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Chem21Labs Overview

Perfect Practice Makes Perfect is the foundation of the Chem21Labs approach. The Practice of Chemistry (or anything) must include activities that are assigned, monitored and evaluated for improvement (and mastery) to occur.

"You must inspect what you expect"
Paul J. Meyer – Founder of the Personal Development Industry

At the most basic level, teaching can be described as the movement of a novice toward the expert (or teacher) level. The question that needs to be answered is . . . .  what can an expert do? While there are many expert-level skills, the following two may be the most important . . . .

  1.   1    experts can quickly and accurately deliver a 3-8 second answer to thousands of questions in their scope of knowledge
  2.   2    experts can accurately solve complex problems in their field of knowledge within a few minutes. Solving a complex problem requires the expert to apply a step-by-step process which they have committed to memory.

The Chem21Labs' approach is simple . . . build fluency in the learner and add complex problem solving opportunities when the developing fluency supports a successful outcome. The brain, like a computer, must be connected to databases to be useful. A computer with a slow processing speed connected to several databases is much more useful than a computer with a high processing speed but no databases. The latter can very quickly tell you "the information you seek is not currently available" - the former will give you the information you want, but it may take some time. Before a learner can attain the ability to solve complex problems, Expert Skill   2  , they must be able to quickly and accurately answer lots of basic questions (Expert Skill   1  ). Our pedagogical goal is to help the learner create the optimal condition for practicing complex thinking by connecting their computer to multiple databases and increasing their "processing speed" with repeated retrieval activities. To accomplish this goal, learners use a wide range of Chem21Labs learning tools to complete assignments that construct connected databases of information. These learning tools build proficiency in the steps described by Bloom . . . . steps that every learner must take to achieve fluency and perform complex processes in an area of learning.


  1.     1     Knowledge
  2.     1     Comprehension
  3.   1/2   Application
  4.     2     Analysis
  5.     2     Synthesis
  6.            Evaluation

Chem21Labs has developed online, interactive, computer-graded activities that engage the learner at these levels of cognitive thought.

  1. Knowledge, Comprehension and Application of chemical facts and processes are achieved using Timed / Repetitive Quizzes (TRQs). TRQs take the "facts of chemistry" from the text book and present them to the student in an active-learning assignment that is "low stakes" and "high reward."
    Chem21Labs TRQs present over 4000 general chemistry facts and over 5000 organic chemistry facts.
    You have probably discovered that most students will complete an assignment by the due date, but very few students will complete a suggestion by the "suggested date". Below is a Cation / Anion TRQ assignment - open the Instructions Panel (left) for information on taking this quiz.

    Have you ever suggested the following?

    I suggest you memorize this list of cation / anions by the next class period as we will use this information to write formulas for ionic compounds.

    I suggest you "become familiar" with these organic reactions as we will discuss their mechanisms at the next lecture.

    Both are awesome suggestions. Veteran teachers have learned to enhance the importance of their suggestions by linking them to an assessment . . . . "and there will be a quiz over this list of cations and anions at the beginning of the next class period."

    Then what?

    Instructor . . . .  More Work!  . . . . make the quiz
    Student . . . .

    • cram the night before or the morning of the quiz
    • blow it off because it does not significantly affect the overall course grade
    • apply a spaced-retrieval learning approach several days before the quiz and truly learn the information

    Instructor . . . .  More Work!  . . . . administer, grade, record and return the quiz. While the quiz does inspect what you expect, the class time used and the less-than-optimal class performance may lead to the conclusion that there has to be a better way.

    TRQ assignments replace inadequate study habits with a proven spaced-retrieval approach. The TRQ assignments contain immediate feedback, are automatically graded and recorded, are completed outside of class, and they are completed by more than 90% of students because they are . . . .

    • Low Stakes - every student can complete the assignment if they are willing to work because there are multiple "ways" to earn full credit on a TRQ assignment and anyone can satisfy the option where a certain number of questions has been answered correctly.
    • High Reward - the student earns course credit for studying.

    Click here to learn more about the Timed Repetitive Quizzes theory, application and research results.

