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Award Winning Private Physics Tutoring in Washington DC
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Physics Tutoring in Washington DC
Customized private in-home and online tutoring
Experience Physics tutoring by highly credentialed tutors in Washington DC. Top tutors will help you learn Physics through one-on-one tutoring in the comfort of your home, online, or any other location of your choice.
Selected Washington DC Physics Tutors
Talented Physics 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 many other top programs.
Swarthmore - Biology And Latin American Studies
Brigham Young University - Mathematics
University Of Chicago - Biology
How your tutor helps you master: Physics
CHOOSING INSTRUCTIONAL PHYSICS GOALS
You will have learning objectives mapped out by our educational director based on your specific academic needs.
EVALUATING STRENGTHS & WEAKNESSES
Your tutor will evaluate your current Physics abilities, with an eye toward places where you can improve.
Your tutor will create a personalized learning program, guiding you toward your Physics objectives.
Recent Tutoring Session Reviews
We spent the time studying for the student's physics test that she is taking tomorrow. We started going over her spark-test lab and using graphs to figure out things like displacement, position, velocity, acceleration, and average speed. We discussed the difference between 'violent' and 'nonviolent' motions, and went over a good amount of 1-d kinematic problems, including some with two bodies in motion.
We worked primarily on conversation of energy problems. She had a list of problems that she had been struggling with and most were centered around combining conversation of energy equations with pulley systems. Another area of focus was on spring equations and how to use the spring constant in energy equations. She is progressing well in her ability to combine multiple formulas from different areas.
Today the first student said that she didn't need any help, so I only worked with the second student. She is working on Force body diagrams and vectors. We went through several vector problems slowly and completely together so she understands the concept from the ground up.
He had a problem set on Gauss' Law in Static Electric field. We went directly into solving that. All of them involve applications of the Gauss' Law under various conditions, for which there are summarized equations in his textbook. So for each problem I showed him which equation should be used, and why, and how. Some other information were necessary occasionally, such as electric shielding. I explained the material in detail whenever it seems unfamiliar to him. In the end, we had a summarizing discussion of the chapter. He would use the solutions to these problems as a study/review guide.
We worked for most of the session on her review for the test, I think she will do well on her test because she is starting to understand the concepts behind forces acting on an object. We also went back through some of her old homework and I made up some problems for her.
We started the session with further review of test questions, including two examples I worked for her during the week. Then we moved onto potential energy, conservation of energy, conservative and non-conservative work, and methods of combining these to determine total system energy.
Topics covered with the student were specifically horizontal and vertical motion of an object. Our progress consisted of going over the students review sheet for an upcoming test and ended with some general review of position vs. time graphs, velocity vs. time graphs and acceleration vs. time graphs. Overall it was a productive session although he doesn't have a text book which left us with just his notes, worksheets and other handouts. I will clarify that next time with him because I'm not sure if the class actually has a text.
During this session the student and I were able to complete 4 of 6 assignments that were overdue. The topics covered position, time, velocity, displacement, and acceleration. By the time we had finished we had worked both with equations and graphs of these concepts. Additional we covered several applied problems in these topics, including free fall and reflexes.
In this session, the student and I reviewed material for her test on Friday. We went over kinematics, worked on modeling the kinematics problems, and reviewed how to apply the equations. We went over how the x and y dimensions are independent and we worked on practice problems for the exam.
This was my first session with the student, so we spent some time talking about her physics class, what assignments are graded, her textbooks and what they have covered so far this year. We went over her homework assignment about a group project they did in class. We also spent some time previewing the coming week's material, especially kinetic energy, potential energy, and the conservation of energy. We related those concepts to her group project and introduced some of the more mathematical aspects of those theories.
Today, the student and I went over her most recent homework, covering and addressing specific questions she had on the material. The topics included force, tension and motion. After completing this review, we looked over the homework she was still working on and had yet to turn in. We addressed the concepts of these questions and different approaches to solving the problems.
Today, the student and I reviewed for his second exam tomorrow, primarily by doing practice problems. We also reviewed tricky concepts such as conservation of energy and how to find the total energy of an object throughout its trajectory. We also heavily reviewed incline problems pertaining to free body diagrams and solving for work done by a force.
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