So my experiment with the waiting list was a mixed success. I had some students remain interested when I contacted them as availability popped up later in the semester, but it was about 20% of the people. It was still a useful way to remain visible to students so I'm going to continue it.
I have room this Fall for another student or two, so please contact me ASAP to avoid the waiting list! I'll have the most available time slots for the least amount of traveling. This means that students who want to meet in Manhattan will have the easiest time / find my schedule the most flexible.
I've started doing a little tutoring in Python programming, so if anybody is interested in working on that at a discounted rate please contact me!
This is the final exam (with solutions) of first half (kinematics) of the 2 course series of University (calculus-based) Physics that I have just taught: https://drive.google.com/file/d/0B_6vQSUb1SZXSkhfNW1oZGRYS0U/view?pli=1
Algebra 2/Trigonometry: http://www.nysedregents.org/a2trig/home.html
Math A, Math B, Integrated Algebra, Other Math: http://www.nysedregents.org/regents_math.html
Earth Science: http://www.nysedregents.org/EarthScience/
Physics students make up the lion's share of my current teaching efforts here at Wyzant. I've stuck mostly to AP and the first-year undergraduate level of physics, specifically in the non-calculus-based version of physics.
For non-calc physics, the mathematical skills required are surprisingly low. Since students at that level are rarely (if ever) asked to derive or define equations, the only math they need to succeed is the most basic form of algebra - we're talking about adding and subtracting variables from both sides of the equation! Without exception, every physics student I teach knows how to do at least that much. So why do they need our help?
My theory is that as a tutor, physics is best taught as a puzzle game. My students' classroom teachers provide the rules of the game at the beginning of every unit, and those rules are nothing more than the various equations and constants relating to whatever topic the students are learning at the time.
Hello, my name is Aaron.Zhang. I was born and raised in north of China. However, wonderful Miami is my home now. Now I am studying in Florid International University ( FIU ) for my master degree. I love Miami's sunshine, beach and enthusiastic people.No wonder more and more Mandarin speaking tourists, investors and students are visiting here.
Experience and background:
I graduated in Chongqing University of China in 2013, and then worked in New Oriental in Beijing, a listed education company, as a senior BD staff. My major in university is Marine Engineering. When I was an undergraduate, I tutored K-12 students for physics, math, swimming ,English and Chinese history. Besides, I also tutored Mandarin and make friends with students from all over the world through my university's international student club. Now I tutored Mandarin Chinese, Chinese history and international relationship , Swimming and Physics.
My Mandarin pronunciation is very standard...
I am a High School Science Teacher and we deal with a lot of word problems that contain many variables that could fit into many different equations. Here is how I break down the content step by step for my students.
A box is accelerating across a frictionless surface. It is being pushed with 75 newtons of force and the has a mass of 10 kilograms. What is the magnitude of the box's acceleration?
1) You want to identify and label all variables presented to you in the problem.
Ex: F = 75 N, m = 10 kg
2) Identify and Label the Variable the question is asking you to find.
Ex: a = ?
3) List possible known equations that have the variable you need to solve for.
Ex: a = v/t
F = ma
4) Choose the equation that has variables that are known from the problem.
Labs associated with the pre-med sciences are also required, and the difficulty of these labs varies depending on which school you go to. The most frequent lament by college students is that their labs and lab reports command an unreasonably large chunk of their time, despite being only worth 1 credit. Most college courses are 3 credits, meaning they meet for three hours of class per week; but labs, usually take anywhere from 3-6 hours per week, and ultimately do not carry much weight in terms of your overall grade in being just one credit. You would think that the work required to succeed in labs is adjusted proportionally, but it's not. Most labs have weekly reports and a final paper/project at the end of the semester, right before finals begin. Last year, I spent every Sunday just working on weekly physics lab reports. I did well, but consistently lost a full day that I could have used towards other work. That's the dilemma, though. You...
