Recent Tutoring Session Reviews
"Tonight we continued to work on the student's biology project on human body systems. Since our last meeting, she took the draft of the information that we put together last time and completed the crossword puzzle. The next item she wanted to tackle was an advertisement. She selected the respiratory system. We discussed the main ideas that had to be put on the ad and she took some notes. Then she worked on filling in the missing information regarding function and importance of the system. While most of the information is on the ad, she wants to add a few more cool facts, she needs to complete the aesthetic aspects of the ad (font type and size, colors, final layout). We also talked about the next part of the project that she would like to complete which is a brochure on diseases of a body system. She is picking the respiratory system again and wanted to include bronchitis. I gave her a list of other diseases that she can pick from and do some research on before our next meeting."
"We worked through some self assessments covering animal diversity and development of both vertebrates and invertebrates. We also covered one chapter of plant structure and development."
"Today we finished the dihybrid worksheet. The student was able to work through most problems independently, only requiring guidance with word problems that are less direct and straightforward (e.g. realizing that a "carrier of phenylketonuria" means that the gene for PKU must be recessive because you can't "carry" a dominant gene, therefore a person with the disease of PKU must have 2 recessive genes). Otherwise, she is able to create the Punnett square and figure out phenotypic ratios very well. By the last two problems, I had her practice solving the problems without the use of color-coding in order to simulate the resources that she will have during an exam, and she did fine. We started the immune system review worksheet. The worksheet correlates with chapters in her textbook, so we would read the corresponding paragraph, clarify concepts that are unclear, and then fill in the worksheet. This process took a bit of time as she asked many excellent questions to help her understand the concept - such as "Why is the B cell called the B cell? Is the other one called an A cell?" - so we took the time to go over the concepts, utilizing illustrations and analogies in the process. We will continue the worksheet at the next session."