Award-Winning Physics Tutors
serving Madison, WI

Understanding physics means seeing the same core principles — Newton's laws, conservation of energy, wave behavior — show up in wildly different problems. Amber teaches students to identify which principle applies and how to set up the math, drawing on her strong background in both science and mathematics. Her 5.0 client rating speaks to an approach that makes even tricky free-body diagrams and projectile motion problems feel manageable.

Kinematics, force diagrams, and energy conservation problems all require translating a physical scenario into math — a skill Karann sharpened through her biological engineering degree and her current work modeling ecological systems. She walks students through each physics problem by first building a clear picture of what's happening physically before touching a single equation.

Two physics degrees and a master's in atmospheric and space sciences mean Richard doesn't just know the textbook — he's applied Newtonian mechanics, electromagnetism, and fluid dynamics to research-level problems. He unpacks each concept by building it from first principles, so students develop physical intuition alongside the math.

Aaron's applied math background means he tackles physics problems by unpacking the math behind them — showing why a differential equation describes a spring, or how vector components actually simplify a force diagram. He teaches students to set up problems from first principles rather than hunting for the right formula to plug into. His 5.0 rating speaks to how well that approach translates to real understanding.

Breanna's background is in education and counseling rather than engineering or lab science, but she's taught physics alongside math subjects from pre-algebra through calculus — so she knows exactly where the mathematical scaffolding breaks down for students tackling Newton's laws or energy conservation problems. She's especially effective with students who understand the concepts qualitatively but freeze when it's time to set up equations, bridging that gap between intuition and calculation.

I am interested in making physics and math relatable to people who are not naturally adept at it. I have taken the SAT, the general GRE and the physics GRE subject tests.

I am an international student from China graduating from University of Wisconsin Madison majoring in Math. I also studied in Bonn University in Germany for one semester. While I was in UW Madison, I tutored college students enrolled in up to 13 math courses and entry level German courses both in large groups and individually. I am enthusiastic in teaching what I know and helping others develop problem solving skills by well explaining both concepts and specific related problems. I believe that everyone is unique. It is my pleasure to assist everyone to develop their own way to study based on their strength and weakness.

Medical school at the Medical College of Wisconsin demands a command of mechanics, fluid dynamics, and thermodynamics that goes well beyond intro-level physics — Abrahim applies those principles daily in contexts like blood pressure dynamics and respiratory mechanics. His biology degree from UCLA (cum laude) and a 34 ACT underscore the quantitative chops he brings to breaking down force diagrams, energy conservation setups, and multi-step kinematics problems. Rated 5.0 by students.

Thomas's math and statistics training at Carleton means the calculus and vector algebra that derail most physics students are second nature to him — so sessions stay focused on the physics itself, not on untangling the math underneath. He's especially sharp at teaching students to translate a messy word problem into a clean free-body diagram or energy equation, then carry the quantitative work through without losing track of what the numbers mean. Holds a 5.0 rating.

Justin supplements science courses alongside his primary math teaching, which gives him a practical angle on physics: he connects equations to the algebra skills students already have. He's particularly effective at translating word-heavy physics problems into mathematical setups, a crossover skill he practices daily in his classroom.

Joseph's background is in education and history, not physics — but his Special Education master's means he's trained to diagnose exactly where a student's understanding breaks down and rebuild it step by step, which matters enormously when a student is lost somewhere between Newton's second law and the free-body diagram they're supposed to draw. He approaches physics problems as reading comprehension exercises first, teaching students to decode what a problem is actually asking before any math happens. Rated 4.8 by students.

Studying neuroscience at the cellular and molecular level means Rameen lives in the overlap between physics and biology — membrane potentials, diffusion, and electrical signaling all rely on core physics principles. She breaks down kinematics, forces, and energy conservation by tying abstract formulas to tangible, real-world scenarios students can visualize.

Studying mechanical engineering means Brendan lives inside physics — free-body diagrams, torque calculations, energy conservation, and fluid dynamics are part of his weekly problem sets. He approaches each topic by sketching the physical setup first, then translating it into math, which is the same process that earns full marks on AP and college-level exams. Rated 5.0 by students.

Steven teaches physics alongside calculus, algebra, and trigonometry, which means he can spot when a student's real obstacle in a force or energy problem isn't the physics — it's the vector components or the trig. That crossover awareness lets him patch the math gap on the spot instead of letting it silently derail every problem set. Rated 5.0 by students.

I am currently an undergraduate student at Cornell University. I intend to major in physics and either minor or double major in computer science.

I am a player on a student's team with the goal of academic success and increased intellectual understanding. This outcome is impossible without getting down to the student's level, utilizing age appropriate vocabulary, providing constructive criticism, and establishing their baseline.

