Camilla Giulia B.

Camilla Giulia B.

£18 - £20 /hr

Physics with Theoretical Physics (Integrated Masters) - Imperial College London University

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About me

Hi! I'm an undergraduate student at Imperial College London, on an MSci degree for Physics with Theoretical Physics. I have always been really interested in problem solving, and as a result, I have loved maths for a very long time.


After enjoying helping my siblings and friends with their maths struggles throughout the years, I have come to realise that I really enjoy explaining mathematical concepts to others. This is for two main reasons: firstly, explaining ideas (even the very simple ones) helps me understand them more thoroughly, but most importantly, it is extremely rewarding to be able to help someone overcome their problems and watch them become more confident in their mathematical ability. I have already privately tutored two students before, assisted a year 10 lower set maths class, and helped my friends with A-level maths content, so I have experience in being able to quickly realise when a certain method or explanation is working with a

particular student or not (as everyone processes information differently), and therefore adapt my approach to suit the student's needs.

Having recently taken A level Maths and Further Maths, I know the content very well (which I am also covering in a lot more detail in my degree), and will set aside some time to look through the particular specification of the exam board for the student's exam to tailor my tutoring sessions appropriately.

Hi! I'm an undergraduate student at Imperial College London, on an MSci degree for Physics with Theoretical Physics. I have always been really interested in problem solving, and as a result, I have loved maths for a very long time.


After enjoying helping my siblings and friends with their maths struggles throughout the years, I have come to realise that I really enjoy explaining mathematical concepts to others. This is for two main reasons: firstly, explaining ideas (even the very simple ones) helps me understand them more thoroughly, but most importantly, it is extremely rewarding to be able to help someone overcome their problems and watch them become more confident in their mathematical ability. I have already privately tutored two students before, assisted a year 10 lower set maths class, and helped my friends with A-level maths content, so I have experience in being able to quickly realise when a certain method or explanation is working with a

particular student or not (as everyone processes information differently), and therefore adapt my approach to suit the student's needs.

Having recently taken A level Maths and Further Maths, I know the content very well (which I am also covering in a lot more detail in my degree), and will set aside some time to look through the particular specification of the exam board for the student's exam to tailor my tutoring sessions appropriately.

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About my sessions

Prior to the lesson, I usually ask the student to let me know what topics they are diffident about and/or if they can send me any questions they would like me to go through in the session.

The lesson will start with a brief overview of the theory, to then go on to working through the question together, breaking it down in simple steps. This is often really useful, as it gives me a clear idea of where the student is struggling, so that I can work out the best way to address the issue. Along the way, I will give some tips and tricks on the method for the type of question, and point out things to look out for in an exam.

If I notice that the student is particularly struggling on the whole subject, as opposed to a particular question, I would switch to an easier question that requires a similar method to build up the student's confidence, also serving as extra practice before tackling the harder problems.

I will usually try and find/make visualisations and diagrams to aid my explanations (where relevant), as I often find this to be the most effective method for most students (as it makes the maths slightly less abstract).

Once the student is confident on the material, I like to shortly give a bit of insight on the applications of the maths, which I think is really interesting, as I find that this engages the student, helping them remember the concepts better.



Prior to the lesson, I usually ask the student to let me know what topics they are diffident about and/or if they can send me any questions they would like me to go through in the session.

The lesson will start with a brief overview of the theory, to then go on to working through the question together, breaking it down in simple steps. This is often really useful, as it gives me a clear idea of where the student is struggling, so that I can work out the best way to address the issue. Along the way, I will give some tips and tricks on the method for the type of question, and point out things to look out for in an exam.

If I notice that the student is particularly struggling on the whole subject, as opposed to a particular question, I would switch to an easier question that requires a similar method to build up the student's confidence, also serving as extra practice before tackling the harder problems.

I will usually try and find/make visualisations and diagrams to aid my explanations (where relevant), as I often find this to be the most effective method for most students (as it makes the maths slightly less abstract).

Once the student is confident on the material, I like to shortly give a bit of insight on the applications of the maths, which I think is really interesting, as I find that this engages the student, helping them remember the concepts better.



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We only take tutor applications from candidates who are studying at the UK’s leading universities. Candidates who fulfil our grade criteria then pass to the interview stage, where a member of the MyTutor team will personally assess them for subject knowledge, communication skills and general tutoring approach. About 1 in 7 becomes a tutor on our site.

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Qualifications

SubjectQualificationGrade
MathsA-level (A2)A*
Further MathematicsA-level (A2)A*
ChemistryA-level (A2)A*
PhysicsA-level (A2)A

General Availability

MonTueWedThuFriSatSun
Pre 12pm
12 - 5pm
After 5pm

Pre 12pm

12 - 5pm

After 5pm
Mon
Tue
Wed
Thu
Fri
Sat
Sun

Subjects offered

SubjectQualificationPrices
MathsA Level£20 /hr
Further MathematicsGCSE£18 /hr
MathsGCSE£18 /hr
Maths13 Plus£18 /hr
Maths11 Plus£18 /hr

Questions Camilla Giulia has answered

Find the definite integral of f(x) = 12/(x^2+10x+21) with limits [-1,1]. Give your answer to 2 decimal places.

1) Factorising denominator of fraction:
x^2 + 10x + 21 = (x+3)(x+7)

2) Partial fractions:
f(x) = 12/(x+3)(x+7);   let f(x) = A/(x+3) + B/(x+7)
then equating the nominator:   A(x+7) + B(x+3) = 12
From this we can set up simultaneous equations: (1): Ax + Bx = 0; (2): 7A + 3B = 12
From (1): A = -B
Substituting A into (2): 7(-B) + 3B =12
So B=-3, and A=3
f(x) = 3/(x+3) – 3/(x+7)

3) Integrating the function:
∫ f(x) dx = 3 ∫ (1/(x+3) - 1/(x+7)) dx = 3ln|x+3| - 3ln|x+7| + c

4) Evaluating the integral with limits [-1,1]:
3ln|1+3| - 3ln|1+7| - 3ln|-1+3| + 3ln|-1+7| = 3ln(3/2) = ln(27/8) = 1.22 (2d.p.)
1) Factorising denominator of fraction:
x^2 + 10x + 21 = (x+3)(x+7)

2) Partial fractions:
f(x) = 12/(x+3)(x+7);   let f(x) = A/(x+3) + B/(x+7)
then equating the nominator:   A(x+7) + B(x+3) = 12
From this we can set up simultaneous equations: (1): Ax + Bx = 0; (2): 7A + 3B = 12
From (1): A = -B
Substituting A into (2): 7(-B) + 3B =12
So B=-3, and A=3
f(x) = 3/(x+3) – 3/(x+7)

3) Integrating the function:
∫ f(x) dx = 3 ∫ (1/(x+3) - 1/(x+7)) dx = 3ln|x+3| - 3ln|x+7| + c

4) Evaluating the integral with limits [-1,1]:
3ln|1+3| - 3ln|1+7| - 3ln|-1+3| + 3ln|-1+7| = 3ln(3/2) = ln(27/8) = 1.22 (2d.p.)

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6 days ago

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