Engineering Lessons in Thermodynamics, Mechanics and Control: Build Understanding with MATLAB and Simulink

Learn more about Ali

• When did you develop an interest in your chosen field and in private tutoring?

  My interest in aerospace engineering started with a fascination for aircraft, flight, drones, and space systems. I was always curious about how mathematics and physics could explain real machines in motion — why aircraft fly, how control systems stabilise vehicles, and how engineers turn theory into working systems.
  
  My interest in tutoring started around 2019, when I began helping classmates with mathematics, physics, and chemistry. I realised that I was good at breaking complex ideas into simple steps. When someone who was confused suddenly said, “Now I understand,” that feeling stayed with me.
  
  I formally started online tutoring in early 2024. Since then, I have taught students in mathematics, physics, mechanics, thermodynamics, engineering fundamentals, control systems, and related STEM subjects. For me, tutoring is not just about solving one question; it is about helping students build the confidence to solve the next one on their own.

• Tell us more about the subject you teach, the topics you like to discuss with students, and possibly those you like a little less.

  I mainly teach mathematics, physics, and engineering subjects. My common teaching areas include algebra, calculus, mechanics, thermodynamics, control systems, MATLAB/Simulink basics, and aerospace engineering concepts.
  
  The topics I enjoy most are the ones where students can connect theory with real life. For example, mechanics becomes easier when we connect forces and moments to aircraft, machines, vehicles, and structures. Thermodynamics becomes clearer when linked to engines, propulsion, energy, and heat transfer. Control systems become more interesting when students understand how feedback helps aircraft, drones, robots, and machines behave in a stable and predictable way.
  
  What I like less is not a particular topic, but the habit of memorising formulas without understanding them. I always encourage students to ask: What is physically happening? Why does this method work? What does the answer actually mean? Once a student understands the concept, the formulas become much easier to use.

• Did you have any role models; a teacher that inspired you?

  I have always been inspired by teachers who made difficult subjects feel possible. The teachers I remember most were not the ones who only wrote equations, but the ones who explained the logic behind them and helped students see the bigger picture.
  
  I was also inspired by the students and classmates I helped over the years. Every time someone understood a difficult topic after my explanation, it reminded me how powerful good teaching can be. Sometimes a student does not need a “harder” explanation — they need a clearer one.
  
  In aerospace engineering, I am inspired by the practical side of the field: aircraft, drones, control systems, simulation, and space technology. These areas show that mathematics and physics are not just textbook subjects; they are tools used to understand and design real systems.

• What do you think are the qualities required to be a good tutor?

  A good tutor should be patient, clear, adaptable, and honest. Every student has a different starting point, so the same explanation does not work for everyone. A tutor must be able to adjust the pace, language, and examples according to the student’s level.
  
  I believe a good tutor should not simply give answers. A good tutor should identify where the student is stuck, rebuild the missing concept, and then guide the student step by step. Many students struggle because one basic idea was never explained properly. Once that missing link is fixed, the whole topic becomes easier.
  
  A good tutor also needs structure. My lessons usually move from concept explanation, to examples, to guided practice, and then to review. I want students to feel comfortable asking questions, making mistakes, and improving without fear of judgement.

• Provide a valuable anecdote related to your subject or your days at school.

  When I was in school, classmates often asked me to explain mathematics or physics problems before exams. At first, I thought I was only helping casually, but later I realised something important: I was not just giving answers; I was translating difficult ideas into simpler language.
  
  One student was struggling with a physics formula because he was trying to memorise it without understanding what it represented. I explained the concept using a simple real-life example, and suddenly the question made sense to him. That moment taught me that many students are not weak — they are just missing the right explanation.
  
  That experience shaped my teaching style. Whether I am teaching calculus, mechanics, thermodynamics, or control systems, I try to connect the idea to something real and then build the solution step by step.

• What were the difficulties or challenges you faced or still face in your subject?

  One challenge I faced in engineering was learning how to handle subjects that are very abstract at first. Topics like thermodynamics, mechanics, mathematics, and control systems can feel difficult when they are taught only as equations.
  
  Over time, I learned that the key is to connect the equation to the physical meaning behind it. What is happening in the system? What does each term represent? Why are we using this method? This approach helped me improve my own understanding, and now I use the same method with my students.
  
  I also understand that engineering subjects require consistency. If the basics are weak, advanced topics become stressful. That is why I often start by checking the foundation before moving to harder problems. My goal is to make sure students are not just following steps, but actually understanding the logic.

• 7) Do you have a particular passion? Is it teaching in general, an element of the subject, or something completely different?

  My main passion is simplifying complex ideas. That connects both my engineering studies and my tutoring.
  
  In aerospace engineering, I am especially interested in aircraft, drones, control systems, simulation, and digital-twin concepts. I like understanding how different parts of a system work together — the physics, mathematics, control logic, design, and real-world behaviour.
  
  In teaching, my favourite moment is when a student says, “Now it makes sense.” That moment is very rewarding because it means the student is not just copying a solution, but gaining real confidence.
  
  So for me, teaching and engineering are closely connected. Engineering is about solving problems, and tutoring is about helping others learn how to solve problems.

• What makes you a Superprof?

  What makes me a Superprof is my ability to make difficult technical subjects feel clear, structured, and manageable. As an aerospace engineering student and STEM tutor, I have studied subjects that many learners find challenging, including mathematics, physics, mechanics, thermodynamics, control systems, and simulation.
  
  My teaching style is concept-first and step-by-step. I first identify where the student is struggling, then rebuild the missing concept in simple language, connect it to examples, and finally guide the student through practice questions. I do not want students to depend on memorised solutions; I want them to understand the method and become confident problem-solvers.
  
  I also bring real engineering context into lessons. Whether I am teaching calculus, physics, thermodynamics, or control systems, I try to show how the concept connects to aircraft, machines, motion, energy, or real technical systems. This makes the subject more meaningful and easier to remember.
  
  Above all, I care about clarity. If a student leaves my lesson thinking, “This topic finally makes sense,” then I consider that a successful lesson.