Recent Tutoring Session Reviews
"For this session we covered the work energy theorem and conservation of energy. We did a lot of example problems and discussed the theory in detail."
"We reviewed kinematics and frictional forces. The student does well with the math and is able to break down vectors into their component vectors. At the end of the session he seemed more capable of setting up the problems and applying the correct equations."
"The student and I reviewed concepts that would be covered on his thermodynamics test for Monday. We discussed problems for which he had to calculate entropy, Gibbs free energy, and equilibrium constants using different classical thermodynamic equations and Hess's Law."
"Concepts that we covered today were kinematics, velocity, displacement, acceleration, time, initial velocity equations, mechanics, forces, mass, acceleration, and scenarios. She was rusty with the kinematic equations, so we went over the big 5 equations. She also had a bit of difficulty figuring out how to set up some of the problems so we drew out diagrams and pictures. She had a positive attitude. She spoke up and asked questions when a concept confused her. That way, she could get clarification. I encouraged her to become very comfortable with the big five equations."
"Covered kinematics equations, vector addition, and algebraic manipulations. Student struggles with algebraic manipulations. Student had a positive attitude overall towards the material, but expressed worry about completing problems quickly enough. Included study skills during session were teaching problems and doing a sage on the stage practice with friends. Extra practice provided in the form of additional kinematics work. No scores or grades to note at this time."
"Covered kinematics. Struggling with some basic concepts and a few mathematical mistakes. The mathematics is where most students make mistakes, so extra practice is recommended and staying focused. Student had a positive attitude. I suggested a few ways to approach the problem sets (i.e., drawing a picture, noting the givens/ungivens). I left the student with an outline of how to solve the second half of a problem that we worked on. No extra practice. I did see a previous quiz and we reviewed three of the problems that the student missed. Only concern is the focus the student has when performing the calculations, I left him with the advice to solve for the variables first and then plug in the given values. This should deter the majority of algebraic errors (or will reveal where the real problem lies)."