Download 5. Coenzyme HAD+ is derived

С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
Educational - methodical
complex
By discipline:
Chemistry
for the specialty:
5В130100 - «General Medicine»
Department of Chemistry
First year of study
Almaty, 2015
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
Content
1. Syllabus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3
2. Lecture complex. . . . . . . . . . . . . . . . . . . .
17
3. Guidelines for practical training. . . . . . . . . . . . . . 29
4. Guidelines for independent work of students with
teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
5. Guidelines for independent work of students. . . . 118
6. Gauging means. . . . . . . . . . . . . . . . . . . . . . . . . . . 134
Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
159
Page 2 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
Syllabus
By discipline - Chemistry, Him 1111
for the specialty - 5В130100 - «General Medicine»
Department of Chemistry
Semester – the first,
the second
Year of study - the first
Lectures 5 hours
Laboratory and practical lessons 25 hours
Independent work of the student with the teacher _30__ hours
hours in general 60 hours
Students' independent work 30 hours
Form of control: exam
Almaty, 2014.
Page 3 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
Syllabus is designed according to the Work Programme PhD Nechepurenko EV, Ph.D. Almabekovoy AA
Discussed and approved at a meeting of the Department of Chemistry «____»___________20__ ,
protocol №_1_.
Head of Department, Professor
__________________ Aliyev N.U.
Page 4 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
Name of the university
The S.D. Asfendiyarov Kazakh National
Medical University
Chemistry
Chemistry Him 1111
B130100 - "General Medicine"
90
1 (I, II)
Chair
Discipline
Speciality
The volume of training, hours
Course and semester
Information about the teachers of the Chemistry Department:
№
1.
Name
Aliyev N.U.
2.
Almabekova A.A.
Position
Professor, Head of the
Department of Chemistry
Assistant professor
3.
Esimzhan A.E.
Assistant professor
4.
Karlova E.K.
Assistant professor
5.
Kusainova J.J.
Assistant professor
6.
Kusainova A.K.
Assistant professor
7.
Nechepurenko E.V.
Assistant professor
8.
Sadykova G.S.
Senior Lecturer
9.
Kagazbekova G.A.
Teacher
Academic degree
Doctor of Chemical Sciences
Candidate of Chemical
Sciences
Candidate of Chemical
Sciences
Candidate of Chemical
Sciences
Candidate of Chemical
Sciences
Candidate of Chemical
Sciences
Candidate of Chemical
Sciences
Candidate of Chemical
Sciences
-
Contact Information:
The Department of Biochemistry is located at: Almaty, st. Seifullina 543,
Education Building №2, first floor
Tel: 2925025 ext. 173
Policy disciplines:
1. Students must to attend lectures, workshops, SRSP according to the schedule.
2. Students must not be late for lessons. They must to be in white coats. At the time of lectures
and classes they have to disable the cellphones.
3. Do not skip classes. In the absence of the lesson for a valid reason (sickness) students must to bring
confirming documents to the dean's office. All missed classes must be worked off.
4 Students should regularly prepare for lectures, workshops, SRSP, CDS, performing all the tasks in
accordance with the requirements.
5 Reports of the assignment shall be the teacher in a timely manner. Work handed over after the deadline
will not be considered.
6 Students do not allowed to the exam:
Page 5 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
- who do not pass all intermediate control;
- who has less than the minimum passing score;
- who does not work off missed classes.
1. PROGRAM
Introduction
This program is designed for the specialty "General Medicine" medical schools.
It is well known that in modern conditions the key task of higher education is a fundamental
training. Chemistry is a basic science and a powerful tool for studying and learning processes in living
systems. Therefore, medical students must thoroughly understand the basic ideas, laws and methods of
this science. Program expected to consider the foundations of the most important topics of the course of
inorganic, organic, physical, colloid chemistry.
Discipline "Chemistry" is preparing a theoretical basis for the development of certain sections of
biochemistry, molecular biology, physiology, pharmacology, hygiene. Chemistry provides a greater
involvement of the scientific approach and the latest research techniques drawn from the basic sciences,
the study of biomedical, clinical disciplines.
It is necessary to equip students with knowledge that can be used when considering the physical
and chemical nature and mechanisms of the processes occurring in the human body at the molecular and
cellular levels and to perform when necessary calculations of these processes.
An important task of optimization of medical education is to enhance interdisciplinary connections
and the integration of basic, medical, biological and clinical disciplines.
The purpose of discipline:
Formation of students' holistic physical-chemical, natural science approach to the study of the human
body, as well as study of chemical and physico-chemical aspects of the most important biochemical
processes and different types of equilibria occurring in a living organism.
The objectives of discipline:
- The student will be able to apply the basic laws of physical and colloid chemistry characteristics of
living organisms and descriptions of biochemical processes in the body, as well as to solve situational
problems.
- The student will be able to give a quantitative description of the concentration of solutions and their
colligative properties, as well as the acidity of solutions of acids and bases, buffer solutions and explain
the mechanism of their action.
- The student will be able to explain the effect of the structure of the main classes of natural organic
compounds and biopolymers on their chemical properties.
-The student will be able to explain the relationship between the chemical composition, structure,
properties and biological activity of substances, including organic components of living organisms and
drugs;
-The student will have an incentive to explore the professional literature and the use of an electronic
database.
Learning outcomes.
As a result of the development of the discipline the student acquires the following professional
competence.
1 Knowledge:
-the most important theoretical principles of chemical thermodynamics, basis 1 and 2 of thermodynamics;
-basic modes of expression of the solution;
-colligative properties of solutions, their role in the body;
Page 6 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
-theory of the structure of atoms and molecules, the coordination theory of the structure of complex
compounds, the concept of chelation, the chemistry of nutrients;
-the essence of the acid-base balance and function of buffer systems of the body;
-the theory of oxidation-reduction processes;
-physico-chemical mechanisms of surface phenomena, structure and properties of biological membranes
and disperse systems of the living organism;
-the nature and characteristics of physical and chemical properties of solutions of high-molecular
compounds (BMC), and biopolymers;
- rules of classification and nomenclature of organic compounds;
-types and mechanisms of chemical reactions;
-possible ways of conversion of functional groups and the most important classes of organic compounds;
- interconnection structural features and properties of organic chemical compounds and their biological
activity;
-bioregulators and role of biopolymers in the processes of life.
2 Practical Skills:
-apply safety rules at work in chemical laboratories, chemical use utensils, basic tools and methods of
physical and chemical measurements needed in medical practice;
- calculate the molar, molal concentration, molar concentration equivalent mass fraction of the solute, the
titer of the solution and the thermal effects of chemical reactions;
- conduct potentiometric measuring pH, chromatographic analysis;
-determine the amount of adsorption, coagulation threshold, the degree of swelling of biopolymers, the
relative molecular mass of low molecular weight substances by cryometric data and macromolecular
compounds by viscometric data;
-obtain colloidal solutions and investigate their properties;
-classify organic compounds structurally carbon skeleton and nature of functional groups;
-use the rules of nomenclature of chemical compounds;
- bind the biological functions of organic molecules with their structure and reactivity;
-qualitatively detect unsaturated compounds, amino acids, monosaccharides, in the presence of a
molecule of a peptide bond, and functional groups;
- predict the chemical behavior of organic compounds in certain environmental conditions on the basis of
knowledge of the theoretical foundations of organic chemistry;
-solutions of a predetermined concentration, density and pH of the solutions;
- preparing a buffer solution with a predetermined value pH, determining the buffer capacity; -conducting
qualitative responses to cations and anions of nutrients;
- classification of organic compounds and in qualitative reactions functional groups.
3 Communication skills:
- Persistency of purpose, taking into accounts the moral and legal norms and obligations;
- The ability to cooperate, resolve conflicts, to tolerance;
- Ability to work in a team;
- The ability to process large amounts of information and to provide important;
- Skills culture of social relations;
- The ability to synthesize, analyze, process information, goal setting and choice of ways to achieve it.
4 Legal Competence
- Safety and environmental protection.
Page 7 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
- Understanding of the need for safe handling of chemicals based on their
- physical and chemical properties, the ability to assess risks on the basis of knowledge of the laws that
govern the behavior of the analyzed system.
5 Self-perfection
- Use knowledge of chemistry to further action;
- Work independently with educational and reference books, use their data to solve typical problems in
the application of biological systems;
- Leave abstracts to ongoing analysis and research to justify The experimental data obtained in applying
to medical practice.
Prerequisites and postrekvizity discipline.
Prerequisites: high-school chemistry, physics, mathematics, biology.
Postrekvizity: molecular biology, biochemistry, pharmacology, physiology, clinical disciplines.
Course Description.
Thermodynamics. Thermochemistry. Chemical kinetics and catalysis. Colligative properties of solutions.
Protolytic theory of acids and bases. Buffer systems. The nature of the chemical bond. Complex
compounds, nutrients. Redox reactions in living organisms. Surface phenomena. Colloidal systems.
Solutions of biopolymers. Hydrocarbons. Aromatic compounds. Hückel rule. Alcohols. Amines. Diazo
and azo compounds. Aldehydes and ketones. Carboxylic acids. Heterofunctional organic compounds.
Alifiticheskie halo-substituted acids. Gidrokisloty. Oxoacids. α-amino acids. Peptides. Proteins.
Carbohydrates. Heterocyclic compounds. Alkaloids. Nucleic acids. Nucleosides. Nucleotides. RNA and
DNA. Lipids. Terpenes. Steroids.
Thematic plan of lectures, laboratory and practical classes, SIWT, SIW.
Week
№
Secti
on
0
1
1-2
0
2
3-4
0
3
5-6
0
4
11-12
Subject
Processes occurring in a living
organism - physico-chemical
interpretation.
Aqueous solutions. Equilibrium in
body fluids.
Organogenic elements. "Metals of
life." Carbon - the basis of organic
compounds. Where is the boundary
between the living and nonliving?
Mutual influence of atoms and how
to transfer in biologically important
molecules. Types of organic
reactions and reagents.
Form and hours
Lecture
s
1
Practic
SIWT
SIW
1
1
1
Page 8 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
0
5
14-16
Heterofunctional compounds
involved in the processes of life
Fundamentals of thermodynamics
and kinetics of chemical reactions.
Experimental determination of the
heat of neutralization. The influence
of various factors on the rate of
reaction
Fundamentals of thermodynamics of
living systems. The kinetics of the
biochemical reactions. Quantitative
characterization of chemical and
biochemical processes.
Solutions: ways of expressing the
composition and colligative
properties. Preparing a solution of
the desired concentration by dilution
of a more concentrated solution
Quantitative characteristics of the
composition of the solutions and
their colligative properties. Hypo-,
hyper-and isotonic solutions.
Osmosis, hemolysis, plasmolysis
1
6
1-2
1
7
1-2
1
8
3
1
9
3
1
10
5
Structure of the atom. The nature of the
chemical bond. Complex compounds.
Medical - biological role of complex
compounds.
1
11
4
1
12
4
1
13
7-8
Protolytic equilibrium and processes.
Experimental determination of the
pH of the solution by the
colorimetric method. Determination
of the buffer capacity of the solution
Calculation of pH in aqueous
solutions of strong and weak
electrolytes. Buffer systems
organism: structure, mechanisms of
action. Acidosis. Alkoloz.
Surface phenomena and disperse
systems. Chromatographic
separation of iron and copper ions.
Qualitative determination of iron
ions by paper chromatography.
Experimental obtaining colloidal
solutions and study some of their
properties
1
2
3
2
3
7
3
3
3
Page 9 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
1
14
7-8
1
15
6
1
16
9
1
2
17
18
1-9
12-13
2
19
10-11
2
20
14
2
21
18
2
22
14
2
23
14
2
24
15
2
25
15
Adsorption on the movable and fixed
phase boundary. Preparation,
properties and methods of
purification of colloidal solutions.
The structure of the micelles.
Dialysis
Biogenic s-, p-, d- elements:
biomedical role and importance of
their compounds.
Redox processes. Potentiometric
titration of gastric juice
Boundary control №1
Reactivity gomofunktsionalnyh
hydrocarbon derivatives. Qualitative
reaction of alcohols, phenols,
amines, aldehydes, ketones and
carboxylic acids.
Classification and nomenclature of
isomerism organic compounds.
Reactivity of hydrocarbons
Heterofunctional compounds
involved in the processes of life
Features of the physicochemical
properties of biopolymer solutions.
General properties of proteins.
Experimental study of the kinetics of
swelling of macromolecular
substances. Qualitative responses to
peptides and proteins.
Biologically important properties of
α-amino acids. Peptides.
α-Amino acids: classification,
structure, nomenclature
Monosaccharides: structure,
stereoisomerism, cyclooksotautomeriya, chemical
properties, biological role. Fehling's
reaction, Trommer, Selivanov. Color
reaction to starch.
Oligo-and polysaccharides.
Reducing and non-reducing
disaccharide. Homo and
heteropolysaccharides: structure,
biological role
3
8
3
3
2
8
3
2
3
7
2
3
Page 10 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
2
26
17
2
27
17
2
28
16
2
Total
of all
29
5
25
Biologically important heterocyclic
compounds. Dissolution Test of uric
acid and its salts. Precipitation
reactions of alkaloids
Nucleosides, nucleotides. The
primary structure of nucleic acids
Saponifiable lipids. Sterols steridy
steroids and their derivatives.
Response to fat. Opening reaction of
unsaturated higher fatty acids
Boundary control №2
30
3
3
3
3
30
SECTIONS DISCIPLINE
№
пп
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
Sections discipline
Chemical Thermodynamics
Chemical kinetics and catalysis
The doctrine of the solutions
Buffers
The nature of the chemical bond. complex compounds
Nutrients
Physico-chemical basis of surface phenomena
Physico-chemical properties of disperse systems
Redox processes
Nomenclature. Isomerism. Mutual influence of atoms and how to transfer in biologically
important molecules. Classification of organic reactions by type and mechanism.
Reactivity of hydrocarbons. Radical substitution reaction. Of electrophilic substitution and
addition.
Acidity and basicity of organic compounds. Nucleophilic substitution at saturated carbon
atoms.
Reactivity of carbonyl compounds in reactions of nucleophilic
Heterofunctional compounds involved in the processes of life
Monosaccharides. Disaccharides. polysaccharides
Saponifiable and unsaponifiable lipids
Biologically important compounds getrotsiklicheskie
Macromolecular compounds
3 Self-dependency tasks for students:
1 In the study of CRS topics student should make an abstract.
2 Students must perform the exercise pointed by instructor, arrange them according to the requirements
and deliver on time to check the teacher and then answer the questions of the teacher in the course of a
decision or perform similar tasks.
3 Student makes a crossword on the topic 4 in accordance with the requirements.
Page 11 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
4 List of recommended literature.
Basic literature:
1. Physical Chemistry. P.Atkins. 2007
2. Organic chemistry. R.Th.Morrison. 2007
Additional literature:
1. Blei I., Odian G. General, Organic and Biochemistry: Connecting Chemistry to Your Life. 2nd
Edition, W.H.Freeman and Company. New York, 2006
5 Methods of teaching:
1 Lectures: overview, thematic and problem using the demo material.
2 Practics: workshops, problem solving, demonstration experiment, laboratory work, exercises, work in
small groups.
3 Independent work of students under the guidance of a teacher: Working in small groups, the solution
situational tasks, consultations, discussions, presentations, essays, performance tests, discuss the results of
individual and group assignments.
4 Self-study students work with literature, electronic databases and computer tutorials, problem solving, a
glossary, performance tests, essay writing, training and protection of thematic essays.
6 CRITERIA AND RULES FOR ASSESSING KNOWLEDGE
The goal - the systematic examination of the assimilation of the theoretical material, the ability to
use theoretical knowledge in practice.
Criteria for evaluation of student performance are established in accordance with the document
"Rules assess learning achievements of students," approved by the Academic Council KazNMU
September 27, 2011.
In accordance with the Rules of the educational process knowledge, skills, communication skills,
legal expertise and competence of the cultivation of students evaluated on a 100 point scale. The main
forms of monitoring the level of preparation of students are exam, and current and boundary control.
CRITERIA AND RULES FOR ASSESSING KNOWLEDGE
Evaluation tools:
Current control: testing, written / oral questioning, checking solutions of situational tasks, design
verification results of a job, training protocols, self-esteem and group assessment when working in small
groups.
Boundary control: testing, written / oral questioning, programmable control, problem solving.
Final inspection: examination phase II (in the test and oral), including questions of those CRS.
By testing assessed: knowledge, legal competence and self-improvement.
During the oral examination assessed competence - practical and communication skills, selfimprovement. Control of practical skills carried out in a solution situational tasks.
Criteria for receiving the maximum score for the performance of different types of work:
1 Practical training :
-visit classes;
-readiness to engage in;
- active participation (work in a small group, the answers to questions of the teacher);
-calculation results of the demonstration lab, plotting, design of the work according to the requirements;
- analysis of the literature on the subject, including legal documents;
Page 12 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
-performance of the tested task or mapped control (solving problems and answering questions), the
composition of and solution of of crosswords, puzzles, etc.
2 SIET:
-active participation (presence of questions to the teacher, working in a small group);
3 Boundary control
- visit classes;
-performance of the tested control; written (oral) answers to questions;
-problem solving.
4 SIW
-execution of tasks on the CDS according to the schedule;
-drafting of synopsis;
-writing an essay or a report, design it in accordance with the requirements of his defense;
-decision and making crossword puzzles, problems - the right decision and the corresponding design, the
ability to explain the behavior of solutions and answer questions of the teacher, the ability to perform a
similar task;
- performance of the tested control (mapped control), the ability to answer the questions of the teacher on
the subject studied CRS.
5 The final control
-correctly performed all tasks;
-response record is complete, correct, set out in a logical sequence required;
student says every action, indicates the units of physical and chemical variables;
- student knows the basic concepts and formulas threads can apply them to solve non-standard problems;
student skillfully uses the knowledge gained in the study of all of the course, as well as other disciplines;
- detail reveals the state of the problem, its theoretical and practical aspects;
-student has its own estimated position on the issue of the drop and can convincingly and persuasively
disclose it;
- full and informed decision tasks ;freely oriented in the chemical properties of the substances; write
surely chemical reaction.
week topoic
methods of Evaluation
Bounda knowledge practical Communic Legal
СRS
ry
skills
compet.
compet
control
1
Chemical
test
interview
Thermodynamics.
Chemical kinetics
and catalysis
2
The doctrine of the
test
situational
solutions
task
3
Protolytic
test
situational
+
equilibrium.
task
Buffers
4
Physico-chemical
test
basis of surface
phenomena.
Physico-chemical
properties
of
disperse systems
Page 13 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
5
Redox processes
written
survey
test
interview
+
6
Reactivity
test
+
hydrocarbon
derivatives.
Geterofunktsiofunctional
compound
7
Physico-chemical
test
+
properties
of
biopolymers.
αamino acids
8
Monosaccharides.
test
doing the
Oligo-and
exercises
polysaccharides
9
Heterocyclic
test
doing the
compounds. nucleic
exercises
acids
10
Lipids
written
test
interview.
survey
Total
2
10
8
2
1
4
* Competence of self-development is estimated at the time of receiving the CDS according to the
schedule in accordance to the requirements of the CDS, which are reflected in the syllabus.
Grading Scale of evaluation.
Score from
system
А
АВ+
В
ВС+
С
СD+
D
F
letter Percent%
95-100
90-94
85-89
80-84
75-79
70-74
65-69
60-64
55-59
50-54
0-49
Score from
system
EXELLENT
the
traditional
UNSATISFACTORY
7 Time consultations and examinations
-Consulting conducts a lecturer for two days before the exam, at 10.00 am.
-Exams are held according to the schedule.
Page 14 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
Lecture complex.
Discipline - chemistry, Him 1111
Specialty - 5V130100 - "General Medicine"
Chair - Chemistry
Compiled by:
Credit 1 (Inorganic Chemistry)
Associate Professor, Ph.D. Nechepurenko E.V.
Credit 2 (Organic Chemistry)
Senior Lecturer., Ph.D. Almabekova A.A.
Almaty 2014
Page 15 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
A short course of lectures is designed in accordance with the work program.
Discussed and approved at the meeting of the Department of Chemistry
«____»___________201__ protocol №__.
Head of Department, Professor _____________Aliyev N.U.
Page 16 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
Lecture №1
Subject: The processes occurring in a living organism - physico-chemical interpretation.
Purpose: To apply the basic concepts and laws of chemical thermodynamics and chemical kinetics for
the study of the laws of biochemical processes in the body. To characterize the state of the surface layer
and the value of surface phenomena in medicine and biology.
Plan of the lecture:
1 person as a thermodynamic system. Features of living organisms as thermodynamic systems.
Prigogine's principle.
2 Application of the basic concepts of chemical thermodynamics in biochemistry.
3 Catalysis in living organisms. Enzymes as catalysts in biochemical processes. Kinetics of
enzymatic reactions.
4 Surface phenomena. Fundamentals of chromatography and its application in biomedical
research.
Theses of lectures:
Chemical thermodynamics studies the laws that describe the energy transformations that
accompany the physical, chemical and biochemical processes. The first law of thermodynamics - the law
of conservation and transformation of energy. On the basis of its analytical expression can be calculated
heat effects, the change in internal energy of a thermodynamic system and work against external forces.
The second law of thermodynamics describes the direction of flow of the thermodynamic process.
The human body is an open thermodynamic system heterogeneous, existing in a steady state.
Human activity is carried out at constant temperature and pressure, ie in the isobaric-isothermal
conditions. To describe the motion of matter in living organisms use the concept of Gibbs free energy
and entropy. According to the principle of Prigogine, the entropy production in a period of time tends to
the minimum positive value, due to the occurrence of parallel processes in which the increase and
decrease of entropy.
Chemical kinetics - a branch of chemistry that studies the rate of chemical reactions, its
dependence on various factors and mechanisms of reactions. The basic postulate of chemical kinetics the law of mass action, which characterizes the dependence of the reaction rate on the concentration of
the reactants. Chemical reactions are characterized by the concepts of molecular and reaction order.
Order of the reaction is determined experimentally on the basis of the kinetic curve. Le Chatelier's
principle.
Enzymes - a protein molecules that accelerate chemical reactions in living organisms. Enzyme
catalysis is characterized by exceptionally high catalytic activity, specificity (selectivity) of the action to
the substrate and the catalytic reaction, sensitivity to changes in pH and temperature. The optimal
activity of enzymes of the human body is observed at a temperature of 310-313 K (optimum
temperature). Kinetic regularities of enzymatic reactions are described by Mihaelisv-Menten equation.
Feature of enzymatic reactions is a nonlinear dependence of the reaction rate on the substrate
concentration.
Page 17 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
All biological systems are heterogeneous systems consisting of two or more phases, which are
separated from each other by the interface. Interfacial surface there are various phenomena such as
surface tension and adsorption. These phenomena are the basis of chromatographic methods, which are
widely used in medicine and biology for the identification of substances, as well as to solve a large
number of research, diagnostic, clinical, toxicological problems.
Illustrative material:
1 Presentation (slides)
Literature.
Basic literature:
1. Physical Chemistry. P.Atkins. 2007
2. Organic chemistry. R.Th.Morrison. 2007
Additional literature:
1. Blei I., Odian G. General, Organic and Biochemistry: Connecting Chemistry to Your Life. 2nd
Edition, W.H.Freeman and Company. New York, 2006
Lecture №2
Subject: Aqueous solutions. Equilibrium in body fluids.
Purpose: To show the role of the solutions in the life of the organism. Introduce the biomedical role of
acid-base and redox equilibria, and colligative properties of solutions.
Plan of the lecture:
1 Water as a universal solvent. Value solutions in the life of the organism. True, colloidal and
coarse solutions.
2 Colligative properties of solutions and the osmotic theory of conflict. Role of osmosis and
osmotic pressure in biological systems.
3 Protolytic balance and the role of buffer systems in maintaining acid-base homeostasis.
4 Features of biochemical redox processes. The use of oxidizing and reducing agents in the
health care practice.
Theses of lectures:
The human body is 60% water. Of these, 42% are the intracellular fluid and the rest - in the
extracellular fluid. Water - this is not just an environment, but also an active participant in the processes
of life. If the human body loses 20% of the water in the cells are irreversible changes, and the person
dies.
Almost all biological fluids are aqueous solutions of electrolytes. The solution - a
thermodynamically stable homogeneous system of variable composition, consisting of two or more
components, between which there is an interaction. Distinguish solutions of electrolytes and nonelectrolytes (ability to conduct an electric current), unsaturated, saturated or supersaturated (by solute),
true colloid and coarse (particle size of the solute).
Page 18 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
The biological significance of Dalton's law, Henry and Sechenov due to the fact that the change
in solubility of gases in the blood pressure changes can cause severe disease.
To collegiate properties include lowering the saturated vapor pressure of the solvent solution,
lowering the freezing point of the solution, boiling point elevation of the solution, osmotic phenomenon.
All colligative properties depend on the number of particles in solution. To describe the colligative
properties of solutions of electrolytes introduced isotonic coefficient that takes into account the increase
in the number of particles in the solution due to dissociation.
Osmosis - mainly one-sided penetration of solvent molecules (diffusion) through the
semipermeable membrane from a solution with a lower concentration in the solution with higher
concentration. With respect to osmotic pressure intracellular fluid distinguish hypo iso-and hypertonic
solutions. When placed in a hypertonic solution erythrocyte plasmolysis occurs when placed in
hypotonic erythrocyte hemolysis occurs cells. To prevent these phenomena injectable solutions and eye
drops isotonizing.
Most of the reactions in the body occurs under strictly controlled pH. A system supporting
Protolytic homeostasis, includes not only physiological, but physical and chemical mechanisms:
buffering effect ion exchange diffusion. The main buffer systems of the body are bicarbonate,
hemoglobin, phosphate, protein, ammonia. Acidosis and alkalosis concepts characterize the deviation of
the pH of body fluids from the norm.
Redox processes in the body takes place in steps. Each of them has its normal capacity and flows
often involving enzymes or coenzymes.
Illustrative material:
1 Presentation (slides).
Literature.
Basic literature:
1. Physical Chemistry. P.Atkins. 2007
2. Organic chemistry. R.Th.Morrison. 2007
Additional literature:
1. Blei I., Odian G. General, Organic and Biochemistry: Connecting Chemistry to Your Life. 2nd
Edition, W.H.Freeman and Company. New York, 2006
Lecture №3
Subject: Elements-organogenic. "Metals of life." Carbon - the basis of organic compounds.
Where is the boundary between the living and nonliving?
Objective: To introduce the elements, organogenic, "metal life" toxicants. To give an idea about
the specificity of the role of elements and their compounds in the living body and their application in
medical practice.
Page 19 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
Plan of the lecture:
1 Classification and distribution of chemical elements in the human body and in the environment.
2 The role of organogenic elements and their compounds. Carbon - organogenic №1.
3 "Metals life" and their biological role.
4 Complex compounds in living organisms. The use of complex compounds in biomedical
practice.
Theses of lectures:
To date, there are different approaches to the classification of chemical elements in the human
body. The most common classification proposed by VI Vernadsky, according to which the elements are
divided into macronutrients (the content in the body of> 0.01%), trace elements (content 10 -5 10-3 %),
ultramicroelements (content <10-5 %). Functional role of nutrients may be divided into groups: 1)
organogenic - elements involved in the construction of the main body of organic compounds; 2) the
elements that create background electrolyte of the body; 3) elements involved in the regulatory and
transport functions of the body.
The chemical composition of living organisms is strongly correlated with the chemical
composition of the earth's crust and oceans. By natural selection basis of living systems are only six
elements. For organogens characterized by an exceptional variety they form bonds that defines the
variety biomelekul in living organisms.
Organogenic form mainly water soluble compound that promotes their concentration in living
organisms containing more than 60% water.
On the content of carbon in the human body relates to macroelements (21.15%). He is a member
of all the tissues and cells in the form of proteins, fats, vitamins, hormones and so on. In carbon
compounds forms a fairly strong covalent bonds between themselves and others organogens, but these
links are labile enough. As a result, this can occur as an increase in the reactivity of these connections,
and their stabilization. These features carbon-containing compounds cause its biological role.
The share of "life metal" in the body falls 2.4%. In the body, these metal ions are either in the free
state, or are ion-complexing related bioligands. The most stable complexes form d-elements. For human
life are particularly important complexes of Mn, Fe, Co, Cu, Zn, Mo. S-biogenic elements Na, K, Ca, Mg
can form unstable complexes with ligands only a certain structure.
Increased strength of complexes with ligands polidentantnymi called chelate effect. To this effect
macrocyclic ligands so large that they can form stable complexes even alkali and alkaline earth metals
(e.g., chlorophyll).
Toxicity of heavy metals in many cases is due to the formation of bioinorganic complexes. If
such a complex is stronger than the complex biogenic metal, the normal functioning of the organism is
disturbed.
Illustrative material:
1 Presentation (slides).
Page 20 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
Literature.
Basic literature:
1. Physical Chemistry. P.Atkins. 2007
2. Organic chemistry. R.Th.Morrison. 2007
Additional literature:
1. Blei I., Odian G. General, Organic and Biochemistry: Connecting Chemistry to Your Life. 2nd
Edition, W.H.Freeman and Company. New York, 2006
Lecture №4
Subject: Theoretical foundations of the structure of organic compounds and the factors that determine
their reactivity.
Purpose:
1 Form students' knowledge about the diversity of organic compounds and to show the
dependence of the manifold with the properties of carbon - the ability to isomerism..
2 Teach students to communicate reactivity of compounds with their electronic and spatial
structure.
3 Generate writing skills names of organic compounds in the IUPAC nomenclature.
4 Form students' knowledge about the basic types and mechanisms of organic reactions.
Plan of the lecture:
1) What are organic compounds? Classification attributes organic compounds.
2) Isomerism and Nomenclature of Organic Compounds.
3) Inductive and mesomeric electronic effects.
4) Types of organic reactions and reaction mechanisms.
Theses of lectures:
Organic chemistry - the science of organic compounds (OC) and the laws they obey. The main
element of the operating system - carbon. Currently, there are about 5 million. Organic compounds. The
reason for the variety of OS due to: 1) the ability of carbon atoms to form four simple and multiple
bonds; 2) the tendency to connect to straight and branched chain circularized. Most of them have only
covalent bonds between the atoms, i.e. chemical bonds are formed by sharing of electrons shared
between atoms. There are two types of covalent bond: σ- (sigma) and π- (pi) bond. OS are carriers of
animal and plant organisms. OS classified based on the structure of the carbon chain (carbon skeleton)
and present in the molecule of functional groups. According to the structure of the carbon skeleton OS
divided into two groups: the acyclic - open-chain and cyclic - a closed circuit. By the presence in the
molecule of functional groups - into classes.
For organic compounds characterized by the phenomenon of isomerism. Isomers - a variety of
substances having the same composition. Isomers are divided into two groups: structural and
stereoisomers. Stereoisomers differ in the spatial arrangement of atoms in a molecule. Vitamin A is
involved in vision. Its 9-cis-isomer in almost 5 times less active. All-trans-retinol (100% activity). 9-cisretinol (22% active). The example demonstrates the relationship of biological activity with a spatial
structure.
In order to provide an unambiguous name for each individual compound there is a system of rules
- this nomenclature. Currently, generally accepted IUPAC systematic nomenclature (IUPAC International Union of Pure and Applied Chemistry). However, in the organic chemistry remained trivial
Page 21 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
names, they are particularly prevalent in such classes of natural compounds such as amino acids,
carbohydrates, alkaloids, steroids. The rules of the IUPAC nomenclature is represented mainly by
substitution and radical functional nomenclature.
Reactivity of the compounds greatly depends on the distribution of electron density in the
molecules. Elements that make up organic compounds have unequal electronegativity (EO), ie ability of
an atom to attract valence electrons, connecting with other atoms. When the atoms with different
electronegativity of the electron density of a covalent bond is displaced towards the more electronegative
atom. Transmits the electronic effect of substituents on the chain s-bonds is called the inductive effect
(I). Mesomeric effect (coupling - M) - shift of the electron density under the influence of substituents
transmitted through the conjugated π-system connections. Gems blood is at the heart of a heterocyclic
system porphine, which is a conjugated system of 26-π-electron (11 double bonds and 2 unshared
electron pair of the pyrrole nitrogen atoms). Pairing energy 840 kJ / mol.
Organic Reactions are classified in several ways. In accordance with the final results and the
nature of relationships change in the substrate and reagent. In accordance with a final result of organic
reactions are divided into the following main types: a) a substitution reaction (symbol S); b) the addition
reaction (symbol A) and reverse cleavage reaction or elimination (symbol E); c) rearrangement of this
intramolecular reaction results in the transition of individual atoms or groups of molecules from one site
to another. By the nature of breaking the bonds in the substrate all the chemical reactions can be divided
into radical, ionic and coordinated. When homolytic cleavage of covalent bonds are formed radicals with
heterolytic - formed electrophiles (symbol E) and nucleophiles (symbol N). Electrophilic substitution
reactions (symbol SE) characteristic of aromatic compounds and the electrophilic addition (symbol AE)
to unsaturated hydrocarbons. For alcohols, carboxylic acids and halogen derivatives are characterized by
a nucleophilic substitution reaction (symbol SN), for aldehydes and ketones - nucleophilic addition
(symbol AN). The ability of a substance chemically react and respond with greater or lesser speeds is
called its reactivity. The greater the amount of charge on the reactive center of the substrate, the faster
the reaction proceeds, i.e. higher reactivity substance.
Ilustrative material: slides, tables, charts.
Literature.
Basic literature:
1. Physical Chemistry. P.Atkins. 2007
2. Organic chemistry. R.Th.Morrison. 2007
Additional literature:
1. Blei I., Odian G. General, Organic and Biochemistry: Connecting Chemistry to Your Life. 2nd
Edition, W.H.Freeman and Company. New York, 2006
Lecture №5
Subject: Heterofunctional compounds involved in the processes of life.
Purpose:
1) Generate knowledge about classification. structure, reactivity and biological role of
heterofunctional compounds.
Page 22 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
2) Generate knowledge about the principles of the circuits of the peptides saponifiable lipids and
nucleotides.
Plan of the lecture:
1) Heterofunctional compounds - aminoalcohols, aminophenols, hydroxy, amino, oxo acids,
phenolic acids. Structure. Nomenclature. Value.
2) Carbohydrates. Classification. Value.
3) Lipids. Classification. Value. Materials of higher carboxylic acids contained in the lipids.
4)
Pyrimidine and purine bases, structure, tautomerism. Nucleosides, nucleotides and their derivatives,
value.
Theses of lectures:
In biological processes involved mainly heterofunctional compounds, i.e. compound with mixed
functions. They are: 1) metabolites, substances involved in metabolism in the body; and 2) the founders
of the most important groups of drugs.
To heterofunctional organic compounds include aminoalcohols, aminophenols, hydroxy, amino,
oxo and phenolic and other organic compounds. Chemical properties are determined by the properties of
the corresponding multi-function derivatives. However, the simultaneous presence of several functions
in the molecule leads to the appearance of the specific chemical properties that are most important for
the biological functions performed by these substances. .
