"You're going to teach the organic chemistry section of the Natural Science class?" - one of my biology colleagues asked me last semester - "Better you than me!" "You are?" added a chemistry professor, with interest. Yet these same people ardently believe that all our students should have a basic understanding of carbon's remarkable bonding capabilities and how they relate to life on Earth. If our art or economics majors can learn about organic chemistry and genetics and astronomy, our faculty should be able to teach those same topics, regardless of their acknowledged specialties. The basis of a scientifically literate society is not expertise in specific arcane subfields of science. Scientific literacy is a general understanding of what science is, what science can and cannot do, and what scientific accomplishments have occurred over the centuries. If you subscribe to this definition of scientific literacy, James Trefil and Robert M. Hazen's The Sciences: An Integrated Approach can help you and your general science students.

The self-avowed purpose of this text is to address science illiteracy in America. Trefil and Hazen propose that the best way to combat scientific illiteracy is to provide integrated science courses that focus on a broad understanding of science, rather than the specialized knowledge available to a science major. The new edition of The Sciences has been influenced by the 1996 publication of the National Research Council's National Science Education Standards. While the first edition of Trefil and Hazen's book admirably addressed the integration of the natural and physical sciences, in this second edition, the authors have increased the connections between science and real-world situations and have made a more conscious effort to emphasize the process of science and the overlapping nature of scientific disciplines.

The text is based on 25 "scientific concepts", one per chapter. These concepts are clearly explained in relatively jargon-free language and are then tied explicitly to familiar situations and life experiences. For instance, a power outage at a baseball game helps set the scene for quantum mechanics and Heisenberg's uncertainty principle, while jump-starting a car illustrates the conversion of energy from potential through kinetic to chemical. Most of the fine pedagogical features of the first edition have been continued, including descriptions of relevant technologies, historical aspects of various discoveries, and clear descriptions of mathematical approaches to the topics. The second edition of The Sciences has increased the accessibility of science and scientific concepts by adding several new features to the successful features of the first edition: "The Ongoing Process of Science" addresses current scientific questions; "Stop and Think" encourages students to consider further implications of the topic at hand; and "Science News" provides excerpts from the periodical of the same name. In addition, previous features that highlighted connections to human physiology have been broadened to include all living things, thus allowing students to make connections between the familiar and the more abstract, for instance magnetic navigation in birds (Electricity and Magnetism), upright human posture (Plate Tectonics) and blood clotting (The Chemical Bond). A final addition to each chapter is "Great Ideas Across the Sciences", which ties the Great Idea on which the chapter is based to each of the natural sciences. This latter addition is one that students might easily overlook, but it has great potential for opening class discussion on how, for instance, the science of entropy relates to weather, arthritis, volcanoes, and gasoline use (Chapter 4).

Trefil and Hazen offer a basis for understanding physics, chemistry, biology, earth science, and cosmology. While the text and figures provide a basic description of these topics, this book will not produce physicists, chemists, etc. Keep the general-science purpose of the text in mind when you begin to feel that the chapters on your favorite topic are leaving out details or ideas that you consider crucial to scientific literacy in your area. My first impression of the chapter on Classical and Modern Genetics was that it did not spend enough time on Mendel and his foundational contributions to biology. Consequently, I went well beyond the text material in my lecture on Mendelian genetics. To my regret, I learned that this extra, "crucial" material was more intimidating than enlightening. While there are sure to be critics who will wish that certain topics were covered in more depth or who will want topics added or deleted, my conclusion after teaching from this book is that Trefil and Hazen have provided a clear, well-considered, and extremely useful text for a general science course.