Tag Archive | "Math and Science"

Does Gravity Exist? Our Physics Tutors Weigh In.

We recently read an article in the New York Times about a Erik Verlinde, a physicist and string theorist who has proposed some new ideas about how we think about gravity. Our interest was piqued, and we wanted to know more. Luckily, we work at Tutor.com and have access to hundreds of physics tutors and scientists. We asked our tutors to weigh in on the article, and they shared their thoughts. We hope you enjoy!

Applauding New Thinking On Gravity – Adolfo A.

How We Think About Gravity – Dr. Patrick L.

Questioning Gravity – Pablo A.

We’d love to hear what you think!

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How We Think About Gravity

There are certain truths that dictate the way we view the world. The earth is round.  It rotates around the sun.   The sun rises in the morning and sets in the evening.  Gravity keeps us firmly on the ground.   Or does it? Last week the New York Times published this fascinating article -  “A scientist takes on gravity.”  We asked our physics tutors to comment and got four just as fascinating articles back.  Here’s the first one.   Take a read and tell us what you think.

A new theory on the gravitational force proposed recently by a renowned physicist, Erik Verlinde of the University of Amsterdam,  has caused quite a stir in the physics community and has even caught the attention of the media (see for example the New York Times article). Verlinde’s paper, titled ”On the Origin of Gravity and the Laws of Newton”,  can also be accessed online.

To understand what the fuss is all about, some background is necessary.

As far as we know, there are only four forces in the universe: the gravitational force, the electromagnetic force (which, as its name indicates, accounts for both the electric and the magnetic forces) and two forces that operate only in atomic nuclei, the so-called strong and weak nuclear forces. Gravity is of course the most familiar of the four and was the first one for which an explicit formula was obtained (the universal law of gravitation, worked out by Newton over four hundred years ago).

In  1915, Einstein presented a new  description of gravity that is  more fundamental (and more beautiful) than Newton’s theory. In this theory, called general relativity, the gravitational force arises through the curvature of spacetime.  Objects are not really pulled by a gravitational force as Newton had suggested, they instead simply move through curved spacetime and it is the bending of that spacetime that affects the motion of objects, which is what we  then observe as a gravitational force. To understand this, consider the surface of a trampoline. If we make a baseball roll on this surface, it will move in a straight line. Now imagine that someone stands in the middle of the trampoline. The surface of the trampoline is now bent down by the weight of the person. If we now push a baseball on this surface not directly at the person but in some other direction, the path will not be a straight line but will curve due to the bending of the surface. In fact, if you push the baseball just in the right direction and at the right speed, it could roll around the person and come back to its initial position! If there was no friction, it could keep doing that forever, although in real life friction will cause it to spiral down until it hits the person. In general relativity, any object bends space and time around it, which affects the motion of other objects. For example, you could replace the person standing on the trampoline by the Earth, the baseball by the Moon  and the surface of the trampoline
by space and time and you would get the General Relativity explanation of why the Moon orbits the Earth!

Although Newton had not understood the real nature of the force of gravity, it does not mean that his universal law of gravitation is useless! It is in fact an extremely good approximation to Einstein’s equations and in almost all practical applications Newton’s law of gravity is precise enough. Indeed, it’s Newton’s theory that was used to send men to the Moon. On the other hand, Einstein’s General Relativity  allows the global positioning system (GPS) to be as accurate as it is.

Some strange properties of gravity started to be noticed in the 1970s through the study of black holes. For reasons  we can’t go into in this blog entry, it was proposed that black holes have an entropy, a concept familiar to you if you have learned about thermodynamics.  This came as a surprise. In thermodynamics, entropy is a measure of  the disorder of a system. For example, imagine holding a stack of playing cards with the cards initially ordered (ace to king of hearts, ace to king of diamonds, ace to king of diamonds and ace to king of clubs). This is a state of low entropy because it is well ordered.