Functions of proteins are extremely diverse. Proteins or catalysts, enzymes, provide chemical
reactions in the cell; transport proteins involved in the transport of substances into the organism;
protective proteins cause the body's immunity; proteins are an essential component of food. Many
proteins and peptides are used as drugs, are enzymes, hormones, antibiotics. Proteins and peptides are
constructed from α-amino acids. Properties of proteins is largely determined by the structure and
chemical behavior of α-amino acids.
Carbohydrates and their derivatives are actively involved in metabolism, undergo complex
chemical reactions. In the decay of their allocated a significant amount of energy, which is to ensure the
functioning of the body. Carbohydrates are a part of important bio-organic compounds as nucleic acids,
coenzymes, vitamins, etc. Carbohydrates and derivatives thereof are also used as medicaments.
Lipids (from Greek «lipos» - fat) are the main structural components of biological membranes.
As part of the cell membranes, they promote cell metabolism. Lipids are a source of energy needed to
sustain life, the source of endogenous (water, formed as a result of biological oxidation). Fats protect
internal organs from mechanical damage. As a poor conductor of heat contribute to the maintenance of
body temperature regardless of changes in ambient temperature.
Saturated and unsaturated fatty acids that make the composition more natural lipids comprise 16,
18, 20 carbon atoms. Higher fatty acids with two, three or more double bonds or polyunsaturated fatty
acids in the animal organism can not be synthesized. They must be administered into the body together
with foodstuff. Therefore, these acids (linoleic, linolenic, arachidonic), called essential (vitamins F).
Properties fat, physical and chemical properties are dependent on the nature of the higher fatty acids,
their constituent. Large spread of complex lipids are phosphoglycerides. They are mainly found in cell
membranes, only a very small amount of them is found in the fat composition.
Page 23 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
Nucleic acids play an important role in the transmission of information, hereditary characteristics,
and protein biosynthesis. This high molecular weight organic compounds which are formed during
hydrolysis purine (adenine and guanine) or pyrimidine bases (uracil, thymine, cytosine), pentose (ribose
or deoxyribose), phosphoric acid.
Nucleotides, they are also called mononucleotides, because they are monomers polynucleotide
chains of nucleic acids to form energy-rich derivatives of nucleoside diphosphate, nucleoside - are
sources of energy in the body, especially ATP. When you break the energy bonds releases energy 3
times more than conventional hard to break - ester bond. Nucleotides and their derivatives may be
coenzymes or part of coenzymes. For example, they are part of coenzyme A and coenzyme redox enzymes: NAD + (nicotinamide adenine dinucleotide) and NADP (nicotinamide adenine dinucleotide
phosphate). Play an important role cyclic nucleotides form, particularly cyclic AMP, which is involved
in the mechanism of action of hormones.
Bio-organic substances involved in the vital processes, most of them are chiral molecules. The
body and digested synthesized only certain optical isomers of amino acids, carbohydrates, lipids and
other biologically active molecules.
Illustrative material: slides, tables.
Literature.
Basic literature:
1. Physical Chemistry. P.Atkins. 2007
2. Organic chemistry. R.Th.Morrison. 2007
Additional literature:
1. Blei I., Odian G. General, Organic and Biochemistry: Connecting Chemistry to Your Life. 2nd
Edition, W.H.Freeman and Company. New York, 2006
Page 24 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
GUIDELINES FOR LABORATORY EMPLOYMENT
For discipline chemistry, Him 1111
for the specialty - 5В130100 - «General Medicine»
Chair - Chemistry
Compilers:
Inorganic chemistry:
Organic chemistry:
Associate Professor, Ph.D. Nechepurenko EV
Associate Professor, Ph.D. Almabekova AA
Almaty, 2014.
Page 25 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
Guidelines for daboratorno practical classes are designed in accordance with the Work Programme.
Discussed and approved at a meeting of the Department of Chemistry «____»___________20__ ,
protocol №_1_.
Head of Department, Professor
__________________ Aliyev NU
Page 26 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
Practical lesson №1
THEME: Fundamentals of thermodynamics and kinetics of chemical reactions. Experimental
determination of the heat of neutralization. The influence of various factors on the reaction rate.
PURPOSE:
 to form the basic concepts of chemical thermodynamics and kinetics;
 to teach experimentally measure the thermal effect of chemical reactions on the example of the
reaction neutralization;
 to prove experimentally the influence of various factors on the rate of a chemical reaction;
 to teach the principles of chemical experiment and analysis of its results;
 to form the legal competence.
TASK OF TEACHING:
 the student will be able to define the basic concepts of chemical thermodynamics and kinetics;
 the student learns to use reference books to find the values needed for the calculation of the
thermodynamic parameters;
 the student will be able to experimentally measure the thermal effect of the neutralization reaction,
calculate the standard enthalpy of reaction and compare it with the reference value;
 the student learns to characterize the influence of the concentration of reactants and temperature of
the reaction rate on the basis of the experiment;
MAIN ISSUES OF TOPIC:
1. Safety in the chemical laboratory.
2. Basic concepts of chemical thermodynamics.
3. Experimental determination of the standard heat of reaction.
4. The rate of reaction. Law of mass action. Van't Hoff Rule.
5. Experimental confirmation of the influence of various factors on the rate of reaction and
determination order of the reaction.
TRAINING METHODS:
Combined:
- Conversation
- joint debate policy discipline and safety rules in order to create legal competence;
- Oral and / or written questioning;
- Work in small groups (with the implementation and processing of the results of laboratory work).
Control
Measured competence:
1) Legal competence.
2) Knowledge.
Methods of control:
1) Performance of tests for assessment of legal competence;
2) Performance of tests or answering on tickets
Control questions
1. Definitions and functions of the state of a thermodynamic system.
Page 27 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
2. Thermochemistry. The thermal effect of the chemical reaction. Thermochemical equations. Give
examples. Standard heat of formation, combustion, neutralization.
3. The rate of a chemical reaction: the average and the true reaction rate; units of reaction rate.
4. How does the rate of a chemical reaction depend of the concentration of the reactants? Law of
mass action. The physical meaning of the rate constant of a chemical reaction.
5. Influence of the nature of the reactants and the presence of the catalyst at the rate of chemical
reactions. The notion of activation energy.
6. Effect of temperature on reaction rate. Van't Hoff Rule.
Literature.
Basic literature:
1. Physical Chemistry. P.Atkins. 2007
2. Organic chemistry. R.Th.Morrison. 2007
Additional literature:
1. Blei I., Odian G. General, Organic and Biochemistry: Connecting Chemistry to Your Life. 2nd
Edition, W.H.Freeman and Company. New York, 2006
APPENDIX
Lab "Determination of the heat of neutralization"
Objective: Experimental determination of the heat of neutralization of a strong acid with a strong
base
Proceedings:
The calorimeter system consists of
an inner and outer cup that in order to
reduce heat losses are not touching each
other. With the same purpose, the inner cup
is mounted on a support of insulating
material (foam). The outer cup is closed,
there are holes for the thermometer and
stirrer funnel through which the reactants
are introduced.
1) 50 ml of sodium hydroxide (1 mol / l ) are poured into internal glass of colorimeter (0,05 mol NaOH);
2) Into another beaker is poured 50 ml of hydrochloric acid (0.05 mol equivalents of HC1);
3) Determine the temperature of acid (Ta) and the temperature of base (Tb);
4) Quickly pour a solution of the acid through a funnel into solution an alkali. The solution was stirred;
5) Determine the maximum temperature of the solution T2
Page 28 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
Measured and calculated values
Reactants
HCl + NaOH
HCl
NaOH
HNO3 + KOH
HNO3
KOH
concentration of solutions С, mole/l
volume of solution V, l
amount of matter n, mole
n = C .V
solution temperature (Тa и Тb)
the initial temperature of the experiment (Т1)
T1 = (Тa + Тb)/2
highest temperature after neutralization (Т2)
temperature difference ΔТ
ΔТ = Т2 – Т1
Determine weight of the solution in the calorimetric glass by the formula
msolution   solution  Vsolution ,
Vsolution – is the volume of the solution after neutralization (Va + Vb), ml; density for dilute
solutions is taken equal 1 g/ml.
Amount of heat released in this reaction is calculated by the formula:
Q1  C H 2O  msolution  T , joule
C H2O – is specific heat of water (4.2 joule/g. K)
Q1 – is the amount of heat that stood out during the formation of water (0.05 mole) in the
carried out reaction.
For 1 mol of water:
Q
q  1 , joule/mole.
n
Compare the resulting heat of neutralization with the theoretical value (57.22 kj/mole).
Calculate the absolute and relative experimental error.
Conclusion: Specify the value found for the heat of neutralization, the absolute and
relative experimental error.
Lab “Study of the dependence of the reaction rate on various factors”
Experiment 1 "Influence of concentration of reactants on the rate of a chemical reaction"
Objective: To establish the effect of concentration of reactants on the rate of a chemical reaction.
Investigate reaction:
Na2S2O3 + H2SO4 = S↓ + Na2SO4 + H2O
Progress: In three numbered tubes pour sodium thiosulfate solution with concentration 1 mole/l
and water as shown in Table: in the first of them – 7 drops of Na2S2O3 solution and 14 drops of water, in
the second tube – 14 drops of Na2S2O3 solution and 7 drops of water – 14 капель, in the third – 21 drops
of Na2S2O3 solution. In three other tubes pour 7 drops of sulfuric acid to each.
To determine reaction rate it is necessary measuring time (seconds) from you pour sulphuric acid
into solution of sodium thiosulfate until the first signs of the released sulfur (slight turbidity of the
solution). This must be done alternately with all three tubes: the first, the second, and the third.
Processing the results:
Record the results of the measurements in the table:
Page 29 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
The volume of the
solution (droplet)
№ of the
tube
1
2
3
Na2S2O3 H2O
H2SO4
7
14
21
7
7
7
14
7
-
The
The relative
Time of
total
concentration occurrence
volume
of sodium
of turbidity
of the
thiosulfate
t, seconds
solution
(C)
(droplet)
28
1
28
2
28
3
Relative
reaction rate
w=1/t (s-1)
The relative reaction rate was calculated as the reciprocal of the time (w=1/t).
Construct a graph plotting the relative reaction rate of the relative concentration of sodium thiosulfate (on
the abscissa the concentration, and the ordinate - reaction rate).
Conclusion: Characterize the dependence of the reaction rate on the concentration of reactants.
Experiment 2 "Effect of temperature on the rate of chemical reactions"
Objective: To establish the effect of temperature on the rate of a chemical reaction.
Investigate reaction:
Na2S2O3 + H2SO4 = S↓ + Na2SO4 + H2O
Progress: In three numbered tubes poured 10 drops of sodium thiosulfate at a concentration of 1
mol / l. In three other tubes are poured 10 drops of 1M sulfuric acid solution.
To determine reaction rate it is necessary measuring time (seconds) from you pour sulphuric acid
into solution of sodium thiosulfate until the first signs of the released sulfur (slight turbidity of the
solution).
Reaction in the first pair of tubes is conducted at room temperature.
Second pair of tubes is placed in a glass of water at a temperature of 10 degrees above room
temperature for 5 minutes. Then the reaction is conducted in the same manner.
Third pair of tubes is placed in a glass of water at a temperature of 20 degrees above room
temperature for 5 minutes. Then the reaction is conducted in the same manner.
Processing the results:
Record the results of the measurements in the table:
№ of the
The volume of the solution Temperature,
Time of
Relative
оС
tube
(droplet)
occurrence
reaction rate
w=1/t (s-1)
of turbidity
Na2S2O3
H2SO4
t, seconds
1
10
10
2
10
10
3
10
10
The relative reaction rate was calculated as the reciprocal of the time (w=1/t).
Construct a graph plotting the relative reaction rate of the temperature (on the abscissa the temperature,
and the ordinate - reaction rate).
Calculate the average temperature coefficient of the reaction using the van't Hoff's equation.
Temperature coefficient is the ratio of the velocity because ΔТ = 10:
w
 
w
1  2 ;
2  3 ;
 average  1 2
w1
w2
2
Page 30 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
Conclusion: Describe the dependence of the reaction rate on temperature and gives the calculated
values of the temperature coefficient of the reaction.
Practical lesson №2
THEME: Solutions: ways of expressing the composition and colligative properties. Preparation of
solution of desired concentration by diluting a more concentrated solution.
PURPOSE:
 to introduce the basic concepts of the theory of solutions and biological role of solutions in nature;
 create a basic concept of the ways of expressing the solution composition;
 learn to calculate the concentration of solutions, isotonic blood;
 develop students' motivation for learning chemistry through the application of knowledge to
characterize the solutions used in medical practice;
 Improve the ability to work independently with information.
TASK OF TEACHING:
 the student will be able to calculate different types of concentrations and move from one method of
expression of the solution to the other;
 the student will be able to use reference books to find the needed for the calculations of the
concentrations;
 student can prepare a solution of a predetermined concentration from of a concentrated solution;
 the student will be able to prepare a solution of a given sample and calculate its concentration;
 the student will be able to report the results of laboratory work.
KEY ISSUES TOPICS:
1. Basic concepts of the theory of solutions.
2. The role of fluids in the life of the organism.
3. Ways of expression of composition of the solutions.
4. Using of solutions in medical practice.
TEACHING METHODS:
Combined:
- Workshop (group discussion topics of the curriculum of students under the guidance of the teacher);
- Work in small groups (laboratory work);
Control
Measured competence:
1) Knowledge.
2) Practical Skills.
Methods of control:
1. Execution of tests
2. Test the solution case studies.
Page 31 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
Test Questions
1. Define the concepts of solution, solvent, solute. Classification of solutions.
2. Water as solvent. Importance of aqueous solutions in the life of organisms. What is diffusion? The
role of diffusion in the organism.
3. Mass fraction. Definition, formulas for calculation, units.
4. What is molarity? Definition, formulas for calculation. Units of measurement of the molar
concentration.
5. What is the equivalence factor? Determination of the equivalence factor for acids, bases, salts.
6. Normality. Definition, formulas for calculation, units.
7. The titre of the solution. Molality. Mole fraction of solute.
Literature.
Basic literature:
1. Physical Chemistry. P.Atkins. 2007
2. Organic chemistry. R.Th.Morrison. 2007
Additional literature:
1. Blei I., Odian G. General, Organic and Biochemistry: Connecting Chemistry to Your Life. 2nd
Edition, W.H.Freeman and Company. New York, 2006
APPENDIX
Lab "Preparation of the solutions given concentration"
Experiment 1 "Preparation of a solution of hydrochloric acid from a more concentrated solution"
Objective: To prepare a solution of HCl at a concentration about 0.1 mol / liter (the amount and
concentration of the solution can be given by teacher).
Proceedings: Calculate the mass of HCl (g) needed for the preparation of a given solution. Use a
formula:
m( x )
C ( x) 
M ( x)  Vsolution
The density of the diluted solution can be taken as 1.00 g / ml.
Density hydrometer (areometer) is used to measure the density
of the solution.
Measure density of concentrated solution of hydrochloric acid
and determine at the table its concentration.
The figure shows the position of the hydrometer in the cylinder with
the solution and the scale reading of the hydrometer.
DENSITY AND CONCENTRATION OF SOLUTIONS OF HYDROCHLORIC ACID
Page 32 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
Determine the mass of the concentrated solution which will contain the calculated amount of HCl (g). Use
a formula:
m
 %  вва 100%
m р ра
Determine the volume of this solution using the formula: m  V   .
The estimated volume of the concentrated solution was measured with a graduated cylinder.
Pour this solution into a clean bottle (glass).
Add distilled water to the desired volume and mix the solution.
Affix adhesive label with the name and concentration of the solution on the bottle.
Conclusion: Write calculations required to prepare the solution and record the
concentration of the resulting solution.
Experiment 2. "Preparation of the salt solution. Calculation of solution concentration"
Objective: To prepare 100 ml of solution from given salt and calculate the concentration of the
resulting solution.
Proceedings: The obtained salt accurately lossless transferred into a volumetric flask. Pour
distilled water (small portions) into the flask and mix the solution in a circular motion. After salt is
dissolved add water. Volume will be 100 ml. Mix the solution.
Calculate the mass fraction of the resulting solution. Use the formula:
m
 %  salt  100%
msolution
Determine the density of the solution according to Table.
Page 33 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
Using this data, complete the table and write in a notebook all the calculations.
Mass of
salt, g
Solution
Mass of Dencity
water, g
of the
solution,
g/ml
ω, %
Concentrations
С(х),
Сэ(х),
b(x),
Т,
molarity normality molality
titre
mol/l
mol/l
mol/kg
г/мл
Mole
fraction
Conclusion: write calculations and numerical values of concentrations for prepared solution.
Practical lesson №3
THEME: Protolytic equilibrium processes. Experimental determination of the pH of the solution by the
colorimetric method. Determination of the buffer capacity of the solution
PURPOSE:
 Form the basic concepts that characterize the protolytic equilibrium and processes;
 learn to calculate the pH of the various solutions and determine them experimentally using
colorimetric method;
 calculating develop skills for the preparation of buffer solutions with different pH value and
determining the buffer capacity of the solution to the acid and base.
TASK OF TEACHING:
 the student will be able to explain the basic concepts that characterize the protolytic equilibrium in
solutions;
 the student will be able to practically determine the pH of the buffer solution by the colorimetric
method;
 student can calculate a pH in buffer solutions of known composition;
 the student will be able to virtually define and calculate the buffer capacity of the solution in acids
and bases;
 student will be able to use reference books to find the needed for the calculations of the parameters.
MAIN ISSUES OF TOPIC:
1. The ionic product of water. The pH as a characteristic of the medium acidity.
Page 34 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
2. Buffer systems. Definition, classification, composition. Calculation of pH buffer solutions
(Henderson-Hasselbach equation). Buffering mechanism.
3. Buffer capacity of buffer solutions on acid and base.
4. Buffer system of the blood, their biological role in the normal functioning of the body. Acidosis.
Alkalosis. The buffer capacity.
TRAINING METHODS:
Combined:
- Seminar on the topic;
- Work in small groups (laboratory work).
Control
Measured competence:
1) Knowledge.
2) Practical Skills.
Methods of control:
1. Execution of tests
2. Test the solution case studies.
Test Questions
1. Ion-product of water Kw. pH and pOH.
2. Give the definition of the acidic and basic buffer system. Give examples. Composition of buffer
solutions. Calculation of pH buffer solutions.
3. The mechanism of action of the buffer solutions. Explain the mechanism of action of the buffer on
the example of acetate and ammonia buffer solutions.
4. List the buffer systems of the body. Characterise their composition and buffering mechanism.
5. Calculation of the hydrogen ion concentration, pH and pOH of medium in buffer solutions.
6. Calculate the buffer capacity of the buffer solutions for acid and base.
7. Acidosis. Alkalosis.
Literature.
Basic literature:
1. Physical Chemistry. P.Atkins. 2007
2. Organic chemistry. R.Th.Morrison. 2007
Additional literature:
1. Blei I., Odian G. General, Organic and Biochemistry: Connecting Chemistry to Your Life. 2nd
Edition, W.H.Freeman and Company. New York, 2006
APPENDIX
Lab " Determination of pH of the solution by the colorimetric method"
Objective: Learn how to prepare buffer solutions with different pH values; experimentally
determine the pH of the control solution by the colorimetric method
Colorimetric method for determination of the pH is founded on visual comparison of the color of
the indicator in the test solution with the color of a series of standard solutions.
Page 35 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
Buffer solutions having predetermined quantitative ratio of acid and salt are used as a standarts. hP
of these buffer solutions are calculated by the Henderson-Hasselbach equation.
Proceedings:
It is necessary to prepare two sets of buffers: acetate and phosphate. Volumes and concentrations
of the solutions for the preparation are given in Table.
№ of the
tube
1
2
3
4
5
Volume, ml
acid
salt
0,5
1,0
1,5
2,5
4,0
Buffer solution
Acetate buffer solution
Phosphate buffer solution
0,1М CH3COOH
0,1М NaH2P3O4
0,1М CH3COONa
0,1М Na2HPO4
-5
Ка = 1,8∙10
Ка = 1,6∙10-7
+
+
[H ]
рН
[H ]
рН
4,5
4,0
3,5
2,5
1,0
Acetate buffer solution: pH range of 4-6; used indicator of methyl red.
Phosphate buffer solution: pH range is 6-8; used indicator bromothymol blue.
Take a tube with control solution and determine the approximate pH with universal indicator
paper. Take a buffer solution with a suitable pH range. Add 1-2 drops of the indicator in each tube with a
buffer solution and in the tube with control solution. Coincidence of coloring the control solution and the
standard solution means that the two solutions have the same pH.
Processing the results:
Calculate the value of [H +] and the pH standard buffer solutions at different ratios of the
components using the formulas
C V
[H ]  K a a a и pH  lg[H ] ,
C s  Vs
where Са (Сs) – the concentration of the acid solution (salt);
Va (Vs) – volume of acid solution (salt);
Ka – ionization constant of the acid.
Write the obtained values to the table.
Specify value pH and a buffer solution selected as a standard. Write the reactions expressing the
mechanism of its buffering action.
Conclusion: Record the results of the calculations in the table.
Lab «Experimental determination of the buffer capacity of solution»
Objective: Experimentally determine the buffering capacity of the solution to the acid and base.
Proceedings:
5 mL of sodium acetate and 5 ml of acetic acid was poured into the flask Number 1.
The same is in flask Number 3.
The concentration of the salt solution and an acid is 0.1 mol / l
Thus, in flasks No. 1 and No. 3 is 10 ml of the acetate buffer solution with equal volume ratios of 1: 1..
Page 36 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
1 ml of sodium acetate solution and 9 ml of acetic acid was poured into the flask, Number 3
9 ml of solution of sodium acetate and 1 ml of acetic acid was poured into the flask, Number 4
It buffers for comparison.
Determine the buffering capacity to acid. In flask 1 and 3 were added 5 drops of methyl orange
then solution was stirred. Investigated solution 1 in the flask is titrated with 0.1 M hydrochloric acid
solution until the staining solution similar to the color of the solution for comparison (flask 3). The results
of the titration are entered in the table.
Determine the buffer tank to the base. In flask 2 and 4 was added 5 drops of methyl red then
solution was stirred. Investigated solution in the flask 2 is titrated with 0.1M sodium hydroxide solution
until the staining solution similar to the color of the solution for comparison (4 in the flask). The results of
the titration are entered in the table.
Processing the results:
Flask
The contents VC H3C OON(ml)
рН
V
рН
В, моль/л
a
numof flask
before
of titrant,
after
VC H3C OOH(ml)
ber
titration
ml
titration
According acid (with methyl orange)
1
investigated
solution
1:1
3
Solution for
1:9
_
_
comparison
According base (with methyl red)
2
investigated
1:1
solution
4
Solution for
9:1
_
_
comparison
pH of the solution before the titration is calculated by the Henderson-Hasselbach equation.
Buffer capacity to acid (Ba, mol / L) was calculated by the formula
Ва 
С(HСl )  V(HCl )
.
Vб  ΔpH
Buffer capacity to base (Bb mol / L) was calculated by the formula
Вb 
С(NaOH )  V(NaOH )
,
Vб  ΔpH
С(HCl) – the molar concentration of hydrogen chloride in titrant, mol / l;
С(NaOH) – the molar concentration of alkali in titrant. mol / l;
V(HCl) – volume of acid used for titration, ml;
V(NaOH) – volume of alkali used for titration, ml;
ΔрН – pH change of investigated buffer solution during the titration.
ΔрН is calculated as difference between pH of investigated solution and pH of solution for
comparison.
Conclusion: Specify the buffer capacity of the investigated solution on the acid and the base.
Page 37 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
Practical lesson №4
THEME: Surface Phenomena and Disperse Systems. Chromatographic separation of iron and copper
ions. Qualitative determination of iron ions by paper chromatography. Experimental obtaining colloidal
solutions
PURPOSE:
 Form the basic concepts that characterize the phenomenon of adsorption;
 develop practical skills of determination and separation of ion by chromatography;
 Form basic understanding of disperse systems and their classification, methods of preparation and
the structure of the micelles;
 learn to calculate the threshold of coagulation and coagulation ability of electrolytes;
 develop students' motivation for learning chemistry by considering the use of chromatographic
methods for the analysis of pharmaceuticals and biological fluids, forensics, as well as the
possibility of applying different methods of dialysis in medicine.
TASK OF TEACHING:
 the student will be able to explain the process of chromatographic separation of substances and
substance of the method of ion exchange adsorption, explaining the possibility of applying these
techniques in biomedical purposes;
 the student will acquire the skills of experimental determination of iron (III) by paper
chromatography and ion separation by column chromatography;
 the student will acquire the skills of experimental determination of the coagulation threshold and
calculating the threshold of coagulation and coagulating ability of the electrolyte;
 the student will acquire the skills of experimental preparation of colloidal solutions by physical and
chemical condensation and determine the sign of the charge of the colloidal particles by capillary
analysis;
 the student will be able to write and explain the structure of the micelles of colloidal solutions.
MAIN ISSUES OF TOPIC:
1. Surface phenomena. Adsorption. Basic concepts.
2. Fundamentals of the chromatographic method of analysis. Classification chromatographic methods.
Chromatography Application in Biology and Medicine.
3. Disperse systems: basic concepts, classification, properties.
4. Methods of preparation and methods of purification of colloidal solutions. The structure of the
micelles. The use of dialysis in medicine.
TRAINING METHODS:
Combined:
- Seminar;
- Work in small groups (laboratory work);
Control
Measured competence:
1) Knowledge.
Page 38 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
Methods of control:
1. Execution of test items or cards. control
2. Check the clearance of the experimental results.
Test Questions
1. Describe the ion exchange adsorption.
2. Chromatographic methods and ways of their classification. Principles adsorption chromatography.
3. Охарактеризуйте применение хроматографических методов в медико-биологических
исследованиях и в санитарно-гигиенических целях.
4. Classification of disperse systems on the degree of dispersion and state of aggregation phase..
5. Compare molecular-kinetic and optical properties of colloidal solutions with the properties of
coarsely dispersed and molecular-dispersed systems. What is the Tyndall cone?
6. Dispersion and condensation as methods for the preparation of colloidal systems. Peptization.
7. The structure of the micelles.
Literature.
Basic literature:
1. Physical Chemistry. P.Atkins. 2007
2. Organic chemistry. R.Th.Morrison. 2007
Additional literature:
1. Blei I., Odian G. General, Organic and Biochemistry: Connecting Chemistry to Your Life. 2nd
Edition, W.H.Freeman and Company. New York, 2006
APPENDIX
Lab "SEPARATION OF COPPER IONS (II) and iron (III) from their mixture and qualitative
determination of iron (III) IN FOOD"
Objective: The separation of ions Cu (II) and Fe (III) and a paper by column chromatography.
Determination ions Fe (III) in foods.
Proceedings:
Experiment 1 Separation of ions Cu (II) and Fe (III) by column chromatography
A glass tube is used as a chromatographic column. Alumina is used as adsorbent . 1.5 ml of ferric
chloride (0,05%) and 1.5 ml of the copper sulphate (0,05%) is poured in the test tube. The mixture was
poured into a prepared column.
After separation of the mixture components pass through a column of 3 ml of 1% sodium
hexacyanoferrate (II) potassium. Part of column containing ions Fe 3 +, will color in intense blue Part of
column containing ions Cu2 +, will color in brown color.
The reactions:
4FeCl3 + 3K4[Fe(CN)6]  Fe4[Fe(CN)6]3 + 12KCl
2CuSO4 + K4[Fe(CN)6]  Cu2[Fe(CN)6] + 2K2SO4
Conclusion: Evaluate the possibility of separating the ions Cu (II) and Fe (III) by column
chromatography.
Experiment 2 Determination of Fe (III) in food products by paper chromatography
Draw a line with a pencil on chromatographic paper.
On this line put one point with apple juice, another point with standard solution of ferric chloride.
Dip the edge paper in the solvent. The solvent rises in the paper, after that the paper must be
moistened with potassium hexacyanoferrate.
Page 39 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
Conclusion: Sketch chromatogram . Compare the shape, color, and distance from the starting line
for the standard and test solutions to the conclusion about the identity of the ions, compare the
concentration of solutions by ion Fe (III).
Lab "Getting COLLOIDAL SOLUTIONS AND THEIR PROPERTIES"
Objective: To learn the method of preparation and purification of sols, learn to identify the charge
of the colloidal particles and the coagulation threshold.
Experiment 1 Preparation of a sol of iron hydroxide (III) by hydrolysis
FeCl3 + 3 Н20  Fe (ОН)3 +3 НС1
Fe(OH)3 + НС1  FeOCl +2H20
FeOCl - stabilizer.
FeOCl  FeO+ + ClProceedings: In the pour tube to half of distilled water and heated to boiling. In boiling water, add
2-3 drops of a 2% solution of iron chloride (III) and simmer for a few minutes until the red-brown color.
By education Tyndall cone sure of getting a colloidal solution.
Conclusion: Give the formula of the micelles obtained sol of ferric hydroxide (III), select the
method of its preparation.
Experiment 2 Preparation of the silver sol by reduction reaction
AgN03 + K2C03  AgOK + KN03 + C02
6AgOK + C76H52046 + 3H20  6Ag + C76H52O49 + 6 КОН
AgOK - stabilizer.
AgOK  AgO- + К+
Proceedings: The tube is filled halfway with distilled water. Add 1 ml of 0.01 M silver nitrate
solution and 3-4 drops of a 0.1% solution of tannin (C76H52O49) in this tube. Add potassium carbonate
solution (1%) dropwise to give a reddish-brown color of solution in the tube. Sure of getting a colloidal
solution by education Tyndall cone.
Conclusion: Write a formula of micelle sol silver; specify the method of its preparation.
Experience 3: Preparation of sols of Prussian blue
3K4[Fe(CN)6]4 + 4FeCl3  Fe4[Fe(CN)6]3 + 12KCI
Proceedings: Take two tubes. Put 5 ml Pour 5 ml of potassium hexacyanoferrate (II) (5%) into the
first tube, and then add 3 drops of a 1% solution of iron chloride (III) with mixing. Formed sol painted in
navy blue color.
Pour 5 ml of ferric chloride (III) into the second tube, and then add 3 drops of potassium
hexacyanoferrate (II) solution with shaking. Sol turns green. Sure of getting a colloidal solution by
education Tyndall cone in the both tubes.
Conclusion: Write a formula for the micelles of blue and green sol of Prussian blue, indicate the
stabilizer and define a method for obtaining.
Experience 4: Preparation of sol rosin
Proceedings: Pour 5 ml of distilled water into the tube and add 2-3 drops of 2% ethanolic solution
of rosin with shaking. Sure of getting a colloidal solution by education Tyndall cone.
Conclusion: Describe the essence of the method.
Experience 7. «Determination of the sign of the charge of the colloidal particles of colored sols
by method of capillary analysis»
Page 40 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
Purpose: Determine the sign of the charge of particles of colored sols.
Capillary walls of the filter paper in water, splitting off hydrogen ions, negatively charged.
The positively charged colloidal particles are adsorbed on the walls of capillaries, and water can
easily pass by them. As a result, a small colored spot with a wide colorless area of water are formed on
the filter paper.
Negatively charged colloidal particles are repelled from the capillary walls and form large
colored spot with a narrow colorless zone of water on the filter paper.
Proceedings: Inflict on the filter paper drops of sols one by one (sol of iron (III) hydroxide, sol of
Prussian blue, and solutions of dyes: eosin, methylene blue, fluorescein. Determine sign of charge of
colloidal solutions particles by the nature of the resulting colored stains.
Conclusion: Specify the signs of the charges investigated sols.
Experience 8 "Determination of coagulation threshold hydroxide sol iron (III)»
Purpose: Study the effect of different electrolytes on the coagulation of the sol ferrum (III)
hydroxide. Calculate the coagulation threshold from the experimental data.
Proceedings: Take two tubes. Pour 1 ml of a sol of iron hydroxide (III) in each of them.
Add potassium sulphate solution until turbid sol throughout the volume in the first tube.
In the second tube add a solution of hexacyanoferrate (II) potassium until turbid sol. The
experimental results are recorded in the table.
Результаты опыта:
Concentration С(К2SО4) = 0,1 mol/l;
Concentration С(К3[Fe(CN)6]) = 0,1 mol/l;
Volume of 1 drop = 0,05 ml.
Electrolyte
The
volume
of the
sol,
Vзоль , ml
The number
of droplets of
electrolyte
The
volume of
the
electrolyte,
Vэл. , ml
Coagulation
threshold,
Сn , mmol/l
Coagulating
ability of the
electrolyte, Vк ,
l/mmol
К2SО4
1
К3[Fe(CN)6]
1
Calculate:
 Coagulation threshold for elecrtrolites
 Coagulating ability of the electrolyte:
C  V 1000
C  el. el.
k
V
V
sol
el.
1
Ck
Write a formula of micelles of hydroxide sol iron (III).
Conclusion: Specify thresholds coagulation of electrolytes. Explain the difference between the
coagulating ability of ion-coagulants.
Vk 
Page 41 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
Practical lesson №5
THEME: Redox processes. Potentiometric titration of gastric juice
PURPOSE:
 to form the concept of the device and the operating principles of electrochemical cells;
 learn to calculate the electrode potential of the various electrodes and determine the emf of galvanic
cells;
 develop students' motivation for learning chemistry by considering the use of electrochemical
methods for the determination of pH and other physico-chemical parameters for understanding the
nature of the pathological changes in the body
 Improve the ability to work independently with information.
TASK OF TEACHING:
 the student will be able to explain the device and the payment capacity of the electrodes of the first
and second kind, redox electrodes;
 the student will acquire the hang of using potentiometric titration to determine the pH of body
fluids;
 the student will be able to construct the integral and differential titration curves to calculate the
concentration of hydrogen ion in solution.
 the student will acquire the skills of calculation of electrode potentials on the Nernst equation;
 the student will acquire skills for calculating EMF of electrochemical systems;
MAIN ISSUES OF TOPIC
1. Electrode. Electrode potential. Redox electrode potentials. The Nernst equation.
2. Classification: electrode of first and second tipes, redox electrodes, ion-selective electrodes.
3. Electrodes for determination and comparison of potentials. Silver-chloride electrode - a reference
electrode in biomedical research.
4. Electric cell. The electromotive force of the cell.
5 Potentiometric titration. Application in biomedical research
TRAINING METHODS:
Combined:
- Seminar;
- Work in small groups (laboratory work);
Control
Measured competence:
1) Knowledge.
Methods of control:
1) Performance of tests for assessment of legal competence;
2) Performance of tests or answering on tickets
Test Questions
1. Electrodes of the first kind: the structure, the calculation of potential, examples.
Page 42 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
2.
3.
4.
5.
6.
7.
8.
9.
Hydrogen electrode. Standard hydrogen electrode.
The electrodes of the second kind: the structure, the calculation of potential, examples.
Redox electrodes: the structure, the calculation of potential, examples.
Galvanic cells. Reactions taking place in a galvanic cell, the calculation of the EMF. Element Daniell
Jacobi.
Potentiometric titration. Glass and silver chloride electrode as the electrode definitions and reference
electrode in determining the pH of body fluids.
