Cooperation between science and industry: Insight into the Junior Chemistry Laboratory
Dr. Andrea-Katharina Schmidt (TU Darmstadt) and Dr. Thomas Eberle (Merck) in conversation with –Alexander Götz, DA.news
The Junior Chemistry Lab at the Technical University of Darmstadt demonstrates how practical and exciting science can be. In cooperation with Merck, around 2,500 students experiment there every year – from their first encounter with chemical reactions to complex sustainability topics. Dr. Andrea-Katharina Schmidt, head of the Junior Lab, and Dr. Thomas Eberle, head of MINT* programs at Merck, explain in a discussion how they hope to inspire young people to become interested in science through practical work, modern technologies, and socially relevant topics.
Dr. Schmidt, Dr. Eberle, how did the Junior Chemistry Laboratory come about?
Dr. Andrea-Katharina Schmidt:
I wasn't at TU Darmstadt at the time, but the lab was born out of a shared vision of Merck and TU Darmstadt. Together, they developed the idea of creating a place where young people could experience research firsthand – with professional equipment and under safe conditions. Parallel to this, there was already a close strategic partnership between TU Darmstadt and Merck at the research, junior research, and education levels. The Junior Lab thus became a visible link between schools, universities, and industry.
Dr. Thomas Eberle:
Exactly. Merck and TU Darmstadt have been working closely together for many years – in research, scholarships, and awards. At some point, it became clear: We had to do something for the next generation, and not just during their studies. This is how the Merck-TU Darmstadt Junior Lab was born as a joint educational project – and it has since become a true success story.
What are your goals with the Junior Lab – is it about promoting young talent, communicating science, or both?
Dr. Andrea-Katharina Schmidt:
Both. On the one hand, we aim to spark interest in science, and on the other, to promote scientific thinking. Students should understand that chemistry is not something abstract, but rather directly relevant to their everyday lives. We demonstrate that chemical knowledge can be used to solve problems – from energy issues to sustainability.
Dr. Thomas Eberle:
Merck prioritizes education. We want to provide children and young people with barrier-free access to science. The lab day is free for schools, and all materials are provided. This is important to us because it creates true equality of opportunity – regardless of whether a school has a large or small budget.
How closely is Merck involved in the work in terms of content and concept?
Dr. Thomas Eberle:
Day-to-day operations at TU Darmstadt are completely autonomous. The scientific and teaching work is carried out by the experts there—and that's a good thing. We see ourselves more as partners on a strategic level: We provide financial support, regularly exchange ideas on broader topics, and contribute ideas, for example, on sustainability or social responsibility. But the content is created at the university.
Dr. Andrea-Katharina Schmidt:
This independence is crucial. We share many interests in topics—such as sustainability and digitalization—but the didactic implementation is our responsibility. It's a very open, trusting relationship.
You mentioned sustainability. What role does it play in everyday laboratory life?
Dr. Andrea-Katharina Schmidt:
A very big one. Sustainability has long been a central topic in chemistry. We address social issues such as resource conservation, recycling, and bioplastics and combine them with practical experiments. To this end, we work closely with Prof. Markus Prechtl's Chemistry Didactics working group to translate innovative content into competency-based experiments, which we then test and evaluate. For example, school classes analyze how plastics can be produced from renewable raw materials or how packaging can be recycled.
Dr. Thomas Eberle:
For us as a company, this topic is also omnipresent. Chemistry is part of the solution, not the problem – it can help reduce CO₂, make processes more efficient, and save energy. This can be experienced in a very practical way in the lab. The young people realize that chemistry is everywhere – in batteries, in medicines, in packaging.
Dr. Andrea-Katharina Schmidt:
And they realize that sustainability doesn't just "sound green," but requires complex decisions. We also try to promote evaluation skills—the ability to critically evaluate things. What is truly sustainable, and what is just a label? This reflection is just as much a part of science education today as experimentation itself.
What role do digitalization and new forms of learning play?
Dr. Andrea-Katharina Schmidt:
Digitalization accompanies us on several levels. On the one hand, we use digital data acquisition and iPads in our classrooms to demonstrate cutting-edge research. On the other hand, it's about training young people in how to handle data: How do I interpret measurement results and how do I critically evaluate them? This, too, is part of basic scientific education.
Dr. Thomas Eberle:
I find this aspect very important. Chemistry education is changing: It's no longer just about learning facts, but also about understanding that scientific findings always need to be evaluated. Sustainability, energy, electromobility – these are not clear-cut topics. Young people must learn to argue, weigh things up, and form well-founded opinions.
How is the success of the Junior Lab measured?
Dr. Andrea-Katharina Schmidt:
Of course, it's not easy to quantify this. We see the enthusiasm among the students firsthand – and we experience that many teachers return regularly. Some students who have worked here as tutors later become teachers in the lab with their classes. It's a wonderful cycle. In total, around 2,500 students come to the lab each year – the same number as in biology. We have more requests than we can handle, and that speaks for itself.
Dr. Thomas Eberle:
The network that has emerged here is impressive. Many teachers are bringing the concept into their schools and even incorporating visits to extracurricular learning centers into their curriculum. For me, this is the best proof that the Junior Lab is firmly established in the educational landscape.
What appeals to you personally about introducing young people to chemistry in a practical way?
Dr. Andrea-Katharina Schmidt:
The best part is when you see something "click" with the students. Skeptical teenagers, in particular, suddenly blossom in the lab, become curious, and confident in themselves. Even elementary school children are thrilled when they put on lab coats and safety goggles—they feel like real researchers. These moments motivate me the most.
Dr. Thomas Eberle:
I'm driven by the hope that young people will rediscover issues that are important to society. I hope they will experiment, create, and question things beyond the screen. We've made enough mistakes as a generation—now it's about fostering a new, responsible generation that takes responsibility.
Dr. Andrea-Katharina Schmidt:
And for this, we need teachers who enable such experiences – by having the courage to go out with their classes and discover new learning places.
Dr. Thomas Eberle:
Exactly. And not all young people are "cell phone addicts" or unmotivated, as one sometimes hears. There are an incredible number of smart, dedicated young people. We want to help them discover their passion for science—regardless of whether they later become chemists, engineers, or craftspeople.
Finally, do you have a personal favorite experiment?
Dr. Andrea-Katharina Schmidt:
(laughs) That's not so easy to say! My background is in organic chemistry, so I particularly like syntheses – reactions in which you create something new from several substances. But classic experiments like liquid nitrogen never lose their appeal. When we make ice cream with it, it's not only fun for children, but also a wonderful example of how chemistry works.
Dr. Thomas Eberle:
I think moments like these are fantastic. When you see that science can be fun, that it's creative and vibrant—then you've done everything right.
Liveable Darmstadt
powered by MerckMerck is actively committed to creating a region worth living in. Together with its partners, the company creates an environment in which scientific education, sports, and the arts can thrive. Through its commitment to social institutions and charitable projects, Merck contributes to a better sense of community in Darmstadt.
The collaboration between Merck and the Technical University of Darmstadt plays a central role in science education. Together, they operate student laboratories in biology and chemistry. Furthermore, Merck supports STEM* activities at schools in the region and sponsors numerous competitions for young STEM talents, including "Jugend forscht," the International Chemistry Olympiad, and Mathematics Day. Every year, Merck honors talented students from Darmstadt and the surrounding area with the Merck Abitur Prize and offers training for teachers.
*The now established acronym MINT stands for the fields of mathematics, computer science, natural sciences and technology
Featured image: Photo studio Eva Speith, Darmstadt.
