N-(3-nitro-dibenzofuran-4-yl)-acetamide | 854396-20-6

• 分子结构分类: 有机化合物 - 有机杂环化合物 - 苯并呋喃
• 英文名称: N-(3-nitro-dibenzofuran-4-yl)-acetamide
• 英文别名: N-(3-nitro-dibenzofuran-4-yl)-acetamide；N-(3-Nitro-dibenzofuran-4-yl)-acetamid
• CAS: 854396-20-6
• 化学式: C₁₄H₁₀N₂O₄
• 分子量: 270.244
• InChiKey: HWEHGENRTJUFLN-UHFFFAOYSA-N

计算性质

• 辛醇/水分配系数(LogP)：
  3.45
• 重原子数：
  20.0
• 可旋转键数：
  2.0
• 环数：
  3.0
• sp3杂化的碳原子比例：
  0.07
• 拓扑面积：
  85.38
• 氢给体数：
  1.0
• 氢受体数：
  4.0

反应信息

• 作为反应物：
  描述：

  N-(3-nitro-dibenzofuran-4-yl)-acetamide 在 盐酸 、 乙醇 、 镍 作用下， 生成 dibenzo[a,c]benzo[4,5]furo[2,3-h]phenazine
  参考文献：
  名称：

  Dibenzofuran. X. Aminohydroxy Derivatives

  摘要：

  DOI：

  10.1021/ja01873a055
• 作为产物：
  描述：

  4-acetamidodibenzofuran 在 硝酸 、 乙酸酐 作用下， 生成 N-(3-nitro-dibenzofuran-4-yl)-acetamide
  参考文献：
  名称：

  Dibenzofuran. X. Aminohydroxy Derivatives

  摘要：

  DOI：

  10.1021/ja01873a055

文献信息

• Dibenzofuran. XXII. 1-Nitrodibenzofuran¹
  作者：Henry Gilman、Jack Swiss

  DOI：10.1021/ja01239a026

  日期：1944.11
• Culture wars in the classroom: Prospective teachers question science
  作者：Karen Sullenger、Steve Turner、Hart Caplan、Joe Crummey、Rick Cuming、Cynthia Charron、Beth Corey

  DOI：10.1002/1098-2736(200011)37:9<895::aid-tea3>3.0.co;2-3

  日期：2000.11

  Does studying about the nature(s) of science contribute to a prospective teachers' effectiveness as a science teacher? This research grew out of a course created by a science educator and historian of science who believed prospective teachers needed more complex understandings of the cultural wars surrounding science. The research team consisted of five prospective teachers who participated in the course as well as the two instructors. This paper describes the experience of participating in the course from both perspectives. We argue that studying the cultural wars over science contributes to prospective teachers' professional growth as much because the course elicits tacit beliefs about school science as it introduces more complex understandings of science. We found that prospective teachers' tacit beliefs about school science were their greatest barrier to developing more complex understandings about the nature(s) of science. We contend that willingness to grapple with complexity and developing a professional identity by locating oneself in the conversations about the nature(s) of science are better criteria for determining the professional growth of prospective teachers than knowledge measures. Finally, we argue that prospective teachers should be viewed as professionals who are responsible for finding their own voice, making their own decisions, and considering the consequences of their beliefs on their practice. This study raises questions critical to teacher education programs for prospective teachers and teacher-educators alike. (C) 2000 John Wiley & Sons, Inc.