When is it a good time to look for a tutor? Some students wait until a big exam comes up, and do lots of cramming at the last minute. While that strategy may work for some, others may need to take a different approach.
What if you need to take a mathematics or physics course and you know you will have difficulties? Maybe the course is really advanced or it is not one of your best subjects. The best approach would be to work with a tutor on a regular basis throughout the semester. They can help you with any misunderstandings that may come up along the way, and help prevent you from falling behind in the course. This also ensures that you get the individual attention that you may need.
As very little, we were told that earth has gravity, and we are not flying away from the earth because the gravitational force holds us from flying away. The gravitational force is defined as Fg= GMm/(r^2). You might have learned this formula in a non-calculus based general physics class. Also, you might have learned the other formula relating to gravitational potential energy. The gravitational potential energy is given as U=-GMm/r. How exactly is the gravitational potential energy related to the gravitational force formula. The following is the mathematical derivation for gravitational potential energy from gravitational force.
Assumption: we move an object away from the center of earth, and we define the U=0 when r=infinity
since we are simply moving the object away from the earth's center theta=180 degrees, the angle between gravitational force and the dr
Hi Everyone! As the school year kicks into full swing, its important to monitor your child's progress. Some schools are great at doing this, and some... not so much. It is up to you as parents (or students!) to take control of your student's education and make sure they are at least on track, but hopefully excelling. That's all for now, take care!
I recommend Wolfram Alpha to all of my math and physics students, and to many others. It calls itself a Computational Knowledge Engine which doesn't do too good a job of describing itself but it is very useful as i'll explain below. It does quite a number of things that aren't comparable to other search engines.
First, one of its central components is based on Mathematica which is a mathematical programming language. Because of this it can solve problems in algebra, geometry, calculus, statistics, matrices and many other subjects. This is largely what I use it for; as in if I want to quickly solve or check a problem. If i can't remember exactly what the half angle integration of tangent is, or if a problem results in an answer to large for my calculator to display.
Second, it has large data sets available to it. These vary from current and historical weather data, i.e. what is the current temperature/chance of rain and what was the temperature...
Hi there and welcome to my blog! This is my first post, with hopefully many to follow.
In my undergraduate years, I learned about a very curious summation discovered by the great Ramanujan. Since then, whenever a student tells me that they hate mathematics and that it is stupid, I show this to them and they almost always see math in a new and enthusiastic light. Here, I will explain the series to you, and hope that it brings you as much excitement and curiousity as it first brought me.
Consider the series 1+2+3+4+5+6+... The series is simple, we simply add two to one, then add three, then four, then 5, and keep going forever. The series is called a "monotonic series", meaning that it is ever increasing. This should be intuitive, since if we look at the first few terms, we have
1 = 1
1 + 2 = 3
1 + 2 + 3 = 6
1 + 2 + 3 + 4 = 10
If we continue the process, this...
In recent months, I’ve felt the need, as one who has made a study of the laws of physics, to educate the general public and dispel myths that abound in society today.
Today, I’d like to talk about fans. This is a topic of great personal significance to me in that, growing up, my parents wouldn’t turn the air conditioning on unless the temperature inside the house got up into the 80’s (about 27-29 Celsius). Instead, we were told to just turn the fan on. Knowing what I know now, I can say that that wasn’t the best of ideas.
To find out why I say that, let’s look at a fan from the standpoint of thermodynamics*. When you turn a fan on, you bring in a steady flow of energy into whatever room the fan occupies. Friction guarantees that, given enough time, all of this energy will be turned into heat. What this means is that, unless the energy is allowed to escape, then it will just continue to build up, heating the room. The good news is that the electrical energy brought into the...
Displacement is the distance between the starting position and final position. It is the change in position. This might seem easy enough but one thing about displacement is that it is the net change in position. Meaning it doesn't matter the path you took, all that matters are the initial and final locations. So if you ran around a jogging track, and ended in the same place you started, your displacement would be 0.
