic therapy and supramolecular chemotherapy

An AIEgen-functionalized cucurbit[7]uril was synthesized for the first time and spontaneously self-assembled into nanoaggregates in aqueous solutions and allowed subcellular imaging of the lysosome and photodynamic therapy and chemotherapy of cancer.

Rapid and ultrasensitive electrochemical detection of circulating tumor DNA by hybridization on the network of gold-coated magnetic nanoparticles

This study introduces a new electrochemical sensing strategy for the rapid detection of circulating tumor DNA (ctDNA) from whole blood in combination with a network of DNA-Au@MNPs with high sensitivity and excellent selectivity.

Design and synthesis of a ratiometric photoacoustic imaging probe activated by selenol for visual monitoring of pathological progression of autoimmune hepatitis

A ratiometric photoacoustic imaging probe activated by selenol was developed for visual monitoring of pathological progression of autoimmune hepatitis.

Hierarchical dynamics in allostery following ATP hydrolysis monitored by single molecule FRET measurements and MD simulations

We report on a study that combines advanced fluorescence methods with molecular dynamics simulations to cover timescales from nanoseconds to milliseconds for a large protein, the chaperone Hsp90.

Single-molecule fluorescence detection of a tricyclic nucleoside analogue

Fluorescent nucleoside analogue ABN is readily detected at the single-molecule level and retains a quantum yield >50% in duplex DNA oligonucleotides.

Accelerated reactions of amines with carbon dioxide driven by superacid at the microdroplet interface

Microdroplets display distinctive interfacial chemistry, manifested as accelerated reactions relative to those observed for the same reagents in bulk.

Purely organic light-harvesting phosphorescence energy transfer by β-cyclodextrin pseudorotaxane for mitochondria targeted imaging

A new type of purely organic light-harvesting PET supramolecular assembly is constructed with efficient energy transfer and ultrahigh antenna effect. Moreover, the assembly could be used for mitochondria targeted imaging in A549 cancer cells.

All-in-one mitochondria-targeted NIR-II fluorophores for cancer therapy and imaging

Small-molecule subcellular organelle-targeting theranostic probes are crucial for early disease diagnosis and treatment.

About this collection

This specially curated collection pulls together some of the most popular articles from 2021 in the field of analytical chemistry. The collection presents some outstanding contributions to the field, ranging from fluorescent small organic probes for biosensing to electrochemical detection of circulating tumor DNA, and as with all Chemical Science articles – they are all completely free to access and read. We hope you enjoy browsing through this collection.

If a particular article has inspired you, do feel free to share on social media using the buttons on each article landing page and use our hashtag: #ChemSciMostPopular

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• ACS Publications

10 Hot Topics in Chemistry so far in 2022

• Jul 8, 2022

In any field, there are always some current topics that get pulses racing. Chemistry is no different, so today we bring you our top ten hot topics of the summer. Grab an iced drink, and see if you agree with our run down…

AI and Big Data

At number ten, it’s artificial intelligence and big data in water environments. These powerful new tools are increasingly being used in environmental science to assess risks, examine contaminants, identify and characterize pollution sources, and to model water treatment processes. But there remain opportunities and challenges in applying machine learning and data analytics to solving environmental problems, and it is hoped that new techniques will significantly advance water-related research in the coming years. 1

10 Hot Topics in Chemistry So Far in 2023

Thermochemical processing of waste and biomass.

Next up: recent advances in biomass and wastes thermochemical processing. Earlier in the year the ACS journal Energy & Fuels highlighted developments presented by participants at a virtual symposium organized by the Washington State University Pacific Northwest National Laboratory Bioproducts Institute. The world is gradually transitioning from an era fueled by fossil power to one characterized by sustainability and renewable resources. Recent progresses the understanding of biomass thermochemical reactions are allowing research communities to visualize these in practical solutions to mitigate environmental issues. Contents within the issue fall into four areas: (1) fundamentals of biomass thermochemical reactions, (2) liquefaction technologies, (3) catalytic upgrading/refining, and (4) techno-economic analysis/material. 2

Next Gen Active Materials

At eight, bioconjugate biomaterials, and the next generation of active materials. Biomaterials are redefining modern medicine – from new chemical strategies to modify hydrogels, or biocompatible methods to stabilize proteins and peptides, biomaterials are changing the detection and treatment of disease. In addition, engineered systems reveal new insights into biological processes, including stem cell signaling, cellular motions, and tissue repair, with many applications in human health. 3

Advances in TB drug discovery and diagnosis

Or how about drug discovery and diagnosis in tuberculosis? Before the emergence of SARS-CoV-2, tuberculosis was the leading cause of death from an infectious disease, with drug resistance limiting the effectiveness of current treatments. But recent advances in drug discovery and diagnostics promise new efforts to combat this global health threat, which may come back to the forefront as COVID recedes. 4

Smoking and chemical toxicology

At six, research into the chemical toxicology of smoking – with consideration of the use of cigarettes, e-cigarettes, and cannabis, particularly given the rise of lung injury cases associated with vaping. It is likely that both conventional and innovative chemical tools will play a major role in understanding the mechanisms of toxicity of tobacco and its related products, as well as the transformation of e-cigarette constituents during vaping. 5

Process safety in chemistry

Into the top five now, and our pick is process safety. Many industrial chemical incidents happen around the world every year, resulting in deaths, property damage, and disrupted supply chains. Systematically studying process performance and learning from the past is an effective way to prevent such incidents, with new research contributing to strategies for improving chemical safety across natural, social, management, and engineering sciences. 6

Catalysis and energy snapshot in China

At four, energy and catalysis, with a focus on China. Energy plays a central role in society, and the hunt for clean and sustainable resources is becoming one of the most important global issues of our time. Over the past decade, researchers in China have made extensive efforts and achieved significant advances in the fields of energy and catalysis – both in the understanding of fundamental mechanisms, and the development of efficient materials and devices. 7

Applied chemistry in healthcare

The top three hot topics in this selection all take us back into chemical applications in healthcare. At three is antifungal drug discovery. Fungal diseases cause millions of deaths each year, and can increase the morbidity of other bacterial and viral infections. Current treatments such as polyenes, azoles, and echinocandins are old, and often do not offer cure – as well as being associated with severe side effects. New research and development is needed to improve outcomes, and to keep pace with emerging pathogens. 8

Neglected tropical diseases

Coming in at number two, neglected tropical diseases, which affect more than a billion people worldwide in tropical areas and impoverished communities. This category of diseases includes schistosomiasis, which can damage the bladder, kidneys and liver, and other tropical parasites. ACS journals collaborated in a special virtual issue to showcase recent advances in the diagnosis and treatment of these illnesses. 9

And our number one hot topic for the summer of 2022 – it’s vaccines. As we have all seen in recent years, vaccines are a key mitigation strategy against viruses. But their application is wider than just inoculating against infectious pathogens; indeed, they show utility in cancer and other diseases, and are driving new options for personalized medicine. Now, new materials and conjugation methods may simplify production and enhance outcomes. Furthermore, new biomolecules and display modalities can expand the reach of vaccines to target emerging and endemic viruses. Improved strategies to deliver vaccines and induce immunogenicity are critical to protect against future outbreaks. 10

All these topics have been covered in recent special and virtual issues of ACS journals. Visit the website to explore more, and connect with us on social media to tell us about your own favourite hot topics in the world of chemistry.