Now you shuffle the deck of cards. It is very unlikely (but not impossible!) that after having shuffled for a while, you will get back exactly the same order you started with. It is also very unlikely that all the first 26 cards will be black and the next 26 will be red, which is also a state that has a lot of order. What is much more likely is that the colors and suits will be pretty much completely mixed and there will be no order in the values of the cards (for example it is unlikely that there will be ten consecutive cards with the values 1 to 10, in that order). We then say that the disorder of the playing cards has increased due to the shuffling and therefore the entropy has increased.  If you have done some thermodynamics, you know that entropy in that case is associated to arrangements of atoms and molecules, which therefore play the role of the playing cards in our example.

Then Stephen Hawking discovered that black holes have a temperature and emit radiation.  In other words, black holes have all the properties of a thermodynamical system.  In 1995, Ted Jacobson of the University of Maryland showed that Einstein’s theory of general relativity can be cast in a form that shows that entropy and temperature can be assigned to gravity itself (and not just to black holes)!  But if this is the case, what is the equivalent of the playing cards in the case of gravity? In other words, what are the things that can be shuffled around to measure the entropy? Nobody knows for sure although there are some tentative ideas floating around in two very active areas of theoretical physics, superstring theory and loop quantum gravity (see for example the books Three Roads to Quantum Gravity by Lee Smolin, The Elegant Universe,  and The Fabric of the Cosmos, both by Brian Greene).

We are finally in a position to understand the proposal of Verlinde.  We need one last analogy. Imagine a very fine string resting on a surface and  which is attached to one extremity while the other one is loose. Let’s imagine that you can move and shake the surface on which the string is resting; it’s on the surface of a book, for example. Now you  shake the book violently and look at the result. It is very unlikely that the string will end up being completely straight because that’s a low entropy configuration. It’s much more likely that the
string will be curled to some extent.

Let’s say that the string is plunged into a liquid at some temperature. Then the molecules in the liquid will be hitting the string from all directions in a rather chaotic manner. Now we come to the main point. If you pull the string to its maximum length and then let it go, it is  initially in a state of low entropy. And now you watch what happens. The molecular collisions will tend to make the entropy of the string increase, which means that the string will slowly bend in a random pattern that has a higher entropy. Now imagine that you pull again the string to its maximum length and this time you don’t let it go. You will then feel a force that pulls the string to a state of higher entropy (which corresponds to the string  curled up). This is what is referred to as an ”entropic force”.  And the higher the temperature of the liquid is, the stronger the force will be because the collisions with the molecules of the liquid will be more violent.  Note that the force that you feel on the string is not a force produced by the string itself, it is really due to the collisions from the the molecules with the string. If we do not know about the molecules and the way they interact with the string, we can still write down equations describing the force exerted by the string on our fingers, but the equations we have thus obtained do not describe a real, fundamental force! The actual force at play is  the force between the molecules and the string that plays a role during the collisions.

Verlinde’s proposal is that what we see as the force of gravity is actually an entropic force! It is important to understand that he does not identify what is the equivalent of the molecules in our string example.There must be some microscopic entities associated to gravity that plays that role, but it is definitely not ordinary matter because gravity is felt in empty space! It is something completely new, possibly something that makes up space and time themselves.

In other words, ”atoms” of space and time!  Verlinde does not need, however, to identify these entities precisely in his theory. His basic idea is that, as two masses get closer to one another, the entropy associated to gravity increases (this is the basic idea, he obviously makes it more precise in his work).  So that, as when the string gets pulled to a curled position because it is a state of higher entropy, two masses are pulled toward one another. For example, if you drop a penny from a certain height, the penny has less ”gravitational entropy”  if it is at a lower height, and the tendency of physical systems to increase entropy will pull the penny down, which is we see as a gravitational force!

This is a completely new way to think of gravity. Indeed, in this approach gravity is not a fundamental force of nature, like the force pulling the string to curl up was just a consequence of the collisions with the molecules of the liquid and not a fundamental force (by the way, when Verlinde says in the NY Times article that he does not think that gravity exists, what he means is that he does not think that gravity as a fundamental force exists, not that objects are not attracted to one another!).

