000			02146cam a22002658i 4500
008			201014s2021 nju b 001 0 eng c
020			_a978-1-119-659594
040			_aEC-QuPUC _erda _cDLC _fAntonio Amundarain _bspa
041			_aeng
082	0	0	_a547 _bK672q _b2021
100			_aKlein, David R., _eorg _967016
245	1	0	_aOrganic chemistry / _cDavid Klein
250			_aFourth edition.
263			_a2012
264		1	_aHoboken : _bWiley, _c2021
300			_a1356 páges : _bilustrations ; _c28 cm
336			_btxt _atxt
337			_bn _an
338			_bnc _anc
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."--
650		4	_aQuímica orgánica _962816
856			_uhttps://puce.odilo.us/info/organic-chemistry-03180403
942			_cBK _03
999			_c283654 _d283654