Recent Tutoring Session Reviews
"Today we discussed the process of going over neutralization reactions. This concept is needed to do the titrations that the student is currently doing. We discussed that the H+ in solution needs to equal the OH-s in solution and I showed him how strong acids and bases fully dissociate. I added to the chart I made for him last time and threw some basketball analogies in to help him understand and it seemed to work. He did well with titrations and converting between pH, pOH, [H+] and [OH-]. He said he understood everything a lot better. We went over the importance of taking down good notes. The student is doing well."
"We have started the final crunch of knowledge. However, the student did INCREDIBLE with her review of genetics and cell cycles. She still needs to continue reviewing the material. We will continue to study for this until her final in about 3 weeks."
"This was my first session with the student. We talked about what her goals were and made a plan for how to cover the material she needed to review before her AP exam, and discussed the areas she needed help with the most. We spent the session reviewing electrostatics, specifically Coulomb's Law and Electric Fields. We discussed that in the next session we would focus on solving practice problems instead of reviewing material, and we will focus our attention on any gaps if they exist. The student did well with the problems and material I presented, and picked it up quickly."
"This is my first session with the student. The student has just received a chapter's worth of worksheets on redox reactions and electrochemistry. We blew through this material in about an hour, and the student seems perfectly capable of doing this material on his own. I'll follow up on this next week to test retention, but I'm optimistic; particularly since his class will be covering this material at a much more slowly pace over the next week or so. Fortunately, this will give us plenty of time to prepare for the final by reviewing previous material on acid/base chemistry, rate constants, and chemical equilibria; material that the student volunteered that he doesn't fully understand. I'll also bring an introductory college-level textbook next week to cover electrochemistry in more detail, or for more challenging problems."
"We started by going over a primary production problem. The student did really well, she identified the equation right away and correctly applied it. Next, we moved on to a percent change problem, with a little prompting she got this problem. We then covered doubling time. She had the equation mixed up a first but as we progressed through the problem set, she really understood how and when to apply it. We went over several more dimensional analysis problems today. She did really well, at first she struggled with setting up the problem but she is really understanding dimensional analysis. I saw a huge improvement in her understanding of dimensional analysis today. I then incorporated some rate of natural increase into the dimensional analysis problem set (and even incorporated the doubling time concept) and the student did really well with this problem set. She very quickly applied all the different concepts on some of the more advanced questions I gave her. She was very excited with her progress! The last problems we worked through were half-life problems and she did much better today. I think she really understands the half-life problems. We finished by reviewing a chart of math tips (which I am emailing to her) and discussing some of the graphing and experimental questions that would be on the test. We also discussed areas to cover during tomorrow's lesson, including age structure diagrams, Keystone pipeline concepts, more dimensional analysis, the nitrogen cycle, environmental laws, and essay composition. I think the student was really proud of the progress she made today and I saw a huge improvement in not only her confidence but her ability to apply the concepts!"
"Today, the student and I discussed more reactions like those that she will see on her test on Monday. We went over the mechanisms for nucleophilic addition of Grignard reagents to esters, acid-catalyzed esterification of carboxylic acids, nucleophilic addition of Grignards to aldehydes and ketones, acid catalyzed-addition of a protecting group to a carbonyl group, and Malonic acid decarboxylation. She seemed to take to the information fairly well, and after a few mechanisms (which were all very similar), she seemed to be much more comfortable with the material."