Organic Chemistry, Student Study Guide and Solutions Manual

table border="0" width="100%"tbodytr id="clightyellow"tdspan style="FONT-FAMILY: "Students often say, “I studied 40 hours for this exam and I still didn’t do well. Where did I go wrong?” Most/span span style="FONT-FAMILY: "instructors hear this complaint every year. In many cases, it is true that the student invested countless hours, only to /spanspan style="FONT-FAMILY: "produce abysmal results. Often, inefficient study habits are to blame. The important question is: why do so many /spanspan style="FONT-FAMILY: "students have difficulty preparing themselves for organic chemistry exams? There are certainly several factors at /spanspan style="FONT-FAMILY: "play here, but perhaps the most dominant factor is a fundamental /spanispan style="FONT-FAMILY: "disconnect /span/ispan style="FONT-FAMILY: "between what students learn and the /spanspan style="FONT-FAMILY: "tasks expected of them. To address the disconnect in organic chemistry instruction, David Klein has developed a textbook that utilizes a skills-based approach to instruction. The textbook includes all of the concepts typically covered in an organic chemistry textbook, but special emphasis is placed on skills development to support these concepts. This emphasis upon skills development will provide students with a greater opportunity to develop proficiency in the key skills necessary to succeed in organic chemistry. /spanspan style="FONT-FAMILY: " /spanpspan style="FONT-FAMILY: "As an example, resonance structures are used repeatedly throughout the course, and students must become masters of resonance structures early in the course. Therefore, a significant portion of chapter 1 is devoted to drawing resonance structures. /spanspan style="FONT-FAMILY: " /span/ppspan style="FONT-FAMILY: "Two chapters (6 and 12) are devoted almost entirely to skill development. Chapter 6 emphasizes skills that are necessary for drawing mechanisms, while chapter 12 prepares the student for proposing syntheses./span/pdivspan style="FONT-FAMILY: " /spanspanIn addition, each chapter contains numerous Skillbuilders, each of which is designed to foster a specific skill. Each skillbuildercontains three parts:/span/divpspan1. Learn the Skill/spanspan style="FONT-FAMILY: ": a solved problem that demonstrates a particular skill;/span/pp span2. Practice the Skill: numerous problems (similar to the solved problem) that give the students an opportunity to /spanspan style="FONT-FAMILY: "practice and master the skill;/span/ppspan3. Apply the Skill: one or two more-challenging problems in which the student must apply the skill in a slightly /spanspan style="FONT-FAMILY: "different environment. These problems include conceptual, cumulative, and applied problems that encourage /spanspan style="FONT-FAMILY: "students to think out of the box. Sometimes problems that foreshadow concepts introduced in later chapters are /spanspan style="FONT-FAMILY: "also included./span/ppspan style="FONT-FAMILY: "All /spanspan style="FONT-FAMILY: "SkillBuilders /spanspan style="FONT-FAMILY: "are visually summarized at the end of each chapter (Skillbuilder review), followed by a list of suggested in-chapter and /spanspan style="FONT-FAMILY: "end-of-chapter practice problems./span/ppspan style="FONT-FAMILY: "bDavid Klein/b is a lecturer at Johns Hopkins University where he teaches Organic and General Chemistry. He is a dynamic and creative teacher and uses analogy to help students grasp difficult topics. Klein’s unique informal voice and manner of presentation help students truly master key topics in this course. He is also the author of iOrganic Chemistry as a Second Language/i and iGeneral Chemistry as a Second Language/i, which have both been highly successful. /span/p/tdtd /td/tr/tbody/table/p