Recent Tutoring Session Reviews
"The student has transitioned on working on thermodynamics. We talked about the laws of thermodynamics and started to strategize for the final exam in the class."
"The student and I covered Le Chatelier's principle. We did some problems regarding Le Chatelier's principle. We then went over the dissociation constant Ksp and did some problems on that topic, too."
"We continued to review for the physics final this week by reworking problems from old tests in random order. The student has some difficulty determining which chapter and which set of equations used be used to solve the problems. It can be hard having to move from one topic to another with each new question. We reviewed the basic equations governing the first law of thermodynamics and how to use them in order to determine the efficiency, output, and internal energy of system. We also reviewed how to apply electrostatic equations in order to calculate the electrostatic force, electric field, and electric potential energy of several charges."
"We continued reviewing for the student's MolBIo midterm as per previous entries. Focus was on finalizing review concepts and applications of standard lab techniques."
"The student and I worked on review questions and general concepts to help him prepare for a retake of a recent chemistry test. We focused on solving for velocity, acceleration, time, and distance in problems relating to freefall. Some of the questions required rewriting a formula to isolate a variable. One of the most difficult parts of the test/review questions is the way that the questions are phrased - if not read carefully, it's easy to solve for the wrong variable or answer incorrectly. I reminded the student that much of high school physics is learning how to carefully read questions to know what they are asking for. After working on the test/review, we were able to work on his current homework covering projectile motion. We watched a few videos online from an college physics course that has good examples showing how the horizontal motion of a projectile does not accelerate, while the vertical motion accelerates downward due to gravity, together creating the parabolic motion of the projectile. He was feeling more confident towards the end of the session. I reminded him that he should always read the test question twice to confirm what the question provides and what it is asking for, check his formulas to see which one matches with the information given, and to use his graphing calculator - not his phone calculator. Our next tutoring session will be on October 19, and we return to his Algebra studies."
"The student and I went over the following concepts: atomic model; distinguishing mass versus atomic number; determining number of protons, electrons, and neutrons of neutral atoms and ions; defining isotope and deriving the average atomic mass of elements with different isotopes; validating the resulting average atomic mass by comparing the percentage of abundance of each isotope in nature; calculating molecular mass; classifying physical (intensive versus extensive) versus chemical properties; classifying physical versus chemical changes; and classifying pure substances (element versus compound) versus mixtures (solution versus heterogeneous mixture)."