Direction of redox processes on the example of biochemical processes in the body. What is the
biological significance of oxidation - reduction processes?
Terms of flow of most biochemical redox processes. The concept of "midpoint" potential.
What is the using of oxidizing agents as microbicides based on?
Literature.
Basic literature:
1. Physical Chemistry. P.Atkins. 2007
2. Organic chemistry. R.Th.Morrison. 2007
Additional literature:
1. Blei I., Odian G. General, Organic and Biochemistry: Connecting Chemistry to Your Life. 2nd
Edition, W.H.Freeman and Company. New York, 2006
APPENDIX
Lab "Potentiometric titration of gastric juice by standart sodium hydroxide solution
Purpose: Establishment of hydrogen ion concentration by potentiometric titration.
Analytical reaction
HCl + NaOH = NaCl + H2O
H+ + OH - = H2O
The cell:
Ag, AgCl│HCl│glass │Н+│
Investigated solution
│KCl│AgCl, Ag
The glass electrode
рН - ?
silver/silver-chloride electrode
responsive electrode (Indicator electrode)
Reference electrode
Proceedings: There is sodium hydroxide solution (0.1 mol/l) in the burette. There is hydrochloric
acid solution (10 ml) in glass. Glass electrode and silver chloride electrode are placed in the glass.
Measure the pH of hydrochloric acid using of pH-meter. Add 2 ml of sodium hydroxide solution stir the
solution and measure pH. Next, add a solution of NaOH in 2 ml. Stir the solution and measure the
potential of the electrode after each addition. There is carried out three measurements after a sharp rise in
pH.
Calculation analysis:
The volume of the solution of hydrochloric acid V(HCl) = 10 ml.
The concentration of sodium hydroxide C(NaOH) = 0,1 mol/l.
The measurement results are tabulated:
V(HCl), мл
V(NaOH), мл
рН
ΔV=
ΔpH=
ΔpH/ΔV
=Vn+1-Vn
=pHn+1-pHn
10-14 rows
The data obtained are building in two graphs:
Page 43 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
 integrated titration curve. Dependence of pH from the volume of sodium chloride solution;
 differential titration curve. Dependence of ΔpH/ΔV from the volume of sodium chloride solution;
 determine the equivalence point (maximum on differential titration curve). Perpendicular from the
equivalence point on the axis of abscissa corresponds to the volume of sodium hydroxide, which
had used to neutralize the hydrochloric acid solution.
Calculation of HCl concentration:
;
.
Conclusion: Specify the value found for the concentration of hydrochloric acid and the pH of the
solution.
Practical lesson №6
THEME: Reactivity of homo functional hydrocarbon derivatives. Qualitative reaction of alcohols,
phenols, amines, aldehydes, ketones and carboxylic acids.
PURPOSE:
1. Learn to apply knowledge of the laws of the structure, classification, and chemical properties of
alcohols, thiols, amines, and carbonyl compounds in writing reaction schemes.
2. Forming skills of demonstrate chemical properties and qualitative reactions to alcohols, thiols,
amines, carbonyl compounds for their detection in solution and skills substantiate of the obtained
results.
TASK OF TEACHING:
The student will be able to:
1) Determine the reaction center in the molecule and establish their character: acidic, basic,
electrophilic or nucleophilic and evaluate the reaction of organic compounds.
2) Match the reactivity of the alcohols, thiols, amines and carbonyl compounds depending on their
structure.
3) Do the findings of the qualitative responses to polyhydric alcohols, aldehydes, ketones, carboxylic
acids, using the knowledge of the chemical properties of these compounds.
4) shows the reaction scheme with homofunctional compounds proposed Tutor.
MAIN ISSUES OF TOPIC:
1) Acid-base properties of alcohols, phenols, thiols, amines and acids.
2) Oxidation of the substances: primary and secondary alcohols, dihydric phenols, gentle oxidation of
thiols, oxidation of aldehydes hydroxides of silver and copper (II).
3) Reduction reactions of aldehydes and ketones.
4) Qualitative analysis of the polyhydric alcohols, phenols.
5) The alkylation reactions, acylation reactions and deamination of amines.
6) Реакции, характерные для альдегидов и кетонов (с водой, спиртами, тиолами).
7) The formation of ethers, esters of organic and inorganic acids, amides.
8) Aldol accession. The biological significance of this reaction.
9) The properties of dicarboxylic acids: decarboxylation reaction and formation of cyclic anhydrides.
Page 44 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
TRAINING METHODS:
Combined:
1) combined survey (oral questioning, small group work, written survey).
2) checking homework.
Learning Tools: training tables, figures relating to, tests, tickets.
Work in a small groups:
Students are divided into three groups, each group is given the task of laboratory work.
Before performing the task with students on an oral survey versed topic classes. Assignments are
discussed in small groups, then the answer is sounded one of the students. The group completed all tasks
on laboratory work, is considered the best. During the discussion of teaching monitors and corrects the
students' work.
Literature.
Basic literature:
1. Physical Chemistry. P.Atkins. 2007
2. Organic chemistry. R.Th.Morrison. 2007
Additional literature:
1. Blei I., Odian G. General, Organic and Biochemistry: Connecting Chemistry to Your Life. 2nd
Edition, W.H.Freeman and Company. New York, 2006
Laboratory works
The interaction of glycerol with copper hydroxide (II) in alkaline medium
Reagents: glycerol, 10% solution of sodium hydroxide, 2% solution of copper sulfate
Put 2-3 drops of soloution of sodium hydroxide, 1 drop of copper sulfate. The blue precipitation of copper
hydroxide is formed
The chemism of reaction:
CuSO4 + 2NaOH  Cu(OH)2 + Na2SO4
Add 1 drop of glycerol and shake. The precipitation is dissolved and dark-blue color appears owing to the
formation of innercomplex compound – copper glycerate
The chemism of reaction:
CH2OH
CHOH
HO
HO- CH2
+ Cu - OH + OH- CH
CH2OH
HO- CH2
O- CH2
CH2- O
2NaOH
-4H2O
2-
Cu
CH- O
O - CH
CH2-OH
HOCH2
2Na +
GLYCEROL
COPPER GLYCERATE
(DARK-BLUE COLOR)
The compound of such type is named chelation (from greek word chele – claw).
The alkaline solution of copper glycerate is used for detection of glucose in urine
Page 45 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
The oxidation of ethanol by chromic mixture
Reagents: ethanol, chromic mixture
Put 3 drops of chromic mixture and 1 drop of alcohol in dry tube. Heat easy. The orange solution
becomes green and characteristic odor of acetic aldehyde is felt
The chemism of reaction:
K2Cr2O7 + 4H2SO4  K2SO4 + Cr2(SO4)3 + 4H2O + 3O
Orange
green
CH3CH2OH + /O/  CH3CH(OH)2CH3C(O)H + H2O
The reaction of phenol with iron chloride (III)
Reagents: 1% solution of phenol, 1% solution of iron chloride (III)
Put 2-3 drops of phenol and add 1 drop of iron chloride (III). The violet color appears. Phenols give
different colored complexes with iron chloride and therefore this reaction serves as color reaction for their
detection
The precipitation of protein by phenol
Reagents: saturated solution of phenol, water solution of protein
Put 2-3 drops of phenol and add 1 drop of protein solution. The mixture becomes turbid owing to protein
coagulation by phenol. This reaction underlies the usage of phenol for desinfection
The oxidation of phormaldehyde by copper hydroxide (II)
Reagents: 10% solution of phormaldehyde, 2% solution of copper sulfate, 10% solution of sodium
hydroxide
Put 3-4 drops of sodium hydroxide and 1 drop of copper sulfate. Add 2-3 drops of phormaldehyde to
precipitation of copper hydroxide. The tube easy to heat. The yellow precipitation of copper hydroxide (I)
transiting into red one of copper oxide (I)
The chemism of reaction:
CuSO4 +NaOH  Cu(OH)2 + Na2SO4
HCOH
+ 2Cu(OH)2 HCOOH
+ 2 CuOH + H2O
Phormaldehyde
Formic acid
yellow precipitation
2CuOH  Cu2O + H2O
Red precipitation
This reaction is an important color one on aldehyde group
The precipitation of protein by formalin
Reagents: water solution of protein, formalin (40% water solution of formaldehyde)
Put 3-4 drops of protein solution, then 1-2 drops of formalin and mix. The precipitation of protein occurs
under action of formalin. This property of formalin underlies the usage of its for desinfection and
conservation of anatomic preparations
The color reaction on acetone with sodium nitroprusside
Reagents: 6% solution of sodium nitroprusside, 10% solution of sodium hydroxide, solution of acetone,
10% solution of acetic acid
Page 46 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
Put 2-3 drops of sodium nitroprusside, 1 drop of acetone and 1 drop of sodium hydroxide. The red color
transmitting into orange one appears. Add 1-2 drops of acetic acid. The stable sherry-red color appears.
This reaction is used in clinic as detection of acetone in urine (in diabetes mellitus)
The discovery of oxalic acid in the kind of calcium salt
Reagents: 1% solution of oxalic acid, 5% solution of calcium chloride
Put 2-3 drops of oxalic acid and add 1 drop of calcium chloride. A white precipitation of calcium oxalate
appears
The chemism of reaction:
O
O
C
OH
OH
C
+ CaCl2
O
C
O
C
O
Ca + 2HCl
O
Cristalls of calcium oxalate are sometimes detected in clinic research of urine
The receipt of acetoethyl ester (ethylacetate)
Reagents: waterless sodium acetate, ethyl alcohol, concentrated sulfuric acid
Put a little amount of powder of sodium acetate and 3 drops of ethyl alcohol. Add 2 drops of concentrated
sulfuric acid and heat. The characteristic freshing odor of acetoethyl ester appeares in some seconds
The chemism of reaction
CH3COONa + H2SO4  NaHSO4 + CH3COOH
H+
CH3COOH+ HOC2H5  CH3COOC2H5 + H2O
The reaction of esterification occurs on the mechanism of nucleophilic substitution (SN) in the presence of
strong mineral acid (H2SO4)
Control:
Methods for assessing competencies in this lesson include:
Assessment of the competence of "Knowledge": performed by the answers to the questions in the oral
survey, when working in small groups (to interpret the results of laboratory work), written survey (tickets
or tests), checking homework (exercises, tests).
CONTROL:
Exersises
1) Adrenaline - a hormone of the adrenal medulla, norepinephrine and dopamine are the precursors of
adrenaline:
ÍÎ
ÑÍ
ÍÎ
2
ÑÍ
2
NH 2
ÍÎ
ÑÍ
ÍÎ
Äî ô àì èí
Í î ðàäðåí àëèí
ÎÍ
ÑÍ
ÍÎ
2
ÑÍ
NH 2
ÑÍ
2
NH
ÑÍ
3
ÎÍ
ÍÎ
Àäðåí àëèí
Page 47 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
Give a classification characteristic of functional groups in these compounds and determine their acidbase character. What reaction may be used for formation adrenaline from noradrenaline?
2) Write reactions which prove acidic properties of: a) 2-propanol, b) benzyl alcohol, c) phenol, d)
hydroquinone, e) ethanethiol. Which of these compounds react with sodium hydroxide? Write the
reaction.
3) Write the oxidation reaction of the following compounds: 1) 2-propanol; 2) benzyl alcohol; 3)
hydroquinone; 4) methanol; 5) methanethiol. Which of these reactions is the basis of action of
coenzyme Q?
4) How does the nature of the radical affect on the base properties of the following amines:
methylamine, methylethyl amine, aniline. Write the reaction of these compounds with hydrogen
chloride.
5) Which substances are used for the aldol condensation reaction to give 3-hydroxy-2,2,4trimetilpentanal?
6) Write the reaction for the following transformations:
C2H5OH,Н+ KMnO4,H2O
H2O,H+
NH3
propenal
А
Б
В
Г
Name the products.
7) Write the reaction going according to the following scheme:
Acetic acid + НSКоА А + Н2О
Malonic acid + НSКоА В + Н2О
альдольная декарбокси лирование
А+В
В
Г
конденсация
Explain the biological significance of these reactions.
8) Why oxalic acid and malonic acid are decarboxylated by heating, but do not form cyclic anhydrides.
Write the reaction.
Practical lesson №7
THEME: Features physico-chemical properties of solutions of biopolymers. General properties of the
proteins. Experimental studying of the swelling kinetics of macromolecular compounds. Qualitative
reactions of peptides and proteins.
PURPOSE:
1. Learn how to explain the physical and chemical properties of solutions macromolecular compounds
depending on the structure of the macromolecule.
2. Generate practical skills for studying of the kinetics of swelling of the polymer and the determination
of the isoelectric point of the protein.
3. Form skills of demonstrations of the qualitative reactions to α-amino acids, peptides, proteins and
ability of substantiate the results obtained.
TASK OF TEACHING:
The student will be able to:
1) List the different types of macromolecular compounds and explain the basic properties of proteins
and polymers solutions.
Page 48 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
2) Describe the main processes accompanied by violation of the stability of protein solutions.
3) Define and explain the physico-chemical nature and the biological role of the following processes:
denaturation, salting-out, coacervation, syneresis, and thixotropy.
4) Demonstrate the experimental determination of the degree of swelling of the polymer and obtain
kinetic curves of swelling.
5) Identify the experimental isoelectric point of the protein by its degree of swelling and draw
conclusions on the results of the experiment.
MAIN ISSUES OF TOPIC:
1) Biopolymers of a living organism. The role of proteins in the human body. The structure of protein
molecules.
2) Limited and unlimited swelling. The degree of swelling and the factors affecting it.
3) Factors that violate the stability of the solutions of biopolymers: denaturation, thixotropy, syneresis,
salting, coacervation.
4) Denaturation of proteins. Processes accompanying the denaturation; physical and chemical factors
causing denaturation.
5) Oncotic pressure of the blood and its biological significance. Features of the calculation of the
osmotic pressure of solutions of biopolymers. Haller equation.
6) The viscosity of solutions of the Navy. Equation Mark-Houwink-Kuhn. The viscosity of the blood
and other biological fluids.
7) Protein - polyampholytes. The isoelectric point of the protein, and methods for its determination.
Electrophoresis as a method of separation of proteins and peptides.
8) Qualitative reactions of proteins: ninhydrin, biuret.
TRAINING METHODS:
Combined:
1) combined survey (oral questioning, small group work, written survey).
2) checking homework.
Learning Tools: training tables, figures relating to, tests, tickets.
Work in a small groups:
Students are divided into three groups, each group is given the task of laboratory work.
Before performing the task with students on an oral survey versed topic classes. Assignments are
discussed in small groups, then the answer is sounded one of the students. The group completed all tasks
on laboratory work, is considered the best. During the discussion of teaching monitors and corrects the
students' work.
Literature.
Basic literature:
1. Physical Chemistry. P.Atkins. 2007
2. Organic chemistry. R.Th.Morrison. 2007
Additional literature:
1. Blei I., Odian G. General, Organic and Biochemistry: Connecting Chemistry to Your Life. 2nd
Edition, W.H.Freeman and Company. New York, 2006
Lab:
"Kinetics of swelling of macromolecular compounds: impact nature of the solvent and pH on
the degree of swelling of the polymer"
Page 49 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
Objective: To study the kinetics of swelling of the polymers; influence of pH on the swelling and
the determination of the isoelectric point of the protein.
Experience 1. "Study of the kinetics of swelling of rubber in gasoline and alcohol"
Procedure: Weigh on torsion balance two rubber rings. One of them is placed in a weighing bottle
with an alcohol, and another - in a weighing bottle with gasoline. At certain intervals rubber rings were
taken out, remove the solvent with filter paper and weighed and then again were putted into the same
solvent. Experimental data are written into the table.
Расчет результатов опыта
№
Swelling time
Initial sample weight The weight of the
The degree of
t, min
rubber m0, mg
swollen sample of
swelling
rubber m, mg
m  m0
m 
m0
gasoline
ethanol
gasoline
ethanol
gasoline
ethanol
1
5
2
10
3
20
4
30
5
50
According to the experiment plotted degree of swelling of rubber sample (αm) to gasoline and
alcohol from the time (t).
Conclusion: Show in which solvent a sample of rubber swells; determine the type of swelling
(limited or unlimited)
Experiment 2. "Effect of pH on the degree of swelling of gelatin"
Proceedings: Powdered gelatine pours in the three identical dry tubes on height of 5 mm (h0). Then
pour equal volumes (10 ml) solutions with different pH values into each of tubes. Contents of the tubes
are mixed with a glass rod and leave. After 40 minutes, measure the height (h) a layer of gelatin in each
tube. The data obtained are written into the table.
Calculation results of the experiment
number of
рН of solutions
The height of the column of gelatin
Changing the
tubes
height of the
initial h0, mm
after swelling, h, mm
column, Δh,
mm
1
2
5
2
4,7
5
3
12,0
5
Draw a graph of dependence of height change (Δh) swollen gelatin on pH. Determine an isoelectric
point (IEP) of gelatin.
Conclusion: Characterize the influence of pH on the swelling of gelatin; specify the IEP of gelatin.
The general color reactions on Proteins
Biuret reaction
Put 5 drops of protein’s solution + 3 drops of Sodium hydroxide + 1 drop of CuSO4. Shake. The violet
color appears. This color depends upon the presence of 2 or more peptide bonds in the molecules of
Proteins. Thus, dipeptides and free aminoacids don’t give the biuret test. Biuret test is due to the
Page 50 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
coordination of cooper ions with the unshared electron pairs of peptide nitrogen and the oxygen of water
to form a colored co-ordination complex
Ninhydrin reaction
Put 5 drops of proteins solution + 3 drops of Ninhydrin reagent. Heat. After 2-3 minutes the blue color
appears. This reaction is provided by the presence of residues of alfa-aminoacids. The reaction occurs
between free alfa-aminogroup of aminoacids of Protein and Ninhydrin in the heating. The CO2, NH3,
aldehyde and reduced Ninhydrin are formed. Reduced Ninhydrin forms blue-colored product of
condensation between ammonia (NH3) and Ninhydrin.
Control:
Methods for assessing competencies in this lesson include:
Assessment of the competence of "Knowledge": performed by the answers to the questions in the oral
survey, when working in small groups (to interpret the results of laboratory work), written survey (tickets
or tests), checking homework (exercises, tests).
CONTROL:
Case studies:
1) Muscle Myosin (pI = 5.0) placed in a solution in which the hydrogen ion concentration 100 times
greater than in pure water. Determine the charge of the protein molecules in the solution.
2) There is β-lactoglobulin in a buffer solution containing equal concentrations hydrophosphatedihydrophosphate-anions. Where will molecules of β-lactoglobulin move (to cathode or to anode)
if they don't move by pH=5.2?
3) Determine the direction of movement of β-lactoglobulin in the medium with pH = 8.6 during
electrophoresis. pI of β-lactoglobulin is equal to 5.2. Explain your answer.
Practical lesson №8
THEME: Monosaccharides: structure, stereoisomerism, cyclo-oxo tautomers, chemical properties,
biological role. Fehling's reaction, Trommer, Selivanov. Color reaction to starch.
PURPOSE:
1. Generate knowledge about the structure, optical isomers, the reactivity of monosaccharides to
understand the exchange of these substances in the living body.
2. Generate skills demonstrations qualitative reactions on carbohydrates for their detection in biological
fluids.
TASK OF TEACHING:
The student will be able to:
1. Identify the presence in the molecule of the center of chirality and depict the spatial structure of
biologically important monosaccharides.
2. Represent the most important representatives of the formula of monosaccharides and explain the their
reactivity.
3. From the application of knowledge about the reactivity of homo- and heterofunctional hydrocarbon
derivatives to assess the reactivity of monosaccharides.
Page 51 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
4. Use knowledge of the structure and properties of monosaccharides for the understanding of the
metabolism of these substances in the animal body.
5. Draw conclusions based on the results of qualitative reactions on the carbohydrates, using them to
detect sugars in biological fluids.
MAIN ISSUES OF TOPIC:
1) Carbohydrates, classification.
2) Monosaccharides. Classification by nature of the functional groups (aldose, ketose) and the
number of carbon atoms (pentose, hexose).
3) Stereoisomer carbohydrates. Enantiomers. Diastereomers. Epimers. α, β- anomers. racemate.
4) Glucose, galactose, mannose, fructose, ribose, deoxyribose, xylose. Formula Fischer. cyclo oxo
tautomers. α, β- anomers. Haworth perspective formula. glycosidic hydroxyl.
5) Formation and properties α, β- glycoside.
6) The oxidation of monosaccharides. Decarboxylation uronic acids.
7) Qualitative reactions based on oxidation reactions: reaction of a silver mirror (Tollens) hydroxide
Cu (II) (Trommer) and the Fehling's reagent.
8) Reduction of monosaccharides.
9) The reactions due to the hydroxyl groups.
10) Amino sugars: glucosamine, galactosamine. The formation of O-and N-acyl derivatives.
TRAINING METHODS:
Combined:
1) combined survey (oral questioning, small group work, written survey).
2) checking homework.
Learning Tools: training tables, figures relating to, tests, tickets.
Work in a small groups:
Students are divided into three groups, each group is given the task of laboratory work.
Before performing the task with students on an oral survey versed topic classes. Assignments are
discussed in small groups, then the answer is sounded one of the students. The group completed all tasks
on laboratory work, is considered the best. During the discussion of teaching monitors and corrects the
students' work.
Literature.
Basic literature:
1. Physical Chemistry. P.Atkins. 2007
2. Organic chemistry. R.Th.Morrison. 2007
Additional literature:
1. Blei I., Odian G. General, Organic and Biochemistry: Connecting Chemistry to Your Life. 2nd
Edition, W.H.Freeman and Company. New York, 2006
Laboratory works
The interaction of glucose with copper hydroxide (II) in alkaline solution (at cold)
Reagents: 1% solution of glucose, 10% solution of sodium hydroxide, 2% solution of copper sulfate
Page 52 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
Put 1 drop of glucose and 2-3 drops of sodium hydroxide in tube and mix. Then add 1 drop of copper
sulfate. Forming copper hydroxide (II) is dissolved immediately. The transparence solution of copper
saccharate (dark blue color) appeares. The dissolution of copper hydroxide points on the presence of
hydroxyl groups in glucose. The received solution conserve for next experience. Compare this reaction
with reaction of formation of copper glycerate and complex salt of tartaric acid. Write the scheme of
reaction
The reduction of copper hydroxide (II) by glucose in alkaline solution (at heating – Trommer
reaction)
Heat the solution of previous work. What do you observe?
O
H
HO
OH
H
H
OH
H
OH
OH
+ 2Cu(OH)2  products + 2CuOH + H2O
of glucose yellow sediment
oxidation
2CuOH  Cu2O + H2O
Red sediment
The oxidation of glucose in alkaline medium is accompanished by formation of complex mixture of
substances among of them glycolic and formic acids are detected
Fehling reaction
Reagents: 1% solution of glucose, Fehling reagent
Put 1 drop of glucose in tube and add 2-3 drops of Fehling reagent and heat. What do you observe? The
Fehling reagent is complex compound of copper hydroxide (II) with segnetic salt. The advantage of
fehyling reagent is the quicker determination of sugar occurs than in Trommer reaction. Beside this the
excess of copper hydroxide in the kind of complex compound isn’t broken up in boiling. Fehling reagent
is used for determination of glucose in urine
The action of hydrochloric acid on fructose – Selivanov reaction
Reagents: 1% solution of fructose, Selivanov reagent
Put 2-3 drops of fructose and add 1-2 drops of Selivanov reagent. Heat the content of tube on boiling
bath. Sherry-red color slowly appears.
In the heating of ketohexoses with sulfuric or hydrochloric acids ketohexoses lose 3 molecules of water
resulting in formation of hydroxymethylfurfural which forms products of condensation with resorcinol by
sherry-red color
The investigation of reducing properties of disaccharides
Put in first tube 1 drop of Sucrose; in second tube 1 drop of Maltose; in third tube 1 drop of Lactose. Add
in all tubes 1 drop of Fehling’s reagent and heat. The results must be marked in notebooks:
Page 53 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
Disaccharides
Maltose
Lactose
Sucrose
Fehling’s reaction
Reducing or nonreducing disaccharides
Selivanoff reaction with disaccharides
Reagents: 1% sol. of sucrose, 1% sol. of maltose, 1% sol. of lactose, Selivanoffreagnt
Put in 1-st tube 2-3 drops of sucrose; in 2-nd tube – maltose, in 3-rd tube – lactose and do Selivanoff
reaction with these solutions.
Compare received results and do the conclusions
The results of 41 and 42 L.w. write down in the table and do the conclusion about properties of
disaccharides. A positive result of reaction is signed by “+”, negative – by “-“.
Disaccharides
Reaction
Reducing or nonreducing
disaccharide
Fehling
Selivanoff
Maltose
Lactose
Sucrose
The discovery of hydroxyl groups in disaccharides
Put in first tube 1 drop of Lactose; in second one – 1 drop of Maltose; in 3-rd tube – 1 drop of Sucrose.
Add 2-3 drops of Sodium hydroxide and shake. Then add 1 drop of 2% CuSO4. You’ll observe the
appearance of blue color due to the formation of alcoholate of Lactose, Maltose and Sucrose.
The color reaction on the Starch (with Iodine)
Put 1-2 drops of Lugol’s reagent (Iodine) + 1 drop of the Starch. The blue color appears due to the
formation of complex compounds
The acidic hydrolysis of the starch
Reagents: 1% sol. of the starch, 10% sol. of sulfuric acid, Fehling reagent, litmus paper, 10% sol. of
sodium hydroxide
Put 3 ml of the starch into tube. Add 1 ml of sulfuric acid and boil. After 2-3 min of boiling take 1 drop of
solution and put its into tube containing 2-3 drops of Lugol reagent. Continue to heat the tube with the
starch and in each 1-2 min take from its 1 drop of solution in some tubes containing 2-3 drops of diluted
solution of lugol reagent.
Slowly changing of color is observed in tubes.
After changing of color cool down the tubes, neutralize by litmus paper and do fehling reaction. The
starch cleaves on some intermediate products (dextrins) on hydrolysis.
Thus, during dextrinization of the Starch some products are formed, which give different color with
Iodine:
Substances
Reaction with Iodine
The Starch
Dark-blue
Amylodextrines
Violet
Erythrodextrines
Red
Achrodextrines and maltodextrines
Color less
Maltose
Without color
The Starch
Dark-blue
Amylodextrines
Violet
Page 54 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
Erythrodextrines
Red
Control:
Methods for assessing competencies in this lesson include:
Assessment of the competence of "Knowledge", held by the answers to the questions at the oral
examination, when working in small groups (decision situational problems), written survey (tickets or
tests), checking homework (exercises, tests).
Assessment of competence "Skills", conducted by the ability to interpret the results of laboratory
work, exercises and filling protocols practical lesson.
CONTROL:
Exercises
1. Write a scheme for the formation of oxo forms -glucopyranose and -fructofuranose.
2. Write the cyclic Haworth formula for ,-anomeric forms of D-mannose.
3. Write the oxidation of glucose to glucuronic and glucaric acids.
4. Write scheme of oxidizing galactose to galacturonic acid, followed by decarboxylation. Write
galacturonic acid in the open and cyclic forms.
5. Write the hydrogenation reaction of mannose.
6. Write aldolisation N-acetyl-D-mannosamine and pyruvic acid, which has as a result
acetylneuraminic (sialic acid).
7. Write the reaction of -glucopyranose with methanol in the presence of HCl.
8. Write the formation reaction of 1,6-diphosphate-- D-fructofuranose.
9. Write reaction of galactosamine with acetic anhydride to form his N- and O-acyl derivatives.
Practical lesson №9
THEME: Biologically important heterocyclic compounds. Study solubility of uric acid and its salts.
Precipitation reactions of alkaloids.
PURPOSE:
1. Generate knowledge about the structure, tautomerism, properties and biological role of
heterocyclic compounds.
2. Generate skills demonstrations reactions to heterocyclic compounds and skills substantiate the
results obtained.
TASK OF TEACHING:
The student will be able to:
1. Explain the features of the electronic structure, tautomerism, reactivity and biological role of five-,
six-membered heterocycles with one or two heteroatoms and their derivatives.
2. Disassemble the features of the structure and meaning of condensed heterocycles and their
derivatives.
3. In carrying out demonstration experiments to consolidate the knowledge about the structure and
properties of individual Heterocycles and Alkaloids.
MAIN ISSUES OF TOPIC:
Page 55 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
1) The heterocycles. Classification. A five-, six-membered heterocycles: pyrrole, furan, thiophene,
imidazole, pyrazole, pyridine, pyrimidine. criteria for aromaticity.
2) Acid-base properties of pyrrole and pyridine.
3) The reduction reaction of pyrrole and pyridine.
4) The electrophilic substitution reaction of pyrrole and pyridine.
5) Uracil, thymine, cytosine are pyrimidine bases. Their structure and lactam-lactim tautomerism.
6) Alkaloids. Nicotine. Caffeine. The chemical nature and the value.
7) Nicotinic acid and its amide (vitamin B3) as a structural unit of the coenzymes NAD+ and NADP. The
concept of the hydride transfer and the action of NAD+ - NADH.
8) Purine is condensed heterocycle. Describe its structure.
9) Hydroxy derivatives of purine: a) hypoxanthine and xanthine, their lactim-lactam tautomeric forms; b)
uric acid, its structure and tautomerism. Acid and normal salts of uric acid.
10) The amine derivative of purine: adenine, guanine. Lacto-lactam tautomerism. Converting them into
uric acid.
TRAINING METHODS:
Combined:
1) combined survey (oral questioning, small group work, written survey).
2) checking homework.
Learning Tools: training tables, figures relating to, tests, tickets.
Work in a small groups:
Students are divided into three groups, each group is given the task of laboratory work.
Before performing the task with students on an oral survey versed topic classes. Assignments are
discussed in small groups, then the answer is sounded one of the students. The group completed all tasks
on laboratory work, is considered the best. During the discussion of teaching monitors and corrects the
students' work.
Literature.
Basic literature:
1. Physical Chemistry. P.Atkins. 2007
2. Organic chemistry. R.Th.Morrison. 2007
Additional literature:
1. Blei I., Odian G. General, Organic and Biochemistry: Connecting Chemistry to Your Life. 2nd
Edition, W.H.Freeman and Company. New York, 2006
Laboratory works
The investigation of properties of Pyridine
Put 1 drop of Pyridine + 5-6 drops of the water. The transparent Pyridine’s solution is received. Pay
attention on the strong smell of Pyridine (the smell of denaturant). Put the red litmus paper in received
solution. It becomes blue due to the formation of base between Pyridine and water:
+OH
+H2O
N
N
H
Page 56 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
Then add 1-2 drops of FeCl3 . The brown precipitation of Fe(OH)3 is formed.
The solubility of uric acid and its salts in the water
Put some quantity of uric acid and water in the tube. Shake. The uric acid is insoluble in the water.
Preserve this solution for the next work.
Add 1-2 drops of Sodium hydroxide to the solution of previous work. The solution becomes transparent.
Lactim form of uric acid forms easy soluble middle salt with NaOH (Sodium urate):
OH
NH
N
HO
O
OH
N
HN
+2 NaOH
N
N
NaO N
N
ONa
+2H2O
The investigation of properties of Nicotine
Put 3 drops of Nicotine in 3 tubes. Then add 1 drop of Iodine solution in the 1-st tube; 1 drop of Tannin
into the 2-nd tube; 1 drop of saturated solution of Picric acid into the 3-rd tube. You’ll observe the
appearance of some sediments in the tubes: the red-brown sediment in 1-st tube; the white sediment in the
2-nd tube; the yellow sediment in the 3-rd tube.
The Nicotine forms badly soluble products with Iodine, Tannin and Picric acid. These reactions are
general for the most alkaloids and adduced reagents are referred to reagents for the discovery of alkaloids.
These reactions are used in forensic medicine when the suspicion on alkaloid poisoning takes place.
Control:
Methods for assessing competencies in this lesson include:
Assessment of the competence of "Knowledge", held by the answers to the questions at the oral
examination, when working in small groups (decision situational problems), written survey (tickets or
tests), checking homework (exercises, tests).
Assessment of competence "Skills", conducted by the ability to interpret the results of laboratory
work, exercises and filling protocols practical lesson.
CONTROL:
Case studies:
1. Active form of glucose participates in glycogen biosynthesis. Write scheme of the reacting the 1phosphate of D-glucopyranose and uridine triphosphate, if it is known that the reaction is allocated
diphosphat.
2. Reaction of glucose with the ATP is one of step glycolysis. It resulting in formation of the D-glucose6-phosphate and ADP . Write this reaction scheme. How is the formed bond named?
3. Conversion of malic acid into oxaloacetic acid with using of coenzyme NAD+ is carried out at one
stage of the biosynthesis of glucose. What type of reaction is it? What role does coenzyme NAD+
have?
4. Write the following scheme of transformations: nicotine → nicotinic acid → nicotinamide. Which
group vitamins include nicotinic acid and its amide?
5. Write the sulfonation reaction of pyridine. Specify the reaction mechanism. Which antivitamin is the
resulting product?
6. Write the formation of nicotine salts with citric acid.
7. Uric acid is an end product of metabolism in the body. What substances is uric acid formed from?
Product of which reaction is uric acid? Write these reactions.
Page 57 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
8. What salts forms uric acid? Write reactions of formation of acid and neutral salts of uric acid with
ammonium hydroxide.
Practical lesson №10
THEME: Saponifiable lipids. Sterols, steroids, steroids and their derivatives. Reactions which
characterised fats and unsaturated fatty acids.
PURPOSE:
1. Learn how to explain the classification, structure, chemical properties, and basic functions of lipids.
2. Generate skills demonstrations on chemical properties saponifiable lipids and skills substantiate the
results obtained.
TASK OF TEACHING:
The student will be able to:
1. Disassemble the structure of the higher fatty acids included in the lipid composition and the reaction
is carried out experimentally opening unsaturated higher fatty acids.
2. Write a general scheme for constructing phosphoglycerides.
3. Explain the role of lipids in vivo.
4. Understand the structure of the unsaponifiable lipids.
5. Based on the results of this reaction, to draw conclusions about the structure and properties of
individual lipids.
MAIN ISSUES OF TOPIC:
1) Lipids: definition and classification.
2) Основные высшие жирные кислоты, входящие в состав природных липидов. Незаменимые
высшие жирные кислоты (НВЖК) – витамины группы «F».
3) Триацилглицерины. Простые и смешанные жиры. Твердые и жидкие жиры. Йодное число –
как мера ненасыщенности жира.
4) Фосфолипиды. Аминоспирты, входящие в структуру фосфоглицеридов и генетическая
связь между ними.
5) Строение
фосфоглицеридов.
Фосфатидная
кислота.
Фосфатидилсерины,
фосфатидилэтаноламины, фосфатидилхолины. Бифильность этих соединений.
6) Химические свойства омыляемых липидов: гидролиз (омыление), окисление,
гидрирование, реакции присоединения йода и брома.
7) Стерины: холестерин, эргостерин. Распространение в природе. Биологическая роль.
8) Образование холестеридов, эргостеридов с высшими жирными кислотами.
9) Образование витаминов Д2 и Д3. Значение.
