02077nam a22002538i 450000100060000000300090000600800410001501000170005602000180007304000230009108200120011410000370012624500380016324600310020125000200023226400390025230000530029150400510034452013310039552600080172665000350173465000140176985200400178339345BD-DhAAL220814t2018    njua     b    001 0 eng d  a  2020044903  a9781119451051  aBD-DhAALcBD-DhAAL00a5472231 aKlein, David R.,d1972-eauthor.10aOrganic chemistry /cDavid Klein.  aKlein's Organic chemistry.  aGlobal edition. 1aHoboken, NJ :bJohn Wiley,cc2018.  axvi, 1217 pages :bcolor illustrations ;c28 cm.  aIncludes bibliographical references and index.  a"Students who perform poorly on organic chemistry exams often report having invested countless hours studying. Why do many students have difficulty preparing themselves for organic chemistry exams? Certainly, there are several contributing factors, including inefficient study habits, but perhaps the most dominant factor is a fundamental disconnect between what students learn in the lecture hall and the tasks expected of them during an exam. To illustrate the disconnect, consider the following analogy. Imagine that a prestigious university offers a course entitled "Bike-Riding 101." Throughout the course, physics and engineering professors explain many concepts and principles (for example, how bicycles have been engineered to minimize air resistance). Students invest significant time studying the information that was presented, and on the last day of the course, the final exam consists of riding a bike for a distance of 100 feet. A few students may have innate talents and can accomplish the task without falling. But most students will fall several times, slowly making it to the finish line, bruised and hurt; and many students will not be able to ride for even one second without falling. Why? Because there is a disconnect between what the students learned and what they were expected to do for their exam."--  aPHR 0aChemistry, OrganicvTextbooks. 0aPharmacy.  aAyesha Abed LibrarycGeneral Stacks