N A T I ON A L A C A D E MY OF S C I E N C E S

Any opinions expressed in this memoir are those of the author(s)

and do not necessarily reect the views of the
National Academy of Sciences.
B R U C E H E R B E R T MA H A N
19301982
A Biographical Memoir by
I GNACI O TI NOCO, J R.
Biographical Memoir
COPYRIGHT 1994
NATIONAL ACADEMY OF SCIENCES
WASHINGTON D.C.
BRUCE HERBERT MAHAN
August 17, 1930-October 12, 1982
BY IGNACIO TINOCO, JR.
B
RUCE MAHAN was born on August 17, 1930, in New Brit-
ain, Connecticut, the youngest of three children born
to Arthur E. Mahan and Clara Blanche Gray Mahan. He
did not reveal much about himself to his colleagues or his
students, so there is little information about his early life.
It is clear that he did very well in school. His mother told
one story about his youth that explains a great deal about
his character. His elementary school teacher had told him
that his parents must be very proud of him for his good
grades. When he said "Not particularly," the teacher called
his mother to say that she did Bruce a disservice by not
praising him. His mother replied, "I'm happy he is doing
well, but it is not necessary to praise him simply for using
his God-given gifts to good advantage."
In 1948 he entered Harvard College on a fellowship. He
was attracted to chemistry and he distinguished himself
rapidly in that subject. He received an A.B. in chemistry
in 1952 and as one of the top students he was encouraged
to remain there for his graduate work. He decided to
carry out his doctoral studies with George Kistiakowsky in
physical chemistry. Kistiakowsky had trained with Bodenstein
in Berlin, and it was in that tradition that Mahan set out to
349
350 BIOGRAPHICAL MEMOIRS
pursue his research. It was a pivotal decision, starting him
on the track of research in gas phase kinetics that occu-
pied all of his scientific career. He received an A.M. in
1954 and a Ph.D. in 1956. His Ph.D. thesis research was
on the photolysis of methyl ketene.
He came to Berkeley as an instructor in 1956 directly
from Harvard; his entire career and future life were cen-
tered at Berkeley. He immediately started building a vacuum
line to continue his research on gas phase photolyses. He
was a competent glass blower and as beginning instructors
were not allowed to train graduate students, he did all the
work himself. This meant he spent long hours in the labo-
ratory. He was very helpful to graduate students in adjoin-
ing laboratories, because of his knowledge of physical chemistry
and his practical experience with vacuum pumps, seals,
and gauges. However, his presence was sometimes inhibit-
ing, as he discouraged the practice of dumping liquid oxy-
gen in the sinks. It seems he had practical experience with
an explosion once when liquid oxygen found organic ma-
terial in the drain trap.
In 1959, three years after arriving at Berkeley, now an
assistant professor, he volunteered to. teach a new fresh-
man chemistry course described in the catalog as "Lecture
and laboratory for students of superior facility and prepa-
ration." It ended a long Berkeley tradition of having only
one freshman course for all entering students, and it es-
tablished one of the first beginning chemistry courses that
used calculus and the quantitative application of thermo-
dynamics. The course he established and the textbooks he
wrote to support it became models for the modern teach-
ing of freshman chemistry in this country. In 1963 Elemen-
tary Chemical Thermodynamics was published in a general
chemistry monograph series; it provides a very clear de-
BRUCE HERBERT MAHAN 351
scription of the subject at an elementary level. In 1965
University Chemistry was published; this textbook (and its
more elementary version College Chemistry) was the model
for all high-level freshman texts used today. The fact that
it was written by a single author instead of the multiauthor
texts now common makes it even more impressive. The
book went through three editions and sold over half a
million copies during Mahan's lifetime. It is now in its
fourth edition with Rollie J. Myers as a coauthor. The
book has been translated into eight other languages; it has
truly had a worldwide impact. Professor Mahan's direct
impact on the Berkeley students was also very effective.
The students admired and respected him as a demanding,
but fair teacher with a very deep understanding of chemis-
try. He received one of the first campus distinguished
teaching awards in 1961.
In 1968 Bruce Mahan became chairman of the chemistry
department; he was chairman for three years, from 1968 to
1971. The faculty found him to be a tough but fair admin-
istrator. He actually read, understood, and evaluated their
publications before making recommendations for promo-
tions and advancements. In a department with more than
fifty members, this requires a great deal of knowledge and
dedication. Some of the younger faculty found him some-
what intimidating. He was sometimes gruff; he was often
abrupt. He expected a great deal and he did not give out
a lot of praise; his mother must have taught him this atti-
tude.
Mahan's research interests were on gas phase kinetics
and photolysis. He concentrated on molecular collisional
processes, especially collisional energy transfers and ion-
molecule reactions. He was the first to recognize that the
efficient energy transfer from excited polyatomic molecules
352 BIOGRAPHICAL MEMOIRS
was due to frequent events with a small amount of energy
transfer rather than from rare events with large amounts
of energy transfer. His first independent publication, The
Nature of Collisional Processes in Unimolecular Reactions, de-
scribed this theoretical work. His penetrating observation
treated the impulsive translational-vibrational energy transfer
process correctly for the first time.
