Recent Tutoring Session Reviews
"The student has another quiz on Thursday so we went over the two chapters in his textbook that the quiz will cover. I've pointed out to him that this subject will be his only science requirement at college. It is a subject that connects with general knowledge of nature and the outdoors, and it is worth his while to put some effort into trying to get a decent grade."
"During this session, the student came prepared with practice questions, which we spent a majority of the time working through. My main emphasis for this practice set was how he set up the problems, such as defining variables, setting up the formulas, plugging known values, and solving for the answer. This process proved to be very important for him because as he tried it himself a couple times, he was getting the answer a lot quicker and he was making significantly fewer errors. From there, I tried to give some insight into topics he will cover in the future. Up until now, all the problems dealt with constant velocity, so I tried giving him some insight into what acceleration is and how he will eventually have to deal with those situations."
"The student and I continued reviewing thermostatic problems for his exam on Friday. After we covered the practice problems in his textbook, we began working from my college freshman and sophomore physics "bible," and he took to the problems well. I also left him with a couple of dozen pages of practice problems from previous topics to study for his cumulative test. Overall, I believe I am helping the student reach his goal for the course."
"We covered the beginning of redox. The student had a good grasp of the early concepts in this chapter (defining oxidation and reduction, determining oxidation states, half reactions, etc.)"
"This week is the student's spring break, but she has to finish a Biology lab report for homework. She performed the experiment for the write-up prior to the break, so we spent the first part of the session going back through her and her lab partner's notes from the day so that she could remind herself of the independent and dependent variables, hypothesis, and protocol of the experiment. We then went through the outline of what she had to cover in each of the major sections of the paper, and divided up the information. The student then began to work on the initial parts of the write-up, which I helped her with and edited for accuracy and grammar."
"Today's focus was on circuits. The student had seen some of the basic theory behind circuits, but did not know how to apply this theory. Specifically, he needed to know how to redraw circuits (and why we redraw them in the first place), how to apply Kirchhoff's laws, and how to apply Ohm's law to individual circuit elements. I made up some simple pedagogical examples to help demonstrate these ideas. I ended the session by giving him a re-cap of the basic approach to solving circuits. He picked up the ideas pretty well. With some practice, he should be able to work through circuits without trouble."
"We covered DNA replication, transcription and translation in extensive detail. Also conducted a review of meiosis and mitosis. The student is showing excellent results on her recent mock tests. We will meet again Tuesday."
"For our final session, the student and I reviewed organic chemistry, and the minor mistakes she had made on previous tests. The problems included chemical kinetics, organic chemistry, electrochemistry, and acids and bases. We also reviewed food chemistry, and talked about lipids, carbohydrates, and proteins. I recommended that the student make flash cards for organic chemistry so that she can memorize all of the key functional groups discussed in class. I also asked for her to make sure that she was comfortable with all of the details pertaining to SN1 and SN2 reactions. With a few more hours of studying, she'll will have a much better grasp on the material and should do well on her chemistry exam."
"Today we covered the rest of atomic structure, talking about Hydrogen energy levels as well as the different series of electron emissions (Balmer, Lyman, Paschen). Then we moved onto periodicity where we described the trends of the periodic table such as melting points and ionization energies. I realized that the student had never heard of orbital theory during the lesson so I skipped it so I can bring a more detailed schematic for her to understand next time. She caught onto the trends but I will assign homework to ascertain that she understands the concepts."
"I helped the student design her experiment on crumple zones. We also spent time reviewing different approaches to kinematics problems as she had several questions about position-time, velocity-time, and acceleration-time graphs."
"We covered material for his test tomorrow. We also went over a number of practice questions to prepare him for the test. I do not have any concerns with this session."
"We covered the introduction to DNA and RNA. We studied the structure of nucleotides and the type of bonding between them. We also covered the structure of DNA and RNA, and what it means to be double-stranded and antiparallel."