Recent Tutoring Session Reviews
"Today the student and I worked on his knowledge bundle for section 14.4. We also completed an activity using Punnett squares for dihybrid crosses. I found an online resource with flashcards that correspond with his textbook. I also gave him a handout with tips for the writing portion of the AP test (the format his teacher uses for classroom tests). He reported getting an A on the quiz he had yesterday and that his last lab report was one of his higher grades."
"We covered the rest of her chapter reviews and I explained the concepts behind each subject. It was about DNA replication, transcription, translation, mutation, genome, clone and related things. After that I asked her the subjects that we covered in previous session and I explained the parts that she was struggling with them, She is doing good and needs to review them again. She needs to study the figure of cellular respiration and photosynthesis."
"We worked on his worksheet related to productivity & biomass. We also covered his instructor exam review sheet. I discussed glycolysis, Krebs cycle, and electron transport chain. We will meet this weekend to prep for his exam."
"We went over solving exponents in precalculus first. So as to split our time evenly, after 45 mins we switched to AP Bio. We went over genetics and Punnet squares. I spent a good deal of time explaining linked genes, how they are inherited, and how to determine if traits are linked via the phenotypic ratio of a dihybrid cross."
"We quickly reviewed remaining chapters for her midterm (photosynthesis, cellular respiration, macromolecules) but focused on cellular communication because her teacher added it to the midterm. We went through the power point slides and i instructed her to do as many as the practice problems as possible. ."
"The student had a final exam on Wednesday and her instructor informed her the exam would have a large portion on evolution and Hardy-Weinberg, so we started her lesson with a review of the stipulation of Hardy-Weinberg, what it means for a population to be in Hardy-Weinberg equilibrium and ended the lesson going over several difficult examples requiring her to understand each term of both Hardy-Weinberg equations, including when to work with alleles, when to work with individuals, and when to convert from decimal to percentages. The student requested I stay until we were done with an example of each possible scenario including an autosomal recessive trait, and a co-dominant/incompletely dominant example."
"Today, the student and I went over two chapters in her textbook which covered Evolution, primarily Microevolution, and Speciation. She had read over these chapters and is going over them in school, but she still had areas that she was unsure about. We started the session by reviewing all the material covered in the chapters. Afterwards we went over her homework which covered various Hardy-Weinberg equilibrium problems and natural selection. Although this was new material for her, we discussed how material we had studied before (Genetics and Molecular Biology) tied in with Evolution. She has a good understanding of Genetics, and I feel this helped her better understand concepts of Evolution and Speciation."
"The student and I met to review the topics and concepts of evolution before her test in AP Biology. We began by looking over her notes from class as well as the teacher's syllabus. Then, I used presentations from my own AP Bio class to help her study ideas that she struggled with, which include: speciation, evidence for evolution, classification, and natural selection. After we'd completed this, she had some practice questions from class, and we worked together to answer them. I gave her a copy of the study guide that I give to students before my evolution test, and helped her to identify the areas where she could focus between our session and the test."
"Went over Mendel and Genetics for her test. We did problems with the Punnett Square (1x1, 2x2, and multiple alleles), different methods of inheritance, and pedigrees. She should do very well on her test."
"I helped the student go through review problems that his teacher had posted online. We really focused on genetics problems. We also practiced when he gets confused with a problem taking a breath and relaxing before going to the next problem."
"The student and I covered glycolysis and Krebs during our recent session. She told me that her teacher had advised the class to learn cellular respiration in depth. Therefore, I spent some time giving her a general overview and making sure she understood every step conceptually. Her one small issue is that she attempts to memorize all the information instead of understanding it conceptually. By making sure she understood the specifics, giving her ways of remembering the details, and giving her a general overview every step of the way, it seems that she is doing better in AP Bio. As always, I gave her the notes that we wrote together to study over the week."
"The student and I went over electron configuration, noble gas configuration, and quantum numbers. Although similar to what we went over last time she was taught the material in her class this time and had a little better understanding. We did multiple examples in which she was able to get the correct answer most of the time. The mistakes she made were small and easily fixed. She has a quiz over the material on Thursday."