Recent Tutoring Session Reviews
"We covered Metabolism and the pathways, i.e. anabolic, glycolysis, and the Krebs cycle. We also covered antibiotic resistance and the social and physical mechanisms. The student had given me the outline of her notes, so I knew ahead of time what to prepare for, which I did. She also showed me her notes, which were good, and her test scores, which were not so good. She had problems with most of the essay questions and lab-based questions. I went over them with her and suggested that, even if she does not know the right answer, she should never leave anything blank. I explained that she should look at the terminology that is used so she could develop an acceptable answer to get some credit. I gave her some diagrams and left her with notes and flow sequences that might help her retain the information."
"The student and I began reviewing the material covered so far in her class over acids and bases. We talked about the two different definitions of what an acid/base is. We looked at how, by the Bronsted-Lowry definition, water can be both an acid and a base (or is amphoteric). We discussed the properties of acids and bases as well. She told me that she was unclear on the naming convention for acids and bases, so we discussed the nomenclature. Bases have no special naming convention; acids are divided into binary and oxyacids, each with their own rules. Once we practiced that, we discussed finding conjugate acids and bases. She told me they had practiced finding pH and pOH, and she felt very comfortable with that. Finally, we talked about the difference between a strong acid/base and a weak acid/base, as well as neutralization reactions. We have another session before her test and we will go over her review next week to make sure there are no other questions that need clarification."
"We discussed a paper on synthetic chromosomes in yeast. We also discussed a couple of papers on Myc and its role in cancer."
"We reviewed the material for the student's test, including drawing Lewis structures, intermolecular forces, boiling point, melting point, freezing point, ideal gas equation, molecular formula, and polarizability. I suggested that he memorize 2 equations and that basically every equation is a variation on the ideal gas equation. He needs to remember to watch his units and to read the questions carefully to make sure that he is answering it correctly. I also suggested to always show his work and to remember the exceptions to the octet rule when drawing Lewis structures. He had good questions throughout the session to make sure he understood the material. I also tried showing another equation or method to solve some problems or determine polarity."
"We talked over the student's test and the circumstances of the test taking. We then went through 18.1 in great detail, and she took notes on what we went over, which I think will help her long term comprehension. For our next meeting, I asked her to look through the workbook questions for this section and to read 18.2 so that we can go over that."
"The student had a worksheet about simple harmonic motion to work on. I explained the equations of SHM and about period and frequency. Then, I explained about the relationship between sine and cosine curves and the concept of phase shift. Then, he sketched the graphs of position, velocity, and acceleration of the oscillator. Then, we did some difficult SHM problems from the textbook."