Recent Tutoring Session Reviews
"The student's class has started working on single and double displacement reactions. We went over both types in detail, focusing on oxidation numbers, electronegativity, and reactivity of elements. Her class has not yet started talking about the oxidation number rules, but I introduced the concept because it helped her understanding of why the reactions proceeded in a certain way (which components combined with which, and why certain products formed but others did not). I had her explain certain problems to me to test her understanding, and it seemed like she was getting a good grasp on the reactions. Throughout our discussion of these reactions, we talked about many side topics as they came up during our discussion; these were topics that her class had covered in the past but she was confused about. We discussed diatomic molecules and how to find them on the periodic table, balancing equations (we worked through several examples), naming inorganic compounds (I emailed her a summary chart as well), and bonding. Her class has not yet started doing acid-base reactions yet, but her teacher touched on the concept of water breaking down in hydrogen and hydroxide ions, so we talked briefly about that concept as well. It seems like going through the topics is helping her, as well as having someone there to answer questions for her."
"The student has a text next Friday so we began by reviewing the experiments that are outlined in his text book. These experiments are the landmark experiments that helped proved DNA was the genetic material. Griffith and his smooth and rough strains of pneumonia. Hershey and Chase and the radio-labeled T2 phages. Lastly Messelson and Stahl and their experiment with N15 to determine that DNA was replicated in a semi-conservative manner. The student has a pretty solid understanding of the purpose of these experiments and the methods and materials used to complete them. I brought some short answer questions for him to answer regarding this experiments. We also discussed DNA replication, specifically the replication bubble. The student had a little bit of trouble with this because the overall direction of synthesis is in the opposite direction of the synthesis of the okazaki fragments. After a few examples he was feeling more confident. Next week we will do more practice problems and continue to review test material."
"We worked together on questions the student was struggling with from a past assignment, in order to help her prepare for her upcoming test. The student then completed a lab assignment on solubility."
"We covered acids, bases, conjugate pairs, and Ka, Kb, and pH in solution for weak acids and bases. The student was trying to understand things on a deeper conceptual level. We worked through some problems and covered basic definitions on a functional level. We will be working on practice problems in the next session."
"We went over acid and base and equilibrium. The student needed help in understanding the concepts. He had a good attitude toward the material reviewed."
"The student and I reviewed the rest of his study guide: more nomenclature, some definitions, stoichiometry/ limiting reactants, percent yield, and phase graphs. He retained his knowledge on nomenclature and percent yield, so those were very encouraging. The majority of our time was spent on stoichiometry. He seemed to get the hang of stoich by the end. I sent him links on enthalpy of fusion/ vaporization and gas laws. When we did gas laws, he seemed like he understood those well and did the math for them easily. He was a great student to work with this semester, and I wish him the best during finals week!"