Recent Tutoring Session Reviews
"We went over a nomenclature overview and practice problems, Newman projections, how to convert to a Newman projection, rotating the bond and drawing possible conformations, anti, staggered, Gauche, and fully eclipsed. We also talked about chair conformations, drawing chairs, drawing the two possible conformations, axial vs equatorial, and counting the Gauche interactions on a chair."
"We went over Sn1 and Sn2, along with the variables that promote each. She was a little confused over nucleophiles and electrophiles, and rearrangement of cations, but it's all better now. Also, she made a 96 on her first test. YAY!!!"
"We went over some of the similarities and differences between SN1 and SN2 reactions, using an example for each. This included discussing the number of steps, type of leaving group needed, type of nucleophile, the order of reactivity for carbons involved, and how their mechanisms should be drawn using the appropriate curved arrows."
"We went through three topics: resonance, Newman, and Fischer projections. The concept of drawing resonance was explained to the student with examples. Newman projection was elaborated and the student was able to convert Newman projection to the line structure confidently. In addition, converting Fischer projection to line structure was explained and the student was able to see how to perform the conversion. A practice sheet was sent to the student for practicing these concepts."
"We worked on the defining and recognizing Lewis acids and bases vs. Bronsted-Lowry acids and bases. We also used pKa's to determine equilibrium arrows in proton transfer reactions. We finished by discussing differences between resonance structures and constitutional isomers and how to tell them apart."
"As usual, the student and I focused on the material presented in class during our meeting. Key concepts included: additions to alkenes, elimination reactions, and stereoselectivity and regioselectivity of specific reagents. Because this exam is more memorization-based, the student and I also spent time devising a study plan for her to help learn the reagents. I provided her some supplementary material to guide her studying and she mentioned feeling a lot better about the exam after our meeting. Over the past few sessions with the student I have started to notice a difference - not just in her understanding of the material, but in her confidence in asking questions and trusting her instincts. This is without question a huge improvement from when we first met and I am very encouraged by her progress!"