Recent Tutoring Session Reviews
"We discussed Nuclear reactions and atomic structure. We began with Rutherford's experiment, and the definition of the three types of nuclear decay particles. We then covered the notation conventions for subatomic particles in terms of mass and charge numbers. We discussed how to balance nuclear reactions using two examples. We went over the difference between 1st and 0-order elimination. We talked about half life and its relationship to the decay constant, and why half-life is the more useful. We then moved on to the Bohr model and the photoelectric effect, discussing everything in terms of the physical energetics we had already worked on. We modified the Bohr model with the quantum model. We discussed the four quantum numbers, and the most important thing to understand about them. For next time, she will revise her nuclear and atomic structure reading with a focus on using her new knowledge to bind it all together, and apply electric fields and voltage understanding to the periodic trends. We will focus on electronegativity and understanding polarity. If there is time, we will begin to discuss ideal gasses."
"Today we covered some basics of logical reasoning. The student seems very adept with the material, and after giving her a few tips, such as forming logical chains, I'm certain that practice will significantly increase her performance."
"We continued to go over reading comprehension. The student had prepared four passages and done very well, missing only three questions. This was a very encouraging improvement and she seems to be seeing a real difference now that she has tailored her approach. We discussed ways to be even more precise and confident of her answers: avoiding making assumptions, highlighting the point of difference between two answers, and going back to the passage to decide between two choices. For next time she is going to prepare more passages trying to use these techniques to feel more confident in her answers. I'm also going to send her a problem set to practice vocabulary problems which she has more trouble with than other questions."
"The student and I met for our first session. We talked about the progress of his studies so far. He expressed a desire to work the most on logic games, so we spent almost all of our session focused on that area. I walked him through the basic strategy, and we discussed how he has been approaching these problems thus far. I explained some ways that he can save time with some more intricate strategy, as well as early deductions. We practiced a large number of games. When necessary, I helped him with deductions and also instructed him on how to properly draw out the game."
"The student is strong with the logic games, and has a good knack for representing the conditions visually. For logical reasoning, we worked on both weakening the argument and parallel reasoning questions. We discussed the strategy of reading the question first, and then identifying the conclusion after reading the stimulus passage."
"The student is very competent with logic games, so we will focus on only the most difficult and obtuse ones going forward. RC markup looked great as well, but since the example we worked with was fairly straightforward, we'll see if any curveballs can cause a trip up. LR seems likewise fairly strong, with pretty quick deductions and narrowing down the answers to at least the best two. All this considered, we will ramp up the difficulty of problems by focusing primarily on the more complex problems, with the addition of time constraints. This was a good and informative session."