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Case Institute of Technology (Industrial Chemistry)
Lamar State University (Graduate Coursework)
For students tied to their calculators or computers, I can demonstrate three methods of multiplying two digit numbers in their heads.
I can relate estimation methods that engineers and scientists use in the work place to determine that their calculations are reasonable. Related to the final result is the initial "guesstimate" an engineer or scientist might make before starting calculations.
I can show what results one gets if one uses a base system other than our base system of 10. Modern computer systems rely heavily on a base system of 2.
My formal education consists of a bachelor's degree in chemistry (more than 160 hours) from Case Institute of Technology and graduate courses in chemical engineering from Lamar State University. I am certified (by TEA) in math, chemistry, and physics. For 13 years, I have been substituting in the Irving, TX, school district. I also substitute in the HEB (TX) school district.
This knowledge of mathematics is tied in with a life time of industrial and research activity in lubricants and polymers (polyethylene). Through me the student can learn that proficiency in mathematics leads to the ability to navigate the life stream of the world of work. In other words, academic success can mean financial rewards.
I can demonstrate how word problems convert words of a sentence into mathematical symbols. For students tied to their calculators or computers, I can demonstrate three methods of multiplying two digit numbers in their heads.
I can relate estimation methods that engineers and scientists use in the work place to determine that their calculations are reasonable. Related to the final result is the initial "guesstimate" an engineer or
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I am certified by the Texas Education Agency to teach math. I have taught this subject in Texas schools. I used it in my industrial experience.
I am certified by the Texas Education Agency to teach math but just as important is the fact that I have substituted in the public schools at the elementary level as well as the middle and high school levels. Being a grandfatherly (29287 days old as of 9-2-13) type individual, I have passed on to my grand-daughters the revelation that multiplication is a special form of addition, division is a special form of subtraction, and travel along the number line is a pleasant route to a destination (correct solution). I also can impart various tips on finding solutions without pencil, paper, or calculator.
Prealgebra suggests that students are laying down the basics of numbers, areas, etc., before tackling how to deal with "unknowns" and "equations". I can guide the students in mastering the multiplication tables and how to proceed up and down the number line and getting comfortable in dealing with numbers. I can show students how to move from our Base 10 system to other base systems like the binary (2) system that modern computers are based on.
I have taken probability in college in route to my degree in chemistry. Later, I incorporated probability in various courses that I taught in high school. Needless to say, I included probability considerations in my work in industry as a research chemist.
Having spent roughly 40 years in industry as a research chemist, much of the data was scrutinized from a statistical standpoint. Fitting the data to a graph was routine. In addition, many of my investment decisions were based on analyzing statistics and graphs from Standard & Poor, Wall Street Journal, and other financial sources.
My father was brilliant in his knowledge of 10th to 15th century Europe and he passed that knowledge on to me. My interest in Christianity prompts a study of the ancient Mid-East and surrounding areas of 2000 years ago. A parochial school education was heavier than average on 15th and 16th century Europe. Frequent reading of the Wall Street Journal keeps me in touch with what is going on in the world today.