• AI and Big Data in Water Environments. ACS EST Water Available at: https://pubs.acs.org/page/aewcaa/vi/ai-big-data-water-environments .
• Recent Advances in Biomass and Wastes Thermochemical Processing. Energy Fuels Available at: https://pubs.acs.org/page/enfuem/vi/thermochemical-processing
• Bioconjugate Biomaterials: Leveraging Biology for the Next Generation of Active Materials. Bioconjugate Chem Available at: https://pubs.acs.org/page/bcches/vi/bioconjugatebiomaterials
• Tuberculosis Drug Discovery and Diagnosis. ACS Infect Dis Available at: https://pubs.acs.org/page/vi/tuberculosis
• Chemical Toxicology of Cigarette, e-Cigarette and Cannabis Smoking. Chem Res Toxicol Available at: https://pubs.acs.org/page/crtoec/vi/chemical-toxicology-cigarette
• Process Safety from Bench to Pilot to Plant. A special collaboration issue. Available at: https://pubs.acs.org/page/vi/process-safety-bench-pilot-plant
• Energy and Catalysis in China. J Phys Chem C Available at: https://pubs.acs.org/page/jpccck/vsi/energy-catalysis-china
• Antifungal Drug Discovery. A special collaboration issue. Available at: https://pubs.acs.org/page/vi/antifungals
• Neglected tropical Diseases. A special collaboration issue. Available at: https://pubs.acs.org/page/vi/ntdday
• Vaccine Strategies. Bioconjugate Chem Available at: https://pubs.acs.org/page/bcches/vi/vaccinestrategies

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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.

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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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Analytical Chemistry

The Department of Chemistry has an outstanding program in analytical chemistry, ranked among the top analytical programs in the nation. We have research strengths in the core measurement techniques (analytical spectroscopy, electrochemistry, mass spectrometry, microfluidics, and separations) and many multidisciplinary areas, some of which are listed below. Research in this area provides critical tools for chemical analysis of living cells, biologically active molecules, reactive intermediates, metabolites, and surfaces/interfaces. Students in our program have developed new instruments (e.g. ion-mobility mass spec), novel diagnostic assays (e.g. newborn screening), new chemical measurements (e.g. fluorescence-enabled electrochemical microscopy, photodissociation action spectroscopy), and new data analysis (e.g. deep learning based chemical imaging). Our research groups have numerous collaborative projects with other researchers from across the UW and at other universities, national laboratories, international research institutes, and in industry. These multidisciplinary collaborative research projects provide our graduate students with opportunities to work with scientists in fields such as engineering, biochemistry, medicinal chemistry, genome sciences, pediatrics, pathology etc., enhancing their overall educational experience and breadth of research expertise. As a result, our PhD graduates are in high demand in industry, academia, and government.

Research Strengths

• Bioanalytical ( Bush ,  Chiu , Fu , Gelb , Rajakovich ,  Synovec , Theberge , Tureček , Vaughan , Zhang )
• Diagnostics ( Chiu , Fu , Gelb , Theberge )
• Instrumentation ( Bush , Chiu , Fu , Synovec , Theberge , Tureček , Vaughan , Zhang )
• Mass Spectrometry ( Bush , Gelb ,   Rajakovich , Synovec , Tureček )
• Microscopy/Single molecule ( Chiu , Fu , Theberge , Vaughan , Zhang )
• Surface and interface analysis ( Campbell , Chiu , Ginger , Zhang )
• Chemical data science ( Bush , Fu , Synovec )

Highlighted Resources

• Student Innovation Center
• Washington Nanofabrication Facility
• Mobility Enabled Science in Seattle
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See also: Biophysics , Chemical Biology , Physical Chemistry

Related Faculty

Matthew F. Bush

Daniel T. Chiu

Michael H. Gelb

David S. Ginger

Lauren J. Rajakovich

Nicholas M. Riley

Robert E. Synovec

Ashleigh Theberge

František Tureček

Joshua C. Vaughan

Emeritus, Adjunct, and Affiliate Faculty in This Area

Latest news.

• Theberge named Schmidt Sciences Polymath for ‘boundary-pushing work’ in cell signaling, communication (September 12, 2024)
• The Mystery of Sugar — in Cellular Processes (August 28, 2024)
• Meet Assistant Professor Nick Riley (August 20, 2024)
• Velian Promoted to Associate Professor; Theberge and Vaughan Promoted to Professor (June 13, 2024)
• Excellence in Graduate Research Awards 2023-24 (May 3, 2024)
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• Research projects

Below we list current research topics in the Research School of Chemistry with links to relevant researchers and groups. We have a wide range of potential chemistry research projects, ranging from short-term summer research projects to year-long honours and graduate projects to three-year PhD projects. Please contact the listed project supervisor for further discussion and ideas.

Displaying 1 - 15 of 67 project(s).

3D printing of functional materials for green chemistry

This project is ideal for Honours/Master students interested in the cutting-edge field of 3D printing and sustainable chemistry. You will gain valuable skills and experience in both areas, which will prepare you for a career in materials science, chemistry, or related fields.

• Energy, Environment and Green Chemistry

Student intake

Open for Honours, Master, PhD, Summer scholar students

A new spin on hydrogen: supercharging NMR

Hydrogen is well recognized for its potential as a future energy source – but few people are aware of another remarkable ability of the simple H2 molecule. The challenge is this: how can we incorporate para-hydrogen into molecules?

• Analytical Chemistry and Sensors
• Organic chemistry
• Norcott Group

A Trojan horse to combat malaria

Our goal is to develop an anti-malarial Trojan horse that will deliver a chemical payload to the malaria parasite that it cannot avoid, thus limiting the potential for resistance.

• Medicinal Chemistry and Drug Development
• McLeod Group

Accessing Designer Peptides Using Electro-Organic Synthesis

This project will explore additional opportunities for the efficient electrochemical modification of peptides, including through the use of novel “electrochemically-active” amino acids.

• Malins Group

Advanced nanocatalysts for energy conversion

This project offers a unique opportunity to gain experience in materials synthesis, characterization, and catalysis, as well as contribute to cutting-edge research in the field of sustainable energy.

Advanced Optical Spectroscopy of the Chlorophylls

Why does nature strongly favor chlorophyll a? What are the consequences of the differences between the chlorophylls for photosynthetic function? Using our unique optical spectrometer, this project aims to address these key fundamental questions.

• Physical and Biophysical Chemistry

Open for Honours, PhD students

AI and data co-driven materials discovery for advanced energy conversion and wearable systems

This project will provide hands-on experience with some of the most exciting and rapidly evolving technologies in materials science today. Join our team and be at the forefront of the field, making new discoveries and pushing the boundaries of what's possible.

• Computational and Theoretical Chemistry

Allosteric inhibitors of an important drug target

This project will involve collaboration with industry partners (Beta Therapeutics) and partners within the Centre of Excellence in Peptide and Protein Science.

• Jackson Group

Anti-doping chemistry and designer steroids

This project will combine analytical and synthetic chemistry to study the metabolic fate and biological activity arising from designer steroids use, with the goal of developing assays to detect the abuse of these agents in sport.

Artificial biomaterials: strong and self-healing polymer materials

This project will develop these materials for biological applications, for example as an artificial skin (below).

• Connal Group

Big and Small Chains of Carbon

We are studying compounds in which a single atom of carbon is held between two metal centres LnM=C=MLn. In most cases the M=C=M spine is linear but we have recently isolated the first examples where the carbon is bent and displays nucleophilic character.

