From the comments received, it is found that most of the outcome expected from the use of the small lab kit has
been achieved. However, the students did not aware the use of the small lab kit and microscale chemistry on the
laboratory safety as well as conservation of the environment aspects. Thus, the students’ awareness towards
environment has not been effective in a way that they could not relate their activities with the macro effect of their
environment. Thus, it is important that a briefing about the effect of using less amount of chemicals, using less
energy as well as using recycled water for lab safety and environment must be given to the students before they
carry out the experiments.
From the interview with the laboratory assistants, they are in the opinion that with the implementation of the
small lab kit, responsibility is given for the students to clean and keep the glassware in each box and they are less
burdened in keeping glassware clean and stored at various places in the labs. The boxes can also be stacked neatly
in the laboratories. They also noticed that there is a saving in the use of solvents, where in previous years, they had
to buy 4 bottles of dichloromethane instead of only one bottle during the current study. They also observed that
there were less glassware breakages when using the small lab kit.
There is a potential to develop the small lab kit in Universiti Kebangsaan Malaysia to first year chemistry
laboratory and inorganic laboratory courses for the second year. New experiments need to be introduced and for
instilling environmental consciousness among students, green chemistry need to be emphasized. For the design of
new experiments in green chemistry, chemicals are used in a smaller amount, safer, and involved minimum steps
in synthesising the target molecules. If possible, household chemicals can be used for the students to realize the
connection of chemistry to daily living.
4. Conclusion
The second year practical chemistry classes conducted at Universiti Kebangsaan Malaysia using the small lab
kit has succeeded to stir interest of the students to learn chemistry. The small lab kit is safe and easy to carry.
Savings in time, water and chemicals were found during the implementation of the small lab kit which at the same
time makes learning organic chemistry fun for the students. This practice can be applied to other countries that
face the similar problems as well. Experiments should be designed so that the small lab kit can be used at all levels
of undergraduate studies. It is also a great challenge for schools and universities to protect their students and staffs
from chemical risk as well as to save chemicals, energy, and environment by transforming their traditional
laboratories to microscale or small scale ones.
Acknowledgement
We would like to thank Universiti Kebangsaan Malaysia for providing the research grant (UKM-PTS-013-2010.).