I am a second year student studying Physics at Durham University (very pleased with my first year results - got a 1st - yay!) I have always been fascinated by science and maths and their ability to explain the world around us. What Do I know? I've done lots of teaching; instructing sailing (ages 8-18) for two years, supporting in GCSE science classes and peer support at A-level throughout sixth form. I was also a volunteer team leader on a camp for inner-city children (ages 7-11) and an assistant on several Bronze Duke of Edinburgh expedition weekends, having achieved Gold myself. These experiences have taught me to be able to respond to individual needs in different learning environments. I come from a family of teachers (sadly), so I have a good understanding of listening to what you need and discovering your unique learning style so you can achieve optimum results. We will develop your confidence and, most importantly, enjoyment of the subject (I hope...) - a happy student learns far more! Sessions: I will prepare material before the online tutorials and so am happy to be in touch before tutorials to get an idea of the areas in which you would like support. The work I prepare will be based on the level at which you are working, your exam board and any extension work you require or feel inspired to try! We will use a variety of learning techniques, for example, diagrams, pictures, equations, and my teaching style will adapt to what you find most effective. Applying to University? Having been through the process very recently, I am keen to help any prospective students with their personal statements (such a nightmare!) and with the application as a whole. This can seem daunting at first, but with a little help is no problem at all. Getting in Touch If you have any questions, send me a 'WebMail' or book a 'Meet the Tutor Session' (both accessible through this website). Looking forward to working with you!I am a second year student studying Physics at Durham University (very pleased with my first year results - got a 1st - yay!) I have always been fascinated by science and maths and their ability to explain the world around us. What Do I know? I've done lots of teaching; instructing sailing (ages 8-18) for two years, supporting in GCSE science classes and peer support at A-level throughout sixth form. I was also a volunteer team leader on a camp for inner-city children (ages 7-11) and an assistant on several Bronze Duke of Edinburgh expedition weekends, having achieved Gold myself. These experiences have taught me to be able to respond to individual needs in different learning environments. I come from a family of teachers (sadly), so I have a good understanding of listening to what you need and discovering your unique learning style so you can achieve optimum results. We will develop your confidence and, most importantly, enjoyment of the subject (I hope...) - a happy student learns far more! Sessions: I will prepare material before the online tutorials and so am happy to be in touch before tutorials to get an idea of the areas in which you would like support. The work I prepare will be based on the level at which you are working, your exam board and any extension work you require or feel inspired to try! We will use a variety of learning techniques, for example, diagrams, pictures, equations, and my teaching style will adapt to what you find most effective. Applying to University? Having been through the process very recently, I am keen to help any prospective students with their personal statements (such a nightmare!) and with the application as a whole. This can seem daunting at first, but with a little help is no problem at all. Getting in Touch If you have any questions, send me a 'WebMail' or book a 'Meet the Tutor Session' (both accessible through this website). Looking forward to working with you!

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.

No DBS Check

5from 9 customer reviews

Gregory (Parent from London)

February 23 2017

Ross is a very good and able physicist, explains concepts and the maths very well.

Gregory (Parent from London)

March 19 2017

Sharon (Parent from Glasgow)

March 15 2017

Gregory (Parent from London)

March 9 2017

[A useful tip: always start by drawing a diagram!!]

This question is asking you to apply conservation of energy, i.e. at the highest point it can reach above the lowest point, all of this Kinetic Energy will have been transferred to Gravitational Potential Energy. This requires use of the equations KE=GPE and GPE=mgh, where m is the mass (in kg), g is the acceleration due to gravity (in m/s/s) and h is the maximum height above the lowest point (in m). All units of energy must be in J for these equations to give the right answers.

To get the height, rearrange the equations to give h=KE/mg, or rather h=45000/(100x10)=45m

(Note: the question gave the energy in kJ, so the number had to be multiplied by 1000 to give it in J, which gave the height in m)

[A useful tip: always start by drawing a diagram!!]

This question is asking you to apply conservation of energy, i.e. at the highest point it can reach above the lowest point, all of this Kinetic Energy will have been transferred to Gravitational Potential Energy. This requires use of the equations KE=GPE and GPE=mgh, where m is the mass (in kg), g is the acceleration due to gravity (in m/s/s) and h is the maximum height above the lowest point (in m). All units of energy must be in J for these equations to give the right answers.

To get the height, rearrange the equations to give h=KE/mg, or rather h=45000/(100x10)=45m

(Note: the question gave the energy in kJ, so the number had to be multiplied by 1000 to give it in J, which gave the height in m)

This question is on electric forces between charged particles. A useful equation to consider is Coulomb's law:

**F=k(Q _{1}Q_{2})/R^{2}**

Where k is the Coulomb's law constant:

k~9.0x10^{9}Nm^{2}/C^{2}

Q is the charge on each particle in Coulombs, R is the distance in metres and F is the force in Newtons.

a) This part is a simple application of Newton's third law, as the first electron is exerting a repulsive force F on the second, the second must also be exerting a repulsive force F on the first. (Every force has an equal and opposite reaction force!)

b) This section requires you to look at Coulomb's law. It is what is known as an inverse square law, this effectively means the force decreases proportionally to the square of the distance, so for the force to have decreased by a factor of 9, the distance must have increased by a factor of the square root of nine, this equals 3, so the new distance is 3r. Nothing else in the equation changes, so they all other terms can be treated as constants and ignored.

This can be seen more explicitly by mathematically manipulating Coulomb's law, however I find it easier and more useful to instead find the answer by just thinking about the underlying link between force and distance in this equation, this means you develop a proper understanding of the inverse square relationship.

This question is on electric forces between charged particles. A useful equation to consider is Coulomb's law:

**F=k(Q _{1}Q_{2})/R^{2}**

Where k is the Coulomb's law constant:

k~9.0x10^{9}Nm^{2}/C^{2}

Q is the charge on each particle in Coulombs, R is the distance in metres and F is the force in Newtons.

a) This part is a simple application of Newton's third law, as the first electron is exerting a repulsive force F on the second, the second must also be exerting a repulsive force F on the first. (Every force has an equal and opposite reaction force!)

b) This section requires you to look at Coulomb's law. It is what is known as an inverse square law, this effectively means the force decreases proportionally to the square of the distance, so for the force to have decreased by a factor of 9, the distance must have increased by a factor of the square root of nine, this equals 3, so the new distance is 3r. Nothing else in the equation changes, so they all other terms can be treated as constants and ignored.

This can be seen more explicitly by mathematically manipulating Coulomb's law, however I find it easier and more useful to instead find the answer by just thinking about the underlying link between force and distance in this equation, this means you develop a proper understanding of the inverse square relationship.