• Functional Materials and Interfaces
• Inorganic Chemistry and Organometallic Chemistry
• Supramolecular Chemistry

Biocompatible synthesis of bicyclic peptides

This project will capitalise on these achievements and explore biocompatible synthetic routes to various kinds of bicycles and their applications in drug discovery.

• Nitsche Group

Boronic acids as potential therapeutics for dengue fever

This project will screen numerous boronic acid derivatives available at the Research School of Chemistry (optional: computational screening of data banks). Screening hits will be modified to generate drug-like inhibitors with anti-dengue activity.

Catenanes and/or rotaxanes

This project will involve a reasonable amount of organic synthesis, as well as some host-guest binding studies and potentially some X-ray crystallography.

• White Group

Characterizing defect sites in functional materials and catalysts using Multidimensional Electron Paramagnetic Resonance

Students with an interest in instrumentation development can pursue coupling EPR platform in situ electrochemistry, in situ gas exchange and in situ light (Solar, UV, LED, laser) excitation, allowing operando characterization of defects and their evolution.

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Hands-on experiences for remotely taught analytical chemistry laboratories

Joel f. destino.

1 Department of Chemistry, Creighton University, Omaha, NE 68178 USA

Erin M. Gross

Emily d. niemeyer.

2 Department of Chemistry and Biochemistry, Southwestern University, Georgetown, TX 78626 USA

Steven C. Petrovic

3 Department of Chemistry, Southern Oregon University, Ashland, OR 97520 USA

Associated Data

Introduction.

When higher education transitioned to remote instruction in the spring of 2020 because of the COVID-19 pandemic, one of the most challenging aspects for many instructors of analytical chemistry courses involved how to engage students in hands-on laboratory experiences. The laboratory is where students gain practical experiences using techniques and instruments that are central to analytical chemistry. Many instructors also incorporate projects into the analytical chemistry laboratory where students have more autonomy in the design and execution of experiments. In project-based experiences, students need to propose hypotheses, design and execute experiments, and then interpret data to see whether conclusions can be drawn or experiments need to be redesigned and repeated.

With the realization that many courses would continue to be taught remotely in the fall of 2020, hands-on laboratory experiments were designed that students could complete while studying off campus. One approach described herein involves a series of experiments using carbonate species that incorporate gravimetry and titrimetry, which are topics typically included in an introductory quantitative analysis course. Another approach involves two experiments suitable for an instrumental analysis course. These involve an amperometric measurement for the analysis of glucose and fluorescence measurement for the analysis of riboflavin. The final approach involves a scaffolded experience where students build, study, and experiment with a cell phone spectrophotometer that they then use in an independent, self-designed project.

All of the experiments are inexpensive and safe for students to complete in a remote setting. Combined, these three different experiences provide a range of ways for instructors to incorporate hands-on experiments for students into online and hybrid analytical chemistry laboratory courses.

Remote laboratory experiences based on carbonate chemistry

A series of six at-home laboratory experiments were developed for quantitative analysis students at Southern Oregon University (SOU). These experiments involve the chemical analysis and reactivity of sodium carbonate and sodium bicarbonate (the materials in the Supplementary Information (ESM) have the handouts provided to students for each experiment). Experiments based on carbonate chemistry have several advantages: volatilization gravimetry (i.e., relating loss of CO 2 to reaction stoichiometry) can easily be conducted at room temperature using an inexpensive digital scale; carbonate salts are incorporated into a wide range of consumer products and over-the-counter medicines; relatively pure carbonate salts are available from local supermarkets; carbonate acid-base chemistry is routinely covered in quantitative analysis courses; and the toxicity of sodium carbonate and sodium bicarbonate is low.

Approximately 6 weeks before the start of the fall term, students were contacted to inform them that remote laboratory instruction would be based on the at-home laboratory experiments shown in Table ​ Table1. 1 . Students were also provided with a shopping list of instrumentation, materials, and reagents shown in Table ​ Table2. 2 . Since assembling the at-home laboratory kit by the end of the first week of the term is work that students would not perform with face-to-face instruction, 10% of each student’s lab grade was based on emailing a photo of their at-home laboratory kit containing all of the items listed in Table ​ Table2. 2 . The cost of the instrumentation, which was priced through an online vendor, was approximately $60. The cost of all the reagents and samples priced through a big box store was approximately $40. Since many of the reagents and kitchen supplies (e.g., lidded jars, measuring cups, and measuring spoons) are commonly found in households, the full cost of the kit was expected to be less than $100 for many students. In order to mitigate the expense of the kit and to acknowledge the remote nature of the quantitative analysis lab, students were not charged the usual $30 lab fee associated with the course. Attributes of these at-home experiments include using glassware and balances, working with real samples, preparing solutions, pipetting, and titrations.

At-home quantitative analysis experiments and associated analysis and measurement skills addressed in each experiment

List of equipment, reagents, and samples for the at-home quantitative analysis labs

It was particularly important to develop experiments for remote learning that were inexpensive, flexible, and accessible to a range of student circumstances. At-home experiments using carbonate chemistry as the theme fulfilled these requirements. None of the experiments requires a heat source (e.g., a flame, hotplate, or oven). Only a surface and sink with running water are needed, which allowed students to complete these experiments at home or in campus residences. Each experiment was introduced during lab recitation, which was conducted synchronously via Zoom. Students could access their instructor remotely via Zoom during the normally scheduled 3-h lab period, as well as office hours, to address experimental difficulties. Students were allowed to conduct these experiments asynchronously as their schedule permitted. At SOU, students purchase their own protective equipment, including safety goggles, a lab coat, and appropriate dress to wear while performing experiments and this includes at-home experiments. Two of the six experiments were written up as lab reports, and students were provided with a rubric and an exemplar of a well-written report. Students wrote down the purpose, procedure, data, calculations, and results for each of the remaining experiments and emailed copies of their notebook pages to the instructor for grading. On the whole, interactions with students were less numerous and spontaneous than with face-to-face instruction. In some cases, this led to greater turnaround times when providing feedback on experimental difficulties. However, requiring students to complete pre-lab exercises allowed the instructor to assess student’s prior knowledge and address potential misunderstandings. In addition, providing clear expectations and appropriate exemplars on report writing resulted in well-written laboratory reports that were similar in quality to those in previous years.

In the first experiment, students calibrated their 25-mL volumetric pipet and performed significance tests (Table ​ (Table1) 1 ) to compare their pipet’s accuracy to that of another classmate. In the second experiment, students chose an antacid, either Alka-Seltzer (sodium bicarbonate) or Tums (calcium carbonate), and reacted one antacid tablet with excess vinegar (Alka-Seltzer) or 1.0 M citric acid (Tums) to determine the carbonate content. The carbonate content is determined by comparing the difference in weight between the initial reactants and final solution after evolution of carbon dioxide. Since the mass of the carbonate salt is listed in the active ingredients of these over-the-counter medications, students treated these tablets as primary standards. The accuracy and precision of this remote lab was quite acceptable. The percent relative error in the determination of CaCO 3 in Tums ranged from 0.3 to 12% (median 7.5%), and the relative standard deviation ranged from 1 to 6% (median 2.5%). In the third experiment, students modified the prior procedure to determine the carbonate content in a consumer product (e.g., baking soda toothpaste, calcium carbonate–based toothpaste or cleanser, cat litter, calcium supplement). They had to find the safety data sheet (SDS) for their product to estimate the carbonate content. They also had to calculate the sample size and volume of 1.0 M citric acid to ensure that at least 1.00 g of carbon dioxide was lost per trial.

