The Bourbaki Gambit

212 26% of the total when questioned about courses in p r o g r a m m i n g . This deficit was reflected in their attitude toward their ability to utilize computers for data analysis, molecular modeling and p r o g r a m m i n g as seen in Table 3. W e were surprised at the amount of sophistication in c o m p u t e r acumen that was brought to the Kinemages Project. Because of the pairing of the individuals, much of the knowledge was shared, thus facilitating the process. At the same time, it should be noted that learning how to use the software was not without problems. A great deal of frustration was exhibited by students in the basic course during the first two exercises on protein and enzyme structure. At least two learning curves were in place, that of working with the software and that of comprehension of the tenets of protein structure. Since the latter subject has often been regarded as the most difficult of biomolecules to understand structurally, the incorporation of this type of c o m p u t e r supplement may suggest that the organization of the course be altered. For instance, observation of hydrogen bonds in base pairing, planarity of nitrogenous bases which stack, differences in lengths and diameters of unique forms of D N A , and rotation of the D N A double helix, are readily discernible to a novice of the M A G E program. In contrast, hydrogen bonding patterns in a-helices and beta sheets, bond angles and lengths which define protein structure, and rotation of soluble proteins requires m o r e practice. The presence of a teaching assistant to help them work out their concerns was critical to the overall success of the project. Students in the majors class were not as perplexed by the software or the chemical fundamentals such as bond lengths and planarity of aromatic systems necessary to build proteins. In addition, they seemed less reliant on the teaching assistant.

that they spent about the same amount of time on this project as they would have used to prepare for an exam. Inclusion of the c o m p u t e r project also necessitated the deemphasis of primary literature readings, which h a m p e r e d their ability to advance in terms of data analysis and evaluation. For the introductory course, the instructor perceived an increase in chemically-based understanding on the part of the students, based on the type of questions they asked. This apparent enhanced comprehension argues for continuing this project, particularly since analysis of students' supplemental literature assignments often suggests that they need additional discussion to understand them. We had predicted that the computer exercise was m o r e ideally suited for the m a j o r class, who p e r f o r m e d it with relative ease. As the curriculum evolves, we expect that students will use these exercises m o r e as a study aid, and a balance between assigned c o m p u t e r exercises and literature readings will be designed into the course. Given the positive response of the students for the initial attempt of c o m p u t e r assignments in lecture courses in our d e p a r t m e n t , we encourage the inclusion of these exercises into introductory and general biochemistry courses, noting that a substantial time investment may be necessary to m a k e them function smoothly. References 1Borman, S (1992) Chemical and Engineering News 70, 26-27 2Richardson, D C and Richardson, J S (1992) Protein Science 1, 3-9

Book Review The Bourbaki Gambit

Faculty time commitment

by Carl Djerassi. pp 230. University of Georgia Press, Athens, Georgia. 1994. $19.95 ISBN 0 - 8 2 0 3 - 1 6 5 2 - 0

The initial inclusion of a c o m p u t e r supplement such as the one described requires a substantial time c o m m i t m e n t on the part of the faculty. We were aided in this effort by our partnership, but both of us found this addition to our courses overwhelming at times. C o m p u t e r availability was a key concern as described earlier; obtaining the n u m b e r of c o m p u t e r s at appropriate times necessitated faculty and d e p a r t m e n t a l approvals. Students clearly favored night access to c o m p u t e r facilities, which was difficult to administer. Publisher and funding requests for a site license to run these c o m p u t e r labs also entailed several weeks of negotiation. In addition, the logistics of demonstrating the software in classrooms not outfitted for this purpose created further time expenditure. H o w e v e r , we felt that this additional c o m m i t m e n t to our courses would be reasonable, if the students' understanding of biomolecular structure was improved.

This is the second novel to come from the pen of Carl Djerassi who, most biochemists will know, was responsible for the synthesis of the first steroidal oral contraceptive, and perhaps fewer, about his contribution in ORD. It might come under the category of holiday reading and could certainly be read at one sitting. For the non-scientist it might give some insights; but for the scientist, part of the pleasure will come from recognising familiar sights and situations (to quote ' . . . but I didn't feel sleepy. Instead, I picked up the latest issue of the Journal of Biological Chemistry to read the latest hot papers.'). It is about consortia and collegiality, about the collaborative nature of scientific enterprise and how this conflicts with the desire for personal recognition that is in the hearts of most scientists. And, of course, like Jurassic Park, it is about the PCR. The immense importance of this discovery (here fictional) produces the conflict between anonymous, even altruistic science, and the personal recognition - - everyone has a price! Read it for yourself to find out who Bourbaki was. E J Wood

Conclusions In the final analysis, a clear majority (61%) of the students enjoyed their Kinemage Project, though their time c o m m i t m e n t was more than they desired. We felt

BIOCHEMICAL EDUCATION 23(4) 1995