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)

Describes a student kinetic experiment involving second order kinetics as well as displaying photochromism using a wide variety of techniques from both physical and organic chemistry. Describes measurement of (1) the rate of the recombination reaction; (2) the extinction coefficient; and (3) the ESR spectrometer signal. (Author/JN)

Reports an oxidation-reduction experiment using tungsten, somewhat analogous to the classical student experiment involving oxidation-reduction of vanadium. Includes experimental procedures, results, and toxicity/cost of tungsten compounds. (Author/JN)

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)

Reports on the session at the New England Association of Chemistry Teachers meeting on chemistry laboratories in March 1987. Speakers included Leonard K. Nash and Audrey Champagne on values and goals; Howard Ende on regulation; Stanley Smith and Jerry Bell on the uses of computers; and Miles Pickering on the human dimension. (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)