Describes a comparison of scale of laboratory with respect to time efficiency. Compared full scale and one-tenth scale Grignard reactions with full scale averaging 330 minutes to completion and scaled-down averaging 204. Savings are seen in air pollution, toxicity, solvent cost, and time. (JM)

Notes that laboratory work should be more oriented towards puzzle solving rather than technique or illustration. Offers three organic laboratory puzzles which can be solved by melting point alone. Involves lab work at the 100-200-mg scale but still uses conventional glassware. (MVL)

Discusses and suggests some solutions for three problems related to chemistry laboratory management, including disappearance of teaching assistants, check in/out procedures, and slow students. (YP)

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)

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)