Recent Tutoring Session Reviews
"The student has started working on a new unit in physics, covering the charge pressure difference or potential difference across a circuit and how that is analogous to air pressure. She worked first on an activity that related high/low air pressure being the drive for air flow and how that related to the difference in charge across a circuit. The student continued threw the packet of worksheets that had her analyze the pressure across a circuit when a capacitor is involved, is charging, at various points of charging, and then discharging. She had no trouble relating the ideas from the air capacitor activities to the new concepts of pressure difference across a circuit."
"The student has her test after our session, so we focused on studying for that. We covered centripetal forces on banks with the coefficient of static friction and the tan function, as well as synchronous orbiting satellites and gravitational force."
"This week, the student's class finished up their lesson on capacitance, so we began by going over a few problems. These were primarily problems dealing with dielectrics in capacitors. Once we had gone over those problems, he felt he had understanding on the material from that chapter, so we moved on to some practice problems for the upcoming chapter, which primarily deals with resistors. Some of the topics we covered today were Ohm's Law, electron/charge carrier drift velocity, current density, and power dissipation in a resistor."
"The student and I did an overall review of all the different types of problems we've gone over this week to prepare for his test. He seems to be learning all the concepts quickly and thoroughly. He is always prepared and asks the right questions."
"The student has a test tomorrow and we met in preparation for it. Went over using kinematic formulas in 2 dimensions. I briefly reviewed the important concepts and a few ways that help to solve these types of problems. Once she practiced this more she did understand the problems better and was able to do this more easily on her own. By the end of the session I felt that she understood these concepts. We ended by completing the final worksheet she was given by her teacher which was a continuation of the other problems. She was able to do the worksheet with only minimal aid from myself."
"The student and I reviewed our last lesson involving the definition of displacement/distance and speed velocity. We also covered a new lesson involving the definition of acceleration and motion under constant acceleration in one dimension, including free fall motion under the influence of gravity. We discussed several qualitative/conceptual questions to tease the concepts apart and also completed several quantitative problems to exemplify the application of the concepts to real-life situations. He has intentions of completing more problems involving accelerated motion in one dimension, as well as reviewing reading motion graphs in preparation for our next meeting. I am pleased with his progress."
"Today's session was spent working on problems for the student's homework. The majority of the questions had to do with simple harmonic motion and the characteristics of waves. We did several problems asking about wave speed, wavelength, period, and frequency. We also did a review problem on magnetism and magnetic fields."
"The student and I began covering one of three practice physics exams - preparing him for his second midterm. We covered the formulas - meaning, units, application - and began the first few conceptual problems involving work, force, and momentum. I emphasized the importance of remembering the units of each equation and to write them out to aid solving. At this point, he has two weeks to prepare for his exam, and we're planning on meeting twice a week (schedule TBD) to cover the practice exams and any homework problems he'd like to cover; all the material he said he'd get to me before our sessions. As I explain the material, he can follow it, and when having him do the practice problems, he grasps the basic concepts. He just needs more practice using the physics equations in problems. He's going to review/ do the practice exam, and we'll go over it in our next session soon."
"Today, we worked on her online homework, which covered electric fields and Gauss' law. The student knew the equations relevant to Gauss' law but didn't really know how to apply them to the problems. She has an exam on Monday. We covered the concept of Gaussian surfaces and how to use them to determine electric fields. We finished her homework set, so she is going to work on her practice test and attend a review session later today."
"We primarily covered energy and work. She initially seemed confused about the transferring of energy between potential and kinetic but very quickly picked up the concept. She was very upbeat and great to work with."
"We began by going over word problems dealing with momentum, impulses, and the conservation of these quantities. When it comes to physics, she seems like a visual learner so we tried to draw any relevant subjects that might help us solve the problem. She also had the second part of her math final on Friday, so we went over extra problems."
"The student is comfortable with the concepts, and I have been able to challenge her with questions and even preview some future concepts so that she can easily get ahead of other students. She loves learning, and I could not ask for a better attitude. She is bright and is eager to dig deeper."