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Anatomy Tutoring in Washington DC

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Experience Anatomy tutoring by highly credentialed tutors in Washington DC. Top tutors will help you learn Anatomy through one-on-one tutoring in the comfort of your home, online, or any other location of your choice.

Selected Washington DC Anatomy Tutors

These highly-credentialed Anatomy tutors in Washington DC are uniquely qualified to help you. They have attended institutions 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 additional high-caliber institutions.

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Undergraduate Degree:
Washington University In St. Louis - Psychology

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Undergraduate Degree:
Brown University - Human Biology & Africana Studies

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Undergraduate Degree:
Brown University - Human Biology

How your tutor helps you master: Anatomy


Your personal learning style and needs will be assessed by our educational director to ensure your key Anatomy goals are met.


Your Anatomy tutor will quickly assess your proficiency with the material, and identify areas for improvement.


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

Recent Tutoring Session Reviews

During our session, the student and I began looking at the central dogma of genetics which includes transcription and protein translation. Our discussion involved mentioning and explaining the different types of biological molecules that play roles in these processes. Since we did mention some of these ideas in our first semester, he did have a slight understanding of these processes heading into our session. This background information was very helpful and he was able to pick up and assimilate these ideas without any major problems. Before our session ended, I quizzed him on some of these ideas and I'm proud to say he understood them very well.

The student and I finalized his work on his online assignments. We reviewed photosynthesis also and detailed the process for protein synthesis, two sections he said he had either not reviewed in awhile or was less comfortable with. Since he had mentioned he didn't feel the most confident taking tests at the end of the session, we went over some test taking strategies and hints for reviewing for his larger exam.

The student and I reviewed the parts of a cell (Chapter 3) including the structure and function of the cell membrane and all of the major organelles. We then moved into chapter 4 where we discussed reactions, enzymes, and active vs passive transport.

Reviewed material for upcoming test over heredity and genetics. Had the student practice making and solving genetic models (Punnet squares, dihybrid crosses etc.), starred terms I felt he needed to go back over as his explanations were lacking or he was unable to explain them at all. Held off on talking about specific genetic diseases as he was covering them Friday and possibly Monday.
Algebra - Reviewed material relating to graphing functions and then altering them via stretches and shifts and what the resulting graphs and data tables would look like.

We went over genetics today, Gregory Mendel and his experiments, dominance, probabilities, Punnett squares, and also variations in inheritance (incomplete dominance, co-dominance, etc.). The student seems to grasp these concepts pretty well.

Today the student and I discussed protein synthesis and worked on an RNA synthesis worksheet handed out by his teacher. We covered the three important RNA's (messenger RNA, ribosomal RNA, and transfer RNA). Because his teacher hadn't lectured on the topic, we did a brief overview of the process starting with mRNA synthesis in the nucleus through transcription, and translation in the cytoplasm using tRNA anticodons. We also discussed polypeptides, which are chains of amino acids.

The student and I will be focusing more on Biology moving forward. I reviewed genetics topics about genetics and heritability in preparation for his next exam.

The student and I went over DNA structure and replication. I believe her biggest issue was understanding the role of the enzymes involved in DNA Replication, but I think she was able to understand them better once I explained them. One of the other things we went over were the experiments done to find the structure of DNA, and at first she had trouble with them but after a little explaining she was able to get it. I did not leave her with extra practice but we are planning to meet more often. Her next exam is over a month away so she should be well prepared if we continue to meet.

The student and I discussed the next section he will be covering in biology. We covered several topics relating to evolution on a genetics scale. I explained the role of allele frequencies in a changing population and how natural selection can impact the genetic composition of a community. I defined disruptive, stabilizing, and directional selection with examples of each. The student and I then focused on transpiration. I explained how transpiration along with cohesion and tension allows plants to get water from the roots to the top of the shoot and the tips of the leaves. Then, we looked at the process of germination and plant hormones, specifically the role of auxin in gravitropism and phototropism.

Prepped for the student's upcoming biology test covering the digestive/respiratory/circulatory systems. Went over the basics of respiration, components of the respiratory system and their roles, spirometry, parts of the circulatory system, pulmonary and systemic circuits with emphasis on the former, the role of red blood cells/hemoglobin, EKG reading, the role of villi in digestion, definitions, e.g. atherosclerosis, emphysema, interstitial fluid, lymph. We had originally been intending to go over algebra as well, but the student felt a) that she was comfortable with the math material and b) wanted to devote more time to Biology. We ended the session with me advising continued study, and specifically recommending that she quiz herself over the material without having the answers in front of her.

We reviewed several areas of cell biology - prokaryotes and eukaryotes, the differences between them, signal transduction, cell components and characteristics, bacteria and archaea, and surface area to volume ratio of cells and how that limits the size. The student didn't struggle with any of it, and he had some notes to take for next time - in particular, writing out the definitions and the section summary.

The student continues to struggle with chapter 4 on the structure of plant and animal cells. He completed definitions on all but 3 of the vocabulary terms I asked him to do. He had difficulty with endoplasmic reticulum and lysosomes. I thought it was best that we start at the beginning - so we covered all the major organelles, cell membrane, cell wall, nucleus, through vacuoles.
I reminded him that memorizing definitions and structures takes time and repetition. I encouraged him to spend time tonight working on the cell structure diagrams and definitions. Also, I asked him to study and be prepared for the first half of chapter 5 on cell functions. He worked very hard today.

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