Award-Winning College Physics Tutors
serving Boston, MA

Predentistry requires a deep pass through college physics — optics, fluid dynamics, mechanics of materials — and Erica tackled that coursework at Harvard alongside a History of Science degree that gave her an unusual ability to explain *where* physical concepts come from and how they evolved into the frameworks students use today. She breaks down problem-solving by connecting the conceptual narrative to the math, so students aren't just plugging into formulas but understanding the physics driving each step. Rated 4.9 by students.

I am also a first year medical student at the Tufts University School of Medicine in Boston. I have extensive experience with premedical classes and have taken and tutored the MCAT exam. I placed in the 97th percentile of the MCAT exam and I understand what the test takers want students to know and how to bridge the gap between knowing the material and doing well on the test. I am always excited when a student finally has that "ah-ha" moment and declares that they now can see how all of these seemingly separate scientific topics are actually all related. The MCAT no longer seems scary, but turns into a means of truly learning this material and providing a strong foundation for the future.

Dual degrees in biomedical and mechanical engineering mean Jennifer has taken college physics from both angles — the biological systems side (fluid flow in vessels, pressure in the body, electrical signaling in tissue) and the classical mechanics side (statics, dynamics, material properties). She breaks down force diagrams and energy conservation problems by tying them back to the engineered and biological systems where those principles actually matter, which makes abstract problem sets click faster.

Alzheimer's and Parkinson's research requires Anthony to live in the space where physics meets biology every day — fluid dynamics in vascular models, electromagnetic principles in imaging equipment, and mechanics in tissue deformation studies. That biomedical engineering background (B.S. from BU, M.S. from Tufts) means he teaches college physics concepts like kinematics, wave phenomena, and electrostatics with a constant eye toward how they actually behave in complex systems. Rated 4.9 by students.

Biomedical engineering at the undergraduate level and biophysics research at Harvard mean Fernando has tackled college physics from both the applied and theoretical sides — designing systems that depend on fluid dynamics and biomechanics, then digging into the quantitative models that explain why those systems behave as they do. He's particularly sharp on the mechanics and waves material that forms the backbone of most introductory sequences, since his biophysics work demands constant fluency with force analysis, energy methods, and oscillatory behavior. Rated 4.9 by students.

Biochemistry lives at the crossroads of biology, chemistry, and physics — and Katharine's biochemistry degree means she's spent years applying thermodynamic principles, energy transfer models, and kinetic theory to molecular systems. That cross-disciplinary lens is especially useful in college physics, where she can ground abstract topics like work-energy relationships and wave behavior in the biological and chemical contexts that make them click.

Five years as a working engineer means Desiree has applied the physics from textbooks to actual systems — force balances, heat transfer, fluid behavior — and can explain where those classroom equations show up in practice. Her chemical and biomolecular engineering degree covered the full calculus-based physics sequence, so she's comfortable walking through everything from free-body diagrams in mechanics to pressure and flow problems in thermodynamics. Rated 5.0 by students.

Working as an electronics tester and designer at Draper Labs meant Zachary wasn't just solving physics problems on paper — he was applying mechanics, circuit theory, and electromagnetic principles to real hardware under real constraints. That hands-on engineering experience, paired with his physics degree from Northeastern, makes him especially effective at teaching students how to set up free-body diagrams and energy conservation problems from scratch rather than reverse-engineering solutions from an answer key. Rated 4.7 by students.

TA-ing MIT's Physics II course gave Cori front-row experience with the stumbling blocks college students face — from applying Maxwell's equations to navigating multi-step problems in mechanics and thermodynamics. She approaches each topic by building physical intuition first, then layering on the math. Her engineering background means she can also show how these principles appear in real material systems and design problems.

MIT's core physics sequence is calculus-heavy and fast — Vania not only survived it but tutored other students through it via the university's Seminar XL program, which means she's seen firsthand where classmates stall on topics like rotational motion, wave mechanics, and Gauss's law. Her mechanical engineering major keeps her applying those physics principles daily in coursework on statics, dynamics, and thermodynamic systems, so her explanations stay rooted in how the concepts actually get used. Rated 5.0 by students.

Studying computer science at MIT means Brice lives inside the math and physics that most students only encounter on problem sets — his coursework regularly demands fluency in mechanics, wave behavior, and electromagnetism as foundations for everything from signal processing to computational modeling. He breaks physics problems into the same kind of step-by-step logical structure he'd use to debug code, which makes tangled multi-concept questions feel systematic rather than overwhelming. Rated 4.9 by students.

Adam studied physics as an undergrad, so the core sequence — Newtonian mechanics, energy methods, electrostatics, circuits — is material he learned formally rather than picked up sideways from an adjacent field. That direct training shows when he walks through problems: he catches the subtle sign errors in free-body diagrams and the unit-conversion traps in electromagnetic calculations that students often miss until an exam.

