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Chemistry Tutoring in Washington DC

Customized private in-home and online tutoring

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

Selected Washington DC Chemistry Tutors

These highly-credentialed Chemistry 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 other highly ranked institutions.

A photo of Adam who is a Washington DC  Chemistry tutor

Adam

Undergraduate Degree:
Brown University - Human Biology

A photo of Steve who is a Washington DC  Chemistry tutor

Steve

Undergraduate Degree:
University Of Texas Austin - Biology Honors & Biochemistry Honors

A photo of Sunny who is a Washington DC  Chemistry tutor

Sunny

Undergraduate Degree:
Johns Hopkins University - Behavioral Biology

How your tutor helps you master: Chemistry

IDENTIFYING CHEMISTRY GOALS

You will have learning objectives mapped out by our educational director based on your specific academic needs.

IDENTIFYING INSTRUCTIONAL PRIORITIES

Your tutor will pinpoint the Chemistry areas in which you excel and the areas that require extra attention.

INDIVIDUALIZED CURRICULUM

Your tutor's individualized lesson plans will assist you in realizing your educational goals.

Recent Tutoring Session Reviews

The student and I worked on electrochemistry. We reviewed oxidation, reduction, redox agents, net ionic reactions and electrochemical/galvanic cells. I prepared some practice questions for the student to work through as well for electrochemistry.

We went over important information found on the periodic table, such as group properties and atomic number, mass, and oxidation states for specific elements. The student was engaged, and I gave her real-life examples of where we can find these elements to make the material relatable. I also introduced her to note-taking so she can develop this habit at an early stage.

The student had told me previously she wanted to learn more about chemistry, so today I taught her about the atom, a mole, qualitative analysis, and balancing chemical reactions. We then talked about possible science projects she could do next year. I taught her about flame tests, gravity, and general rules for experiments. Afterwards, we worked through the rest of the math chapter we had started. It consisted mostly of percentages and decimals.

We covered equilibrium, solubility, and equilibrium constants, with an emphasis on practice problems. We will return to partial pressures and Kp constants for gas reactions next meeting.

This was our last session for this semester in preparation for the student's chemistry final. We mostly focused on calculation-heavy problems, such as calorimetry energy conversions. On her own, she felt more comfortable reviewing vocabulary, so we tried to focus on more-challenging areas. We also focused on the topic of obtaining electron orbital representation (p, s, and d levels) for various atoms in two forms: fully written and with the previous noble gas. After this session, she was more prepared for the final.

We conducted a pre-test review of reaction kinetics, rates of reaction, order of reaction (zero, first and second order) half life, nuclear decay, equilibrium reactions, Le Chatelier's principle, Arrhenius equation, and rate limiting step.

We reviewed for the student's final. We covered: atomic mass conversions to grams; uses and identifying properties within the periodic table; balancing and identifying chemical equations; pH, including hydroxide and hydronium ion concentrations; molarity of substances; Lewis structures; and relationships among electrons, protons, and neutrons.

The student and I reviewed acids and bases. We worked through the assigned problems for both chapters. He seems to understand most of the concepts. He had some trouble working through the weak acid/base pH problems, but after working through a few together, he seemed more confident with them. We started talking about buffers, titrations, and the Henderson-Hasselbach equation, but I don't think he feels confident with those topics. We plan to spend more time on those topics during the next session.

The student is taking the SAT II in math 2 and chemistry. We are going to be meeting a lot over the next two weeks, so we are going to alternate between math and chemistry. Today we started with chemistry and got through the chapter on rate laws and about half of the equilibrium chapter. I assigned homework from those chapters, and from the beginning chapters of the book that he should have no problem with.

We talked about combustion analysis and stoichiometric equations, and ended by covering reactions in aqueous solutions. I think she has a good understanding of precipitation reactions, and is ready to move on to acid/base chemistry.

In the session we went over the student homework and focused on balancing equations, ideal gas equations, and mole/gram conversions. She picks up fast on the topics. Overall the session went well.

Balancing REDOX reactions in base solution. Nomenclature of ionic and covalent compounds, polyatomic ion flash cards. Acid/ Base Chemistry... Arrhenius, Lewis, Bronsted-Lowry definitions. Log math. Titrations.

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