The last three experiments involved the assay of a secondary standard (washing soda), which was then used as a titrant in two acid-base titrations. For example, the sodium carbonate purity in the SDS for Arm and Hammer Super Washing Soda [ 1 ] is 88% (w/w) because of waters of hydration. Students determined the purity of their washing soda by volatilization gravimetry. In the next experiment, students determined the pK a1 of ascorbic acid and its mass in a vitamin C tablet. The washing soda was used to prepare 0.20 M sodium carbonate titrant. Approximately 0.5 mL increments of titrant were added from a 35-mL plastic syringe, and an inexpensive pH meter was used to measure solution pH throughout the titration. Students then determined the titrant density using their 25-mL volumetric pipet, so the mass of each titrant addition could be converted to an accurate volume. Despite the use of a weak base as the titrant, the titration curve generated in this experiment (see ESM) can be used to determine the pK a1 of ascorbic acid, which is 4.17. Student pK a1 values ranged from 4.14 to 4.52, although the relative error for the mass of vitamin C ranged from 14 to 43%. Students also generated a first-derivative plot of their titration curve to more precisely determine the equivalence point volume. The final experiment, which was adapted from a hands-on remote lab posted on the Analytical Sciences Digital Library (ASDL) website [ 2 ] involved the determination of potassium bitartrate solubility. Students prepared a saturated solution of Cream of Tartar 2 days ahead of the titration experiment. After decanting or filtering the saturated solution, 25 mL aliquots were titrated with 0.10 M Na 2 CO 3 . A curcumin indicator, which changes color from yellow to red-orange at pH 8, was used to observe the endpoint. Curcumin was prepared by extraction from powdered turmeric using 70% isopropyl alcohol.

Remote experiments for an instrumental analysis laboratory

In light of the COVID-19 pandemic this fall, two hands-on, remote-flexible laboratory experiments were implemented in Instrumental Analysis at Creighton University. One involved the analysis of glucose using amperometry, and the other an analysis of riboflavin using fluorescence spectroscopy. Both experiments are inexpensive, compact, and therefore portable. Both use standard household samples, making the chemistry amenable for at-home analysis. The two experiments were first utilized in a standard round-robin laboratory format with relatively little inquiry. They also served as the foundation for less structured, multi-week, inquiry-based group projects focused on method development. The laboratory classes were taught mainly in person. However, these two experiments’ portability and remote flexibility were essential when students were isolated due to quarantine and isolation restrictions. In all, 7 out of 27 students needed to complete at least one experiment remotely. Experiences with these two experiments when implemented in hands-on, remote laboratory learning are described here. Learning outcomes of the experiments are given in the ESM.

An at-home experiment for determining glucose in beverages using a commercial glucometer was developed. This experiment was adapted from a report that used blood-glucose test strips for introducing enzyme electrodes and modern biosensors to undergraduate students [ 3 ]. An overview and background information on amperometric blood-glucose meters and test strips are provided on the ASDL website [ 4 ]. Table ​ Table3 3 provides a list of materials needed for the experiment. A student handout, approximate costs of materials, instructor guidelines, and evaluation guidelines are provided in the ESM.

Contents of take-home kits for amperometric glucose determination

*Instructors should keep glucose solutions refrigerated until handing out to students. If students take kits home well in advance of performing the experiment, they should also keep these refrigerated

**A small test tube rack to hold the 1.5-mL centrifuge tubes is helpful, if available

The experiment background in the student handout covers the fundamental chemistry behind self-monitoring blood-glucose systems (SMBGs). This includes the reactions occurring at the enzyme electrode, information about diabetes, and the accuracy requirements for SMBGs. To perform the experiment, students (1) prepare glucose standards from a stock standard solution; (2) properly dilute their unknown and sugary beverage; (3) prepare a calibration curve and determine the glucose concentrations in the beverage and unknown samples; and (4) perform a replicate analysis to determine the precision of the method. From these data, students are asked to calculate and report (a) the original glucose concentration of the unknown; (b) the concentration of glucose in the beverage sample in g/L; (c) the precision in %RSD; and (d) the limit of detection in mM. A reporting sheet is provided with the student handout.

Given the solutions and supplies outlined in Table ​ Table3, 3 , students can perform this experiment entirely at home. Performing the dilutions with a micropipette would be the most accurate; however, a less costly method would be to deliver liquids by mass using a pocket balance. Students who were on campus but conducting the experiment remotely could take a micropipette home. The cost of the glucose meter, test strips, and other consumables is quite low, as shown in Table S2 . The procedures are safe, as the solutions contain only glucose and are at a neutral pH.

An at-home experiment was developed for the fluorometric determination of riboflavin (vitamin B 2 ) in energy drinks. An overview and background information on the fundamental principles of fluorescence and vitamin B 2 are provided on the ASDL website [ 5 ]. Table ​ Table4 4 provides a list of materials needed for the experiment. A student handout, approximate costs of materials, instructor guidelines, and evaluation guidelines are provided in the ESM.

Contents of take-home kits for the fluorometric riboflavin determination

*For best results, instructors should keep riboflavin-containing solutions refrigerated and stored in amber or black containers. If students take kits home well in advance of performing the experiment, they should also keep these refrigerated

To perform the experiment, students (1) prepare riboflavin standards from a stock standard solution, (2) obtain a calibration curve, and (3) determine the riboflavin concentrations of the beverage and unknown samples. From these data, students are asked to calculate and report (a) the original riboflavin concentration of the unknown; (b) the concentration of riboflavin in the beverage sample in mg/serving; and plot their external calibration to journal article figure standards. A reporting sheet is provided with the student handout.

All the required materials are safe to be used at home and for transport. Most of the materials needed to complete the experiment are inexpensive or common laboratory consumables–except for the spectrophotometers, which can be prohibitively expensive (currently, $399). Alternative fluorometric and spectrophotometric setups at a fraction of the cost have been experimented with, building on others’ work using LED excitation sources, 3D-printed structures, and smartphone cameras, or photoresistors, for detectors [ 6 – 9 ]; however, these methods were not deployed in remote laboratory learning for Fall 2020.

Evaluation of student performance on the two experiments based on accuracy indicated no statistical difference, whether conducted at home or in the lab. Sample student calibration curves and data reported are shown for both experiments in the ESM. Student feedback confirmed that they felt less rushed when performing experiments at home than in the standard 3-h lab format. One drawback was that students did not synchronously perform the experiment during the lab time and could not ask questions in real time. A future planned improvement is to deliver the lab experience synchronously so that students can answer questions in real time. There is also a plan to provide laboratory kit unboxing and demonstration videos for the lab experiment.

In general, survey results indicated that students found both experiments straight-forward. Though, in the portable fluorescence experiment, several struggled with the concept of preparing standard solutions gravimetrically. This issue was compounded in implementation because students were not explicitly told what concentrations to prepare from the riboflavin stock standard. This was done intentionally to have students practice making external calibration curves independently before they begin group projects. Alternatively, one could assign more prescriptive dilution instructions.

Some students wrote that having peers who had completed the experiment helped when working remotely. In addition to the ideas described previously, instructors could have a discussion board to address common queries that students may have when conducting the experiment remotely and encourage students in the class to answer questions from others. The instructor can monitor what information is shared, and responses remain public and searchable to students working on those experiments later in the term.

