I'm a second year undergraduate Computer Science students at Corpus Christi College Cambridge. In my first year I also studied Maths and Physics. I've been interested in and studying the sciences for years, so have done my best to develop a deep understanding of material both on my own exams and beyond them. I hope to be able to pass on as much of this understanding as possible in tutorials.

I have been informally teaching peers both at school and university so have a well developed ability to explain complex ideas to students. I also taught Judo to groups aged between 10 and 16 for four years, so have experience working with people of all ages.

**Sessions**

During sessions we can cover whatever aspect of a course you think you need help with, whether that's discussion of individual questions you're struggling with or and entire concept you need help understanding.

When explaining a concept I have found it best where possible to teach a more general and often more accurate description of what's happening than is required by particular courses or exams. I find this leads to a better understanding of the material than simply memorising a formula without understanding it, and that it allows students who forget the exact form of a law or theorem to work out what they need to do anyway in an exam.

**Qualifications**

In addition to my A levels I took part in the Physics, Chemistry and Computing Olympiads, reaching the national finals in Chemistry and Computing and receiving a distinction in the second round of Physics. I also took the Cambridge TSA as part of my university admissions process. If you would like to speak to someone about any of these exams I would be equally happy to help.

I'm a second year undergraduate Computer Science students at Corpus Christi College Cambridge. In my first year I also studied Maths and Physics. I've been interested in and studying the sciences for years, so have done my best to develop a deep understanding of material both on my own exams and beyond them. I hope to be able to pass on as much of this understanding as possible in tutorials.

I have been informally teaching peers both at school and university so have a well developed ability to explain complex ideas to students. I also taught Judo to groups aged between 10 and 16 for four years, so have experience working with people of all ages.

**Sessions**

During sessions we can cover whatever aspect of a course you think you need help with, whether that's discussion of individual questions you're struggling with or and entire concept you need help understanding.

When explaining a concept I have found it best where possible to teach a more general and often more accurate description of what's happening than is required by particular courses or exams. I find this leads to a better understanding of the material than simply memorising a formula without understanding it, and that it allows students who forget the exact form of a law or theorem to work out what they need to do anyway in an exam.

**Qualifications**

In addition to my A levels I took part in the Physics, Chemistry and Computing Olympiads, reaching the national finals in Chemistry and Computing and receiving a distinction in the second round of Physics. I also took the Cambridge TSA as part of my university admissions process. If you would like to speak to someone about any of these exams I would be equally happy to help.

Enhanced DBS Check

21/05/2014Suppose we have a triangle with 2 sides of length 4 and 5 (in any units), and the angle between those sides is 60 degrees. We want to find the length of the side opposite the 60 degree angle.

Write the cosine rule, a^{2}=b^{2}+c^{2}-2bcCos(A). Here a, b and c are the side lengths, and A is the angle opposite side a.

Given our example we have a^{2}=4^{2}+5^{2}-2*4*5*Cos(60)

so a^{2}=16+25-20 = 21, a = sqrt(21) which is irrational (approximately 4.58).

We can also use the cosine rule if we know two side lengths and an angle opposite one of those sides. Suppose we have a triangle with side of length 2 and 5, and we know that the angle opposite the side of length 5 is 120 degrees. We want to work out the 3rd side length.

Again we write out a^{2}=b^{2}+c^{2}-2bcCos(A), but this time we want a to be the side of length 5, since this side is opposite the known angle, giving us

5^{2}=2^{2}+c^{2}-2*5*c*Cos(120)

25=4+c^{2}-10*c*(-0.5)

c^{2}+5c-21=0

Solving with the quadratic formula we get

c = (-5 +/- sqrt(25+84)) / 2 which is again irrational.

Notice this time we get two different values for c, since in this case there are two possible triangles that meet the criteria described in the question.

Suppose we have a triangle with 2 sides of length 4 and 5 (in any units), and the angle between those sides is 60 degrees. We want to find the length of the side opposite the 60 degree angle.

Write the cosine rule, a^{2}=b^{2}+c^{2}-2bcCos(A). Here a, b and c are the side lengths, and A is the angle opposite side a.

Given our example we have a^{2}=4^{2}+5^{2}-2*4*5*Cos(60)

so a^{2}=16+25-20 = 21, a = sqrt(21) which is irrational (approximately 4.58).

We can also use the cosine rule if we know two side lengths and an angle opposite one of those sides. Suppose we have a triangle with side of length 2 and 5, and we know that the angle opposite the side of length 5 is 120 degrees. We want to work out the 3rd side length.

Again we write out a^{2}=b^{2}+c^{2}-2bcCos(A), but this time we want a to be the side of length 5, since this side is opposite the known angle, giving us

5^{2}=2^{2}+c^{2}-2*5*c*Cos(120)

25=4+c^{2}-10*c*(-0.5)

c^{2}+5c-21=0

Solving with the quadratic formula we get

c = (-5 +/- sqrt(25+84)) / 2 which is again irrational.

Notice this time we get two different values for c, since in this case there are two possible triangles that meet the criteria described in the question.