1. The document describes several organic reactions and asks questions about determining product structures and rationalizing stereochemical outcomes.
2. Key concepts discussed include: conformational analysis to determine reactivity; Cram chelation control to set stereochemistry; Ireland-Claisen rearrangements maintaining configuration; and using chiral auxiliaries to induce diastereoselectivity through chelation.
3. Rationalizations of stereochemical outcomes involve analyzing transition states, identifying favored conformations, and determining approach selectivity based on steric interactions.
An introduction to total synthesis and retrosynthesis. A quick overview of retrosynthesis followed by one of the many syntheses of (–)-stenine. This is just an overview of the fascinating world of organic synthesis, it is not intended to teach retrosynthesis or organic synthesis. For that see some of my other lecture notes.
Chiral catalysis. This is a relatively brief look at some classic examples of chiral catalysis in organic synthesis. It gives a quick overview but does not go into any detail.
123.713A/B. Description of the Jacobsen synthesis of muconin. This is an example of total synthesis, retrosynthesis and asymmetric synthesis and shows the kind of information required in the assigment for this course.
The big topic of the last few years, the use of small organic molecules to catalyse enantioselective transformations. This lecture will start with proline before moving on to some of MacMillan's contributions to this field and, finally, finish with hydrogen bond catalysts and Brønsted acids.
More problems covering asymmetric synthesis. This time with examples of substrate control, chiral reagents, and chiral catalysis. Also another example of a synthesis.
An introduction to total synthesis and retrosynthesis. A quick overview of retrosynthesis followed by one of the many syntheses of (–)-stenine. This is just an overview of the fascinating world of organic synthesis, it is not intended to teach retrosynthesis or organic synthesis. For that see some of my other lecture notes.
Chiral catalysis. This is a relatively brief look at some classic examples of chiral catalysis in organic synthesis. It gives a quick overview but does not go into any detail.
123.713A/B. Description of the Jacobsen synthesis of muconin. This is an example of total synthesis, retrosynthesis and asymmetric synthesis and shows the kind of information required in the assigment for this course.
The big topic of the last few years, the use of small organic molecules to catalyse enantioselective transformations. This lecture will start with proline before moving on to some of MacMillan's contributions to this field and, finally, finish with hydrogen bond catalysts and Brønsted acids.
More problems covering asymmetric synthesis. This time with examples of substrate control, chiral reagents, and chiral catalysis. Also another example of a synthesis.
Use of stoichiometric amounts of a chiral source. The usual suspects will be discussed, including borane reagents (mostly pinene derivatives) and the Brown allylation.
Gives an introduction to total synthesis and why we do it (which reminds me, I must add a picture of Everest, as I think the fact that 'it is there' is the main reason for most syntheses). Then to introduce the topic with a reasonably simple synthesis, we will look at an example of the synthesis of Tamiflu.
A look at epothilone A as it includes examples of many different forms of asymmetric synthesis. Also includes a little bit about ring-closing metathesis.
This is the biggy, the one everyone wants to achieve. Here we will be looking at metal-based chiral catalysis. We will concentrate on bisoxazoline-based Lewis acid catalysis and then look at reductions before finishing with the ubiquitous Sharpless epoxidation and dihydroxylation.
Self explanatory really, this lecture looks at chiral auxiliaries. We will concentrate on oxazolidinones in alkylations, aldol reaction and the Diels-Alder reaction. There will be a couple examples of other auxiliaries.
General introduction to the course followed by a basic introduction to asymmetric or stereoselective Synthesis. Then starting the course proper by looking at substrate control.
This is the biggy, the one everyone wants to achieve. Here we will be looking at metal-based chiral catalysis. We will concentrate on bisoxazoline-based Lewis acid catalysis and then look at reductions before finishing with the ubiquitous Sharpless epoxidation and dihydroxylation.
The big topic of the last few years, the use of small organic molecules to catalyse enantioselective transformations. This lecture will start with proline before moving on to some of MacMillan's contributions to this field and, finally, finish with hydrogen bond catalysts and Brønsted acids.
