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Recent Tutoring Session Reviews
"[COVERED]: We began with a discussion of pendula as the other example of SHM. We began with a graphical analysis and a summary formula that I likened to the situation for inclined planes. We discussed the formula for angular velocity and how it relates to acceleration. We ran two problems: one on quantitative comparison and one on changes in potential energy. Having discussed that, we 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 raised 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 then ran a few problems connecting voltage to energetics. We discussed how membrane potential is generated and analyzed the energetics of secondary active symporters, linking work and deltag and bioenergetics. We worked on ionic vocab a little in the context of discussing that.
[PROGRESS/CHALLENGES]: The problems really helped the student integrate the theory we discussed today. In addition, the problems in voltage shored up his understanding of the link between changes in potential energy, kinetic energy, and the work done by conservative forces. He had partially completed his math assignments, and that helped him solve the problems. In addition, the problems reinforced his understanding of vector components. I think today he grasped how to decide when a problem described parabolic vs. circular motion.
[EXTRA PRACTICE]: The student will continue his math review and review the concepts we discussed today, as well as work on memorizing units and their relationship to certain formulas. In addition, he will study atomic structure, periodic trends, and bonding. We will review those topics briefly as necessary."
"I covered math questions that involved concepts of ratios, percents, Venn diagrams, absolute value, proportions, mean, median, or geometry. Overall, the student performed well on math questions that involve concrete numerical values, but the student had difficulty with questions that involve variables in the answer choices. He also had difficulty with translating verbal text into equations. Overall, I recommended that the student practice problems that involve variables in the answer choices and problems that involve two linear equations."
"We reviewed combinations and permutations, and did final preparations for the pending examination."
"The student and I met for our first session. We talked about her studies with the LSAT so far. She stated that she has taken a prep class and is now trying to figure out her strengths and weaknesses ahead of the test. We went through a practice logical reasoning section. I timed her to analyze her pacing, and we also scored her answer to see what type of questions she is missing. We discussed the questions she missed in detail and went over some ways that she can improve on this section as a whole. I also explained some general strategy for this section to help her improve her score."
"The student has been working through his lesson book over the past week, and he had a few questions from things he'd worked through on his own, so we took those as our starting point. Necessity and Sufficiency were the main topics: what they are, how to recognize them, how to diagram them, and the 4 basic formal logic rules. He's going to keep working forward and we'll meet to discuss again this weekend."
"The student is scoring well consistently. She doesn't need any help on logic games. For reading comprehension, I showed how important it is to read an answer choice all the way to the end. I recommended slowing down a bit. When you rush, you tend to pick answer choices that have some of the features you're looking for, and you miss the flaws. For logical reasoning, I asked the student to correct her wrong answers. She did fine on her own with most of the questions. The key is to analyze the question with care and, as I said about Reading Comprehension, to read the answer choices to the end."
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