Students followed specific protocols for different laboratory procedures, such as disposing silicon wafer pieces in a sharp's disposal container. Diamond cutters were stored in labeled containers for use when cutting silicon wafers. A fume hood was used to protect students from toxic fumes such as those emanating from the toluene solvent. Students were instructed to check the airflow, keep work 6 inches within the fume hood, set sash height (closed when experiment completed), and keep the workspace clean (FIG ). As a final line of defense, students were all equipped with PPE equipment. Instructors ensured that all chemical waste was discarded in appropriately labeled waste bottles without being mixed with other potentially reactive substances. students, these results yielded a p-value less than .0001, indicating high statistical significance. In particular, questions categorized as "experiment-specific" showed an 84% increase in proficiency, highlighting hands-on learning's ability to facilitate knowledge retention of the experiment. The preexperimentation assessment's data featured outliers with a few students scoring nearly 20% higher than the mean score on the knowledge check. A possible explanation for these outliers is that some students may have possessed previous laboratory experience or a keen knowledge of material science principles, resulting in a skewed right distribution for pre-experimentation responses. However, for the postexperimentation, the entire sample size had no significant outliers and the distribution showed a general positive trend of improvement, illustrating how the experiment was able to take students with and without prior laboratory experience and increase their proficiency in lab safety and material science knowledge to the same level.