Use of stoichiometric amounts of a chiral source. The usual suspects will be discussed, including borane reagents (mostly pinene derivatives) and the Brown allylation.
Gives an introduction to total synthesis and why we do it (which reminds me, I must add a picture of Everest, as I think the fact that 'it is there' is the main reason for most syntheses). Then to introduce the topic with a reasonably simple synthesis, we will look at an example of the synthesis of Tamiflu.
A look at epothilone A as it includes examples of many different forms of asymmetric synthesis. Also includes a little bit about ring-closing metathesis.
This is the biggy, the one everyone wants to achieve. Here we will be looking at metal-based chiral catalysis. We will concentrate on bisoxazoline-based Lewis acid catalysis and then look at reductions before finishing with the ubiquitous Sharpless epoxidation and dihydroxylation.
Self explanatory really, this lecture looks at chiral auxiliaries. We will concentrate on oxazolidinones in alkylations, aldol reaction and the Diels-Alder reaction. There will be a couple examples of other auxiliaries.
General introduction to the course followed by a basic introduction to asymmetric or stereoselective Synthesis. Then starting the course proper by looking at substrate control.
This is the biggy, the one everyone wants to achieve. Here we will be looking at metal-based chiral catalysis. We will concentrate on bisoxazoline-based Lewis acid catalysis and then look at reductions before finishing with the ubiquitous Sharpless epoxidation and dihydroxylation.
The big topic of the last few years, the use of small organic molecules to catalyse enantioselective transformations. This lecture will start with proline before moving on to some of MacMillan's contributions to this field and, finally, finish with hydrogen bond catalysts and Brønsted acids.
Use of stoichiometric amounts of a chiral source. The usual suspects will be discussed, including borane reagents (mostly pinene derivatives) and the Brown allylation.
Gives an introduction to total synthesis and why we do it (which reminds me, I must add a picture of Everest, as I think the fact that 'it is there' is the main reason for most syntheses). Then to introduce the topic with a reasonably simple synthesis, we will look at an example of the synthesis of Tamiflu.
General introduction to the course followed by a basic introduction to asymmetric or stereoselective Synthesis. Then starting the course proper by looking at substrate control.
A look at epothilone A as it includes examples of many different forms of asymmetric synthesis. Also includes a little bit about ring-closing metathesis.
Self explanatory really, this lecture looks at chiral auxiliaries. We will concentrate on oxazolidinones in alkylations, aldol reaction and the Diels-Alder reaction. There will be a couple examples of other auxiliaries.
THE PERICYCLIC REACTION THE MOST COMMON TOPIC INCLUDE THE SYLLABUS OF MANY SCIENCE STUDY INCLUDING BSC, MSC , PHARMA STUDY, AND MORE HENCE WE ARE COVERED ALL THE DATA OF IT HOPE THIS WILL MAKE READER EASY.
Dynamic Stereochemistry and What role does conformation plays on stereochemistry is being exemplified in this presentation. Useful for the Undergraduate and Postgraduates students of Pharmacy, Pharmaceutical Chemistry and Chemical Sciences
These slides are part of a talk to school teachers. They were designed to showcase some of the applications of organic chemistry, the range of natural and synthetic products. I'm not sure how much use it is without my commentary but, as always, it seems a waste to leave it on my hard drive. The second half gave a overview of chirality and stereoisomers as this topic often causes problems with students. This second half owes a lot to an excellent paper by Robert Gawley (J. Chem. Ed. 2005, 82, 1009) and just has prettier papers. This version of the talk includes a section I removed when presenting (due to time) on artificial sweeteners.
This is an experiment. It is NOT a presentation. It is meant to be an interactive pdf for students to work through/revise from at their own pace. For these features to operate I guess it needs to be downloaded first.
It is based on 123.312 lectures on retrosynthesis or the design of chemical syntheses.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. Ph
H
O
H
Br
H
H OH
Ph
H
O
H
Br
H
O
Ph
H
Answer
The key to this question is the conformation of the cyclohexane and the necessity for
functionality to be trans-diaxial or antiperiplanar for reactions to occur. This structural
requirement is the result of orbital overlap and the need for electrons to flow into the
C–Br σ* antibonding orbital.
