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Award Winning Private Physical Chemistry Tutoring in Washington DC

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We require the most rigorous qualifications from Physical Chemistry tutors, in addition to a background check.

Tutors deliver personally tailored Physical Chemistry lessons in a one-on-one setting.

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Experience Physical Chemistry tutoring by highly credentialed tutors in Washington DC. 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 Washington DC Physical Chemistry Tutors

These highly-credentialed Physical 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 many other top programs.

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Undergraduate Degree:
University At Buffalo - Biomedical Sciences

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Undergraduate Degree:
Northwestern University - Chemistry, Voice Performance

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Graduate Degree:
University Of New England - Medical Anatomy

Undergraduate Degree:
Mercer University - Biology, Chemistry

How your tutor helps you master: Physical Chemistry


Our educational director will build your personal Physical Chemistry learning profile, including strengths and weaknesses.


Your instructor will identify your current Physical Chemistry skill level, as well as specific weaknesses to be addressed.


1:1 Physical Chemistry tutoring is specifically designed to help you meet and surpass your goals.

Recent Tutoring Session Reviews

I reviewed the material on reproduction with the student because she has a test on Thursday. We reviewed meiosis, mitosis, gametes and zygotes, male and female reproductive systems, and the development of a fetus. With an exception of a couple of definitions, which I went over with her, she knew the material well.

In our session, the student and I went through a section of his book about natural selection. He took notes in outline form as homework. We covered artificial selection, heritability, natural selection, the qualifications for natural selection, and changing environments. We went through each paragraph and discussed what it was saying. The student took notes on main vocabulary words and ideas. We talked about how his dogs are goldendoodles, a product of artificial selection. We did the questions at the end of each part and then the main section questions at the end. We also looked at some animations of natural selection on the textbook website, and I showed him a peppered moth simulation about natural selection. We then did some test prep questions at the back of the chapter. The student said he had covered this topic in eighth grade, and it was clear he had talked about it before.

In this session, we covered Hox genes, stem cells, and prepared the student for her vocabulary quiz on Wednesday. Specifically, we covered how Hox genes impact the development of an organism, how they work in development, and consequences when these genes are not organized correctly. For stem cells, we covered the difference between totipotent, pluripotent, multipotent, and unipotent stem cells. We provided examples for each type of stem cell to help facilitate her understanding how these cells differ in their level of differentiation. For her quiz, we reviewed the vocab words and made a study sheet for her. She struggled the most with understanding the concept of a transcription factor with the Hox genes. She also seemed to struggle with the plant vocab words; we will focus some time on Thursday to cover plant development and make sure that she understands this well.

Today we reviewed DNA translation and transcription. We began the student's next unit by completing a phylogenetic tree he started in class. We went over the concept of maximum parsimony in completing the phylogenetic tree. We also went over new approaches to making flash cards a more meaningful study tool for him by moving away from copying definitions from his text to using words and phrases that he identified with. I left him with 10 concept to try and define using this method before his next exam.

Today we covered the student's lab reports, which is probably her largest struggle. First, we went over a graded one that she will have the opportunity to turn in again. We also went over her next lab report and discussed an outline of what should be included. Next we went over two sections of her class: enzymes and cellular structure/function. I asked her to continue working through her class outline and plan to send her some practice exercises.

The student and I reviewed the reproduction systems of angiosperms. We went over photoperiodism and we began the chapter review questions to prepare for his biology exam. We defined fitness and adaptation and I explained how to find a common denominator when adding fractions as well.

Our tutoring session covered taxonomic classification and animal diversity. The session reviewed major characteristics of major animal phyla. I left the student with a homework assignment. He is to redo notes and develop flash cards. No concerns with the student; however, I am concerned with the format of the exams. According to the student, exams are only 20 questions, covering multiple chapters. We will meet with student the day before the next exam.

The student and I covered material on the digestive and excretory systems. We completed a packet on the material and generated a conceptual understanding of how these systems interrelate. We completed that as well as some math homework together, she seemed very solid on all of the concepts covered.

Tonight we went over her soon to be due Lit Review paper. We searched the web for a variety of peer reviewed articles that she could use as her sources. I also helped her understand how to tell if an article is peer-reviewed. We also went over different specific characteristics on Echinoderms

The student was very well prepared again today! I think he has finally made the connection between reading the chapter/learning the vocabulary/reviewing the power point and understanding the topic. We covered some very complex topics in chapter 5 and he had a few questions, but quickly picked up each part of the lesson.
There are 3 more small sections in chapter 5 on enzymes and enzymatic reactions. He will read the 3 pages in the chapter and review the 15 power point slides for tomorrow.
We will finish chapter 5 and begin chapter 20 tomorrow in preparation for the unit test next Wednesday.

We discussed various concepts from the review packet including material from chapter 11 on genetics, chapter 30 and 31 on human biology and the nervous system. We completed practice questions in the workbook to reinforce understanding of the key ideas and definitions.

During our session the student and I read through the first section of chapter two in his biology book and took notes. I also helped him complete the review at the end of the section. The section covered ecology including symbiotic relationships and habitats.

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