  2. Application, Analysis and Synthesis levels of cognitive thought are actively engaged with the following:






    • iTRQs - low stakes, interactive TRQs that present content in a timed environment where the time is longer than normal TRQs.
      • Limiting Reagents (View)
      • Activity Series (View)
      • Organic Mechanisms (View)








    • Tutorials - low-stakes, un-timed, interactive animations that present information that students must use to complete the assignment and receive full credit. This is a "safe learning environment" in that incorrect answers are explained and the student simply starts over . . . . no points are deducted for starting over - points are awarded for correctly completing the tutorial.
      • Phase Diagrams and Heating Curves (View)
      • Solution Concentrations: M, m, mass %, N, mole fraction, ppm (View)
      • Thin Layer Chromatography (View)
      • Reading a Buret (View)
      • Assigning Stereochemistry (View)
      • Reading a Refractometer (View)

    • Learning Pathways - students are expected to understand and use universally established pathways to solve complex problems. In some cases, these "pathways" are presented as "short paths" over several weeks and the student must assemble a credible map from these snippets of information. Where possible, Chem21Labs has created learning pathways that guide students to the correct destination. As the student interacts with these learning pathways, the pathways become part of the schema that the student is building in their neural network.


      • Dimensional Analysis Unit Map I (More Info)
        • Length Section where the English → Metric conversion is 2.54 cm = 1 in
        • Area Section where the English → Metric conversion is 2.542 cm2 = 1 in2
        • Mass Section where the English → Metric conversion is 453.6 g = 1 lb
        • Volume Section where the English → Metric conversion is 1.057 qt = 1 L









      • Dimensional Analysis Unit Map II (More Info)
        • Connects the Cubic Length Section to the Volume Section with the conversion factor 1cm3 = 1mL
        • Connects the Mass Section to the Volume Section with the Density conversion factor
        • Connects the Mass Section to Moles with the Molar Mass conversion factor
        • Connects Moles to Molecules with Avogadro's number as the conversion factor











      • Dimensional Analysis Unit Map III (More Info)
        • Element → Element conversion (molar ratio from a compound's formula)
        • Compound → Compound conversion (molar ratio from a balanced equation)
        • Moles → Liters of Solution (Molarity)




















      • pH Calculator (More Info) - an interactive "guide" through all the various types of pH problems and their corresponding calculations. Calculations are checked at each step. The solution's pH, pOH, [H3O+] and [OH-] are calculated in the last step of the process.






















      • Empirical Formula Calculator (More Info) - students use this calculator to guide them through the process and check their calculated answers. Molecular formulas are also determined with the calculator.

        Sample Problem: Determine the empirical and molecular formula for chrysotile asbestos. Chrysotile has the following percent composition: 28.03% Mg, 21.60% Si, 1.16% H, and 49.21% O. The molar mass for chrysotile is 520.8 g/mol.

      • Organic Synthesis - students use drop-down menus to enter a multi-step synthesis pathway. Multiple correct answers are permitted.

    • Homework - students solve complex problems that are presented in various formats (multiple-choice, multiple-select, fill-in-the-blank, ordering, numeric answers, balancing equations (chemical and nuclear), etc).

      General chemistry students use the LewisDraw canvas to draw a molecule's Lewis structure. You can draw a Lewis structure below, but the fully functional drawing canvas is found in this lab.

      Draw the Lewis structure of water.
      Click the "Auto 3D" radio button.
      Click on the molecule and drag to rotate.




      Organic chemistry students use Chem21Draw to submit structures and mechanisms as answers.

      Click on the Benzene ring and then click on the white drawing canvas.
      Click on two adjacent carbon atoms of the benzene ring to form o-xylene (1,2-dimethylbenzene).




    • Lab Reports - lab calculations, balanced equations and graphed results are graded in real-time by the Chem21Labs program the moment they are entered by the student. Of the many advantages offered by an online lab reporting system, the most advantageous to the student is the  immediate feedback  feature. Introducing feedback into any process increases learning . . . . the more immediate the feedback, the greater the effect. The lab code grades everything except uploaded images and essay answers. If you grade student lab results, our program can create customized "web reports" that display the student's lab results and automatically apply the instructor's grading rubric.

      University lab coordinators work with Chem21Labs to convert their university's lab reports into interactive webpages. Typically the lab coordinator "lays out" the lab in Excel and then Chem21Labs content specialists convert it to the interactive Chem21Lab webpage (2-6 hours). The cost per student is $1.20 per lab . . . . if students perform 10 labs in a semester, the cost is $12.