In addition, it begs the obvious question: what are the fundamental entities responsible for the  entropy?

As mentioned earlier, nobody knows for sure!

Verlinde’s idea  is still only a proposal and not all physicists think that it is a viable theory.  In addition, there is no way yet to test experimentally if this is correct and it might prove impossible to do so, which would not make it useful as a physical theory. On the other hand, it could represent the first step in a completely new approach to gravity and lead to a more fundamental understanding of nature.

Dr Patrick L. has been with Tutor.com since 2008 and tutors physics. Read more comments on this  New York Times article by other Tutor.com tutors.

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Applauding New Thinking on Gravity

Does Gravity Exist? Our Physics Tutors Weigh In.

There are certain truths that dictate the way we view the world. The earth is round.  It rotates around the sun.   The sun rises in the morning and sets in the evening.  Gravity keeps us firmly on the ground.   Or does it?   Last week the New York Times published this fascinating article -  “A scientist takes on gravity.”  We asked our physics tutors to comment and got three just as fascinating articles back.   Take a read and tell us what you think.

Once Richard Feynman said “If you can’t explain something to a first year student, then you haven’t really understood it.” And that is what Erik Verlinde, a 48-years-old Dutch physicist, most likely pretended when he decided to write the article that has been recently commented in the digital edition of the New York Times science column. He has tried to explain what actually gravity is to the community of physics scientists around the world who don’t seem to be particularly happy to see gravity not considered as the fundamental force we all learned about since our school days. According to Verlinde gravity is nothing more than a byproduct of a system maximizing entropy (or the capability to create disorder) and this system happens to be the universe itself.

However this seemingly new idea is based on the pioneering work of Stephen Hawking, Jacob Bekenstein, and Ted Jacobson – three physicists who more than 30 years ago already proposed a connection between the laws of gravity and the laws of thermodynamics – and the work of Juan Maldacena who has also proposed that the universe is a hologram in which the laws of gravity are mirrored from the boundaries of the universe which is a bidimensional scenario where thermodynamical laws may actually apply.

There have been positive and negative reactions to the work of Verlinde. Some say it allows a fresh insight to quantum gravity theories (the theories which pretend to unify the most important theories of the 20th century: quantum mechanics and general relativity) but some say it has been already proved that such thermodynamical views are not right at all.

Nonetheless the true virtue of the work of Verlinde resides in all the discussions that it has inspired in the physics community. Might it proven right or wrong it will let young physicists realize that traditional scientific views are not eternal truths but dynamic theories in which we all can take part as creative thinkers.

Adolfo A. has been with Tutor.com since 2006 and tutors physics. Read more comments on this  New York Times article by other Tutor.com tutors.

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Graphing Linear Equations

Every week, thousands of students ask our tutors for help with homework or studying with tests. We took a look at the most popular question over the past week in Algebra and realized that a lot of students are struggling with graphing linear equations. We can help!

For example, let’s say you have to “Graph the equation 2x – y = -4

Let’s go through the steps to get the right answer.

The first thing you need to do is to make sure you understand the Key Terms.

Key Terms:

Variable: any letter in an equation (x and y in our problem)

Coefficient: the number in front of the variable; if no number is shown we assume it to be 1. In the above equation the coefficient of x is “2” and the coefficient of y is “1”.

Constant: a number by itself with no variable attached to it, in our equation the constant is “-4”

Solution:

Step 1: Rewrite the equation into the general formula y=mx+ b. (This is called the slope-intercept form).

Note:  It doesn’t matter if the y is on the left or the right, it will solve the same way.  The key part is to not lose a minus sign.

2x – y = -4
___+y         + y

2x = -4 + y

2x      = -4 + y
+ 4    +4

2x + 4 = y

Step 2: There are two ways to solve this kind of problem. You can either make a table of points (also called a T-chart) or by using the slope and y-intercept. Check with your teacher, notebook or textbook to see which your class uses.

