Book Name: Organic Chemistry Student Solution Manual 3rd Edition
Author: David Klein
File size: 52.85 MB
File format: PDF
Organic Chemistry Student Solution Manual 3rd Edition Pdf Book Description:
Organic Chemistry, 3rd Edition isn’t only a compilation of fundamentals, but instead, it’s a disciplined technique of analysis and thought. Success in chemistry demands command in two core facets: basic theories and the skills required to apply these theories and solve problems. Clients must learn how to be adept at upcoming new scenarios methodically, according to a repertoire of abilities. These skills are critical for effective problem solving in organic chemistry. Existing textbooks give comprehensive coverage of, the principles, however there’s much less emphasis on the abilities necessary to really resolve problems. The sequence of chapters and topics in Organic Chemistry, 3e does not differ markedly from that of other organic chemistry textbooks. Indeed, the topics are presented in the traditional order, based on functional groups (alkenes, alkynes, alcohols, ethers, aldehydes and ketones, carboxylic acid derivatives, etc.). Despite this traditional order, a strong emphasis is placed on mechanisms, with a focus on pattern recognition to illustrate the similarities between reactions that would otherwise appear unrelated. No shortcuts were taken in any of the mechanisms, and all steps are clearly illustrated, including all proton transfer steps.
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.
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