Michael P.


Michael P.

Tutor

Geneva, IL 60134

Will travel 15 miles

$60 per hour.

4.89 84 ratings

Knowledgeable, Professional, Enthusiastic, Accessible, and Effective

I can help you understand and use Chemistry, Physics, Physical Chemistry, Math, Statistics, Multimedia Instructional Content, Adobe CC, Microsoft Office, Blackboard Learn, Web Services, and Cloud Storage. -- Why Do I Want to Help You, Other Students, and Teachers with all this Stuff? I began tutoring science and math while I was in high school. I have always enjoyed helping others learn and understand. I regularly receive praise from the people with whom I work. I expect that you will find... [more]


Algebra 1

You can see from my profile that I have learned and used at lot of mathematics in my career, but I am also an extraordinary teacher who can explain mathematical concepts and solve problems in understandable ways. Algebra 1 attempts to get students to think and talk about real things with a new language. Students must recognize, create, and manipulate expressions that are new to them--algebraic expressions. The challenge of every algebra teacher is to understand how each student is thinking about these real things and how to get them thinking in terms of these new expressions. This challenge is met most effectively and satisfactorily one student at a time. I work to understand my students' thinking and to help them effectively recognize and comfortably work with this new language.


Algebra 2

You can see from my profile that I have learned and used at lot of mathematics in my career, but I am also an extraordinary teacher who can explain mathematical concepts and solve problems in understandable ways. Algebra 2 attempts to get students to think and talk about things that happen in the real world in a compact way as relationships between two independent measurements--two variables. Students are using the new language that they (hopefully) learned in algebra 1 and are applying it in more complex situations. These relationships between variables are difficult for most students to visualize, but learning to build and use graphs is important for making these relationships concrete for students. Students must eventually recognize the variety of relationships (power, polynomial, rational, exponential, logarithmic, and trigonometric) found in the real world goes beyond simple proportionality. Besides filling in the gaps from algebra 1, the challenge of every algebra 2 teacher is to understand how each student is thinking about changing quantities in the real world and how to get them thinking in terms of these new relationships. This challenge is met most effectively and satisfactorily one student at a time. I work to understand my students' thinking and to help them effectively recognize and comfortably work with these new mathematical forms.


Calculus

You can see from my profile that I have learned and used at lot of mathematics in my career, but I am also an extraordinary teacher who can explain mathematical concepts and solve problems in understandable ways. Calculus attempts to get students to think and talk about how two or more quantities change with respect to one another in the real world. While graphing data illustrates that measurements change and how one measurement changes because another measurement changes, calculus provides a set of procedures that give us more information about these changes. Calculus is fundamental to making predictions in any scientific analysis. While it is easy to teach calculus as a set of rules, the challenge of the best calculus teachers is to help students understand what the derivative and the integral "mean" in our everyday life. This challenge is met most effectively and satisfactorily one student at a time. I work to understand my students' thinking and to help them effectively recognize and comfortably work with these new mathematical procedures. Unlike teachers that have only taken calculus courses, I have extensive experience as a theoretician using calculus to derive and quantify scientific explanations.


Chemistry

I have degrees in chemistry from two of the top universities in the country, the University of Chicago (BS) and UCSD (PhD), and have taught all levels of chemistry as a tenured member of the faculty at Roosevelt University. My specialty is chemical physics, thermodynamics, and physical chemistry. I am interested in scientific explanations and how they are understood. I use these interests, my interest in connecting with students, and my extensive experience to engage the students with which I work.


Microsoft Excel

I am a trained and experienced applied mathematician, an experienced teacher, and a professional technologist. I have programmed extensive calculations, but I use Excel regularly for all kinds of text processing and calculation tasks. I have regularly taught a series of Excel workshops to university faculty, staff, and students. The workshops range from basic operation to an examination of each available function.


Geometry

You can see from my profile that I have learned and used at lot of mathematics in my career, but I am also an extraordinary teacher who can explain mathematical concepts and solve problems in understandable ways. Geometry attempts to get students to think and talk about the real world in terms of lines, angles, figures, and planes. Unlike algebra 1, geometry is concrete. Nevertheless, the power of geometry comes from recognizing recurrent similarities in the measure of angles and lines in a geometric figure. Students learn to make statements (predictions) about the measure of an angle or line based on knowledge of the similar measure of another. Students are challenged to use and extend this deductive process to extent their knowledge. Geometry teachers are challenged to understand how students see lines and angles in their world, how to get them thinking and talking in terms of the properties of these shapes, and how to get them to recognize the power of deductive analysis in mathematics and in their world. This challenge is met most effectively and satisfactorily one student at a time. I work to understand my students' thinking and to help them effectively recognize and comfortably work with these new mathematical forms.


