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Eric B.

Physics with Real-World Applicability and Insights

Physics with Real-World Applicability and Insights

$39/hour

  • Lexington Park, MD 20653

About Eric


Bio

It is my belief that education is the key to the future of the United States of America, and the need for Science, Technology, Engineering, Math and Sustainability (STEM-S) professionals is critical for this country to re-establish its place as a technological leader of the world. With the increased need for STEM-S literate professionals to confront problems such as climate change and resource scarcity, education can be a difference maker in the 21st century.

Physics is a unique science in...

It is my belief that education is the key to the future of the United States of America, and the need for Science, Technology, Engineering, Math and Sustainability (STEM-S) professionals is critical for this country to re-establish its place as a technological leader of the world. With the increased need for STEM-S literate professionals to confront problems such as climate change and resource scarcity, education can be a difference maker in the 21st century.

Physics is a unique science in that it sets the basis to solve many types of STEM-S type of problems. It is also a prerequisite (or should be) for additional technical or engineering based courses such as statics, fluid flow, and many others. While the physics-based problem solving approaches are geared towards the conversion of a science or engineering problem to a math problem (which is then solved), the need to understand the qualitative aspects of physics is important. The knowing of the qualitative aspects of a science such as physics leads to the mastery of “soft skills” that a technical professional will need to have a firm grip of in order to advance his or hers career.

Physics courses that I have instructed at the secondary level include International Baccalaureate (IB) Physics II, IB Physics III, and AP Physics B. In addition, post secondary instruction of physics has taken place at the college level along with the same of self-developed engineering and physics-based astronomy courses to encourage youngsters to pursue STEM-S careers. I have also taken physics courses to meet my own prerequisites to earning an undergraduate degree (and later graduate degrees) in engineering.

The applied use of physics has served me well over my career. (My technical background is energy, utilities and facilities management and engineering along with chemical, process and environmental engineering.) The use of applied physics in these areas has led to some very satisfying career accomplishments. Significant achievements and experiences during my working career using the science of physics include, but are not limited to the following:

-The complete turnaround under my direction in the performance of an international work force (consisting of individuals from ten countries across four continents) from a troubled group to a trend-setting organization. One of the three organizations under my command went from being the worst-rated operating division to later being commended as one of the four (4) best operating divisions out of 21. Two of the other three divisions were also led by me.
-Testified under oath in superior court on the applied use of physics as a demonstrated science to model system behavior. Past educational experiences assisted in the support of my client’s perspective regarding the use of scientific inquiry as a fact-finding tool.

In addition, students should be active participants in the education process instead of being passive recipients of information, which changes continuously. A good beginning point is student engagement in discussions regarding the subject material (i.e., physics) and for the instructor (or tutor) to allow perspectives to be heard in a comfortable setting. The uniqueness of this approach is that it sets the stage for information to flow in multiple directions. (Other items outside of any physics tutoring include, but are not limited to the following: Use of laboratory exercises and class role playing, group and individual research initiatives, presentations, and special projects.) It is through the use of these strategies that students can begin to unlock the creativity and the passion they have toward a given interest. This approach, long term, will lead to the re-establishment of a new generation of leaders, critical thinkers and scholars, who are desperately needed to address challenges in a technology driven age.

Thank you for reading this overview. I look forward to assisting you with the use of physics to help you achieve your short and long term goals and objectives.

[Note: While my normal availability is from Tuesdays to Thursdays in the evenings, I can arrange to be available on selected Saturdays based upon mutual agreement.]


Education

Clemson University, Clemson, SC
Chemical Engineering
Georgia Institute of Technology
Masters
University of California, Berkeley
Masters

Policies

  • Hourly Rate: $39
  • Rate details: Please note that the minimum charge on a daily basis is one (1) hour; after that, any time is based upon the actual time assisted to the nearest tenth of an hour.
  • Lesson cancellation: 36 hours notice required
  • Background check passed on 7/21/2013

