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Part of this involves calibrating your expectations of the workload. It is common for good students in math/science classes to need 6-10 hours per class outside of the lecture in order to study, do homework, do extra practice problems from books such as the “Chemistry Problem Solver”. Take 3 of these classes, add in lecture & lab, you can see its a significant commitment. If you’re getting by on native smarts and a lack of competition in HS, then something will have to change in college; your study habits or your major. UCLA accepted you so they believe you are capable of doing the work. They can’t predict if you are willing though.</p>
<p>Two links to take a look at are [On</a> Becoming a Math Whiz: My Advice to a New MIT Student](<a href=“http://■■■■■■■.com/3zh9frh]On”>On Becoming a Math Whiz: My Advice to a New MIT Student - Cal Newport) and [How</a> to Ace Calculus: The Art of Doing Well in Technical Courses](<a href=“http://■■■■■■■.com/aok5qn]How”>How to Ace Calculus: The Art of Doing Well in Technical Courses - Cal Newport) Read thru the story at [Teaching</a> linear algebra](<a href=“http://bentilly.blogspot.com/2009/09/teaching-linear-algebra.html]Teaching”>Random Observations: Teaching linear algebra) and see how that prof forced students to rehearse material with great results; the advice earlier focuses on doing that yourself. </p>
<p>The downfall of many students is confusing recognition with recall. When you do the homework you have the book right there and can thumb back to see how similar problems were solved. After a while the approaches become familiar, and then when you review the book before the test they may seem even more so. Thats why self-testing is so critical to getting an honest picture of what you know and what you don’t. Search for “testing improves learning” and you’ll see what I’m talking about. Two academic links discussing this are</p>
<p>[Why</a> Students Think They Understand—When They Don’t](<a href=“http://www.aft.org/newspubs/periodicals/ae/winter0304/willingham.cfm]Why”>Ask the Cognitive Scientist: Why Students Think They Understand—When They Don't) </p>
<p>[Practice</a> Makes Perfect—but Only If You Practice Beyond the Point of Perfection](<a href=“http://www.aft.org/newspubs/periodicals/ae/spring2004/willingham.cfm]Practice”>Ask the Cognitive Scientist: Practice Makes Perfect—But Only If You Practice beyond the Point of Perfection) </p>