Award-Winning Physics Tutors
serving Boston, MA

Substitute teaching STEM to college-prep high schoolers gave Noel a clear picture of where physics concepts like Newton's laws and energy conservation tend to fall apart for students — usually at the transition from reading about a concept to actually setting up the problem. His public policy background at UChicago might seem unrelated, but it trained him to break complex systems into cause-and-effect chains, which is exactly the reasoning that kinematics and force problems demand. Rated 4.9 by students.

A Harvard graduate with high honors in the History of Science, Erica understands physics not just as equations but as ideas that evolved over centuries — from Newtonian mechanics to electromagnetism. She teaches students to set up free-body diagrams and energy conservation problems by first clarifying what physical situation the math is actually describing. That conceptual-first approach, rated 4.9 by students, makes problem-solving far less mechanical.

A biology major who went deep into biotechnology might seem like an unusual pick for physics — but Theodora's coursework required serious fluency in thermodynamics, fluid dynamics, and electromagnetism. She unpacks force diagrams, energy conservation, and wave behavior by tying each concept to a physical scenario students can picture. That cross-disciplinary lens makes abstract physics principles far more intuitive.

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.

Eunice's combined Biology and Computer Science degree at Northeastern means she's constantly translating between mathematical models and real-world systems — the same skill that makes physics problems tractable when students need to connect a force diagram or energy equation to what's physically happening. She's especially sharp at breaking down the calculus-heavy portions of mechanics and helping students build the problem up piece by piece rather than hunting for a formula to match. Rated 5.0 by students.

Kinematics problems look straightforward until you're juggling vectors, free-body diagrams, and conservation laws all at once. Jennifer studied physics extensively through both her biomedical and mechanical engineering degrees, where she applied Newtonian mechanics, rotational dynamics, and energy principles to actual design challenges. She teaches students to set up problems systematically — identifying knowns, choosing equations, and checking units — so they can tackle multi-step questions independently.

Engineering honor societies at BU had Anthony leading physics sessions on mechanics, kinematics, and energy conservation long before he finished his master's at Tufts. He approaches problem-solving by teaching students to sketch free-body diagrams and identify which principles apply before touching a single equation. Rated 4.9 by students.

Lab work in a graduate-level biochemistry research setting taught John how to move fluidly between theory and experiment — exactly the skill physics demands. He unpacks mechanics, electromagnetism, and thermodynamics by anchoring each concept in the math that describes it, so students learn to set up free-body diagrams and energy equations from understanding rather than pattern-matching.

Kinematics equations and free-body diagrams are only useful if a student understands what they represent physically — not just how to plug in numbers. Katharine teaches physics by connecting each problem back to the underlying principle, whether that's Newton's third law in a collision scenario or conservation of energy on a roller coaster. Her science-heavy background means she can bridge physics concepts to chemistry and biology when it clarifies the picture.

As an industrial engineering student at Northeastern, Diego applies Newtonian mechanics, energy conservation, and kinematics equations to real design problems every semester. He teaches physics by anchoring each formula to the physical situation it describes — what the variables actually mean — so students can set up problems from scratch instead of hunting for the right equation to memorize.

Kinematics and Newton's laws look straightforward until a problem adds an inclined plane, friction, or two objects connected by a pulley. Desiree teaches students to draw clean free-body diagrams and translate physical setups into equations systematically — an approach she refined through her own engineering coursework and professional practice.

A math-heavy background makes all the difference in physics, where the real challenge is usually translating a word problem into the right equation. Kathrine teaches students to map physical situations onto mathematical models — whether that's setting up free-body diagrams for Newton's laws or applying conservation of energy to multi-step problems. Her comfort with trigonometry and calculus means she can clarify the math without losing sight of the physics.

Zachary earned his B.S. in Physics from Northeastern and worked at Draper Labs testing and designing electronics — so the subject isn't theoretical for him. He unpacks topics like electromagnetism, thermodynamics, and classical mechanics by tying equations back to physical intuition, making sure students understand what each variable actually describes before solving. That approach turns physics from formula-hunting into genuine problem-solving.

I'm interested in advocacy, public health, and immigration. My hobbies include hiking and spending as much time as possible outdoors, learning to play the guitar, learning new languages, running, and weight-lifting.

I am current student at Harvard Medical School. I attended Vassar College as an undergraduate where I studied Science, Technology and Society. I am a patient teacher and eager to work with students of all ages.