  • Your first lesson is backed by our Good Fit Guarantee

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Subjects

Homeschool

Physics

Physics

The following is a summary regarding my experience, education, training, and certifications regarding physics instruction: At the postsecondary level, I served as an Adjunct Physics Instructor. My duties consisted of introducing algebra/trigonometry-based fundamental physical concepts as applied to engineering technology fields. I worked with engineering technology students on topics which included system of units, problem-solving methods, graphical analysis, vectors, motion, forces, Newton’s laws of motion, work, energy, power, momentum, properties of matter and simple machines. As a special project, I tasked my students with the construction of a home-made water bottle rocket. At the college level, I served as an Engineering Astronomy Instructor. My duties were to prepare the curriculum and teach an engineering course and an astronomy course (both with physics concepts) to groups of rising 7th and 8th graders. I also supervised teaching assistants working with myself inside and outside of class. At the secondary school level, I served as an Instructor of Physics where I taught International Baccalaureate (IB) Physics II, IB Physics III, AP Physics B and Chemistry. I designed and facilitated self-learning cooperative and collaborative activities for students to enhance science understanding and foster the development of college skills. My students went away from the courses with an increased ability to think creatively and critically in using scientific methods to solve problems. Training that I have taken that is either related or indirectly related to the science of physics is listed as follows: -International Baccalaureate (IB) Diploma Level 1 Workshop – Physics -Effective Teacher Training In addition, my undergraduate and graduate degrees in Chemical and Civil (Environmental Quality) Engineering all required me to master college-level physics (with calculus) as a prerequisite to the engineering courses. Lastly, I am certified as a Professional Engineer and in the area of the applied use of energy (Certified Energy Manager and ISO 50001 Provisional Auditor). The ability to obtain these certifications required me to demonstrate detailed mastery of topics that is typically seen in various physics classes.

Math

Physics

Physics

The following is a summary regarding my experience, education, training, and certifications regarding physics instruction: At the postsecondary level, I served as an Adjunct Physics Instructor. My duties consisted of introducing algebra/trigonometry-based fundamental physical concepts as applied to engineering technology fields. I worked with engineering technology students on topics which included system of units, problem-solving methods, graphical analysis, vectors, motion, forces, Newton’s laws of motion, work, energy, power, momentum, properties of matter and simple machines. As a special project, I tasked my students with the construction of a home-made water bottle rocket. At the college level, I served as an Engineering Astronomy Instructor. My duties were to prepare the curriculum and teach an engineering course and an astronomy course (both with physics concepts) to groups of rising 7th and 8th graders. I also supervised teaching assistants working with myself inside and outside of class. At the secondary school level, I served as an Instructor of Physics where I taught International Baccalaureate (IB) Physics II, IB Physics III, AP Physics B and Chemistry. I designed and facilitated self-learning cooperative and collaborative activities for students to enhance science understanding and foster the development of college skills. My students went away from the courses with an increased ability to think creatively and critically in using scientific methods to solve problems. Training that I have taken that is either related or indirectly related to the science of physics is listed as follows: -International Baccalaureate (IB) Diploma Level 1 Workshop – Physics -Effective Teacher Training In addition, my undergraduate and graduate degrees in Chemical and Civil (Environmental Quality) Engineering all required me to master college-level physics (with calculus) as a prerequisite to the engineering courses. Lastly, I am certified as a Professional Engineer and in the area of the applied use of energy (Certified Energy Manager and ISO 50001 Provisional Auditor). The ability to obtain these certifications required me to demonstrate detailed mastery of topics that is typically seen in various physics classes.

Most Popular

Physics

Physics

The following is a summary regarding my experience, education, training, and certifications regarding physics instruction: At the postsecondary level, I served as an Adjunct Physics Instructor. My duties consisted of introducing algebra/trigonometry-based fundamental physical concepts as applied to engineering technology fields. I worked with engineering technology students on topics which included system of units, problem-solving methods, graphical analysis, vectors, motion, forces, Newton’s laws of motion, work, energy, power, momentum, properties of matter and simple machines. As a special project, I tasked my students with the construction of a home-made water bottle rocket. At the college level, I served as an Engineering Astronomy Instructor. My duties were to prepare the curriculum and teach an engineering course and an astronomy course (both with physics concepts) to groups of rising 7th and 8th graders. I also supervised teaching assistants working with myself inside and outside of class. At the secondary school level, I served as an Instructor of Physics where I taught International Baccalaureate (IB) Physics II, IB Physics III, AP Physics B and Chemistry. I designed and facilitated self-learning cooperative and collaborative activities for students to enhance science understanding and foster the development of college skills. My students went away from the courses with an increased ability to think creatively and critically in using scientific methods to solve problems. Training that I have taken that is either related or indirectly related to the science of physics is listed as follows: -International Baccalaureate (IB) Diploma Level 1 Workshop – Physics -Effective Teacher Training In addition, my undergraduate and graduate degrees in Chemical and Civil (Environmental Quality) Engineering all required me to master college-level physics (with calculus) as a prerequisite to the engineering courses. Lastly, I am certified as a Professional Engineer and in the area of the applied use of energy (Certified Energy Manager and ISO 50001 Provisional Auditor). The ability to obtain these certifications required me to demonstrate detailed mastery of topics that is typically seen in various physics classes.

