Recent Tutoring Session Reviews
"Today, we worked on acids and bases. The student seemed to really get more out of my explaining the concepts to her than she did from just reading the material online (which is very understandable, as its complicated material). We worked on M1V1=M2V2 problems, as well as titrations and calculating pH. We also discussed the difference between Bronsted-Lowry, Lewis, and Arrhenius Acids and Bases."
"The focus of this session is on the concept of gas law. In order to explain the various gas law equations to her, I briefly went over the Kinetic Molecular Theory. Afterwards, we discussed the meaning of Boyle's, Charles', Gay-Lussac's and combined gas law followed by practice problems."
"He has a chemistry test on Monday so we completed his review sheet for the test. We discussed polarity and extended that knowledge to dipole moments. I gave him strategies to help him determine if a molecule was polar or not. We also compared and contrasted ionic and covalent bonds."
"We worked on a lab that she did in class that day. We went over all the different types of inter molecular forces and reasoned through their properties. The next part of the lab was discerning the state of a compound based on its boiling and melting point. She had a little bit of trouble with this, but once we drew out physically what was happening at each point it made more sense to her. We also discussed written lab reports in regards to how to write them and what to put into each section."
"The student was very organized and had a good grasp of what she did and did not completely understand. Her professor had provided her with several review and practice worksheets. We initially jumped around on the individual problems as she had specific questions concerning intermolecular forces, bond strengths, polarity, etc. The last half hour was spent reviewing blank extra practice worksheets she was given. She showed much more confidence in her answers and reasoning behind those answers by the time we finished the practice worksheets."
"During our time together, the student and I worked hard at completing her chemistry homework, completing problems relating to solutions (particularly, calculating molarity and using the dilution equation). Although there were some clear concepts to iron out, by the end of the session, she had a very good understanding of the material and felt confident with doing these types of problems. Additionally, there have been notes of progress, as evident by her chemistry exam that she showed improvement on. As always, we had a very good and productive session and I look forward to meeting with her again next week."
"We worked on balancing and classifying equations. She made noticeable progress through the session and seems to be more confident in herself."
"The student reviewed for her upcoming test covering the gas laws, the combined gas law, the ideal gas law, and how temperature, pressure and volume is affected when one of the three properties of a gas are changed. She worked on a review packet that included both multiple choice and short answer questions."
"Today, we reviewed the past chapter on gas laws. We focused on the theoretical understanding of the various relationships between pressure, volume, and temperature. I think the student emerged with a full understanding of the concepts!"
"We reviewed all concepts today, because the student has a midterm on Tuesday. We went over rate of reactions, colligative properties, and intermolecular interactions. I did not leave her with extra practice, because her professor provides her with practice exams to do. She understood everything in the end for the most part, but she would like to schedule another session tomorrow just to make sure everything is solidified."
"The student and I reviewed an exam he just got back on redox, synthesis, combustion, single displacement and double displacement reactions. He did well on the exam and scored a 90%, while the class average was a 74%. We also reviewed how to identify the limiting reactant in a reaction and reviewed a few practice problems."
"For next quarter, the student is trying to place into a higher level chemistry course. She really enjoyed an organic chemistry class she took a while ago, so she is optimistic that the course she is interested in will be more stimulating than the course she's currently in. To prepare for the placement test, we worked on building an outline of the concepts she is unfamiliar with and will need to learn. There is plenty of material, so we strategically divided the concepts into three weeks' worth of meetings until the test. I gave her some pointers about what to expect from the concepts and which concepts she should start trying to learn soon, as they may be especially difficult. She seems very motivated, so I think this will go well."