探索E2反应中对三级底物的偏好:超越过渡态稳定性

IF 2.5 3区 教育学 Q2 CHEMISTRY, MULTIDISCIPLINARY
Matheus P. Freitas*, 
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引用次数: 0

摘要

基本的双分子消除反应(E2)通常是在这样的假设下进行的:由于类烯烃过渡态的稳定性,取代烯烃较多的反应更容易发生。然而,这项量子化学研究表明,在2-溴-2-甲基丙烷和1-溴-2-甲基丙烷的模型E2反应中,都产生2-甲基丙烯,叔底物在动力学上不利于反应。相反,与2-溴-2-甲基丙烷的快速反应归因于一个概率因素,因为反周面β-氢的数量更多。当这个因素不存在时,如2-溴丁烷的情况下,Saytzeff产物占主导地位,与更多取代的类烯烃过渡态的稳定性一致。因此,教科书和课程应将这种概率效应作为解释E2反应在底物顺序上的偏好的关键因素:primary <;二次& lt;三级。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Exploring the Preference for Tertiary Substrates in E2 Reactions: Beyond Transition State Stability

The fundamental bimolecular elimination (E2) reactions are often taught with the assumption that more substituted alkenes are favored due to the stability of the alkene-like transition state. However, this quantum-chemical study shows that in a model E2 reaction involving 2-bromo-2-methylpropane and 1-bromo-2-methylpropane, both yielding 2-methylpropene, the tertiary substrate does not kinetically favor the reaction. The faster reaction with 2-bromo-2-methylpropane is instead attributed to a probability factor, given the greater number of antiperiplanar β-hydrogens. When this factor is absent, as in the case of 2-bromobutane, the Saytzeff product dominates, consistent with the stability of more substituted alkene-like transition states. Therefore, textbooks and curricula should include this probabilistic effect as a key factor explaining the preference for the E2 reaction in the substrate order: primary < secondary < tertiary.

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来源期刊
Journal of Chemical Education
Journal of Chemical Education 化学-化学综合
CiteScore
5.60
自引率
50.00%
发文量
465
审稿时长
6.5 months
期刊介绍: The Journal of Chemical Education is the official journal of the Division of Chemical Education of the American Chemical Society, co-published with the American Chemical Society Publications Division. Launched in 1924, the Journal of Chemical Education is the world’s premier chemical education journal. The Journal publishes peer-reviewed articles and related information as a resource to those in the field of chemical education and to those institutions that serve them. JCE typically addresses chemical content, activities, laboratory experiments, instructional methods, and pedagogies. The Journal serves as a means of communication among people across the world who are interested in the teaching and learning of chemistry. This includes instructors of chemistry from middle school through graduate school, professional staff who support these teaching activities, as well as some scientists in commerce, industry, and government.
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