The product is chiral as it has no plane of symmetry (it has no improper rotation axis).
Ph
H
O
H
Br
H
H OH
Ph
H
O
H
Br
H
O
Ph
H
The first reaction involves the formation of an epoxide (oxirane). Deprotonation of the
acidic hydroxyl group forms an alkoxide that participates in a substitution reaction with
backside attack.
It is fortunate (?) that the phenyl substituent encourages the ring to sit in a
conformation that places the hydroxyl group and the bromide axial but it is not
essential. Ring-flipping occurs in most systems and as it is the only reactive
conformation the energy required to adopt this conformation will comprise some of the
activation energy.
3. Ph
H
H
O
Br
H Ph
H
H
OH
Br
H Ph
H
OH Ph
H
OOH
In the second example it is impossible for the hydroxyl group to be antiperiplanar to the
bromide. So epoxide formation is impossible.
In one conformation of the molecule a hydrogen atom is antiperiplanar to the bromide.
Thus we can get an E2 elimination (whether elimination occurs with the alcohol or the
alkoxide is debatable and, ultimately, unimportant). Elimination gives an enol (or
enolate) the tautomeric form of a carbonyl (ir stretch) (or its resonance form).
The molecule is achiral as it has a plane of symmetry running through the middle.
Question 2
With the aid of a Newman projection determine the structure of the product. It is
formed as a single diastereoisomer. Note: under the acidic conditions of the reaction
the PMB protecting group is lost.
TBDPSO H
O
OPMB
TMS
Br TiCl4
85%
C24H33BrO3Si
4. TBDPSO H
O
OPMB
TMS
Br TiCl4
85%
TBDPSO
OH
OHH
Br
Answer
This reaction is taken from a synthesis of amphidinol 3.
It is basically a chance for you to practice manipulating
molecules between skeletal and Newman projections.
An extension of this question would have involved the
addition of a substituent to the alkene so that you had
to deal with the formation of two new stereocentres.
How would you approach that problem? (and for once a
6-membered ring would not help you as this reaction
proceeds through an open transition state).
TBDPS = is tert-
butyldiphenylsiyl (a bulky
protecting group) and
PMB = para-methoxybenzyl
(a substituted benzyl
group that is far easier
to remove than the
standard benzyl group;
either acid or an
oxidising agent such as
DDQ
(dichlorodicyanobenzoqui
none)).
Org. Biomol. Chem. 2012, 10, 9418
R
H
PMBO
R
H
O
OPMB
≡
O
C
H
PMBO
R
H
O
C
H
Cln
Ti
TMS
Br
TMS
Br
R
H
PMBO
C
H
OH
Br
≡
R
HPMBO
C
HHO
Br
≡ R
H OPMB
H OH
Br
First, convert the skeletal
representation into a
Newman projection.
This is an example of
Cram Chelation control
so the two Lewis basic
atoms are tethered
together and this fixes the
conformation of the
substrate.
The nucleophile then
approaches along the
Bürgi-Dunitz angle. One
approach is hindered by
the R group. The other
isn’t.
Finally, convert back to
skeletal representation
remembering that you
haven’t changed one
stereocentre.
5. TBDPSO H
O
OPMB
TMS
Br TiCl4
85%
TBDPSO
OH
OHH
Br
Obviously I’m focusing on the stereochemical outcome of this reaction. I do not have
time to discuss the simple chemistry/reactivity as that should be covered in the
undergraduate courses.
If you do not know about the chemistry of allylsilanes then I recommend you read up
on these valuable nucleophiles. To make life easier I can tell you this is sometimes
called the Hosomi-Sakurai reaction.
