LFER Studies Evaluating Solvent Effects on an α-Chloro- and two β,β,β-Trichloro-Ethyl Chloroformate Esters
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Bibliographic record
Abstract
To provide insight and to identify the occurrence of mechanistic changes in relation to variance in solvent-type, the solvent effects on the rates of solvolysis of three substrates, 2,2,2-trichloro-1,1-dimethylethyl chloroformate, 2,2,2-trichloroethyl chloroformate, and 1-chloroethyl chloroformate, are analyzed using linear free energy relationships (LFERs) such as the extended Grunwald-Winstein equation, and a similarity-based LFER model approach that is based on the solvolysis of phenyl chloroformate. At 25.0 °C, in four common solvents, the α-chloroethyl chloroformate was found to react considerably faster than the two β,β,β-trichloro-substituted analogs. This immense rate enhancement can be directly related to the proximity of the electron-withdrawing α-chlorine atom to the carbonyl carbon reaction center. In the thirteen solvents studied, 1-chloroethyl chloroformate was found to strictly follow a carbonyl addition process, with the addition-step being rate-determining. For the two β,β,β-trichloro-substrates, in aqueous mixtures that are very rich in a fluoroalcohol component, there is compelling evidence for the occurrence of side-by-side addition-elimination and ionization mechanisms, with the ionization pathway being predominant. The presence of the two methyl groups on the α-carbon of 2,2,2-trichloro-1,1-dimethylethyl chloroformate has additive steric and stereoelectronic implications, causing its rate of reaction to be significantly slower than that of 2,2,2-trichloroethyl chloroformate.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it