Harmony in the Chemistry Lab

One of the difficulties students often raise is that the lab report they are required to produce is different for one section (not looking at anyone…) than it is for others. I think it is a fair comment. In Scotland and Ireland, students complete four year undergraduate Bachelor courses, and the first year in these courses is usually a highly organised, well-oiled machine which is consistent in format across the year (it would be similar in nature to the “Gen Chem” courses internationally). So when a student enters Year 2, I think it must be quite a shock to find out about different sections, and that different sections have their own cultures.

Chemistry 2 Laboratory Web

One thing we have done this year is to agree on a common report template for reports. Yes, I know Physical like to do it this way and Organic like it that way (Inorganic chemists don’t seem too fussy).  Our agreed template tries to accommodate these differences by mentioning particular emphases in each component of the report, although not without compromise. The intention is that as students move from one section to another through their year, feedback they get on a particular component of the report in one section in November is useful to them when they are doing a report for another section in March. Or rather, the clarity about the value of that feedback is better.

Once we had this in the bag, other things fall into place. The poster shows what is now in every Chemistry 2 laboratory manual and outside the laboratory. As well as the report assessment, we’ve harmonised how we treat pre-labs, what the expectations are in the lab. But we’ve also made clear (I hope!) how the current programme builds on Year 1 work, as well as outlining what is next. A key point is that each section (Inorganic, Physical, Organic) in the year is described in terms of the main focus (outcomes), showing students what the similarities and differences are. I think that this kind of information, which is often implicit, is useful to extend to students. More importantly, it keeps staff focussed on considering the practical course as one course rather than three courses.

As I begin to think about next year’s manuals, I’ll happily hear any comments or suggestions!


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