Recent Tutoring Session Reviews
"We began the session by looking over the study guide for exam 1. The student was able to replicate most of his results from the previous day, although he realized he needed to spend a little more of his time memorizing the structure of glycerol, glyceraldehyde, and glycerate. I stressed to him that the overarching concept concerned the function of converting a simple carbon (the alcohol) to more complex structures that can be used in larger lipids and proteins. I reminded him that the exam would have different questions, and that it would be helpful to try to anticipate what might be asked. I reminded him that it would be wise to consider the formation of triglyceride as well as phospholipid bilayers. He said he could provide himself with good practice by making flashcards for each of the functional groups. We moved on to the first 8 questions of the practice exam and made good progress for each of the topics. Several questions were identical to those on problem set 2, but this was the first time that the student had considered these questions, including those on the components of the cytoskeleton and why ruminants can digest cellulose and starch. Overall, he is making good progress, and I was impressed that he brings his AP biology materials with him to use for studying."
"We went through the student's biostatistics exam. The questions were applying hypothesis testing to a given set of data. She had to determine which test was appropriate to use and then calculate the necessary test statistic and determine significance. We went over null hypotheses and how to determine whether to accept or reject the null. We specifically did the Z test for a normal population and t-tests for paired and unpaired sets of data. She did very well and talked through each problem and what her rationale was in her work. She would get a little unsure when setting up the null hypothesis and when to use 1-tailed versus 2-tailed tests. I was able to give her a general sense of when to use each of those situations. I think overall she just needed someone to bounce ideas off and talk through the work to make sure she was doing it properly."
"Went over thermochemistry problems involving specific heat, entropy, Gibbs, and heat of reacting problems."
"We covered conceptual questions on conservation of mechanical energy. The student has a good understanding of the subject and easily solved a work-kinetic energy problem I made up. We agreed to meet next Wednesday."
"We went over DNA replication, transcription, and translation. We also went over a Chi Squared test and gel electrophoresis. Initially, the student was struggling to grasp the process. By the end of the session, she seemed to have a better understanding. She asked good questions and was engaged throughout the whole session."
"The student and I covered the current material of her class on photosynthesis. With an upcoming test, we established a clear understanding of light and dark reactions, their processes, and components. She had a strong understanding going into our session, and she did a good job of reinforcing and stabilizing any and all loose ends."