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Jacan C.

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Theoretical Physics (Masters) - York University

4.9
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86 reviews

This tutor is also part of our Schools Programme. They are trusted by teachers to deliver high-quality 1:1 tuition that complements the school curriculum.

221 completed lessons

About me

I study Theoretical Physics at the University of York, currently at Masters' level, having achieved an equivalent first class Bachelors' degree over the course of my first 3 years. During my A Levels, I achieved A* A* A grades in Physics, Chemistry and Maths, but I hadn't always achieved marks like this. During my AS Level, I achieved an E grade for my mathematics exams and a C for my chemistry. I had spent years rubbing up the wrong way against the education system, until finally developing a system that worked for me, and it is this which gives me confidence in the importance of an individual approach to education, trying to stimulate creativity, not inhibit trying questions.


Since then, discussing science and mathematics, and trying to share the true pleasure which now it brings me, after having felt so helpless, is my most rewarding and engaging pass-time. I have done this via MyTutor and private tutoring, but also I've participated in outreach events to educate the public on science, I've taught in forums within my department to help other Undergraduates with their homework, and I've achieved an outstanding 93% on a staff reviewed talk with feedback "It's difficult to find fault, really". The best moments in my life have been when grateful tutees have sent me emails thanking me for the help that they feel ultimately led them to secure their space at University.

I study Theoretical Physics at the University of York, currently at Masters' level, having achieved an equivalent first class Bachelors' degree over the course of my first 3 years. During my A Levels, I achieved A* A* A grades in Physics, Chemistry and Maths, but I hadn't always achieved marks like this. During my AS Level, I achieved an E grade for my mathematics exams and a C for my chemistry. I had spent years rubbing up the wrong way against the education system, until finally developing a system that worked for me, and it is this which gives me confidence in the importance of an individual approach to education, trying to stimulate creativity, not inhibit trying questions.


Since then, discussing science and mathematics, and trying to share the true pleasure which now it brings me, after having felt so helpless, is my most rewarding and engaging pass-time. I have done this via MyTutor and private tutoring, but also I've participated in outreach events to educate the public on science, I've taught in forums within my department to help other Undergraduates with their homework, and I've achieved an outstanding 93% on a staff reviewed talk with feedback "It's difficult to find fault, really". The best moments in my life have been when grateful tutees have sent me emails thanking me for the help that they feel ultimately led them to secure their space at University.

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About my sessions

"Cracking tips, not cracking whips" - many more jokes as terrible as this are, unfortunately, commonplace in my classroom.
I provide a conversational exploration of the topic material with my students. We get through what the syllabus requires, for sure but, crucially, the angle that we take is always driven by my students. I know that it's highly important to let my students take the lead at certain, crucial keystones of the material, as it really takes advantage of the one-to-one dynamic of the sessions and allows me to tailor the presentation to the way that they naturally approach the idea. Regular, nonconfrontational questions are peppered throughout sessions to make sure that no one is left behind, and I check as to whether there are any questions from the student of me many times throughout (although, I stress that I am happy to be interrupted at any point with questions if something is getting in the way of my student's understanding)!
The bespoke approach is very important to me, and with it I have tutored students with a wide variety of learning differences. I am always happy to accommodate any preferences or educational requirements, so please do let me know!
If you have any questions, please don't hesitate to send me a message or book a free meeting!
See you in the classroom!

"Cracking tips, not cracking whips" - many more jokes as terrible as this are, unfortunately, commonplace in my classroom.
I provide a conversational exploration of the topic material with my students. We get through what the syllabus requires, for sure but, crucially, the angle that we take is always driven by my students. I know that it's highly important to let my students take the lead at certain, crucial keystones of the material, as it really takes advantage of the one-to-one dynamic of the sessions and allows me to tailor the presentation to the way that they naturally approach the idea. Regular, nonconfrontational questions are peppered throughout sessions to make sure that no one is left behind, and I check as to whether there are any questions from the student of me many times throughout (although, I stress that I am happy to be interrupted at any point with questions if something is getting in the way of my student's understanding)!
The bespoke approach is very important to me, and with it I have tutored students with a wide variety of learning differences. I am always happy to accommodate any preferences or educational requirements, so please do let me know!
If you have any questions, please don't hesitate to send me a message or book a free meeting!
See you in the classroom!

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Personally interviewed by MyTutor

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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Ratings & Reviews

4.9from 86 customer reviews
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Tom (Parent from Kendal)

February 26 2018

Very clear explanations, and very helpful with any questions I had. Highly recommend!

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Marion (Parent from Woking)

October 11 2017

is good

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Marion (Parent from Woking)

August 1 2017

is good

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Marion (Parent from Woking)

May 4 2017

is good and clear

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Qualifications

SubjectQualificationGrade
PhysicsA-level (A2)A*
MathematicsA-level (A2)A*
ChemistryA-level (A2)A
Theoretical PhysicsDegree (Bachelors)FIRST CLASS

General Availability

Pre 12pm12-5pmAfter 5pm
mondays
tuesdays
wednesdays
thursdays
fridays
saturdays
sundays

Subjects offered

SubjectQualificationPrices
Further MathematicsA Level£36 /hr
MathsA Level£36 /hr
PhysicsA Level£36 /hr
ChemistryGCSE£36 /hr
Further MathematicsGCSE£36 /hr
MathsGCSE£36 /hr
PhysicsGCSE£36 /hr
ScienceGCSE£36 /hr

Questions Jacan has answered

How do I integrate ln(x)?

There is a subtle, but very neat trick to this when applying the rules of integration by parts.

If we take ∫ln(x)dx = ∫1*ln(x)dx, and then let our term to be differentiated, u = ln(x), and our term to be integrated, dv/dx = 1, then it follows that:

 

du/dx = x⁻¹, v = x

 

and from the integration by parts formula:

∫u * (dv/dx) dx = uv - ∫v * (du/dx) dx

 

∴ ∫ln(x)dx = xln(x) - ∫(x⁻¹ * x)dx (+ constant)

∫ln(x)dx = xln(x) - ∫dx (+ constant)

Hence, our results turns out to be:

∫ln(x)dx = xln(x) - x + c

 

NB. While our trick here gives us a very straightforward solution to an integration which could have been very laborious via other methods, integration by parts tends to be a last resort, as more, seemingly contrived steps are required. One should generally try integration by substitution, for non-standard integrations, first when unsure of which method to use, as the steps to a result are often far simpler and quicker.

There is a subtle, but very neat trick to this when applying the rules of integration by parts.

If we take ∫ln(x)dx = ∫1*ln(x)dx, and then let our term to be differentiated, u = ln(x), and our term to be integrated, dv/dx = 1, then it follows that:

 

du/dx = x⁻¹, v = x

 

and from the integration by parts formula:

∫u * (dv/dx) dx = uv - ∫v * (du/dx) dx

 

∴ ∫ln(x)dx = xln(x) - ∫(x⁻¹ * x)dx (+ constant)

∫ln(x)dx = xln(x) - ∫dx (+ constant)

Hence, our results turns out to be:

∫ln(x)dx = xln(x) - x + c

 

NB. While our trick here gives us a very straightforward solution to an integration which could have been very laborious via other methods, integration by parts tends to be a last resort, as more, seemingly contrived steps are required. One should generally try integration by substitution, for non-standard integrations, first when unsure of which method to use, as the steps to a result are often far simpler and quicker.

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3 years ago

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