For the past two years at NTU, I have been running a fourth year Bachelor of Education course on science issues. The majority of those doing the course are working primary teachers from a variety of backgrounds. The first part of the course consists of the history and philosophy of science, whilst the second part concerns science issues. The reason that I introduced some basic principles of ethics into the course, was so that, as a group, we could try to use some common benchmarks to judge the different issues that students presented to us. This was the starting point and in the paper I will discuss a number of case studies that have aroused some interest and debate. It is hoped that there will be some time for discussion of other scientific issues that colleagues may like to raise. (Two appendixes are included: (1) Not Getting the Lead Out (Kenny Bruno); and (2) AARNET News references to lead poisoning (Rick Crawford).)