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Recent Tutoring Session Reviews

★ ★ ★ ★ ★

"In this session, the student and I spent a lot of time going over some difficult integration problems in preparation for her exam on Monday. Specifically, we spent a lot of time going over some integration by partial fractions problems, and some difficult substitution ones. "

★ ★ ★ ★

"The student and I spent this session reviewing for his chapter 9 test to be taken on Tuesday. I started with a general overview of the sections, pointing out the important ideas in each one. After this, we began working on practice problems. I started with the most recently covered sections first, since we hadn't yet worked together on those. These sections were graphs of special functions and the quadratic formula. For the graphing section, I discussed the aspects of stepwise, absolute, and piecewise functions. I encouraged the student to approach these carefully and make a table for each question. We then moved on to the quadratic function, which was just plugging in numbers. The student did not have the function memorized at the start of our session, but after a few problems, it returned to him. After we completed these sections, I assigned the student half of a practice test in order to expose him to the other question types that we did not yet cover in this section. "

★ ★ ★ ★ ★

"We covered another homework problem set that the student was given. This problem set was more work with stereochemistry and assigning absolute configurations (R/S), and this time it specifically referred to Fischer projections and manipulations. I think she is doing very well assigning R/S configurations to stereocenters, especially given different projections of the same molecule. One recurrent issue we ran into today was that she would get mixed up with assigning R/S configurations based on the clockwise/counterclockwise turn given a certain hydrogen placement, but she seemed to get the hang of it later on. I have confidence that with more practice, she will become much more comfortable with this material in the next week or so."

★ ★ ★ ★ ★

"In our last session before the second midterm, we solved the last set of the student's practice tests, and I stressed the importance of simplifying expressions, streamlining them, and writing them neatly and orderly and on the worksheet. "

★ ★ ★ ★ ★

"We went over the student's exam and she figured out some of her mistakes. Next, we went over functions and I helped her understand the meaning of domain and range and knowing which are functions and which are relations."

★ ★ ★ ★ ★

"I met with the student to go over material for his test the next day. The material focused on ratios, percents, and unit rates. I went over each question on his review with him; he already had the work and answers from the teacher. I also created a few practice problems for him as we went along to help him with any concepts that were still a bit confusing. At the end of the session, I asked him if he had any more questions or topics that were still confusing. He told me he did not and felt confident about the test."

★ ★ ★ ★ ★

"We talked about gases, ideal gas law, Boyle's law, Charles' law, Dalton's law, and Avogadro's law. I helped the student understand the equations and how to use them. She had some good questions, too, and was taking notes of ways to approach the problems. At the end we discussed chapter 10 material, such as with bond energies. She seemed to have a better grasp on the material by the end of the session."

★ ★ ★ ★ ★

"We covered math again for most of the session. We also spent a bit of time on reading, but not as much as we did on math."

★ ★ ★ ★ ★

"We reviewed a worksheet on stoichiometry. We emphasized 2 or 3 main steps in solving these questions: 1) balance the equation and read it as a recipe, 2) convert any mass units in the question to moles, and 3) use the ratio as shown in the balanced equation. The student was able to improve his ability to solve these problems as we went on, and he had no further questions. We worked through just a few Algebra problems regarding inverse equations, where he learned to take the original equation, change "x" into "y" and vice versa, and then solve for "y" on one side of the equation. Overall, he seemed to understand the material better with a few examples, most of which he worked through independently or with minimal assistance. "

★ ★ ★ ★ ★

"We worked on inverse trigonometric functions and evaluating them. The student had already memorized the unit circle and was able to evaluate the trig functions easily. We also spent some time going over the range and the domain of trig functions and how to make find them given a certain function. After going over the steps, he was able to complete the problems I assigned to him confidently and understood the method. I assigned him extra practice at the end of the session."

★ ★ ★ ★ ★

"The student and I covered topics from Calculus II today including volumes, trig substitutions, and trig integrals. He seems pretty rough on all of these topics, so for our next session we will be focusing on doing these kinds of problems!"

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