4,7,7-三甲基-6-硫杂双环[3.2.1]辛-3-烯 | 6784-03-8

• 物质功能分类: 化学试剂 - 有机试剂 - 烯烃（环状与无环状）
• 分子结构分类: 有机化合物 - 有机氧化合物
• 中文名称: 4,7,7-三甲基-6-硫杂双环[3.2.1]辛-3-烯
• 英文名称: 3,4-dihydroxy-3-hydroxymethyl-butan-2-one
• 英文别名: 3,4-Dihydroxy-3-hydroxymethyl-butan-2-on；2-Acetyl-glycerin；2-Hydroxymethyl-butandiol-(1.2)-on-(3)；3,4-Dihydroxy-3-(hydroxymethyl)butan-2-one
• CAS: 6784-03-8
• 化学式: C₅H₁₀O₄
• 分子量: 134.132
• InChiKey: UBXSGWANZATOLV-UHFFFAOYSA-N

计算性质

• 辛醇/水分配系数(LogP)：
  -2.2
• 重原子数：
  9
• 可旋转键数：
  3
• 环数：
  0.0
• sp3杂化的碳原子比例：
  0.8
• 拓扑面积：
  77.8
• 氢给体数：
  3
• 氢受体数：
  4

安全信息

• 海关编码：
  2914400090

反应信息

• 作为反应物：
  描述：

  4,7,7-三甲基-6-硫杂双环[3.2.1]辛-3-烯 在 乙醇 、 sodium 作用下， 生成 2-hydroxymethyl-butane-1,2,3-triol
  参考文献：
  名称：

  氯丙酮与甲醛的缩合。

  摘要：

  DOI：

  10.1021/ja01181a102
• 作为产物：
  描述：

  3-chloro-4-hydroxy-3-hydroxymethyl-butan-2-one 在 alkaline solution 作用下， 生成 4,7,7-三甲基-6-硫杂双环[3.2.1]辛-3-烯
  参考文献：
  名称：

  氯丙酮与甲醛的缩合。

  摘要：

  DOI：

  10.1021/ja01181a102

文献信息

• Fischer; Baer; Nidecker, Helvetica Chimica Acta, 1937, vol. 20, p. 1232
  作者：Fischer、Baer、Nidecker

  DOI：——

  日期：——
• Conceptual classroom environment - a system view of learning
  作者：Miriam Reiner、Billie Eilam

  DOI：10.1080/095006901300172458

  日期：2001.6

  This paper examines the relations between changes in the beliefs of an individual student and the distribution of beliefs in a classroom. The distribution of beliefs among students is termed here 'conceptual environment'. Based on social views of learning, we suggest that conceptual environment is an indicator of the conceptual tension in a group.We show that conceptual change of individuals does not necessarily result in changes in the classroom conceptual environment. Conceptual change is normally viewed as a personal process. We look at the relations between individual conceptual change (a microscopic view) and total classroom conceptual change (a macroscopic, system view).We study changes in students' ideas of a food chain. Then we look for underlying ontological beliefs that may explain students' ideas, and examine changes in students' responses prior and consequent to the instruction sessions. Classroom concepts of a food chain reflect an underlying set of beliefs of a mechanistic nature. For instance the metaphor of a 'chain of beads' is employed to explain the relations among elements of a food chain.Though more than half of the students changed their responses, ontological beliefs were hardly changed. Changes in students' responses apparently cancelled each other, thus from the classroom point of view, only a minor change was identified in the overall conceptual environment. The social-conceptual tension involved in conceptual change is not necessarily changed.