Twenty-five years teaching physics in Massachusetts public schools means Jacques has watched thousands of students hit the same stumbling blocks in mechanics, thermodynamics, and electromagnetism — and he's refined how he explains each one. His Princeton chemical engineering degree grounds that teaching instinct in serious quantitative depth, particularly when college physics problems demand fluency with differential equations and multi-variable modeling. Rated 4.8 by students.

Introductory college physics ramps up fast, especially when vectors, rotational dynamics, and electric fields all land in the same semester. Ken taught high school physics for 17 years and has additional experience teaching at the community college level, so he knows exactly where the gap between high school prep and university expectations tends to open up. He walks through problem-solving strategies that make multi-step calculations feel manageable.

A year spent doing full-time climate change research at the University of Helsinki — including two PhD-level atmospheric science courses — means Marika has applied thermodynamics, fluid dynamics, and wave mechanics to real systems under serious academic pressure. She brings that research-grade fluency back to college physics problem sets, connecting the math to the physical phenomena it describes. Holds a 5.0 rating.

Christine's computational policy degree from UChicago means she spends her days building quantitative models and working through the kind of applied math — differential equations, statistical mechanics, optimization — that underpins college physics problem sets. She's particularly good at teaching students how to translate a word problem into a mathematical setup, which is usually where the real confusion lives. Holds a 5.0 rating.

My expertise is in classroom, small group, and one-on-one instruction in physics of the first year. I have, however, taught at all levels from non-science major courses through the graduate physics curriculum. My education includes a bachelor's degree in physics from Amherst College and a doctorate from Stanford University. During my career I spent time at the University of Illinois, Urbana-Champaign, the University of California, San Diego, the Massachusetts Institute of Technology, the California Institute of Technology, and Brandeis University, where I worked for nearly 40 years. I am a firm believer that students learn in STEM fields only by doing, not by merely listening. Thus the core of any tutoring experience with me is working on problems. The most formative experience a student can have is to work through a problem, explaining each step to the tutor as he or she goes through it. Only by explaining the concepts and skills to someone else can one be sure of his or her own understanding. My goal in any tutoring interaction is to assist the student in gaining the necessary skills, knowledge, and confidence to attack any conceivable problem set to him or her by a classroom teacher.

An astrophysics student at Harvard, Ander lives inside the material covered in college physics sequences — from rotational dynamics and wave mechanics to Maxwell's equations and quantum fundamentals. He approaches tough problem sets by mapping the physics first and letting the math follow, which is the habit that separates students who survive upper-division courses from those who don't. His tutoring background stretches back years through high school programs and City Year.

A math degree gives Hope the calculus fluency that separates students who can follow a college physics lecture from those who can actually solve the problems — setting up integrals for center-of-mass calculations, differentiating position functions for kinematics, or working through the vector calculus in electromagnetic fields. She also teaches AP Physics C: Mechanics, so she's comfortable translating between the conceptual reasoning and the mathematical machinery. Rated 4.8 by students.

A chemical physics degree from Tufts means Thomas didn't just take college physics — he lived in the space where physics and chemistry collide, studying molecular dynamics, quantum behavior, and thermodynamic systems at a level that makes introductory mechanics and electromagnetism feel like familiar territory. He breaks problems down to their physical intuition first, making sure the reasoning clicks before any equations get written. Holds a 5.0 rating.

College-level physics ramps up fast, layering calculus-based mechanics, electromagnetism, and thermodynamics into dense problem sets. Leonid is deep in this material as a mechanical engineering major at UMass Amherst, which means he can walk through torque, rotational dynamics, or circuit analysis with the fluency of someone who just worked through it himself. He also teaches statics, so students in introductory engineering sequences get especially targeted support.

College-level physics problems — rotational dynamics, electromagnetic induction, wave optics — require comfort with calculus and a willingness to reason through multi-step setups. Eric pairs his strong quantitative background in economics with the applied physics knowledge he uses in medical school at Tufts, breaking complex problems into manageable physical arguments before diving into the math.

Mechanical engineering at TCU meant Zina lived inside calculus-based physics for years — statics, dynamics, thermodynamics, material behavior — and she tutored classmates through the toughest parts of that sequence with a perfect pass rate. She's particularly strong at teaching students how to set up free-body diagrams and energy equations correctly before crunching numbers, since that's where most college physics mistakes actually happen. Holds a 5.0 rating.

Statics, dynamics, and structural loading aren't textbook abstractions for Louis — they're the core of his civil engineering master's work, where getting the physics wrong means a bridge doesn't stand. He brings that applied perspective to college physics topics like force equilibrium, torque, and energy methods, walking students through how to set up problems from physical intuition before touching an equation. Rated 4.9 by students.

Operations research at the Air Force Academy is essentially applied physics dressed in optimization — David spent years modeling systems governed by the same force, energy, and motion principles that show up in college physics problem sets. His economics training adds a second layer of quantitative fluency, particularly when courses move into thermodynamics and statistical mechanics where graph interpretation and systems thinking matter as much as raw calculation. Rated 4.7 by students.

