Recent Tutoring Session Reviews
"We reviewed his final exam packet. Went over practice problems and made a list of all of the formulas needed for each problem."
"Today we wrapped up a few remaining practice problems from Unit 7 dealing with empirical and molecular formulas and percent composition. We then worked on practice problems for Unit 8, involving molar relationships between products and reactants of a reaction. The student got a chance to exercise some Unit 6 skills by translating the chemical name into chemical formula and writing balanced chemical reactions based on the word problem; she has pretty much mastered the balancing part, and improves every day with her naming skills. For reaction calculations her strong math skills, as usual, were a great tool and she has a great instinct now for setting up calculations correctly so that her units cancel out, and she automatically will double-check certain answers to make sure they make sense (such as making sure all % add up to 100%). The concept of hydrates are still a bit fuzzy but once she remembers what they are, the math comes easily to her. Unit 9 problems were a breeze for her today, and she has gotten much more comfortable with the names of all the various gas laws, so she can always say the name of the law that is used to solve each problem. We're going to keep working more practice problems, especially focusing on naming compounds, empirical and molecular formulas and hydrates, which seem to be the areas that she is needing more work with now. We may also have to add another learning unit at the last minute on acids and bases, which we will begin tomorrow."
"We reviewed the 4th homework set from the student's biostats class. This concerned estimates of relative risk that could be abstracted from a 2x2 study design. We defined Absolute Risk, and Relative Risk in terms of Absolute Risk. We then dove into the problem set, with me coaching the student and showing him how to set up the problems. Initially, he had difficulty deciding what to put into the numerator and what into the denominator. This led to quite a job of concept-untangling when we discussed the Odds Ratio and compared it to Relative Risk. First, we had to define what odds were. Then, we had to show that the Odds Ratio was an estimate of relative risk that was usable for more types of study design than was Relative Risk. At the end of this discussion, with the aid of applying these concepts through the rest of the problem set, it became clear that he had truly understood the two concepts and disentangled them. This was our first biostats session, but he made good progress in both differentiating and understanding individually the related concepts mentioned above."
"Today we worked on some chemistry and some algebra II. The student had a chemistry worksheet that discussed significant digits. We then proceeded to discuss significant digits and explain why scientists like to use significant digits. We compared and contrasted the scientific approach to numbers vs. a mathematical approach. After going over the examples, we reviewed them and then went over the rules in their general form. We discussed how the general rules are more difficult to follow than a few key examples. We then turned to her chemistry worksheet that involved rulers and significant digits. Then we looked at matrix addition, subtraction, and multiplication problems from a test prep website."
"We covered molality and solubility rules. The student's attitude toward the material was calm. He is a smart young man with a good ability to pick up tough concepts. He didn't feel too confident with his recent quiz because he did not memorize the solubility rules, but he is much better at it now so he will do well on the next exam. Overall he has potential to get an A in AP chemistry."
"The student is studying using light as a means of determining atomic and molecular structure. There will be an exam next Friday, so she is working on understanding the foundational concepts of covalent bonding."