To solve with a table of points, we need at least 2 points to make a line.  The easiest ones to use are the ones where we put 0 in for x and solve for y and then repeat by putting 0 in for y and solving for x.

So let x = 0, we get….    2 (0) + 4 = y
0 + 4 = y   so our first point is (0,4)

Now let y = 0, we get…  2x + 4 = 0
2x + 4 –4 = 0-4 (subtract 4 from both sides)
2x = -4

2x = -4 (divide both sides by 2)
2        2
x = -2      so our second point is (-2,0)

The table would look like this:

x y
0 4
-2 0

To solve using the slope and y-intercept, now that we have the equation in the form y = 2x +4, this is equivalent to the general y = mx + b, where the m (the coefficient/number) with the x is the slope and the b (number by itself) is the value of the y-intercept.

So the point we have is (0, 4) and the slope is 2.  Slope is defined as rise/run and we’ll use 2/1 for our slope when we make the graph.

Step 3: Graph the equation.

To make it easier to visualize, we’ve used the Tutor.com classroom to demonstrate. If you are doing this without our online tutors, you can use graph paper and pencil.

Create a quadrant on your graph paper.

To graph using the table, we have 2 points (0, 4) and (-2, 0) to put on our graph.  For the first one, the x value is 0, so our point will be on the +y-axis at a value of 4.  Make your point on the graph (here it’s a blue dot).

Next plot the other point, (-2, 0); this time it will lie on the – x-axis (to the left) like this (red dot).

Now we add in the line.

To graph using the slope and a point, start the same way with graph paper and the coordinate axes.

Next plot the point (0,4) on the + y-axis as shown below (the blue dot).

Slope is defined as rise/run, which means we can either count up 2 squares and 1 square to the right (2/1) or, we can count down 2 squares and 1 square to the left (-2/-1) to show where our next point would be.

We hope that helped! Remember, you aren’t alone. Linear equations can be confusing for even the most dedicated student. If you need more help, don’t hesitate to connect to a tutor at Tutor.com.

2x = -4 (divide both sides by 2)

2       2

x = -2        so our second point is (-2, 0)

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NASA, Flying and Slope Formula

NASA recently released a new “Fly By Math” simulator as part of their Smart Skies program. They are calling it “a fresh look at traditional distance-rate-time problems.” This is a great way for students to see a practical application of linear equations.

The other day I was flying my favorite plane 8,000 feet above the ground, slicing across the sky at about 200 miles an hour, when I realized that I needed to whip out the old slope formula from algebra:  Y = MX + B.

Flying a plane isn’t like driving a car.   When you’re up high, going fast, your plane is loaded with “potential energy” that needs to be dissipated during the approach to landing.    Part of being a good pilot is about managing that energy wisely by descending at a rate that is efficient in terms of lift/drag ratio, fuel usage, passenger comfort, and of course safety.   (Flying along at 8,000 feet until you get to your airport and then spiraling down to a landing would be inefficient, wasteful, and weird for the passengers, who prefer smooth descents.)

As I did my math I realized that I wanted to stay up relatively high that day because the winds were in my favor and also because the temperature at 8,000 feet was about 20 degrees cooler than on the ground on a hot day. I settled on a 500 foot-per-minute descent rate (slope) and then got out my pencil to do the math to figure out how far away I should begin my decent.

I calculated that flying at a speed of three miles per minute, while descending 500 feet per minute would mean that I would get six miles closer to the airport for every 1,000 feet of altitude that I descended.    Being 8,000 feet above the ground therefore meant that I would need to start my descent forty two miles before my destination for a nice glide right to my home runway.

Lucky for me, the air traffic controller that day was able to give me the exact descent rate (slope) that I wanted.   But it doesn’t always work out that way, usually because there are lots of other planes up there, and the air traffic controllers must make sure we all land safely.   It’s times like these that I am glad I paid attention in algebra class.

