Long before a baby learns that she can change a sheet of paper by crumpling it, she is absorbing vast amounts of information. This learning continues throughout life in myriad ways: learning to ride a bike and to take social cues from friends; learning to drive a car and balance a checkbook; learning to solve a quadratic equation and to interpret a work of art.
Of course, much of learning is necessary for survival, and even the simplest organisms learn to avoid danger and recognize food. However, humans are especially gifted in that we also acquire skills and knowledge to make our lives richer and more meaningful. Many students would agree that reading novels and watching movies enhance the quality of our lives because we can expand our horizons by vicariously being in situations we would never experience, reacting sympathetically or unsympathetically to characters who remind us of ourselves or are very different from anyone we have ever known.
Strangely, at least to us as science professors, science courses are rarely thought of as being enriching or insightful into the human condition. Larry Gould, a former president of Carleton College, was also a geologist and an Arctic explorer. As a scientist, teacher, and administrator, he was very interested in science education especially as it related to other disciplines.
They are not mutually exclusive disciplines but they are independent and overlapping. The ultimate goal of all scientific endeavors is to develop a deeper, richer understanding of ourselves and the world in which we live. Biochemistry has had and will continue to have an extensive role in helping us to develop this understanding. Biochemistry, the study of living organisms at the molecular level, has shown us many of the details of the most fundamental processes of life.
For instance, biochemistry has shown us how information flows from genes to molecules that have functional capabilities. In recent years, biochemistry has also unraveled some of the mysteries of the molecular generators that provide the energy that powers living organisms. The realization that we can understand such essential life processes has significant philosophical implications. What does it mean, biochemically, to be human?
What are the biochemical differences between a human being, a chimpanzee, a mouse, and a fruit fly? Are we more similar than we are different? Gatto, Jr. For several generations of students and teachers, Biochemistry has been an invaluable resource, presenting the concepts and details of molecular structure, metabolism, and laboratory techniques in a streamlined and engaging way. The language of biochemistry is made as accessible as possible for students learning the subject for the first time.
To complement the straightforward language and organization of concepts in the text, figures illustrate a single concept at a time to help students see main points without the distraction of excess detail. Physiological relevance. It has always been our goal to help students connect biochemistry to their own lives on a variety of scales.
Pathways and processes are presented in a physiological context so students can see how biochemistry works in the body and under different conditions, and Clinical Application sections in every chapter show students how the concepts they are studying impact human health. The eighth edition includes a number of new Clinical Application sections based on recent discoveries in biochemistry and health.
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