3,4-二羟基-2-丁酮 | 57011-15-1

• 分子结构分类: 有机化合物 - 有机氧化合物
• 中文名称: 3,4-二羟基-2-丁酮
• 英文名称: 3,4-dihydroxy-2-butanone
• 英文别名: 3,4-dihydroxybutan-2-one；DHB；3,4-dihydroxy-butan-2-one；DL-1-deoxy-tetrulose；3,4-Dihydroxy-butan-2-on；Butandiol-(3.4)-on-(2)
• CAS: 57011-15-1
• 化学式: C₄H₈O₃
• 分子量: 104.106
• InChiKey: SEYLPRWNVFCVRQ-UHFFFAOYSA-N

物化性质

• 稳定性/保质期：

  存在于主流烟气中。

计算性质

• 辛醇/水分配系数(LogP)：
  -1.4
• 重原子数：
  7
• 可旋转键数：
  2
• 环数：
  0.0
• sp3杂化的碳原子比例：
  0.75
• 拓扑面积：
  57.5
• 氢给体数：
  2
• 氢受体数：
  3

反应信息

• 作为反应物：
  描述：

  3,4-二羟基-2-丁酮 在 phosphorus pentoxide 作用下， 生成 2,3-丁二酮
  参考文献：
  名称：

  Fischer; Baer; Nidecker, Helvetica Chimica Acta, 1937, vol. 20, p. 1232

  摘要：

  DOI：
• 作为产物：
  描述：

  丁烯酮 在 potassium permanganate 、 双氧水 作用下， 以 水 、 丙酮 为溶剂， 反应 2.0h， 以76%的产率得到3,4-二羟基-2-丁酮
  参考文献：
  名称：

  A facile synthesis of vicinal cis-diols from olefins catalyzed by in situ generated Mn_xO_y nanoaggregates

  摘要：

  在烯烃合成邻二醇的过程中，主要是通过KMnO₄/H₂O₂在原位生成MnxOy氧化物衍生物，主要是Mn₃O₄纳米聚集体。

  DOI：

  10.1039/c5ra01646k

文献信息

• Engineering transketolase to accept both unnatural donor and acceptor substrates and produce α‐hydroxyketones
  作者：Haoran Yu、Roberto Icken Hernández López、David Steadman、Daniel Méndez‐Sánchez、Sally Higson、Armando Cázares‐Körner、Tom D. Sheppard、John M. Ward、Helen C. Hailes、Paul A. Dalby

  DOI：10.1111/febs.15108

  日期：2020.5

  narrow substrate range is a major limitation in exploiting enzymes more widely as catalysts in synthetic organic chemistry. For enzymes using two substrates, the simultaneous optimisation of both substrate specificities is also required for the rapid expansion of accepted substrates. Transketolase (TK) catalyses the reversible transfer of a C2 -ketol unit from a donor substrate to an aldehyde acceptor

  窄的底物范围是在合成有机化学中更广泛地利用酶作为催化剂的主要限制。对于使用两种底物的酶，还需要同时优化两种底物的特异性，以快速扩增可接受的底物。转酮醇酶（TK）催化C 2-酮醇单元从供体底物到醛受体的可逆转移，并且在工业应用中受到狭窄底物范围的限制。本文中，将来自大肠杆菌的TK改造为既接受丙酮酸作为新型供体底物，又接受非天然受体醛，包括丙醛，戊醛，己醛和3-甲酰基苯甲酸（FBA）。首先设计和实验了二十个单突变体变体。然后将有益的突变重组以构建一个小的文库。该文库的筛选确定了相对于野生型（WT）具有9.2％的丙酮酸和丙醛收率提高的最佳变体。使用戊醛和己醛作为受体来确定反应的立体选择性，发现对于S构型，其立体对映体过量度（ee）高于98％。鉴定出三个变体对丙酮酸和3-FBA之间的反应具有活性。最佳变体能够在24小时内将47％的底物转化为产物，而WT则未观察到转化。对接实验表明负责供体和受体识别
• Atmospheric aqueous phase radical chemistry of the isoprene oxidation products methacrolein, methyl vinyl ketone, methacrylic acid and acrylic acid – kinetics and product studies
  作者：Luisa Schöne、Janine Schindelka、Edyta Szeremeta、Thomas Schaefer、Dirk Hoffmann、Krzysztof J. Rudzinski、Rafal Szmigielski、Hartmut Herrmann

  DOI：10.1039/c3cp54859g

  日期：——

  the hydroxyl radical followed by sulfate and nitrate radicals. For methacrolein and methyl vinyl ketone the following rate constants have been determined at 298 K: k(OH+methacrolein) = (9.4 ± 0.7) × 109 M−1 s−1, k(OH+methyl vinyl ketone) = (7.3 ± 0.5) × 109 M−1 s−1, k(NO3+methacrolein) = (4.0 ± 1.0) × 107 M−1 s−1, k(NO3+methyl vinyl ketone) = (9.7 ± 3.4) × 106 M−1 s−1, k(SO4−+methacrolein) = (9.9 ± 4

  通过激光闪光光解技术和反向速率动力学方法研究了异戊二烯氧化产物异丙烯醛，甲基乙烯基酮，甲基丙烯酸和丙烯酸与水溶液中的羟基，硝酸根和硫酸根阴离子反应的动力学和机理。 。高效液相色谱/质谱法用于产品分析。动力学研究表明，羟基自由基的活性最高，其次是硫酸根和硝酸根。对于甲基丙烯醛和甲基乙烯基酮，已确定以下速率常数为298 K：k （OH +甲基丙烯醛） =（9.4±0.7）×10 9 M -1 s -1，k（OH +甲基乙烯基酮） =（7.3±0.5）×10 9 M -1 s -1， k （NO 3 +甲基丙烯醛） =（4.0±1.0）×10 7 M -1 s -1， k （NO 3 +甲基乙烯基酮） =（9.7±3.4）×10 6中号-1小号-1， ķ （SO 4 - +甲基丙烯醛） =（9.9±4.9）×10 7中号-1小号-1和ķ （SO 4 - +甲基乙烯基酮）＝（1.0±0.2）×10
• Matsumura, Shuichi; Kawamori, Tomoko; Yoshikawa, Sadao, Chemistry Letters, 1991, # 4, p. 729 - 730
  作者：Matsumura, Shuichi、Kawamori, Tomoko、Yoshikawa, Sadao

  DOI：——

  日期：——
• Buschauer; Wegner; Schunack, European Journal of Medicinal Chemistry, 1982, vol. 17, # 6, p. 505 - 508
  作者：Buschauer、Wegner、Schunack

  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.