Recent Tutoring Session Reviews
"COVERED First, we discussed a question with which the student had been struggling about the meaning of the negative in Newton's gravitational law. We graphically addressed the basis of negative forces being attractive and how that would show up in the answer choices. Having discussed that, me moved on to our main topic of electrostatics. We began by discussing charge, its units, and current flow. Next, we analyzed Coulomb's law, comparing it to the universal gravitation law. We discussed the main metaphor of electrostatics. We defined electric fields and discussed their diagrams and summary points. We used an example problem in electrostatics to show how symmetry and logic can be used to solve them. We discussed electric dipoles, inducible dipoles (dielectrics), and how they react in external electric fields. We applied our perpendicular/parallel analysis to how electric fields modify the motion of charged particles, which started a discussion of what determines whether curved motion is parabolic or circular. We discussed electrostatic potential energy, comparing it to gravitational. We then moved on to voltage. We discussed how membrane potential is generated and analyzed the energetics of secondary active symporters, linking work and delta-g and bioenergetics. We then ran a few problems connecting voltage to energetics. PROGRESS/CHALLENGES This was a big day for the student. She has been doing her assignments, going out of her way to do math review, and my mini-assignments to beef up her estimation ability, and it showed. She deals with math that previously stymied her quickly and with assurance. Her persistence in learning energetics in the way I presented allowed her to truly integrate the lessons on electrostatic potential energy and how that leads into a solid understanding of voltage. She is still a little cavalier with units, but I will continue to focus on that, especially with regards to how it helps with quantitative problems in energetics. I emphasized how important the progress she had made today was since she had grasped how to decide when a problem described parabolic vs. circular motion, and how fundamental electrostatics is to the understanding of biological membrane potentials, and will form the basis of bonds and protein folding. I mentioned briefly how many topics could be explained clearly and precisely now that she truly understood forces, energy, and voltage."
"Today we worked on a lot of verbal tasks, especially reading and identifying the type of question being asked. Overall today's session went well. She is coming along and will be ready to go soon! For homework we decided to try an entire timed test to focus on moving things faster and ensuring that we don't lose focus."
"4/6: The student and I spent the beginning of the session reviewing old vocabulary and adding a few new terms. We then took some time to do practice problems involving square roots and probability. The student's speed is definitely increasing as he does more and more practice problems, which I'm very pleased with. We concluded the session with a long critical reading passage and a review of each question. For homework, he will be working on a practice essay and the normal vocabulary review (emailed to him), and in the next two weeks he's going to tackle sections 3 through 6 in his test prep book."
"Today, we began by going over some questions she had about practice problems she worked on from the online practice problems. We then went over a lot of the geometry covered on the GRE quantitative, covering areas and perimeters of various shapes, interior angles, and special triangles. We ended by working on several practice problems together on isosceles triangles and right triangles. For our next session, I plan to finish covering triangle concepts, and then move on to 3D geometry."
"We covered some coordinate and circle geometry, just as a review - we had done much more algebra/word problems throughout our sessions. Probably for the best, but there was still a little bit to refresh in those areas."
"We did a bit of an introduction at first about expectations and timeline. I think her expectations are very reasonable and manageable, and we should have no issues reaching her target goal. We mostly worked on a variety of different problems just to see what she was having the most issue with: I think ultimately, her problem stems from an unfamiliarity and hesitation during exams and not so much her comprehension of the material. We've scheduled additional sessions moving forward, and I think it'll be a really productive time."