10) Желчные кислоты. Холевая кислота. Дезоксихолевая кислота. Парные желчные кислоты:
гликохолевая, таурохолевая кислоты.
TRAINING METHODS:
Combined:
1) combined survey (oral questioning, small group work, written survey).
2) checking homework.
Learning Tools: training tables, figures relating to, tests, tickets.
Page 58 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
Work in a small groups:
Students are divided into three groups, each group is given the task of laboratory work.
Before performing the task with students on an oral survey versed topic classes. Assignments are
discussed in small groups, then the answer is sounded one of the students. The group completed all tasks
on laboratory work, is considered the best. During the discussion of teaching monitors and corrects the
students' work.
Literature.
Basic literature:
1. Physical Chemistry. P.Atkins. 2007
2. Organic chemistry. R.Th.Morrison. 2007
Additional literature:
1. Blei I., Odian G. General, Organic and Biochemistry: Connecting Chemistry to Your Life. 2nd
Edition, W.H.Freeman and Company. New York, 2006
Laboratory works
The solubility of fat
Put 1 drop of oil of sunflower into 7 tubes. Then add 3 drops: in 1-st tube – water; in 2-nd and 3-rd tubes
– alcohol; in 4-th and 5-th tubes – Benzene; in 6-th tube – Chloroform; in 7-th tube – ether. Shake and
heat the 3-rd tube. Remark, please, in which tubes does the dissolution of fat occur.
The saponification of (hydrolysis) of fat
The saponification is named hydrolytic cleavage of fat to Glycerol and free fatty acids.
Put 18-20 drops of sunflower oil into the tube and add 9-10 drops of 40% sol. Of hydrate of Potassium
oxide (KOH). Close this tube and heat until formation of soap-solution (hydrolyzate). Under influence of
alkali and high temperature the Glycerol and salts of high molecular fatty acids are formed:
CH2O CO C17H33
CH2OH
CHO CO
CHOH + 3 C17H33COOK
C17H33 + KOH
alcohol sol
O
C
CH2
O C17H33
CH2OH
Then add 3-4 ml of the water and shake. Received solution of soap uses for the next works
The discovery of constituents of fat
Put (drop by drop) the 10% sol. Of H2SO4 into the 1-st tube with soap. Shake. You’ll observe the
discharge of fatty acids, which lift on the surface:
2C17H33COOK + H2SO4 2C17H33COOH + K2SO4
Then filtrate this solution. Add 10% sol. Of NaOH and 1-2 drops of 5% sol. Of CuSO4. The blue color
appears due to the formation of Copper glycerate:
2NaOH + CuSO4Cu(OH)2 + Na2SO4
Page 59 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
CH2OH
CH2O
CHOH
CHO
+Cu(OH)2
Cu
+2H2O
CH2OH
CH2OH
.
The discovery of unsaturated fatty acids in the fat
Trial with KMnO4
Put 3-4 drops of oil into the tube and add 2 drops of 10% sol. Of Sodium bicarbonate + 3-4 drops of 0.1%
sol. Of KMnO4 and shake. Pink color disappears due to the reduction of Mn. The unsaturated fatty acids
are oxidized like ethylene:
CH2O CO (CH2)7 CH=CH (CH2)7 CH3
CHO CO (CH2)7 CH=CH (CH2)7 CH
3
+ 3H2O + 3[ O]
CH2O CO (CH2)7 CH=CH (CH2)7 CH
3
CH2 - CO - (CH2)7 - CH - CH-(CH2)7 - CH3
OH
OH
CHO - CO - (CH2)7 -CH-CH- (CH ) - CH3
2 7
OH OH
CH2O - CO - (CH2)7 -CH-CH- (CH ) -CH
2 7
3
OH OH
Control:
Methods for assessing competencies in this lesson include:
Assessment of the competence of "Knowledge", held by the answers to the questions at the oral
examination, when working in small groups (decision situational problems), written survey (tickets or
tests), checking homework (exercises, tests).
Assessment of competence "Skills", conducted by the ability to interpret the results of laboratory
work, exercises and filling protocols practical lesson.
CONTROL:
Exersises:
1. Write the structure of triacylglycerols: 1) 1-oleo-2.3-dipalmitin; 2) 1,2-dilinoleno-3-stearin. What
determines the consistency of the fat?
2. Write hydrolysis reaction tristearin: 1) with water; 2) with sodium hydroxide. Name the obtained
products.
3. Write the reaction scheme: serine → kolaminom → choline.
Page 60 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
4. Write scheme of formation reactions of lecithin (phosphatidylcholine) which contain the residue of
stearic and oleic acids from glycero-3-phosphate. Indicate the polar and nonpolar moieties.
5. Write the structure of cephalin (phosphatidylserine), containing of residues of stearic and linolenic
acids.
6. Write cholesterol ester formation reaction and ergosterol ester formation reaction, with higher fatty
acids.
7. Write the reaction scheme vitamin D3 obtaining.
8. Write the reaction scheme which takes place upon UV irradiation of ergosterol. Name vitamin
obtained by this reaction.
9. Write the formation reaction glycocholic and taurocholic acid. Their biological significance.
Page 61 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
GUIDELINES FOR INDEPENDENT WORK OF STUDENTS WITH A TEACHER
For discipline chemistry, Him 1111
for the specialty - 5В130100 - «General Medicine»
Chair - Chemistry
Составители:
Inorganic chemistry:
Organic chemistry:
Associate Professor, Ph.D. Nechepurenko EV
Associate Professor, Ph.D. Almabekova AA
Almaty, 2014.
Page 62 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
Guidelines for independent work of students with a teacher are designed in accordance with the Work
Programme.
Discussed and approved at a meeting of the Department of Chemistry «____»___________20__ ,
protocol №_1_.
Head of Department, Professor
__________________ Aliyev NU
Page 63 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
Independent work of students with a teacher №1
SUBJECT: Fundamentals of thermodynamics of living systems. The kinetics of the biochemical
reactions. Quantitative characterization of chemical and biochemical processes
PURPOSE:
 to form the concept of a living organism as a stationary thermodynamic system;
 Learn to apply the basic laws of thermodynamics and kinetics of chemical processes and to take
into account features of reactions occurring in a living organism;
 learn to predict the direction of spontaneous chemical reactions and the direction of displacement of
equilibrium under the influence of various factors;
 develop students' motivation for learning chemistry by demonstrating the application of the basic
concepts and laws of chemical thermodynamics to the living organism, considering the features of
the kinetics of enzymatic reactions and the principle of adaptive mutations;
 Create a skill calculation of the reaction rate changes under the influence of various factors.
LEARNING OBJECTIVES:
 Students will be able to discover the essence of the fundamental laws of chemical thermodynamics
and kinetics;
 Students will demonstrate the application of thermodynamic laws to describe the biochemical
processes in the body and to characterize a living organism as a thermodynamic system;
 Students will describe the application of the law of Hess, the rules of the van't Hoff (method of
determining the shelf life of drugs), Le Chatelier's principle in biomedical research and in the
pharmaceutical;
 Students will be able to describe the features of enzymatic catalysis and determination of enzymatic
reactions using the Michaelis-Menten equation;
 Students will acquire skills of calculating the chemical reaction rate changes with changes in
temperature, concentration of reactants, and the pressure in the system, learn how to apply the
principle of Le Chatelier, for consideration of the chemical equilibrium.
FORM OF LESSONS:
- Consideration of the problematic material (motivation of students to hypotheses, preliminary findings
and conclusions);
- The tasks and exercises.
TASKS
1) problems
 Prove that the oxidation reaction of glucose under standard conditions occurs spontaneously.
Use thermodynamic calculations. The reaction is С6Н12О6(s) + 6О2(g) → 6СО2(g) + 6Н2О(l)
There are values of the standard enthalpy and entropy of formation:
∆Н0f(Н2О) = -285, 84 kJ/mol; ∆Н0f(СО2) = -393, 51 kJ / mol;
∆Н0f(С6Н12О6) = -1274, 45 kJ / mol; ∆S0f(CO2) = 213, 64 J / mol ∙ K;
∆S0f(Н2О) = 69,94 J/mol∙K; ∆S0f(С6Н12О6) = 212,13 J/mol∙K; ∆S0f(О2) = 205,03 J/mol∙K.
 In human's body, glycerol formed as product of metabolism. Glycerol oxidized into CO2(g)
and Н2О(g). Calculate ∆G0reaction, if ∆G0f (glycerol) = - 480 kJ / mol, ∆G0f (CO2(g))= -394,4 kJ
/ mol, ∆G0f (Н2О(g))=-228,6 kJ / mol.
Page 64 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
 Determine the standard heat of formation of ethanol, if the heat of combustion of carbon,
hydrogen and ethanol are respectively:
- 393, 51; - 285, 84; - 1366, 90 kJ / mol.
 How will the rate of the forward reaction 2CO + O2 ↔ 2CO2 change if the pressure in the
system increase by 4 times?
 There are concentration of reactants for reaction 2NO + O2 ↔2NO2: C(NО) = 0,8 mol/l;
C(О2) = 0,6 mol/l. How will the rate of the forward reaction change if the concentration of
oxygen increases to 0,9 mol/l, concentration of nitrogen increases to 1,2 mol/l?
 Calculate how will the rate of reaction change by increasing the temperature by 40 degrees if
the temperature coefficient of the reaction is equal to 3.
 The reaction is completed in 20 seconds if the temperature is 353 K. How long does the
reaction going on if temperature is lowered to 293 K. The temperature coefficient of the
reaction is 2.5.
CONTROL
Test Questions
1.
2.
3.
4.
5.
6.
7.
8.
Thermodynamic system: classification, states, parameters.
The basic laws of thermodynamics: first and second law of thermodynamics.
The law of Hess and the consequences of the law of Hess, the law of Lavoisier-Laplace.
Features of the thermodynamics of living systems. Characteristics of the steady state of a
thermodynamic system. The principle of energy conjugation. Prigogine's principle.
Molecularity and reaction order.
Kinetic classification of reactions.
Features of enzymatic catalysis. Michaelis-Menten equation.
Condition of chemical equilibrium. Chemical equilibrium constant. Le Chatelier principle.
Tests
1. System "0.9% NaCl solution in a sealed ampoule" is
1) homogeneous
2) heterogeneous
3) isolated
4) closed
5) open
2. The amount of heat released or absorbed during the formation of 1 mole of a compound from elements
in standard conditions is called
1) enthalpy of combustion
2) enthalpy of neutralization
3) the standard heat of formation
4) the standard heat of decomposition
5) the standard enthalpy of formation
3. Select the parameter values for the standard conditions
1) temperature t = 25oC
2) temperature Т = 298 К
3) temperature Т = 273 К
4) pressure р = 101,325 kPa
5) pressure р = 1,0 atm
Page 65 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
4. Select the conditions under which the thermodynamic process cannot be spontaneous
1) G > 0
2) G < 0
3) H > 0; S < 0
4) H = TS
5) H < 0; S > 0
5. Thermodynamic system in the steady state is characterized by
1) absence of exchange of mass and energy with the environment
2) continuous exchange with the environment of mass and energy
3) presence of constant gradients of thermodynamic parameters
4) minimal increase of entropy of the system Si /z0
5) constant increase in entropy of the system Si /z > 0
6. The order of a reaction always indicate
1) molecularity of reaction
2) concentration of reactants
3) concentration of products
4) number of molecules taking part in the reaction
5) the sum of the powers of the concentration terms involved in the rate equation of the reaction
7. Kinetic equation w = k corresponds to the reaction
1) zero order reaction
2) first order reaction
3) 2nd order reaction
4) 3rd order reaction
5) fractional order reaction
8. If the system pressure is increased by 5 times, then the rate of the forward reaction
N2(г) + O2(г)  2NO(г)
1) increases 5 times
2) decreases 5 times
3) not change
4) increases 25 times
5) decreases 25 times
Literature.
Basic literature:
1. Physical Chemistry. P.Atkins. 2007
2. Organic chemistry. R.Th.Morrison. 2007
Additional literature:
1. Blei I., Odian G. General, Organic and Biochemistry: Connecting Chemistry to Your Life. 2nd
Edition, W.H.Freeman and Company. New York, 2006
Independent work of students with a teacher №2
TOPIC: Quantitative characteristics of solutions and their colligative properties. Hypo-, hyper-and
isotonic solutions. Osmosis, hemolysis, plasmolysis
Page 66 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
PURPOSE:
 form a concept of Colligative properties;
 learn to calculate the concentration of solutions of substances isotonic with the blood;
 justify the use in medicine iso- and hypertonic solutions;
 develop students' motivation for learning chemistry by solving medical content on the calculation of
isotonic concentrations and osmotic pressure.
LEARNING OBJECTIVES:
 The student will understand the physico-chemical nature of Raoult's law and the consequences of it,
the law of van't Hoff;
 tudents will be able to demonstrate with examples the role of osmosis in living systems (turgor,
hemolysis, plasmolysis, deplazmoliz, osmolarity and osmolality of body fluids);
 Students will be able to explain the need for application in medical practice, iso- and hypertonic solutions;
 Students will demonstrate the ability of using techniques kriometrii, ebulliometrii and osmometry
for determination of the molar mass of the solute, the degree of dissociation and isotonic factor in
biomedical research;
 Students will be able to explain the course of solving problems.
FORM OF LESSONS:
- Seminar (group discussion topics of the curriculum of students under the guidance of a teacher);
- The tasks and exercises.
TASKS
1) problems
 How many 60% acetic acid and water are needed for preparation 600 g 1% solution of acetic
acid? This solution is used for neutralisation when alkali burns of skin.
 Mass fraction of hydrochloric acid is an average of 0.05% in the gastric juice of a hungry
man. Calculate the amount of matter HCl (mole) contained in 0.5 L of gastric juice. The
density of gastric juice taken equal to 1.005 g / ml.
 Calcium chloride is widely used in medical practice. How many grams of crystalline CaCl2 ∙
6H2O and water required for preparing 100 ml of a 3% aqueous calcium chloride solution (ρ =
1 g / ml)? What is the molar concentration of the solution?
 How would you prepare an isotonic saline solution described by a medical dictionary as a
0.90% NaCl w/v solution? Calculate the osmotic pressure of this solution.
 The saturated vapor pressure of water is 3,166 kPa at 25 ° C. Find the saturated vapor pressure
of a 5% aqueous solution of urea (urea) CO(NH2)2 at the same temperature.
 There is 6.33 g of hematin in 100 ml of a solution. The osmotic pressure of the solution is
equal to 243.4 kPa at 20 ° C. Determine the molar mass of hematin.
CONTROL
Test Questions
1. Colligative properties of dilute solutions.
2. The first law of Raul. Investigation of Raoult's law.
3. Osmosis. Osmotic pressure. Van't Hoff law. The biological role of osmosis in living organisms
and plants. Oncotic pressure.
Page 67 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
4. Features collegiate properties of electrolyte solutions. Isotonic coefficient.
5. What are isotonic solutions? Give examples of solutions, isotonic blood plasma, which used in
medicine.
6. Give the definition of hyper-and hypotonic solution. How are the hypertonic solution used in
medical practice? What happens to the cell in hypo- and hypertonic solutions? Give the definition
of hemolysis, plasmolysis.
7. How are osmolarity, osmolality calculated?
Тесты
1. Normality
1) determined by the formula
m( x )
M ( x)  V ( solution )
m( x )
2) determined by the formula
f ( x)  M ( x)  V ( solution )
3) determined by the formula
n( x )
V ( solvent )
4) measured in mol / l
5) measured in mol / kg
2. Zinc chloride solution used as a binding and aseptic agent.
Determine the molarity and the molality of zinc chloride solution which contains 5 g ZnCl2 of salt per
100 g solution (density of a solution of 1 g / ml)
1) С = 0,368 mol/l
2) С = 3,68∙10-4 mol/l
3) b = 3,87∙10-4 mol/kg
4) b = 0,387 mol/kg
5) b = 0,368 mol/kg
3. Diffusion accompanies following processes in the living organism
1) movement of nutrients in the body
2) transmission of nerve impulse
3) acceleration and deceleration of biochemical reactions
4) drug delivery to organs and tissues of the body
5) movement of metabolic products
4. Colligative properties of the solution
1) depends on the nature of the solvent
2) depend on the nature of the solute
3) dependent on temperature
4) depend on the number of solute particles
5) does not depend on the nature of the solute
5. Aqueous solutions of non-electrolytes
1) boil at a temperature below 100 0С
2) boil at temperatures above 1000 С
3) freezing at a temperature below 0 0С
4) freezing at a temperature above 0 0С
5) boil and freeze at 1000C and 00C respectively
6. What solutions are isotonic to each other?
1) 0,1 M Na2SO4
2) 0,1 M NaCl
Page 68 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
3) 0,1 M К3РО4
4) 0,1 M KCl
5) 0,1 M glucose solution
7. Select solution hypertonic with respect to blood
1) 10% NaCl
2) 0,9 % CaCl2
3) 0,1 % NaCl
4) 0,01 % NaCl
5) 0,9 % NaCl
8. In electrolyte solutions
1) i >1
2) α > 1
3) i < 1
4) α ≤ 1
5) α = 0
9. Ebullioskopic constant of water is equal to 0,520. Choose boiling point solution of potassium chloride
(molality 1 mol/kg) if α = 1
1) 100 0С
2) 99,48 0С
3) 100, 52 0С
4) 98,96 0С
5) 101,04 0С
Literature.
Basic literature:
1. Physical Chemistry. P.Atkins. 2007
2. Organic chemistry. R.Th.Morrison. 2007
Additional literature:
1. Blei I., Odian G. General, Organic and Biochemistry: Connecting Chemistry to Your Life. 2nd
Edition, W.H.Freeman and Company. New York, 2006
Independent work of students with a teacher №3
SUBJECT: Calculation of pH in aqueous solutions of strong and weak electrolytes. Buffer systems
organism: structure, mechanisms of action. Acidosis. Alkalosis
PURPOSE:
 to form concepts that characterize protolytic equilibrium processes in the body;
 to form concept of buffer systems of the body and their role in maintaining acid-base homeostasis;
 develop students' motivation to study chemistry through the review mechanism for maintaining
acid-base homeostasis in the body as a factor in human health.
LEARNING OBJECTIVES:
 Students will be able to calculate the pH of solutions of acids, bases and buffers;
 Students will be able to classify the buffer systems according to their composition and explain the
nature of the mechanism of action of the buffer on the example of the buffer systems of the body;
Page 69 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
 Students will be able to give information about the pH intervals of different fluids of the human
body in health and disease;
 Students will be able to explain the nature of the acid-base homeostasis and the mechanism of its
maintenance in the body, to characterize the state of acidosis and alkalosis as pathological
conditions;
 Students will be able to participate in the discussion of the results of solving.
FORM OF LESSONS:
- Discussion (discussion, cause difficulties);
- The decision of situational problems.
TASKS
1) Exersises
 Calculate ionization degree (%) of gluconic acid in solution with a concentration of acid of
0.1 mol / l. Ka = 1.38·10−4.
 Find the degree of ionization (dissociation) of ammonia in solution with a mass fraction of
10% ammonia. Solution density is 0.96 g / ml. Kb = 1.8·10−5.
 In what proportion are there basic components of a phosphate buffer system in the blood
plasma at a pH of 7.36, if рК(Н2РО4-) = 6,80?
 The normal concentration of hydrochloric acid in gastric juice is from 0.07% to 0.15%.
Calculate the range of variation of gastric pH in the norm.
 Ascorbic acid (C6H8O6) tablets weighing 0.5 g was dissolved in 0.4 l of water. Calculate the
pH of a prepared solution. (Ка of ascorbic acid is equal equal to 8,0∙10-5).
 Calculate the buffer vessel blood for acid if to change the pH from 7.36 to 7.00 to 100 ml of
blood should be added 36 ml of 0.05 N solution of HCl.
CONTROL
Test Questions
1. Protolytic theory Bronsted - Lowry. Give the definition of acids and bases on the theory of Bronsted
- Lowry.
2. pH of various body fluids in health and disease.
3. The degree of ionization and the ionization constant. Ostwald law.
4. Describe the mechanism of action of hydrocarbonate, hemoglobin, protein and phosphate buffer
systems. What is their biological role in the normal functioning of the body?
5. What is acidosis and alkalosis?
6. Calculation of the concentration of hydrogen ions in solution of strong and weak acids? Calculation
of the concentration of hydroxyl ions in solutions of strong and weak bases?
Tests
1. For pure water and neutral media at 25°С
1) рН = 7
2) рН > 7
3) рН < 7
4) [Н+] = 10-7 mol/l
5) [Н+] < 10-7 mol/l
2. If Сн+ = 10-4 mol/l, then the Сон- (mol / l) is equal to
1) 14
Page 70 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
2) 10-14
3) 10-7
4) 10-10
5) 10-4
3. For a solution of HCl with a concentration of 0.001 mol / L true
1) [H+] = 10-11 mol / l
2) [OH-] = 10-11 mol / l
3) [H+]  [OH-]
4) [H+]  [OH-] = 10 -14
5) [H+]  [OH-]
4. Calculate ionization constant Kb for a solution of a weak base if its concentration is 0.1 mol / l and
degree of ionization is equal to α = 0,01 (mol / l)
1) 10-2
2) 10-3
3) 10-4
4) 10-5
5) 10-6
5. Calculate degree of ionization  for a solution of a weak acid if its concentration is 0.1 mol / l and an
ionization constant Ka equal to 10-7
1) 0,1
2) 0,01
3) 0,001
4) 10-4
5) 10-5
6. Phosphate buffer solution contains
1) Na3PO4
2) Na2HPO4
3) NaH2PO4
4) Na3PO4
5) Ca3(PO4)2
6. Calculate the buffering capacity of blood (mmol / l), if addition 2 ml of hydrochloric acid (0.1 mol / l)
to 10 mL of blood varies pH from 7.4 to 7.3
1) 200
2) 100
3) 50
4) 150
5) 75
7. Calculate pH of a buffer system, prepared by mixing 200 ml of 0.1 M formic acid and 100 ml of 0.1 M
sodium formate (pKa (HCOOH) = 3.75)
1) 4,40
2) 4,05
3) 3,75
4) 3,45
5) 2,65
8. When there is alkalosis in organism
1) reaction environment of the body is shifted to the alkaline side
2) the hydrogen ion concentration increases
Page 71 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
3) the hydrogen ion concentration decreases
4) pH doesn't change
5) pH increases
9. Which processes will take place if HCl is added to the phosphate buffer system
1) concentration of hydrophosphate anions increases
2) concentration of hydrophosphate anions decreases
3) concentration of dihydrophosphate anions increases
4) concentration of dihydrophosphate anions decreases
5) ion concentration does not change
Literature.
Basic literature:
1. Physical Chemistry. P.Atkins. 2007
2. Organic chemistry. R.Th.Morrison. 2007
Additional literature:
1. Blei I., Odian G. General, Organic and Biochemistry: Connecting Chemistry to Your Life. 2nd
Edition, W.H.Freeman and Company. New York, 2006
Independent work of students with a teacher №4
TOPIC: Adsorption on the mobile and stationary phase boundary. Preparation, properties and methods of
purification of colloidal solutions. The structure of the micelles. Dialysis.
PURPOSE:
 Create the basic concepts that characterize surface phenomena and skills describe the process of
adsorption on the mobile and stationary phase interface using various theories;
 form a notion about the methods of purification of colloidal solutions, their molecular-kinetic and
electrokinetic properties and their possible medical application;
 to form concepts about the properties and stability of colloidal solutions, the patterns of their
coagulation;
 form a concept of biological systems as dispersed systems.
LEARNING OBJECTIVES:
 Students will be able to describe the basic concepts that characterize the surface phenomena;
 Students will be able to give information about the basic theory of adsorption and apply Gibbs,
Langmuir, Freundlich adsorption process for the characterization on the mobile and stationary
phase interface and the adsorption from solutions;
 Students will be able to describe the basic properties of disperse systems (optical, molecular-kinetic,
electrokinetic);
 Students will be able to apply the rules of Paneth-Fajans, Schulze-Hardy and Rebinder;
 Students will be able to explain the nature of the processes of coagulation, and similar coagulation
occurring in living organisms as well as the essence of the process of colloidal protection and its
biological role;
 student will explain the use of electrophoresis, dialysis, in medical practice, and to provide
Page 72 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
information on the application in medicine sprays, suspensions and emulsions;
FORM OF LESSONS:
- Seminar (discussion, cause difficulties);
- The tasks and exercises.
EXERCISES:
1) problems
 The concentrations of novocaine and cocaine in their solutions decreased from 0.2 mol / l to
0.15 mol / l. Surface tension of novocaine solution increased from 6.9∙10-2N / m to 7.1∙10-2N
/ m for these concentrations. Surface tension of cocaine solution increased from 6.5∙10-2N /
m to 7.0 ∙ 10-2N / m for these concentrations. Compare values of adsorption of these two
substances in this concentration range at 25 ° C.
 Identify adsorption by dissolving sulfuric acid in water, if the concentration of sulfuric acid
in water is 2.33 mol / L, and the surface tension of this solution is equal to 75,20 ∙ 10 -3N / m.
Water surface tension is equal to 73,05 ∙ 10-3 N / m temperature 18 ° C.
 Calculate the adsorption of acetic acid on a solid adsorbent, if the equilibrium concentration
was 0.22 mol / l, and the constants in the Freundlich equation are equal to 0.50 mol / g; n =
0,45.
 Coagulation of 4 l sol of iron hydroxide (III) occurred by addition of 0.91 ml of a 10%
solution of magnesium sulphate (density 1.1 g / ml). Calculate the coagulation threshold of
sulfate ions for this sol.
 Coagulation threshold of aluminum hydroxide sol with dichromate ions is equal to 0.63
mol/l. What amount of a 10% solution of potassium dichromate (density 1.07 g / ml) is
required for coagulation 1.5 L of this sol?
2) Exersises
 Write a formula micelles sols:
 sol barium carbonate, stabilizer is barium chloride;
 sol silver bromide, stabilizer is silver nitrate;
 iron hydroxide (III), obtained by the hydrolysis reaction;
 iron hydroxide (III), prepared by adsorption peptization; if peptizing agent - iron (III)
chloride;
 Prussian blue stabilized Iron (III) chloride;
 Prussian blue stabilized potassium hexacyanoferrate (II);
 sol lead chloride (II), stabilizer is potassium chloride;
 sol barium sulfate, stabilizer is potassium sulfate.
 Select the electrolyte, which has the greatest effect on the sol with positively charged particles
and promotes its coagulation. Use a rule of Schulze-Hardy: K3PO4; Ca(NO3)2; CaCl2; BaCl2;
Na2CO3.
 Select the electrolyte, which has the greatest effect on the sol with negatively charged particles
and promotes its coagulation. Use a rule of Schulze-Hardy: K2CO3; NaNO3; CaCl2; FeCl3;
NaCl.
CONTROL
Test question
1. Give the definition of adsorption, desorption, surface activity, adsorption equilibrium.
Page 73 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
2. Adsorption on a moving surface interface. Gibbs equation. Surfactants. The structure of biological
membranes.
3. Gibbs equation. Positive and negative adsorption. Isotherm surface tension. The adsorption isotherm.
Rule Duclos-Traube.
4. Langmuir adsorption equation. Freundlich adsorption equation. Rule Paneth-Fajans.
5. Electrokinetic phenomena. Electrophoresis and electroosmosis. Use in medicine.
6. Stability and coagulation of colloidal systems. Factors causing coagulation sols. Coagulation
threshold, coagulation ability. Rule Schulze-Hardy.
7. Sprays, suspensions, emulsions. Examples of the use of coarsely dispersed systems in medicine.
Тесты
1. Select a substance which has the greatest the value of the surface activity
1) СН3СООН
2) С2Н5СООН
3) НСООН
4) С4Н9СООН
5) С3Н7СООН
2. Surface-inactive substances are characterised by following statements
1) when dissolved almost not change the surface tension at the interface
2) by dissolving reduce the surface tension at the interface
3) solution = o
4) solution > o
5) Г  0
3. Crystals AgCl can adsorb ions from the solution according to the Paneth-Fajans rule
1) К+
2) Сl3) Ва2+
4) Аg+
5) SО424. Which method from the following is used when preserving the blood to removed Ca2 + ions to prevent
its clotting?
1) chromatography
2) electrophoresis
3) dialysis
4) molecular adsorption
5) ion exchange adsorption
5. Activated charcoal is used for poisoning and flatulence because activated charcoal has ability (from the
following)
1) raise blood pressure
2) lowers blood pressure
3) adsorb gases and low-polar molecules of substances
4) increase the permeability of the capillary walls
5) ion exchange with a solution
6. Choose micellar formula of sol silver bromide if stabilizer is silver nitrate
1) {m(АgВr) n К+(n-х)Cl-}x+ хСl2) {m(АgВr) n Br-(n-х)K+}x- хK+
Page 74 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
3) {m(АgВr) n SO42- 2(n-х)Na+}2x- хNa+
4) {m(АgВr) n Ag+(n-х)NO3-}x+ хNO35) {m(АgВr) n J-(n-х)K+}x- хK+
7. When writing micelles potential determining ions are selected according to the rule
1) Schulze-Hardy
2) Van't Hoff
3) Paneth-Fajans
4) Mendeleev-Clapeyron
5) Duclos-Traube
8. Select ion which has the highest coagulation ability:
1) K+
2) Al3+
3) Na+
4) Ca2+
5) Ba2+
9. Select the electrolyte, which has the greatest effect on the sol with positively charged particles and
promotes its coagulation
1) K2SO4
2) NaNO3
3) CaCl2
4) FeCl3
5) K3РO4
Literature.
Basic literature:
1. Physical Chemistry. P.Atkins. 2007
2. Organic chemistry. R.Th.Morrison. 2007
Additional literature:
1. Blei I., Odian G. General, Organic and Biochemistry: Connecting Chemistry to Your Life. 2nd
Edition, W.H.Freeman and Company. New York, 2006
Independent work of students with a teacher №5
TOPIC: BOUNDARY CONTROL №1
PURPOSE:
 identify students' knowledge on the studied sections of inorganic, physical and colloid chemistry;
 monitor the acquired problem solving skills;
 develop students' motivation for learning chemistry by reviewing the biological and medical
importance to the study of questions;
 develop skills of independent work with the information.
LEARNING OBJECTIVES:
 Students will be able to show the level of knowledge on the topics boundary control;
Page 75 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
 Students will be able to demonstrate the level of understanding of the essence and the basic laws
occurring in the body processes from the point of view of thermodynamics, kinetics, protolytic
theory, etc .;
 Students will be able to illustrate the basics of mastering electrochemistry, basic concepts and
surface phenomena and chromatographic analysis;
 Students will demonstrate knowledge on the classification, methods of preparation, purification and
physico-chemical properties of disperse systems;
 student will describe the biological role of the complex compounds, nutrients and their use in
medicine, the compounds;
 Students will be able to explain the medical-biological aspects of all the above topics.
FORM OF LESSONS:
- Written survey;
- Interview.
CONTROL
Assess the competence of:
1) Knowledge.
2) Communication skills.
Control methods:
1. Written test.
2. Solving problems, answers to questions of the teacher
Test Questions
1. The basic concepts of the theory of solutions. Ways of expressing the composition of solutions:
the mass fraction, molar concentration, molar concentration equivalent, mole fraction, molal
concentration, titre.
2. Colligative properties of dilute solutions of non-electrolytes and electrolytes. The first law of
Raul. Consequences of Raoult's law. Osmosis. Osmotic and oncotic pressure. Law van't Hoff.
Osmolarity and osmolality of biological fluids. Role osmosis in biology and medicine.
3. Electrolytic dissociation. Arrhenius theory of electrolytic dissociation. Protolytic theory Bronsted Lowry. The pH as the characteristic acidity. Ostwald law.
4. Electrolytes in living body. pH of various body fluids in health and disease. The need to maintain
an acid-base homeostasis in living body.
5. Buffer system. Definition, classification, composition. Calculation of pH buffer solutions
(equation Henderson-Gasselbaha). The mechanism of buffering hydrocarbonate, hemoglobin,
protein and phosphate buffer systems. Buffer capacity.
6. Buffer systems of blood, their biological role in the normal functioning of the body. Comparative
characteristics of the power buffer systems of blood. Acidosis. Alkalosis.
7. Thermodynamic system. Classification of thermodynamic systems. The state of a thermodynamic
system. The first law of thermodynamics.
8. Thermochemistry. Standard enthalpy of formation. Thermochemical equations. Law LavoisierLaplace. Hess's law and its consequences. The principles for calculating calorie foods.
9. The second law of thermodynamics. Entropy. Gibbs free energy as a measure of spontaneous flow
processes. Enthalpy and entropy factor.
Page 76 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
10. Features of the thermodynamics of living systems. Characterization of the stationary state of a
thermodynamic system. The principle of energy coupling. Prigogine's principle.
11. The rate of a chemical reaction. Average and true airspeed. Factors affecting the rate of reaction.
The law of mass action. Van't Hoff Rule.
12. Molecular reactions and reaction order. Kinetic equations of the reactions of various orders.
Determination of the reaction order.
13. Enzyme catalysis. Features of enzymatic catalysis. Michaelis-Menten equation.
14. The state of chemical equilibrium. Chemical equilibrium constant. Le Chatelier's principle. The
principle of adaptive mutations.
15. Nutrients. Classification of nutrients. Avilable atomic structure of biogenic elements.
16. Biogenic s-, p-, d- elements, their properties, and the biological role. Using of their compounds in
medicine. Influence of environmental factors on human health
17. The nature of the chemical bond in the complex. Structure, isomerism and nomenclature of
complex compounds. Stability of complex compounds. Instability constant of the complex ion.
Complex compounds of the living organism.
18. Medical and biological role of complex compounds. Metal-ligand homeostasis in the living body
and its disorders. Structure and properties of chelates. Chelation.
19. Electrode. The electrode potential. Nernst equation. Classification: electrode I and type II
electrodes determining and comparing the redox electrodes, ion selective electrodes.
20. Cell. The electromotive force of the cell.
21. The mechanism of diffusion and membrane potentials. Their biological role.
22. Surface phenomena. Adsorption onto a moving surface interface. Gibbs equation. Surfactants.
23. Adsorption on a fixed surface interface. Freundlich and Langmuir equation. Basic laws of
adsorption from solutions. The ion exchange adsorption. Use in medicine.
24. Fundamentals of the chromatographic method of analysis. Applications in Biology and Medicine.
25. Dispersions. Classification of disperse systems. Methods for obtaining colloidal solutions. The
structure of the micelles.
26. The properties of disperse systems: molecular-kinetic, electrokinetic, optical. Electrophoresis.
Electroosmosis. Use in medicine.
27. The methods of purification of colloidal solutions, dialysis, electrodialysis, ultrafiltration.
Application dialysis in medicine.
28. Stability and coagulation of colloidal systems. Colloidal protection. Role in the body.
29. Disperse systems: Aerosols, suspensions, emulsions. Use in medicine.
Literature.