Lastly, these experiments served as the foundation for projects using the same equipment. Remote-flexible group projects completed by students based on these experiments are included in the ESM.

Through the two remote-flexible experiments, students obtained hands-on experiences with quantitative electrochemical and spectroscopic methods. Students were able to plan dilution schemes, prepare solutions, and apply external calibration methods to determine glucose and riboflavin concentrations in unknown solutions and consumer beverages. Students also gained experience preparing and reporting their results with a publication-style figure and figure caption.

Student research projects within an online analytical chemistry laboratory

Course-based undergraduate research experiences (CUREs) have become an increasingly popular method to provide a larger number of students with the benefits of participating in research [ 10 ]. At Southwestern University, CUREs are integrated into the curriculum through a series of upper-level laboratory courses in different chemistry sub-disciplines. For example, students in the Advanced Laboratory in Analytical Chemistry course typically complete a semester-long research project that introduces them to analytical methodology and instrumentation, basic statistical analysis, and techniques of sample preparation, extraction, and calibration. In response to the COVID-19 pandemic, Southwestern University moved all laboratory courses primarily to remote instruction this fall. When transitioning the analytical lab course fully online, it was important to provide students with hands-on experiences while also maintaining the learning outcomes associated with an in-person CURE to the greatest extent possible. In particular, the goal was to develop a student-driven “authentic inquiry” project [ 11 ] in which students worked cooperatively in small groups to propose a novel research question; identify and conduct analytical experiments to answer that question; determine appropriate statistical analyses for their experimentally collected data; contextualize their results within the broader scientific literature; and present their findings in oral and written formats.

Scaffolding activities throughout the semester (Fig.  1 ) to prepare students for the research project proved particularly important for an online lab course [ 12 ]. The semester began with students participating in workshops on topics such as analytical figures of merit and calibration, spectroscopy, and statistical analysis. Because the upper-level laboratory courses are designed to stand alone and are not tied to a lecture class, these workshops provided an introduction to foundational analytical chemistry concepts. Students were placed in groups within online breakout rooms and worked collaboratively on active learning materials adapted from the Analytical Sciences Digital Library [ 13 ] as well as POGIL (process-oriented guided inquiry learning) style worksheets [ 14 ].

Semester plan for an online lab course incorporating student-designed research projects

Following the workshops, students then constructed their own spectrometers utilizing smartphones as detectors [ 9 ]. Building the spectrometers was a guided inquiry activity [ 11 ] with students required to have some common elements in their instrumental design, such as a 1-cm polystyrene cuvette as the sample holder and a smartphone paired with the ImageJ software [ 15 ] for data collection and processing (the student handout for this activity is provided in the ESM). However, students were encouraged to experiment with optimizing other components, such as their light source and housing, which led to considerable variation in spectrometer design among students in the course. These spectrometers provided students with inexpensive and durable instruments to measure absorbance values at home and were central to the research projects that were carried out later in the semester. In preparation for their research projects, students also characterized their individual smartphone spectrometers by analyzing figures of merit such as the linear dynamic range, sensitivity, and detection limit of a food dye. Additionally, they conducted two open inquiry experiments [ 11 ] to determine the concentrations of food dyes (both individually and as a mixture) found in candy straws and a bottled sports beverage. These lab activities, which were completed synchronously by students working in assigned groups within online breakout rooms, gave students practice collaboratively designing experiments while also providing them with opportunities to optimize their smartphone spectrometers and address differences that arose in their results due to variations in spectrometer design. To support these experiments, students were provided with a take-home laboratory kit [ 16 ] which included consumables (such as gloves and plastic cuvettes), beakers, a volumetric flask, a 10-mg balance, a 100-μL mini-pipette and 10-mL graduated volumetric pipette, food dye standards, and candy and beverage samples (further details about the equipment boxes are provided in the ESM).

Student groups were also required to develop a written project proposal to help them plan and prepare for their research study. Prior to submitting the proposal, each student group met with the instructor to brainstorm project ideas. These meetings were critical since the online lab format led to numerous experimental constraints—such as the need to select reagents that were safe for use at home—which had to be taken into account along with instrumental limitations of the smartphone spectrometers (e.g., they can only detect analytes that absorb in the visible region of the spectrum). Final proposals included an overview of the system of study, a research hypothesis, the gap in the literature that the study addresses, a detailed summary of the research plan, and a list of supplies, if needed. Following submission of the proposals, the instructor met with groups again to discuss their proposed experiments and finalize details for distributing samples, analytical standards, and reagents to group members. This entire process was scheduled early in the semester to allow sufficient time to order project supplies and make them available for students to pick up at a designated campus location or to send via mail to students who were fully remote. Students had 3 weeks to complete their experiments, and each group submitted a final journal-style manuscript based on their results. Additionally, oral online presentations occurred during the last lab session of the semester, providing groups with an opportunity to explain their research results to others in the class as well as answer questions about their projects (handouts for each of these course assignments are provided in the ESM).

Despite the challenges associated with designing a research study for a non-laboratory setting, students collaborated effectively within the online course environment to develop projects that were both creative and interesting. All of the studies involved the analysis of common supermarket samples such as wine, kombucha, and berries. Comparing levels of anthocyanins, blue-red plant pigments, among samples, were the most common project focus and gave students the opportunity to study a relevant analyte known to impart a variety of health benefits in humans [ 17 ]. Although these research studies were much smaller in scope than the ones that students complete in the lab course during a typical semester, the online projects accomplished the same overall learning goals while solidifying student understanding of analytical concepts such as extraction, calibration, and statistical analysis. Additionally, the scaffolding activities that were developed for the online lab this semester better prepared students to design their own research projects, and many of these activities will be integrated into the course following the pandemic.

Concluding comments

This article describes three examples of laboratory experiences that students in analytical chemistry courses can complete while studying remotely. These experiences provide students with hands-on laboratory work and incorporate learning outcomes that many instructors have for the laboratory component of analytical chemistry courses. All of the experiments described herein are safe to complete in remote settings without the usual safety items expected in a university laboratory. Additionally, these experiments can be accomplished at a minimal cost and did not require additional personnel since they were taught by individual instructors (similar to a traditional in-person laboratory). Instructors and students were satisfied with these experiences and will keep using them as long as our courses continue to involve remote instruction.

Supplementary information

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Acknowledgments

The authors wish to acknowledge their departments at Creighton University, Southern Oregon University, and Southwestern University for supporting this work.

