Eric approaches physics the way his Duke engineering program taught him: start with a free-body diagram, identify what's conserved, and let the math follow from the concept. Whether it's projectile motion, circuits, or rotational dynamics, he walks through each problem type until the setup becomes second nature.

Because her training spans neuroscience and calculus-based physics, Julie connects force diagrams and energy conservation to real biological and engineering contexts instead of treating them as abstract problem sets. She's particularly sharp at walking through the math embedded in kinematics and electromagnetism — the algebra and calculus steps where most students lose the thread.

A PhD in Bioengineering from Georgia Tech means Jordan has solved mechanics, fluid dynamics, and thermodynamics problems not as textbook exercises but as the backbone of real research — designing systems where forces, pressures, and energy transfers have to be modeled correctly. That engineering depth lets him trace a physics concept from the intuitive picture all the way through the calculus, which is especially useful for students who understand the idea but get lost executing the math. Rated 5.0 by students.

Understanding physics means building intuition for how forces, energy, and motion actually interact — not just memorizing which equation to grab. Beepul tackles problems by first sketching the physical scenario and identifying what's really happening, a habit sharpened by his biomedical engineering training at Duke where physics underpins nearly every course.

A Duke-trained science student with minors in both biology and chemistry, Rayhan approaches physics problems by grounding them in the physical intuition behind the math — why Newton's second law is a relationship between net force and acceleration, not just F=ma to plug into. He walks through free-body diagrams, energy conservation, and wave behavior with an emphasis on setting up problems correctly before touching a calculator.

Breaking a free-body diagram into components or applying conservation of energy across a multi-step problem requires comfort with both the physics intuition and the underlying math. Kathleen teaches calculus and multivariable math alongside physics, so she can walk students through the derivations — not just hand them equations to memorize. Her 4.9 rating speaks to how well that approach lands.

I am an avid rower and bicyclist. I also greatly enjoy growing vegetables and playing basketball.

I am currently in my fourth year of medical school at the University of Tennessee Health Science Center. Learning science is my passion, but I also enjoy running, trying new food, and reading classic books. I would love to be part of your journey by helping you love mastering the task at hand. No doubt, you will see your best results once you have learned to enjoy the grind of becoming an expert of the material placed before you. Together, we can learn to enjoy the process as well as enjoy the results you will achieve. Whether you are working through upper-level science courses to complete a pre-med degree, taking the MCAT before applying to medical school, or studying for the USMLE Step 1 or 2 exams to get into the residency of your dreams, I can help you achieve your goal. With whatever content we are mastering together, we will work to be as organized and planned as possible. "Those who fail to plan, plan to fail!"

A Yale Applied Physics degree followed by graduate-level biomedical engineering at Duke gives Jordan an unusually deep command of physics — from Newtonian mechanics through electromagnetism and thermodynamics. He breaks complex derivations into intuitive steps, connecting the math to physical scenarios students can actually picture. Whether it's free-body diagrams or wave interference, he builds understanding from the ground up.

I am an interdisciplinary educator with an Ed.M. from the Harvard Graduate School of Education and a B.A. from Dartmouth College. My background is primarily in integrated arts learning and museum education and I specialize in visual arts, history and art history, and object-based learning. In all subjects, I take a creative, inquiry-based and learner-centered approach, designing opportunities for each unique individual to meet their learning goals.

I'm not tutoring or buried in my textbooks, you will either find me rock climbing at the Triangle Rock Club, playing Ultimate Frisbee, working on my car, or enjoying the great outdoors (beaches, mountains, forests--you name it, I love it). On rainy weekends I enjoy tinkering with computers and old electronics, playing Pokemon, or picking at my guitar.

I am a recent graduate from a masters program in biostatistics at Columbia University. I received my Bachelor of Arts in biological sciences, with a focus in neurobiology at Northwestern University. In August, I will be starting a doctoral program in biostatistics at NYU. I was a teaching assistant at Columbia University in my department and also have tutored graduate students and undergraduates privately as well. My primary areas of tutoring are math and statistics coursework in addition to math sections on standardized tests such as the GRE and GMAT. I am very passionate about helping students feel more confident and excited about math. In my spare time, I enjoy running, playing piano, and spending time with friends and family.