Basic literature:
1. Physical Chemistry. P.Atkins. 2007
2. Organic chemistry. R.Th.Morrison. 2007
Additional literature:
1. Blei I., Odian G. General, Organic and Biochemistry: Connecting Chemistry to Your Life. 2nd
Edition, W.H.Freeman and Company. New York, 2006
Independent work of students with a teacher №6
ТЕМА: Heterofunctional compounds involved in the processes of life.
Page 77 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
PURPOSE:
Learn to deal with the reaction scheme Heterofunctional compounds, using knowledge of the chemical
properties of the homofunktsional compounds.
LEARNING OBJECTIVES:
The student will be able to:
1) Write the correct formula and give the name of the International and rational nomenclature main
representative’s heterofunctional organic compounds.
2) Identify in the molecule by the presence of functional groups and chemical properties of the
compounds heterofunctional.
3) Choose an effective way to solve situational problems proposed by the teacher.
4) Encourage the student to the study of professional literature and research on the Internet.
FORM OF LESSONS:
- - Study of the issues of the topic;
- - Perform common tasks;
- - Consultation with the teacher;
- - Discussion of the results with the teacher assignments.
TASKS:
1. Prepare an outline in the form of answers to questions about the topic.
2. Run the job offered by the teacher.
EXERSISES:
1. Write the structural and optical isomers of hydroxybutanoic acid. Name them on the international and
rational nomenclature.
2. Name the following compounds:
O
O
C
C
ÑÍ
ÑÍ
CH3 CH COOH
CH3 C COOH
Í Î
Î Í
Î Í
O
Î Í
Î Í
1)
2)
3)
Which of these acids can be detected by reaction with copper hydroxide (II)? Write this reaction.
3. Write the following reaction: ethanolamine →holin→atsetilholin
4. Write the oxidation of lactic and β-hydroxybutyric acid. Name the resulting reaction product.
5. Write reduction reaction of glyoxylic and pyruvic acid using NADH.
6. Which of the tautomeric forms of acetoacetic acid is reacted with bromine water? Write reaction.
7. What of the carboxyl groups in the 2-oxopentanedioic (α-ketoglutaric acid) is decarboxylated easier
and why? Write this reaction.
8. Write the reaction of following transformations: fumaric acid → malic acid → oxaloacetic
(oxobutandioic) acid.
9. The ratio of salicylic acid to heat, reaction of formation of acetylsalicylic acid. Write the appropriate
response. Due to what functional groups may those reactions take place?
Literature.
Basic literature:
1. Physical Chemistry. P.Atkins. 2007
2. Organic chemistry. R.Th.Morrison. 2007
Page 78 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
Additional literature:
1. Blei I., Odian G. General, Organic and Biochemistry: Connecting Chemistry to Your Life. 2nd
Edition, W.H.Freeman and Company. New York, 2006
Questions:
1) Optical isomers. Enantiomers. D and L series. Diastereomers. Racemate.
2) The amino alcohols: ethanolamine, choline, acetylcholine. The concept of the biogenic amines.
Dopamine, norepinephrine, epinephrine, and their biological significance as hormones and
neurotransmitters.
3) Hydroxy acids: glycolic, lactic, malic, tartaric, and citric acid.
4) Aldehyde - and keto acids: glyoxylic acid, pyruvic acid, acetoacetic, oxaloacetic, α- ketoglutaric
acid - the major metabolite.
5) Reaction α-, β-, γ - hydroxy due to carboxyl groups: 1) salt formation; 2) formation of esters; 3)
formation of amides; 4) decarboxylation.
6) Reactions α-, β-, γ - hydroxyacids by hydroxyl groups: 1) salt formation, oxidation; 2) formation of
ethers and esters; 3) the formation of the O-acyl productsдных.
7) The chemical properties of oxo acids through the carbonyl group, the reduction reaction.
8) Keto-enol tautomerism (the example acetoacetic ester).
9) Heterofunctional organic compounds benzene series. Salicylic acid and its derivatives. Paminobenzoic acid.
Tests:
1. What of the following states are truths for heterofunctional compounds?
1) Compounds containing in the molecules of 2 identical functional groups.
2) Compounds containing in the molecules of 3 identical functional groups.
3) Compounds containing in the molecules of 4 identical functional groups.
4) Compounds containing in the molecules various functional groups.
5) Compounds containing in the molecules of 1functional group.
2. Choose heterofunctional compounds:
1) Ethanol.
2) Glycerol.
3) Phenol.
4) Ethanolamine.
5) Ethylene glycol.
3. Malic acid by systematic nomenclature called:
1) 2 - gidroksibutandioic acid.
2) butanoic acid.
3) 2 - oxobutanoic acid.
4) butanedioic acid.
5) butenedioic acid.
4. Which compounds have an asymmetric carbon atom of carbon?
1) CH3 – CH – COOH
‫ﺍ‬
NH2
2) CH3 – CH2 – CH – CH3
‫ﺍ‬
Br
Page 79 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
3) (CH3)2 CН– CH – CH2 – COOH
‫ﺍ‬
OH
4) HOOC – CH2 – CH(OH) – CH2– COOH
5) HOOC – CH2 – CH2 OH
5. What of the following functional groups are there in the citric acid molecule?
1) – ОН, – СООН и – NH2
2) – ОН и – NH2
3) – ОН и – СООН
4) – NH2 и – СООН
5) – СОNH2
6. Salts and esters of tartaric acid are termed:
1) citrate
2) tartrates
3) lactate
4) oxalate
5) benzoate
7. Interaction products glyoxylic acid O = CH-COOH with an ammoniacal solution of silver hydroxide
are:
1) Oxalic acid
2) carbon dioxide and water
3) Acetic acid
4) dihydroxybutanedioic acid
5) methane and water
8. What of the following compounds are formed by the hydrolysis of acetylsalicylic acid?
1) phenol, sodium salicylate
2) phenol, salicylic acid
3) the acetic acid, salicylic acid
4) acetaldehyde, salicylic acid
5) Acetic acid, salicylaldehyde
9. Select the salicylic acid ester with acetic acid from the following compounds:
1) methyl salicylate
2) phenyl salicylate
3) acetylsalicylic acid
4) n-aminosalicylic acid
5) etilsalitsilat
Independent work of students with a teacher №7
SUBJECT: Biologically important properties of α-amino acids. Peptides.
PURPOSE:
Learn to apply the knowledge of the laws of the structure, classification and chemical properties of αamino acids in the construction of peptides.
LEARNING OBJECTIVES:
Page 80 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
The student will be able to:
1) Correlate the reactivity of α-amino acids, depending on their structure.
2) Draw conclusions based on the results of qualitative responses to α-amino acids, peptides, proteins,
using the knowledge of the chemical properties of α-amino acids.
3) The construction of a schematic diagram of the α-peptide of amino acids, the proposed teacher.
4) Determine the protein molecule charge depending on pH, knowing the isoelectric point of α-amino
acids.
FORM OF LESSONS:
- Study of the issues of the topic;
- Perform common tasks;
- Consultation with the teacher;
- Discussion of the results with the teacher assignments.
TASKS:
1. Prepare an outline in the form of answers to questions about the topic.
2. Run the job offered by the teacher.
EXERSISES:
1. Write scheme of reactions of alanine with the following compounds а) СН3I, б) NaOH, в) HNO2, г)
C2H5OH. Name the products of the reactions.
2. Write the deamination of isoleucine and glutamic acid.
3. The formation of the tripeptides: 1) Val-Cys-Asp; 2) Gly-Pro-Lys. Determine the acid-base character
of the tripeptides.
4. Write the acidic and alkaline hydrolysis of the tripeptide Gly-Val-Phe.
5. Write the reaction for the formation of the tripeptide glutathione (γ-Glu-Cys-Gly).
6. Write structure of brain neuropeptide with the amino acid sequence Tyr-Gly-Gly-Phe-Leu. Which
products are formed by the complete hydrolysis of the peptide in a medium of hydrochloric acid?
Literature.
Basic literature:
1. Physical Chemistry. P.Atkins. 2007
2. Organic chemistry. R.Th.Morrison. 2007
Additional literature:
1. Blei I., Odian G. General, Organic and Biochemistry: Connecting Chemistry to Your Life. 2nd
Edition, W.H.Freeman and Company. New York, 2006
Questions:
1) Chemical properties of aminoacids as bifunctional compounds.
Reaction of the -СООН group:
а) formation of amides by the example aspartic, glutamic acids.
б) tryptophan and histidine decarboxylation.
2) Reaction of the -SH group: two types of oxydation
3) Reaction of the -NH2 group:
1) deamination:
a) non-oxidative; b) oxidation; c) hydroxylation.
2) salt formation with HCI for methylamine and alanine.
Page 81 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
4) Reaction of the -OH group:
а) oxydation;
б) formation of esters.
5) Specific reactions of α-amino acids:
а) the formation of a bipolar ion;
б) formation of peptides.
6) Write the tripeptide glutathione. What is its biological meaning?
7) Acid and alkaline hydrolysis of peptides.
Tests:
1. What of the following - amino acids forms a disulfide bond by the oxidation?
1) methionine (α- amino-γ- methylthiobutyric acid)
2) a cysteine (α- amino-β- thiopropionic acid)
3) alanine (α- aminopropionic acid)
4) aspartic (amino succinic acid)
5) Valine (α- amino isovaleric acid)
2. Which of the following α-amino acids form an ester with phosphoric acid?
1) glycine
2) Serine
3) valine
4) phenylalanine
5) Tyrosine
3. Which of the following reactions are typical for serine (α-amino-β-hydroxypropionic acid)
1) decarboxylation
2) formation of peptide
3) deamination
4) formation of the lactam
5) formation of an ether
4. Which compound is formed by the reaction of oxidative deamination of alanine (2-aminopropanoic
acid):
1) HOOC – C(O) – CH2 – OH
2) CH3 – CH2 – COOH
3) CH3 – C(O) – COOH
4) HOOC – CH2 – CООH
5) HOOC – CH2 – CН=О
5. How many peptide bonds in the tripeptide:
1) 1
2) 2
3) 3
4) 4
5) 5
6. Choose formula of glycine (aminoacetic acid):
1) СН3 – СН(NН2) – СООН.
2) NН2 – СН2 – СН2 – ОН.
3) NН2 – СН2 – СН2 – СООН.
4) СН3 – СНОН – СН2 – NН2.
5) NН2 – СН2 – СООН.
Page 82 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
7. Which of these compounds form a dipeptide by heating:
1) CH3 – CH(NH2) – COOH
2) CH3 – CH2 – CH2 – NO2
3) HO – CH2 – CH2 – CONH2
4) HO – CH2 – CH2 – CH2 – NO2
5) H2N – CH2 – COOH
8. Select the correct name for the following tripeptide:
O
O
║
║
O
H2N–CH2–C–NH–CH–C–NH–CH–C
│
│
OH
CH–CH3 CH2SH
│
CH3
1) cysteinyl glycine valyl
2) valine, glycine, cysteine
3) glycyl valyl cysteine
4) valyl glycyl cysteine
5) glycyl valyl cysteinyl
9. Name the following tripeptide:
H2N
O
O
CH C
NH CH C
CH3
CH2 OH
NH CH COOH
CH2
CH
CH3
CH3
1) Gly-Ser-Val
2) Ala-Ser-Leu
3) Shaft-Ser-Ile
4) Ala-Ser-Val
5) Ala-Gly-Val
Independent work of students with a teacher №8
SUBJECT: Oligo- and polysaccharides. Reducing and non-reducing disaccharides. Homo- and
heteropolysaccharides: structure, biological role
PURPOSE:
Learn to explain the structure, reactivity of oligo- and polysaccharides and their associated biological role.
LEARNING OBJECTIVES:
The student will be able to:
1) Be able to write formulas disaccharides, determine the type of glycosidic linkage proposed by the
teacher.
Page 83 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
2) Explain the properties of disaccharides, depending on their structure.
3) Have an idea about the structure of the homo- and heteropolysaccharides and explain their biological
role.
FORM OF LESSONS:
- Study of the issues of the topic;
- Perform common tasks;
- Consultation with the teacher;
- Discussion of the results with the teacher assignments.
TASKS:
1. Prepare an outline in the form of answers to the proposed questions.
2. Run the job offered by the teacher.
EXERSISES:
1. Write the reaction for the formation of lactose, maltose and sucrose. Name the original
monosaccharides glycosidic bond.
2. What type of disaccharides include lactose, maltose, sucrose. What is the qualitative reaction can be
confirmed?
3. What are the similarities and differences of sucrose, maltose, lactose reactions: 1) Fehling; 2)
hydrolyzing?
4. Write a disaccharide unit of amylose, amylopectin.
5. Write the scheme of education disaccharide unit of chondroitin-6-sulfate.
6. Write the scheme of education disaccharide unit of hyaluronic acid.
7. Write a scheme for the formation of disaccharide fragments of heparin. What are the functions of
heparin in the body?
Literature.
Basic literature:
1. Physical Chemistry. P.Atkins. 2007
2. Organic chemistry. R.Th.Morrison. 2007
Additional literature:
1. Blei I., Odian G. General, Organic and Biochemistry: Connecting Chemistry to Your Life. 2nd
Edition, W.H.Freeman and Company. New York, 2006
Questions:
1) Complex carbohydrates - oligosaccharides. classification.
2) Reducing disaccharides (maltose, lactose), their composition, the type of connection.
3) Non-reducing disaccharide (sucrose), its composition, the type of bond. Why sucrose does not react
Trommer, silver mirror?
4) Polysaccharides. Homopolysaccharides and heteropolysaccharides representatives.
5) Starch. The composition, structural unit of the starch. Dextrinization of starch. Qualitative reaction.
6) The structure of the amylose, amylopectin.
7) Glycogen. The structural unit of glycogen.
Tests:
1. Choose monosaccharides from the following compounds:
Page 84 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
1) Ribose
2) Sucrose
3) Fructose
4) galactose
5) starch
2. Choose disaccharides from the following compounds:
1) Sucrose
2) galactose
3) maltose
4) The deoxyribose
5) Amylose
3. Which of the following compounds are formed by the hydrolysis of maltose?
1) glucose and galactose
2) glucose and mannose
3) galactose and fructose
4) two molecules of glucose
5) glucose and fructose
4. Which of the following compounds are formed by the hydrolysis of lactose?
1) glucose and galactose
2) glucose and mannose
3) galactose and fructose
4) two molecules of glucose
5) glucose and fructose
5. Which of the following compounds are formed by the hydrolysis of sucrose?
1) glucose and galactose
2) glucose and mannose
3) galactose and fructose
4) two molecules of glucose
5) glucose and fructose
6. Which of the following compounds is disaccharide?
1) cellobiose
2) amylopectin
3) glycogen
4) Amylose
5) hyaluronic acid
7. The oxidation of D-glucose weak oxidant formed:
1) gluconic acid
2) glutaric acid
3) glucuronic acid
4) glucaric acid
5) hyaluronic acid
8. As a result, a strong oxidizing D-glucose formed:
1) glucaric acid
2) gluconic acid
3) glucuronic acid
4) hyaluronic acid
5) glycoside
Page 85 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
Independent work of students with a teacher №9
SUBJECT: The structure of the heme, nucleosides, nucleotides. The primary structure of nucleic acids.
PURPOSE:
1. Build knowledge about the principles of the general scheme of constructing meaning and nucleosides,
nucleotides and nucleic acids.
2. Build knowledge about the structural organization of DNA and RNA.
LEARNING OBJECTIVES:
The student will be able to:
1. Diagram of the construction of nucleosides and nucleotides, the proposed teacher.
2. Play the structure of the heme.
3. Explain the role of nucleic acids in vivo.
FORM OF LESSONS:
- Study of the issues of the topic;
- Perform common tasks;
- Consultation with the teacher;
- Discussion of the results with the teacher assignments.
TASKS:
1. Prepare an outline in the form of answers to the proposed questions.
2. Run the job offered by the teacher.
EXERSISES:
1. Write the formation reaction deoxy cytidylic (dCMP) and guanyl (GMP) of acids.
2. Write the reaction of the formation of thymidine-5’-monophosphate (TMP), thymidine-5’diphosphate (TDP), thymidine-5’-triphosphate (TTP). Their biological role.
3. Write the reaction for the formation of cyclic UMP (uridine-3’, 5’ cyclophosphate).
4. How to connect mononucleotides in the polynucleotide chain? Illustrate the connection AMP
(adenosine-5’- monophosphate) with CMP (cytidine -5’-monophosphate).
Literature.
Basic literature:
1. Physical Chemistry. P.Atkins. 2007
2. Organic chemistry. R.Th.Morrison. 2007
Additional literature:
1. Blei I., Odian G. General, Organic and Biochemistry: Connecting Chemistry to Your Life. 2nd
Edition, W.H.Freeman and Company. New York, 2006
Questions:
1) The concept of the structure of the porphyrin, heme.
2) Nucleosides. Character connection nucleobase with a carbohydrate moiety. hydrolysis of
nucleoside.
Page 86 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
3) Nucleotides. Nomenclature. Energy bonds. meaning.
4) The ratio of nucleotides to hydrolysis. Acid and alkaline hydrolysis. What are the products of the
hydrolysis reaction.
5) Cyclic nucleotides form. Cyclic AMP, GMP, the biological role.
6) The nucleic acids. The general scheme of the structure. Types of nucleic acids. Value. Ribonucleic
(RNA) and deoxyribonucleic acid (DNA) acids. Features composition. Character connection
between nucleotide residues in the polynucleotide chain. The concept of the primary structure of
nucleic acids, RNA, DNA.
Tests:
1. Choose alkaloids from the following substances:
1) caffeine
2) xanthine
3) quinoline
4) pyridine
5) nicotine
2. Choose pyrimidine derivatives from the following substances:
1) pyrrole
2) pyridine
3) thymine
4) pyrrolidine
5) cytosine
3. Choose Purine derivatives from the following substances:
1) guanine
2) xanthine
3) Nicotine
4) uric acid
5) thymine
4. What kind of bond is formed by phosphorylation of GDP (guanosine-5 ‘ diphosphate)?
1) anhydrite
2) ester
3) amide
4) N-glycoside
5) O-glycosidic
5. Coenzyme HAD+ is derived:
1) piperidine
2) pyridazine
3) nicotinamide
4) adenine
5) thymidine
6. Nucleic acid monomers are:
1) nucleosides
2) nucleotides
3) The nucleic bases
4) nucleoside cyclophosphate
5) nucleoside polyphosphate
7. Monomer of RNA is:
Page 87 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
8.
9.
1) tsitidinmonofosfat
2) uracil
3) adenosine
4) deoxyguanosine monophosphate acid
5) thymidine monophosphate
Specify the product of the reaction: β-methylpyridine +[O] →
1) pyridine-2-carboxylic acid
2) N-methylpyridinium hydroxide
3) β-hydroxypyridine
4) nicotinic acid
5) isonicotinic acid
Monomer of DNA is:
1) uridine
2) cytidine monophosphate (CMP)
3) thymidine monophosphate (TMP)
4) adenosine
5) deoxyadenosine
Independent work of students with a teacher №10
TOPIC: BOUNDARY CONTROL №2
PURPOSE:
1. Control of the development of theoretical knowledge and practical skills on the main issues of Organic
Chemistry.
2. To form the development of communication skills by introducing new terms and concepts, and
engaging students in an interview with the teacher.
3. Generate behavioral skills at oral and written delivery boundary control.
LEARNING OBJECTIVES:
The student will be able to:
1. Show the depth of assimilation of theoretical material in organic chemistry.
2. To be able to use the qualitative response to the basic groups of organic compounds (homo- or
heterofunctional hydrocarbon derivatives, amino acids, peptides, proteins).
3. Self-study professional literature and seek information on the Internet.
TASKS:
Prepare for tests.
The main questions of the themes
1) Fundamentals of structure and reactivity of organic compounds.
2) Radical and electrophilic reactions of hydrocarbons.
3) Oxidation and reduction of organic compounds.
4) The nucleophilic substitution on a saturated carbon atom.
5) Nucleophilic reactions of carbonyl compounds.
Page 88 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
6) Heterofunctional compounds involved in the processes of life.
7) Monosaccharides. Disaccharides. Polysaccharides. Chemical properties.
8) Saponified, unsaponifiable lipids.
9) Biologically important heterocyclic compounds. Nucleosides, nucleotides, nucleic acids.
10) Features of the physico-chemical properties of solutions of biopolymers
FORM OF LESSONS:
Written and oral questioning.
Literature.
Basic literature:
1. Physical Chemistry. P.Atkins. 2007
2. Organic chemistry. R.Th.Morrison. 2007
Additional literature:
1. Blei I., Odian G. General, Organic and Biochemistry: Connecting Chemistry to Your Life. 2nd
Edition, W.H.Freeman and Company. New York, 2006
CONTROL:
Questions:
1) Classification attributes of organic compounds: structure of the carbon skeleton and the nature of the
functional group.
2) Structural formula, structural isomers. organic radicals.
3) Basic rules of names according to the nomenclature for organic compounds
4) Functional groups. Classification and nomenclature of functional derivatives of hydrocarbons,
alcohols, phenols, thiols, amines.
5) Electronegativity of atoms.
6) Inductive and mesomeric electronic effects.
7) The types of organic reactions: 1) a substitution; 2) connection; 3) cleavage; 4) rearrangement; 5)
oxidation and reduction The types of organic reactions: 1) a substitution; 2) connection; 3) cleavage;
4) rearrangement; 5) oxidation and reduction.
8) Механизмы реакций: 1) радикальный; 2) ионный: электрофильный, нуклеофильный. Понятие –
субстрат, реагент, реакционный центр. Типы реагентов: радикальные, электрофильные,
нуклеофильные.
9)
Radical substitution characteristic of saturated hydrocarbons (halogenation reaction). Peroxide
oxidation of hydrocarbons.
10)
Electrophilic addition characteristic of unsaturated hydrocarbons (halogenation reaction,
gidrogalogenirovaniya, hydration). Influence of electron donor and electron-withdrawing substituents
on the reaction of electrophilic addition. Markovnikov's rule.
11)
Electrophilic substitution reactions characteristic for aromatic hydrocarbons (nitration,
sulfonation, acylation). Influence of electron and electron-withdrawing substituents on the reactivity
of the arenes in electrophilic substitution reactions.
12) Acid-base properties of alcohols, phenols, thiols, amines and acids.
13) Oxidation of
 primary and secondary alcohols;
 dihydric phenols;
 mild oxidation of thiols;
 oxidation of aldehydes hydroxides of silver and copper (II).
Page 89 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
14)
15)
16)
17)
18)
19)
20)
The reactions of reduction of aldehydes and ketones.
Quality reaction polyhydric alcohols, phenols.
The alkylation reactions, acylation of amines and deamination.
Реакции, характерные для альдегидов и кетонов (с водой, спиртами, тиолами).
The formation of ethers, esters of organic and inorganic acids, amides.
Aldol accession. The biological significance of this reaction.
The properties of the dicarboxylic acids, decarboxylation reaction and the formation of cyclic
anhydrides.
21) Amino alcohols: ethanolamine, choline, acetylcholine. The concept of the biogenic amines.
Dopamine, norepinephrine, epinephrine, and their biological significance as hormones and
neurotransmitters.
22) Hydroxy acids: glycolic, lactic, malic, tartaric, and citric acid.
23) Aldehyde - and keto acids, glyoxylic acid, pyruvic acid, acetoacetic, oxaloacetic, α- ketoglutaric acid
- the major metabolite.
24) Reaction α-, β-, γ - hydroxy due carboxyl groups: 1) salt formation; 2) formation of esters; 3)
formation of amides; 4) decarboxylation.
25) Reaction α-, β-, γ - hydroxyacids by hydroxyl groups: 1) salt formation, oxidation; 2) formation of
ethers and esters; 3) the formation of O-acyl derivatives.
26) The chemical properties of oxo acids through the carbonyl group, the reduction reaction.
27) Keto-enol tautomerism on the example acetoacetic ester.
28) Heterofunctional organic compounds benzene series. Salicylic acid and its derivatives. Paminobenzoic acid.
29) Biopolymers living organism. The role of proteins in the human body. The structure of the protein
molecules.
30) Limited and unlimited swelling. The degree of swelling and the factors affecting.
31) Factors that violate the stability of solutions of biopolymers: denaturation, thixotropy, syneresis,
salting, coacervation. Medical and biological significance of jelly processes thixotropy and syneresis.
32) protein denaturation. Processes accompanying denaturation; The physical and chemical factors
causing denaturation; value of the denaturation process for physiology and medical practices.
33) Oncotic pressure of the blood and its biological significance. Features of the calculation of the
osmotic pressure of solutions of biopolymers. equation Haller.
34) The viscosity of solutions of the Navy. Equation Mark-Houwink-Kuhn. The viscosity of the blood
and other biological fluids. The concept of bioreologii.
35) Proteins - polyampholytes. The isoelectric point of the protein, and methods for its determination. At
what pH the protein behaves as a conjugate base and the conjugate acid? Electrophoresis is a method
of separation of proteins and peptides. How can you determine the charge of the protein molecule?
36) Qualitative reactions of proteins: ksantoprotein, ninhydrin, biuret.
37) Classification α-amino acids by the chemical nature of the radical. Classification α-amino
considering the total number of carboxyl and amino groups in the molecule α-amino.
38) Essential and nonessential (valine, leucine, isoleucine, methionine, threonine, phenylalanine,
tryptophan, lysine) amino acid. Conditionally essential amino acids (histidine and arginine).
39) The chemical properties of amino acids as bifunctional compounds.
Reaction -COOH group:
a) formation of amides for example, aspartic, glutamic acids.
b) decarboxylation of tryptophan and histidine.
40) Reaction -SH group:
a) mild oxidation of cysteine. The biological role of this reaction.
Page 90 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
b) a rigid oxidation of cysteine, followed by decarboxylation.
41) Reaction -NH2 group:
deamination:
a) non-oxidative;
b) oxidation;
c) hydroxylation.
salt formation with an HCl for example methylamine, alanine.
42) Reaction -OH group:
a) oxidation;
b) formation of esters.
43) Specific reactions of α-amino acids:
a) the formation of a bipolar ion;
b) the formation of peptides. Nomenclature. Electronic and spatial structure of the peptide group.
Write the tripeptide glutathione. Meaning.
Acid and alkaline hydrolysis of the peptides.
Carbohydrates, classification.
Monosaccharides. Classification by nature of the functional groups (aldose, ketose) and the number
of carbon atoms (pentose, hexose).
48) The Stereoisomers carbohydrates. Enantiomers. Diastereomers. Epimers. α, - anomers. racemate.
49) glucose, galactose, mannose, fructose, ribose, deoxyribose, xylose. Fisher formula.
Tsiklooksotautomeriya. α- and - anomers. Prospective Heuorsa formula. glycosidic hydroxyl.
50) Education and properties of glycosides.
51) The oxidation of monosaccharides. Decarboxylation uronic acids.
52) Quality of the reaction based on the oxidation reactions: reaction of a silver mirror (Tollens)
hydroxide Cu (II) (Trommer) and Fehling reagent.
53) Reduction of monosaccharides, mannitol, sorbitol, dulcitol, xylitol.
54) The reactions due to the hydroxyl groups: education saccharate copper, esters of monosaccharides
with organic and mineral (H2SO4, H3PO4) acids.
55) Amino sugars, glucosamine, galactosamine. Formation of O- and N-acyl derivatives.
56) Complex carbohydrates - oligosaccharides. classification.
57) Reducing disaccharides (maltose, lactose), their composition, the type of connection.
58) Non-reducing disaccharide (sucrose), its composition, the type of connection. Why sucrose does not
react Trommer, silver mirror?
59) Polysaccharide. Gomopolisaharidy and heteropolysaccharides representatives.
60) Starch. The composition, structural unit of the starch. Dextrinization of starch. Qualitative reaction.
61) The structure of the amylose, amylopectin.
62) Glycogen. The structural unit of glycogen.
63) Polysaccharides connective tissue. Scheme of the disaccharide moiety of hyaluronic acid. What does
hyaluronic acid in the body?
64) Scheme of the disaccharide moiety of chondroitin-4-sulfate, honroitin-6-sulfate. The biological role
of chondroitin sulfates.
65) Scheme of heparin. Meaning of heparin.
66) The heterocycles. Classification. A five-, six-membered heterocycles: pyrrole, furan, thiophene,
imididozol, pyrazole, pyridine, pyrimidine. criteria for aromaticity.
67) Acid-base character pyrrole pyridine.
44)
45)
46)
47)
68) The reduction reaction of pyrrole and pyridine.
Page 91 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
69)
70)
71)
72)
Electrophilic substitution reaction of pyrrole, pyridine.
pyrimidine bases, uracil, thymine, cytosine. Structure. Lacto-lactam tautomerism.
Alkaloids. Nicotine. Caffeine. The chemical nature and the value
nicotinic acid and its amide (vitamin B3) as a structural unit of the coenzymes NAD + and NADP.
Value. The concept of the hydride transfer and the action of NAD + - NADH.
73) The fused heterocycles: purine. Structure.
74) Hydroxy derivatives of purine a) hypoxanthine and xanthine lactim-lactam tautomeric forms; b) uric
acid. Structure. Acid and normal salts of uric acid. Tautomerism.
75) Amine Derivatives purine: adenine, guanine. Lacto-lactam tautomerism. Converting them into uric
acid.
76) The concept of the structure of porphyrin, heme.
77) Nucleosides. Character connection nucleobase with a carbohydrate moiety. Hydrolysis of
nucleosides.
78) Nucleotides. The structure of the nucleoside, -difosfatov, -trifosfatov. Nomenclature. Energy bonds.
meaning.
79) The ratio of nucleotides to hydrolysis. Acid and alkaline hydrolysis. Name products of the hydrolysis
reaction.
80) Cyclic nucleotides form. Cyclic AMP, GMP, the value.
81) Nucleic Acid. The general scheme of the structure. Types of nucleic acids. Value. Ribonucleic
(RNA) and deoxyribonucleic acid (DNA) acids. Features composition. Character connection between
nucleotide residues in the polynucleotide chain. The concept of the primary structure of nucleic acids,
RNA, DNA.
82) Lipids, classification.
83) Major higher fatty acids that make up the natural lipids. Essential higher fatty acids (NVZHK) vitamins «F».
84) Triacylglycerol. Simple and mixed fats. The solid and liquid fats. Iodine number - as a measure of
unsaturated fat.
85) Phospholipids. Aminoalcohols, within the structure of phosphoglycerides and genetic link between
them.
86) The
structure
of
phosphoglycerides.
Phosphatidic
acid.
Phosphatidylserines,
phosphatidylethanolamines, phosphatidylcholines. Bifilnost these compounds.
87) Chemical properties saponifiable lipids: hydrolysis (saponification), oxidation, hydrogenation, the
addition reaction of iodine and bromine,.
88) Sterols: cholesterol, ergosterol. Distribution in nature. The biological role.
89) Education holesteridov, ergosteridov with higher fatty acids.
90) Education of vitamins D2 and D3. Value.
91) Bile acid. Cholic acid. Deoxycholic acid. Paired bile acids: glycocholic, taurocholic acid.
Page 92 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
GUIDELINES
FOR STUDENTS INDEPENDENT WORK
By discipline - chemistry, Him 1111
for the specialty - 5B130100 - «General medicine»
chair - Chemistry
Compiled by:
Inorganic Chemistry: Associate Professor, Ph.D. Nechepurenko EV
Organic chemistry: Associate Professor. Ph.D. Almabekova AA
Almaty, 2014 .
Page 93 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
Guidelines for independent work of students are designed in accordance with the Work Programme.
Discussed and approved at a meeting of the Department of Chemistry «____»___________20__ ,
protocol №_1_.
Head of Department, Professor
__________________ Aliyev NU
Page 94 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
Independent work of students’ №1
SUBJECT: The nature of the chemical bond. Complex compounds. Medical and biological role of
complex compounds
PURPOSE:
 form a concept of the structure of complex compounds;
 learn to describe the structure of complex compounds on the basis of the theory of Werner;
 justify the use of complex compounds in medicine;
 develop students' motivation for learning chemistry by considering the structure of complex
compounds of iron, cobalt, and others. In the human body;
 develop skills of independent work with the information.
JOB FOR STUDENTS:
1) Study the material of the topic on the above issues using a variety of information sources (can use
literature, specify below).
2) Run the task of different types at the direction of the teacher.
EMBODIMENT:
• independent study of educational material;
• performing tasks as directed by the teacher.
PERFORMANCE CRITERIA:
the requirements for the assignment:
• The number of tasks to be done determines the teacher individually for each student;
• assignments are made in a notebook for the CDS;
• completed assignment must contain the data record, the full record of the phase of the assignment
with the necessary explanations and comments.
ASSESSMENT CRITERIA:
criteria for obtaining the maximum score for the performance SIW:
• handing the job over SIW according to the schedule;
• preparation of the summary;
• the job - and the correct execution of the relevant registration, the ability to explain the structure of
the complex compound, to answer the questions of the teacher, the ability to perform a similar task;
• CDS protection by performing the tested control (mapped control), the ability to answer the
questions of the teacher on the study topic CDS.
Criteria for obtaining the maximum score for the job:
• correctly complete all assignments;
• write complete, correct, presented in a logical sequence required;
• Student explains each action, the essence of the processes of primary and secondary dissociation, the
physical meaning of the instability constant of the complex ion;
• Students know the basic concepts of theme, way to characterize the biological role of the complex
compounds of the body and medical applications of complex compounds;
• student skillfully uses the knowledge gained in the study of other subjects, as well as other disciplines;
• quickly and correctly answers the questions of the teacher on the subject.
COMPLETION DATE: the third lesson
Page 95 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
Literature.
Basic literature:
1. Physical Chemistry. P.Atkins. 2007
2. Organic chemistry. R.Th.Morrison. 2007
Additional literature:
1. Blei I., Odian G. General, Organic and Biochemistry: Connecting Chemistry to Your Life. 2nd
Edition, W.H.Freeman and Company. New York, 2006
CONTROL
Assess the competence of:
1. Self-development.
Control methods:
1. Checking assignments;
2. Perform the test tasks
Test questions
1. What are the structural features of the electron shell of atoms complexing agents must possess?
2. Using specific examples, explain the exchange and donor-acceptor mechanisms of a covalent bond.
Describe the properties of a covalent bond. Hydrogen bonds. Intermolecular and intramolecular
hydrogen bond.
3. Features of the chemical bond in the complex. The mechanisms of formation of donor-acceptor
bond as an example the ammonium cation.
4. Identify the main provisions of the coordination theory of Werner.
5. What is a complex compound? Atoms and ions of the elements which can act as complexing
agents? Why? The coordination number of the complexing.
6. What is a ligand? What are the features of the electronic structure of the ions and molecules that
act as ligands? What is dentnantnost ligand? What is in the inner sphere of the complex
compound? How to calculate the charge of the inner sphere?
7. How are classified complex ions? Which types of isomerism found in complex compounds?
Consider specific examples.
8. Identify the basic principles of the nomenclature of complex compounds.
9. The dissociation of the complex particles. Instability constants and stability. What factors affect the
composition and strength of the complex compounds?
10. What is a chelate? Use of chelates in medicine. What explains the toxicity of heavy metals? What
compounds are used as antidotes for poisoning by salts of heavy metals?
