Recent Tutoring Session Reviews
"The student was continuing to prepare for a test on rotational kinematics, torque, and statics. She seemed to have a lot of the material relatively salted away, but tended to make some mistakes from hurrying through problems at a couple points. Once she slowed down a bit, and took a few pointers, she tended to see her mistakes and be able to correct them."
"Prokaryotes and eukaryotes cell structure and DNA replication differences. Replication fork structure, leading and lagging strand templates orientation at the replication fork, Okazaki fragments, Helicase, DNA polymerase, Topoisomerase, DNA ligase functions. The student was a little confused about the Okazaki fragments and therefore we concentrate a little about its function during the replication fork. He always has great attitude and interest toward the material that we review. I implemented some mnemonics and analogies through some of the most complex material, like the pairing of nucleotides bases. No concerns about this session."
"We had covered the framework of quantitative chemical analysis but with more detail this session. The work was more fast-paced as we were focusing on the quick retrieval of answers from her knowledge to get her ready for her midterm, tomorrow. She was struggling with minor calculation errors, causing a perturbation of confidence that was systematically rectified by talking out and explaining the steps. The general strategy for today was to be able to justify each step verbally to me. If she could explain her step with confidence, we would move to the subsequent step. I did this to build confidence of her own knowledge and foundation. Extra practice was not needed as she had with her a practice exam and an outline. A win for this session was her independence to do the problems. She does well if I explain concepts in-depth to show that no step taken with quantitative chemical analysis is without purpose."
"We talked about electric charge and electric potential. She was confused about the relationship between them and the other many terms - voltage, potential, and potential difference. "
"We talked about linear motion in one direction. She has a test tomorrow, and she had been given a worksheet to review, so we went over the problems on it and talked about how to know which equations to use to find the answers. She was having trouble with problems about things with positive velocities that slowed down and fell back to the ground, so we talked about the implicit fact that the velocity will be zero at the top of the arc and did a few simple practice problems to reinforce it. We also talked about some test taking strategies and the ways you should have to be particularly careful. She was initially a little frustrated because she had gotten stuck on her own, but after we worked through the problem she was stuck on, she got back into her comfort zone fairly quickly."
"We talked about Newton's 3 laws, force diagrams, a kinematic problem he missed on his test a few weeks ago, Newton's universal law of gravitation, Hooke's law for springs, and the formula for friction. The student was engaged in the discussion, asking good questions to sort out his understanding. For each topic, we talked about some simple examples, and I pointed out common mistakes to avoid. The topic for his test tomorrow is force diagrams, so I told him the three steps: diagram, newton's second law (or first law), and algebra. As long as he gets his diagrams and coordinate system sorted out, the rest follows usually easily."