ethyl menthyl ether | 13947-22-3

• 分子结构分类: 有机化合物 - 脂质和类脂质分子 - 异戊烯醇脂质
• 英文名称: ethyl menthyl ether
• 英文别名: ethyl-((1R)-neomenthyl)-ether；(1R)-O-Aethyl-neomenthol；Aethyl-((1R)-neomenthyl)-aether
• CAS: 13947-22-3；19321-39-2
• 化学式: C₁₂H₂₄O
• 分子量: 184.322
• InChiKey: XZAREUVKALEUIS-WOPDTQHZSA-N

物化性质

• 沸点：
  210.8±8.0 °C(Predicted)
• 密度：
  0.85±0.1 g/cm3(Predicted)

计算性质

• 辛醇/水分配系数(LogP)：
  3.48
• 重原子数：
  13.0
• 可旋转键数：
  3.0
• 环数：
  1.0
• sp3杂化的碳原子比例：
  1.0
• 拓扑面积：
  9.23
• 氢给体数：
  0.0
• 氢受体数：
  1.0

反应信息

• 作为反应物：
  描述：

  环己烷 、 ethyl menthyl ether 、 ethyl sodium 生成 1-Methyl-3-ethyl-4-isopropyl-cyclohexan 、 (1Alpha,2Alpha,5β)-(+-)-5-甲基
  参考文献：
  名称：

  Hueckel; Bretschneider, Journal fur praktische Chemie (Leipzig 1954), 1938, vol. <2> 151, p. 61,62

  摘要：

  DOI：
• 作为产物：
  描述：

  乙醇 、 alkaline earth salt of/the/ methylsulfuric acid 在 calcium carbonate 作用下， 生成 ethyl menthyl ether
  参考文献：
  名称：

  Hueckel; Tappe, Justus Liebigs Annalen der Chemie, 1939, vol. 537, p. 113,118, 127, 128

  摘要：

  DOI：

文献信息

• Hueckel, Justus Liebigs Annalen der Chemie, 1938, vol. 533, p. 1,26
  作者：Hueckel

  DOI：——

  日期：——
• Students’ experiences of studying physics concepts: The effects of disintegrated perceptions and approaches
  作者：Michael Prosser、Keith Trigwell、Elizabeth Hazel、Fiona Waterhouse

  DOI：10.1007/bf03173167

  日期：2000.3

  Recent research on student learning has revealed that a number of students in any learning context are unable to distinguish between contrasting contextualised approaches to learning. In other words, the relationship between their perceptions of the learning context and their approaches to learning disintegrates and becomes incoherent. These students are observed to be among the lower academic achievers in their group. This paper reports on the results of a study which shows that physics students' prior understandings of key concepts are systematically related to the way they approach their studies, their perceptions of the learning context and the quality of the outcomes of their studies. As with previous studies, one group reported disintegrated learning experiences. As a group they were found to have the poorest pre-conceptual knowledge, to have the poorest post-conceptual knowledge, and to be the lowest achievers. These results are consistent with the earlier studies, but extend them by showing that disintegrated perceptions and approaches are related to students understanding before and after the subject as determined using qualitative indicators of understanding as well as assessment results.
• Hueckel; Wilip, Journal fur praktische Chemie (Leipzig 1954), 1941, vol. <2>158, p. 21,30
  作者：Hueckel、Wilip

  DOI：——

  日期：——