11. Describe the features of the structure of metalloenzymes and other biological complexes
(hemoglobin, chlorophyll, and others.).
INDEPENDENT WORK OF THE STUDENT N2
SUBJECT: Medical and biological significance of s-, p-, d- elements and their compounds
PURPOSE:
 form a concept of biogenic elements and their classification;
 • learn to describe the structure of the electron shell of atoms and ions of nutrients;
 • generate knowledge about the biological role of biogenic s-, p-, d-elements;
Page 96 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
 • develop students' motivation for learning chemistry by considering the biological role of biogenic
elements and their compounds in the use of medical practice;
 • develop skills of independent work with the information.
JOB FOR STUDENTS:
1) Study the material of the topic on the above issues using a variety of information sources (you can
use the literature mentioned below).
2) At the direction of the teacher to perform a task or write a paper (to make the presentation).
Selecting a job depends on the level of training of the student.
Task:
Write electronic formula (as directed by the teacher):
a) nutrient atoms: sodium, potassium, magnesium, calcium, selenium, chlorine, fluorine,
bromine, iodine, iron, cobalt, zinc, copper, molybdenum, manganese, chromium, nickel;
b) ions of nutrients: Na+, K+, Mg2+, Ca2+, Se2+, Cl-, F-, Br-, I-, Fe2+, Co2+, Zn2+, Cu2+, Mo2+,
Mn2+, Ni2+.
Create a brief description of this teacher of nutrients through the following plan:
• topography of the element;
• biological role of the element;
• disorders of the body caused by excess and deficiency of the element;
• medical applications of its compounds.
Exemplary embodiments of the abstracts:
• The biological role of organogenic elements and their compounds in the plant and animal world.
• «Metals life" and the role of their compounds in vivo.
• Endemic diseases: causes, manifestations and prevention methods.
• Malnutrition as a cause of disease.
• Man and the Biosphere. The influence of technological progress on human health.
• Biological role of s-elements and their use in medicine compounds.
• Biological role of p elements and their use in medicine compounds.
• Biological role of d-elements and their use in medicine compounds.
EMBODIMENT:
• independent study of educational material;
• essay writing (drafting presentations) on the topic, said teacher.
PERFORMANCE CRITERIA:
The requirements for the assignment:
• The number of tasks to be done determines the teacher individually for each student;
• assignments are made in a notebook for the CDS;
• completed assignment must contain the data record, the full record of the phase of the
assignment with the necessary explanations and comments.
Requirements for the design and implementation of the abstract:
• The volume of the abstract should be between 4-5 typed pages (applications for work are not
included in the scope of the essay);
• the development of the abstract recommended 8-10 different sources;
Page 97 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
• The abstract should be performed competently, in compliance with the culture of presentation;
• in the course of the text shall refer to the literature used;
• You need to draw a bibliography;
The structure of the essay:
• title page,
• a table of contents (consistent presentation topic Reports indicating the page from which it begins)
• Introduction (articulating the essence of the investigated problem, determining the relevance,
purpose and objectives of the essay)
• the main part (each section of this part of the essay reveals conclusively separate problem, or one of
its sides, is a logical continuation of the previous, in this part may be given tables, charts, graphs,
drawings, and so on.)
• Conclusion (summarizing or given generalized conclusions on the abstract, with guidance)
• a list of references.
EVALUATION CRITERIA:
The criteria for obtaining the maximum score for the implementation of the SIW:
• commissioning tasks on the SIW according to the schedule;
• the job - and the correct execution of the appropriate design, the ability to answer the questions of
the teacher, the ability to perform the same task;
• SIW protection by implementing the tested control (control charted), the ability to answer the
questions of the teacher on the topic studied SIW.
The criteria for obtaining the maximum score for the job:
• correctly performed all tasks;
• Recording is complete, correct, set out in a logical sequence required;
• the student knows the basic concepts of the theme, is able to characterize the biological role of
nutrients and medical applications of their compounds;
• student skillfully uses the knowledge gained in the study of other subjects, as well as other
disciplines;
• quick and correct answers to questions on the subject teacher.
The criteria for obtaining the maximum score for writing an essay:
• commissioning tasks on the SIW according to the schedule;
• writing an essay, design it in accordance with the requirements of his defense;
• performance of the tested control (control chart a), the ability to answer the questions of the teacher
on the topic studied SIW
The criteria for obtaining the maximum score for the implementation of the abstract:
• The content of the abstract is fully consistent with the theme and targets;
• the topic is fully disclosed, used in modern literature sources in sufficient quantities;
• generalized material, made sharp and clear conclusions;
• graphics and illustrations, informative, good quality;
• abstract design fully complies with the requirements;
• student freely oriented in theme material; soundly answers the questions.
COMPLETION DATE: the fifth lesson
Literature.
Basic literature:
1. Physical Chemistry. P.Atkins. 2007
Page 98 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
2. Organic chemistry. R.Th.Morrison. 2007
Additional literature:
1. Blei I., Odian G. General, Organic and Biochemistry: Connecting Chemistry to Your Life. 2nd
Edition, W.H.Freeman and Company. New York, 2006
CONTROL
Assess the competence of:
1. Self-development.
Test questions
1. What elements are called biogenic? What elements are macroelements? To trace elements? What
elements are called organogens? List them. What is their biological function? List the metals of life.
2. Show the structure of the electron shell of the atom in the sample atoms nutrients. Give examples
of the biological role of s-, p-, d-elements. Which compounds of s-and p-elements used in medical
practice, you know?
3. Topography elements in organs, tissues and biological fluids of the body. Define the concepts of
synergy and antagonism elements. What are the main intracellular and extracellular ions. What
nutrients are components of enzymes?
4. Why strontium ion is a calcium ion antagonist? How does the radioactive isotope strontium-90 on
the human body?
5. Describe the biological role of halogen ions. What are the causes of the disease and the lack of
excess? The biological role of fluorine, chlorine, bromine and iodine. The use of compounds in
medicine.
6. The biological role of calcium. Disease, its deficiency and excess.
7. What ions cause the osmotic pressure of blood? What elements form the basis of bone tissue?
8. The biological role of iron. As an effect of excess and a lack of this element?
9. Describe the biological role of zinc ions. What diseases are caused by their lack of?
10. How can compensate for the deficiency in the body of calcium ions (iodine, iron)?
11. What is the connection of nutrients used as PLASMA, re-hydrates, antiseptic, laxative? Provide
examples of inorganic compounds used as disinfectants?
INDEPENDENT WORK OF THE STUDENT №3
THEME: Classification and nomenclature of isomerism organic compounds. Reactivity of hydrocarbons.
PURPOSE:
 generalize and systematize the knowledge of students on hydrocarbons.
 Generate students' knowledge of the classification of isomerism, nomenclature, reactivity
hydrocarbons.
 develop the skills of drawing up the names of organic compounds by the IUPAC nomenclature and
skills for solving equations of chemical reactions.
 Encourage cognitive activity of students, implementing interdisciplinary communication courses of
chemistry, biology, biochemistry, ecology.
LEARNING OBJECTIVES:
the student will be able to:
Page 99 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
 installed by the structural formula and functional groups in the molecule belongs to a class of organic
compounds.
 Correlate reactivity of hydrocarbons.
 Produce Organic title compound IUPAC and, conversely, the title constitute structural formula.
 Independently be able to understand the structural and spatial isomers of organic compounds.
 process large amounts of information and highlight important.
 To develop the ability to synthesize, analyze, process information, goal setting and choice of ways to
achieve it.
TASKS:
1. To study the material on the topic:
1) Classification attributes of organic compounds: structure of the carbon skeleton and the nature of
the functional group.
2) Structural formula, structural isomers. Organic radicals.
3) Basic rules of names according to the nomenclature for organic compounds
4) functional groups. Classification and nomenclature of functional derivatives of hydrocarbons,
alcohols, phenols, thiols, amines.
5) Radical substitution characteristic of saturated hydrocarbons (halogenation reaction). Peroxide
oxidation of hydrocarbons.
6) Electrophilic addition characteristic of unsaturated hydrocarbons (halogenation reaction,
gidrogalogenirovaniya, hydration). Influence of electron donor and electron-withdrawing substituents
on the reaction of electrophilic addition. Markovnikov's rule.
7) electrophilic substitution reactions characteristic for aromatic hydrocarbons (nitration, sulfonation,
acylation). Influence of electron and electron-withdrawing substituents on the reactivity of the arenes
in electrophilic substitution reactions.
2. Write a synopsis Related.
3. Run Job:
1) Write the formula of these compounds: 4-methyl-pentene-2; cyclohexane; 2,4-dimethylpentane;
ortho-methylethylbenzene; 1,3-pentadiene.
2) Write and name three isomers of hexane. Indicate in their primary, secondary, tertiary and quaternary
carbons.
3) Write the structural formula and name all possible alkenes composition S5N10. Which of them can
exist in cis and trans forms?
4) Write and call the radicals of propane, butane, benzene.
5) Ethyl alcohol has a molecular formula S2N6O. What other compound corresponds to the formula?
Write and call these structural isomers.
Page 100 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
6) Write the structural formula of naphthalene, phenanthrene and justify its belonging to aromatic
compounds. Write complete hydrogenation reaction of phenanthrene and name the final product.
7) Write the reaction of the peroxide oxidation of ethane, propane.
8) Write oxidation of propene, 2-methyl butene-2 with potassium permanganate.
9) Write the reduction reaction butadiena- 1,3, 1,2-butadiene.
10) Write the oxidation of toluene, ethylbenzene, benzene.
EMBODIMENT:
- - Self-study training material, followed by an assignment, the teacher proposed;
- - Preparation of abstracts on the topic in the form of answers to the proposed questions;
COMPLETION DATE: the 6-th lesson
ASSESSMENT CRITERIA:
criteria for obtaining the maximum score for the execution of the SIW:
- deposit assignments cds according to schedule;
- drawing up the summary in accordance with the requirements of his defense;
- exercises;
- implementation of the tested control (mapped control)
- the ability to answer the questions of the teacher on the study topic SIW.
Control:
Methods of assessment of competencies in this lesson include:
Assessment of competence "Cultivation and Development", held by the answers to the questions with the
written survey (tested or mapped control); performance of tasks; Verification synopsis on the topic;
Crossword.
Literature.
Basic literature:
1. Physical Chemistry. P.Atkins. 2007
2. Organic chemistry. R.Th.Morrison. 2007
Additional literature:
1. Blei I., Odian G. General, Organic and Biochemistry: Connecting Chemistry to Your Life. 2nd
Edition, W.H.Freeman and Company. New York, 2006
CONTROL:
Tests:
1. What name does not match the structural formula of the radical?
1) С6Н5- phenyl
2) С6Н5-СН2- benzyl
3) 3) СН3-СН2-СН-СН2-СН2-СН3 tertiary hexyl
4) 4) СН2= СН- vinyl
5) СН3- methyl
2. Name the compound of the rational nomenclature:
ÑÍ
3
ÑÍ
2
ÑÍ
2
ÑÍ
2
ÑÍ
ÑÍ
2
ÑÍ
3
CH3
Page 101 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
1) metiletilbutilmetan
2) etilizobutilmetan
3) propilizobutilmetan
4) izopropilbutilmetan
5) metiletilpropilmetan
3. The number of primary carbon atoms in n-pentane:
1) 1
2) 2
3) 3
4) 4
5) 5
4. Name the compound according to the international nomenclature:
CH3
ÑÍ
3
ÑÍ
2
Ñ
Ñ
Ñ
ÑÍ
ÑÍ
2
ÑÍ
3
3
1) 1) 5.5 - dimetilgeptin -3
2) 2) 3,3 - dimetilgeptin- 4
3) 3) 5.5 -dimetilgepten- 3
4) 4) 5-methyl-5-etilgeptin-3
5) 5) 3.3 - dimetilgeksin-.4
5. What type of reactions include reacting methane with chlorine during irradiation
UV light?
СН4+ СІ2
СН3СІ +НСІ
1) nucleophilic substitution
2) electrophilic substitution
3) radical addition
4) radical substitution
5) electrophilic substitution
6. Specify the product of oxidation of propylene:
1) С3Н7СOH
2) СН3 – O – СН3
3) СН3СН2COH
4) СН2(OН)СН(OH)СН3
5) СН3СOCH3
7. Which of these compounds is the reaction product of 1,3-butadiene with one mole of hydrogen
chloride?
1) СН3-СНСІ-СНСІ-СН3
2) СН3-СНСІ-СН2-СН3
3) СН3-СН=СН-СН2-СІ
4) СН2СІ-СНСІ-СН=СН2
5) СН2СІ-СН2-СH=CH2
8. Which product is formed by reacting propene with water in an acidic medium?
1) propanol-1;
2) 2-propanol;
3) 1,2-propanediol;
Page 102 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
4) propen-2-ol;
5) 1,3-propanediol;
9. Upon accession to propene by Markovnikov's rule of hydrochloric acid is obtained:
1) 2-chloropropane
2) 1-chloropropane
3) 1-chlorobutane
4) 1-hlorpropin
5) 1-hlorbutin
10. Which of these compounds is the reaction product of nitric acid with nitrobenzene?
1) 1,3-dinitrobenzene
2) 1,4-dinitrobenzene
3) 1,2-dinitrobenzene
4) 1,2,3-trinitrobenzene
5) 1,2,4-trinitrobenzene
СРС №4
THEME: α-Amino acids: classification, structure, nomenclature.
PURPOSE:
1. Develop the skills of independent work on finding information about the α-amino acids, their
classification, structure, nomenclature and stereoisomerism.
2. Generate the skills and analytical skills while working with professional literature and solving
situational problems.
LEARNING OBJECTIVES:
Student will be able to:
1) independently using the rules of chemical nomenclature to disassemble the structure, nomenclature 20
-amino acid composition of proteins belonging to the.
2) Disassemble the classification of -amino acids.
3) determine the presence in the molecule of the center of chirality and represent the spatial structure of
-amino acids.
4) Develop the ability to study professional literature and research on the Internet.
TASKS:
1. Study the material on the topic:
• Classification of -amino acids on the chemical nature of the radical.
• Classification -amino considering the total number of carboxyl and amino groups in the
molecule -amino acids.
• essential and nonessential (valine, leucine, isoleucine, methionine, threonine, phenylalanine,
tryptophan, lysine) amino acid.
• Conditionally essential amino acids (histidine and arginine).
• stereoisomers -amino acids. D- and L-series.
• Acid-base properties of the -amino acids.
2. Write notes on the topic.
3. Create a crossword puzzle on the topic.
4. Run Job:
Page 103 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
For 20 major -amino acids (as directed by the instructor), belonging to the proteins indicate: the
structure (formula), common name, the name on a systematic nomenclature, three-letter designation.
EMBODIMENT:
- Self-study training material, followed by an assignment, the teacher proposed;
- Preparation of abstracts on the topic in the form of answers to the proposed questions;
- Preparation crossword Related.
PERFORMANCE CRITERIA:
Requirements for the implementation and execution of the crossword
- In a crossword should be the main issues of the topic;
- In a crossword should be included at least 30 words;
- Number of references should be at least 8-10;
- Crossword must be completed and issued correctly;
- In the course of presentation crossword must be references to the literature used;
- The right to issue a bibliography.
Structure crossword:
- Title page
- Quoted crossword horizontally with the number;
- Quoted crossword vertically with the number;
- The answers to crossword puzzles with the number of words in the horizontal and vertical number of
words;
- References (used modern literature sources in sufficient quantities).
COMPLETION DATE: the 7-th lesson
ASSESSMENT CRITERIA:
Criteria for obtaining the maximum score for the execution of the SIW:
- Deposit assignments SIW according to schedule;
- Drawing up the summary in accordance with the requirements of his defense;
- Requirements for the drawing up of a crossword puzzle;
- Exercises;
- Implementation of the tested control (mapped control)
- The ability to answer the questions of the teacher on the study topic SIW.
Control:
Methods of assessment of competencies in this lesson include:
Assessment of competence
"Cultivation and Development", held by the answers to the questions with the written survey (tested or
mapped control); performance of tasks; Verification synopsis on the topic; crossword.
Literature.
Basic literature:
1. Physical Chemistry. P.Atkins. 2007
2. Organic chemistry. R.Th.Morrison. 2007
Additional literature:
1. Blei I., Odian G. General, Organic and Biochemistry: Connecting Chemistry to Your Life. 2nd
Edition, W.H.Freeman and Company. New York, 2006
Page 104 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
CONTROL:
Tasts:
1. Neutral α - amino acid:
1) Aspartic acid
2) Glutamic acid
3) Arginine
4) Lysine
5) Valine
2. The base α - amino acid:
1) Aspartic acid
2) Alanine
3) Isoleucine
4) Lysine
5) Valine
3. Amide of glutamine (α-aminopentanedioic) acid:
1) HOOC – CH(NH2) – CH2 – COOH
2) HOOC – CH(NH2) – CH2 – CONH2
3) HOOC – CH(NH2) – CH2 – CH2CONH2
4) CH3 – CH(NH2) – CONH2
5) HOOC – CH2 – CH2 – CONH2
4. Aspartic amide (α-amino succinic acid):
1) HOOC – CH(NH2) – CH2 – COOH
2) HOOC – CH(NH2) – CH2 – CONH2
3) HOOC – CH(NH2) – CH2 – CH2CONH2
4) CH3 – CH(NH2) – CONH2
5) HOOC – CH2 – CH2 – CONH2
5. Cysteine (α-amino-β-thiopropionic acid) has the formula:
1) СН3 – СН(NН2) – СООН
2) NН2 – СН2 – СН2 – ОН
3) НS – СН2 – СН(NН2) – СООН
4) СН3 – СН(ОН) – СН2 – NН2
5) NН2 – СН2 – СООН
6. Name compound: CH3 – CH(CH3)– CH2 – CH(NH2)– COOH
1) isoleucine (α- amino-β- methylvaleric acid)
2) valine (α- aminoisovalerate)
3) leucine (α- aminoizokapronovaya acid)
4) glycine (aminoacetic acid)
5) Alanine (α- aminopropionic acid)
7. Serine α- amino-β- hydroxypropionic acid) has the formula:
1) НОСН2 – СН(NН2) – СООН
2) СН3–СН(ОН)– СН(NН2) – СООН
3) НSСН2 – СН(NН2) – СООН
4) СН3 – СН(ОН) – СН2 – NН2
5) NН2 – СН2 – СООН
8. Which of the α-amino acid refers to an acidic α-amino acids?
1) Tryptophan
2) lysine
Page 105 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
3) glutamic acid
4) leucine
5) glycine
9. Indispensable α-amino acids are:
1) Serine
2) valine
3) cysteine
4) glutamic acid
5) threonine
10. Essential α-amino acids are:
1) Aspartic acid
2) Leucine
3) Phenylalanine
4) Hydroxyproline
5) Lysine
Page 106 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
INSTRUMENT TOOLS
for the final assessment of the knowledge, skills and abilities
By discipline - chemistry, Him 1111
for the specialty - 5B130100 - «General medicine»
chair - Chemistry
Compiled by:
Inorganic Chemistry: Associate Professor, Ph.D. Nechepurenko EV
Organic chemistry: Associate Professor. Ph.D. Almabekova AA
Almaty, 2014 .
Page 107 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
Guidelines for instrument tools are designed in accordance with the Work Programme.
Discussed and approved at a meeting of the Department of Chemistry «____»___________20__ ,
protocol №_1_.
Head of Department, Professor
__________________ Aliyev NU
Page 108 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
EXAMINATION TESTS
Theory of solution
1. Which of the following substances has the equivalence factor (fэ) equal to one?
2. Which of the following substances has the equivalence factor (fэ) equal to 1/2?
3. Which of the following substances has the equivalence factor (fэ) equal to 1/3?
4. Which of the following substances has the equivalence factor (fэ) equal to 1/6?
5. Which of the following has the units mol / kg?
6. Which of these formulae is used to calculation of molar concentration?
7. Which of the following is used to calculate molar concentration of equivalent?
8. Which of the following formulas is used to calculate mass portion of solution?
9. 1 liter of solution contains 3.65 g of hydrogen chloride. What is the molar concentration of the
solution?
10. Hypertensive gauze bandages soaked in 10% waters solution of sodium chloride are used in surgery.
How many grams of salt and water do you need to take to prepare 500 g of this solution?
11. In 95 grams of water 5 g of glucose is dissolved. What is the mass portion of glucose (%) in the
resulting solution?
12. What is the relation between boiling point elevation with boiling point of pure solvent?
13. Which of the following forms 3% Н2О2 solution?
14. Ebullioskopic constant of water (E) is 0,52о. What is the boiling point of water solution containing
glucose of molal concentration equal to 1 mol / kg?
15. Which of the following solution is hypertonic to blood plasma?
16. Which of the following solution is isotonic to the blood plasma?
17. Which of the following solution is hypotonic to the blood plasma?
18. Osmotic pressure determines the elasticity of cells, tissue elasticity and saving of some organs. What
phenomenon?
19. When RBC are kept in a hypertonic solution they result in swelling and rupture of membrane. What is
the phenomenon occurred is called?
20. When you add cells to hypotonic solution it results in compression and wrinkling. What is this
phenomenon?
21. Which of the following solution can be used as intravenous injection?
22. In water solution, which of the following substances has maximum temperature of freezing, if the
equivalent molar concentrations of these solutions are the same?
23. In water solution which of the following substances has minimum freezing temperature, if the
equivalent molar concentrations of these solutions are the same?
24. Which pair of solutions from below are isotonic to each other when their concentrations are 0.1 mol/l
and the temperatures are also the same?
25. What is the name of part of the osmotic pressure indicated to the presence of high-molecular
components in solution?
26. Which of the following group of compounds has the same value of equivalence factor?
27. What do you call a solution that contains osmotic pressure more than the standard values?
28. The adding of RBC in a 10% solution of sodium chloride result in the phenomenon?
29. What is the phenomenon observed when the RBC are added to 0.1% solution of sodium chloride?
30. Salt solutions have the same molar concentration of 0.01 mol / l. Which pair of the following
solutions contain the same number of particles in 1 liter of solution?
31. Molar mass of CaSO4 is 136 g / mol. What is the equivalent molar mass of CaSO4 (g / mol)?
32. Molar mass equivalent of NaOH is 40 g / mol. What is the molar mass of NaOH (g / mol)?
Page 109 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
33. Equivalent molar mass Al(OH)3 is 26 g / mol. What is the molar mass of Al(OH)3 (g / mol)?
34. g / mol - a unit is used for measuring of which of the following?
35. The amount of substance, can be calculated as the ratio?
36. Equivalent amount of substance, can be calculated as the ratio?
37. What value can be calculated as the product of the equivalence factor and molar mass of the
substance?
38. Which property of the following represents the ratio of the solute to the volume of the solution?
39. Which property of the following represents the amount of substance ratio of equivalents of solute to
the volume of the solution?
40. Which property of the following represents the ratio of the solute to the solvent weight?
Buffer solution
1. Choose the correct formula to calculate the concentration of hydrogen ions in a strong monobasic acid
solution?
2. Which statement is true for a neutral solution?
3. Which component of bicarbonate buffer will react while adding a small quantity of hydrochloric acid?
4. Which of equation of the following can calculate the concentration of hydrogen ions in an acetate
buffer solution?
5. Which of the following compounds are parts of the bicarbonate buffer solution?
6. Which of the following substances are components of a phosphate buffer solution?
7. Which of the following compounds are parts of the ammonia buffer solution?
8. Which solution complied [H +] <[OH-]?
9. Which solution has ratio[H+] > [OH-]?
10. Calculate the ion concentration [H +] in pure water at 25 ° C (mol / L)?
11. Calculate the concentration of Сон-, if Сн+ = 10-4?
12. Which formula of the following is used to calculate the pH in water solutions?
13. What is the sum of pH and pOH for dilute water solutions?
14. What condition of the following is met in a neutral water solution?
15. What is the name of the reaction in which the medium of body fluid changes to the acidic side?
16. What is the name of reaction in which the medium of body changes to alkaline side?
17. What is the hydrogen ion concentration (mole/ litre) in water solution with pOH = 11?
18. What are the components of the acid buffer solution?
19. The compounds that all components of basic buffer solution?
20. What is the state of the solution if pOH = 13?
21. What is the pH of a solution of sodium hydroxide if СNаОН = 0.001 mol / L?
22. What relation is true for the solution of HCl with 0.1 mol / l?
23. What among the following statement indicate pH value in acidic solution?
24. For water solutions of following substances follow the condition [H +]> [OH-]?
25. According to what formula can we calculate the concentration of hydrogen ions in a solution of acetic
acid?
26. According to which formula can we calculate the concentration of hydrogen ions in a solution of
ammonium hydroxide?
27. For KOH solution with a concentration of 0.01 mol / L what following statements all true?
28. For KOH solution with a concentration of 0.001 mol / L what following statements all true?
Page 110 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
29. What is the ionization constant Kb for a weak base solution with a concentration of 0.1 mol / l and the
degree of ionization α = 0,001?
30. What is the degree of ionization of a weak solution for α base with a concentration of 0.1 mol / l and
ionization constant Kb equal to 10-7?
31. How is constant Кw = Сн+ . Сон- called?
32. What is the ionic product Кw pure water at 25 ° C?
33. What value remains constant while adding a small amount of strong acid or base to a buffer solution?
34. Which of the following substances keeps a constant pH
35. Which of the following variables characterizes the volume fraction of chemically bound CO2 in 100
ml of blood plasma?
36. In which solution is Сн+ = Сон- = 10-7?
The complex compounds
1. What is the oxidation state in the central metal atom of the following complex [Co(CN)4(H2O)2]-?
2. What is the oxidation state of chelator in the particles of [CrCl2CN(H2O)3]?
3. What is the charge of the particle complex [Co(NO2)3(NH3)2]x, in which the complexant is Co (III)?
4. What is the charge of the complex ion [PtCl (OH) 5] x, in which the complexant is Pt (IV)?
5. What of the following formulae corresponds to the complex compound potassium
monobromopentanitroplatinat (IV)?
6. What of the following formulae corresponds to the complex compound sodium
pentatsianomonoamminferrat (II)?
7. What of the following formulae corresponds to the complex compound pentaamminbromocobalt (III)
sulfate?
8. What is the oxidation state of gold in the complex ion [Au(CN)2Br2]-?
9. Which formula corresponds to a cation complex?
10. Which formula corresponds to a anionic complex?
11. Which formula corresponds to a neutral complex?
12. What is the central metal atom in the complex compound[Co(NH3)5Cl]Cl2?
13. What are the ligands in complex compounds(NH4)2[Pt(OH)2Cl4]?
14. What is the central metal atom in the complex compound (NH4)2[Pt(OH)2Cl4]?
15. What is the bond formed in which the electrons of one atom all almost transferred to the other atom?
16. Which of the following chemical bond is formed when the electrons are partially shifted from one
atom to another?
17. Which of the following chemical bond is formed by equally sharing of electrons between atoms?
18. Which of the following chemical bond is formed by the outer electrons of the metal atoms in the
crystal lattice of the metal?
19. What is the characteristic of the chemical bond present between hydrogen atom and an highly
electronegative atom?
20. How is the maximum number of coordination sites that are able to occupy the ligand?
Structure of atom. The biogen elements
1. How many electrons does Ba2 + have if its atomic number is 56?
2. How many electrons does I- have if its atomic number is 53?
3. How many electrons does Fe3+ have if its atomic number is 26?
4. Which of the following element is toxic to humans?
Page 111 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
5. Which of these elements forms basis of bone compounds?
6. Which of the following is used as an antiseptic?
7. What of the following substance is used to increase the acidity of gastric juice?
8. What of the following substance is used to low the high acidity of the gastric juice and heartburn?
9. What is the main intracellular ion?
10. What is the main extracellular ion?
11. Which of the following comes under macroelement?
12. Which element is organogenic?
13. Which of the following element belongs to trace element?
14. The deficiency of which element is the reason of "endemic goitre"?
15. Which of the following ions is central metal atom in hemoglobin?
16. The deficiency of which element causes osteoporosis?
17. The deficiency of fluoride in tooth results in what disease among following?
18. Excess of fluorine results in which of the following disease?
19. Which of the following is resulted due to systematic inhaling of coal dust?
20. Which of the following is resulted due to systematic inhaling of aluminum oxide dust?
21. Cobalt, which is part of vitamin B12 is
22. Zinc, which is part of the insulin is
Chemical Thermodynamics
1. "0.9% NaCl solution in a sealed tube” is what type of a thermodynamic system?
2. Which of the following is a homogeneous thermodynamic system?
3. Which of the following is a heterogeneous thermodynamical system?
4. What thermodynamic system of the following transfers to the environment mass (substanse) and
energy?
5. Which of the following is a closed thermodynamic system?
6. Which of the following thermodynamic system (equal amount of substance) that will have the lowest
value of entropy?
7. Which thermodynamic quantity is a measure of the chemical reactivity of the system?
8. How does the heat and enthalpy change in an endothermic reaction?
9. How does the heat and enthalpy change in an exothermic reaction?
10. In which of the following chemical reactions that occur in gas phase, the entropy of the system is not
changing?
11. In which of the following chemical reactions that occur in gas phase, the entropy of the system is
increasing?
12. Human being is what type of thermodynamical system?
13. In which of the following conditions, biochemical reactions take place in the living cell?
14. The heat of formation of what substance is equal to zero?
15. Which of the following terms represent the amount of heat released or absorbed during the formation
of 1 mole of a substance from simple substances at standard conditions is?
16. “The heat of decomposition of a chemical compound is equal in magnitude and opposite in sign to the
heat of his education "- the statement represents what of the following
17. What in the following formula corresponds to the mathematical expression of the law of LavoisierLaplace?
18. Which of the following will be equal to the enthalpy of the decomposition reaction of two moles of
water if the reaction enthalpy of formation of one mole of water is -241,6 kJ?
Page 112 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
19. "The thermal effect of chemical reactions do not depend on the number of intermediate stages, and is
determined only by the initial and final state of the system and view" – the statements represents which of
the following
20. Which of the following formulae determines the thermal effect of isochoric process?
21. Which of the following substances doesn’t have the heat of formation as zero?
22. How does the entropy change when the state of substance changes from crystal to liquid and then
liquid to gas?
Kinetics of chemical reactions
1. The rate of a chemical reaction defined as?
2. The dependence of the rate of the direct reaction 2NO + O2 = 2NO2 on the concentration of reactants
defined as?
3. The dependence of the rate of the reverse reaction 2NO + O2 = 2NO2 on the concentration of reactants
defined as?
4. Which equation corresponds to the law of mass action for the direct reaction A + B + B  AB2?
5. Which of the following is the particular character of catalytic action of enzymes?
6. Which of the following equations represents first order reaction?
7. What is the function of enzymes in living organisms?
8. Which of the following reaction supports the equation w = kC (O2)?
9. Which of the following rule is used to determination of the shelf life of the drug?
10. If the pressure of the reaction CaCO3 (s) = CaO (s) + CO2 (g) is increased by 5 times at what rate the
speed of the reaction changes?
11. Which of the following reaction is trimolecular?
12. Which of the following formulae corresponds to the calculation of equilibrium constant in the reaction
2NO (g) + Cl2 (g)  2NOCl (g)?
13. Which of the following formulae corresponds to the expression of the law of mass action in the direct
reaction CaCO3 (s)  CO2 (g) + CaO (s)?
14. The temperature coefficient of the reaction γ = 3. How to change the rate of a chemical reaction when
temperature rises from 25 ° C to 55 ° C?
15. Which of the following ratio is proportional to the value of the chemical reaction rate?
16. Definition of rate constant is which of the following statements?
17. Quantitatively expressed as the influence of concentration of reactants on the rate of chemical
reaction?
18. Which law is quantitatively expressed as the unfluence of concentrations of reactants on the rate of
chemical reaction?
19. Which statement of the characters of enzyme is correect?
20. Which of the following reactions is homogeneous chemical reaction?
21. Which of the following reactions is heterogeneous chemical reaction?
Oxidation-reduction processes
1. What do you call a potential jump that occurs at the interface of a solution and another solution?
2. Which of the following element has the highest oxidizing properties?
3. Which of the following formulae is used to calculate the EMF of galvanic sell?
4. Which of the following is electrode of the first type?
5. Which of the following is electrode of the second type?
6. Which of the following reaction equations corresponds to an oxidation-reduction process?
Page 113 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
7. System (+) Ag │ AgNO3 (0,1 N) ║ AgNO3 (0.01N) │ Ag (-) is
8. What is the potential of the hydrogen electrode (V) if hydrogen ion contration [H+] = 10-2?
9. What is the potential of the hydrogen electrode (В) if рН=10?
10. Which of electrodes are used for the potentiometric determination of the pH of body fluids?
11. Which electrode is used as the electrode in determining pH of gastric juice by potentiometric titration?
12. Which of the following reaction occurs in a galvanic cell (-) Fe / FeSО4 // CuSО4 / Сu (+), (φ0 Fe / Fe2+
= - 0,44 В ; φ0 Сu / Сu2+ = +0,34 В)?
13. Which of the following reaction occurs in a galvanic cell(-) Zn/ZnS04 //CuS04 /Сu (+) (φ0Zn/Zn2+ = 0,76 B ; φ0Cu/Cu2+ = +0,34 B)?
14. Which of the following reaction occurs in a galvanic cell(-)Zn /ZnS04 // NiS04 /Ni (+) (φ0 Zn/Zn2+ = 0,76 B ; φ0 Ni/Ni2+ = -0,25 B)?
15. What do you call a potential jump that occurs at the interface that is metal - solution of a salt?
16. What do you call a potential jump that occurs at the interface that is membrane - solution due to
selective permeability of the membrane?
17. Which of the following defines EMF of cell?
18. Which of the following represents metal plate, put in a solution of the metal salt?
19. Which of the following represents a metal covered of a insoluble metal salt put in solution of soluble
salt with a common anion?
20. Which of the following represents the cell consists of a two electrodes composed of the same metal
put in its metal salt solutions with different concentrations?
21. What is galvanic chain (-) Zn/ZnS04 // CuS04 / Сu ( + ) called?
22. Which of the following system has highest oxidative properties?
Surface phenomena
1. Which of the following formulae calculates the value of the surface activity?
2. Which of the following formulae calculates the value of the adsorption of the dissolved substance on
the moving phase boundary?
3. Which of the following statements correspond of adsorption equilibrium?
4. Which of the following terms can be used to describe the situation in which adsorption rate equals
desorption rate?
5. Which of the following substances can be used for cationites regeneration?
6. What method can be used in order to prevent blood clotting in its preservation by the removal of Ca 2 +
ions?
7. Which substance possesses surface activity among the following?
8. Which ion has the highest adsorption capacity?
9. Which substance will be adsorbed on the surface of activated carbon in the form of molecules?
10. Which equation describes the adsorption at the interface of solid – liquid among the following?
11. According to Duclos-Traube rule, how the surface activity of water solutions of the compounds of one
homologous series change if carbon chain is elongated by one -CH2- group?
