Recent Tutoring Session Reviews
"This was our first meeting after a long hiatus. We caught up about where she stood in relation to the test and made a plan together to prepare. We decided to begin by working on Physics, a particularly difficult subject for her. This session we worked entirely on kinematics, focusing on understanding, creating, and translating between position v. time, velocity v. time, and acceleration v. time graphs. We worked through a number of applied problems that involved this and other approaches. ((edited to 1.5 hours per note from tutor))"
"The students and I reviewed organic stereochemistry, titration curves, the Henderson-Hasselbalch equation, and buffering. We also reviewed some questions that they had on their practice test from the college exam."
"We covered some of the Physics material the student had recently reviewed. We covered the concepts of dipoles, cyclotrons, and waves. We looked at a few problems for each topic. Further we looked at some problems from a practice exam that covered waves. Finally, we discussed her goals in terms of content review and test taking practice."
"We covered test 10 today, which the student took this morning. She scored a 29 (9PS/10VR/10BS), and we decided to focus on BS and PS. Some of the harder concepts included Doppler effect and solutions/acids/bases. While several concepts were discussed today, we will go over other trouble areas tomorrow in a bit more detail."
"We broke the session up into Physical Science/Biological Science and Verbal Reasoning For Physical Sciences. We went over: - Energy, Work, and heat as it relates to gases - we discussed Van der Walls equation of state and non-ideal gases - we reviewed adiabatic, isothermal, isovolumetric, and isobaric processes - we reviewed solution equilibria as well. For Biological Sciences we went over: - Comparing Bacteria & Viruses - Methods that Bacterial cells can use to diversify their genomes (conjugation/transformation) - We reviewed Lytic vs Lysogenic stages - We analyzed a passage discussing reverse transcriptase viruses. For Verbal Reasoning we went over - Finding the Topic Scope & Sequence of passages and using those to predict answer choices. - We practiced with two passages and analyzed answers for them."
"We completed problems online (proteins), and in the book concerning physics (kinematics, projectile motion and forces) and chemistry (electron configuration and periodic trends). The student was strong in chemistry and answered the vast majority of the problems correctly, as well as the biology questions, but she struggled in physics in trying to determine the appropriate formulas for the problems. However, we were also doing a passage that involved some material that she has not done in a while and it is understandable."
"Discussed an overview of the MCAT (format, basic strategy), then began covering physics topics: introduction to vectors, basic trigonometry, and kinematics."
"We covered techniques for verbal and went over a physics passage together. I increased her number of passages and decreased the amount of time she has per passage to 8.5 minutes."
"I spoke with the student about his previous MCAT experiences and how he prepared for his last 2 tests in order to assess what we can do differently. We worked through various verbal passages together, since that is what he feels like he needs the most help on, and I taught him various tricks and strategies that I used when taking the MCAT. We also set a study schedule for him from now until his test date."
"In today's lesson, we went over finding backing from the passage to go over difficult types of problems, as well as picking up the author's tone in a passage."
"We spent the session doing verbal practice. First, the student updated me on how her practice tests have been going and what sorts of issues she has been having. We first did a passage together, making sure we thoroughly understood before attacking the questions. I tried to show her that you can find the definitive right answer, but you can also often eliminate bad answers and find the answer by process of elimination. We finished by doing a passage at real speed, so I could see her think on her own. I urged her to keep honing her ability to locate things in the passage."
"Introduction to our sessions: started on practice sheet of a test 1 (Started from back). We went over springs, energy and forces in the context of the assessment problems."