Recent Tutoring Session Reviews
"We covered chain rule and more complex derivatives involving multiple different derivative rules. We worked on breaking the problems into smaller parts, and I think once we broke the problems down she started to handle them better. I gave her strategies for working through these problems, and as she has done in the past, she will improve her understanding of how to solve these problems with some more practice."
"We split time evenly between physics and calculus. For calculus we mostly worked through some of the online problems and confirmed her original impressions about how to proceed. At this point, most of the problems involve vectors that are functions of time and how to conceptualize them and prove that they are orthogonal or parallel to other vectors."
"We discussed limits and derivatives. The student was unfamiliar with these concepts and felt lost in class. I broke down the basic idea of a limit and why limits are important for calculating derivatives. I explained the basic idea of a derivative and how it is derived. Then we went over the various rules of derivatives. She felt much more comfortable with the material after our review session. We finished going over some practice problems, and she had no problem solving them."
"Did several definite integral exercises as well as how to use the fundamental theorem of calculus to solve integral function problems. Emphasized starting from first principles with integral function problems so that the algebra that develops along the way to the answer can capture all the special cases."
"We spent the session going over the student's midterm in which he received a higher score than when he took the class last quarter. The average for the test was fairly low, and he was excited to feel a sense of improvement and better understanding of material. We went over each individual question and identified that he understood a lot of the concepts; the majority of his missed points were from simple algebra mistakes, using the wrong strategy, or becoming too fixated on a tough problem. We solved through the problems again to reinforce the concepts and reminded him to constantly be re-checking his steps to avoid algebra mistakes. He has already prepared old exams for his next midterm and final, and we are looking to begin reviewing new material such as linear approximation and related rates next week."
"Covered optimization today which the student is struggling with currently. I taught the student how to set up the problem and how to approach optimization problems. Student understood the ideas and was catching on to the concept. Student did not take re-test so student did not need to complete extra hw from last session. Student was assigned homework this week--more practice on optimization and practice from a book I own. I think the student will succeed on this concept with more practice."
"We worked through some of her homework which involved finding the derivative using implicit differentiation. She is gaining confidence in her ability to use the chain rule."
"We spent the day going over the material general to help strengthen his understanding of the base concepts of exponential functions and logarithmic functions."
"We went over partial fractions. I suggested the student review for systems of linear equations for next time."
"We reviewed her online, 25-multiple choice question exam which covered multiple applications of integration. She worked the problems well and understood the material a lot better than she had been before."
"We covered improper integrals and Newtonian physics. The student was initially a little confused on how to approach an improper integral problem, but after a few example problems I believe he got a good understanding of the material. For Newtonian physics, I showed him what I believe to be the simplest way to setup his free body diagrams so that the math is simplified. We covered how the sum of any forces acting on a body must equal its mass times its acceleration and how to break them up into their component parts."
"We went over translating a graph (square root of x, x^2, etc.) with manipulations of the equation. The student is struggling to understand all of the concepts of the section. The student had a great attitude towards the material. We talked about test taking strategies. I left him questions to review. He got a grade back in chemistry that was unfortunately around a 50%. Most of the points he lost were on memorization (and six were on the same exact mis-memorized fact). We talked about it and then moved on to calculus."