CAREER: Iron mediated catalytic C-H bond functionalization
CAREER: Iron mediated catalytic C-H bond functionalization
批准号:
0955885
负责人:
Theodore Betley
金额:
$60.0万
依托单位:
依托单位国家:
美国
项目类别:
Continuing Grant
财政年份:
2010
资助国家:
美国
项目状态:
已结题
起止时间:
2010-03-15 至 2015-02-28
中文摘要
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英文摘要
The Chemical Catalysis Program supports the efforts of Professor Theodore Betley of Harvard University on iron-mediated, catalytic carbon-hydrogen (C-H) bond functionalization. Professor Betley's group synthesizes electrophilic complexes featuring transiently-formed metal-ligand multiple bonds. These metal catalysts contain hard donor, weak-field dipyrromethane and tris(pyrrolyl)ethane ligand scaffolds that were selected for their ability to confer a wide range of steric and electronic environments to the first row-transition metal ion. Catalytic C-H bond amination reactions are being explored to determine the scope, activity, and mechanisms of the reaction.This award examines the activation of carbon-hydrogen bonds as a way of converting inexpensive chemical feedstocks (hydrocarbons) to valuable functional molecules with minimal waste generation. Importantly, Professor Betley and his group are using non-toxic and earth-abundant elements, such as iron, to perform these important transformations. The targeted products are useful in many fields, ranging from pharmaceutical production to value-added commodity chemicals for buildings and automobiles. This research effort is well-integrated into the classroom. Professor Betley organizes the Experience the Elements Firsthand, an interactive demonstration for students at the K-12 level from Boston's local grade schools and high schools. In this program, the students are invited to participate in a series of experiments and observe chemical phenomena in the laboratory. Professor Betley also co-directs an academic outreach program aimed at attracting traditionally underrepresented minority students in the chemical sciences and is active in Hawaii's federally-funded Upward-Bound program to promote interest in the sciences in first-generation students.
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会议论文
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