Bart Epstein is the Senior VP, Corporate Development and General Counsel at Tutor.com. He has previously written about his love of flying and volunteer Angel Flights.

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Tutor.com Helps Algebra Students

Tutor.com Helps Algebra Students

Here are just some of the (unedited) comments from students in the past week who had questions about their algebra homework, tests, quizzes and assignments.

  • thanks to tutor.com, since im in my second year of algebra II, this year tutor.com helped me rise from a D to an A- for my 1st semester compairing to last year’s…THANK YOU TUTOR.COM, WE APPRECIATE YOUR SERVICES - 11th grade student, California
  • Awesome tutors.  This program has really helped me a lot.  Thank you for all that you do. – College student, U.S. Air Force
  • i have been struggling in Alg. 2 for most of the semester and since i have all core classes right now i`m not ellegible for tutoring… But since i found this site and have had help reviewing i have made two 100 on tests. thanks so much for putting this site out here cause i would prob fail without it! – 9th grade student, Alabama
  • Jill was very helpful and no matter how many queaastions i asked her she was still kind and helped me. Also she didnt just tell me the answer she helped me figure it out on my own. this was super helpful! – 7th grade student, U.S. Air Force
  • thanks for the help! it was really, well for lack of a better word, helpful! :) – 10th grade student, Intel Corporate Benefits program
  • I loved my tutor, Susan. She was really helpful and quick to respond. She explained how to handle the square roots in problems and clarified concepts my teacher didn’t bother to explain in class. It was a HUGE help. I’m glad this service is offered- please continue with it! :] – 10th grade student, Illinois
  • I cannot thank this service enough! It’s awesome and I’m really glad that this is available! I have a quiz tomorrow, and I haven’t really been understanding these concepts and a friend reccomended this service to me awhile ago, and I have used it before and I will use it for a long time to come. I am really happy and now I just have to ace that quiz! :) - 7th grade student, Florida
  • This is a great program for those of us who are trying to finish our degrees onlie and need assistance.  THANKS – Adult learner, USMC
  • If I went on to this website the second i needed help instead of going to google or ask.com, i woul accomplish so much more throughout the day; I expect myself to take advantage of this efficacious service. – 10th grade student, Arlington
  • I cannot thank this service enough! It’s awesome and I’m really glad that this is available! I have a quiz tomorrow, and I haven’t really been understanding these concepts and a friend reccomended this service to me awhile ago, and I have used it before and I will use it for a long time to come. I am really happy and now I just have to ace that quiz! :) – Parent of a 9th grader, Alabama
thanks for the help! it was really, well for lack of a better word, helpful! :)

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An open letter to the first daughters

Dear Sasha and Malia,

You probably don’t spend much time in the East Room of your house, but on Wednesday your dad invited more than 100 of the country’s top teachers there to announce his new “Educate to Innovate” campaign.  After handing out some awards, he joked about putting his guests to work:

“As I mentioned to some of you, because I’ve got two girls upstairs with math tests coming up, I figure that a little extra help from the best of the best couldn’t hurt.  So you’re going to have assignments after this.  These awards were not free.”

We assume you did just fine on those math tests.

Unfortunately, you won’t always have a crowd of brilliant teachers downstairs to help you study. Of course, you could always get help from your parents, but they’ll both be pretty busy for the next three to seven years.  So what’s a first daughter to do?

Don’t worry, we’ve got you covered.  Tutor.com has thousands of certified math and science tutors available to help you with homework, studying and lab reports, 24/7.  We cover social studies, history and essay-writing too—and we can even help you prepare for the SAT when you start thinking about college.

So the next time you’re stuck on a tough problem, don’t drag your dad out of a meeting with the National Security Council.  Our tutors are just a few clicks away, and there’s no charge for military families (as daughters of the commander-in-chief, we figure you qualify) or patrons of the DC Public Library.  We hope to see you soon!