I have some brief notes on these reagents in “Strategy in Synthesis” lecture 3, a second
year paper:
http://www.massey.ac.nz/~gjrowlan/strat.html
OH
C6H13
O
H Ph
O SmI2 (15 mol%)
94%
> 99:1 dr
O
C6H13
H OH
O
Ph
Question 3
With the aid of the appropriate drawings, rationalise the stereochemistry of this
transformation.
6. OH
C6H13
OH Ph
O
I2Sm
O
C6H13
OPh
HOSmIn
O
C6H13
H OH
O
Ph
In this reaction samarium(II)
iodide is behaving as a Lewis
acid but it should be
remembered that it is a very
valuable reagent for single
electron transfer (SET).
It is also fun to note that
the student on this paper is
now a very successful
academic in his own right and
we might look at some of his
work later (and if we don’t
you should read it anyways).
Answer
This is an example of what is now known as the Evans-
Tishcenko reaction (but the reference below is by Evans
and only refers to the reaction as the Tishcenko
reaction).
Here is the basic mechanism (badly drawn). The
samarium acts as a Lewis acid and activates the
aldehyde allowing the alcohol to add. The samarium
then activates the ketone (not shown) and mediates the
internal hydride transfer.
J. Am. Chem. Soc. 1990, 112, 6447
O
H
H
OO Sm
II
C6H13 O
H
H
OOH
C6H13
Ph
Ph
≡
C6H13
HHO H O
O
Ph
To understand the diastereoselectivity of the reaction we need to look at the probable
conformation. The drawing above shows the samarium tethering the ketone to the
hemi-acetal-like oxygen. As you can see the hydride is 5-atoms away from the carbonyl
(like a 1,5-hydride shift) so we can use a 6-membered transition state and so we can
model this with chair conformation. The two oxygen atoms adopt the axial position to
allow the substituents to be in the pseudo-equatorial position.
7. O
H
H
OO Sm
II
C6H13 O
H
H
OOH
C6H13
Ph
Ph
≡
C6H13
HHO H O
O
Ph
The facial selectivity (Si in this case) of the hydride approach is controlled by the
existing stereocentre. Approach from the top (Re) face is only possible if the isopropyl
group adopts the pseudo-axial position. This is, of course, disfavoured. So approach is
from the bottom face (away from us or Si) as this places the isopropyl group pseudo-
equatorial.
The tetrahedral intermediate collapses to reform the carbonyl group and reduce the
ketone in an analogous fashion to the Cannizzaro reaction or the Meerwein-Ponndorf-
Verley oxidation.
O
i. LDA
ii. TBSCl
iii. heat
49%
> 90% ee
OH
O
O
O
i. LDA
ii. TBSCl
iii. heat OH
O
O
➎➊ ➋ ➌ ➍
➎
➊ ➋ ➌ ➍
Question 4
With the aid of the appropriate drawings explain why the two diastereomers of the
starting material both undergo rearrangement to give the same enantiomer of product.
8. O
i. LDA
ii. TBSCl
iii. heat
49%
> 90% ee
OH
O
O
O
i. LDA
ii. TBSCl
iii. heat OH
O
O
➎➊ ➋ ➌ ➍
➎
➊ ➋ ➌ ➍
Answer
Hopefully these reactions are not too hard. They are an example of the Ireland-Claisen
rearrangement. With a bit of luck my numbering might have given you a clue as to the
nature of the reaction.
In steps i & ii a silyl ketene acetal is formed (silyl enol ether). Warming the reaction
then promotes the rearrangement (often warming means returning the reaction to rt).
J. Org. Chem. 1993, 58, 4589
O
OTBS
O
H
H
OTBS
O
H
H
OTBS
OH
O
The Ireland-Claisen
rearrangement is an
example of pericyclic
(sigmatropic) reaction. It
involves 6 atoms and the
movement of 6 electrons
(3 curly arrows). As such
you should instantly be
thinking about using a
chair transition state to
model the reaction.
The key control element is
the methyl substituent.
This can either be
pseudo-equatorial or
pseudo-axial with each
different conformation
resulting in a different
enantiomer.
If you ever spot two double
bonds whose ends are 6
atoms apart think about a
rearrangement.