A biomedical engineering degree means solving physics problems daily — from fluid dynamics in blood vessels to the electromagnetic principles behind MRI. Fernando applies that same problem-solving approach to teaching mechanics, waves, thermodynamics, and electromagnetism, walking students through how to translate a word problem into a free-body diagram or energy equation before touching any math. He holds a 4.9 rating across his students.

I am currently majoring in Biomedical Engineering at Boston University, under the Presidential Scholars Distinction Program. My hobbies include playing sports such as Soccer, Basketball, Football, Tennis and Track and Field. I also love playing the guitar in my spare time and love spending time with my family and friends. Further, I love learning about new cultures and languages; I am able to speak three languages fluently.

Nnang earned the AP Scholar with Honors Award after completing both AP Physics and Honors Physics during his postgraduate year, so he's deeply familiar with kinematics, Newton's laws, and energy conservation at a rigorous level. He teaches students to sketch free-body diagrams and translate physical situations into equations before ever reaching for a calculator.

Rojin's chemical biology degree from UBC required heavy coursework in mechanics, electromagnetism, and wave optics — the same physics concepts that trip up most undergraduates. She breaks down force diagrams and energy conservation problems by connecting them to real molecular-scale phenomena she studied in the lab. Her strong applied math background means she can walk through the calculus behind the physics, not just the formulas.

Hi, I'm Lucas, a Boston-based Tutor and TA specializing in math and physics. I help students tackle complex topics by breaking problems into clear, generalized, step-by-step approaches, so they can focus on understanding rather than navigating confusing language or organization. I have experience working with students with Dyslexia, ADHD, Dyscalculia, and other learning disorders, tailoring my approach to each student.

Understanding physics means building intuition for how equations map onto real-world behavior, not just memorizing formulas. Brice approaches kinematics, electromagnetism, and thermodynamics by teaching students to diagram a problem and reason through the physics before reaching for an equation — a method sharpened by his rigorous STEM training at MIT.

Cindy scored a 36 on the ACT and teaches both calculus and physics, which means she can tackle the math-heavy parts of mechanics and energy problems without skipping steps or hand-waving through the algebra. Her approach leans on building each problem from a clear diagram and identifying the governing principle first — whether it's Newton's second law or conservation of momentum — so the equation choice feels logical rather than like guesswork. Rated 5.0 by students.

A wonderful professor once turned physics from a set of equations into a lens for seeing the world, and Vania carries that same approach into her tutoring. She unpacks concepts like conservation of energy, projectile motion, and wave behavior by tying them to real phenomena before touching a formula. Her MIT physics background and 5.0 rating speak to how well that method translates for students at every level.

Cori was a teaching assistant for Physics II: Electricity and Magnetism at MIT, which means she's spent serious time explaining Gauss's law, circuit analysis, and electromagnetic induction to college students in real time. That TA experience translates directly to tutoring — she knows where conceptual misunderstandings hide and how to dismantle them. She treats physics as a problem-solving discipline, not a formula sheet to memorize.

At MIT, Adriana's Urban Studies program intersects with physics more than most people expect — understanding structural loads, transportation dynamics, and energy systems all require solid mechanics and kinematics reasoning. She scored a 35 on the ACT, which means the math underpinning force problems and energy conservation comes naturally to her. Her approach is to slow down at the conceptual setup stage, making sure students understand what's physically happening before any equation gets written.

A strong engineering background means Kristen sees physics the way it's meant to be understood: as a set of core principles — Newton's laws, conservation of energy, wave behavior — that explain a huge range of problems once you know how to apply them. She walks through each problem setup carefully, teaching students to diagram forces and identify constraints before reaching for equations.

A physics degree doesn't just mean Adam knows the subject — it means he spent years wrestling with the exact conceptual leaps that trip students up, from Newton's third law misconceptions to the subtleties of energy conservation in rotational systems. He teaches physics as a problem-solving discipline, walking through how to translate a word problem into a free-body diagram and then into equations. He's unusually tuned in to whether someone truly grasps the reasoning or is just following the math mechanically.

Seventeen years in the high school physics classroom gave Ken a deep understanding of exactly where students get stuck — whether it's free-body diagrams, energy conservation, or circuit analysis. He holds certification in physics education and teaches the subject by building each new concept from the previous one, so students see mechanics, waves, and electromagnetism as one connected story rather than isolated chapters.