12. Which group possesses hydrophilic properties among the following?
13. Which group has hydrophobic properties among the following?
14. According to the rule of Paneth-Fajans which ion is adsorbed on the surface of silver bromide?
15. Which substance is a surface-active among the following?
16. Surface tension isotherm shows the dependence of the surface tension σ on?
17. In what substance quantity of surface activity is maximal?
18. Which of the following has the lowest surface activity?
Page 114 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
19. Adsorption isotherm shows that G depends on?
20. “Solid adsorbent adsorb ions which can finish building its crystal lattice” – the statements represents
which of the following
21. How does the surface activity in the hydrocarbon chain elongation gets effected by one
-CH2- group according to Duclos-Traube role?
22. Which of the following terms can be used to describe the situation in which substance accumulates in
the volume of other substance?
23. What is a characteristic phenomenon of chemisorption?
Disperse systems
1. What characterizes the isoelectric state of granule?
2. How does the process of sedimentation of large aggregates by gravity?
3. Which solution of electrolyte possesses the greatest coagulating effect on the sol with negatively
charged particles?
4. Which solution electrolyte possesses the greatest effect on the coagulating sol with positively charged
particles?
5. Which solution of electrolyte possesses the greatest coagulating effect on the sol with negatively
charged particles?
6. Which solution electrolyte possesses the greatest effect on the coagulating sol barium sulfate produced
in excess of barium chloride?
7. Which solution electrolyte possesses the greatest effect on the coagulating sol silver chloride produced
in excess of silver nitrate?
8. The highest rate of coagulated particles is:
9. Which method is used for purification of colloidal solutions of low molecular weight impurities?
10. What is the method of purification of colloidal solutions which is based on the use of semi- permeable
membranes and a solvent?
11. What is the method of purification of colloidal solution based on pressure difference on each side of a
semi-permeable membrane?
12. Which dispersed system will be observed Tyndall cone among the following?
13. What is the potential-determining ion obtained in the Prussian blue sol Fe4[Fe(CN)6]3 obtained by the
action of FeCl3 on excess К4[Fe(CN)6]?
14. What is the potential-determining ion obtained in the Prussian blue sol Fe4[Fe(CN)6]3 obtained by the
action of К4[Fe(CN)6] on excess FeCl3?
15. What is the process of combining the colloidal particles into larger aggregates?
16. What is the formula that corresponds to the micelle sol barium sulfate stabilized by excess K2SO4?
17. Which ion more quickly causes coagulation of negatively charged sol?
18. What ions can be determining for potential sol iron sulfide?
19. What is the formula that corresponds to the micellar sol silver bromide stabilized by silver nitrate?
20. What is a continuous random motion of colloidal particles?
21. What is called spontaneous alignment of concentration of the colloidal particles throughout the
volume?
22. In which solution is observed the most intense Brownian motion?
23. What kind of particles don't have a Brownian motion?
24. For what particles of the dispersed phase in solutions are diffusion rate maximal?
25. For what particles of the dispersed phase in solutions are diffusion rate minimal?
26. For what particles of the dispersed phase of solution is sedimentation rate maximal?
27. For what particles of the dispersed phase of solutions is sedimentation phenomenon not observed?
Page 115 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
28. What is called the motion of charged colloidal particles to an oppositely charged electrode?
29. What is called the moving dispersion medium compared of the dispersed phase?
30. As the movement is called the dispersed phase and the dispersion medium with respect to each other
under the influence of an external electric field?
High molecular weight compounds
1. What happens with the limited swelling of macromolecular compounds?
2. What is the name not hydrolytic violation of the unique structure of the native protein, characterized by
changes in the physico-chemical and biological properties?
3. What do you call a spontaneous process of absorption of low molecular weight solvent macromolecular
substances, characterized by an increase in weight and volume?
4. What formula calculates the degree of swelling of the polymer?
5. What is the value of pH, where the net charge of the protein molecule is zero?
6. What happens with an unlimited swelling of polymer?
7. What is the quantitative measure of the swelling?
8. At what pH the least swelling of proteins occurs?
9. What is the name of the process of precipitation of high-molecular compounds by electrolyte solutions?
10. What is the name of fusion of hydration shells macromolecular without combining the particles
themselves?
11. The isoelectric point of albumin is pH = 4.8. What would be the value of pH of the solution (if
albumin molecules are positively charged and electrophoresis transferred to the cathode)?
12. Solution containing a mixture of proteins: γ-globulin blood (pI = 6,40); serum albumin (pI = 4,64);
cytochrome c (pI = 10,70). What would be the value of pH that makes the protein electrophoretically
separated?
13. What is oncotic pressure?
14. In the pharmacy to prolong the action, increasing stability and masking the unpleasant taste of the
drug used microencapsulation. What is process is the basis of micro-encapsulation?
15. What do we call the formation polymers from monomers (the second product is low-molecular
compound e.g. NH3, H2O, CO2, HCl)?
16. Name the reactions that produce proteins?
17. How is the ability of the gels under the influence of mechanical action liquefy and then resting again
jel?
18. The a process jelly separation into two phases to form densified and diluted sol gel is called?
19. In which case there is the least swelling of the gelatin?
20. What is affect of the temperature on the viscosity of polymer solutions?
Tests on legal competence
1. What is the basic rule in helping the case of acute poisoning by toxic substances, regardless of the
severity of poisoning and the condition of the victims?
2. What we shouldn’t do to a person who is shocked by electricity?
3. Which containers with chemicals and chemical substances are allowed to use in the lab?
4. What is the name a substance or mixture that is added to the organic material to reduce its
flammability?
5. At the chemical burns the affected area is washed with water from the tap for a long time (at least 15
minutes). What substance solution should be applicated to treat the burn area?
6. What is the concentration name of harmful substances, which in are there daily at the workplace
Page 116 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
(except weekends) during the entire working experience can not cause diseases or health deviations
detected by modern methods studies in operation or in the late periods of life of present and future
generations?
Examination tests of organic chemistry
Section I. Classification of organic compounds. Nomenclature. Isomerism
1. What is the name of the following compound of the IUPAC nomenclature?
CH3 CH CH2 CH CH CH3
CH3 CH3
C2H5
2. What name is a compound of the substitution IUPAC nomenclature?
H5C2
C2H5
C
C
C3H7
H3C
3. According to International (substitution) nomenclature what the is name of this compound (CH3) 2CH C(CH 3)2 - CH2 - CH3?
4. According to International (substitution) nomenclature what the name of this compound?
CH3
CH2
CH
CH3
C
CH3
5. What is the name of the following compound of the rational nomenclature?
ÑÍ
3
ÑÍ
ÑÍ
2
2
ÑÍ
2
ÑÍ
ÑÍ
2
ÑÍ
3
CH3
6. What name is a compound of a rational nomenclature?
CH3
CH2 CH2 CH3
CH3 CH2 C
CH3
7. What name is corresponds to a hydrocarbon radical?
CH3
8. What is the name of corresponds to a hydrocarbon radical?
CH3
CH3
C
CH3
9. What is the name of corresponds to a hydrocarbon radical?
Page 117 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
CH3
CH3 CH
CH2
10. How many secondary carbon atoms are in the compound?
CH3
CH3
CH2 C
CH
CH3
CH2 CH2 CH3
CH3
11. What is the number of primary carbon atoms in the molecule 2,2-dimethylbutane?
12. Which class of organic compounds does this compound belong to?
O
CH3
C
O C3H7
13. Which class of organic compounds does this compound belong to?
CH3 C CH2 CH3
O
14. Which class of organic compounds does this compound belong to?
Î
ÑÍ
3
ÑÍ
2
Ñ Í
15. Which class of organic compounds does this compound belong to?
СН3–СН2–О–СН2–СН3
16. What is the name of this compound that corresponds to this formula?
CH3
CH3
H5C2
17. What is the name of this compound that corresponds to this formula?
CH3
CH3
18. According to the substitution nomenclature which name corresponds to p-aminosalicylic acid
(PASA), which is used as anti-tuberculosis drugs?
COOH
OH
NH2
Page 118 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
19. We have the next compounds С7Н14, С8Н18, С2Н2, С6Н6, С10Н22. How many of them are saturated
hydrocarbons?
20. We have hydrocarbon radical СН2  СН – СН2 –. Which is hydrocarbon corresponds to this radical?
21. We have hydrocarbon radical С6Н5 –. Which it hydrocarbon corresponds to this radical?
22. Amino acid serine HO-CH2-CH(NH2)-COOH part of proteins. This of the available functional groups
in the molecule serine reflected in the title according to the rules substitution IUPAC nomenclature as a
prefix:
23. Propanol and methoxyethane are compounds that have the same composition. What are these
compounds called?
24. What do you call a hydrocarbon radical C6H5CH2 -?
25. What do you call a hydrocarbon radical СН2  СН – ?
26. Which of the following compounds are aromatic compounds?
27. Which one of the compounds is not isomer of butene-1:
28. What is the name of benzene radical?
29. What is the name of toluene radical?
30. Which class of organic matter belong to the following compound?
CH3
CH3 CH
C
CH3
CH3 OH
31. What is the name of the corresponding hydrocarbon radical?
CH CH2 CH3
CH3
32. Which name does not match the structural formula of the following compound?
33. What is the name of the corresponding hydrocarbon radical?
CH
CH3
CH3
Section II. The mutual influence of atoms and ways of transfer in biologically important molecules.
Classification by type of organic reactions and mechanisms. Reactivity of hydrocarbons. Radical
substitution reaction. Electrophilic substitution reactions and addition.
1. Which of the given formulae (Hückel rule) in aromatic compounds is right formula to calculate the
number of electrons in the π - system?
2. Which product is formed by reduction of toluene?
h
3. We have reaction CH3–СН2–СН3 + Br2  ? Which of type, mechanism and final product
of bromination reaction?
4. Which electronic effect shows a carboxyl group in benzoic acid?
5. Which electronic effect shows a nitro group in the molecule СН2 = СН – NО2?
6. Which electronic effect shows a NH2- group in the aniline molecule?
7. Which electronic effect shows an amino group in the molecule CH2 = CH - NH2?
8. The hydroxyl group in phenol shows electron-donor properties. Which electronic effects are shown
hydroxyl group in phenol?
Page 119 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
9. Aldehyde group in benzaldehyde shows electron-acceptor properties. Which of electronic effects are
shown the aldehyde group in benzaldehyde?
10. What is the type and mechanism of the reaction of butane with chlorine by irradiation with UV light?
11. The reaction is CH2=CH-CH3 + HCl → What is the product of this reaction?
12. Which product is formed by the reaction of ethylene with hydrogen chloride?
13. Which alcohol is formed by hydration of isobutylene in an acidic medium?
14. What are the type, mechanism and final product nitration of aniline?
15. What electronic effects in the molecule of acrylic acid are marked correctly?
1
6
CH2 CH
5
O
C 3
..
2 O 4 H
16. What electronic effects in the molecule of benzaldehyde are marked correctly?
1
4
O
C 6
2
H
5
3
17. The four tubes are alkene, alkane, diene, and alkyne. In three of them there was a reaction to the mild
oxidation reagent. Which reagent should be added to the test substance, to prove the existence of double
bonds?
18. Medicinal product "Linetol"obtained from the flax seed oil contains a mixture of esters of unsaturated
fatty acids - oleic, linoleic, linolenic. It is used for prevention and treatment of atherosclerosis and
externally for burns and radiation injuries of the skin. Which reaction can be determined whether the drug
"Linetol" unsaturated compound?
19. Hydrocarbons with the general formula С8Н8 discolour bromine water and the result of oxidation
forms an aromatic acid. What is the name of this compound?
20. The two tubes are tested compounds. One of the tubes after the addition of the reagent [Ag
(NH3)2]OH is a reaction of the “silver mirror”. Which pair of compounds can be distinguished from each
other by means of this reagent?
21. What type of mechanism and the final product of the reaction of reduction of propene?
22. What type of mechanism and the final product of bromination of phenol:
23. Which compound is formed by the oxidation reaction of butene-2 with aqueous KMnO4?
24. Which of the reaction represents the mechanism of SR?
25. Which of the reaction represents the mechanism of SE?
26. Which of the reaction represents the mechanism of AE?
27. Which of the following compounds have the π, π-conjugation?
28. Which of the following compounds have the p, π-conjugation?
29. Which of the substituent in the benzene ring exhibits a positive inductive effect?
30. Which of the following compounds don't have conjugate?
Section III. The acidity and basicity of organic compounds. Nucleophilic substitution at a saturated
carbon atom.
1. Which type of acid belongs to phenols?
2. Which type of acids belongs to acetylene?
Page 120 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
3. According to the theory of Bronsted-Lowry how do we call the base, which joins proton by the electron
pair of the nitrogen atom?
4. Which of these formulas corresponds to the name methylisopropylamine?
5. Which of these formulas corresponds to the name the secondary propyl alcohol?
6. Which product is formed by the reaction of intermolecular dehydration of ethanol?
7. What do you call the reaction of alcohol with a carboxylic acid?
8. Which compounds are formed with interaction alcohol with a carbon acid?
9. Which of the following formula corresponds to the product of oxidation of isopropyl alcohol?
10. Which of the following formula corresponds to the product of oxidation of ethyl alcohol?
11. Which compound is formed by oxidation of (СН3)2СНСН(ОН)СН3?
12. Which the type and mechanism of this reaction CH3CH2 COOH + CH3CH2OH?
13. Which reagent is used to distinguish between phenol and 2-propanol?
14. Which compound is formed by the reaction of CH3-CH(OH)-CH3 + NAD+ →?
15. Which compound is formed by the reaction of СН3 – СН2 – СН2 – ОН + НАД+ →?
16. Xylitol is a five-atom alcohol, has a sweet taste, very soluble in water, is used as a substitute for sugar
in diabetes. Which of the reagents must be added in order to prove the presence of diol fragment in
xylitol?
17. The first antidote for poisoning by arsenic was proposed 2.3-dimerkaptopropanol. What acid centers
in the antidote molecule mainly involved in the formation of arsenic salts?
18. What compound is triatomic alcohol?
19. What is the product of the reaction (metallic sodium with ethanol)?
20.Which compound is formed by the oxidation of primary alcohols?
21. Which compound is formed by the oxidation of secondary alcohols?
22. Which of these reactions is a reaction of an ether formation?
23. Which of these reactions is a reaction of ester formation?
24. What acid is the most strong?
25. What is the product of strong oxidation of propanethiol - 1:
26. Which of these reactions follows the mechanism of AN?
27. Which of the following reactions can be obtained propanol - 2?
Section IV. The reactivity of carbonyl compounds in nucleophilic reactions.
1. Which compound is formed by heating malonic (propandioic) acid?
2. Which compound is formed by heating succinic (butandioic) acid?
3. What formula is oxalic acid?
4. What formula is succinic acid?
5. Which compound is formed by the interaction of acid with ammonia?
6. What is the common functional group between aldehydes and ketones?
7. Which acid is formed by hydrolysis of C4H9C(O)OC2H5?
8. Which of the compounds interact with the water solution of sodium hydroxide:
1) С6Н5ОН, 2) С6Н5СН2ОН, 3) С2Н5SН, 4) С2Н5ОН, 5) С6Н5SH
9. Which of these structures is the product of reduction of propenal?
10. Which reagent is used to distinguish between a pair of agents (propanone and propanal)?
11. What substance is formed by the reaction (hydrobromine and propenoic acid)?
12. What is the type, the mechanism and what is the final product of this reaction
H 
 ?
2R–OH + R–CH=O 
13. What is the type, the mechanism and what is the final product of this reaction
Page 121 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX

H
R–CH=O + R–CH=O 
 ?
14. A compound of the following structure СН3СН2СН(ОН)СН(СН3)СН = О forms as a result of the
aldol addition. From which aldehyde parent is it founded?
15. Using the esterification reaction of the parent compounds which can obtain ethylpropanoate as a
product?
16. Oxalic acid HOOC-COOH is widespread in the plant world. Calcium oxalate crystals appear in the
urine in certain pathological conditions. What reagent can detect the presence of oxalic acid in urine?
17. Which of following carbonyl compounds can give 1-butanol by using aluminum hydride reaction?
18. Which is the weakest acid?
19. What is the reaction of formation of ester?
20. What reagent is used to detect aldehyde group?
21. What the reagent can be use to detect formic acid from formaldehyde?
22. Which of the following compounds will react with phosphoric acid to form anhydride?
23. What compound is formed by reduction of aldehydes?
24. What is the formula of methyl acetate?
25. Which of the following reactions is the reaction of formation of hemiacetal?
26. Which pair of interacting compounds leads to the formation of aldol?
27. What compound is formed by reacting the esterification of methyl alcohol with propionic acid?
Section V. Heterofunctional connections involved in the processes of life.
1. Which functional group contains hydroxy acids?
2. Which formula is glycine (aminoacetic acid)?
3. What is the tautomerism of acetoacetate?
4. Which of these formulas corresponds to glutamic acid (2-aminopentandioic acid) in the form of bipolar
ion?
5. Which product is formed by heating γ-aminoacids?
6. Which product is formed by heating α-hydroxyacids?
7. What formula is used to find the number of possible spatial isomers?
8. How many asymmetric carbon atoms are present in the following compound
(СН3)2СН–СН(Br)–CН(Br)–СООН?
9. What is the formula of alanine (α-aminopropionic acid)?
10. How many peptide bonds are present in tetrapeptides?
11. What is the name of the amino acid given below and represented?
CH3 CH
CH COOH
CH3 NH2
12. What is the name of the following amino acid?
CH3 CH2 CH CH COOH
CH3 NH2
13. Which of the following -aminoacid forms disulfide bond on oxidation?
14. Which of the following product is formed by the decarboxylation of salicylic acid?
15. What products are formed due to hydrolysis of acetylsalicylic acid?
16. Ester is formed by the reaction between salicylic acid and acetic acid. What is its name?
17. Which product is formed by the interaction of glyoxylic acid O = CH-COOH with silver oxide in
solution of ammonia hydroxide?
Page 122 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
18. What is the product of reaction of alanine CH3 - CH (NH2) - COOH with nitrous acid?
19. What is the structure of the product formed by the reaction of deamination of valine (αaminoisovalerianic acid) with HNO2?
20. What structure of the product formed by the deamination of alanine (α-aminopropionic acid) HNO2?
21. Which amino acids are formed during the acid hydrolysis of the tripeptide given follow?
H2N
O
O
CH C
NH CH C
CH(CH3)2
NH CH
COOH
CH3
CH2
CH(CH3)2
22. What are the amino acids present in the following peptide?
H2N
O
O
CH C
NH CH2 C
NH CH COOH
CH2
CH2
OH
CH2
SCH3
23. What are the amino acids present in the following peptide?
H2N
O
O
CH C
NH CH C
CH3
CH2 OH
NH CH COOH
CH2
CH
CH3
CH3
24. Identify the composition of this peptide?
H2N
O
O
CH C
NH CH2 C
NH CH COOH
CH2
CH2
COOH
SH
25. Which amino acids are formed during the acid hydrolysis of the following peptide?
H2N
O
O
CH C
NH CH2 C
CH3
NH CH COOH
CH2
C6H5
26. As a result of non-oxidative deamination which α-amino acid forms butendioic acid HOOC - CH =
CH - COOH?
27. Due to oxidative deamination which α-amino acids form pyruvic acid (2-oksopropanoic acid)?
28. What is the product of the following reaction?
O
+ HOH H+
H3C CH CH C
OH
29. What product is formed by the following reaction?
LiAlH4
CH3 C COOH +
O
Page 123 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
30. Which of the forms of alanine will prevail at pH = 12?
31. Which of the forms of valine will prevail at pH = 2?
32. Which of the following substances can react as acylation reagents?
O
O
CH
CH
C
Cl
3
2
CH3 C
CH3 C
Cl
O
H
1)
2)
3)
4) (СН3СО)2О
5) CH3OH, HCl (gas)
33. Tyrosine (p-hydroxyphenilalanine) participates in the deamination reaction. Which reagent can carry
out this reaction?
34. Threonine (2-amino-3-hydroxybutanoic acid) undergoes ester formation. Which reagent can carry out
this reaction?
35. One of the samples, confirming the authenticity of paracetamol is boiling with dilute sulfuric acid
while smells of acetic acid. What is the name a reaction underlying this test?
36. Aromatic composition С9Н8О4 widely used as a antipyretic in medicine. This compounds reacts with
water solution NaHCO3 and release CO2, and the result of hydrolysis is formed acetic acid and
compound which gives violet color with a solution of FeCl3, are capable of forming an intramolecular
hydrogen bond. What is the name given to the connection?
37. The test liquid when heated with ninhydrin gets violet color. What substance is present in a test tube?
38. The prevention and treatment of diseases of the liver are done methionine which is used in oral dosage
forms. Which is ionic form of methionine (isoelectric point is 5.8) predominantly dissolved in biological
fluids - saliva?
39. By the decarboxylation of which of the following α-amino acids, γ-aminobutyric acid is formed?
40. What is the common name of the CH3CH(OH)COOH?
41. What is the product formed by heating  - hydroxy acids?
42. Which of the following compounds when heated forms lactide?
43. Which of the following compounds when heated forms a lactone?
44. Which of the following compounds when heated forms a lactam?
45. A heating of which acid the result is dipeptide?
45. Which statement doesn’t represent the structure and properties of the serine (α-amino-βhydroxypropionic acid)?
46. Which statement doesn’t represent the structure and properties of the serine (α-amino-βhydroxypropionic acid)?
47. What α-amino acid forms an ester bond with phosphoric acid?
48. Which of the following α-amino acid is basic α-aminoacid?
49. Which of the following α-amino acid is essential α-aminoacid?
Section VI. Monosaccharides. Disaccharides. Polysaccharides.
1. How many chiral carbon atoms are present in glucose?
2. How many number of stereoisomer ketohexose has?
3. What is the anomer of α-D- glucopyranose?
4. Which oxidant transforms aldose into glucaric acid?
5. Which product is formed by oxidation of glucose with bromine water?
6. What is the name of the given structure?
Page 124 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
COOH
I O
I OH
HO I
OH
I
OH
7. What is the name of the given structure?
CH2OH
I O
I OH OH OH
HO I I
8. What is the name of the given structure ?
HO
I
CH2OH
I O
OH
I
OH
I
OH
9. Which monosaccharide in oxo-form corresponds to the structure of the cyclic hemiacetal? What is the
name of the given structure?
HOH2C O CH2OH
I
I
OHI
I OH
I
OH
10. Which glycosidic bond between monosaccharide residues in amylose is absent compared to
amylopectin?
11. Which monosaccharides form sucrose by condensation?
12. Which monosaccharides form lactose by condensation?
13. Which compound is formed by the following reaction?

D-fruktofuranoza + ethanol   
14. Which of the following reagent can be used to distinguished sucrose from maltose?
15. Which stereoisomer is α-D-glucopyranose to the α-D-mannopyranose?
16. Whatof the following products are formed by hydrolysis of methyl-α-D-glucopyranoside in acidic
medium?
17. Which disaccharide corresponds to the data that it consists of two residues α-D- glucopyranose linked
(1 → 4) - glycosidic bond?
18. Which compounds are formed of hydrolysation of maltose?
19. Which of the following monosaccharides are formed by the hydrolysis of lactose?
20. Which monosaccharides are formed by hydrolysis of sucrose?
21. What are the components of the disaccharide fragment of the structure of hyaluronic acid?
HCl ,. waterless
... O
COOH
O
OH
OH
CH2OH
O
O ...
O
HO
NH-C-CH3
O
22. The presence of an acid catalyst in anhydrous medium whose products are formed by the action of
ethanol on the α-D-galactopyranosyl?
Page 125 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
23. Which of the following groups give a positive reaction of the "silver mirror"?
24.The substances which group display double feature?
25. Which of the following is monosaccharide?
26. Which of the following is disaccharide?
27. Which of the following is pentose ?
28. Which of the following is polysaccharide?
29. Which of the following is ketohexose?
30. What tautomerism characteristic for restoring disaccharides?
31. What compounds are formed in the reduction of monosaccharides?
32. Which of the following statements don’t correspond to properties of lactose?
33. What compound is formed in the reduction of D-galactose?
34. What monosaccharide forms sorbitol when restoring
Section VII. Saponifiable and unsaponifiable lipids.
1. What title corresponds to the following compound?
CH2OCO C17H29
CHOCO C15H31
CH2OCO C17H35
2. What title corresponds to the following compound?
CH2OCO
CHOCO
C17H33
C17H33
CH2OCO C15H31
3. Which amino alcohol contains phosphatidylethanolamine?
4. What is the name complex saponifiable lipid formed by phosphatidic acid and cholamin?
5. What is the structure of the amino alcohol, which is part of phosphatidylcholine?
6. What is the structure of the amino alcohol, which is part of phosphatidylserine:
7. Which compound cholic acid interact to form glycocholic acid?
8. Which compound cholic acid interact to form taurocholic acid?
9. Which reagent can be distinguished from tripalmitin to triolein?
10. Which of the following compounds are formed by acid hydrolysis of triacylglycerol?
CH2OCO
C17H35
CHOCO C17H29
CH2OCO
C17H31
11. Which of the following compounds are formed by the saponification reaction of triacylglycerol?
CH2OCO C17H33
CHOCO C15H31
CH2OCO C17H35
12. What is the name product reaction L-phosphatidovic acid +choline →?
Page 126 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
13. Which of the following compounds are formed by acid hydrolysis of triacylglycerol?
CH2OCO C17H33
CHOCO C15H31
CH2OCO C17H35
14. What are type, mechanism and the final product of the reaction of interaction of cholic acid with
taurine?
15. What bonds is hydrolyzed in phosphatidylethanolamine?
O
CH2O C C17H35
O
CH2O C C17H33
O
CH2O P OCH2CH2NH2
OH
16. What bond is undergoes hydrolysis in acid glycocholic?
OH
CH3
CO NH
CH3
CH2
COOH
HO
OH
17. Which of the compounds corresponds to the name of 1-oleoyl-2-palmitoyl-3-stearoilglycerol?
18. Which of the following lipids consistency is solid?
1) triolein
19. Which of the following lipids consistency is liquid?
20. Which of the following will be of higher fatty acids will be essential?
21. Which of the higher fatty acids will be essential?
22. Which statement is true with respect to the linolenic acid?
23. Which statement about the properties and structure of 1-oleoyl-2-palmitoyl-3-stearoilglycerol is
incorrect?
24. Which statement about the structure and properties of ergosterol wrong?
CH3 R
CH3
HO
25. What compound has the structure of a steroid?
26. Which statement is true regarding the structure and properties of cholesterol?
Page 127 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
CH3 R
CH3
HO
Section VIII. Biologically important heterocyclic compounds.
1. What the name of compounds which have the following structure?
O
H
N
O
N
HOH2C O
I
I I
OH OH
2. What is title corresponds to the following compound?
O
N
H
N
H2N
N
N
HOH2C O
I
I I
OH OH
3. The nucleotide bases adenine and guanine are derivatived from?
4. What are condensed nuclei that formed purine?
5. Which vitamins belong to nicotinamide?
6. What the name of compounds formed from uracil and β-D-ribofuranose?
7. What is the bond formed by the phosphorylation of GDF (guanozine-5’-diphosphate)?
8. Which type of bond forms during the interaction of uridine with phosphoric acid?
9. Which type of bond forms during the interaction of uracil with D - ribose?
10. What product is formed in the hydrogenation of pyridine?
11. Which mechanism of nitration of pyridine?
12. What is the product formed by the reaction: β-methylpyridine + [O] →
13. What products are formed by complete hydrolysis of thymidylic acid in acidic medium?
O
H
N
OH
O P
OH
O
CH3
N
OH2C O
I
I
OH
14. What is the product formed by the reaction:
Pyridine + sulfuric acid →?
15. Which mechanism of sulfonation of pyridine and in which position the sulfo-group will be?
16. What products are formed by the following reaction
Uridine + H+, HOH
hydrolisis

 ?
Page 128 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
17. Which product is formed by the following reaction: Pyridine + HCl →?
18. Why even strong oxidants (nitric and chromic acid, alkaline solution of potassium permanganate) can
oxidize imidazole ring hardly?
19. Inflammatory processes in gout in the joints caused by deposition of monosodium salt of uric acid.
Which tautomeric form of uric acid participates in the formation of the sodium salt?
20. After heating a compound in the presence of a mineral acid that will give phosphoric acid,
deoxyribose, and guanine (in the ratio of 1:1:1) as a products. What the name of this compound?
21. Which product is formed by reacting: pyrrole + 2 [H] →
22. Which product is formed by reacting: pyrrole 4 + [H] →
23. Which product is formed by reaction of pyridine-6 + [H] →
24. Nicotinic acid is derivative of?
25. Which of these compounds is considered as condensed heterocycle?
26. What is the reaction product this reaction: sulfuric acid + pyridine →?
27. Which of the following statements isn’t properties of thymine:
O
H
N
O
CH3
N
H
28. Which mechanism of iodination of pyrrole?
29. Find the wrong named compound of the following compoundes.
pyrrole
pyrroline
furan
thiophene piperidine
30. What compound is amphoteric compound?
Safety instructions
1. How are the sliced pieces of sodium kept in the laboratory?
2. In industrial hygiene chemicals characterized by the values of maximum permissible concentration
(MPC) of hazardous substances in workplace air. Which of the following indicates that the MPC of
(formaldehyde) = 0.5 mg/m3, hazard class – 2?
3. What are the first aid measures must be taken when burn from strong acids?
4. If a bleeding does not stop immediately apply a piece of haemostatic wool. How it can be made in the
lab?
5. In case of poisoning what compounds are used as antidotes - mercapto compound (unitiol,
dimercaptosuccinic acid, etc.)?
Page 129 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
QUESTIONS FOR ADMISSION PRACTICAL SKILLS
5-10% solutions of iodine are used for processing of wounds, abrasions and surgical field. What is the
volume of 5% alcoholic solution of iodine cans you making from 10 grams of crystalline iodine? The
density of the solution is 0.950 g / mL. Calculate the mass fraction, molal concentration: explain the
definition, write the formulas for calculating, symbols and units of measure values.
Calculate the mass of sodium chloride and water which needed to make 500 g of isotonic solution. What
are a solvent, and the dissolved substance in this solution? What is the mass fraction of sodium chloride in
the hypo-and hypertonic relative to plasma solutions? What happens when you place the red blood cell in
a hypertonic solution?
Calculate the buffer volume of blood serum (mol / L) of acid, if added to the 50 ml of serum 2 ml of
hydrochloric acid with a concentration of 0.8 mol / l. pH changed from 7.3 to 7.0. What is the role
protolytic buffer in the body? List the acidic buffer systems of the body, and specify their composition.
In pharmaceutical practice medicinal product collargol prepared in the presence of protective colloids. It
is a colloidal solution of silver salts protected lizalbinovic and protalbinovic acids. To compose the
micelles formula of silver sol, if a stabilizer is potassium argentat AgOK. Describe the structure of the
micelles. What factors the sustainability of this medicinal product?
In the kidney is functioning ammonia buffer solution. Specify the structure and calculate the pH of the
buffer solution containing 3.6 ml of 0.2 N ammonium chloride solution and 2.3 ml of 0.1 N ammonium
hydroxide solution (Kb = 1,74 ∙ 10-5). What reaction confirms if you add a small amount of a strong base
of ammonia buffer pH does not change.
When determining the albumin by reaction with bromocresol green to create a certain acidity of the
medium used acetate buffer solution. Explain why the addition of a small amount of strong acid or a
strong base pH does not change (with the reaction equations). Calculate the pH of the acetate buffer
solution prepared by mixing 50 ml of 0.050 N solution of acetic acid (Ka = 1,74 ∙ 10-5) and 30 ml of 0.1
N sodium acetate solution.
Micelles saliva is examples of lyophobic colloid particles, which are the smallest unit crystals of poorly
soluble calcium phosphate
schematically, imagine micelle structure, if the stabilizer is
sodium phosphate. What factors are influence the stability of the colloidal particles? What is coagulation?
Compare coagulating effect to the above sol solutions of sodium chloride and calcium chloride with the
same concentration
Potassium permanganate solution with mass fraction of 0,01% ÷ 5% used in medicine as an antiseptic.
Determine the mass of of the solute and mass of water, which are necessary for the preparation of 2.5 kg
of a 5% solution of KMnO4. What are biogenic elements? Macro-and micronutrients is "metal of life."
What biogenic elements are in complexes complexing living organism?
When acidosis as an emergency measure used intravenous infusion of sodium bicarbonate. In severe
cases, give up to 100 ml of 8.4% solution (ρ = 0,90 g / ml). How much sodium bicarbonate and water
contained in 250 ml of this solution? Write down the equation for the reaction that shows the mechanism
of action of sodium bicarbonate. What is acidosis and alkalosis?
Page 130 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
Determination of storage times of medicines by the "accelerated aging of the dosage form" is based on the
rule of van't Hoff. The medicines are maintained at an elevated temperature for a while, and kinetic
constants. Calculate the temperature coefficient of the decomposition reaction of penicillin, if the rate
constant of the decomposition reaction of penicillin at 36oS and 41oS equal to 6 ∙ 10-6 s-1 and 1,2 ∙ 10-5
s-1. What factors and how the affect the rate of a chemical reaction?
Preparations containing manganese sulfate (II), are used as stimulants eritropoeza, promoting
development and the formation of red blood cells. Calculate the volume of the solution with a molar
concentration equivalent to 0.01 mol / L, containing 1.51 g MnSO4. To calculate the molar concentration
of equivalent (give the definition, formulas for calculating, symbols and units of measurement values).
Transferase activity in the study method used dinitrofenilgidrazinovym phosphate buffer. For its
preparation is mixed 840 ml of sodium hydrogen phosphate solution with a concentration of 0.1 mol / L
and 160 mL of solution of potassium dihydrogen phosphate same concentration. Find the pH of the buffer
solution (Ka = 6,16 ∙ 10-8). What is the protolytic buffer system? What role these systems play in the
body?
Carbon monoxide CO forms a stable complex with hemoglobin, the compound that is the reason for its
poisonous of the organism. To prevent carbon monoxide poisoning should conduct its complete oxidation
to carbon dioxide. How to change the rate of the forward reaction 2CO (g) + O2 (g) ↔ ↔ 2CO2 (g), if: a)
to increase the concentration of carbon monoxide in 3 times, and b) reduce the amount of 5 times? What
is the kinetic curve? Draw the graph kinetic curves for CO and CO2.
Potassium chloride is used for hypokalemia, which occurs with vomiting, diarrhea, prolonged use of
diuretics. Calculate the mass of potassium chloride, contained in 0.5 liters of a 0.3 M solution of it.
Potassium is a macro element. Describe its biological role. What elements are called biogenic? Give
examples of other macroelements.
Hydrocarbonate buffer system is a basic buffer system of blood plasma. Its buffer volume is 70-80% of
the total buffer volume of blood plasma and other extracellular fluids. Give a structure and explain the
mechanism of action of bicarbonate buffer (molecular, long and short ionic equation for the reaction).
Which an acidic buffer solution has in the body?
Lugol's solution, which is used in otolaryngology practice to lubricate the mucous membranes of the
mouth and throat, contains 17 ml of water 1 g iodine and 2 g of potassium iodide. Calculate the mass
fractions of iodine and potassium iodide in Lugol. What is the solution, solvent, dissolved substance?
Describe the biological role of iodine.
