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.

This paper is a response to Maria Andree's paper. Andree tells in the paper how mistakes in practical lessons may be critical events to change students' attitudes in regard science. While traditionally mistakes in practical lessons could obligate students to repeat the experiment in order to get the "right result" in the paper we have a good…

Students have standardized a sodium hydroxide solution and analyzed commercially available sports drinks by titrimetric analysis of the triprotic citric acid, dihydrogen phosphate, and dihydrogen citrate and by ion chromatography for chloride, total phosphate and citrate. These experiments are interesting examples of analyzing real-world food and…

Advanced Placement (AP) Chemistry and the National AP Chemistry Examination are both critical to secondary level institutions nationwide. The use of a national embossing stamp to attest to successful completion of an AP Chemistry course and exam to ensure college credit is a novel idea worth consideration. Moreover, the concept could be expanded…

The application of Lewis concept that provides students opportunity to predict and understand reaction behavior and themes in introductory chemistry of structure-property relationships of atoms, ions, and molecules is narrated. The general sequence takes the student through atomic structural theory, electronic configuration, periodicity, chemical…

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.

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)

Discusses the relation between science education and the philosophy of science, and changes in the philosophy of science over the past 20 years. Includes notes on the nature of science, Einstein's contributions, scientific methodology, and justification for doing laboratory work. (SK)

Presented is an expression of opinion on the use of the discovery method in secondary school chemistry classes. The author believes that general rules (lemmas) should be given to students and then they should attempt to disprove the lemmas by observation of experiments. (Author/SA)

Reviews research related to laboratory work and makes recommendations for the classroom on how to make labs more meaningful. Argues that pre- and post-laboratory discussions containing theory behind the lab and purposes of the lab are essential for new understanding. (DDR)

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)

Discusses the problem of serious dangers in current and backlist chemistry experiment books. Discarding of older books and careful evaluation of the dangers inherent in newer books are recommended. Safe alternatives are suggested, including some criteria for evaluating dangers, and a safer approach used by a current author. (EM)

Discusses the future of chemical research in the 1980s and the important improvements that will probably occur, particularly in the chemical industry. (SA)

This paper argues for extending the definition of "technology" in education to include much more than just computers, and for recognizing the dangers of using technology for its entertainment purposes. Two conceptions of the proper use of technology in science classrooms are offered: (1) technology as tool; and (2) technology as topic. Specific…

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)