Few physics tutors have Jacques's combination: a Princeton engineering degree, a master's in physics education, and more than two decades in the classroom. He teaches mechanics, waves, and electromagnetism by building each concept from a concrete demonstration before moving into the math — so the equations describe something students already understand.

Finishing a B.A. in Physics while conducting atmospheric research in Helsinki, Marika lives this subject — from Newtonian mechanics and energy conservation to electromagnetism and wave behavior. She teaches problem-solving as a process: sketch the scenario, identify the relevant principle, set up the math, then check units and limiting cases. Her 1590 SAT score hints at the precision she brings to every explanation.

Christine approaches physics problems the way her computational policy training taught her to approach any complex system: identify the variables, map the relationships, then solve. She walks students through force diagrams, kinematics equations, and energy conservation with an emphasis on setting up problems correctly — the skill that makes or breaks a physics grade.

Few tutors can teach physics from the perspective of someone actively doing research in nuclear science and engineering at MIT. Kevin digs into mechanics, electromagnetism, and thermodynamics with firsthand knowledge of how these principles govern real systems — from reactor dynamics to particle interactions. That depth lets him explain not just what the equations say, but what they mean physically.

I am a current sophomore at Tufts pursuing a double major in Computer Science and Physics, both of which I draw from in my tutoring philosophy. While I am a firm believer that each student requires a strategy specifically tailored to them, I have found that there are a few general strategies that students respond well to. I make it a point to ensure that students understand the conceptual jump from material they are comfortable with to the material they are currently learning. This makes it possible for them to both understand the material on a deeper as well as have a better idea of the direction they are going. I also subscribe to the theory that a relaxed environment is critical for a students learning, so I prioritize creating this environment in my tutoring sessions. Outside of academia, I am passionate about playing/performing/composing music (singing, piano guitar etc) and am a member of both the Ballroom Dance Team and the Table Tennis Club at Tufts.

Four years of peer tutoring math and science at his high school — plus three summers teaching those same subjects in a summer program — gave Ander a deep sense of where students get stuck translating physical situations into equations. Now pursuing an astrophysics degree at Harvard, he brings that classroom instinct to mechanics, electromagnetism, and thermodynamics problems, connecting the math to what's physically happening rather than treating formulas as things to memorize. Rated 5.0 by students.

Ryan's 1560 SAT reflects serious quantitative chops, and he pairs that with a debate coach's instinct for structured problem-solving — breaking a force or energy scenario into premises and conclusions the same way he'd break down an argument. He teaches students to reason through what's physically happening before reaching for equations, which is especially useful in multi-step kinematics and Newton's law problems where skipping the setup leads to chaos.

A chemical physics degree means Thomas didn't just study physics — he lived in the math behind it, from Newtonian mechanics through electromagnetism and thermodynamics. He tackles problems by teaching students to sketch free-body diagrams, identify conserved quantities, and translate word problems into equations before touching a calculator. That systematic approach turns physics from overwhelming to methodical.

Cancer immunology research at MIT keeps Zach deep in the quantitative reasoning that powers physics — designing experiments, modeling biological systems, and interpreting data all demand the same analytical rigor as working through force diagrams and conservation laws. His biology degree from Carleton gave him a strong grounding in mechanics and thermodynamics, and he teaches across physics, calculus, and chemistry, so he can trace how the math connects to the physical ideas without letting either side become a black box. Rated 5.0 by students.

Hope's math degree means the calculus backbone of physics — setting up integrals for work problems, differentiating position functions for velocity and acceleration — is second nature rather than an extra hurdle. She teaches across AP Physics C: Mechanics and both levels of calculus, so when a student gets stuck on a mechanics or energy problem, she can pinpoint whether the gap is in the physics reasoning or the math execution and address the right one. Rated 4.8 by students.

Studying mechanical engineering at UMass Amherst means Leonid doesn't just teach physics concepts — he applies them constantly, from free-body diagrams in statics to energy conservation in robotics builds. He unpacks kinematics, Newton's laws, and work-energy problems by tying each equation to something tangible a student can picture. His 1520 SAT score reflects the same analytical rigor he brings to every session.

Medical school at Tufts means Eric still uses physics daily — fluid dynamics in cardiovascular physiology, pressure gradients across membranes, and the optics behind every imaging technique he studies. Four years of tutoring at BYU sharpened his ability to connect those clinical applications back to the introductory mechanics and energy problems students are actually solving, making the material stick by grounding it in something real.