Award-Winning Private Physiology Tutoring in Georgetown, TX

Today we covered fatty acid metabolism. We covered the details of oxidation with each step and reactant and enzyme. From there, we went into oxidation in reference to cis unsaturated fatty acids. We then discussed ketogenesis and fatty acid synthesis, still involving each reactant and enzyme used. We then touched briefly on the steps that would break down hydroxybutyrate to acetyl coA in a catabolic route. We are meeting next Tuesday.

This was a good one hour session. This was our final session wrap-up before the final. We covered virus structure, the four macromolecules of life, parts of cell, the dogma of biochemistry, transcription, translation, codons, mRNA, tRNA, anticodons, amino acids, peptide production, membrane structure, and triglyceride vs phospholipid structure. We had just reviewed mitosis and meiosis.

Today we put the finishing touches on the student's draft of her gene project as well as her presentation!

Today we finished up acids and electrochem (oxidation and reduction). In the acid chapter, I provided the 7 strong acids he should know but then also described what classifies a strong acid or weak acid based on, Ka, conjugate base strength compared to water, and stability of conjugate base. We went over the pH scale and how to find pH and do some equilibrium problems with acid/bases. Since his test probably won't have the time to do ICE problems I showed him how to set up an algebraic equation to determine concentration of H+ in solution of an acid. We went over how to transition from pH to Ka to [H+] to pOH, and anything in between. I then showed him a Galvanic cell and electrolytic cell, went over the pieces, and explained how electrons moved and how to find voltage. We went over what it means for something to be oxidized or reduced and what it means to be a good oxidizing or reducing agent.

Today we discussed acid-base equilibrium. We started out with a few important formulas using pH/pOP, H30+ concentration, OH- concentration, and the equilibrium constants (Ka and Kb). We put these four formulas on their own sheet for the student to have as a reference, and we also talked about how the formulas can be rearranged, so she must be able to recognize the multiple forms. We also did some problems with ICE charts for weak acids and bases. She was able to use the formulas and ICE tables, but sometimes she did not know why she was doing something (i.e. what she was solving for). We delved a little deeper into the conceptual understanding of acid-base with the goal of making sure she knows why she is doing every step in these problems/calculations.

The student and I began the session by finishing up material in the cardiac unit relating to electrical signals of the heart. We walked through each slide and finally found an awesome video on the Internet that brought the entire process into one view. I think this really helped her visualize the order and relation between electrical and mechanical events (and helped me explain them too!). We then moved on to the renal unit, walking through nephron anatomy and function, mechanisms of filtration, reabsorption and secretion, the kidney's role in homeostatic fluid, electrolyte and pH balance, and finally the different hormones that affect the kidney's function. The student is becoming more and more comfortable with the terms and concepts of the course, and she needs less explanation on the concepts with every session. I'm impressed with her growth in understanding and preparation skills.