Phoebe asked that we review each objective. We were able to discuss 44 out of 58 objectives in one hour. Beginning with basic chemistry topics to solutions and solubility.
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
Very little preparation on the part of the student (test is tomorrow) Phoebe is lacking much of the essential knowledge needed to succeed on a test. She has not learned basic vocabulary (solute/solvent for example) and we had to spend time revisiting the basic understanding that leads to the more complicated objectives at the end. She claims she feels very strong about her knowledge but from my perspective she is lacking understanding of the principles needed to take on the higher leaning required in chemistry. I hope she will do ok on her four-chapter exam.
Phoebe and I worked on several homework problems. These included finding mass of a solid given concentration and volume, finding molarity of a solution given mass and volume, finding concentration of individual ions in solutions, and working out dilution problems.
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
Good session. We did not get through as many problems as we could have because I had to direct her to recall previous knowledge. She still having problems converting simple metric conversions such as mL to L and vice versa, as well as writing formulas of compounds. Both of these topics we have visited in the past. I suggested again that she get her reference materials ready for our sessions
Solubility of ionic compounds, Net ionic equations, Strong acids, oxidation numbers
Lesson Outline
We completed a set of questions addressing the lesson topics. Each question was explained and worked out together. I asked her to please print the solubility rules, polyatomic ions chart, and a periodic table to avoid delays looking up information.
I. Read and discuss lab topic including procedures
2. As we discussed procedures complete the calculations associated with lab
3. Complete lab analysis questions
Session Minutes
90
Minutes Student Attended
75
Lesson Comments
Phoebe had trouble starting on time. She was 15 minutes late but once we started she demonstrated focus on the lesson and understanding.
Solubility rules, determining formation of precipitates based on rules, balancing equations, mass to mass conversions
Lesson Outline
Phoebe sent screen shots of each of her homework problems and we discussed and worked through their solutions.
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
I asked Phoebe, again, to memorize or at least become familiar with certain information that she needs to be able to recall in order to use time wisely. She spends a lot of time looking for information that she does not have at hand. Minimally she should print out the assignment and the resource material needed for the assignment. My involvement is more of a coach for problem solving rather than teaching concepts.
Phoebe had an online quiz to take and it was timed. We went through every question and completed the quiz
Session Minutes
75
Minutes Student Attended
75
Lesson Comments
At some point Phoebe will have to take a proctored test without my help. During this quiz she was able to answer many questions on her own, but was not able to complete some of them. Without my help she may not have made an acceptable grade on the quiz. I am not sure she is studying on her own to be able to retain the material.
Determine names of ionic and molecular compounds from their formula and reverse. Understand the meaning of the term MOLE and know Avogadro's number (not provide on test), determine molar masses of elements and compounds, determine percent composition, empirical and molecular formula
Lesson Outline
All of the above objectives were discussed and problems relating to the objectives covered using the list of problems supplied by the instructor.
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
I felt we rushed through the objectives and the time was not sufficient to teach each with depth.
Distinguish between the types of formulas of a compound, and between cations and anions. Predict the charges of ions from their position on the periodic table, identify (memorize( the names and charges of polyatomic ions, memorize only one positive polyatomic ion, (ammonium)
Lesson Outline
We continued with objectives found on the list provided by teacher. A mini lesson was presented for all of the objectives and we worked through the problems in her worksheet. I scanned the notes that I prepared for her and mailed them to her.
Session Minutes
87
Minutes Student Attended
87
Lesson Comments
We had to backtrack and review some of the material studied in the prior session. She has trouble remembering concepts that are needed as background for new material.
Atomic structure and determination of the number of protons, neutrons, and electrons in an atom or an ion, isotopes and how to write their formulas, atomic weight definition and problem solving
Lesson Outline
We started with the first of 38 objectives provided by her professor. I presented her with a mini lesson on each and we worked through problems associated with the objectives. I then scanned my notes and mailed them to her. She needs to be memorize polyatomic ions and how to read the periodic table.
Session Minutes
90
Minutes Student Attended
90
Lesson Comments
Phoebe tells me she had introduction to chemistry two years ago and has very little recall of the material. This class expects for her to have previous knowledge of many objective in order to be able to succeed with the new material. I asked what her goals were as we worked together and she would like for me to help her with homework and quizzes so that she can then learn the material for the test. I feel that this may be an issue as she lacks much of important background knowledge.