Biographies

is Assistant Professor of Chemistry at Creighton University in Omaha, NE, USA, who has taught primarily analytical chemistry courses. He is passionate about undergraduate research and incorporating active and project-based learning in his classes, along with memes/social media, and social justice and equity issues. Recently, his teaching efforts have focused on developing at-home-friendly, remote laboratory experiments. More information about his work can be found at https://www.creighton.edu/faculty-directory-profile/1495/joel-destino , and his students’ memes can be viewed at @QuantMemes on Instagram and Twitter.

is Professor of Chemistry at Creighton University in Omaha, NE, USA. She is passionate about active learning and teaches a wide range of courses in analytical, green chemistry, and introductory chemistry. She is an active researcher with undergraduate students and participates in the Institutional Development Award Program (IDeA) Networks of Biomedical Research Excellence (INBRE) program in Nebraska. Further details of her accomplishments can be found at https://www.creighton.edu/faculty-directory-profile/211/erin-gross .

is Professor of Chemistry and the Herbert and Kate Dishman Chair in Science at Southwestern University in Georgetown, TX, USA. As the Program Director for Southwestern’s Inquiry Initiative, she successfully oversaw a transition to an inquiry-based curriculum across the institution’s science departments while significantly expanding undergraduate research opportunities for underrepresented students. She teaches a wide range of courses in analytical, environmental, and introductory chemistry as well as classes for non-science majors. She is an active researcher with undergraduate students, and further details of her accomplishments can be found at https://www.southwestern.edu/live/profiles/25709-emily-niemeyer .

is Professor of Chemistry at Southern Oregon University in Ashland, OR, USA. He teaches courses in analytical chemistry and general chemistry, as well as courses in wine production and the chemical analysis of wine. His current research focus is on the electrochemistry of wine phenolics and on the development of experiments for the undergraduate analytical chemistry laboratory. He has been associated with the Analytical Sciences Digital Library (ASDL) since 2005, and he is active in the development of learning modules and active learning experiences, which can be found online at www.asdlib.org .

Support for this work was provided by the United States National Science Foundation through grant numbers 1624898 and 1624956. JFD and EMG received support from the National Institute for General Medical Science (NIGMS) (5P20GM103427), a component of the United States National Institutes of Health (NIH).

Compliance with ethical standards

The authors declare that they have no competing interests.

This contribution is part of a series featuring teaching analytical science during the pandemic in order to support instructors in preparing their courses.

Publisher’s note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Contributor Information

Joel F. Destino, Email: ude.nothgierc@onitseDleoJ .

Erin M. Gross, Email: ude.nothgierc@ssorGnirE .

Emily D. Niemeyer, Email: ude.nretsewhtuos@eeyemein .

Steven C. Petrovic, Email: ude.uos@sivortep .

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Student experiences of project-based learning in an analytical chemistry laboratory course in higher education

This study describes students’ experiences in project-based learning (PjBL) incorporated as part of a revised undergraduate analytical chemistry laboratory course. We examined which phases were the easiest as well as the most challenging and what student skills developed during the research project. The research data were collected between 2016 and 2018 via two questionnaires. They were analyzed both quantitatively and qualitatively. One questionnaire focused on the whole course (in 2016–2018, n  = 127) of which only the answers on the research project questions were analyzed. The other questionnaire focused on only the research project (in 2018, n  = 42). Based on the results of our study, students felt that the research project was useful for their future laboratory experiments. Several sets working life skills as well as self-assessment skills were also developed during the project. These included skills related to laboratory work, group working, planning the research, problem solving and data collection. The students named the easiest phases to be the concrete laboratory experiments, making the seminar presentation, drawing up the research plan and reporting the results. As the most challenging phases, they named the design phase of the project, challenges related to experimental works and data collection. For example, students experienced uncertainty when gathering information and the whole project appeared challenging during the design phase. However, when students started to work, they saw that the work progressed smoothly if they had designed it well. When students have an opportunity to create their own research project, they acquire meaningful learning experiences.

Introduction

Project-based learning (PjBL) is a widely researched area ( Egilmez, Sormaz, & Gedik, 2018 ; Kokotsaki, Menzies, & Wiggins, 2016 ; Wurdinger, Haar, Hugg, & Bezon, 2007 ; Wurdinger & Qureshi, 2015 ). PjBL is a model that organizes learning around different projects ( Thomas, 2000 ) and in which students create projects that result in meaningful learning experiences ( Wurdinger et al., 2007 ). It is a teacher-facilitated, student-driven approach to learning where the genesis of the project is an inquiry ( Bell, 2010 ; Chandrasekaran, Stojceyski, Littlefair, & Joordens, 2013 ; Dole, Bloom, & Kowalske, 2016 ). Due to the large number of PjBL studies, its definitions vary widely. In this study we use the definition of PjBL created by Wurdinger, Haar, Hugg, and Bezon et al. (2007) : “a teaching method where teachers guide students through a problem-solving process which includes identifying a problem, developing a plan, testing the plan against reality, and reflecting on the plan while in the process of designing and completing a project” (p. 151). The literature uses the abbreviation “PBL” for both problem-based and PjBL. However, in this study we also use problem-based learning (PrBL), so the abbreviations PrBL and PjBL will differentiate the two. PrBL is an effective learning approach where a problem is introduced and solved before the generalizing concept is provided ( Egilmez et al., 2018 ). PrBL allows for free inquiry and it is considered to be a student-centered teaching method where students work together to solve problems ( Gao, Wang, Jiang, & Fu, 2018 ; Savery, 2006 ). In PrBL, the tutor is a facilitator of learning, learners are self-directed, and they self-regulate their own learning. PjBL is said to be similar to PrBL in that the learning activities are organized around achieving a shared project or goal. In both aspects, the role of the instructor is emphasized because students can now access a massive amount of information and it may lead to the problems of choosing the subject of the project work ( Savery, 2006 ). On the other hand, these learning approaches keep instructors up to date because they have to create and define new problems and projects ( Egilmez et al., 2018 ). For example, the key to PrBL is to design a suitable problem scenario related to the real lives of students ( Gao et al., 2018 ).

PjBL and PrBL are both effective learning approaches. Robinson (2013) states that the incorporation of project-based and problem-based laboratories is a potential solution when students lack motivation and engagement. Gao, Gao, Wang, Jiang, and Fu (2018) have come to the same conclusion when they studied PrBL in a public basic course for students from non-chemistry majors at Northeast Agricultural University. Their study indicated that although there were some negative evaluations, the vast majority of students were willing to accept the PrBL method. According to Gao et al. (2018) , PrBL could remarkably improve the motivation of students.

The Analytical Chemistry Laboratory course at the University of Jyväskylä, has been taught since the 1960s. It was updated in 2014 ( Matilainen, Koliseva, Valto, & Välisaari, 2017 ). The course is part of the subject studies in chemistry. After the course was revised in 2014, it contained more cooperation, student-centered activity, and inquiry-based learning along with PjBL. In the revised model ( Matilainen et al., 2017 ), students are divided into groups of 7–10 students. The students choose the group time which best fits their timetable when they sign up for the course. Each group has its own instructor for the entire period. The course contains traditional laboratory experiments used to develop basic laboratory skills, in which both classic and modern spectroscopy methods as well as the laboratory environment become familiar to students. A research project is one part of the course, and it continues for the duration of it. As part of the project, students search for information how to do the analyses from different types of literature sources, familiarize themselves with various analytical chemistry research methods as well as with designing and conducting laboratory tests, and with analyzing and reporting research results. The student groups are self-directed, they divide tasks between themselves typically by the students’ interest and the instructor evaluates the process of the project during the course and especially in the separate group meetings, which have their own goals and tasks which must be done. Students learn to take responsibility for their own work as well as the learning of others. The research project requires successful group dynamics and long-term, goal-oriented work. The PjBL approach used on the course includes some characteristics of PrBL. In this study, we focus on PjBL from a student perspective.

Structure of the research project

The course’s new structure and feedback from the students and instructors has been reported previously ( Matilainen et al., 2017 ). In this article, the focus is on the research project of the laboratory course from students’ point of view. We have selected the subjects of five research projects: (a) analysis of elements in needles, (b) analysis of elements in water, (c) analysis of elements in soil, (d) quality assurance of inorganic fertilizer and (e) quality assurance of dialysis solution. In Table 1 these are referred to as needles , water , soil , inorganic fertilizer and dialysis solution , respectively.

