Recent Tutoring Session Reviews
"We began our session with a review of topics for the student's final exam, including topics such as melting and boiling point, chemical vs. physical changes, formation of ionic compounds, and Lewis structures among many other subjects. The second half of our review we worked on problems relating to the Ideal Gas Law and its components, such as Boyle's Law. I detailed the relationships for the student and made her aware of tricky parts of the Ideal Gas Law relationships (namely that temperature must always be in Kelvin). The student picked up the material very well."
"Today we went over problems that might be on the student's quiz tomorrow. We started by covering the difference between shear strain and bearing stress, and more specifically the area the force is applied to. He has grasped the concept well. I left him with practice problems to do tonight."
"The student and I discussed using Mohr's circle to find the principal stresses. We reviewed a good deal of beam theory as well. We worked an example together and did a fundamental problem that matched the style of his homework problem."
"This class revolved around the work-energy theorem. First we did a review of various collisions, and discussed initial vs final momentum and energy. Essentially, we went illustrated all possible examples of inelastic, completely inelastic, and elastic collisions and derived all the possible equations for energy and momentum. After this, we went on to work on practice problems."
"Today, the student and I went over some difficult concepts that she was struggling on for her exam tomorrow as well as some difficult problems. I think that if she keeps up the hard work and studies her reagents tonight, she will be good to go for her exam tomorrow."
"Today, we went over the practice problems I assigned in the past tutoring session. The student was able to answer most of the problems on her own. However, she struggled a bit with one of the questions that dealt with elimination reactions, so we covered those more extensively this time. We compared and contrasted the differences in E1 and E2 reactions and worked on some problems. Additionally, I gave her some practice problems to complete before our next session. The student remained attentive and engaged; she knows a lot more than she thinks, so I suggested she trust her initial instinct and encouraged her not to second-guess her abilities."