(3-chloro-2-hydroxy-propyl)-trimethyl-ammonium; iodide | 115811-85-3

• 分子结构分类: 有机化合物 - 有机氮化合物
• 英文名称: (3-chloro-2-hydroxy-propyl)-trimethyl-ammonium; iodide
• 英文别名: (3-Chlor-2-hydroxy-propyl)-trimethyl-ammonium; Jodid；(3-Chloro-2-hydroxypropyl)-trimethylazanium;iodide；(3-chloro-2-hydroxypropyl)-trimethylazanium;iodide
• CAS: 115811-85-3
• 化学式: C₆H₁₅ClNO*I
• 分子量: 279.549
• InChiKey: OARUAPXCYYFBTD-UHFFFAOYSA-M

计算性质

• 辛醇/水分配系数(LogP)：
  -2.7
• 重原子数：
  10
• 可旋转键数：
  3
• 环数：
  0.0
• sp3杂化的碳原子比例：
  1.0
• 拓扑面积：
  20.2
• 氢给体数：
  1
• 氢受体数：
  2

反应信息

• 作为产物：
  描述：

  1-chloro-3-iodopropan-2-ol 、 三甲胺 在 乙醇 作用下， 生成 (3-chloro-2-hydroxy-propyl)-trimethyl-ammonium; iodide
  参考文献：
  名称：

  Problem-Based Inquiry on World Water Problems in Large Undergraduate Classes

  摘要：

  This paper reports on the design and implementation of a project-based course - World Water Problems - that was introduced within the framework of introductory undergraduate geography education. The aims of the course were twofold: (1) to cultivate in students a world geographic perspective on water problems; and (2) to conduct an original research project on the search for detailed appraisals, or ex-post evaluations, of completed water projects and programs. The project involved problem-based inquiry and learning through several interrelated tasks including: hypothesis testing, systematic electronic library and database searching, corresponding with water resources experts; and synthesizing of results. Evaluation of the project, and the course more generally, was achieved through a questionnaire administered to the students and a focused in-class discussion. Overall, the students' comments about the course project demonstrate learning in the form of greater knowledge of world geographic regions and water sec tors as well as enhancement of database search skills and critical thinking.

  DOI：

  10.1080/00221340208978480

文献信息

• Problem-Based Inquiry on World Water Problems in Large Undergraduate Classes
  作者：Sarah J. Halvorson、James L. Wescoat

  DOI：10.1080/00221340208978480

  日期：2002.5

  This paper reports on the design and implementation of a project-based course - World Water Problems - that was introduced within the framework of introductory undergraduate geography education. The aims of the course were twofold: (1) to cultivate in students a world geographic perspective on water problems; and (2) to conduct an original research project on the search for detailed appraisals, or ex-post evaluations, of completed water projects and programs. The project involved problem-based inquiry and learning through several interrelated tasks including: hypothesis testing, systematic electronic library and database searching, corresponding with water resources experts; and synthesizing of results. Evaluation of the project, and the course more generally, was achieved through a questionnaire administered to the students and a focused in-class discussion. Overall, the students' comments about the course project demonstrate learning in the form of greater knowledge of world geographic regions and water sec tors as well as enhancement of database search skills and critical thinking.