College physics ramps up fast — suddenly there's calculus-based mechanics, electromagnetic fields described by Maxwell's equations, and thermodynamic cycles that demand both conceptual clarity and mathematical precision. Stephen bridges the gap between lecture theory and problem sets by walking through derivations step by step, making sure students understand where each equation comes from before applying it under exam pressure.

Studying biophysics at Rice means Aadith lives where physics and biology collide — modeling protein folding forces, analyzing fluid flow through membranes, applying thermodynamic principles to living systems — so he brings a concrete, research-informed perspective to the mechanics, waves, and electromagnetism that fill college physics syllabi. His 1590 SAT reflects serious quantitative chops, and his dual exposure to physics and biochemistry means he can walk through a tough problem from multiple angles until the reasoning clicks.

Three physics-related bachelor's degrees give Avram an unusually deep undergraduate perspective on the subject — he's worked through mechanics, electromagnetism, and modern physics multiple times across different programs, which means he knows exactly where the conceptual gaps tend to hide. He breaks down wave phenomena and optics problems by connecting the math back to physical intuition, so equations feel like descriptions of real behavior rather than symbols to manipulate. His 1520 SAT reflects the quantitative precision he brings to problem solving.

Biomedical engineering at Yale means Ellie applies physics daily — from fluid dynamics in circulatory models to electromagnetic principles in medical imaging. She breaks down topics like torque, wave optics, and circuit analysis by connecting them to real systems she encounters in her coursework and research. Rated 5.0 by students.

Bidyut's biomedical engineering coursework at Johns Hopkins means he tackles college physics problems — from rotational dynamics to electromagnetic induction — with the applied perspective of someone who uses these principles in lab and design work daily. He connects abstract force diagrams and circuit analyses to real engineering scenarios so the physics actually clicks. Rated 5.0 by students.

Environmental engineering is essentially physics with consequences — Kate's master's work required her to model fluid flow, heat transfer, and pressure systems in real infrastructure, which means she's solved the same types of problems that show up on college physics exams but with actual design constraints attached. That applied perspective makes her particularly effective at teaching students to set up force balances and energy equations from a physical scenario rather than reverse-engineering from a formula sheet. Rated 4.9 by students.

Engineering coursework at Cornell means Abby is actively grinding through the same calculus-based physics — mechanics, wave motion, electromagnetism — that her students are tackling, which keeps her explanations grounded in the specific problem styles and pitfalls that show up on current exams. She breaks down multi-step problems by isolating the physical principle first, then translating it into the math, so students stop guessing which equation to use. Holds a 5.0 rating.

Having served as a teaching assistant for Differential Equations and Mechanics at Notre Dame, Jeffrey has already spent time explaining the exact concepts — torque, oscillations, coupled systems — that trip up students in university physics courses. His mechanical engineering PhD work at Rice deepens that fluency, especially in thermodynamics and rotational dynamics where the math gets dense fast. He's rated 4.9 by students.

Biomedical engineering at VCU meant Waleed spent years applying physics to biological systems — modeling forces on prosthetic joints, analyzing fluid flow through vessels, understanding the electromagnetic principles behind imaging equipment like MRI and ultrasound. That gives him a concrete hook for the mechanics, thermodynamics, and E&M topics that fill college physics problem sets, since he can ground abstract equations in systems students can actually picture. Holds a 5.0 rating.

Pursuing an MD at Stanford after a double major in economics and molecular/cellular biology, Maggie brings a pre-med perspective to college physics that makes topics like optics, fluid dynamics, and wave mechanics feel immediately relevant rather than abstract. She's especially sharp at teaching students to set up problems cleanly — translating a physical scenario into the right free-body diagram or energy equation before doing any math. Rated 5.0 by students.

When a college physics problem looks like pure abstraction — a block on a frictionless ramp, a charge in a uniform field — Dylan's instinct is to sketch it out, graph it, and show what's physically happening before touching an equation. That visual, graphical approach comes from his physics major at Vanderbilt, where he's simultaneously studying classics and computer science, giving him an unusual ability to translate dense quantitative reasoning into clear, intuitive language. He holds a 4.5 rating and a 36 ACT composite.

Biomedical engineering at Johns Hopkins means Christine solves physics problems daily that most students only see in textbooks — fluid dynamics in blood flow, pressure gradients across membranes, mechanics of prosthetic joints — giving her a concrete, application-heavy lens for the material. She's particularly strong on the thermodynamics and mechanics portions of college physics, where her coursework overlaps most directly with standard problem sets. Holds a 5.0 rating.

A chemistry degree from Yale means Zosia spent years in courses where physics does the heavy lifting — thermodynamics driving reaction spontaneity, quantum mechanics explaining atomic structure, electrostatics governing molecular interactions — so she knows these concepts from the inside out. She's particularly effective at teaching students to translate word-heavy problem statements into clean free-body diagrams or energy bar charts before touching an equation. Rated 4.9 by students.