      • Virtual Labs - HTML5-JS lab animations are assigned as pre-lab assignments or virtual labs for distance learning courses. These virtual labs are embedded in the interactive lab report webpage and contain all the features described above. The web page and the animation can "communicate" so that unknown information and randomized data flows from the Chem21Labs program to the animation and data collected in the animation can flow onto the web page. Visit our Demo Lab webpage to view our virtual labs and to work through them as a student. If you have an interest in creating Virtual Labs and receiving a royalty when the lab is adopted, click

        We are interested in partnering with chemistry professors to produce virtual chemistry labs where students collect virtual data and perform real calculations. The labs are written in HTML5 and JavaScript, however, knowing these languages is not a pre-requisite . . . . we will teach you . . . . for free.

        The virtual labs will be used as pre- and post-lab assignments in place of wet labs for snow days, absences, and high schools that lack lab space / equipment. The collection of virtual labs will be hosted on Chem21Labs.com and integrated with our online lab submission program - this way we can concentrate on the animation and leave the grading to Chem21Labs. Your virtual labs can be accessed through the "free version" portal of the website, but any data and calculations submitted will be erased upon exiting the portal. In a "low-cost" version, instructors will create a class, enroll students, and select labs. If your lab is selected, you will receive 25% of the lab cost as a royalty. At this time, the cost of a virtual lab is $0.50 - $2.00 . . . . the royalty is $0.125 - $0.50.

        We have identified more than 75 labs for the Chem21Labs Virtual Collection and each "lab" can have multiple versions – the instructors will choose the version they like best. In addition, over the years we have compiled a significant collection of assets and code that makes learning object-oriented programming possible in a very short time. To see some of our animations and envision what you can create with these assets, visit Virtual Labs. Sign up for this workshop if you . . .

        • understand the logic of a "nested if statement" in Excel
        • have a desire to create high-quality interactive animations
        • want to have hours of creative fun

        Several free, online workshops will be offered in Summer 2025 (specific dates will be decided based on the schedules of potential attendees). You are responsible for obtaining a subscription to Adobe's Creative Suite - there's a 1 month free trial available and Adobe gives a discount for professors so use your ".edu" email and a photo of your university ID. At the end of the workshop (5 days) you will be well into "your project" and have the tools to complete it when you return home.

        Register your interest and the weeks you are available by contacting ebrown@chem21labs.com.

        for more information.

      • Hybrid Labs - combine a virtual lab with a hands-on lab experiment that is performed in the student's kitchen where heating is provided by microwave or oven. Our goal is to provide a quality hands-on lab experience with the following equipment and instrumentation . . . .
        . . . generally regarded as safe. chemicals milligram balance digital thermometer AC/DC converter
        100 mL Pyrex beaker 50 mL graduated cylinder test tubes Styrofoam calorimeter

        The kitchen-based lab experience is enhanced with virtual labs that contain
        • virtual lab equipment
          ring stand / clamp wire gauze Bunsen burner graduated cylinder
          evaporating dish watch glass crucible and lid pipettes
          test tubes beakers Erlenmeyer flasks stirring hot plate
          cathode ray tube chromatography chamber buret bomb calorimeter

        • virtual instruments
          balance temperature gauge pressure gauge pH meter
          spectroscope spectrometer

        • The hybrid lab approach reduces cost, ensures safe experimentation without expert supervision, and delivers a quality learning experience.



The decision to incorporate computer-based exercises that begin at the lowest levels of cognitive thought must be accompanied by a changed educational paradigm where the instructor gives herself permission to assign an online workload that requires the student to engage in active learning activities for part of the "expected" hours of study. If 10 hours per week is "expected" for proficiency in an Organic Chemistry course, low cognitive load exercises (TRQs, iTRQs, Tutorials) should be assigned that require a focused and engaged learner to spend 4 - 5 hours completing the assignments. Reading and completing homework problems account for the remaining "expected" hours.

The interactive, guided assignments listed above have been used at the university level for twelve years and the results are outstanding. At Lee University (Cleveland, TN), the ACS Organic Chemistry Exam is given each year as the Final Exam.

  • The average class percentile on this exam over those twelve years (2006-2017) was  59.4 percentile . In the 15 prior years (1991-2005), the class averaged was  41.1 percentile .
  • From 2006-2017, only 3 students dropped the second semester course during . . . 386 / 389 students who started the class in January sat for the ACS Exam in late April. From 1991-2005, 15% of students (37/248) in the 2nd semester course withdrew and did not take the ACS Final Exam.
  • 13 students scored above the 90th percentile (1991-2005) . . . . 46 students scored above the 90th percentile (2006-2017)

For more information on the efficacy of TRQs in various subjects, click TRQ Research.