To avoid disturbance of osmotic balance with intravenous injection used only isotonic solutions.
Calculate the osmotic pressure of 0.9% sodium chloride solution. Is this solution isotonic to plasma is not
it? The osmotic pressure of blood plasma at 37 ° C is 760 kPa. What is osmosis? Examples of the use of
osmotic phenomena in medical practice
The deviation from the normal blood pH values 7.38 for it just a few hundredths of a unit causes a general
indisposition and a marked shift in the course of various physiological processes. Increase or decrease in
blood pH by 0.2-0.3 units can lead to coma, but with deviations of the order of 0.3-0.4 units is very likely
death. Calculate the pH of the blood serum, the concentration of hydrogen ions is 4,5 • 10-8 mol / l.
Page 131 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
Compare this value with the value of physiological range of pH for the blood serum. Describe the
possible states of protolytic homeostasis (normal, acidosis, alkalosis).
Analysis of protein by electrophoresis is widely used in clinical biochemistry for diagnostic purposes. A
solution contains two proteins, the isoelectric points of which are 4.7 and 8.8. Which electrode will move
the molecules of these proteins by electrophoresis in a buffer solution with pH = 7.9? Which of these
proteins in this mediumceteris being equal, will be moved to the appropriate electrode with greater speed
and why? What is the isoelectric point of the solution low molecular weight substances? It is determined
by what methods?
Calculate the osmotic pressure of 0.01 M potassium chloride solution at 310 K, if isotonic coefficient is
1.96. What will be the solution (hypo-, hyper-, isotonic) to the plasma? What will happen to the red blood
cells in such solution? The osmotic pressure of blood plasma is equal 760 kPa. What are osmosis,
hemolysis, and plasmolysis?
The phosphate buffer system plays an extremely important role in supporting the acid-base balance of
intracellular fluids, in which the content of phosphates 50-70 mmol / l. Give an structure and explain the
mechanism of action of phosphate buffer solution (molecular, long and short ionic equation for the
reaction). What components include acid buffer solution? List acid buffers the body
What value of pH can be divided electrophoresis two enzymes A and B, with isoelectric points 5 and 8?
What will be the signs of the charge of the particles of these enzymes at pH 4, 8, and 9? Explain how the
charged protein molecules in the medium more acidic and more alkaline than the isoelectric point.
Describe the electrokinetic properties of dispersed systems. Give examples of their application in
medicine and biology.
The constancy of the osmotic pressure (izoosmiya) physiological medium is a fundamental physical and
chemical requirements of homeostasis. Osmotic pressure of hemoglobin in water containing 62 grams of
hemoglobin per 500 ml of solution at 17oS, equal to 3.5 kPa. Calculate the molar mass of hemoglobin.
Give the definition semi-permeable membrane, diffusion, osmosis, osmotic pressure.
In clinical practice used 10% ammonia (ammonium hydroxide) for the withdrawal of syncope. Calculate
the ionization constant Kb ammonium hydroxide solution with a concentration of 0.1 mol / l and the
degree of ionization of  = 0,01. Which buffer solution containing ammonium hydroxide? Give its
structure and indicate where it occurs in the body.
ATP and ADP are macroergic compounds that are able to splitting off of the phosphate groups with the
release of large amounts of energy. At 37 ° C enthalpy and Gibbs energy of ATP hydrolysis are ΔN0rtion = -20 and ΔG0r-tion = -30.5 kJ / mol, respectively. Calculate the standard entropy change for the
given conditions. Ekzer and endergonic processes. The principle of energy coupling. Isobaric-isothermal
potential as a measure of spontaneous biochemical reactions.
The solution of magnesium sulfate used as a vasodilator (dilates blood vessels). Calculate the volume of
0.02 N solution of magnesium sulfate, which contains 18 g of salt. Define the notions of macro-and
microelements organogenic. Which of them belong to macroelement? Describe the biological role of
magnesium and calcium.
Page 132 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
Ammonia in the human body is one of the products of metabolism of amino acids and proteins, received
with the food or present in the cell as a reserve material. Calculate the pH of a solution of ammonium
hydroxide to the molar concentration of 0.00025 mol / L, if the degree of dissociation α = 0,01. Compare
this value with the normal pH of urine, which is 4,8 ÷ 7,5. Give the composition of the ammonia buffer
solution.
In laboratory practice for research purposes, the reaction can be carried out in a wider temperature range
than is the case in humans. The temperature coefficient of the biochemical reaction γ = 2,8. Calculate how
to change the reaction rate with increasing temperature to 400 C. Write the scheme of the enzymatic
reaction. The Michaelis-Menten equation. Graphic dependence of the reaction rate on the substrate
concentration. The order of the enzymatic reaction at low and high substrate concentration.
As chemotherapeutic anti-cancer drug is used platinum complex compound "Cisplatin"
(diaminodihloroplatina (IV)). Write the formula of the complex compound; describe its structure in terms
of the theory of Werner. Write down the expression for the constant instability and stability of the
complex particles. What is the donor-acceptor bond? Explain with an example.
Calculate the osmotic pressure of the protein with a relative molecular mass of 10 000, if the mass
concentration of 1.0 kg/m3 at the physiological norm (read izodiametrichnymi molecules, ie K = 1). What
is oncotic pressure? What is protein denaturation? Describe the factors that cause the denaturation of
proteins.
Write the reaction for the formation of tripeptide Leu-Pro-Glu (2-amino-4-methylpentanoic acid,
pyrrolidine-2-carboxylic acid, 2-aminopentandioic acid), to represent the structure of the peptide group.
Mark the acid-base nature of the environment of these amino acids. What universal reaction can open αamino acids?
Write the reaction for the formation of tripeptide Lys-Trp-Val (2,6-diaminohexanoic acid, 2-amino-3indolylpropanoic acid, 2-amino-3-metilbutanoic acid), to represent the structure of the peptide group.
Mark the acid-base nature of the environment of these amino acids. What qualitative reaction prove
peptide bond?
Write the reaction for the formation of tripeptide ASP-MET-GIS (aminobutandioic acid, 2-amino-4methyltiobutanoic acid, 2-amino-3-imidazolylpropanoic acid), to represent the structure of the peptide
group. Mark the acid-base nature of the environment of these amino acids. What universal reaction can
open α-amino acids?
Write the reaction for the formation of tripeptide Ile- Phe -Thr (2-amino-3-methylpentanoic acid, 2amino-3-phenylpropanoic acid, 2-amino-3-hydroxibutanoic acid), to represent the structure of the
peptide group. Mark the acid-base nature of the environment of this amino acids. What universal
reaction can open α-amino acids?
Write the reaction of the formation of tripeptide Val-Cis-Trp (2-amino-3-methylbutanoic acid, 2-amino3-merkaptopropanoic acid, 2-amino-3-indolylpropanoic acid), to represent the structure of the peptide
group. Mark the acid-base nature of the environment of these amino acids. What qualitative reaction
prove peptide bond?
Write the reaction of formation of internal salt, deamination, decarboxylation with the following
Page 133 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
substances: a) lysine (2,6-diaminohexanoic acid), and b) histidine (2-amino-3-indolylpropanoic acid).
What are the reaction products? Note the acid-base nature of the environment of these acids.
Write the reaction of amide formation, deamination, decarboxylation with the following substances: a)
aspartic acid (amino succinic acid); b) tryptophan (α-amino-β-indolylpropionoic acid). What are the
reaction products? Note the acid-base nature of the environment of these acids.
Write tautomeric forms of ethyl acetoacetate. Prove through chemical reactions existence of both forms.
Write the reaction of decarboxylation of acetoacetic acid. What disease is being identified in the urine
and blood of its decarboxylation product?
Write the reaction scheme of obtaining colamine from the corresponding amino acid. Write the reaction
of formation of choline from the amino acid serine. Write the reaction for the formation of
neurotransmitter - acetylcholine. Biological role.
Write the equations oxidation reaction, formation of esters, deamination on examples: cysteine (2amino-3-merkaptopropanoic acid), threonine (2-amino-3-hydroxibutanoic acid). What are the reaction
products? Mark the acid-base nature of the environment of these acids.
Write pyridine derivatives: β-methylpyridine, nicotinic acid, nicotinamide. What disease develops in the
absence or deficiency of vitamin "PP"? Which is a coenzyme nicotinamide? Why is the ability of this
coenzyme take part in redox processes? Write the scheme of its participation.
Adenine (6-aminopurine), tautomeric forms. Write the formation of AMP (adenosine-5'monophosphate), c-AMP (adenosine-3', 5'-cyclophosphate), ATP (adenosine triphosphate). Name the
types of bond, and their biological role.
Thymine (5-methyl-2,4-dioksopyrimidine) tautomeric forms. Formation of TMP (thymidine-5'monophosphate), a biological role. Mark the difference of N – glycoside and ester bonds in the
hydrolysis reaction.
Cytosine (4-amino-2-oksopyrimidine) tautomeric forms. Write the formation of CMP (cytidine-5'monophosphate), a biological role. Mark the difference N – glycoside and ester bonds in the hydrolysis
reaction.
Uracil (2,4-dioksopyrimidine) tautomeric forms. Write the formation of UMP (uridine-5'monophosphate), a biological role. Mark the difference N – glycoside and ester bonds in the hydrolysis
reaction.
Glucose. Enantiomers of glucose. Cyclo-oxo tautomerism (Formula Fisher, Haworth). The formation of
glycosides and esters formed by acetic acid and phosphoric acid.
Galactose. Cyclo-oxo tautomerism. (Formula Fisher, Haworth). The formation of the glycoside on the
example of galactose. Write the oxidation of galactose to galacturonic acid, followed by
decarboxylation.
Mannose. Cyclo-oxo tautomerism (Formula Fisher, Haworth). Obtaining -onic, -aric acids. Write the
Page 134 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
hydrogenation reaction of mannose.
Cyclo-oxo tautomerism -D-ribofuranose and -D-deoxyribofuranose (formulas Fisher Haworth). Write
the reaction of formation of esters of -D -ribofuranose and -D -fructofuranose with phosphoric acid.
Fructose. Cyclo-oxo tautomerism. (Formula Fisher, Haworth). Write to the reduction reaction of
fructose. Name this product. Write to Haworth formula D-fructose-1,6-diphosphate.
The structure of the maltose. What are original monosaccharides and the resulting reaction formation of
glycosidic bond? Cyclo-oxo tautomerism. Does maltose reducing properties?
The structure of sucrose. What configuration are anomeric carbon atoms in residues D-fructose and Dglucose. Why sucrose is not capable of cyclo-oxo tautomerism? What reaction can distinguish sucrose
from fructose? Write the scheme of the reaction.
The structure of lactose. Name the original monosaccharides and the resulting reaction of formation of
glycosidic bond? Cyclo-oxo tautomerism. The hydrolysis reaction. Does lactose reducing properties?
What are the similarities and differences between sucrose, maltose reactions: 1) Fehling, and 2) the
formation of glycosides, and 3) the formation of ethers and esters?
Give the definition of the iodine number. Write the reaction of 1) 1 oleodipalmitin 2) 1,2-dioleopalmitin.
Which of these fats more iodine number? Why? What reaction can determine unsaturated compounds in
lipids.
Essential higher fatty acids. Write the structural formula for 1,2-dioleostearin and determine the
consistency of fat. Write the scheme of the reaction of alkaline hydrolysis of 1-palmitoyl-2oleoylphosphatidylserine, name the products of the reaction.
Write the reaction scheme of alkaline hydrolysis (saponification) of 1-oleoyl-2-palmitoyl-3-stearoyl
glycerol.
What
are
the
reaction
products?
Acid
hydrolysis
of
1-palmitoyl-2linolenoylphosphatidylethanolamine. What are the reaction products?
Write the formation reaction 1-linoleodistearin in acidic medium. What are the products of hydrolysis.
Write and call reactions prove a genetic bond between nitrogen-containing substances in the composition
of phosphoglycerides.
Give an example (the formula) mixed of solid fat and name it. What determines the consistency of fat?
Write the reaction scheme of acid hydrolysis of phosphatidylcholine, containing the remains of palmitic
acid and arachidonic acid.
Derivatives cholane (bile acid) shows the scheme reactions of cholic acid with taurine. Write the
reaction of the formation glycocholic acid. Explain the biological role of cholic, glycocholic and
taurocholic acids.
Page 135 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
Application
EVALUATION CRITERIA AND RULES OF KNOWLEDGE
Evaluation tools:
Сurrent control:
testing, written / oral questioning, programmed control, problem solving,
presentation of results of the verification tasks, and so on, self-assessment and group assessment when
working in small groups.
Landmark control: testing, written / oral questioning, programmed control, problem solving.
The final control: exam (oral and test form), which includes questions that CDS.
The criteria for obtaining the maximum score for the performance of various types of work:
1. Lecture:
• attending lectures;
• actively working at the lecture;
• a summary of lectures;
• preparedness for lectures.
2. Practical training:
• attending classes;
• preparedness to engage in;
• Active participation (work in small groups, the answers to the questions the teacher);
• performance of the laboratory work, the calculation results, schedules, design work as
required;
• performance of the tested task or charted control (problem solving and answering questions).
3. Independent work of students with teacher:
• attending classes;
• preparedness to engage in;
• Active participation (presence of questions to the teacher, working in a small group, the
answers to the questions the teacher);
• analysis of the results of the demonstration of laboratory work (calculations, writing reaction
equations, graphs, execution of work according to requirements);
• performance of the tested task or charted control (problem solving and answering questions).
4. Landmark control
• attending classes;
• performance of the tested control;
• written (oral) answers to questions;
• solving problems.
5. Independent work of the student
• commissioning tasks on the CDS according to the schedule;
• compilation of abstracts;
• writing an essay, design it in accordance with the requirements of his defense;
• solving problems - the right decision and the corresponding design, the ability to explain
the course of solutions and answer questions from the teacher, the ability to solve a similar
problem;
• performance of the tested control (control chart a), the ability to answer the questions of
the teacher on the topic studied/
6. The final control
• correctly performed all tasks;
• response record is complete, correct, set out in a logical sequence required;
Page 136 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
• Student explains each step indicates the unit of measurement of physical and chemical
variables;
• the student knows the basic concepts and formulas threads can apply them to solve nonstandard problems;
• student skillfully uses the knowledge gained in the study of the course topics, and other
disciplines;
• quick and correct answers to the questions the teacher.
Criteria for evaluation of students' knowledge of chemistry
Practical training, independent work of students with teacher.
А-95-100 score The student has shown a deep understanding of the topic classes, the ability to think
logically. The material is fully consistent with the issues raised, contains all the necessary theoretical
facts, illustrated by well-chosen specific examples. The student was able to make valid conclusions.
Myself and properly fulfilled all the tasks (exercises, case studies, tests). Answers to the questions of
programmed controls are complete, error-free, all the formulas and reactions are written correctly.
А-90-94 score The student, in general, showed a knowledge of the material topics and the ability to think
logically, but made a slight inaccuracy in the secondary concepts, which corrected after the comments of
the teacher. The material is almost completely corresponds to the questions posed. Theoretical knowledge
underpins the well-chosen examples. The student was able to make valid conclusions. Myself and
properly fulfilled all the tasks (exercises, case studies, tests). Answers to the questions of programmed
controls are complete, error-free, all the formulas and reactions are written correctly. Valid 1-2 minor
errors when writing formulas.
В+ 85-89% score Student demonstrated knowledge of the material topics, but made a 2-3 minor
inaccuracies in the response, which corrected after noting the teacher showed the ability to think logically
and to apply the knowledge brought properly chosen examples, was able to make valid conclusions.
Myself and properly fulfilled all the tasks (exercises, case studies, tests). Answers to the questions of
programmed control with only minor errors, formulas and reactions are written correctly. Valid 2-3 minor
errors when writing formulas.
В 80-84% score Student demonstrated knowledge of the material topics, but made a 3-4 minor
inaccuracies in the response, which corrected after noting the teacher showed the ability to think logically
and to apply the knowledge brought properly chosen examples, was able to make valid conclusions.
Myself and properly fulfilled all the tasks (exercises, case studies, tests). Answers to the questions of
programmed control is not complete, but the basic concepts are reflected, most of the formulas and
reactions are written correctly. Allowed 3-4 minor errors when writing formulas.
В 75-79% score Student demonstrated knowledge of the material topics, but made mistakes in the
answer, which corrected after noting the teacher showed the ability to think logically and to apply the
knowledge brought properly chosen examples, was able to make valid conclusions. Independently
performed all tasks (exercises, case studies, tests). At that could prevent some errors 1-2. Answers to the
questions of programmed control is not quite complete, but the basic concepts are reflected, most of the
formulas and reactions are written correctly. Valid 4-5 minor errors when writing formulas.
Page 137 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
С+70-74% score The student has a shallow knowledge of the subject class, incomplete and inconsistent
answers to questions, but showed a common understanding and demonstrated skills that are sufficient for
the further assimilation of the program material. There were difficulties or mistakes in the definition of
concepts, the use of terminology that is fixed after a few additional questions of the teacher.
Independently performed all tasks (exercises, case studies, tests), but properly implemented about 80% of
the tasks. Answers to the questions of programmed control is not quite complete, but the basic concepts
are reflected, most of the formulas and reactions are misspelled.
С 65-69% score The student has a shallow knowledge of the subject class, incomplete and inconsistent
answers to questions, but showed a common understanding and demonstrated skills that are sufficient for
the further assimilation of the program material. There were difficulties or mistakes in the definition of
concepts, the use of terminology that is fixed after a few additional questions of the teacher.
Independently performed all tasks (exercises, case studies, tests). Properly made but about 70% of the
tasks. Answers to the questions of programmed control is not quite complete, but the basic concepts are
reflected, most of the formulas and reactions are misspelled. The reactions can be written in words.
С 60-64% score The student has a shallow knowledge of the subject class, incomplete and inconsistent
answers to questions. There were difficulties or mistakes in the definition of concepts, the use of
terminology that is fixed after a few additional questions of the teacher. Independently performed all tasks
(exercises, case studies, tests), but properly implemented about 50% of the tasks. Answers to the
questions of programmed control is not complete, all the formulas and reactions are misspelled. Reactions
of written words.
D+55-59% score Student poorly versed in the theme material classes, incomplete and inconsistent
answers to questions. There were difficulties or mistakes in the definition of concepts, the use of
terminology. Yourself trying to perform the task (exercise, case studies, tests), but properly implemented
about 25% of the tasks. Answers to the questions of programmed control is not complete, the formulas are
not written, there is an attempt to write responses.
D 50-54% score Student poorly versed in the theme material classes, incomplete and inconsistent
answers to questions. There were difficulties or mistakes in the definition of concepts, the use of
terminology. Yourself trying to perform the task (exercise, case studies, tests), but properly implemented
about 10% of the tasks. During the program-control gave an incomplete answer at least one question.
F 49% score The student was present in class. Found a lack of knowledge or understanding of more or
most important part of the educational material, made serious errors in the definition of the concepts and
use of terminology, which failed to correct after a few probing questions of the teacher. Not fulfilled the
task (exercise, case studies, tests). Did not answer the question of programmed control.
39% score The student is not ready for occupation. Not fulfilled the task (exercise, case studies, tests).
Did not answer the question of programmed control. Do not write in the book written on the board during
the parsing of the material classes.
Criteria for evaluation of practical skills of students in chemistry
А-95-100 score The student is fully interpreted the clinical and theoretical situation, gave advice on diet
or administration of individual drugs (vitamins, vitamin-like substances, femrentov or hormones). student
Page 138 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
independently and accurately performed laboratory work, got the right results and praised them properly
designed protocol experience, made findings on laboratory work. in their responses according to the tasks
showed clinical thinking, the ability to link theory with practice, and used data from the scientific
literature more.
А-90-94 score The student is fully interpreted the clinical and theoretical situation, gave advice on diet or
administration of individual drugs (vitamins, vitamin-like substances, femrentov or hormones). student
independently and accurately performed laboratory work, got the right results and praised them properly
designed protocol experience, made findings on laboratory work. in their responses according to the tasks
showed clinical thinking, the ability to link theory with practice, but only used the basic literature
В+ 85-89% score Student interpret clinical and theoretical situation with inaccuracies, given not all
possible dietary recommendations or designate individual drugs (vitamins, vitamin-like substances,
femrentov or hormones). The student independently and accurately performed laboratory work, got the
right results and praised them properly designed protocol experience, made findings on laboratory work.
in their responses according to the tasks showed clinical thinking, the ability to link theory with practice,
but only used the basic literature
В 80-84% score Student interpret clinical and theoretical situation is not fully given, not all possible
dietary recommendations or assignment of individual drugs (vitamins, vitamin-like substances, femrentov
or hormones). Student independently performed the laboratory work, but in the course of the remarks
were a teacher, got the right results and praised them correctly designed the protocol of experience, but in
the conclusions made mistakes. in their responses to the tasks displayed on clinical judgment, but only
used the basic literature
В 75-79% score Student interpret clinical and theoretical situation is not fully in the recommendations is
difficult, the student performed the laboratory work with other students in the course of the teacher
comments were received correct results in the evaluation of their burdened, designed the protocol
experience with valid observations, conclusions are not everything. in their responses according to the
tasks used only the basic literature
С+70-74% score A student with difficulty and with some errors interpret clinical and theoretical
situation, the guidelines difficult or no gives the student performed the laboratory work with other
students in the course of the teacher comments were received the correct results in the evaluation of their
burdened, designed the protocol of experience with valid observations and draw conclusions on the work
with the help of the teacher, in their responses according to the tasks used only the basic literature. the
relationship between theory and practice and the clinic is almost no
С 65-69% score A student with difficulty and with errors interpreted clinical and theoretical situation,
the guidelines difficult or no gives the student completed laboratory work with other students in the
course of the teacher comments were not all correct results in the evaluation of their burdened, designed
the protocol of experience with valid observations and erred in finding working with a teacher in their
responses according to the tasks used only the basic literature. the relationship between theory and
practice and the clinic is not
Page 139 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
С 60-64% score A student with difficulty and with errors interpreted clinical and theoretical situation, do
not give advice, students do lab work with other students in the course of the teacher comments were not
all correct results in the evaluation of their loss to, have difficulty understanding the principle of
operation. designed the protocol experience with erred in finding working with a teacher is difficult to
defend the results of their work, in their responses according to the tasks used only the basic literature. the
relationship between theory and practice and the clinic is not
D+55-59% score Student with errors interpret clinical and theoretical situation, makes recommendations,
the student performed the laboratory work with other students in the course of the teacher comments were
not all correct results in the evaluation of their loss to, have difficulty understanding the principle of
operation. protocol designed poorly, there is almost no conclusions, difficult to defend the results of their
work, in their responses according to the tasks used only the basic literature. the relationship between
theory and practice and the clinic is not
D50-54% score Student with errors interpret clinical and theoretical situation, makes recommendations,
the student performed the laboratory work with other students in the course of the teacher comments were
not all correct results in the evaluation of their loss to, have difficulty understanding the principle of
operation. protocol designed poorly, there is almost no conclusions can not protect the results of their
work
F 45% score The student was present in class. Not fulfilled the task, although in a small group tried to
participate in the performance of laboraotrnoy work. No conclusions and protocol is not complete, with
unacceptable comments.
40% score The student was present in class. Not fulfilled the task.
Assessment criteria of legal competence of students in chemistry
А-95-100 score Student demonstrated knowledge of safety procedures in the laboratory and the basic
properties of the reagents used, the correct disposal of chemicals and fire protection, the basic rules of
first aid in case of accidents. Know the location of fire fighting equipment and facilities for first aid. The
written survey - the answers are complete, error-free, with examples.
А-90-94 score The student, in general, showed a knowledge of safety procedures in the laboratory and
the basic properties of the reagents used, the correct disposal of chemicals and fire protection, the basic
rules of first aid in case of accidents. Know the location of fire fighting equipment and facilities for first
aid. The written survey - the answers are complete, error-free, with suitable examples. But made a slight
inaccuracy in the secondary concepts, which corrected after the comments of the teacher. The material is
almost completely corresponds to the issues raised.
В+ 85-89% score The student, in general, showed a knowledge of safety procedures in the laboratory and
the basic properties of the reagents used, the correct disposal of chemicals and fire protection, the basic
rules of first aid in case of accidents. Know the location of fire fighting equipment and facilities for first
aid. But made in response 2-3 minor inaccuracies in the response, which corrected after noting the teacher
showed the ability to think logically and to apply the knowledge brought properly chosen examples.
Page 140 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
В 80-84% score The student, in general, showed a knowledge of safety procedures in the laboratory and
the basic properties of the reagents used, the correct disposal of chemicals and fire protection, the basic
rules of first aid in case of accidents. Know the location of fire fighting equipment and facilities for first
aid, but made a 3-4 minor inaccuracies in the response, which corrected after the teacher comments
В 75-79% score The student, in general, showed a knowledge of safety procedures in the laboratory and
the basic properties of the reagents used, the correct disposal of chemicals and fire protection, the basic
rules of first aid in case of accidents. Know the location of fire fighting equipment and facilities for first
aid. Answers to the questions of programmed control is not quite complete, but the basic concepts are
reflected
С+70-74% score The student, in general, showed a knowledge of safety procedures in the laboratory, the
correct disposal of chemicals and fire protection, the basic rules of first aid in case of accidents. Know the
location of fire fighting equipment and facilities for first aid. The student is incomplete and inconsistent
answers to questions, but showed a common understanding of the issue. There were difficulties or
mistakes in the definition of concepts, the use of terminology that is fixed after a few additional questions
of the teacher.
С 65-69% score The student showed the slight knowledge of safety when working in the laboratory, the
correct disposal of chemicals and fire safety. Know the location of fire fighting equipment and facilities
for first aid. The student is incomplete and inconsistent answers to questions. There were difficulties or
mistakes in the definition of concepts, the use of terminology. But showed a common understanding of
the issue. Answers to the questions of programmed control is not quite complete, but the basic concepts
are reflected
С 60-64% score The student showed the slight knowledge of safety when working in the laboratory, the
correct disposal of chemicals and fire safety. Know the location of fire fighting equipment and facilities
for first aid. Answers to the questions of programmed control is not quite complete, but the basic concepts
are reflected in the 50% of jobs.
D+55-59% score The student showed the slight knowledge of safety when working in the lab. Know the
location of fire fighting equipment and facilities for first aid. Student poorly versed in the tasks,
incomplete and inconsistent answers to questions. There were difficulties or mistakes in the definition of
concepts, the use of terminology. properly made and about 25% of jobs.
D50-54% score. The student showed the slight knowledge of safety when working in the lab. Know the
location of fire fighting equipment and facilities for first aid. Student poorly versed in the tasks,
incomplete and inconsistent answers to questions. There were difficulties or mistakes in the definition of
concepts, the use of terminology. Рroperly made and about 25% of the tasks. During the program-control
did not give the answer to 1 question.
F 49% score The student was present in class. Found a lack of knowledge or understanding of more or
most important part of the educational material, made serious errors in the definition of the concepts and
use of terminology, which failed to correct after a few probing questions of the teacher. Did not answer
the question of programmed control.
Page 141 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
The criteria for evaluation of the communicative competence of students in chemistry
А-95-100 score The student is calm, affable, easily comes into contact with the teacher and the students
are friendly and good with the matter and give the correct answers and a wide range of interests
А-90-94 score The student is calm, affable, comes into contact with the teacher and the students are
friendly and good with the matter and give the correct answers
В+ 85-89% score The student is calm, affable, comes into contact with the teacher and students, is well
aware of the subject matter and gives the correct answer
В 80-84% score The student is calm, comes into contact with the teacher and students, is well aware of
the subject matter and gives the correct answer
В 75-79% score A student comes into contact with the teacher and the students immediately, but is well
aware of the subject matter and answers
С+70-74% score The student answers hesitantly, comes into contact with the teacher and the students do
not immediately understand the whole essence of the question, but there are inaccuracies in the response
С 65-69% score The student is responsible insecure attention distracted, comes into contact with the
teacher and the students do not immediately understand the whole essence of the question, but there are
inaccuracies in the response
С 60-64% score The student is responsible insecure attention distracted, comes into contact with the
teacher and students with difficulty, provides answers to 50% of the questions
D+55-59% score The student is responsible insecure attention distracted, comes into contact with the
teacher and the students reluctantly responsible for 25% of the questions
D50-54% score The student responds very insecure, attention distracted, comes into contact with the
teacher and students is bad, is responsible for 25% of the questions
F 49% score student refuses to be interviewed
The criteria for the competence of self education
Performance criteria:
Requirements for the implementation and execution of the crossword
- in a crossword puzzle to be the main issues the topic;
- In a crossword should be included at least 50 words, of which 25 words section
simple proteins, and 25 words from the complex proteins;
- The number of references should not be less than 8.10,
- Crossword must be completed and issued correctly;
- In the course of presentation crossword to be a reference to the used
Page 142 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
literature;
- The right to make a bibliography.
The structure of the crossword:
- Cover Sheet
- Quoted crossword horizontally with the number;
- Quoted crossword vertically with the number;
- The answers to crossword puzzles with the number of words in the horizontal and vertical number of
words;
- References (using modern sources of literature - from 90 years and above, a year of publication, city,
country, authors, publisher, number of pages, or pages of magazines, journal titles, articles, collections, email details to information from the NET)
Assessment criteria:
The criteria for obtaining the maximum score for the implementation of the CDS:
- Delivery targets for the CDS according to the schedule;
- Drawing up a crossword puzzle in accordance with the requirements, his defense
- Performance testing (programmed control), the ability to correctly answer the questions of the teacher
on the topic studied CDS.
Assessment criteria:
90-100 score – at 90-100% of all of the requirements for all the questions are answered correctly
75-89 score – some inaccuracies in the implementation of the CDS, questions 15-20 are incorrect, for
example, adjectives, verbs, all the questions in the protection responds, references to inaccuracies - and
the number of 6-7, meet old sources
51-74 score – committed significant errors in carrying out the CDS, the number of questions to 15,
there are grammatical errors, the student does not answer all the questions, references, decorated with the
comments - few sources to 5, or they are old (up to 90 years)
50 score – student just completed writing a crossword puzzle, but not be responsible for it, work with the
observations (see 51-74b), there is a list of references or is incorrectly designed or specified to 3 sources
or all sources of old (up to 90 years)
49 score – for failure to deliver CDS or the CDS delivery in printed form without protection or a larger
observations, ie CPC does not meet the requirements when.
Requirements for the design and implementation of abstract:
• The volume of abstracts written in the range of 8-10 pages (applications for work not included in the
abstract);
• The design of abstract recommended 8-10 new variety of sources (from 90's and above);
• in the course of the text shall refer to the literature used;
• the right to make a bibliography.
• outline the structure should include
• title page,
• table of contents (consistent presentation of sections outline)
• Introduction (articulating the essence of the investigated problem, determining the relevance,
purpose and objectives of the abstract)
• bulk (each section of the outline of the evidence-reveals a particular problem, or one of its sides
is a logical continuation of the previous, this part may contain tables, charts, graphs, drawings,
etc.)
Page 143 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
• Conclusion (summarizing or given generalized conclusion on the topic outline, with guidance)
• bibliography.
The title page synopsis
Kazakh National Medical University named after SD Asfendiyarov
CHAIR ______________________________________________________
synopsis
TOPIC: _________________________________________________
_________________________________________________
Name student __________________________________________
Faculty _____________________________________________
Course ____________________________________________________
Group __________________________________________________
Teacher ___________________________________________
Almaty, 200_-200_ year
The criteria for obtaining the maximum score for the implementation of the CDS:
- Deposit outline on the CDS according to the schedule;
- Writing a synopsis in accordance with statutory requirements;
- The ability to correctly answer questions.
Assessment criteria:
90-100 score – at 90-100% of all of the requirements for all the questions are answered correctly.
75-89 score – some inaccuracies in the implementation of the CDS, there are errors in the text, all the
questions in the protection responds, but with inaccuracies, references to inaccuracies - and the number of
6-7, meet old sources
50-74 score – committed significant errors in carrying out the CDS, there are grammatical errors,
and biochemical, student answers to all the questions, references, decorated with the comments - few
sources to 5, or they are old (up to 90 years).
50 score – student only wrote but did not protect the synopsis is not responsible for it, work with
the observations (see 51-74b), there is a list of references or is incorrectly designed or specified to 3
sources or all sources of old (up to 90 years)
49 score – for failure to deliver CDS or the CDS does not meet the requirements
Requirements for the design and implementation of the abstract:
• length of an abstract should be between 4-5 typed pages (applications for work not included in the
abstract);
• The design of the abstract recommended 8-10 new variety of sources (from 90's and above);
• in the course of the text shall refer to the literature used;
• the right to make a bibliography.
• the structure of the abstract should include
• title page,
• table of contents (consistent presentation of the abstract sections showing the page at which it
begins)
Page 144 from 145
С.Ж.АСФЕНДИЯРОВ АТЫНДАҒЫ ҚАЗАҚ
ҰЛТТЫҚ МЕДИЦИНА УНИВЕРСИТЕТІ
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ МЕДИЦИНСКИЙ
УНИВЕРСИТЕТ ИМЕНИ С.Д.АСФЕНДИЯРОВА
DEPARTMENT OF CHEMISTRY
EDUCATIONAL-METHODICAL COMPLEX
• Introduction (articulating the essence of the investigated problem, determining the relevance,
purpose and objectives of the essay)
• bulk (each section of this part of the essay convincingly reveals a single problem or one of its
sides is a logical continuation of the previous, in this part can be brought tables, charts, graphs,
drawings, etc.)
• Conclusion (summarizing or given generalized conclusion on the abstract, with guidance)
• bibliography.
Title page of the abstract
Kazakh National Medical University named after SD Asfendiyarov
CHAIR ______________________________________________________
ABSTRACT
TOPIC: _________________________________________________
_________________________________________________
Name student __________________________________________
Faculty _____________________________________________
Course ____________________________________________________
Group __________________________________________________
Teacher ___________________________________________
Almaty, 200_-200_ year
• The criteria for obtaining the maximum score for the implementation of the CDS:
- surrender essay on the CDS according to the schedule;
- Drawing up a crossword puzzle in accordance with the requirements;
- The ability to correctly answer questions.
Assessment criteria:
90-100 score – at 90-100% of all of the requirements for all the questions are answered correctly.
Possible to design the abstract in the form of a presentation, taking into account all the requirements for
the essay
75-89 score – some inaccuracies in the implementation of the CDS, there are errors in the text, all the
questions in the protection responds, but with inaccuracies, references to inaccuracies - and the number of
6-7, meet old sources
50-74 score – committed significant errors in carrying out the CDS, there are grammatical errors, and
biochemical, student answers to all the questions, references, decorated with the comments - few sources
to 5, or they are old (90 years). Maybe put the score 70 for the written essay even without protection in
the absence of errors in the text and the bibliography right design, it meets the requirements in the
presence of illustrative material. In this case, the assessment is reduced on the assumption violations
listed.
50 score – student only brought the printed version, but is not responsible for it, work with the
observations (see 51-74b), there is a list of references or is incorrectly designed or specified to 3 sources
or all sources of old (90 years) score - for failure to deliver CDS , i.e. CPC does not meet the
requirements
Page 145 from 145