I tutor college physics and teach physics at a technical college. To me, tutoring is a relationship, forged with each student individually to meet you where you are and help you along your own best path toward mastery. In my free time, I love reading and writing science fiction and fantasy.

As a passionate educator with a Master's in Educational Psychology from the University of Wisconsin - Madison, I have over 8 years of tutoring and classroom experience, currently teaching a range of subjects including AP Biology and Physics. My approach centers on fostering a supportive learning environment that encourages curiosity and critical thinking, helping students connect complex concepts to real-world applications. I believe that every student has the potential to succeed, and I am dedicated to tailoring my methods to meet individual learning styles. Outside the classroom, I enjoy exploring the latest scientific research and engaging in outdoor activities, which I find enriches my teaching and connects me with my students.

A pre-med and computing double major at Notre Dame, Aidan has worked through the full gauntlet of calculus-based physics — mechanics, electromagnetism, thermodynamics — alongside organic chemistry and upper-level math, so he knows how to move between the physical intuition and the algebra without losing either thread. His 35 ACT reflects that quantitative sharpness, and he's especially effective at teaching students to recognize when a problem is really about conservation laws versus when it's a force-balance scenario, so the right approach clicks before pencil hits paper.

Studying computer science and mathematics at Rice, William tackles the same calculus and linear algebra that underpin every physics problem — from resolving force vectors to setting up integrals for work and energy. He teaches high school physics alongside AP Calculus AB and BC, so when a kinematics or momentum problem demands clean mathematical reasoning, he can address both the physics logic and the math execution without skipping a beat.

Engineering students use physics every day, and Ava's dual degree in mechanical and energy engineering means she didn't just learn kinematics, Newton's laws, and energy conservation — she applied them to real systems. She TAed physics-related engineering courses at WashU and tutored high school physics students for several years, so she's comfortable adjusting her explanations whether someone is solving their first free-body diagram or wrestling with rotational dynamics.

A PhD in biomedical engineering built on a bachelor's in physics means Andrew has spent years solving problems across mechanics, electromagnetism, and thermodynamics. He teaches physics by emphasizing free-body diagrams, unit analysis, and the habit of translating word problems into mathematical models before reaching for formulas. That systematic approach turns intimidating multi-step problems into manageable sequences.

Nima's physics degree means the subject isn't something adjacent to his training — it's the core of it, from classical mechanics and electromagnetism through thermodynamics and wave theory. He teaches students to build the physical picture first, identifying which laws actually govern a scenario before any algebra starts, so that even multi-step problems feel like a clear sequence rather than guesswork. Rated 4.7 by students.

As a Yale physics major who also teaches thermodynamics, special relativity, and statics and dynamics, Ian has worked through the full arc from introductory mechanics to upper-division theory — so he knows exactly where each concept builds on the last and where students tend to lose the thread. He's particularly sharp at finding the analogy or reframing that makes a stubborn idea finally click, whether that's torque, wave superposition, or conservation laws in multi-body systems. His 1550 SAT speaks to the quantitative precision he brings to every problem.

Teaching middle school math in Chicago Public Schools means Elizabeth tackles the foundational algebra and proportional reasoning that physics problems demand — and with a 34 ACT, her quantitative skills extend well beyond the middle school level. She breaks down force and motion problems by anchoring them in concrete, everyday scenarios, making the leap from intuition to equation feel natural for students who might otherwise freeze at the sight of a formula.

Jackie took AP Physics C — the calculus-based version — and scored a 5 on the exam, which means she's comfortable with everything from Newtonian mechanics to electromagnetic induction. She unpacks free-body diagrams and energy conservation problems by tying the math to real physical situations students can visualize. That combination of calculus fluency and physical intuition makes her especially effective for students preparing for AP or college-level physics.

Growing up translating complex ideas for a brother with a learning disability taught Aditi to rebuild explanations from scratch — a skill that pays off when a student can't see why Newton's third law actually produces different accelerations for different masses, or why tension in a rope isn't always the same on both sides. Her CS training at Cornell keeps the math side tight, and she treats each problem like debugging code: isolate what you know, identify what's missing, and work systematically toward the answer.

JF's dual training in mathematics and computer science at Stanford means the calculus and vector algebra that bog down most physics students are second nature — freeing up mental bandwidth to actually think about what's happening physically in a problem. He tackles everything from AP Physics 1 mechanics to AP Physics 2 electromagnetism, and he's particularly effective at teaching students to build equations from diagrams rather than hunting for the right formula to plug into. Rated 5.0 by students.

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.

Understanding physics means learning to translate a word problem into a free-body diagram or energy equation — and then trusting the math to get you to the answer. Dennis developed that skill set through years of quantitative research at Vanderbilt, where physical principles underpinned his graduate work in Chemical and Physical Biology. He's patient enough to let students wrestle with a concept before stepping in to clarify.