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"The student and I continued to work with equilibrium, divvying up the session between the three types that he learned about: chemical, solubility, and phase. There were mathematical problems for the chemical and solubility equilibrium sections, and there was relevant conceptual information pertaining to all three types of equilibrium.
We first worked through solubility equilibrium problems where he had to use the concentrations of reactants and products to calculate the Ksp (solubility equilibrium constant). The student had a little bit of trouble here initially; however, once he got into the routine of solving this type of problem, he ran into no further roadblocks. This is evidence that the student would benefit from practicing problems on his own each night, even for only 15 minutes. Once we moved on to chemical equilibrium problems, the same initial issues he had on Tuesday resurfaced, indicating that he should practice more so that the process really become drilled home. Very quickly (as usual), however, he grew comfortable with these problems and solved them with ease.
Once we moved to the concepts, the student had a few issues finding his own way to describe what was going on. Some of the problems here initially were based in the fact that he had a few misconceptions. After we discussed the concepts for 20 minutes, however, he grew comfortable with explaining them in his own words. We took a break from concepts to revisit math problems, and he was no longer being tripped up by the different types of problems. It appears that repetition is the key for him, for the student performs much better when the material is extremely familiar to him. Once we returned to concepts for a final time, I tried to describe specific examples of chemical equilibrium as he drew the graphs for them. I believe this helped him a lot because he was able to depict the concepts visually on his own.
Again, the student's weak points are his ability to forget things he recently learned, perhaps do to difficulty with concentration. This same concentration issue is also likely what causes his small mistakes on problems. Once he becomes familiar with the math process / concepts, however, he performs much better.
I told the student to obtain his tests from his teacher, since he didn't do it on Wednesday or Thursday when I originally hoped he would. I told him to keep practicing the problems as well in an effort to further familiarize himself. Finally, I told him to use the internet as a supplementary source, as it provides great reinforcement for the math and concepts we discussed. "