State-selective kinetic studies are common now using
molecular beams and lasers. However, in the early 1960s
Bruce Mahan did pioneering experiments using arc lamps
and vacuum systems in the spirit of modern kinetics. By
the proper choice of photolyzing wavelengths and reac-
tants, he produced molecules in different electronic states
and measured their different reactivities. He was among
the first to apply molecular beam systems that provided
velocity selection of reactants, and angular and energy analysis
of products. Yuan T. Lee, who received his Ph.D. from
Mahan in 1965, shared the Nobel Prize in 1986 with Dudley
Herschbach for their molecular beam work.
Mahan's main research applications of molecular beams
was to reactions of molecules, ion, and electrons. The
enormous contributions he made in the field of ion re-
combination and the dynamics of ion-molecule reactions
established him as a world leader in molecular reaction
dynamics. His experimental work on angular and energy
distributions of the products of reactive ion-molecule reac-
tions are classics. His discovery of specific electronic exci-
tation in inelastic, nonreactive scattering and his original
measurements of their angular distributions were a real
breakthrough. The research provided direct information
about potential energy surfaces not otherwise obtainable.
His theoretical insight was of equal importance to his ex-
perimental results. He deduced several widely used mod-
BRUCE HERBERT MAHAN 353
els for understanding and predicting ion-molecule reac-
tions. The most important are molecular orbital correla-
tion diagrams and energy state correlation diagrams. His
simple impulsive models for inelastic and reactive scatter-
ing were very helpful to the development of the field.
His research accomplishments were recognized by sev-
eral awards. He was an Alfred P. Sloan Fellow in 1963-65.
He received the gold medal California Section Award of
the American Chemical Society in 1968. He was elected to
membership in the National Academy of Sciences in 1976.
Professor Mahan provided thorough, sound training to^
twenty-four graduate students at Berkeley; the first, John
Doering, received a Ph.D. in 1961, the last, Fred Grieman,
in 1979. Mahan's scientific rigor and his serious personal-
ity kept many of his students at a distance. Perhaps this
was partly due to his belief that graduate students should
take the initiative in pursuing their Ph.D. thesis research
and in developing themselves. He was not the type of
research director who gave strong and dominating guid-
ance. His way of guiding students during his daily visit to
the laboratory always started with, "What's new?" and ended
with "What do you plan to do next?" If the answers to
these two questions were satisfactory, he would often just
nod his head and leave without uttering a word. Many of
his students appreciated the way Mahan allowed them to
develop early into independent scientists. One of his former
students, Yuan T. Lee, attributes his success to the way
Bruce chose to train his students.
It was not all work for Bruce Mahan. He was a very shy
person who never married, but he did enjoy the company
of a few friends. As a graduate student at Harvard he and
his housemates continuously renovated a model A to pro-
vide a distinguished means of transportation. He was a
354 BIOGRAPHICAL MEMOIRS
very good cook who prided himself in preparing fancy meals
for visitors. During his twenty-six years at Berkeley he liked
to travel, to photograph, and to listen to opera. He also
liked to share his experiences with the morning coffee group
at the Faculty Club and with his colleagues at the chemists'
table for lunch at the club. This was the family he used to
validate his adventures and accomplishments. He would
go to Death Valley or to the Arizona desert about once a
year. He first drove his Mercedes, but after this car was
sand-blasted once in a desert windstorm, he bought a four-
wheel drive Bronco. He also bought some rugged land in
Mendocino County in northern California and built a shel-
ter on it. He liked to improve the dirt roads and clear
brush on the land.
In 1975 Bruce Mahan learned that he had amyotrophic
lateral sclerosis, a dreadful disease that slowly but inexora-
bly causes paralysis starting from the periphery of the body
and progressing to the center. He went from crutches to a
wheelchair to bed and a respirator in about four years.
During this time he always remained cheerful and active.
He directed his graduate students, worked on the new edi-
tion of his book, wrote scientific manuscripts, and studied
new areas of science. During the last months he required
twenty-four-hour nursing care and could only communi-
cate by his eyes. Even before he became ill he never wasted
words; he could demolish a weak argument or explanation
just by raising an eyebrow.
Once Mahan made a commitment he never wavered. He
had the honesty and integrity and above all the ability to
do whatever he said he would do. He would never quit
and he would never give an excuse. He faced ALS as he
would any other objective. He just kept fighting.
Bruce Mahan's father and older siblings had died long
BRUCE HERBERT MAHAN 355
before he became ill. At first he kept his disease a secret
from his mother, but she was called when he contracted
pneumonia and his doctor thought he would not last long.
He survived for another two years.
356 BIOGRAPHICAL MEMOIRS
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BRUCE HERBERT MAHAN 359
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