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Recent New Mexico Tutoring Session Notes

Tutoring review by Joseph in New Mexico
Our session was primarily concerned with the student and I reviewing a mini-lab, which involved analyzing a ping-pong ball fired out of a muzzle with a speed and how to answer the questions related to speed, position, and acceleration. Some communication problems did occur with explaining how predicted velocity can be compared to actual velocity and what the graphs say about those quantities say due to with how the assignment worded the section on that comparison. We will have to define what the mini-labs are saying and what they're asking for in future sessions.
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Tutoring review by Rachel in New Mexico
The student was having technical difficulties in the beginning, so we finally began our session half an hour late, but we got through the questions that he had about taking derivatives and second derivative using the chain and product rules.
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Tutoring review by Zachary in New Mexico
Today we discussed centripetal motion and reviewed for her exam tomorrow. We also did a review on kinematics because we were unsure if it would show up on the exam or not. Overall, she seems pretty well prepared.
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Tutoring review by Nykolai in New Mexico
Today we worked on some in-class problems he had trouble with, but he was very quick to understand topics; once I explained the methods of solving them he had no problem. We looked into future subjects, and I gave him some more advanced explanations of functions and inverses.
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Tutoring review by Brian in New Mexico
Today, the student and I worked on vector addition and subtraction, and kinematics understandings. She had a surprised attitude towards material, as it had not been covered in class prior. Included study skills were focusing on the awareness of objective completion, and metacognitive monitoring of problem-solving steps. Extra practice was provided in the form of a study exam.
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Tutoring review by David in New Mexico
We worked through problems in the test review and in the chapters which will be covered on the text. Concepts included molecular vs. empirical formulas, the mole concept, balancing equations, and unit conversion factors. Generally reducing a chemistry problem to an algebra problem or a formula was the challenge, and she improved significantly in this during the days leading up to the test. To get an A, a person usually has to do about 3 times as many problems as there are on the test review, and she and I talked about that.
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