Hello, I am a graduate of North Dakota State University (Fargo, ND). I earned my bachelor's degree in Civil Engineering while also acquiring my minor in Physics. During my three years at NDSU I tutored for ACE. ACE is a student success organization that operatives within North Dakota State University. The subjects I tutored most for those three years include: Lower level and intermediate physics, mathematics, from college algebra to lower level calculus, lower level civil and mechanical engi... [more]
Algebra is a subject that is continually used throughout mathematics. It is generally the final step in solving more complex problems in upper level mathematics. This is why the material stays fresh in people?s minds. Throughout calculus, engineering courses, and most physics courses the problems dealt with reorganizing the information, or substituting relevant, equaling, information before using the final steps of algebra to solve it. So though I haven?t had Algebra I since I was fourteen, the materials taught have been used thoroughly since I learned it. Also with the additive of having Linear Algebra my sophomore year of college, I know different methods of solving Algebra problems if the students first don?t understand one way. There are many other methods I can demonstrate to have the students learn and be comfortable with the material.
Algebra is a subject that is continually used throughout mathematics. It is generally the final step in solving more complex problems in upper level mathematics. This is why the material stays fresh in people?s minds. Throughout calculus, engineering courses, and most physics courses the problems dealt with reorganizing the information, or substituting relevant, equaling, information before using the final steps of algebra to solve it. So though I haven?t had Algebra II since I was sixteen, the materials taught have been used thoroughly since I learned it. Also with the additive of having Linear Algebra my sophomore year of college, I know different methods of solving Algebra problems if the students first don?t understand one way. There are many other methods I can demonstrate to have the students learn and be comfortable with the material.
I took calculus from my senior year in high school until my sophomore year of college. That includes Calculus I, II, III and differential equations. Calculus spans a wide range of usages. The utilization of limits and rates are used through upper mathematics courses and physics courses. It?s a tricky subject at first. It?s similar to when a person first does Algebra. The problems in calculus require a more abstract style of thinking to organize the information in a solvable manner. This abstract thinking is difficult since it requires a creative twist on mathematics. These two concepts, creative thinking and mathematics, are on opposite sides of the brain. Once experienced with the different methods of calculus the problems become much more easily thought through. Each problem has to be identified with what the question is asking, what equation is created from the information, and which method is used for solving. If those steps can be done the answer should be acquirable. A firm foundation with the beginning information is vital due to calculus?s nature to build on itself and continue to use previous lessons to solve problems in the later chapters.
My chemistry experience spans high school through late college. I took high school chemistry in eleventh grade and also my sophomore year of college at Bismarck State University. I tutored university chemistry for my last three years at North Dakota State University and closely worked with a friend in chemistry my last year. I?m familiar with all general chemistry that could be introduced in high school as well as 100-level chemistry in any university. The majority of the information covered at these levels deal with molecular conversions, reactions, and state changes. I?m comfortable teaching this information with multiple methods until it is understood. Chemistry is interesting as well as entertaining once a person is comfortable with it. I hope to share my enthusiasm and hopefully have my enthusiasm shared.
Geometry is similar to pre-trigonometry. It introduces the trigonometric functions like Sine, Cosine, and Tangent. I took geometry when I was fifteen in high school and did well. It?s a first look at shapes and how characteristics of those shapes can be used to calculate other aspects of the shapes. This is most used with triangles. By having an adjacent side length known and the tangent of the angle known you can solve for the opposite side. This relates to how tangent is the relation of opposite side length over adjacent side length. Pythagorean theorem (a^2 + b^2 = c^2) is also used with the trigonometric functions for more complex and difficult problems. The students get to see how angle bisectors and side bisectors can relate to distances between shape vertices and how circles can be drawn perfectly inside of shapes, touching all sides, or outside of shapes, intersecting all vertices. Lastly geometry teaches how similar shapes are to one another and what scalene, isosceles, equilateral and right triangle means and how to use a triangle?s label to help solve the problem. I suppose a much less popular name for geometry could be mathematical fun with shapes.
