Applied Versus Basic Research

This is a role-playing activity aimed at making clear some of the issue surrounding the basic versus applied research debate. As a means of preparing for this activity, ask students to read ELSI modules regarding basic versus applied research. Ask them to answer the exercise questions before beginning the role playing activity.

Scenario

• Help thousands of laid-off automobile manufacturing workers find new jobs

• Make U.S. products more competitive to sell in Eastern European countries which have cheap manufacturing labor

• Help correct the U.S./Japan trade imbalance by selling new goods and services to Japan's citizens

The activity takes place in a town hall setting. The President has called the special interest groups listed below to give opinions and recommendations for government policy toward and sponsorshipof basic and applied research.

The groups represent:

• Presidents of companies - involved in research and development of products to sell. In order to keep their companies growing, they have to plan for new and better products. Their companies compete with similar industries abroad, including countries whose governments sponsor research and development. (For example, see AT&T Bell Laboratories, Intel, Motorola, Chrysler, Ford, Mitsubishi)

• Scientists doing basic research - this group receives most of its money from government funds. The results of their research add to the knowledge and understanding of the world. This research does not produce new goods or services. Without it, however, applied scientists might not be able to develop new products and services in the future. (For example, see LBNL's Human Genome Center, JPL's Galileo Project, NASA's Lunar Exploration programs.)

• Scientists doing applied research - this group receives funding from both industry and government. The products of its research change our lives and benefit business. These scientists help make the United States more competitive in the global marketplace. (For example, see LBNL's Advanced Light Source, LBNL's Building Technologies Program, Genentech.)

• Government employees - individuals charged with deciding how to spend the money the President and Congress put aside for research. They allocate funds for different areas of both basic and applied research that will best help meeting the above goals. (For example, see National Academy of Sciences, National Institutes of Health, National Science Foundation.)

• Environmental groups - members are interested in solving environmental problems such as air, water, and land pollution. This group thinks moneys for both basic and applied research should be used to solve these problems first. They argue that, unless these issues are solved, the planet will not be able to sustain itself for future growth. (For example, see EcoNet, The EcoSystem, "Our Environment", Save our Beaches, Sierra Club.)

• Health care professionals - doctors, nurses, and other health care givers and researchers interested in solving serious health care issues, such as HIV and cancer. These problems cost millions of dollars in medical treatment. This group wants basic and applied research funds to be used to solve these problems first. They argue that effective prevention will free money now spent on health care for other purposes in the future. (For example, see Centers for Disease Control, Mayo Clinic.)

Exercise

1. What type of research should be supported? Basic? Applied? Both?
2. Who should support research? Government? Industry? Citizenry?
3. What are the priorities for government funded research? What percentage should be spent on basic research, applied research?
4. Based on your recommendations, what will happen in the future?
5. What will happen if your recommendations are not taken?

Provide ample preparation time for each question. Organize the presentations and make sure that each group has plenty of materials (poster boards, markers, etc.) to illustrate their points.

Town Meeting

• Allow 4 (45 min.) class periods.
  
  • 1st day - describe activity, give instructions, provide materials to students, and begin preparing presentations.
  • 2nd day - continue preparing student presentations.
  • 3rd and 4th days - actual presentations and question/answer sessions.
• Select a moderator who gives the opening remarks and explains the ground rules.
• Presentations are limited to 15-20 minutes per group.
• Questions and answers are limited to 10 minutes.
• Use remaining time for open discussion.

Closing remarks

All participants in the role playing exercise are invited to respond to a questionnaire including comments about and evaluation of the activity. Feedback and recommendations regarding future ELSI topics are also welcome.

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