E-Book Overview
Renowned for its student-friendly writing style and fresh perspective, John McMurry's ORGANIC CHEMISTRY WITH BIOLOGICAL APPLICATIONS offers full coverage of the foundations of organic chemistry--enhanced by biological examples throughout. Based on user feedback, McMurry continues to discuss the organic chemistry of biological pathways and now adds two dozen additional organic chemistry topics, as well as new problems, new illustrations, and new essays. Media integration with Organic OWL, a customizable online learning system and assessment tool, reduces faculty workload, facilitates instruction, and helps students master concepts through tutorials, simulations, and algorithmically generated homework questions.
E-Book Content
Structures of Common Coenzymes The reactive parts of the molecules are darkened, while nonreactive parts are ghosted. Adenosine triphosphate—ATP (phosphorylation) NH2 N O –O P O– O P N O O P O N OCH2 N O O– O– OH OH Coenzyme A (acyl transfer) NH2 N O O CH3 N O O N HSCH2CH2NHCCH2CH2NHCCHCCH2OPOPOCH2 HO CH3 N O O– O– 2–O PO 3 OH Nicotinamide adenine dinucleotide—NAD+ (oxidation/reduction) (NADP+) NH2 CONH2 N N O O + N CH2OPOPOCH2 N OH HO O N O O– O– OH OH (OPO32–) Flavin adenine dinucleotide—FAD (oxidation/reduction) NH2 N HO OH HO CHCHCHCH2OPOPOCH2 O– O– CH2 H3C N H3C N N N O O OH N O N O O H OH N Tetrahydrofolate (transfer of C1 units) H H2N H N N H N N N CO2– H O H O NHCHCH2CH2C O– 1–5 O S-Adenosylmethionine (methyl transfer) NH2 N N CH3 O –OCCHCH CH 2 2 +NH S + CH2 N N O 3 OH OH Lipoic acid (acyl transfer) S Pyridoxal phosphate (amino acid metabolism) CH2OPO32– S CHO CH2CH2CH2CH2CO2– + H N OH CH3 Biotin (carboxylation) Thiamin diphosphate (decarboxylation) H S O NH2 + N H N O O –OPOPOCH CH 2 2 O– O– N N H CH3 N H H H CH3 S CH2CH2CH2CH2CO2– s, even ts in our course en ud st e th Dear Colleague: of t in pure know that mos nces rather than ganic chemistry ie or sc h fe ac li te e th ho in w ily doctors All of us terested primar ochemists, and in bi , e ts ar is s, og or ol aj bi m y re we tu the chemistr hing so many fu questioning why e ac te ar e us ar e of w e or se m the details of ves, more and chemistry. Becau h time discussing rsions of oursel uc ve r m ge so un d yo en sp an ogy? Why e rather th nnection to biol e do. Why do w co w le ay tt w li e ve th ha h t ac ng organisms? continue to te ch chemists bu chemistry of livi interest to resear c of ni e ga ar or at e th th s ng on reacti me discussi t it is d spend more ti aditional way, bu tr e th in y tr don’t we instea is organic chem who want to id for teaching ose instructors sa th r be fo to e h iv at uc rn m l te al gical There is stil istry with Biolo has been no real m e er he C th ic w an no l rg ti O and also true that un spect that more at is why I wrote th su I , nd ce A en y. tl in en om er t diff s to gain in pr teach somewha biology continue al ic em ch s A cordingly. Applications. their teaching ac ng ciple in gi an ch be l my guiding p