"Biology cannot ignore chemistry, as much as I wish it could . . . " John Maynard Smith [1] At a meeting a couple of years ago, a biochemist characterized his frustration about introductory chemistry and biology courses at his school as "five hundred years of separation." That was the cumulative time that his colleagues in the biology and chemistry departments had been teaching and apparently never talked to each other about what they taught or what their respective students needed from the other's courses despite the fact that often, more than 50% of the students taking introductory biology take general chemistry simultaneously. I sense that five hundred years of separation is common at many schools. Well over a decade ago, policy makers recognized the problem and made recommendations for integration [2], but change comes slowly.A quick look at course syllabi and textbooks for introductory biology reveals that many students begin biology with the chemistry of life. Topics include water, pH and buffers, osmotic pressure, nucleotide and amino acid structures, hydrophobicity, and a variety of other chemistry topics. Ironically, freshmen college students encounter many of these topics for the first time in introductory biology rather than in their chemistry courses. When these topics come up in chemistry courses, their relevance to biology may go unmentioned.How did this disconnect happen? Why doesn't anyone seem to care? Wouldn't it be better for learning if students encountered topics in a logical order or encountered a reinforcing sequence in a coordinated curriculum? How can the problem be rectified?Modern biology is not the descriptive biology of old that was often associated with a march through organ systems and the kingdoms and phyla of life accompanied by memorization of more new words than a foreign language course [3]. Molecular biology is the centerpiece of modern biology and what many academic biologists want students to learn. Consequently, it usually comes first, and organismal and ecological topics come a semester later. A colleague told me that introductory biology used to have those semesters reversed, and they were part of a sophomore course offered after the prerequisite year of general chemistry. At some point, the course changed the order of topics and moved to the first year with the change of emphasis.