(+/-)-1ξ-cyano-2-methyl-pent-1-ene-1ξ,3,5-tricarboxylic acid triethyl ester | 93666-08-1

• 分子结构分类: 有机化合物 - 有机酸及其衍生物 - 羧酸及其衍生物
• 英文名称: (+/-)-1ξ-cyano-2-methyl-pent-1-ene-1ξ,3,5-tricarboxylic acid triethyl ester
• 英文别名: (+/-)-1ξ-Cyan-2-methyl-pent-1-en-1ξ,3,5-tricarbonsaeure-triaethylester；Triethyl 1-cyano-2-methylpent-1-ene-1,3,5-tricarboxylate；triethyl 1-cyano-2-methylpent-1-ene-1,3,5-tricarboxylate
• CAS: 93666-08-1
• 化学式: C₁₆H₂₃NO₆
• 分子量: 325.362
• InChiKey: RBHIMDDSQVJZBU-UHFFFAOYSA-N

物化性质

• 沸点：
  173-175 °C(Press: 1 Torr)
• 密度：
  1.121±0.06 g/cm3(Predicted)

计算性质

• 辛醇/水分配系数(LogP)：
  2.2
• 重原子数：
  23
• 可旋转键数：
  12
• 环数：
  0.0
• sp3杂化的碳原子比例：
  0.62
• 拓扑面积：
  103
• 氢给体数：
  0
• 氢受体数：
  7

反应信息

• 作为产物：
  描述：

  3-氯丙酸乙酯 在 哌嗪 、 溶剂黄146 、 苯 作用下， 生成 (+/-)-1ξ-cyano-2-methyl-pent-1-ene-1ξ,3,5-tricarboxylic acid triethyl ester
  参考文献：
  名称：

  Instructional principles for self-regulation

  摘要：

  The purpose of this article is to suggest principles for embedding support in instruction to facilitate self regulation (SR) in less expert learners. The principles are based on an analysis of the growing body of research on the distinctive self-regulation differences between higher and lower achieving learners. The analysis revealed four instructional principles that designers should consider to provide support for self-regulation. Each principle is supported by research and instructional examples are included.

  DOI：

  10.1007/bf02504930

文献信息

• INVESTIGATION ON THE BY-PRODUCT OBTAINED IN THE COPEKNOEVENAGEL CONDENSATION OF ETHYL α-ACETOGLUTARATE WITH ETHYL CYANOACETATE
  作者：DILIP K. BANERJEE、PASUPATI SENGUPTA、SUNIL K. DAS GUPTA

  DOI：10.1021/jo01374a016

  日期：1954.9
• Instructional principles for self-regulation
  作者：Kathryn Ley、Dawn B. Young

  DOI：10.1007/bf02504930

  日期：2001.6

  The purpose of this article is to suggest principles for embedding support in instruction to facilitate self regulation (SR) in less expert learners. The principles are based on an analysis of the growing body of research on the distinctive self-regulation differences between higher and lower achieving learners. The analysis revealed four instructional principles that designers should consider to provide support for self-regulation. Each principle is supported by research and instructional examples are included.