Velocity tells us how fast an object is moving. It is described as the displacement divided by time. Going back to the track example, since your displacement is 0 in this situation, the average velocity would be zero. This is because velocity is a vector. It has both magnitude and direction. Take the direction away and you only have magnitude, in this scenario that gives us speed. Speed is different that velocity in that it is a scalar, it has no direction, only magnitude.
Two types of studies that many people despise the most are Science and Mathematics. Some people cannot even stand to hear them mentioned. Truth is, whatever you are actually extremely good at, others may need some improvement. Although there are scientists and mathematicians out there who are able to analyze and engineer scary and complex looking graphs and three-dimensional shapes and models, they do have some weaknesses. One of my weaknesses in academia is reading (especially when it is uninteresting to me). I have struggled with reading for quite some time and there are times where I actually have to force myself to read, not because I can't do it, because I can. This is the same for many others, it's not that you do not like math/science, its just you were taught to memorize it and not understand it. Back when you did adding and subtracting, math was pretty fun right? Well I am sure you will find science and more complex mathematics...
This website is basically a concept map of every physics topic, and I mean every. It's not a comprehensive guide to all of them, but it provides a basic overview of pretty much everything you could ever want to know about physics. It's not a "Physics for Dummies" site, so if you're struggling, you'll still need a competent tutor. That being said, if you want to look up and equation or definition, or just learn a little more about something your teacher only mentioned, it is the best resource I know.
2. Paul's Online Math Notes
This website offers extremely detailed lessons on Algebra, Calculus I, II, and III, and Differential Equations. To be honest, I learned most of what I know about Calculus through Paul, not my professors. I'll even admit that many students can use this in place of a tutor. Paul's teaching style isn't for everyone, though, so many people will still need some extra help.
My favorite resources found online vary greatly, in regards to which subject help is needed in. For math intermediate level and down, math-drills.com and mathfactcafe.com can be very useful. Although I don't tutor in Physics currently, physicsclassroom.com is a good online resource to help a student get kind of warmed up before learning a new lesson. For any elementary topics, greatschools.org/worksheets/elementary-school/ is a good resource. All of these are free and easily found. Also, simply typing in your subject of interest followed by practice problems, can guide to a large exploration of online help 24/7.
I am studying stoichiometry with a student right now. It can be confusing sometimes to think about the two or three steps required to reach your final answer. We ran into a problem that required converting weight to moles of reactants, converting moles of reactants to moles of product using mole ratio, converting moles of product back to weight, and then finally calculating the percent yield. Anybody can get lost in this soup. Take the time to write down the units at each and every step. If your units don't add up, then you know that you didn't do the problem right.
When you're down and they're counting
When your secrets all found out
When your troubles take to mounting
When the map you have leads you to doubt
When there's no information
And the compass turns to nowhere that you know well
Let your units be your pilot
Let your units guide you
They will guide you well
Part of studying mathematics is accepting that we do not know all there is to know. Its possible, daily even, for our understanding of reality to be challenged or even changed. Think of how different our idea of the universe was 100 years ago. Think of how different it could be in 100 years, even!
Rigor is something that is emphasized frequently in higher levels of mathematics and physics, and it has always been something that I appreciated. Unfortunately, with increased rigor often comes a decreased number of people who can understand an argument.
One pedagogical ploy that has been used to great effect has been to offer "proofs" of rather difficult concepts on the basis of certain tricks that are not themselves rigorous. I call these things "lazy proofs", and they suffer from the problem of leading to outright contradictions and nonsense if taken to far. This kind of problem, usually, is swept under the rug by the person (usually a teacher) offering the proof in hopes that the misconceptions that could arise never rear their ugly head. Sometimes they never do. Other times, they cause problems down the road.
One example of such a lazy proof is the following argument that the centripetal acceleration is
a = v2/r. (1)