"[COVERED]: We began by discussing generally the self-diagnosed problems the student had noticed, and how I would guide her to avoid those mistakes, and why the MCAT required a solid conceptual framework from the foundations of Physics on upwards. To begin the content, we discussed Newton's Law, jumping straight to Newton's own definition of the 2nd law in order to facilitate an understanding of the relationship between momentum and kinetic energy. We used that as a springboard to discuss Work as the transfer of energy, and the meaning of the sign of the work. We discussed Potential Energy, and divided forces into field and contact forces, discussing how negative work by the former stored energy, while the latter dissipated it. We moved on to a discussion of the normal force, its definition and generation, discussing in more detail Newton's 3rd law. We closed with a discussion of friction, explaining the components of the formulas for static and kinetic friction.
[PROGRESS/CHALLENGES]: She showed a good facility with calculus-based physics, which really sped the session along. Initially, she seemed a little unfamiliar with the component SI units of various physical quantities. Once she had heard these definitions, and worked through the consequences for the interrelationships between the discussed physical quantities, she seemed to grasp them. Luckily, she grasped right away the importance of high-bandwidth studying, using verbalizations, repetition, hand gestures, and active note-taking to integrate the knowledge to make it come alive.
[EXTRA PRACTICE]: Units & Kinematics Test. Three topical tests, excluding vector-based calculations if she so chose, as we would be discussing those in the next session."