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Andrew Lebedinsky

Numerade Educator
Tutor

Biography

Hi! I'm currently an undergraduate at UW, pursuing a degree in mathematics. I've loved mathematics practically my entire life (one of my earliest memories is my dad telling me about fractals when I was 4), and want to help others enjoy mathematics as much as I do.

From 2017 to 2020, I volunteered as a mentor and tutor for math students in elementary and middle school at the Northwest Academy of Sciences, where students studied less commonly-taught mathematical subjects such as graph theory, set theory, and discrete math, and it was truly a joy to see the students finally grasp a particularly different concept after working on it for a while. The pandemic made continuing this work impossible, so I am currently looking for a remote opportunity to help teach math - which is exactly what Numerade offers.

As far as academics go, I have a wide range of knowledge of many areas of mathematics, including calculus, differential equations, statistics, graph theory, knot theory, set theory, group theory, game theory, etc. I am also proficient in MATLAB, as well as other less mathematically-oriented programming languages and disciplines.

Education

Andrew has not yet added their education credentials.

Educator Statistics

Numerade tutor for 5 years
43 Students Helped

Topics Covered

The Power of Algebraic Language: Unlocking Mathematical Potential
Mastering Equations and Inequalities: Your Guide to Mathematical Success
Understanding Complex Numbers: A Comprehensive Guide
Mastering the Basics of Parametric Equations: A Comprehensive Guide
Polar Coordinates: Understanding the Basics and Applications
Discovering Conic Sections: An Introduction
The Power of Integers: Unlocking Their Potential
Functions
Unlock the Power of Vectors: Discover Their Limitless Possibilities
Applications of Integration: Exploring Real-World Solutions
Unlocking the Secrets of Thermal Properties: Understanding Matter

Andrew's Textbook Answer Videos

02:10
Calculus: Early Transcendentals

A CAT scan produces equally spaced cross-sectional views of a human organ that provide information about the organ otherwise obtained only by surgery. Suppose that a CAT scan of a human liver shows cross-sections spaced 1.5 cm apart. The liver is 15 cm long and the cross-sectional areas, in square centimeters, are 0, 18, 58, 79, 94, 106, 117, 128, 63, 39, and 0. Use the Midpoint Rule to estimate the volume of the liver.

Chapter 6: Applications of Integration
Section 2: Volumes
Andrew Lebedinsky
08:09
Calculus: Early Transcendentals

(a) Find the unit vectors that are parallel to the tangent line to the curve $ y = 2 \sin x $ at the point $ (\frac{\pi}{6}, 1) $.
(b) Find the unit vectors that are perpendicular to the tangent line.
(c) Sketch the curve $ y = 2 \sin x $ and the vectors in parts (a) and (b), all starting at $ (\frac{\pi}{6}, 1) $.

Chapter 12: Vectors and the Geometry of Space
Section 2: Vectors
Andrew Lebedinsky
05:37
University Physics with Modern Physics

We have two equal-size boxes, $A$ and $B$. Each box contains gas that behaves as an ideal gas. We insert a thermometer into each box and find that the gas in box $A$ is at 50$^\circ$C while the gas in box $B$ is at 10$^\circ$C. This is all we know about the gas in the boxes. Which of the following statements must be true? Which could be true? Explain your reasoning. (a) The pressure in $A$ is higher than in $B$. (b) There are more molecules in $A$ than in $B$. (c) A and B do not contain the same type of gas. (d) The molecules in $A$ have more average kinetic energy per molecule than those in $B$. (e) The molecules in $A$ are moving faster than those in $B$.

Chapter 18: Thermal Properties of Matter
Section 3: Kinetic-Molecular Model of an Ideal Gas
Andrew Lebedinsky
04:19
Algebra and Trigonometry

Find an equation of the parabola whose graph is shown.
(Graph Can't Copy)

Chapter 11: Analytic Geometry
Section 1: Parabolas
Andrew Lebedinsky
05:55
Algebra and Trigonometry

(a) Find equations for the family of parabolas with vertex at the origin, focus on the positive $y$-axis, and with focal diameters 1, 2, 4, and 8.
(b) Draw the graphs. What do you conclude?

Chapter 11: Analytic Geometry
Section 1: Parabolas
Andrew Lebedinsky
1 2 3 4 5 ... 7

Andrew's Quick Ask Videos

08:09
Calculus 3

(a) Find the unit vectors that are parallel to the tangent line to the curve $ y = 2 \sin x $ at the point $ (\frac{\pi}{6}, 1) $.
(b) Find the unit vectors that are perpendicular to the tangent line.
(c) Sketch the curve $ y = 2 \sin x $ and the vectors in parts (a) and (b), all starting at $ (\frac{\pi}{6}, 1) $.
02:11
Calculus 2 / BC

A CAT scan produces equally spaced cross-sectional views of a human organ that provide information about the organ otherwise obtained only by surgery. Suppose that a CAT scan of a human liver shows cross-sections spaced 1.5 cm apart. The liver is 15 cm long and the cross-sectional areas, in square centimeters, are 0, 18, 58, 79, 94, 106, 117, 128, 63, 39, and 0. Use the Midpoint Rule to estimate the volume of the liver.
02:11
Calculus 2 / BC

A CAT scan produces equally spaced cross-sectional views of a human organ that provide information about the organ otherwise obtained only by surgery. Suppose that a CAT scan of a human liver shows cross-sections spaced 1.5 cm apart. The liver is 15 cm long and the cross-sectional areas, in square centimeters, are 0, 18, 58, 79, 94, 106, 117, 128, 63, 39, and 0. Use the Midpoint Rule to estimate the volume of the liver.
05:38
Physics 101 Mechanics

We have two equal-size boxes, $A$ and $B$. Each box contains gas that behaves as an ideal gas. We insert a thermometer into each box and find that the gas in box $A$ is at 50$^\circ$C while the gas in box $B$ is at 10$^\circ$C. This is all we know about the gas in the boxes. Which of the following statements must be true? Which could be true? Explain your reasoning. (a) The pressure in $A$ is higher than in $B$. (b) There are more molecules in $A$ than in $B$. (c) A and B do not contain the same type of gas. (d) The molecules in $A$ have more average kinetic energy per molecule than those in $B$. (e) The molecules in $A$ are moving faster than those in $B$.
06:02
Calculus 1 / AB

The Heaviside function defined in Exercise 59 can also be used to define the ramp function $ y = ctH(t) $ , which represents a gradual increase in voltage or current in a circuit.

(a) Sketch the graph of the ramp function $ y = tH(t) $.
(b) Sketch the graph of the voltage $ V(t) $ in a circuit if the switch is turned on at time $ t = 0 $ and the voltage is gradually increased to 120 volts over a 60-second time interval. Write a formula for $ V(t) $ in terms of $ H(t) $ for $ t \le 60 $.
(c) Sketch the graph of the voltage $ V(t) $ in a circuit if the switch is turned on at time $ t = 7 $ seconds and the voltage is gradually increased to 100 volts over a period of 25 seconds. Write a formula for $ V(t) $ in terms of $ H(t) $ for $ t \le 32 $.
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