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Harvard College (Physics)
I am a sophomore at Harvard majoring in physics with an emphasis in biophysics, and minoring in music. I attained a 4.0 GPA for my first three semesters, and was named a John Harvard Scholar for the 2012-2013 school year. I have substantial experience in college-level mathematics, physics, and biology, but I also did very well in all high school subjects, so I am prepared to qualify in any of these academic subjects. I have been playing piano for over 14 years, composing music for over 6, and I am very adept in music theory.
My goal as a tutor is to enable students to overcome challenges in their academic work while sharing my enthusiasm for subjects that I have grown to love. When a student brings me a problem that he/she is struggling with, I first try to understand where the difficulty lies. If he/she doesn't understand a fundamental concept, I explain the principle, giving special emphasis to why it holds. I think this is crucial because memorizing formulas or facts is not real learning, in my opinion, since a student who has memorized but not understood ideas will not know what to do when faced with a different or nontrivial problem. To fully understand a concept, a student needs to appreciate how it follows from and relates to other concepts he/she already understands. When I first studied special relativity in Physics, I initially had no idea when and how to use the time dilation and length contraction formulas. It wasn't until I closely studied the derivations for the formulas--what physical conditions they assume and why they mathematically make sense--that I became comfortable with them. In other cases, a student may understand a concept, but not feel comfortable applying it. In this case, I guide his/her thinking, providing feedback but never answers. This is a method that my piano teacher uses when we work on shaping musical phrases. He asks me to look for "clues", such as harmony, and decide for myself how a phrase should go, and he responds to my ideas (ex. that would make sense in a romantic work, but is not particularly appropriate in the baroque tradition surrounding this Bach fugue). I find this method much more empowering than imitation, and apply it when tutoring music as well as other subjects.
Please note that I am working in Israel for the summer, and will not be in the Boston area until August 10. Until then, all lessons will have to be carried out online. I am a sophomore at Harvard majoring in physics with an emphasis in biophysics, and minoring in music. I attained a 4.0 GPA for my first three semesters, and was named a John Harvard Scholar for the 2012-2013 school year. I have
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I took the ACT and attained a score of 34 on this portion during my first sitting.
As a physics major at Harvard, I make ample use of math. The skills I learned in Algebra 1 serve as the foundation for much of the arithmetic I perform in my current work. Algebra is indispensable for me, and I see it again and again, so I am very comfortable with it.
As a physics major at Harvard, I make ample use of math. The skills I learned in algebra 2 serve as the foundation for much of the arithmetic I perform in my current work. Algebra is indispensable for me, and I see it again and again, so I am very comfortable with it.
I am currently a biophysics major at Harvard, and I am passionate about solving biological problems. I had a very strong AP biology program at my high school (Brookline High School) and I scored a 5 on the AP exam, as well as an 800 on the biology SAT II. More recently, I have taken quite a few classes at Harvard in biology, chemistry, and physics, and have attained an A average in these. I have also worked in a neurobiology lab at the Harvard Medical School.
I took BC calculus at Brookline High School, which has one of the strongest and most rigorous high school calculus programs in the country. I attained an A in the class and a 5 on both parts of the BC exam. I also received one of Brookline's top math awards for my achievements in this and other math classes. I am currently a sophomore at Harvard majoring in physics, so calculus continues to play a major role in my math and science classes. I am thus still very comfortable with single and multi-variable calculus. Since calculus is so often motivated by the physical world, I like to have calculus students conceptualize what is going on by encouraging them to have a concrete physical picture of many problems. Yet at the same time, calculus is among the most mathematically interesting fields from a theoretical standpoint, so I want to make sure my students really understand why the formulas work/where they come from, so that they can use them intelligently, rather than just through memorization.
I am a physics major at Harvard entering my junior year. I have received A grades in all of my physics and math courses, and have acquired a deep understanding of the material. I strongly believe it is important to question concepts in physics in order to understand them thoroughly--this is much more important (and interesting) than simply memorizing formulas.
I am currently a biophysics major at Harvard, and I am passionate about applying the mathematical and logical tools of physics to solve scientific problems. I had a very strong AP Physics C class at my high school (Brookline High School) and I scored a 5 on both the Mechanics and Electromagnetism portions of the AP exam, and got an A in the course. More recently, I have taken quite a few classes at Harvard in biology, chemistry, and physics, and have attained an A average in these. I have also worked in a neurobiology lab at the Harvard Medical School, which applied quantitative methods not unlike those used in physics to understand the visual system.
I have been playing piano and taking lessons for over 14 years. I have previously tutored a young beginner piano student. I especially worked with him on learning new music. First, I would make sure he knew how to read music (he didn't very well initially, so I taught him note durations, rests, and the notes themselves/where they are located on the piano, and had him practice identifying notes and tapping rhythms). Once he was stronger at reading music, I had him learn piano pieces hands separately at first, then I had him put the hands together slowly, gradually bringing the piece up to tempo. I generally worked on pieces in reasonable chunks (usually a phrase), and would make sure there were no mistakes before he went on.
I am a physics major at Harvard, and I continue to apply what I learned what I learned in precalculus on a daily basis in my math and physics classes. I did quite well in my high school precalculus class, and my comfort with this elementary math has enabled me to get an A average in my math and physics classes so far. Having tutored math before (for the math portion of the MCAS exam) and helped my tutee attain a top score, I am certain that I would be comfortable helping a student their precalculus work and exam preparation.
I am a native Spanish speaker--my father is Mexican, originally of Chilean descent. I also scored a 5 on the AP Spanish exam. I greatly enjoy working with students in Spanish, not only to improve their grammar and speaking skills, but also to introduce them to Latin-American culture and discuss topics of interest.
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