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Science Tutoring in Washington DC

Customized private in-home and online tutoring

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

Selected Washington DC Science Tutors

These Science tutors are exceedingly qualified to help you reach your goals. They come from such prestigious universities as 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:
University Of California Los Angeles - Neuroscience

Graduate Degree:
California State University Los Angeles - Biology

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Undergraduate Degree:
Howard University - Biology

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Undergraduate Degree:
Penn State - Civil Engineering

Graduate Degree:
Clemson University - Civil Engineering

How your tutor helps you master: Science


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


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


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

Recent Tutoring Session Reviews

The student started a chapter on Mendelian Genetics this week. She had a series of online exercises to complete for class that covered monohybrid crosses, dihybrid crosses, sex-linked inheritance, and codominance. For having only covered basic terms and monohybrid crosses in class, she did very well on the exercises. She struggled the most with dihybrid crosses initially but seemed to understand them much better by the end of the session. She also has an upcoming project about genetic diseases so we discussed some ideas for that as well.

The student got A's and B's on her quizzes and test this past week, but has a problem-based test this Thursday. We focused on how to determine genotypes from pedigrees as well as probabilities. I gave her problems for determining probabilities of sex-linked traits, and dihybrid inheritance based on the grandparent genotypes. This gave her practice for applying these concepts as well as challenging her to calculate complex probabilities. She did very well with these problems and should be able to handle the less difficult monohybrid problems that she has been getting on quizzes.

In this session, we covered different types of signaling cascades, DNA transcription, splicing, and ER protein folding. We also worked on a practice problem from her recitation book. Student on the whole seemed to have a global grasp of principles. Student has a midterm this week and is using recitation book for practice. Student also has another midterm so is balancing this material/course with other classes.

Reviewed Mendel laws, quizzed on genetics vocabulary, went through complete dominance, x linked and incomplete dominance. Worked through multiple Punnett square problems. He was confused at first but picked it up rather quickly. Also reviewed pedigree and practice problems. All these topics are on the student's exam tomorrow.

Today was our first session. The student is incredibly smart! We went over his teacher's slides and notes, and worked on how to organize them, and pick out the necessary words and phrases. He is to bring past tests and biology notebook and homework next week. There is a lot of stuff to work on, but we will make sure he starts turning around his grade.

Today we went over concepts about pedigrees. Pedigrees is an old unit but we wanted to be sure he understood everything. We started learning about evolution studying concepts of natural and artificial selection. We went over concepts like variation and fitness using videos from the Internet.

The student has a midterm next week and she is currently covering DNA replication, transcription and translation. She needed to go over replication, the enzymes involved in DNA replication, as well as transcription. We went over replication, the unzipping of DNA, the replication bubble, the importance of the 3 prime and 5 prime end of DNA. She said she needed to learn the details but understood the concepts. We also reviewed some mitosis and meiosis to get ready for her midterm.

Today we took a trip over to the Library so we could search all of the articles that she needs for her lit review. Their library has the largest database, which was extremely helpful. I showed her specific ways to search for articles on her topic, as well as showing her how to save the articles to read at home. I asked her to print these papers out and have them read and highlighted before our next meeting.

We covered various aspects and terminology related to the theory of evolution, including Lamarckism versus Darwinism, the concepts of evolution, and the various lines of evidence supporting evolution.

Today, the student and I worked on a lab cover sheet for her Science class. The topic of the lab was, "Reaction Time". The sheet involved writing the definitions of terms from the nervous systems like "sensory division", "motor division", "peripheral nervous system" etc. After writing definitions, she had to compose a paragraph utilizing all the terms in order to explain the actual experiment that they had done in class. Next, she had to write a conclusion to answer the topic question that she had chosen which was, "How is reaction time affected by the present of distractions?". After this, we worked on the student's English class where they are reading Homer's "Odyssey". For this assignment, she had to write a captain's log from Odysseus' perspective of the events that befall him as he sails trying to get home. The first log was completed in today's session. The student will write two more logs which are due on Wednesday.

In preparation for our session, I created a quick-notes study guide covering sections 12.1 to 12.3 on reproduction. During our session, I outlined this guide to the student, which also had many figures involving meiosis and gamete formation in humans. Specific topics covered included reproduction, chromosome numbers, haploid vs. diploid, somatic cells vs. gametes, meiosis vs mitosis, and all around process of meiosis. We also completed several of the "Unit Checkpoint Questions" along with a worksheet her teacher assigned. I look forward to preparing an additional study guide over the remainder of chapter 12 and working through these concepts with her!

We covered animal phyla and taxonomy today. The student did inform he earned a 45/45 on a previous exam! He is doing great with retention of information, so I left him with flash cards to prep before class.

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