Recent Tutoring Session Reviews
"Today we started thermochemistry, the chapter that the student will start tomorrow. We began with the first law of thermodynamics: energy is conserved and is neither created nor destroyed, and therefore energy is transferred in terms of heat and work. We went over that heat is the movement of energy so if it is absorbed by the system it is positive, if heat is released it is negative. We went over the difference between temperature and heat, as well as the definition of a spontaneous process. In order to define this, we went over entropy, enthalpy, and the second/third law of thermodynamics. This all was needed to understand the maximum amount of energy released in a reaction (Gibbs Free Energy). We made a chart explaining how to determine if a reaction is spontaneous depending on the sign of delta G and what it means to be spontaneous. Her homework entailed a lot of questions regarding reversible and irreversible processes so I explained them in terms of state functions and spontaneity. This was basically a run through of the chapter so when she sees concepts in class she can apply an understanding and ask questions instead of going through the motions. Saturday will be spent reviewing the rest of her homework and answering any questions from Friday's class, as well as having her take a sample test."
"We corrected the student's test on adding and subtracting mixed numbers. She made simple mistakes on her test so we went through and redid the problems. She was very focused tonight and very willing to work through her mistakes."
"The student received a 25.5/30 (~85%) on his last quiz. The class just began Chapter 10-Energy, and has covered laws of thermodynamics, calculations for energy transfer, enthalpy, reaction states: exothermic vs. endothermic, and Hess' Law. The first half of the session was spent completing the lab on Hess' Law which the student was able to complete accurately. He also had problems from the chapter to do for class this afternoon (#27,33,74). We looked at shortcuts for conversion factors between kJ-->kCal in #27, which he reportedly felt confident about using in his other work (I'm trying to work in some of these 'shortcuts' to see if he has absorbed the concepts enough to manipulate them in different problem settings). We worked through #74 which was a challenge question that required him to go beyond what has been taught in the classroom, so we worked with this problem starting from the answer in the back of the book and working backward to understand the logic for solving future similar questions (mixing 2 solutions at different temperatures)."