This letter comments on the paper "Analysis of Citric Acid in Beverages: Use of an Indicator Displacement Assay" ["J. Chem. Educ." 2010, 87 (8), 832-835 (EJ918557)]. Discrepancies in figures and host:indicator complex behavior are discussed and an alternative experimental protocol presented.

Whether it is a rapid-fire Twitter event as part of #ASEchat, or BBC Radio 4's "Inside Science," the discussion of practical work generates powerful debate. While it is right that the best use of practical work is continually discussed, its value in science teaching is without question. The level of discussion is being further heightened…

The work done in a chemistry laboratory is compared to cooking, as both processes use books for reference. It is felt that cooking and chemistry are complex processes and are creative endeavors that require skills beyond those developed by merely following the directions.

Criticizes the way organic chemistry teaching laboratory experiments are approached from the viewpoint of physical chemistry. Compares these experiments to cooking. Stresses that what matters is not the practice of the finger skills of organic chemistry but practice in the style of thinking of organic chemists. (CW)

Summarizes viewpoints on the use of animals in science experiments in the biology classroom, including those of teachers, education researchers, biomedical scientists, science education administrators, and animal welfare advocates. (Author/CS)

Described are different chemistry curricula that use lecture-experiments. Different components are discussed within the lecture-experiment format, such as determinism, memory, note taking, descriptive chemistry, and holistic chemistry. Also discussed are different personalities in chemistry education. (DS)

Provides a point of view that the organic lab is a good place for the student to use and learn problem solving skills while performing the cookbook experiments. Notes that an equilibrium between the theoretical and practical aspects of organic chemistry should be established. (MVL)

Expresses concern over recent actions by coalitions of neighborhood activists and animal rightists in the San Francisco area that are seeking to block new biology laboratories. Argues that costly delays and disurption of research could result. (TW)

This description of microcomputer-based laboratories (MBL) for science focuses on experiments with a motion detector by non-science majors at Tufts University. Exercises had been used previously with sixth grade middle school students, indicting the effectiveness of MBL for students with a wide range of abilities. (Author/LRW)

Addresses whether or not science laboratory activities should become a thing of the past. Discusses the impact of the curriculum reforms of the 1960s and 1970s, physical restraints which cause teacher overload, rationale, and objectives of laboratory work. (RT)

Discusses some of the difficulties involved with chemistry laboratory experiences and some laboratory manuals. Cites studies that indicate that part of the difficulty can be attributed to constraints relating to the short-term memory of the operational information and the assumption that students have a certain level of knowledge. (TW)

Advocates the use of discovery or guided inquiry experiments for developing critical thinking in problem solving. Provides a stepwise method for creating inquiry experiments and provides an example by comparing the two methods for a freezing point experiment. (JM)