Science

Physics

Physics

The following is a summary regarding my experience, education, training, and certifications regarding physics instruction: At the postsecondary level, I served as an Adjunct Physics Instructor. My duties consisted of introducing algebra/trigonometry-based fundamental physical concepts as applied to engineering technology fields. I worked with engineering technology students on topics which included system of units, problem-solving methods, graphical analysis, vectors, motion, forces, Newton’s laws of motion, work, energy, power, momentum, properties of matter and simple machines. As a special project, I tasked my students with the construction of a home-made water bottle rocket. At the college level, I served as an Engineering Astronomy Instructor. My duties were to prepare the curriculum and teach an engineering course and an astronomy course (both with physics concepts) to groups of rising 7th and 8th graders. I also supervised teaching assistants working with myself inside and outside of class. At the secondary school level, I served as an Instructor of Physics where I taught International Baccalaureate (IB) Physics II, IB Physics III, AP Physics B and Chemistry. I designed and facilitated self-learning cooperative and collaborative activities for students to enhance science understanding and foster the development of college skills. My students went away from the courses with an increased ability to think creatively and critically in using scientific methods to solve problems. Training that I have taken that is either related or indirectly related to the science of physics is listed as follows: -International Baccalaureate (IB) Diploma Level 1 Workshop – Physics -Effective Teacher Training In addition, my undergraduate and graduate degrees in Chemical and Civil (Environmental Quality) Engineering all required me to master college-level physics (with calculus) as a prerequisite to the engineering courses. Lastly, I am certified as a Professional Engineer and in the area of the applied use of energy (Certified Energy Manager and ISO 50001 Provisional Auditor). The ability to obtain these certifications required me to demonstrate detailed mastery of topics that is typically seen in various physics classes.

Summer

Physics

Physics

The following is a summary regarding my experience, education, training, and certifications regarding physics instruction: At the postsecondary level, I served as an Adjunct Physics Instructor. My duties consisted of introducing algebra/trigonometry-based fundamental physical concepts as applied to engineering technology fields. I worked with engineering technology students on topics which included system of units, problem-solving methods, graphical analysis, vectors, motion, forces, Newton’s laws of motion, work, energy, power, momentum, properties of matter and simple machines. As a special project, I tasked my students with the construction of a home-made water bottle rocket. At the college level, I served as an Engineering Astronomy Instructor. My duties were to prepare the curriculum and teach an engineering course and an astronomy course (both with physics concepts) to groups of rising 7th and 8th graders. I also supervised teaching assistants working with myself inside and outside of class. At the secondary school level, I served as an Instructor of Physics where I taught International Baccalaureate (IB) Physics II, IB Physics III, AP Physics B and Chemistry. I designed and facilitated self-learning cooperative and collaborative activities for students to enhance science understanding and foster the development of college skills. My students went away from the courses with an increased ability to think creatively and critically in using scientific methods to solve problems. Training that I have taken that is either related or indirectly related to the science of physics is listed as follows: -International Baccalaureate (IB) Diploma Level 1 Workshop – Physics -Effective Teacher Training In addition, my undergraduate and graduate degrees in Chemical and Civil (Environmental Quality) Engineering all required me to master college-level physics (with calculus) as a prerequisite to the engineering courses. Lastly, I am certified as a Professional Engineer and in the area of the applied use of energy (Certified Energy Manager and ISO 50001 Provisional Auditor). The ability to obtain these certifications required me to demonstrate detailed mastery of topics that is typically seen in various physics classes.

$39/hour

Eric B.

$39/hour

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