Get Ready Now for 1984
In 1961 this Journal published two articles of great significance to chemical education: "The College Chemistry Course for Non-Science Majors" (a report of the Montana State Conference in July, 1960) by Garrett, Cook, and Lippincott (I) and "The Problem of the Sciences and the Humanities" by Cassidy (2). T h e first of these presented general guidelines for the development of chemistry courses for non-science majors, and the second focussed attention on the special problems faced by the scientist in teaching students of the humanities. In the annual indices of this Journal for the next five years (1962-66) there were no entries under "Curriculum" for articles dealina with chemistry for non-science majors. In 1967 only two articles concerned with this subject were ouhlished. Fuller (3) and Goldsmith (41 reported on nation-wide surveys of courses including chemistry for nonscience majors. In the next six years (1968-73), however, this Journal published 19 articles (5-23) on the teaching of a beginning course in college chemistry t o students not planning to major in science! The seeds planted by the pioneer thinkers in 1961 began to bear fruit generously about ten years later. At t h a t rate, we need t o start planting now if we want a harvest of chemically knowledgeable students in 1984. Today we are being painfully jolted out of our complacent reliance on technology's promise of t h e good and easy life. The mirage of ever more glorious tomorrows has been shattered by shortages in energy and raw materials. The man-in-the-street looks for the scapegoat responsible for his chilly house and empty gas tank. The scientific community blames the government for short-sighted lack of ~ l a n n i n g .Our students point with scorn to the evils of technology. If we are to keep technology a s our servant and not let it become our master, leaders in government, business, and the professions must know more about the ways in which applied science can he used for t h e benefit of all. If our citizens are t o elect officials who are thus qualified, the voters themselves must have some knowledge of the technological implications of policies supported by candidates for election. As teachers of science we have a triple responsibility 1) To help produce the scientists, engineers, and technologists
needed for the scientific community of the future 2) To prepare leaders far tomorrow's society who understand the
nature of science and technology 3) To help the people as a whale achieve mare understanding of applied science and how it affectsour daily lives In my opinion, we are fulfilling our first task well b u t have only begun on the second and third. Now t h a t more teachers are offering introductory college courses in the principles of chemistry for non-science majors, we need to think about additional courses to give them broader understanding of chemistry applied to social needs. T o make these attractive t o non-science majors we might well make them short courses or minicourses instead of courses of the usual length and intensity. Here are brief descriptions of courses I hope we will he offering in t h e near future. A course in the principles of chemistry is prerequisite t o each. This may be a year-course in high school chemistry, a year-course in college physical science, or a semestercourse in college chemistry.
opinion Chemistry and Nutrition. A study of the nutritional requirements of man, classes of foods, the roles of vitamins and minerals; elementary chemistry of digestion, absorption, and utilization of foods; ohesity and dietary fads; the production of foods by the action of microorganisms on agricultural and industrial wastes; "oraanic" and "natural" foods; the use of additives in prepared foods. Chemistry and the Fuel Problem. Synthetic oil and gas from cad; oil and gas from oil shales and tar sands: fuel cells; photochemical fixation of energy in fuel craps; fuel gas and oil from pyrolysis of solid wastes. Chemistry and Nuclear Energy. The occurrence and mining of uranium and thorium ores; production of fuel rods: processing of spent fuels; separation and use of plutonium; hazards of radiation from nuclear power plants; disposal of waste products. Inorganic Chemistry and Industry. The location and extent of mineral resources we use in the U.S. and the world; the winning of metals from ores by chemical and electrical reduction; chlorine and caustic; production and uses of sulfur; fixation of nitrogen from the atmosphere; asbestos; bromine and magnesium from the sea; manganese from the sea: phosphates and phosphoric acids; Portland cement; ceramics; alloys for special purposes; sulfuric acid consumption as an index of industrial production. Organic Chemistry and industry. The manufacture of synthetic materids for clothing, housing, entertaining, and transporting humans; comparison of the economic advantages and disadvantages of synthetics versus natural products; chemical utilization of natural products; the petroleum industry; the rubber industry; chemicals from coal; paper and paper products. Chemistry and Agriculture. Chemical contrihutions to the increased production of foods, fibers, and forest products; insecticides, herbicides, fungicides, plant and animal hormones, pheromones, chemical stimulation of genetic improvements in plants. Chemistry, Pharmacology, and Medicine. The production of natural and synthetic drugs and their impact on human health. Chemistry and the Economy. A study of the past impact of chemical industry on the economy and a consideration of the future impact of present-day practices. Chemistry and Air Polli~tian.The nature and extent of air pollution; control of pollutants from stationary sources of energy; the special problems of automotive engines; toxicology of special pollutants such as asbestos and beryllium and polyvinyl chloride. Chemistry and Water Pollution. The contrihutions of domestic and industrial wastes to water pollution; methods for detecting pollutants; abating pollution by chemical means. History of Chemistry. Chemistry's contributions to man's search for order in the universe; chemical discoveries which have greatly affected the condition of man. The Chernieol Habit of Thought. Consideration of the modes of thmwht which have contributed to chemical understandina of na-~~~~~ ture; simultaneous announcements of important chemical eoncepts; serendipity and the flash of genius. ~
Obviously no single chemistry department will aspire to teach more t h a n a few courses in applied chemistry for non-science majors. Nevertheless, if we regularly offer six or eiaht semester-courses for science majors who need a background in chemistry in order to strengthen their comprehension in other sciences, it seems reasonable also to bffer a half-dozen minicourses or short courses for our non-science majors who need a background in chemistry t o strengthen their understanding of the place of science in contemporary culture. Literature Cited Ill Gsnetf, A. B.. Cook. W. B.. and Lippincoff. W . T., J. CHEM. EDUC.. 119611. (21 Caasidy, H. G . J . CHEM. EDUC.. 38.441 119611. (3) Fuller. E. C., J. CHEM. EDUC.. 44. 542(196ij.
Volume 51. Number 6.J u n e 1974
1s. 253
/
391
(161 Cmk, W.B.. J.CHEM. EDUC.,49.316l19721. I171 Reportofthe Mt. Halyoke Canferenee.J. CHEM. EDUC., 50.39 (19731. . M., J. CHEM. EDUC., 50.46 (1973). (181 S t ~ k l e rB. (191 Pauli, G.H.. J C H E M . EDUC..SO,210IlW31. I201 Fshrenhaltz, S.. J. CHEM. EDUC.. 50.499 (19731. I211 Kolb. K. E.andTeylor. M. A . J . CHEM EDUC.,50.502(19731. (22) Casen. T,andForrtor. L.. J. CHEM. EDUC..S0.560(19731. (231 Report of the Chemintry for the Nonscientist Svbeommiftrr of Lhe Cunievlum Commitees, J. CHEM EDUC.,SO. 104 (19731.
.
Edward C . Fuller
Beloit College Beloit. Wisconsin 5351 1
392
/
Journal of Chemical Educalion
