Award-Winning Private Microbiology Tutoring in Roswell, GA

We reviewed for the student's Evolutionary Biology test. We went over types of genetic variability, types of isolation and patterns of evolution. We defined each and came up with an example for each. We also worked through some Hardy-Weinberg problems. We made sure she had a clear understanding of all her notes.

During our session, the student and I continued reviewing various concepts from her physics class in preparation for the upcoming final. We picked back up with work, energy, and power, making sure the student was good with the practice problems we had completed on power at the end of the last session. We then began reviewing potential and kinetic energy, going over their definitions and the formulas needed to calculate them. After covering these principles, we moved on to total mechanical energy, which is simply the sum of potential and kinetic energy. We worked through various practice problems and went over the fundamentals of total mechanical energy, specifically the fact that it is conserved when dealing with conservative forces, but not when there are nonconservative forces included in the system. The student understood all of the concepts and practice problems very well, and already she seems very prepared for her final.

It was another good session with the student as she prepares for exam 3 next week. This time we went over fluids, and reviewed the continuity equation and how certain terms cancel out. She has scored 95 and 93 on exams, so I feel she will keep doing well.

We continued where we left off this morning. The student is getting better and better at navigating between variables, units, and values. We talked about the force on a current-carrying wire due to a B-field and then the force between two current-carrying wires. We did several practice problems for each situation, and reviewed what we covered the previous two sessions in terms of force on a charged particle due to a magnetic field. The one thing that the student still struggles with is using the left hand rule; not because he doesn't understand it, but because it is awkward to use when first learning it. I have encouraged him to practice this as much as possible. Tomorrow, I will give him lots of practice problems on this concept, so that after the tutoring session, he can continue to practice on his own until he feels confident!

We reviewed basic drawing and nomenclature for organic chemistry, and also reviewed half-life and radioactive decay problems. The student grasped the mathematical concepts, and with a little more review and timed exercises, he will master the qualitative aspects of organic chemistry, too.

Exam review. The student worked review problems on his own and got all of them except one on balancing redox reactions in basic solutions. I had him repeat this type of problem throughout the session until he could reliably arrive at the answer. He had some misconceptions about electrochemical cells, particularly about the differences between cathodes and anodes, and the role of the salt bridge. I drilled him on these repeatedly.