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Award Winning Private Physical Chemistry Tutoring in New York City, NY

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Our NYC physical chemistry tutors go through an intensive application process, including a background check, to prove they are highly qualified.

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Physical Chemistry Tutoring in New York City, NY

Customized private in-home and online tutoring

Experience Physical Chemistry tutoring by highly credentialed tutors in New York City, NY. Top tutors will help you learn Physical Chemistry through one-on-one tutoring in the comfort of your home, online, or any other location of your choice.

Selected Physical Chemistry Tutors in New York City, NY

Talented Physical Chemistry tutors are nearby and highly prepared to assist you in your educational journey. They hail from the highest caliber of schools including MIT, Stanford, UChicago, Yale, Harvard, UPenn, Notre Dame, Amherst, UC Berkeley, Northwestern, Rice, Columbia, WashU, Emory, Brown, Johns Hopkins, Vanderbilt, UNC, Michigan, UCLA, and a number of other renowned colleges and universities.

A photo of Sam who is a New York City  Physical Chemistry tutor

Sam

Undergraduate Degree:
Rutgers University - Psychology/Pre Med

A photo of Jacob who is a New York City  Physical Chemistry tutor

Jacob

Undergraduate Degree:
Pennsylvania State University - General Science

A photo of Justin who is a New York City  Physical Chemistry tutor

Justin

Undergraduate Degree:
University Of Florida - Journalism, English Minor

Graduate Degree:
Graduate Center At Cuny - Computational Linguistics

How your tutor helps you master: Physical Chemistry

CHOOSING INSTRUCTIONAL PHYSICAL CHEMISTRY GOALS

Our educational director will pinpoint learning styles, map out goals and plans to target specific areas for improvement.

UNDERSTANDING NEEDS

Your tutor will evaluate your current Physical Chemistry abilities, with an eye toward places where you can improve.

PERSONALIZED EDUCATION PLAN

The tutor you select will create a unique curriculum to help you master your objectives.

Recent Tutoring Session Reviews

The student and I discussed electronic transitions by going over each and every slide in the chapter 13 series. We resolved that occasionally, an emission with greater energy than an incident photon can occur because one radiated electron gives up its energy to another electron, and then both give off photons. We considered possible multiple choice questions relating to V and J levels in each situation, and discussed how concentration squelches radiation. This was a highly productive session!

The student has a test next week in Science. She is now doing speed and acceleration in physics and needs to be able to graph word problems that involve both. We worked on a worksheet for those and she did well once she got the hang of it.

Today we covered conversions, equations, and order of operations in pre-algebra. For science we reviewed cells, cell processes, and fishes, amphibians, and reptiles and we reviewed language arts (prepositional phrases). There are no scores/grades to note. I left the student with worksheets to review science, math, and some language arts. I have no concerns from this session.

During this most recent session, the student and I worked through most of another practice test for his upcoming 8th grade science assessment. We started off with the multiple choice section and went through each question individually, letting him do some on his own and also working through several of them together. Next, we started to go through the short/long answer section and made sure to focus on each concept that he missed a question on as we went through the practice test. For each question, we went over why the correct answer was correct, with a special emphasis on how to avoid choosing the wrong answer by mistake.

The student and I studied for her science test on fossils. I created a practice test for her and she did really well with matching, fill-in the blank questions and labeling diagrams. She had a little bit more trouble with short answer questions, but after talking through the answers she was able to explain the answers to me. After we briefly went over her English homework on iambic pentameter in Shakespearean poetry.

The student had no progress reports to show me about his work in Spanish or science, but he told me that he thinks his most recent project went well. We spent our time on two subjects. We spent time reviewing the body systems for a science exam, and Spanish vocabulary words used to describe the house for his upcoming exam. We had a solid session and I hope it will be effective for him. I left him with flashcards and an app to practice with.

We again spent our session focusing on the student's upcoming exams. Today we took a look at science and English. She grasps the concepts. We worked specifically with her science material to connect the dots between the concepts and to separate them out by unit and where they apply, and which other words could be connected to them. With English, we were basically practicing reading comprehension, which is good practice for the ISEE anyway.

The student has now finished his exam (he found it easy!) so he spent last night working on his science homework. After tutoring him for half an hour, I spent half an hour each with Student 2 and Student 3 doing practice problems for "following instructions" -- mostly in the realm of finding patterns. They all did great.

We continued creating flashcards for the science test, using old quizzes. We also took a look at her math homework, finding zeroes of quadratic functions. We took some time to discuss the process and completed some more problems.

This afternoon I assisted the pupil in her studies for her science final exam. We started with the chapters she had completed most recently, working backwards to the beginning of the semester. We discussed biomes and ecosystems, populations and communities, and matter and energy in the environment. She did pretty well, and we made a list of items she will need to refer back to before the exam. I also had her draw the water, nitrogen, and oxygen cycles because I remember her having issues with them when she took a quiz a couple of months ago. As often as possible, I asked her to give examples and make connections between concepts to check for understanding of the material. She had two more chapters to review when I left, which we will start with during our next session.

Today we covered Earth Science and Math. She has an upcoming Geometry quiz on surface area and volume. We reviewed for the quiz; memorizing the formulas and working out word problems. We completed multiple problems finding volume and determined what the problem was asking, how to go about solving it, working the problem out and checking our answer to make sure it makes sense. In Earth Science we studied the phases of the moon and the vocabulary of gibbous, crescent, waxing and waning and how time of day can determine what phase the moon is in. She was very productive in catching up on the units she has missed and quickly grasped the concepts that we covered.

The student and I reviewed the principles of Quantum Chemistry and Molecular Theory Concepts. We went over the principles that we studied in the previous 4 sessions, and I had him do 5 questions on theory and problem solving. He got 4 right, and I clarified to him Molecular Orbital Theory.

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