Worcester Polytechnic Institute (Physics)
1972 BS in Physics (Other)
University of Massachusetts, Amherst (Other)
I excel in collaborating with students of all backgrounds and skill levels, and empowering them to learn, improve, and succeed. I am results-driven, and want you to see positive outcomes in your grades and test scores. To that end, I will always be patient and encouraging with each and every student.
I have a bachelor’s degree in Physics from WPI, and a Master’s degree in Computer Science from UMass, Amherst. I enjoyed developing software for many years, and then became a certified high school math and physics teacher, which has been my passion. I taught math and science (but mainly physics) for about 10 years. I currently teach physics and astronomy at a local community college.
When you come to me with a problem you can’t solve, a topic you want explained, or a review for a test, here is what we will accomplish together:
For solving problems, I will listen to your explanation and watch your approach to solving specific problems you are having trouble with, and then pinpoint specific techniques you can use to improve your solution. When you are having difficulty understanding a topic, I will work with you and your course materials to see where the challenge lies, and then provide clear explanations and examples that clarify the topic for you. For test reviews, I will help you summarize the essential elements in each topic, and then we will work on problems that are aligned with these elements. I will work with you until you feel comfortable and prepared for your test.
Over the years teaching and tutoring, I have also helped students achieve higher scores on standardized tests including Math and Physics MCAS, and Math and Physics SATs, and the physics portion of the MCAT. I excel in collaborating with students of all backgrounds and skill levels, and empowering them to learn, improve, and succeed. I am results-driven, and want you to see positive outcomes in your grades and test scores. To that end, I will always be patient and encouraging with each and every student.
I have a bachelor’s degree in
Require 2 hour session for distances over 20 miles.
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I have a BS in Physics from Worcester Polytechnic Institute. I minored in math since physics is so math intensive. I also have an MS in Computer Science. The subfield in which I was interested, theoretical computations, required a lot a math courses that I was eager to study. After working as an engineer for about 20 years, I became a teacher when the opportunity arose. I got my teaching education at Framingham State, where I took graduate education and math courses. I taught and tutored all levels of high school math in Dorchester and Brockton to both excellent and struggling students. I helped these students by answering their questions, and providing examples they could understand and eventually, solve on their own.
I majored in physics at Worcester Polytechnic Institute. To be a physics major you must essentially minor in math. I took nearly all the courses required by math majors. Beyond calculus, these included advanced calculus, partial differential equations, and complex variables, among others.
After college, I worked at a company helping to develop signal processing computers, which are used to understand images from radar. In order to solve a particular problem, the company sent me to take additional courses in statistics and numerical techniques at Boston University.
Some time after working at the company, I got a Master's degree in computer science from the University of Massachusetts at Amherst. My interest was in mathematical topics, and I took a lot of additional mathematics courses.
When I left engineering, I became a mathematics teacher by getting a teaching certificate in mathematics from Framingham State College.
When I got to geometry in the 10th grade, I had already taught myself most of the material from library books. I spent most of the time that year helping other students in geometry.
Geometry is not a subject that is taught much in college. The material is embedded in the courses that use it, like architecture, engineering, and certainly physics, which was my college major. The one exception to this rule is for people who go to college to study to be a teacher. They often have to take a college geometry course as an undergraduate for their teaching degree.
I got certified as a teacher later in life, and took this required geometry course at Framingham State University. Since then, I have taught and tutored students in high school geometry.
I have a have a BS in physics from Worcester Polytechnic Institute in Worcester, MA. I then put this knowledge to work at Raytheon Company, helping to build computers to process data from radar systems.
After that, I got a MS in computer science from UMASS at Amherst, and then worked an an engineer, and finally a math and science teacher.
After a successful and enjoyable career as an engineer, I started teaching math in Dorchester, and then for four years in Brockton, MA. Many of these students were struggling in all aspects of the curriculum: reading, writing, and math. I was eager to help them in math by providing every day examples from the newspaper, and examples from my career as an engineer. I chose examples that were instances of the material that the students were learning. At the same time, I wanted examples that were relevant and motivating to my students.
An example of this is the series of articles the Boston Globe did on parking fines in Boston. How much should the parking fines be raised to deter scofflaws, but protect the $20 million income Boston receives from these fines? By raising the parking fine too much, then the number of violators decrease, along with the income that Boston would receive. This is a problem worthy of Solomon and immediately grasped by all my prealgebra students.
Technically I was teaching high school algebra and geometry, but many of these students lacked knowledge of fractions, signed numbers, and so on, so basically I was teaching and tutoring them prealgebra.
I am a certified math and physics teacher and have taught all grades and levels of high school math, including precalculus.
Precalculus often consists of trigonometry, along with a number of topics that is expanded upon in calculus courses. Some of these topics, such as complex numbers, DeMoivre's Theorem, and limits, represent a higher level of abstraction than some students may have seen in their previous math courses.
I was a physics major in college, which included four years of calculus and advanced math courses. After college, I worked as an engineer and used much of this material on a daily basis, so I am intimately familiar with these subjects.
My primary exposure to trigonometry is from my physics background. I was a physics major in college, and worked as an engineer at Raytheon Company to help design and build radar systems. Radars manipulate electromagnetic waves, and the sine and cosine functions from trig are used to describe all waves.
The trigonometry functions are used extensively in many branches of physics to decompose problems into simpler ones. I teach college physics at Massasoit Community College and each course I teach has a brief trig review. You cannot seriously learn physics without trigonometry.
When I taught high school mathematics, I taught trigonometry when it was part of algebra 2.