184

Living in a Learning Society Edited by A. Antikainen, J Houtsonen, J Kauppi la and H Huotel in. pp 125. The Fa lmer Press, London. 1995 £12.95 ISBN 0-7507-0498-5

This little book summarizes a sociological study of Finnish society during the past century or so. It is based on the life histories of 44 persons who first narrated their life stories to the researchers, then, on a second occasion described in greater detail what were considered to be significant learning experi- ences and their most negative experiences of education. I found interesting the place and meaning of education and learning in the lives of these people and their view of education as an ideal, a means, a commodity or as self evident. Antikainen is professor of Sociology of Education at the University of Joenssu, Finland. The others are researchers and postgraduate students in the same department. What is its relevance to biochemical educa- tion? Not a big one, except that it reminds most of the readers of this Journal that the second and third view of education already mentioned are the dominant ones amongst their students.

F Vella

Bioenergetics at a Glance

by David A Harris. pp 116. Blackwcll Science, Oxford. 1995. £10.95 ISBN 0-632-02388-0

It has to be stated initially that this is an excellent book, and the reader can take exception only to the title. "At a glance" is surely not to be taken seriously. One would have to have the utmost respect for a student (to take that term in its widest sense) who can master, at a glance, the unexpectedly vast scope of bio- energetics--the author has not neglected, inter alia, mathemat- ical aspects, as well as photosynthesis, bacterial motion, and the evolutionary pattern. One wonders too if the motto. . , at a glance is to be used for a coming series. We already have Lecture Notes on. . . Principles of. . . and (commendably not from the same publisher)... Made Ridiculously Simple.

Perhaps the most notable feature of the book is the division of the material into two-page segments. Moreover, it is printed such that these are facing pages. Presumably the writers of the massive texts we all know and love pursue a given topic to its logical end, the pursuit determining the final number of pages. Dr Harris has rigorously fitted each topic or sub-topic into these two pages apiece. This makes it quite easy to read (not just glance at). [Could it be that this is one manifestation of a late twentieth century trend? Apparently television and radio pro- grammes are divided into "sound bites" relevant to the per- ceived short span of attention of the contemporary citizen. The two page "read bite" may well be equally realistic in view of the distractions faced, at the present day, by the student trying to stick to the desk.]

The book is full of insights, even in the first few pages. For example, on p 8 three reasons are given for supposing that the heat generated in an exergonic reaction is not wasted. Most of us, on being asked spontaneously by our students, would be hard put to it to think of one. The logic of each facet is generally set out before exploration of the two-page topics, and this is most helpful. Thus on p 49, the "logic of chemiosmosis" is explained in a few paragraphs which are a model of clarity. In addition, on pp 50-51 there is a very useful explanation, with diagrams, of how energy transfer via a proton gradient (the chemiosmotic process itself) can be tested experimentally. The diagrams are

generally very illuminating--without, here, resorting to several colours.

The projected readership is not stated, but the coverage is probably most suitable for quite advanced science students, not medical students, and as I have hinted, it will also be useful as a source book for instructors.

J K Candlish

Chemistry for Biologists at Advanced Level

By B Rocket t and R Sutton. pp 207. John Murray, London. 1996. £9.99 ISBN 0-7195-7146-4

Many students in the UK taking Biology in their final year at school ( = 'advanced level') have difficulty with Chemistry. They find Chemistry as a subject 'hard' and many students try to avoid it if possible. This is basically stupid because of course Biology works by Chemistry and an understanding of how living organ- isms function at the molecular level is impossible without a substantial amount of chemistry. It is unfortunate futhermore that high school chemistry does not seem to be designed to help Biology students to understand biological phenomena. Thus it deals with esters but not phosphate esters, aromaticity and benzene may be introduced, but not heterocycles, and so on. One consequence of this is that students at this level will almost certainly be able to recite the names of the four bases in DNA but will know nothing of their structures or chemical properties. Many people have tried writing texts to overcome this problem, and some of the American high school/junior college texts are actually very good. The present volume represents another attempt by two individuals with high school teaching experience.

It is fairly brief and inexpensive. Part I covers; atoms, ele- ments and formulae, atomic structure and bonding, rates of reaction, acids and bases, the effect of heat, ions, oxidation and reduction, the biological chemistry of H, N and P, and carbon compounds including their shapes. (This represents the first 8 chapters). Part II covers the molecules of life including proteins, carbohydrates, lipids and nucleic acids and their monomers. Part III deals with 'important physical concepts' such as enzyme kinetics, reduction and oxidation, molecules and light, and radioisotopes. There is a multiplicity of diagrams and many test questions (with answers), and self assessments. Each chapter has Objectives and a Summary.

In general I thought the book was useful and user-friendly, and it seemed to concentrate on those parts of chemistry important for Biologists. Each chapter starts with questions. ("Work through these questions to decide whether you need to study this chapter.")

A few things need sorting out in a second edition or reprint. These include fructose 1,6-di-phosphate (p 76), a funny ribose structure (p 78), [like many of the structures bedevilled by either carelessness or lack of chemical knowledge by the printer], a backwards coenzyme A (p 88), a tryptophan lacking an H (p 97), horrible phospholipids (p 139), adenosine diphosphates which are not ionized (p 142), non-kissing arrows (p 160). It ought to be stressed (p 42) that you can't have an oxidation without a reduction.

More seriously, on pp 33-35 there is confusion about heats of reaction (e g "heat taken in"= endergonic), and "it gives out heat energy (oxidation of sugars) which is used by the organism for its life processes". This is bad: exergonic and exothermic are used interchangably.

Nevertheless, the overall aspect is of a helpful little book that the more diligent students, wishing to understand Biology at the molecular level, will find useful.

E J Wood

BIOCHEMICAL EDUCATION 24(3) 1996