Sincerely,

The Tutor.com Team

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Tutor.com Participates in the 2009 Minority Broadband Summit

Chances are that you are reading this blog entry on a computer that uses a high speed “broadband” connection to the Internet.   Broadband connections make it so easy for us to stay connected with friends and family, read the latest news, follow our favorite sports teams, track our finances, build our skills, take classes, organize communities, and do much of our work right here online that it is pretty easy to take it for granted.   Many of us assume that most everyone in our country now has access to high speed Internet service the way that most of us have access to roads, water, and electricity.

Unfortunately, millions of Americans either have no broadband service where they live, or they cannot afford the access.   As a result, they (and their children) are at grave risk at being left behind in an increasingly digital world.  This problem is known as the digital divide.

What we collectively can and should do about the digital divide was the subject of an important event I attended this week, called the 2009 Minority Broadband Summit.

The best news about this event is that I was the least important person in the room.   When I arrived for the opening breakfast I sat down next to a very nice woman.  After a few minutes I realized that I was dining and chatting with the first female physician elected to the U.S. Congress – Assistant Majority Whip Donna Christensen.   I quickly sat up straight and reached for the proper fork.

Also at my table were John Marks (the mayor of Nashville), Dr. Lee Brown (the first black mayor of Houston), and Texas State Senator Rodney Ellis.   Other notable attendees included the Chairman of the Alliance for Digital Equality, Julius Hollis, Intel’s head of Public Strategic Initiatives, Rick Herrmann, Congresswoman Eddie Bernice Johnson, and the U.S. Department of Education’s Assistant Deputy Secretary for Innovation and Improvement, Jim Shelton.    There were many more luminaries and big brains that I don’t have space to list.  (The full list is here for those who may be curious.)   The event was moderated wonderfully by CNN Contributor Roland Martin, who clearly cares deeply about kids reaching their potential.

For the next four hours we collectively discussed what we can and should do about the digital divide.  What should the government do to facilitate broadband connections for those who want them but can’t get them (due to lack of availability) or can’t afford them?   What should schools and libraries do to help?   How can private companies play a role?   Should we focus on wiring up every home across the country or are broadband wireless services such as Wi-Max ready for prime time?

Another interesting question we explored was what to do about the segment of the population that barely knows what the Internet is and doesn’t realize how it can help them?   Professor Soto from Northwestern University told a story about how she was talking with a taco vendor in Chicago about the Internet and the vendor said why should she bother with the Internet since it wasn’t needed to make tacos?   How can we collectively demonstrate to her what the Internet can do for her and her family?

Rick Hermann from Intel asked us to imagine a world in which every kid has the ability to connect instantly to a math tutor for help with homework, through the Internet.   Rick mentioned that Intel is doing this right now for its entire employee base – as a free employee benefit — and suggested that the federal government give all private companies a tax incentive to follow Intel’s lead.   Similarly, Jim Shelton from the U.S. Department of Education talked about the power of using the Internet to connect students to experts around the country.   Why should a student in rural Georgia be limited to the one physics teacher within 50 miles of her school when the Internet can allow her to connect to the very best and brightest physics teachers across the country?

We also heard from NPR analyst and former Baltimore Chief Technology Officer Mario Armstrong about how kids are using video games to learn science and math and how crucially important it is for our country’s future that we retake our previous lead in science, math, engineering and technology (STEM) education.   (You don’t want to know where the U.S. is currently ranked in the top twenty countries worldwide.)

All in all, it was an excellent event, and I am looking forward to working with several of the folks who attended.   Tutor.com is already powering the wonderful Intel program and is excited to be working with the Alliance for Digital Equality to help the kids of Clayton County, Georgia.

Tutor.com, the world’s largest online tutoring and homework help service, works with numerous school districts and non-profit organizations to bring online homework help and tutoring to underserved communities across the country.  For further information, feel free to contact Bart Epstein, Senior Vice President of Tutor.com, at bepstein@tutor.com.

