Transformed steroids. 123. Synthesis of 5α(H)- and 5α(OH)-6-ketosteroids with an additional 17α,20ξ-dihydroxytetrahydropyran ring E
The paper is devoted to the synthesis of 3,17α,20-trihydroxy-16β,23-epoxy-21,24-dinor-5αH-cholan-6-one and 3,5α,17α,20-tetrahydroxy-16β,23-epoxy-21,24-dinorcholan-6-one and derivatives of them. It has been shown that the reduction of 3,17α-dihydroxy-16β,23-epoxy-21,24-dinorchol-5-en-20-one with sodium tetrahydroborate and with diborane takes place stereospecifically with different spatial directivities: in the products of diborane reduction, ring E exists in the boat form, as has been shown by1H and13C NMR methods. The trans linkage of rings A/B in the modified steroids has been confirmed by their circular dichroism spectra.
Conformational analysis of 3-borabicyclo[3.3.1]nonane derivatives
Abstract Conformations of 3-borabicyclo[3.3.1]nonane derivatives have been studied by means of 1 H and 13 C NMR spectroscopy. With the aid of the coupling constants 3 J (HH) and 13 C chemical shifts it has been shown that all the derivatives of 3-borabicyclo[3.3.1]nonane with the trigonal boron atom studied are in a flattened double-chair conformation. In 3-borabicyclo[3.3.1]nonane derivatives with the tetra-coordinated boron atom and substituents at the 7α-position, the chair-boat conformation predominates, the boat conformation being characteristic of the cyclohexane ring; exceptions are the compounds with the internal donor—acceptor bond between the boron atom an 7α-substituent.
The Intuitive Physics of the Equilibrium of the Lever and of the Hydraulic Pressures: Implications for the Teaching of Elementary Physics.
The research field of intuitive physics focuses on discrepancies between 
theoretical and intuitive physical knowledge. Consideration of these 
discrepancies can help in the teaching of elementary physics. However, 
evidence shows that theoretical and intuitive physical knowledge may also 
be congruent. Physics teaching could further benefit from understanding the 
reasons for this congruence. The present study explored these reasons by 
investigating the intuitive physics of the equilibrium of the lever and of the 
hydraulic pressures. It was found that the intuitive-physics law of the lever 
was multiplicative for all participants while the intuitive-physics law of the 
hydraulic pressures differed among participants. Since these laws are 
equally simple and the layman probably has had extensive experience with 
the lever and scarce or no experience with the hydraulic lift, these findings 
support the general hypothesis that physical laws and corresponding 
intuitive-physics laws are congruent when people have had experience with 
the respective phenomena. The results and theoretical considerations suggest 
two strategic principles for teaching elementary physics.