Recent Tutoring Session Reviews
"Today we covered: reduction potentials, calculation of oxidation and reduction potentials, balancing redox reactions, Le Chatelier's principle, Keq, Q, and the factors that affect the equilibrium of reactions. He was also given a quiz in the beginning of the session which he did well on."
"The student and I reviewed electrochemistry AP questions in our session from the exam guide. In our session we reviewed how to determine which half reaction is the oxidation and reduction reaction. Also, we discussed electrolysis reactions and how to determine if the reaction is spontaneous or not. Finally, we reviewed short answer questions, requiring calculations, for electrochemistry. We will review electrochemistry more in our next session as well as chemical equilibrium."
"Today the student wanted to go over redox problems from old practice exams involving Galvanic and electrolytic cells that she did not understand very well. In these problems, she was asked to determine which compound would be oxidized and reduced, the balanced redox reaction and voltage, and to describe the molecular and chemical theory of each cell (which ions go where, direction of electron travel, etc.). Once the theory behind each of the questions was explained to the student, she was able to swiftly solve the problems correctly, and now feels more comfortable with the material and the differences between electrolytic and Galvanic cells."
"The student and I continue to communicate and work well together. We went through one short answer calculus problem that dealt with tangent and Riemann approximations. Today was also the first day of our chemistry review. We went over stoichiometry and molar mass. She did really well with calculus and doesn't enjoy stoichiometry, but has a good grasp on it!"
"We started with a quiz on polyatomic ion nomenclature and the student got all but one correct. He completed a worksheet on redox (Reduction-Oxidation) reactions and gas problems (Ideal, Boyle's, Charles', Dalton's and Guy-Lussac's Laws). He did an incredible job of working his way through problems to get the correct answer. I left him with more practice gas law problems and another quiz to take."
"Before today's session, the student had expressed difficulty in nomenclature of organic compounds. Prior to our meeting, I prepared a comprehensive lesson plan as if teaching this material for the first time in order to ensure that there was no stone unturned. The student definitely had a familiarity with the concepts, but it was the long, messy organic compound names that confused him. It became apparent that his problem wasn't of a lack of understanding, rather it was a lack of memorization, for as we made our way through the various rules and corresponding problems, it felt as though he had refreshed his memory and started showing major improvement. I provided him with in-depth notes, as well as charts with various functional groups labelled by priority along with diagrams. I also assigned a handful of relatively difficult naming problems for homework that we will pick up with at the start of our next session."
"The student and I prepared for his electro-chemistry test tomorrow. We did a couple of problems from the Chem test, which he could do fairly well with being able to look up formulas and constants. Then we compiled a list of things he needs to memorize (formulas and constants) tonight. Once he memorizes this list, he can apply them and do lots of stoichiometry to get to the correct units."
"The student and I have been using her extra time over spring break to study for the Chemistry exam. This morning's session was both longer than usual and extremely productive. She gets review packets from her test prep course, and today we had three of them to go over: gases, liquids/solids, and solubility. In general, she has a very good memory for review topics, so she already understood most of the concepts and multiple-choice questions. The few gas questions that we did need to go over were answered easily once we reviewed that 1 mole of any gas = 22.4 L. We were similarly successful with the other two topics, although the questions were definitely harder than the exam will be. We ended our meeting with a practice test booklet, which she found much easier than the review packet. Today's session only made me more confident that she will score a 4 or a 5 on her test in May."
"The student and I went over solutions and colloids. We completed problems that involved finding the molarity of specific solutions. He needs to improve his arithmetic. Moving forward, I need to contact his teacher about the expectations for the course and specific tendencies of the student within class."
"In today's session we covered electrochemistry topics. The subjects included the movement of electrons from anode to cathode, calculating the voltage of cells, calculating the free energy and spontaneity of a reaction, and balancing redox reactions. The student seemed to have a good grasp of the concepts and worked through the examples well."
"Today we reviewed basic stoichiometry, heat of phase changes, gas laws, and quantum numbers. We talked about Galvanic and Electrolytic cells for a project he is covering on electrolysis of copper sulfate. Next time, I plan to review bonding, molality, chemical rates, chemical acid-base reactions."
"We cover AP chemistry. We went over the effects of common ions and ions in calculating solubility and the solubility product. The student worked through the problems initially by herself and then we went back and reworked them. We clarified some confusion on the common ion effect and setting up the ICE table. I believe there was great improvement by the end of the session."