9. O
OTBS
O
H
H
OTBS
O
H
H
OTBS
OH
O
Once we have the chair
conformation we draw the
reaction, rearranging the
two double bonds.
This gives us the product
drawn in a 3D manner. Yet
again, the easiest place to
make an error is taking
this representation and
converting it to the
normal skeletal depiction.
As before, if you are
ever in doubt as to
whether you have
drawn the right
stereochemistry or
have inverted the
stereocentre simply
assign the
stereochemical
descriptor to both
drawings (in this case
the product is S).
O
OTBS
O
H
OTBS
H
O
H
OTBS
H
OH
O
If we apply the same
principles to the second
diastereomer we find we
form the same
enantiomer.
Again we place the methyl
substituent of the the
stereocentre in the
pseudo-equatorial
position. The methyl
substituent of the alkene
must be axial - we have
no choice as the alkene
cannot be rotated.
The rearrangement
generates the acid and we
have to unwrap the
drawing.
10. O
N O
O
Ph
F
i. LiHMDS
ii. BrCH2CN
80%
O
N O
O
Ph
F
NC
Question 5
Rationalise the diastereoselectivity of the alkylation reaction shown above.
O
N O
O
Ph
F
H N
LiO
N
O
Ph O
Si
Si
H
F
vs.
H N
LiO
N
O
Ph O
Si
SiH
FO
N O
O
Ph
F Li
H
H H
Answer
This is your introduction to the use of
chiral auxiliaries (unless you have read
my notes in which case it is revision) and
this example is taken from a synthesis of
PNP405 a drug used to prevent
transplant rejection.
To rationalise the diastereochemical
outcome of this reaction we first need to
determine the geometry of the enolate
formed (E or Z).
The Ireland model suggest that this
occurs through a 6-membered ring. The
two competing factors are repulsion
between the aryl substituent and the
oxazolidinone auxiliary or 1,3-diaxial
repulsion between the base and the aryl
substituent. With imides such as this the
auxiliary is considered larger than the
trimethylsilyl group and so the top
conformation is disfavoured and we get
the Z-enolate.
J. Org. Chem. 2002, 67, 6612
11. O
N O
O
Ph
F Li
NC
Br
H
O
N O
O
Ph
F
HNC
Once we know the geometry of the enolate the rest is easy.
The lithium cation coordinates to the oxygen of the enolate and the carbonyl of the
oxazolidinone auxiliary. The chelate prevents rotation of the C–N bond and so fixes the
conformation of the auxiliary.
The phenyl group blocks the bottom face and so the electrophile must approach from
the top face giving us the product shown.
ON
OO i. Bu2BOTf,
EtNiPr2
ii. aldehyde
O
i. KOH
ii. CH2N2
iii. (EtCO)2CO, Et3N
OCH3
OO
O
LDA,
TMSCl
OCH3
OO
OTMS
i. heat
ii. HCl
C
C13H21NO4
D
C11H18O4
Question 6
Using the appropriate drawings determine the structure of C & D. It goes without
saying that you should pay close attention to the stereochemistry.
12. ON
OO
B
Bu
OTf
Bu
ON
OO
H
B
Bu Bu
iPr2EtN
ON
OO
B
Bu Bu
Answer
This was taken from a 3rd year exam paper I set when I was teaching in the UK. I can’t
find the reference to the original paper (naughty me).
The first step is formation of the boron enolate. Remember that a tertiary amine is not
a strong enough base to directly deprotonate an imide; coordination of boron and
carbonyl activates the α-position. Once again the Z-enolate is favoured due to the bulk
of the auxiliary/amide.
O
N
O
B
O
H Bu Bu
vs.
ON
OO
B
O
H Bu Bu
O
The reaction follows a different pathway to the alkylation in the previous question. The
aldehyde must coordinate with boron. Without this Lewis acid activation the boron
enolate is insufficiently nucleophilic to attack the weakly electrophilic aldehyde.