Physics

I have degrees in chemistry from two of the top universities in the country, the University of Chicago (BS) and UCSD (PhD). My training has been heavily influenced by both physics and math. I have taught a lot of physics through courses such as physical chemistry, instrumental analysis, and thermodynamics. My experience comes from the mathematical description of chemical phenomenon in physical terms: chemical physics. I am very familiar with particle mechanics, waves, optics, atomic physics, quantum mechanics, thermodynamics, and statistical mechanics. I am interested in scientific explanations and how they are understood. I use these interests, my interest in connecting with students, and my extensive experience to engage the students with which I work.


Microsoft PowerPoint

An experienced lecturer and workshop presenter, I have for many years promoted and supported using PowerPoint to university faculty, staff, and students. I create and support narrated presentations and other presentation packages such as Google Slides and Forms, Prezi, iSpring Presenter, Techsmith Camtasia Studio/Mac, Adobe Presenter, and Adobe Captivate. I also promote and support the extensive use of graphics in presentations.


Precalculus

You can see from my profile that I have learned and used at lot of mathematics in my career, but I am also an extraordinary teacher who can explain mathematical concepts and solve problems in understandable ways. Precalculus is really "post-algebra". It is a mathematics capstone course in that it attempts to integrate all the math that came before (and add in a couple more topics). Like algebra 2, precalc attempts to get students to think and talk about things that happen in the real world as relationships between two independent measurements--two variables. These relationships are called "functions". Precalculus goes on to provide an in-depth study of the properties of these functions so that students are familiar them when they get changed by the derivative and integral in calculus. As such, precalculus requires that students effectively visualize abstract information. Besides helping students recognize what they didn't understand of algebra and trig, the challenge of every precalc teacher is to recognize and understand how each student thinks about and visualizes the abstract properties of these functions. This challenge is met most effectively and satisfactorily one student at a time. I work to understand my students' thinking and to help them effectively recognize and comfortably work with all this mathematics.


Trigonometry

You can see from my profile that I have learned and used at lot of mathematics in my career, but I am also an extraordinary teacher who can explain mathematical concepts and solve problems in understandable ways. Trigonometry attempts to get students to think and talk about the measure of the sides and angles for triangles. Trigonometry challenges students to recognize, accept, and use abstract (sine, cosine, and similar) functions and to use a variety of formulas (identities) that use these functions. This can be a lot like assembling toys without the instructions. Teachers can help students to recognize the connections between pieces and to recognize which connectors are required for particular problems. Besides filling in the gaps from algebra and geometry, the challenge of every trigonometry teacher is to understand how each student sees triangles and imagines procedures as individual steps and as a combination of steps. These procedures extend the proof procedure in geometry using algebra. This challenge is met most effectively and satisfactorily one student at a time. I work to understand my students' thinking and to help them effectively recognize and comfortably work with these mathematical procedures.


Statistics

My extensive math training and skills allows me to understand the mathematics behind statistics. My extensive experience teaching college students about science and the application of mathematics allows me to help students understand the most difficult concepts and solve the most difficult problems.


Adobe Photoshop

I am a serious amateur photographer, and I have shot and scanned film and have shot digital for some time. I use Lightroom and Photoshop to prepare my images for printing and for the web. I am more than happy to show you my web site once you have your payment information on file. I can teach you how to use Photoshop, Camera Raw, and Bridge, but I believe that Lightroom is generally a more useful tool for photographers. So, I can also teach you how to move to Lightroom while teaching you about Photoshop. Just the same, you will learn about the unique features of Photoshop. Photoshop does have pixel selection tools and color replacement tools not found in Lightroom, and it does have graphics tools that can be used to create pixel (bitmap) graphics from scratch. (I also teach how to use Photoshop and Illustrator together for creating graphics.) If you are "developing" raw images from your DSLR, you are no doubt using Camera Raw in Photoshop. Lightroom has everything that is in Camera Raw, in Bridge, and some, and it has the benefit that your original files are never in danger of being changed (destroyed). Even if you are "developing" JPEG images, you can use Lightroom to develop them in a nondestructive way, too. I look forward to talking with you about capturing and presenting images.


Adobe Illustrator

An experienced lecturer and workshop presenter, I have for many years promoted and supported the extensive use of graphics in presentations to university faculty, staff, and students. I create and support illustrations built with Adobe Illustrator for use in presentation packages, instruction packets, and textbooks.


Adobe Lightroom

I am a serious amateur photographer, an experienced teacher, and a technologist. I use Lightroom to "develop" my images. Professionally, I provide training and support for developing multimedia instructional content. I have applied this professional experience to my personal interests and provide structured lessons for Lightroom.


Linear Algebra

As a scientist, a theoretician, and an applied mathematician, I have extensive experience using matrices--linear algebra. Learning and regularly using classical physics and quantum mechanics required an intimate knowledge of matrix algebra, group theory, and other parts of abstract algebra. I enjoy working with mathematics, and I find working with matrices, in particular, is fun. I am thrilled to be able to help you understand and enjoy working with matrices.