Physics has been my main focus, other than engineering, for a couple of years now. I received my minor in physics from North Dakota State University because of my passion for the material. My experience with the subject spans from late high school until university graduation. Entry level physics runs closely parallel with civil engineering due to the free body diagrams and force equilibrium equations used in both subjects. The main issue at first with this material is the upper level algebra used in the conservation equations and particle motion. There can be more than two unknowns in the system of equations that result from certain problems. I have many years of experience tutoring this subject. It was my main focus while tutoring at NDSU due to the lack of qualified individuals working for the tutoring service. The best place to start is to understand units and how they convert from one to the next. When units are understood and utilized correctly problems become a lot easier to solve. I tie the lessons of dimensional analysis (understanding units) into the problems so both can be learned at once. This should help understand the material much more quickly. Some of the units include: Newtons, Joules, Watts, Pascals, Teslas, Coulombs, Volts, Kilograms, Meters, Seconds, and Amperes.
I received my Bachelor?s Degree in Civil Engineering at North Dakota State University. I also acquired my minor in physics. I finished with a GPA of 3.110. I focused mainly on the disciplines of structural and transportation engineering, however, I also had classes and labs in environmental and water resource engineering. I tutored at NDSU for three years in these engineering courses as well as Physics, Chemistry, and Mathematics. Civil Engineering material spans a wide variety of courses. A subject description for each course in the civil engineering field I am qualified for tutoring is written below. These are lower level civil engineering courses. Statics - This course deals entirely with nonmoving objects with forces applied to them. The objects require summation equations in either two or three dimensions. That will require equating forces in the x, y, and z and having them equal zero. Sometimes the functions can get as complex as six equations and six unknowns requiring a matrix style of solving. The three other equations, other than the x, y, and z equations, are rotation, or torque, equations. These are solved by arbitrarily picking a fixed point on the object and solving each force at its radius to equate the torques and set those functions equal to zero. This is an introduction to beams and girders while giving the students experience with special problems. Dynamics ? Dynamics is statics in motion. This course deals with a significant amount of information from statics, but now the objects are in motion. Force equals a mass times acceleration so these forces that were equated to zero in statics now have another aspect to them. Since a net positive applied force will be a constant acceleration, the equations now equal values of a moving object and not just zero. The constant acceleration can be from gravity which then might require distance equations as in pulley systems. Dynamics? problems are very similar to physics problems. The motion of the objects in dynamics relate to particle motion, conservation of momentum and energy, and summation equations. Particle motion will require height functions as well as distance functions. (Yf=Yi + vy*t - .5gt^2) The conservation of energy, which is the initial kinetic, potential, rotational equaling the final kinetic, potential, and rotation will also be utilized likely with the conservation of momentum which is just the initial mass * velocity with the objects final MV. Mechanics and Materials ? Mechanics and Materials is more like statics than dynamics. The course focuses on the characteristics of the material being used and how it reacts in different environments. The summation equations are still used as in statics but problems start to deal with temperature, stress, and strain. This is another step in understanding how structures react under different loads and conditions. Thermodynamics ? Thermodynamics introduces gases in different states (super heated) and solves how they interact. The course includes work with pistons and hydraulics to figure desired values under given circumstances. A lot of the information must be found in the book, so the student has the correct characteristics for the gaseous state. This is a step in teaching the student to look up values with different materials or different environments being used or being used in. The class uses the ideal gas law to calculate how the gas can change in volume, pressure, or temperature when other characteristics change. The leading method to help students understand these subjects as a whole is to teach them units. Correctly identifying units and using dimensional analysis is the key to solving almost any engineering problem. (Mass times an acceleration is a force in Newtons, force times a distance is an energy in joules, energy over time is power in watts.) Those along with other units and how they are related to others is, in my opinion, the most important single aspect in science.