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.

Understanding physics means learning to translate a word problem into a free-body diagram, then into equations, then into an answer that makes physical sense. Pranav teaches that full translation process — whether the topic is kinematics, energy conservation, or electromagnetism — drawing on his Biomedical Engineering studies at Johns Hopkins. He's especially good at identifying the exact step where a student's reasoning breaks down and addressing it on the spot.

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.

Biomedical engineering at Johns Hopkins is essentially applied physics — Nicholas spends his semesters working through mechanics, electromagnetism, and wave behavior in contexts that go well beyond the textbook. That depth lets him explain not just how to set up a free-body diagram or apply conservation of energy, but why those frameworks actually work. He's particularly strong at teaching students to map a word problem onto the right physical model.

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.

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.

Kinematics equations and free-body diagrams are straightforward once a student learns to read a physics problem like a story — identifying what's moving, what forces act on it, and what the question is really asking. Maggie teaches that translation process explicitly, drawing on her science background to walk through mechanics, energy conservation, and wave behavior with clarity. She holds a 5.0 student rating.

Teaching electricity and magnetism to engineering students as a Duke TA gave Florence a front-row view of where physics concepts break down for people — and exactly how to rebuild that understanding. Her physics minor means she's deeply comfortable with everything from Newtonian mechanics to circuit analysis, and she explains each topic by connecting the math to the physical situation it describes. Rated 5.0 by students.

Engineering training changes how you see physics problems — instead of hunting for the right equation, you learn to diagram forces, track energy, and let the math follow the physics. Christine brings that engineering mindset from her biomedical engineering studies at Johns Hopkins, where mechanics and electromagnetism aren't just coursework but tools she applies in lab and design projects.

Earning a BS in physics from Yale gave Anthony deep comfort with the subject's core challenge: translating a physical scenario into a mathematical model and then interpreting the result. He breaks down force diagrams, energy conservation, and wave behavior by tying each concept back to the underlying math rather than treating equations as formulas to memorize.

Studying applied math at Stanford gave Alex a deep comfort with the mathematical backbone of physics — setting up differential equations for oscillating systems, working through vector fields, or translating a word problem into a free-body diagram. He teaches the problem-solving process itself, showing students how to identify which principles apply before touching a single equation.

Engineering students solve physics problems differently than most — they diagram forces, track units obsessively, and translate word problems into equations almost automatically. Annie brings that engineering instinct from her Cornell coursework to topics like kinematics, Newton's laws, energy conservation, and circuits, showing students a systematic approach that works across problem types.

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.