Recent Tutoring Session Reviews
"During this session, the student and I primarily discussed the concepts of impulse and conservation of energy/momentum. She told me that her teacher had her explain her previous homework on these topics to the entire class. This is excellent and I was very happy to hear that. She seems to digest these ideas quickly. We looked at a question that was conceptually similar to a problem we had seen on Saturday, but described a different physical scenario. She recognized this conceptual connection and was able to find the solution to this difficult problem that she had not seen before. There were a few subtle conceptual details involved in analyzing momentum in two dimensions that were hanging her up, but I didn't see any barriers that couldn't be chipped away at by logging in a few more study hours. One study tip I left her with was to attempt to articulate exactly what concept (or specific part of a concept) she found difficult. This is helpful for two reasons. The first is that clearly defining the question is often a tough, but necessary first step to a solution of a physics problem. The second reason is that it helps focus the potential discussions we can have, which can make our sessions as productive as they can be."
"Today we covered Lewis Dot structures for elements, ions, ionic compounds, and covalent compounds. We worked on all the examples and extra problems from the student's book on these topics."
"This session the student and I learned more about Stoichiometry. We spent the first ten minutes reviewing the material from the previous session. The next fifteen minutes we spent learning how to balance out a chemical reaction, and explained why this was so important when you're beginning any question. If the ratios aren't correct, all of the math you do will be for nothing. She did a standard stoichiometry problem. She was given the number of grams of a reactant and asked to tell how many grams of a product were obtained. The first step she had to do was to balance out the equation, then figure out how many mols of the reactant she had and therefore how many mols of the product would be obtained. She then converted the number of mols to the weight of the product and the problem was done. We then went into an explanation of limiting reactant problems. I explained them using pancakes. If you need three eggs and four cups of flour to make pancakes, but you only have two eggs and four cups of flour, you have too much flour, and eggs are your limiting reactant. You can still make some pancakes, but you will still have some unreacted flour at the end of the reaction, and you wouldn't be able to make as many pancakes as you would with three eggs. We then did a problem out together, because they are very lengthy. This took us to the end of the session. Limiting reactant problems are no joke, and the fact that the student could get all of that information in a 60 minute session is phenomenal."