I'm very passionate about mathematics and physics, and their ability to help us properly perceive and understand the world. Ultimately this is what I'm most excited about transmitting, I would love to equip my students with the interest, and ability to pursue deeper understanding.
However I'm also pragmatic and realise that some students are taking particular courses as a means to an end, rather than the end itself. this brings to light my notions on what it takes to properly learn math or science skills (It probably holds true for other subjects, it's just quite obvious in these fields).
1: UNDERSTAND the phenomenon. What is the process occurring? Why does the process work?
2: EXECUTION of the process. How do I perform the process for the desired outcome? What are the steps I must follow to get the answer?
These ends of the knowledge binary represent the conceptual understanding and rote learning aspects of education, both are necessary. I will focus on one or both of these dependent upon the students needs.
Sometimes it is an attitudinal shift that is really required, when a student struggles to perform and engage on an emotional basis rather than academic one. I hope that I can help in these circumstances too.
I have been studying Photonics and Nanoscience at Griffith University for the last 5 years. During I learned a great deal about mathematics and physics, and how to apply this knowledge, ultimately culminating in my honours thesis on Theoretical Quantum Thermodynamics last year. I've also undertaken several extra circular research projects in both experimental and theoretical physics.
In Dec 2015-Feb 2016 I helped search for a simplified approximation to calculate Van Der Waals forces as a volunteer
In Dec 2016-Feb 2017 I took an internship with the integrated quantum optics group where I spent time determining properties of a photonic 'chip' device produced by the lab.
During 2017 I produced my Honours thesis which dealt with the thermodynamics of quantum systems.
For the last 5 years I've been focused intensely on my studies, so I haven't had many official students, only a family friends daughter who was struggling in mathematics as she hit some of the harder content in high school maths. (She ended up coming second in her class that year.) But I have often helped out students in years below me in university when they were having troubles with their math or physics subjects. Aside from that I'm regularly found in cafés attempting to explain difficult physical concepts to the patrons in plain language and scribbled diagrams, and take honest delight in clarifying misconceptions.
For longer distance travel, fuel costs may need to be considered. (probably a few dollars)
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