When the aldehyde coordinates to the boron it prevents the boron from interacting with
the auxiliary (boron is already coordinatively saturated) yet we still get a favoured
conformation for the auxiliary (as demonstrated by high diastereoselectivities).
13. O
N
O
B
O
H Bu Bu
vs.
ON
OO
B
O
H Bu Bu
O
favoured disfavoured
The conformation on the right is disfavoured due to dipole-dipole interactions. The
alignment of dipoles is unstable as the build-up of negative charges close to one-
another repel (like aligning to magnets in the same direction). Alternatively you could
argue that the lone pairs of electrons on each oxygen atom are in close proximity,
which is disfavoured. The conformation on the left is favoured as the dipole-dipole
interaction is minimised (as close to cancelling out as possible) or the lone pairs have
maximum separation.
B
Bu
N
O B
O
O
H
Bu
Bu
O
H
O O
H
N
H
Bu
O
O
vs.
OH O
H
N
H
O
O
≡N
OOH
O
O
Once again we have 6
atoms reacting with the
movement of 6 electrons.
The stereochemistry can
be rationalised with a
chair-like transition state.
This is known as the
Zimmerman-Traxler
transition state.
We have two choices; the
orientation of the
aldehyde and the facial
selectivity on the enolate.
The aldehyde will adopt
the position that places
its substituent in the
pseudo-equatorial
position.
The facial selectivity is the
result of the minimisation
of 1,3-diaxial-like
interactions.
14. B
Bu
N
O B
O
O
H
Bu
Bu
O
H
O O
H
N
H
Bu
O
O
vs.
OH O
H
N
H
O
O
≡N
OOH
O
O
If the aldehyde
approaches from the top
face of the enolate (Si
face) (top left picture)
then the isopropyl
substituent of the
auxiliary will clash with
the boron substituents.
Attack from the lower (Re)
face of the enolate avoids
such destabilising
interactions.
Once again, the hardest
part is probably
unravelling the 3D
representation and
drawing our skeletal
representation.
My only tip is to say it
should be obvious that
the two hydrogen atoms
are on the same face
(down).
ON
OO i. Bu2BOTf,
EtNiPr2
ii. aldehyde
O
i. KOH
ii. CH2N2
iii. (EtCO)2CO, Et3N
OCH3
OO
O
LDA,
TMSCl
OCH3
OO
OTMS
i. heat
ii. HCl
C
C13H21NO4
D
C11H18O4
The product of the aldol reaction is C.
The next three steps are simple functional group transformations. Potassium hydroxide
hydrolyses the imide to give a carboxylic acid. Mild esterification with diazomethane
(CH2N2) is followed by a second esterification, this time of the secondary alcohol.
Formation of the silyl ketene acetal proceeds to give the E-enolate.
Please note: the nomenclature for the enolates of esters is annoying. Simply swapping the silyl group
for a lithium changes the name to Z-enolate without changing the shape.
15. N
H
OLi
H
O
R
vs.
N
H
OLi
O
R
H
disfavoured
Why is the E-enolate favoured (the enolate with the methyl cis to the alkoxy
substituent)?
Again we can use the Ireland model of deprotonation to determine this. In this example
the repulsion between base and methyl group is key. The ester substituent can rotate
out of the way (unlike in the amide/imide example earlier). Of course, this is a
simplification, lithium compounds tend to form aggregates which complicate analysis.
More information can be found at an old version of my notes (lecture 4):
http://www.massey.ac.nz/~gjrowlan/stereo.html
OCH3
OO
OTMS
OH
TMSO
H O
OCH3
OH
TMSO
H O
OCH3≡HO
O
OCH3
OH
The final step is another
example of the Ireland-
Claisen rearrangement.
This is a useful reaction
as it permits the readily
formed C–O bond
(esterification) to be
converted to a C–C bond
with communication of
stereochemical
information.
The reaction proceeds
through a chair-like
transition state with the
largest substituent at the
stereocentre (not the
alkene) adopting the
pseudo-equatorial
position and controlling
the diastereoselectivity.
The hardest task is just
drawing this without
inverting any stereocentres.