Recent Tutoring Session Reviews
"The student and I covered the reproductive cycle, endocrinology, lenses/ mirrors, nucleophilic additions, and went over general questions as this was our last meeting."
"Today the student and I worked on enzyme chemistry. We went through the derivation of the Michaelis Menten equation. We also worked through the Lineweaver Burke plot. We then discussed how the plots change when you have different kinds of inhibitors (competitive vs noncompetitive), and how changing substrate concentration or enzyme concentration changes rate."
"[COVERED]: We covered the basics of MCAT strategy, reviewing the entire arc of how we would cover the material for the course. We then explored the Passage Attack and Question Attack Strategies, applying them to a Physics passage on kinematics. Next, we covered the foundations of Physics: Newton's Law, Friction, Free Body Diagrams, and Torque. [PROGRESS]: No baseline to gauge yet. [PROBLEMS]: The student has been out of undergraduate Physics for a while. However, she can recoup or learn concepts quickly when they are explained well. While doing calculation problems, I saw that she has difficulty with mental arithmetic, but she clearly has a very good understanding of algebra and can manipulate equations in her head. So, as I told her in session, she just needs to hone mental arithmetic through practice problems. [HOMEWORK]: She was assigned 3 chapters in Physics and 2 in Chemistry."
"Prior to our first session, I provided the student with a code to take AAMC test #4, on which we scored a 29 (PS: 10, VR: 10, BS:9). I used the score report from this test to evaluate the content areas it seems that he is still struggling with, and we decided to review solution chemistry and molecular structure/ molecular spectroscopy in our first session. Overall, he indicated that he feels less confident with the chemistry material than the physics or the biology material, which was evident both in our meeting and in reviewing the score report. In our first conversation, he indicated that his goal was to break a 30, which I find is more than possible given his starting point and the month he still has remaining to prep for the exam. He seemed to have little previous exposure to the solution chemistry material. To help him initially start thinking about this concept, we spent a great deal of time linking the solubility product constants that describe solid dissociation with the equilibrium constants he was more comfortable with. Once he had an idea of what types of problems he was likely to encounter in this topic, he was able to apply the ideas and equations accurately (with a bit of calculatorless math help along the way). He'd spent the past several days reviewing organic chemistry, and this was apparent in our work with molecular structure and spectroscopy (which he hadn't done well in on his most recent practice test). He answered the questions easily and seemed confident with the passage we did together. He indicated that even with his additional content review that he still didn't feel very confident with reaction mechanisms or biochemistry, so I assured him we would get to this material in our remaining three sessions."
"We practiced reading comprehension techniques, going through each passage by paragraph, and summarizing as we went along. We also worked on several logic games. The student showed improvement on both sections, especially in the strategies for the games section. Next time, we will focus on all three sections, and she should be bringing an essay for me to proofread."
"We practiced scenario analysis, rule diagramming, template construction, making inferences, conditional reasoning, sequencing, and grouping concepts. The student understands the concepts extremely well. His homework is to complete chapter 3, focusing on template construction, as well as to complete the LR sections in the his workbook and, if time permits, to practice linear games in his training book."