TAKING NEW STUDENTS NOW, FOR SPRING 2017. I`m a third year masters physics student at the University of Exeter, with a passion for physics and mathematics. Happy to teach A-Level and GCSE physics and mathematics. I`ve tutored two 11 year olds, one during the summer of 2016, and another for around a month in September. I`ve been in continuous part-time employment since the age of sixteen, whilst studying for my A-levels and degree. Having not long left school, I have a good knowledge of the topics I tutor and how to study for exams. I am happy to answer any questions, and try to respond ASAP.

TAKING NEW STUDENTS NOW, FOR SPRING 2017. I`m a third year masters physics student at the University of Exeter, with a passion for physics and mathematics. Happy to teach A-Level and GCSE physics and mathematics. I`ve tutored two 11 year olds, one during the summer of 2016, and another for around a month in September. I`ve been in continuous part-time employment since the age of sixteen, whilst studying for my A-levels and degree. Having not long left school, I have a good knowledge of the topics I tutor and how to study for exams. I am happy to answer any questions, and try to respond ASAP.

I typically plan an hour lesson as follows: 1. Introduction to the topic, by me, with tutee involvement (~20min): I try to involve the tutee as much as possible, making the lessons more enjoyable, and tutee focused. During the introduction I will give examples of how the topic applies to real life - making maths seem more important than many tutees realise. 2. Examples (~15min): Examples are important for the tutee to prepare for exams and ‘cement in’ the knowledge. More complicated examples, often involving real life (‘wordy questions’), help tutees think more ‘out the box’. As the tutee becomes more confident with the topic, they can answer questions more independently. 3. Break (~5-10 min): This allows the tutee to stop thinking about the topic for 5-10 minutes. Often I bring a deck of cards and we play maths games, which improve mental maths. 4. More complicated examples (~10min): Once the basics of the topic are understood, more complicated examples tackled. These are more likely to appear in exams. 5. Summary (~10min): I explain the important points from the topic and leave the tutee with an example question (answered by me) and perhaps some homework. Homework helps the tutee learn to answer questions independently - neither me, you or the tutee’s maths teacher will be in the exam!

I typically plan an hour lesson as follows: 1. Introduction to the topic, by me, with tutee involvement (~20min): I try to involve the tutee as much as possible, making the lessons more enjoyable, and tutee focused. During the introduction I will give examples of how the topic applies to real life - making maths seem more important than many tutees realise. 2. Examples (~15min): Examples are important for the tutee to prepare for exams and ‘cement in’ the knowledge. More complicated examples, often involving real life (‘wordy questions’), help tutees think more ‘out the box’. As the tutee becomes more confident with the topic, they can answer questions more independently. 3. Break (~5-10 min): This allows the tutee to stop thinking about the topic for 5-10 minutes. Often I bring a deck of cards and we play maths games, which improve mental maths. 4. More complicated examples (~10min): Once the basics of the topic are understood, more complicated examples tackled. These are more likely to appear in exams. 5. Summary (~10min): I explain the important points from the topic and leave the tutee with an example question (answered by me) and perhaps some homework. Homework helps the tutee learn to answer questions independently - neither me, you or the tutee’s maths teacher will be in the exam!

Enhanced DBS Check

24/03/2017Charged particles are fired into a magnetic field (perpendicular to the motion of the particles). Using Fleming’s left hand rule, a magnetic force acts centripetally – such that the charged particles exhibit circular motion.

By equating the magnetic force acting on each charge, with the equation for centripetal force, we have:

Bqv=mv^{2}/r (1)

Where B is the magnetic field strength

q is the charge of each particle

m is the mass of each particle

r is the radius of curvature of each particle (i.e. the radius of circular motion)

v is the speed of each particle.

Rearranging equation (1) for m, we have:

m=Bqr/v (2)

Equation (2) allows us to calculate the mass of ionised atoms, with a charge q related to the number of electrons each ion has gained/lost, assuming we can measure the radius and velocity of each particle. In practice, we would fire the ions through a florescent gas, so their circular motion becomes visible. The speed at which ions enter the magnetic field, v, can be adjusted using an electric field to accelerate the ions into the magnetic field.

Charged particles are fired into a magnetic field (perpendicular to the motion of the particles). Using Fleming’s left hand rule, a magnetic force acts centripetally – such that the charged particles exhibit circular motion.

By equating the magnetic force acting on each charge, with the equation for centripetal force, we have:

Bqv=mv^{2}/r (1)

Where B is the magnetic field strength

q is the charge of each particle

m is the mass of each particle

r is the radius of curvature of each particle (i.e. the radius of circular motion)

v is the speed of each particle.

Rearranging equation (1) for m, we have:

m=Bqr/v (2)

Equation (2) allows us to calculate the mass of ionised atoms, with a charge q related to the number of electrons each ion has gained/lost, assuming we can measure the radius and velocity of each particle. In practice, we would fire the ions through a florescent gas, so their circular motion becomes visible. The speed at which ions enter the magnetic field, v, can be adjusted using an electric field to accelerate the ions into the magnetic field.