Research problems and guiding questions for the research plan.

In the first group meeting, the students are given the research problem by their group instructor. Each group has their own problem. The instructor also provides some literature and tips for finding further material regarding the research problem. The group decides how to work in the laboratory to solve the given research problem. The students can bring and analyze their own samples if it is possible for the selected research project. They should decide on sampling, sample preparation, elements to be measured, measurement methods to use and the importance of the obtained analytical results. The instructor gives a list of elements from which at least three elements are selected for analysis. One element is analyzed with two different methods, one of which should not be an instrumental method. Typically, the students use those analytical methods which they learn during the course, but they may use any other methods found in the literature that may be performed with the reagents and equipment available in the laboratory. The group draws up a research plan with the aid of the guiding questions and the research problem given in Table 1 . The guiding questions help the students draw up the research plan, see what kind of analytical methods can be found from the literature and determine what elements are analyzed. They also are exposed to content which connects their project to real life and helps them understand why these kinds of projects are done. The guiding questions also help instructors direct the research plan.

To keep the group on schedule, there are three separate group meetings with the instructor during the course, and each meeting has its own goal, as shown in Table 2 . The course concludes with a seminar session during which each group gives a presentation of their research project in the lecture hall and also act as an opponent for another group.

Schedule and goals of the research project.

The students’ competence in analytical chemistry was evaluated during the course by comparing the results of the analysis to the values found in the literature. Each project had their own samples and it was possible to, for example, compare students’ results to the official reference values given by the manufacturers or to the values given by the environmental authority. The basic laboratory work also included some analysis (e.g., for iron and nickel) in which the analytical precision of the results was evaluated ( Matilainen et al., 2017 ).

Research questions

What were the easiest phases of the research project?

What were the most challenging phases of the research project?

What skills did students improve during the research project?

Students’ questionnaires

Students’ experiences and opinions concerning the research project were obtained anonymously using two questionnaires (see Appendix 1 and Appendix 2 ). The first questionnaire (Q1) collected specific information about the research project in 2018 and the second questionnaire (Q2) included more questions about the presentation of the research project as well as about the whole course (between 2016 and 2018). Both questionnaires were distributed at the last meeting of the course (the seminar day) and both questionnaire forms included a Likert scale and open questions. The scale questions used a 5-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree).

Participants

Data from Q1 were collected in the fall semester of 2018. The number of respondents was 42 and the response rate was 100%. The participants were students majoring or minoring in chemistry. Background questions asked about their gender and major. The gender was divided equally. Chemistry was the major subject for 36 out of 42 respondents (86%) and it was the minor subject for 6 out of 42 respondents (14%). Data ( n  = 127) from Q2 were collected between 2016 and 2018 and the response rate was 100%. The annual variation of the participants was as follows: 51 participants in 2016, 34 participants in 2017 and 42 participants in 2018. The annual gender variation of the participants was as follows: in 2016, 28 were men, 23 were women; in 2017, 16 were men, 18 were women; in 2018, 20 were men, 21 were women and one did not answer this question. From Q2, only the questions related to the research project were used. All the respondents that completed the questionnaires were active course participants.

Data analysis and research quality

The quantitative survey data were analyzed with descriptive statistics using SPSS 24. Means, frequencies, standard deviations and Cronbach’s alpha coefficients were calculated for both questionnaires. The Cronbach’s alpha coefficient indicates scale reliability. The Cronbach’s alpha coefficient was 0.89 for Q1 and 0.86 for Q2, meaning the scales displayed good internal consistency.

Data-based qualitative content analysis was used to analyze the open questions. All participants’ names are presented using the following format: Student 1, Student 2, Student 3, etc. In the data-based content analysis of the participants’ answers to the open questions, qualitative interpretations were constructed gradually. In the first phase, the participants’ answers were analyzed, itemizing the words and concepts they used. In the second phase, categories were generated to determine the meanings of concepts. Two authors were involved in this process. All three authors read the answers. They analyzed the answers independently and discussed the results. The few disagreements that emerged were resolved through discussion and the authors arrived at a consensus ( Patton, 2015 ), which contributes to the reliability of the analysis. Patton (2015) suggests that in a consensus-based theory of truth people can create truth by arriving at a consensus. In the analysis tables, example quotations from the data are presented to make the analysis more transparent. The use of multiple coders in the research analysis phase can be seen as a form of triangulation.

Scale questions

The research project valuation was performed using Likert scale questions. The variations in the number of respondents in the research results were due to the lack of respondents’ answers for every question. Based on Q1 ( Appendix 3 ), students ( n  = 42) reported that that the knowledge they gained from the research project will help them design laboratory experiments in the future (avg. 4.02), in conducting the laboratory experiments (avg. 4.26), and in the analysis of research results (avg. 4.05). Students found that the research project helped them in reporting research results (avg. 3.84). The students also liked how they were able to devise the research plan (avg. 3.81) and implement it themselves (avg. 4.00). The research project included various analytical chemistry research methods, which was seen as a positive aspect because students became familiar with them (avg. 3.79). The research project was considered a motivating form of learning (avg. 3.74).

The courses’ instructors received positive feedback from the students as they received good support from the instructors during the project (avg. 4.47, n  = 42). This was also reflected in the answers to Q2 ( Appendix 4 ) between 2016 and 2018 (averages varied between 4.21 and 4.41, n  = 127). Additionally, students ( n  = 127) saw that the instructors were interested in what they were teaching (avg. 4.26–4.58) and provided enough guidance for the research project (avg. 4.31–4.40).

In 2018, most of the students considered themselves an active group member (avg. 3.98, n  = 42, Appendix 3 ). This is a positive result because the groups were large (7–10 students) and so their functionality was challenging. This is also reflected in the answers to the open questions presented in the next section. Additionally, students felt that working in a group was meaningful for them (avg. 3.74, n  = 42, Appendix 3 ) and they received support from their project group members (avg. 3.74–4.25, n  = 127, Appendix 4 ). Students also liked the research project as a whole (avg. 3.67–4.31, n  = 127, Appendix 4 ) and they learned a lot about conducting the project (avg. 4.03–4.10, n  = 127, Appendix 4 ).

Open questions

All of the following citations of answers to open questions are from Q1.

Reported experiences during the research project

Most of the students found the research project to be interesting, pleasant, and rewarding (frequency, f  = 25), even though the project appeared challenging at first when starting to perform unfamiliar tasks on one’s own ( f  = 5).

“The implementation of the project was interesting but also challenging.” (Student 10)

“At first, a little daunting when you did not know what was happening and what to do. But when I got caught up with the project, doing so went well.” (Student 6)

Some of the students found the research project to be laborious and challenging ( f  = 14). They felt that the research project was large, time consuming and contained many new things and new analytical methods with which they were unfamiliar.

“At first, it seemed like a big deal, but because everyone was involved, it was a complete job.” (Student 14)

“There were quite a few new things, such as the use and features of all devices, which we still didn’t remember.” (Student 21)

The research project was seen to be useful and instructive ( f  = 10). The students felt that they learned about analytical process, they could conduct the real research including data acquisition and they had the opportunity to use new analytical instruments. Overall, while doing the project, students’ skills and the methods needed in analyses developed.

