Chemistry for the Biosciences

Chemistry for the Biosciences was developed as our response to two conflicting issues: first, that an understanding of chemical concepts really is central to a proper understanding of many biological phenomena and systems - chemical tools are among the most powerful available to the biological scientist in probing the many questions surrounding biological systems that remain unanswered; and, second, that biosciences students have little or no desire to learn about chemistry - after all (as many students will tell us), they are 'biologists', not 'chemists'.

So how did we set about resolving this conflict? Our approach was based on several underlying principles. First, we focused only on those chemical concepts that could be considered essential to the study of the biosciences. We wanted the whole book to feel relevant to the student - not for them to open the book half the way through, and be confronted by a topic that could only be tenuously associated with the biosciences.

Second, we wanted to get across to the student that these concepts are actually nothing new: they are concepts that are illustrated by the world around us (with which all students will be familiar and to which they can relate). The book merely shows how, for the study of chemistry, these concepts are interpreted in a different, chemical context.

Third, we wanted the reader to make proper sense of the concepts we were presenting to them: rather than presenting a list of facts, we wanted to explain concepts in a way that would (hopefully) foster understanding, and spark a realization that chemistry does make sense. To achieve this, we used analogies and examples (to relate the chemistry to situations and phenomena with which the reader would be familiar), and illustrated the chemical concepts with biological examples - to demonstrate to the student that chemistry and biology really aren't two completely disparate subjects, but two inter-related disciplines.

Finally, we wanted to recognize that many students are visual learners. Consequently, the book features many purpose-drawn illustrations to help the student visualise the concepts being described in the text. We also used extensive annotations on the figures to make their 'take home messages' clear - so the student isn't left staring at a figure, and wondering what on earth it is supposed to tell them.

It was a challenging book to write, and our approach doubtless has its shortcomings. However, we hope it proves to have value both to lecturers and to students, and that at least a few people get the kind of enjoyment out of reading it as we did in writing it.

Jonathan Crowe, Tony Bradshaw and Paul Monk
May 2007

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