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Texas Instruments and Tutor.com Team Up

A math tutor helps a student graph a problem using the TI-Nspire calculator in the Tutor.com Online Classroom

A math tutor helps a student graph a problem using the TI-Nspire calculator in the Tutor.com Online Classroom

Helping students prepare for an exam, understand a difficult algebra concept or just get through their nightly homework assignment is what our tutors do every night. Tutors have many tools to help them teach in our online classroom and now thanks to Texas Instruments our algebra tutors have one more –
access to the TI-Nspire Teacher Edition graphing software.

Tutor.com is the first online tutoring service to offer this special integration of TI graphing software within the online learning environment. Algebra tutors working with our consumer customers can load the software to illustrate math problems four different ways on the student’s computer screen. Showing the same problem four different ways enables students with different learning styles to grasp the concepts in terms they understand.

We’re very excited about this new feature. To celebrate we’ve put out a Tutor.com and Texas Instruments announcement and we’re going to be tweeting excellent math tips from our tutors for the next month. These tips will be helpful for both parents and students. So if you don’t already follow us on twitter find us today at www.twitter/tutordotcom.

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It’s National Chemistry Week. You Can Help!

It’s National Chemistry Week. You Can Help!

The National Center for Education Statistics (NCES) has predicted that the U.S. will need more than 280,000 new math and science teachers by the year 2015. Tomorrow’s teachers are today’s students – many of them struggling to succeed in higher level math and science courses.

During the last academic year, students completed over 83,000 chemistry sessions with our expert tutors.  They needed help and we were here to provide it.

If you are a chemistry expert, consider teaching other students by becoming an online tutor with Tutor.com.  You set your own hours, work from home and you help students reach their academic goals – whether it’s preparing for tomorrow’s exam, finishing a lab assignment or understanding a difficult concept.

“I have a biochemistry test tomorrow and I didn’t feel so good about it, but now I feel a lot better! Thank you Gwinnett County Public Library for offering this service!” – Tutor.com Student

If you have what it takes to help students with Chemistry, Calculus, Physics or Statistics then go to www.tutor.com/apply.  What better way to celebrate National Chemistry Week than helping our future educators and scientists?

“America’s economic future lies with its next generation of workers and their ability to develop new technologies and products. This means we must strengthen math and science education in the U.S.” – Craig Barrett Chairman, Intel Corporation

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Fourth Graders and Math

The National Center for Education Statistics recently revealed in their annual report card that for the first time in 19 years, overall fourth grade math scores have shown no improvement while eighth graders had a modest two point increase.  Disappointing news that received national and local press coverage.

GettingHelpOnlineAt Tutor.com we help thousands of kids with math homework and math concepts.  Fourth grade math is important.  This is when students begin to master fundamental math skills that they’ll use for the rest of their academic career.  During the 2008-2009 school year our tutors completed more than 16,500 one-to-one tutoring sessions with fourth grade students and 64% of these sessions were in math.  The most frequently asked questions included topics such as division, odd and even numbers, adding and subtracting decimals and fractions, and writing mathematical expression and patterns.  Many of these topics can be found on the  NAEP exam.

Why are kids turning to online tutoring?  Here’s the key reasons we see in students’ comments and from our tutors’ observations:

  • The Online Whiteboard – for many of the kids seeing their problem drawn in real-time on the whiteboard (in color!) makes a big difference in how they relate and engage with the material.
  • Smiley Faces – our tutors know that all students, but especially younger ones need lots of positive reinforcement.   We do this online by using emoticons, letting the kids know at each step what a great job they are doing and encouraging them to keep  up the good work.
  • Pacing – students get to work at their own pace taking as long as they need to understand the concept at hand.  And, they’re not embarrassed to ask a question or admit they “don’t get it”.
  • Resources –  in addition to tutoring, we offer peer-reviewed, tutor-approved resources.  Our Elementary Math materials are used the most.

After a recent session a fourth grader left this comment  “it was great.  I think I am smarter.”   All of our kids need to be “smarter” when it comes to math.  Let’s help them get there.

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