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Private In-Home and Online Organic Chemistry Tutoring in Las Vegas, NV

Receive personally tailored Organic Chemistry lessons from exceptional tutors in a one-on-one setting. We help you connect with in-home and online tutoring that offers flexible scheduling and your choice of locations.

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Session Summaries by Organic Chemistry Tutors

Las Vegas, NV Organic Chemistry tutoring
The student got his quiz back on chapter 17 and he got a 82. This was his highest grade ever. At this point, he isn't needing to understand the concepts, but merely improve his organic chemistry test taking skills. He and I continued to review for his test on Thursday. We started back on chapter 16 and did some problems together that included doing some synthesis and NMR problems. We also started reviewing on some synthesis problems in chapter 17, using more challenging protecting group problems.
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Las Vegas, NV Organic Chemistry tutoring
The student and I are preparing for her upcoming exam this Tuesday. We reviewed stereochemistry, how SN1, SN2, E1, E2 reactions are driven by the use of either a polar protic or polar aprotic solvent, how to determine stereochemistry, and how using Lindlar catalysts always produces a -cis addition because of the metal catalyst. The differences between chiral and achiral carbon centers and how stereochemistry can change to chiral centers after a reaction occurs. We discussed the reaction mechanism of radical reactions, how a partial epoxide bond is formed from the alkene attacking the Br2 which is then broken when the other bromine radical breaks the epoxide bond to form either a anti or syn addition.
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Las Vegas, NV Organic Chemistry tutoring
We covered alcohol chemistry and a variety reagents that convert alcohols to chloride, bromide, oxidize to aldehydes or ketones. We covered strong and weak oxidizing agents. The reaction of alcohols with reducing metals like Na, Li, Mg, and Ca. She is going to work on a set of flash cards to help learn reagents.
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Las Vegas, NV Organic Chemistry tutoring
We talked about radical halogenation mechanisms for our whole session. I forget how challenging this material is the first time it is encountered. Line angle structures for organic compounds need to become clearer for to the student. With practice, these structures become intuitive, and that's the level I'm trying to get her to reach. Repetition of the halogenation mechanism is going to help that tremendously, because there is a lot of subtle detail and interplay between what you draw and what you don't draw. I think this is a good exercise for her for this reason, and also because it is good practice for arrow-pushing, speed, accounting for every electron, and a host of other skills. I'm eager to see her assignments, so I'll be able to structure our sessions more effectively in terms of preparing for the midterm and final.
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Las Vegas, NV Organic Chemistry tutoring
During our session, we went over topics that came up while going through the student's practice exam. We discussed various reactions involving alkenes and alkynes, including hydroboration, alkyne reduction, hydration, dihydroxylation, hydrohalogenation, ozonolysis, elimination, as well as the important concepts that apply to the reactions. These include Markovnikov/anti-Markovnikov addition, syn and anti addition, tautomerization of enols, and single bond rotation. Towards the end of the session, we briefly went over IR spectroscopy before moving on to proton NMR. Here, we went over what to look for in an NMR spectrum, like the chemical shift, integration, and splitting. The student was very receptive to my tutoring and was able to pick up quickly on the application of the concepts I had given, including the more tricky types of questions. We did several practice problems during the lesson to ensure the student understood the material and to reinforce the information.
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Las Vegas, NV Organic Chemistry tutoring
We covered IR Spectroscopy. Before I told the student how to *read* the chart, I taught her how to *write* the chart. We learned about vibrations within molecules and the various frequencies given off by the energy released by those vibrations/oscillations--differences that come to be due to mass and bond (or "spring") strength. When we determined that those two factors are the only things involved in vibration, we took a peek at the frequency equation and viola! We saw that the only variables are indeed the masses of the two molecules and the force constant (which is directly related to bond strength). I came up with the concept of "hydrogen equals paddle ball" and "heavier molecule equals boulder" so she can visualize what happens to the frequence when we have very different mass gaps (eg. O-H) or very little ones (eg. C-C). Then, I came up with 6 pairs of different molecules bound by either a single or double bond and asked her to order them on what we learned. Together we perfectly ordered them and imagined what the IR spectroscopy chart *should* look like and the actual values matched almost directly with our estimates! So we first learned the what, then the why, then we drew our own chart from what we know/learned. Reading a chart should be laughably easy for her after learning what is going on that thoroughly. I am very happy with our progress and very proud of her. She is a very bright student and grasps the material like a sponge and it sticks. Can't wait to see what the rest of our working together brings us.
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