The first chapter outlines our early optimization work on the conversion of thioesters into alkynes in three steps or less to reduce the step count in the synthesis of the eastern fragment of the natural product strasseriolide B. Three different synthetic routes were attempted to achieve this goal. The first route required formation of an enol triflate followed by reductive lithiation and methylation. However, the reactions generally led to decomposition. The second route employed the formation of β-ketothioesters prior to enol triflate formation, followed by a decarboxylation/elimination sequence. Poor yields and lack of selectivity when forming the enol triflate resulted in rerouting. The final route used a palladium-catalyzed deallylation of allyl β-ketoesters to perform the same decarboxylation/elimination sequence. Although feasible, four steps were required, rendering the project goal unsuccessful.
The first chapter additionally describes our progress towards the total synthesis of strasseriolide D via a convergent synthesis. Strasseriolides A–D were isolated in 2020 from the fungal strain Strasseria geniculate. We recently reported the first total syntheses of A and B with LLSs of 16 and 17 steps, respectively. Strasseriolides B and D showed potent antimalarial activity against drug-sensitive and drug-resistant P. falciparum parasites. Later in vivo studies evaluated the treatment of strasseriolides A, B, and D in mice and found strasseriolide B to be acutely toxic while strasseriolide D displayed no cytotoxicity and significant inhibitory activity. We investigated a synthetic strategy to provide material for further investigation of strasseriolide D’s antimalarial activity. A summary of the synthesis of the eastern fragment and a thorough description of the western fragment will be presented. The eastern and western fragments were envisioned to couple through an esterification and the synthesis will be completed via an NHK macrocyclization.
Chapter Two outlines a project I joined shortly after concluding the thioester to alkyne methodology project. It describes our group’s previous methodology that demonstrated osmium tetroxide and TMEDA generate stable crystalline adducts with alkenes that facilitate X-ray analyses and structure assignments. Alternatively, osmate esters can be prepared from diols, potassium osmate, and TMEDA·2TsOH in a non-oxidative condensation reaction. This new approach provides a convenient route to form stable, crystalline osmate (VI) esters for X-ray analysis. Because it is redox neutral, it works with a variety of diol substrates, including 1,3-diols, that cannot be prepared from alkenes. α-Hydroxy acids also form stable osmate esters in reasonable yield and readily crystallize. An alternative ligand screen was performed to assess improved crystallinity from substituted TMEDA analogues. The enhanced crystallinity of osmate esters and the incorporation of a heavy atom make reliable determination of structure and absolute configuration routine.
The third chapter describes the progress towards a total synthesis of populusene A, a cembranoid-type diterpene isolated from the tree resin of Populus euphratica by Liu et al. Populusene A contains a structurally uncommon bridgehead alkene in a bicyclo[8.4.1]pentadecane core. NMR methods assigned the structure and relative configurations, and its absolute configuration was proposed based on ECD calculations. The natural product displays sub-micromolar activity against the expression of pro-inflammatory proteins and transcription factors responsible for the regulation of inflammatory cytokines. We are investigating a biomimetic synthetic strategy to confirm its structure and provide material for further investigation of its anti-inflammatory properties.
The final chapter discusses a chemical education project under the advisement of Dr. Renée Link. We describe the creation, implementation, and evaluation of Quick Reference (QR) instructional videos in an undergraduate organic chemistry laboratory (OCL) setting for non-chemistry majors. The QR videos were designed to address specific, recurring questions about equipment, procedure, and concepts that students in our OCL courses find continually challenging. Quick-response barcodes for each video were located close to related glassware, equipment, and chemicals during the teaching laboratory, which could be scanned by a mobile device. Students indicated in survey responses that the QR videos were easily accessible, increased their confidence in the chosen technique, and answered questions that they would otherwise have asked their TA. We found that students engaged the most with video sections relating directly to hands-on procedures ("how"), but disengaged during conceptual explanations ("why"). This study offers useful insights into how chemistry students utilize instructional videos in a laboratory setting.