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Lippincott Illustrated Reviews: Biochemistry Eighth, North American Edition

Lippincott Illustrated Reviews: Biochemistry Eighth, North American Edition PDF

Author: Emine E. Abali

Publisher: ‎ LWW


Publish Date: April 20, 2021

ISBN-10: 1975155068

Pages: 649

File Type: PDF

Language: English

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Book Preface

Biochemistry is the study of how our bodies utilize the nutritional substances in our diet to make building blocks, fuels, and communication molecules for our cells. It also includes the processes by which we convert chemicals within our bodies and eliminate chemicals from our bodies. This book provides a succinct and illustrative review of these complex mechanisms. In doing so, the book also offers examples of a useful organizational tool called a concept map. Here is an explanation of concept maps so that you may use them as you study biochemistry, and perhaps create your own concept maps in your studies.

Concept Maps

Students sometimes view biochemistry as a list of facts or equations to be memorized, rather than a body of concepts to be understood in context of the whole person. Details provided to enrich understanding of these concepts inadvertently turn into distractions. What seems to be missing is a guide, or type of road map—one that provides the student with an understanding of the context of how various topics fit together to tell a story. In this text, a series of biochemical concept maps have been created to graphically illustrate relationships between ideas and connections between concepts. These are presented near the end of each chapter to show how the information can be grouped or organized. A concept map is, thus, a tool for visualizing the connections between concepts. Material is represented in a hierarchical fashion, with the most inclusive, most general concepts at the top of the map, and the more specific, less general concepts arranged beneath. The concept maps ideally function as templates or guides for organizing information, so the student can readily find the best ways to help with the integration of new information with knowledge they already possessed. Concept map construction is described below.

A: Concept boxes and links

Educators define concepts as “perceived regularities in events or objects.” In the biochemical maps, concepts include abstractions (e.g., free energy), processes (e.g., oxidative phosphorylation), and compounds (e.g., glucose 6-phosphate). These broadly defined concepts are prioritized with the central idea positioned at the top of the page. The concepts that follow from this central idea are then drawn in boxes (see figure, part A). The size of the type indicates the relative importance of each idea. Lines are drawn between concept boxes to show which are related. The label on the line defines the relationship between two concepts, so that it reads as a valid statement (i.e., the connection creates meaning). The lines with arrowheads indicate in which direction the connection should be read.

B: Links to other parts of a map

Unlike linear flow charts or outlines, concept maps may contain cross-links that allow the reader to visualize complex relationships between ideas represented in different parts of the map (see figure, part B) or between the map and other chapters in this book (see figure, part C) or to other books in the Lippincott® Illustrated Reviews series (e.g., Lippincott® Illustrated Reviews: Cell and Molecular Biology). These links can help identify concepts that are central to more than one topic in biochemistry, empowering students to be effective in clinical situations and on professional licensure examinations that require integration of material. These maps with links provide a visual aid to represent nonlinear relationships between facts, in contrast to cross-referencing within linear text and concepts. The first example of a complete concept map can be found at the end of Chapter 1 (Fig. 1.13).

Recommended use of this textbook and other resources

This book is a comprehensive review of biochemistry. In addition to concept maps and illustrative figures, clinical boxes are included to offer students biologic or medical application of concepts. Students are also encouraged to challenge their understanding of the information that they have read through the completion of study questions at the end of each chapter and in the larger question bank available online.

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