“A useful and inducing introduction to analytical research. Learned about new equipment and analysis design. I felt it was very useful.” (Student 3)

The students also commented on the experiments ( f  = 9). Students felt they received enough instructions and the research project progressed well. The experiments performed in the course supported the research project. Yet they also noted that they lacked the time to conduct the research project and absorb all the information gained from it.

“Adequate guidance was given for the project and it was easy to implement.” (Student 1)

“Too little time for carrying out the project compared to how early planning of it was started.” (Student 31)

The students worked in a group of 7–10 people. Although the group size was seen to be large ( f  = 3), working in the group was pleasant, cooperation practical and one had the right amount of responsibility for completing the project ( f  = 4).

“The group was good and cooperation worked well.” (Student 2)

“In groups of more than two people there will always be communication difficulties. I do not like working in large groups at all, but I gain experience from it.” (Student 11)

What were the easiest phases of the research project and the most challenging?

The students indicated what they viewed as the easiest phases of the research project. Most of the students (70%) felt that the concrete laboratory experiments were the easiest phase for them ( Table 3 ). Students supported their answers by mentioning the need to follow a prepared plan only, the good instructions, and familiar topics.

“The easiest thing to do was the laboratory experiment itself, since it was easy to work when the research plan had already been carefully made and you had a chance to focus solely on problem solving.” (Student 1)

Categories of the easiest phases of the research project. a

a The frequency with which they were reported, and an illustrative example of a student comment representative of each code. From the 42 respondents, 46 discrete responses were identified.

According to the students, other easy phases were related to making the seminar presentation, drawing up the research plan, frequently repeating analysis methods of the course and reporting the results.

When opinions about the most challenging phases of the research project were asked for, the design phase, experimental work, and data acquisition were mentioned, as shown in Table 4 . Although students felt insecure about the design phase of the research project, on both questionnaires the students reported that they learned a lot about research design (avg. 4.02, n  = 42, Appendix 3 ; avg. 3.88–4.06, n  = 127, Appendix 4 ).

Categories of the most challenging phases of a research project. a

a The frequency with which they were reported, and an illustrative example of a student comment representative of each code. From the 42 respondents, 65 discrete responses were identified.

Students reported that initially it seemed challenging to start to make a research plan but it became easier as the project proceeded. Then it became easier to understand the project itself. Students also mentioned that when they conducted laboratory experiments, they experienced several problems when the methods did not work as they were intended to.

The literature and information search and sources at the beginning were generally seen as challenging. Additionally, students considered it difficult to compile the results and complete the final report. Other challenges were related to the large group size. Students criticized the 10-person group as too large because it was difficult to divide the tasks within a group. However, the amount of comments related to size were few ( f  = 5).

What skills improved during the research project?

When asked what skills improved during the research project, students most often mentioned the skills related to laboratory work, teamwork and planning ( Table 5 ). They indicated that their laboratory work skills, knowledge of equipment, and analytical precision and accuracy developed (e.g., Reid & Shah, 2007 ; Robinson, 2013 ). Students described how their group working skills improved: they found that, for example, their communication and collaborative skills and ability to share the tasks grew. Between 2016 and 2018, students saw that they learned to work in a group with the help of the research project (avg. 3.74–3.98, n  = 127, Appendix 4 ). Students’ feedback also included planning skills, such as research or analysis design. A smaller group of students mentioned that their data acquisition skills, stress tolerance and problem-solving skills improved.

“I learned to find suitable research methods.” (Student 42)

“I learned to tolerate stress and pressure.” (Student 10)

Categories of reported skills that improved during the research project. a

a The frequency with which they were reported, and an illustrative example of a student comment representative of each code. From the 42 respondents, 67 discrete responses were identified.

A total of 67 discrete responses were received from 42 respondents to this open question, which can be seen as a good result. Students also assessed, on a Likert scale, the development of four different skill sets: problem solving skills (avg. 3.53), interaction skills (avg. 3.51), self-evaluation skills (avg. 3.19), and stress tolerance skills (avg. 2.98) (see Appendix 3 ).

Conclusions

In this research, we were interested in how the students experienced the course’s research project and what skills were developed during the project. In PjBL, students learn through the research project as a whole. When students have an opportunity to create their own research project, they obtain meaningful learning experiences (see Wurdinger et al., 2007 ). This was one of the goals of the course, and it was reflected in the results of this study. The students viewed the concrete laboratory experiments as the easiest phase of the research project. Other easy phases were the seminar presentation, drawing up the research plan, frequently repeating analysis methods of the course and reporting the results. The research also explored what students considered as the most challenging phases of the research project. They identified the design phase, experimental work and data acquisition as the most difficult parts. For example, when students conducted laboratory experiments, they encountered a number of problems when the methods did not work well enough. Although students mentioned that initially it seemed challenging to start to make a research plan, it became easier as the project proceeded.

Students gave a wide range of feedback on the course’s research project. In their opinion, the beginning of the project was the most difficult phase. For example, students experienced uncertainty in the acquisition of information and the whole project appeared challenging during the design phase (e.g., Cavinato, 2017 ). However, when students started to work they saw that the work progressed smoothly if they had designed it well. Students gained confidence in conducting laboratory experiments with different analytical instruments (e.g., Cavinato, 2017 ; Robinson, 2013 ). As a whole, students felt that the research project was useful for their future laboratory experiments. Despite the large group sizes, the students considered the members of their research group to be active and that their group supported its members. According to Robinson (2013) in PjBL approach in the laboratory, students gain valuable skills. For example, students learn how to do accurate laboratory work, they learn to solve problems, and they learn to collaborate with team members.

There was a contradiction between the responses to the statements and the open answers. For example, in their answers to the open questions the students described how their skills improved during the research project. All the skills mentioned related to the working-life skills. For example, skills related to laboratory work, group working, planning the research and data acquisition, developed. The averages of the answers to the Likert scale questions about four sets of skills (problem-solving, interaction, self-evaluation and stress tolerance) indicated that students were more neutral about their development.

In the future, attention should be paid to guiding instructors before the research project. All of the instructors should have similar instructions on how much students are allowed to design their own project because the element of choice is an important factor for students’ success in PrBL ( Bell, 2010 ). According to Wurdinger and Qureshi (2015) , some instructors are more student-centered with PjBL than others who allow students to create projects based on their own interests. These different approaches were also reflected in the teaching they provided. In addition, the workload of projects should be unified. Some of the students in the course experienced their workload to be large, but some of the students felt that it was small. However, group-by-group feedback varied on different annual courses.

Acknowledgments

We are extremely grateful to all the students who participated in this study and to all the course teachers who helped to collect the data.

Author contribution: All the authors have accepted responsibility for the entire content of this submitted manuscript and approved submission.

Research funding: None declared.

Conflict of interest statement: No potential conflict of interest was reported by the authors.

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• Analytical Chemistry (M.S.)

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Illinois Tech’s Master of Science in Analytical Chemistry is a non-thesis master’s degree designed for professionals working in chemical industry, education, or government. The curriculum provides a solid foundation in separation science, spectroscopy, physical characterization, and method development. Our degree also emphasizes communication, industrial leadership, statistics, and business principles, which are essential for a scientific career in the business world.

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The M.S. in analytical chemistry is a non-thesis degree designed for working professionals. This part-time, online program provides a foundation in separation science, spectroscopy, physical characterization, and method development. It also emphasizes communication, industrial leadership, statistics, and business principles.

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