The State of Chemical Science Chemistry is alive, dynamic, vigorous, and doing well. So says a report of a National Research Council Committee, chaired by George Pimentel, published in early October of this year. The Pimentel report, which is formally entitled "Opportunities in Chemistry," describes contemporary research frontiers of chemistry, opportunities for the chemical sciences to address societv's needs. and the resources needed to explore these frontiers, advance human knowledge, and exoloit chemistrv's to enhance the well-beine . oooortunities .. of humankind.' Two chapters of the reoort describe the contemoorarv research frontiers of chemidtry. Chemists basically deal with the factors that control chemical reactions and with the manipulation of molecular complexity. Development of exciting new processes, catalysts, and enzymes and their effect on the future of the chemical industry, a demonstrably significant component of our economy, are described. Chemist~ is directlv linked to the oromise of the nroduction of new materials tailored to specific uses. Just as the synthesis of polymers led to new fabrics, phosphors to television, and semiconductors to computers, the new materials will not only out-uerform traditional materials. thev can also be expected t i lead to new and unsuspec&d uses judging from history. Ultimately, control of the properties of any material depends upon an understanding of its composition, the nature of the bonding involved, and the geometric arrangement of atoms a t the molecular level, all of which are part of the chemist's special expertise. The chemist's ability to deal with molecular compleiity provides a necessary basis for improved food production, better health, and enhanced biotechnologies. A separate chapter of the report describes how chemistry increases our national well-being by improving the environment in the face of an increasing total world population, increasing population densities, and increasing standards of living, as well as by strengthening our economic competitiveness. Not surprisingly, imponant issues concerning mimpower and education wert, addressed by the Committee. Although the hieher levels of nn)feasional nctivitv described in the report depend directly on advanced educational experiences. a viable svstem of chemical education a t the baccalaureateand pre-college levels is essential. The centrality of chemistrv amona the sciences is demonstrated bv the tvoical first-year, collegkevel course. Freshman chemistry ciisses are not dominated by chemistry majors but rather by students entering a variety of contiguous fields. A knowledge of the atomic basis of the world around us is requisite in many of the advanced courses taken by students entering the
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Copies of the report are available from the National Academy Press, 2101 Constitution Ave., NW. Washington, D.C. 20418; paperbound $18.50, clothbound $28.50.
health professions, the biological sciences, engineering, geolow, oceanowauhv, astronomy, etc. This realization implies that the teichkr-cannot a n d should not focus the course content solely on the needs of the relatively small number of students planning on a professional career in chemistry. A similar argument can be mounted regarding the improvement of precollege science education for all students. A substantial improvement a t the precollege level will have farreachine effects because evervone is affected. directlv or indirerrly, hy terhnolopiral changes. A generally raised level ofsrientific literacy isessential it a democratic citizenry is to rhowe wisely among the wrhniral options that will strongly itnpacr on rts econnmir well-l~eingand qualiry of life. The I'imentel report is a veritable gold mine of information al~outmodern chemistry and its usefulness to contemporary suriety. Teachers of chemistry will l h d countless modern exaniplrs of applications of chemistry to augment classroom di.icussions and laboratorv- exneriences illustrating chemical principles. These examples were produced by about 400 professional chemists from industry and academia; commissioned papers on cutting-edge research were prepared, the drafts critiqued, and additional thoughtful suggestions were made by this group. But, what are the purposes of this report which has already elicited personal feelings of "delight," "excitement," and "long-range hope" from scientists? According to the oreface. "the orimarv audience for this r e ~ o r is t made of those responsible for guiding science pulicy in the Congress and the Administration." Even rhaueh chemistrv is the central science, i t is often "invisible" yn terms ofbenefits to society. Indeed, if the public has an image of chemistry, i t is negative-pollution of all kinds, toxic dumps, etc. The report is an attempt to point out, in simple language, the basis for the contention that in order for chemistry to fulfill its enormous promise to the economic, material, technological, and intellectual well-being to this society, i t (chemistry) must be assigned a greater share of resources than it has been in the past. The current allocation of resources is still historically rooted in a pattern appropriate to the test tube and Bunsen burner era. Realization of the oromise of modern chemistry to society requires a more vigorous and sustained commitment of both capital and suooortinn services, a cost which is miniscule whln compared l o the-potential returns outlined in the Pimental report. Not only does the report provide teachers a t all levels with compellinn examples of the excitement of modern chemistry, it also presents them with a program (in the form of recommendations) to affect the thinking of authoritative nonchemists-and even nonscientists. Teachers who are seriouslyconcerned with helping theirstudents appreciate the suhiert of chemistrv and whu wwld likr ro heln imorove rhe lot of chemistry w i i find i t well worth their while to read the Pimentel report. JJL
Volume 62 Number 12 December 1985
1039
