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Discusses basic concepts of science, the role of creativity in scientific innovation, some misconceptions about science, and the nature of scientific discovery. (SL)

Provides an up-to-date summary of the state of the science in the field of applied atomic fluorescence spectrometry. (SL)

Reviews the need for continued financial support for the sciences and scientific research. (SL)

Argues that chemistry has major implications for our understanding of the nature of things including ourselves. Illustrations have been drawn from the chemical elements, chemical equilibria, and chemical entropy. Chemistry should not be presented as something justified only by its practical results while the other sciences raise the ultimate questions about the nature of things. (Author/PR)

Predicts changes likely to occur in the status of general chemistry at the graduate department level during the next five to ten years. (SL)

Provides explanations of how creative thinking might take place and lists some characteristics of creative scientists. (CP)

Describes Paul Walden's history of organic chemistry as a continuation of Carl Graebe's work, covering the period from 1880 to 1935. Indicates that a general intellectual outlook, controlling ideas, and mental furnishings characteristic of his time are revealed besides factual information about the classical age of organic chemistry. (CC)

Discusses problems in defining science as a fundamentally distinct endeavor. (SL)

Reviews the discovery of saccharin by Constantine Fahlberg. (SL)

Reports concerns of the committee with both science and non-science majors. Scientific literacy, systems approach to instruction, symbolic communications, attitudinal changes, and behavioral objectives are among the topics identified. (TS)

The recipient of Scientific Apparatus Makers Association Award in Chemical Education advocates designing instruction after contemplation of Lavoisier, who was able to transfer information across subject areas; Socrates, who taught by encouraging student's questions; Democritus, whose contribution to science was a matter of luck. (AL)

Describes the present status of science as an industrialized-affluent culture resting upon a public woefully lacking in scientific background and scientists with activities taken in by nihilism. Suggests all scientists actively work together through teaching, talk, and behavior to counter the forces of anti-science and nihilism. (CC)

Summarizes and praises the American Association for the Advancement of Science (AAAS) committee's investigations and recommendations concerning the scientist's freedom and responsibility. (MLH)

A description of a course on chemical safety and scientific ethics is presented. The goals of this course are to impress upon the students the importance of safety in their professional lives; to empower the students to take charge of their own personal safety when working with chemicals; to illustrate and emphasize the vital importance of honesty and integrity within the scientific enterprise; and to explore issues of honesty and integrity through case studies that allow ethical decisions to be critically examined. The recent approaches and activities used to accomplish these goals are detailed. These include readings from chemical safety textbooks, chemical safety reports from news sources, and group discussions springing from problems in scientific ethics.

Why is it important to us and our world? And why is it so rarely spoken of by the scientists themselves? As we will see, the answers to these questions have significant implications on how we should train a scientist.

Investigative laboratories in the introductory curriculum engage students as active learners and more accurately represent the true nature of the scientific enterprise. Requiring students to design their own experiments is one strategy for enhancing the investigative component of introductory laboratories. Guidelines are provided for redesigning traditional laboratory exercises so that students plan the details of the experiment within parameters prescribed by the instructor.The following considerations are useful in identifying what labs can be easily reconfigured to this format, and in determining exactly how to accomplish that restructuring.1) Which concepts that the laboratory exercise teaches are most important? Can these concepts be rephrased as questions that can be answered experimentally, without turning the lab into a mere verification of known information?2) Can freshmen be expected to understand the experimental goal well enough to design a reasonable experiment?3) What knowledge is essential ...

Considers the nature of the scientific enterprise and the dangers inherent in today's anti-science attitudes.

Common misconceptions and correct concepts associated with science and those who practice it, and the nature of scientific discovery.

In addition to being a distinguished research worker, Walden was a literate and widely read man who was familiar with the works of such varied figures as Paracelsus, Immanuel Kant, and Goethe. Walden's' history is interesting for its factual information and broad coverage of the field. What were the distinguishing intellectual landmarks of the chemical world of Paul Walden?

It is instructive to discover that many great scientists have reported erroneous observations as well as mistaken interpretations of experimental data.

This paper is a condensation of the 1972 ACS Award in Chemical Education address by J. A. Campbell; in this case, LSD stands for Lavoisier, Socrates, and Democritus.

Considers the role of the subconsciousness, knowledge, and experience in producing creativity, as well as the characteristics of the creative person.

Scientists must actively counter through teaching, talk and behavior the forces of anti-science and nihilism that are gathering among their scientifically illiterate brethren.