000			02657nam a22003738i 4500
999			_c44797 _d44797
001			39345
003			BD-DhAAL
008			220814t2018 njua b 001 0 eng d
010			_a 2020044903
020			_a9781119451051
040			_aBD-DhAAL _cBD-DhAAL
082	0	0	_a547 _223
100	1		_aKlein, David R., _d1972- _eauthor. _950822
245	1	0	_aOrganic chemistry / _cDavid Klein.
246			_aKlein's Organic chemistry.
250			_aGlobal edition.
264		1	_aHoboken, NJ : _bJohn Wiley, _cc2018.
300			_axvi, 1217 pages : _bcolor illustrations ; _c28 cm.
504			_aIncludes bibliographical references and index.
520			_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."--
526			_aPHR
650		0	_aChemistry, Organic _vTextbooks. _950823
650		0	_aPharmacy. _950824
852			_aAyesha Abed Library _cGeneral Stacks
942			_2ddc _cBK