Recent Tutoring Session Reviews
"The student and I went over the concept of moles briefly, did a few problems, then we moved on to reviewing other topics for the exam. We did some work with identifying elements by their atomic and mass numbers, determining the number of neutrons, atomic weight determination, and then some thermochemistry. We then switched to some review problems that I wrote up in previous sessions that encompass most of what he went over during the thermochemistry section of class, since he felt that this would be the biggest part of the test. I think that since he was able to do pretty much all the problems that we covered relatively quickly, he should be in good shape for the exam after we see what is on the review sheet. He has some extra problems that he can do that I gave him a while ago which cover more thermochemistry since there is a lot of calculations that can be done. I think that the student is doing well, he seems to have a good handle on most of what we have gone over since he can do many of the problems quickly and correctly the first time."
"We worked on nomenclature of ionic, molecular and acidic compounds. The student did a great job with naming."
"The student worked on homework problems. Specific topics included rate laws, calculating rate constants and evaluating temperature affects in reaction rates. I recommend more practice with calculating k values."
"The student has difficulty understanding empirical formulas. The teacher has given him worksheets to apply his knowledge on. We worked through these worksheets and worked on them step by step. I have left the student to complete the worksheets and to show me the work by the following session."
"Today we covered a lot of different reactions. Four main categories can be derived: decomposition, synthesis, single displacement, and double displacement. We approached problems from different angles: first, we would write out the reactants and had to predict the products balancing out the equation; second, we would write the names of the chemical compounds instead of chemical formulas, and thirdly, we would write the incomplete equation and the goal will be to fill in the blanks. We also looked at the naming of common acids, its ions and bases, and established a common trends in naming where the suffix depends of the oxidation state of the atoms. The student picks up the material very well, and it is apparent that he has a solid foundation."
"Tonight we went through problems #1 and #3 of the student's homework. Both problems dealt with using ICE tables to determine the amount of reactants used and products made in a chemical reaction. To do these problems, we also had to use other skills, such as converting grams to moles (and vice versa) and balancing chemical equations. The student made great progress through all of the problems. He is going to do #2 of the homework on his own, and we are going to compare answers on Sunday."