Darstellung und Struktur von Pyrazolyl-Kationen mit Polymethin- und Methan-Gerüst

The 4-pyrazoline-3-one1 reacts with 4-dimethylaminobenzaldehyde to yield the stable asymmetric cyanine dye2b which reacts with1 to give the colorless (aryl) (dipyrazolyl) methane3b. Using aldehydes with less cationstabilizing groups the polymethines2 are not isolated but only the methanes3. The structures of2b and3 are discussed by¹ H,¹³C and Hetero NMR spectra.     

Reaction of electron rich heterocycles with electrophiles. Formylation of indoles via thiomethylation

The formylation of indoles 1 by dithiocarbenium-ions 2 is discussed. The reaction proceeds to thioacetals 4 under mild conditions. Longer reaction times yield bisindolylmonomethylcyanines 5–6 . Generally, the reaction is inhibited by the presence of electron-withdrawing groups at the pyrrol nucleus of indole 1 , e.g. an acetyl group.     

Zur Reaktion von Phenazon und lithiiertem Phenazon mit Aryl-Carbonyl-Derivaten

Some new experimental results are described on the acid catalysed reaction of the 4-Pyrazoline-3-on (1a) with aromatic aldehydes leading to the cationic derivatives4 and5.4-Pyrazoline-3-on-lithium (1b), synthesised for the first time, gives in good yield with 4-dimethylaminobenzaldehyde under mild condition the cyanine2b and with benzophenone the pyrazolyl-diphenylmethane dye8.

Zur Struktur von2a und4a siehe Lit.².     

Silylenolether-Funktionalisierung, 3. Mitt. Regioselektive Acylierung von Trimethylsilylenolethern mit 2-Alkoxy-1,3-dioxolanen — Synthese von α- und γ-geschützten Dicarbonylverbindungen

Acylation of silylenol ethers1 and9 yield with 2-alkoxy-2-alkyl(or aryl)-1,3-dioxolanes5 in a simple way by zinc dichloride-diethyl ether-catalysis regioselectively the - and -protected dicarbonyl derivatives6,7, and10. The enhanced reactivity of the cyclic orthoesters5 in this reaction is discussed in comparison with acyclic reagents. The yield is influenced by steric effects at the reaction center.

     

Electrochemical and optical properties of novel donor‐acceptor thiophene‐perylene‐thiophene polymers

In this study, donor‐acceptor type thiophene‐perylene‐thiophene monomers were synthesized and polymerized by both oxidative polymerization using FeCl₃ as catalyst and the electrochemical process. UV–vis, FTIR, ¹H NMR, and elemental analysis techniques were used for structural characterization. Thermal behaviors of these compounds were determined by using TGA system. The highest occupied molecular orbital (HOMO) and the lowest unoccupied molecular orbital (LUMO) energy levels and electrochemical and optical band gap values were calculated by using the results of cyclic voltammetry and UV–vis measurements, respectively. The number–average molecular weight (M_n), weight–average molecular weight (M_w), and polydispersity index (PDI) values of synthesized polymers were determined by size exclusion chromatography. Conductivity measurements of these polymers were carried out by electrometer by using a four‐point probe technique. The conductivity was observed to be increased by iodine doping. © 2008 Wiley Periodicals, Inc. J Polym Sci Part A: Polym Chem 46: 1974–1989, 2008     

Thermal and magnetothermal properties of La0.5Pr0.5Mn2Si2

The thermal and magnetothermal properties of La_0.5Pr_0.5Mn₂Si₂ and isostructural LaFe₂Si₂ intermetallic compounds in the temperature range 4.5-303 K are reported with and without applied magnetic field. The electronic, lattice, and magnetic contributions to the heat capacity of La_0.5Pr_0.5Mn₂Si₂ are determined and analyzed. We have determined and from heat capacity experiments; the values are in line with those from the magnetization measurements. We conclude that in order to observe the anomaly in the heat capacity data around in the system, the transition around should occur in a narrow temperature interval.     

pH-labile sheddable block copolymers by RAFT polymerization: Synthesis and potential use as siRNA conjugates

Well-defined amphiphilic block copolymers composed of hydrophilic and hydrophobic blocks linked through an acid-labile acetal bond were synthesized directly by RAFT polymerization using a new poly(ethylene glycol) (PEG) macroRAFT agent modified with an acid-labile group at its R-terminal. The new macroRAFT agent was used for polymerization of poly(t-butyl methacrylate) (PtBMA) or poly(cholesterol-methacrylate) (PCMA) to synthesize well-defined block copolymers with a PEG block sheddable under acidic conditions. The chain extension polymerization kinetics showed known traits of RAFT polymerization. The molecular weight distributions of the copolymers prepared using the new macroRAFT agent remained below 1.2 during the polymerizations and the molecular weight of the copolymers was linearly proportional to monomer conversions. The acid-catalyzed hydrolysis behavior of the PEG-macroRAFT agent and the PEG-b-PtBMA (Mn = 13,600 by GPC, PDI = 1.10) was studied by GPC, ¹H NMR and UV–vis spectroscopy. The half-life of acid-hydrolysis was 70 min at pH 2.2 and 92 h at pH 4.0. The potential use of the pH-labile shedding behavior of the copolymers was demonstrated by conjugating a thiol-modified siRNA to ω-pyridyldisulfide modified PEG-b-PCMA. The resultant PEG-b-PCMA-b-siRNA triblock modular polymer released PCMA-b-siRNA segment in acidic and siRNA segment in reductive conditions, as confirmed by polyacrylamide gel electrophoresis.     

The relationship between students' mathematical thinking types and representation preferences in definite integral problems

ABSTRACT

Given that curriculum materials serve as cultural artefacts, this study addresses the need for more research on curriculum materials in different contexts. Most studies concerning curriculum materials have been conducted in US and, therefore little is known about the nature of materials in other cultural-educational contexts. The aim of this paper is to identify the underlying cultural norms of potentially constructed classrooms, by analysing recurrent activities in the most commonly used Finnish teacher guides at primary-school level. We identified three norms embedded in them: (1) creating opportunities for learning through a variety of activities and communication; (2) keeping the class gathered around a specific mathematical topic; and (3) concurrent active involvement of teachers and students. The results add to knowledge about both teacher guides and the Finnish educational context. Moreover, it adds to the growing body of methodologies, as our analytical approach is novel in the context of textual analysis.