provocative opinion Elementary Biochemistry: The Ideal Science Course for All Undergraduates Patricia A. Cdren and'Hardd T. McKone St. Joseph College, West Hartford. CT 061 17 Biochemistry is a course that should he available to every college student as a vehicle for satisfying the general education science reauirement. There are four reasons for this suggestion. 1) Biochemistrv is a valid science that reauires the same ohjkctivity, inductive and deductive reasonLg, experimentation, data analysis, etc., as the other sciences and thus is equally valuable in teaching reasoning skills and the scientific method. 2) Students typically have the option of fulfilling the science requirement with a specific course in biology, chemistry, or physics. Biochemistry, since it includes highlights of all three disciplines, provides a hroader perspective of the natural sciences than any single natural science course. 3) Although hiochemistry is usually taught as an intermediate-level course with chemistrv. ~rereauisites. it could be . taught at an elementary level suitahle for nonscience majors. In this amroach. the first third of the course could include general discussions of atomic structure, equilibria, acid-hase theorv, and electroneeativitv, as well as discussions of the elem& of organic c~mpouhds,covalent bonding, and the composition, properties, and oxidation-reduction reactions of biologically imponant functional groups. The mid-third of the course could outline the structures and functions of the four classes of hioloeical macromolecules. i.e.. nucleic acids, proteins, lipids, a n i carbohydrates. ~ h e k n athird l of the course could emnhasize metaholism. stressine bioloeical energy produrtion and utilization. Under this general topic, desrriotions of the individual metabolic ~athwavsand their contrdl and interrelationships could he presented, leading, finally, to an understanding of metaholism as a whole. 4) Biochemistry is potentially the most relevant of the natural sciences because its principles are fundamental to disease prevention and, therefore, have an existential impact upon us all. When biochemical principles are applied to everyday decisions in regard to diet, exercise, and smoking, for example, life itself becomes the laboratory and biochemistry becomes a life-long learning experience as well as the means to a healthier lifestyle. The major causes of death in this country, i.e., cardiovascular disease, cancer, and diabetes ( I ) are in large part preventable. In the accompanying tahle, lifestyle and dietary fadors implicated in one or more of these diseases (2-7)are listed with the corresponding topics in biochemistry that explain the effects of these factors on the body. As a person ages, decisions to obey or violate the laws of preventive medicine acquire vital importance. Biochemistry can pro-
Blochemistry Explains Factors in Health and Direass Llfeshlle Factors Related
m Cardiovascular Disease, Cancer andlor Diabetes
Biochemical Explanation
Smoktng and pollution
Structure and function of DNA. mutagenesis. ~~rolnqlenesis
Sun exposure, UV end lon~zlngradiation
Structure and function of DNA, mutaganasis. carcinogenesls
EXBrCISe
Oqgen utilization. esrooic vasus anaerobic me. tabolbm, cholesterol distrinution among h i m and low-density lipoproteins
Diet Calories
Energy storage and utllizatlon, lipqlenesis
Saturated versus unsaturated fat
FaltyacMs, higlycerldes, chemical bonding, hy-
VWBmIns
Coenrymes, enzymes, metabolism
Drugs
drqlenation, metabolism Biochemical pharmacology
vide the scientific basis for making those decisions and for distineuishine laws of medicine from umroven theories.. hv. potheses, and speculations. Conversely, the need to make diet and lifestyle decisions provides a stimulus to review and expand hiochemical understanding. We envision preventable disease as a stimulus for life-lone learninr! which should not he ignored. And we envision biochemistr; as the means to enjoy life longer.
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We issue a challenge to those of you who may believe that a science course should he required of all students hut that hiochemistry should not he that course. Is there another science course equal to biochemistry in its educational and existential value? Literature Cited
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1) Naunnni C ~ n l r rLv Hsdfh " V i d SSlastilio Repnrr. Annual Summa? for the U S 1975".Cwernmenf Printiw Offin Waahmgun. 1976 12) Caaulli. W. P.. Da,lr. J T , Gordon. 1': Hamel C. (: . H , d a n d . M C . Hu1ley.S H ; Ksvo. A. Kugrl. W J lkcvlotron 1977,5i.:(i7 IS) Cordun.T.Csstell.. W . P . ll~on1and.MC .Kanoel.H' B..Dawkr,T.R JAAU 1377, .w.. A n n -"",
(4) Hautung, 0.H.; Forsjt. J. P.; Mifebeii. R.E.:
%ek, I.: Dotto, A. M., Jr. N.Eng. J. M d t980.302,101. 15) Lpw. R. "PrevcntivCPrimwMedicine";Little.Bmm:Boaton, 1 W Chape 1and 3. (6) EnhoimC.; Huttunem. J.:Pirtiico.P.N.Eng. J. Med. 1982,307,8850 (7) Committee an Diet, Nutrition. and Cancer,Asasmbiy ofLife Seienas. National"Din, Nutrition, snd Caner"; National AcademicPrear; Washington.1982. Chap 1.
Volume 63 Number 5 May 1986
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