5,6-dihydro-7-hydroxy-4H-benz[d,e]anthracene | 110334-95-7

• 分子结构分类: 有机化合物 - 苯类化合物 - 菲及其衍生物
• 英文名称: 5,6-dihydro-7-hydroxy-4H-benz[d,e]anthracene
• 英文别名: 7-hydroxy-5,6-dihydro-4H-benz[d,e]anthracene；7-Hydroxy-5.6-dihydro-4H-benz[de]anthracen；9-Oxy-1.10-trimethylen-phenanthren；1.10-Trimethylen-9-oxyphenanthren；5,6-dihydro-4H-benzo[a]phenalen-7-ol
• CAS: 110334-95-7
• 化学式: C₁₇H₁₄O
• 分子量: 234.298
• InChiKey: QECIDCDBEDKUCG-UHFFFAOYSA-N

物化性质

• 熔点：
  150-151 °C
• 沸点：
  461.5±24.0 °C(Predicted)
• 密度：
  1.265±0.06 g/cm3(Predicted)

计算性质

• 辛醇/水分配系数(LogP)：
  4.9
• 重原子数：
  18
• 可旋转键数：
  0
• 环数：
  4.0
• sp3杂化的碳原子比例：
  0.18
• 拓扑面积：
  20.2
• 氢给体数：
  1
• 氢受体数：
  1

反应信息

• 作为反应物：
  描述：

  5,6-dihydro-7-hydroxy-4H-benz[d,e]anthracene 在 锌 作用下， 生成 7H-benz[d,e]anthracene
  参考文献：
  名称：

  Implementing an in-depth expanded science model in elementary schools: Multi-year findings, research issues, and policy implications

  摘要：

  Summarized are research findings and policy implications obtained over a 5 year period (51 teachers, 1200 students) from the implementation of an in-depth expanded applications of science (IDEAS) model with average, above average, and at-risk students in grades 2-5. The IDEAS model replaced the time allocated for traditional reading/language arts instruction with a daily 2 hour time-block dedicated solely to in-depth science concept instruction which encompassed reading comprehension and language arts skills (e.g. concept-focused teaching, hands-on activities, utilization of science process skills, reading of science print materials, concept map construction, journal writing). The multi-year results revealed a consistent pattern of the model's effectiveness in improving both the science understanding (effects on the Metropolitan Achievement Test-Science ranged from 0.93 to 1.6 grade equivalents) and reading achievement (effects on the Iowa Test of Basic Skills-Reading and the Stanford Achievement Tests-Reading ranged from 0.3 to 0.5 grade equivalents). Participating students also consistently displayed significantly more positive attitudes and self-confidence toward both science and reading. Interpreting the findings, the IDEAS model was considered to provide clear evidence for the importance of focusing the teaching-learning process on the conceptual structure of the curricular knowledge to be learned in a fashion consistent with research and policy issues raised by the recent TIMSS study. Also discussed was the role of the IDEAS model as a means for linking theoretical perspectives from instructional design and cognitive science to science educational reform.

  DOI：

  10.1080/09500690116738
• 作为产物：
  描述：

  苯并蒽酮 在 copper oxide-chromium oxide catalysts 、 甲苯 作用下， 225.0 ℃ 、20.59 MPa 条件下， 生成 5,6-dihydro-7-hydroxy-4H-benz[d,e]anthracene
  参考文献：
  名称：

  Process for hydrogenating polynuclear aromatic ketones

  摘要：

  公开号：

  US02125412A1

文献信息

• v. Braun; Bayer, Chemische Berichte, 1925, vol. 58, p. 2682
  作者：v. Braun、Bayer

  DOI：——

  日期：——
• Pupils' views of the role and value of the science curriculum: A focus-group study
  作者：Jonathan Osborne、Sue Collins

  DOI：10.1080/09500690010006518

  日期：2001.5

  Pupils' perceptions of their experience of school science have rarely been investigated. The aim of the research reported in this paper, therefore, was to document the range of views that pupils held about the school science curriculum, the aspects they found either interesting and/or valuable, and their views about its future content. As such, the research aimed to articulate their views as a contribution to the debate about the future form and function of the school science curriculum. The method adopted to elicit their views was to use focus groups-a methodology that has not been extensively used in the science education research. Reported here are the findings from 20 focus groups conducted with 144 16-year-old pupils in London, Leeds and Birmingham, split both by gender and whether the pupils intended to continue, or not, with the study of science post-16. The findings of this research offer a window into pupils' perspective of school science revealing both their discontents and satisfaction with the existing curriculum. On the negative side, many pupils perceived school science to be a subject dominated by content with too much repetition and too little challenge. From a more positive perspective, pupils saw the study of science as important and were engaged by topics where they could perceive an immediate relevance, practical work, material that was challenging and high-quality teaching. The implications of these findings and the insights they provide for curriculum policy and school science curricula are discussed.
• DE473456
  申请人：——

  公开号：——

  公开（公告）日：——
• DE453578
  申请人：——

  公开号：——

  公开（公告）日：——
• Charrier; Ghigi, Gazzetta Chimica Italiana, 1933, vol. 63, p. 685,690
  作者：Charrier、Ghigi

  DOI：——

  日期：——