Q & A with SSP Fellow Sydney Bergman

Sydney Bergman, a 2010 Society for Science & the Public (SSP) Fellow, is a biology teacher at School Without Walls, her own alma mater, in Washington, D.C. Sydney has two students attending the 2012 Intel International Science and Engineering Fair (Intel ISEF) this May in Pittsburgh and has successfully created multiple partnerships with area organizations.

 

What made you decide to apply to be a SSP Fellow?
I had been supporting the science fair program at School Without Walls (SWW) for a few years, but struggled with funding for student projects. I appreciated the flexibility of the grant, particularly in terms of funding all aspects of student projects, not just supplies and equipment.  In my time at SWW, we've gone from having one or two students compete in the citywide science, engineering, technology, and math (STEM) fair to having 11 compete.

 

What is your background in science and research?
I got into science by working in gardens. I worked at the garden for my summer camp as a kid, and worked in a community garden before high school, teaching kids about gardening and science. I majored in biology and writing, intending to become a science writer, but was drawn into teaching instead. I've been teaching at School Without Walls, where also I went to high school, for five years.

 

Can you describe what your experience as an SSP Fellow has been like?
My experience as a Fellow has been fantastic. I had students work on extracurricular projects their first year, in conjunction with the school's senior thesis project class. This year, I taught a section of Senior Project in Science, which is an independent investigations class. I had 11 students, all of whom completed projects and competed in the citywide STEM fair. The stipend from the Fellowship, provided by SSP and Intel, as well as funding from other sources, has been crucial in making such a class possible.

 

Can you describe the progress you have made at your school and in your community?
This year, I had students compete at the citywide science fair. Six won their categories; the remaining five were competing in categories with SWW students. Three students won first, second, and third overall and the top two are going to be attending Intel ISEF this year as well. All students won special awards. Their success in the program has definitely attracted attention, as has students' pride in their own projects. I'm actively recruiting students for next year's program.

I’ve also developed major partnerships with the National Institutes of Health (NIH), the National Oceanic and Atmospheric Association (NOAA), and with George Washington University and Chef Jose Andres. Jose and GWU approached the school about developing a curriculum centered around food. I developed and piloted lessons related to science and food, particularly looking at the evolution of lactose tolerance, protein structure, and biotechnology techniques in the context of insulin manufacturing.


Chef Jose visited class one day, and did a wonderful demo about the science of spherification and other cooking techniques. It was amazing! It was really special for students to get to see that cooking is applied science, and Jose is an extremely energetic and charismatic educator.

 

How has the support you offered impacted students and the broader community?
Students in the research class are going to college knowing that they can be successful doing long-term science research projects. Students are definitely more confident in their abilities in terms of doing lab procedures, as well as in their ability to work on projects that need a lot of attention and revision. Many of them plan to major in science or math, which is great! In terms of the larger community, the school is definitely supportive of the science program, and more and more students are expressing interest in taking upper level sciences.

 

What advice would you have for other individuals attempting to increase interest in science in their communities and nurture students through the research process?
Community partnerships are absolutely key.  I don't try to mentor all eleven students; I partnered with NIH and NOAA to provide mentors. I, of course, support students and supervise them, but it helps kids a lot more if they connect with actual working scientists.  I'm lucky that my school is in Washington, D.C., near a lot of government agencies that can provide mentors; I would encourage teachers to reach out to whoever is in their communities. Students need to see that the scientific community is incredibly diverse in terms of background, experience, and interest. They also need to learn how to work with an adult, in terms of learning business communication, punctuality, etc.

 

Do you have any advice for young students interested in pursuing science?
Science is a verb - students need to do science in order to learn it. I wanted students to experience what it's like to take a project from an initial idea to a completed set of research, and to present that research. That being said, it doesn't happen in a vacuum. Almost all of the students in my research class took or are taking an AP science, often doubling up.

That said, you don't need to be a straight-A student to do science well, nor do you have to be a 'genius' or 'brilliant.' People have this misconception that scientists are born knowing everything and that science is inaccessible to people who aren't somehow gifted. That's pretty much nonsense. So, I would tell students who are interested in doing science to do well in their science classes, but also to have a variety of experiences that they can bring to their projects. They should also know that 'soft skills' like perseverance, reliability, and communication skills, etc., are just as important as knowing the content in completing a project.

 

What are your future plans?
Right now, I'm gearing up to attend Intel ISEF for the first time, which I'm very excited about. In addition, I am working with George Washington University to arrange a forum for students with Dr. Ferid Murad, who won the Nobel Prize in medicine. I'm also actively recruiting students for next year's research class!

 

Final Thoughts?
Don't be afraid to ask for help supporting your program. I get support from NIH and NOAA, as I said, as well as part of the school's senior project curriculum. Reaching out to people in the scientific community has been a fantastic experience. You don't know if people are willing to help until you ask!

 

Q & A with STS Finalist Larry Williams

Lawrence Williams, PhD (Science Talent Search 1955) recently shared his thoughts on the Science Talent Search, his project, and what he is up to now as a Professor of Radiology and Imaging Physicist at City of Hope National Medical Center in Duarte, California.

What are your memories of the Science Talent Search?
I have pleasant memories of STS and the trip to Washington, D.C. including meeting people at the Naval Research Lab and visiting President Eisenhower in the White House.

 

Can you tell me a little bit about your project?
My STS project was the evaluation of the possibility of solid-fuel internal combustion engines. I conducted a series of tests using old coffee cans as the explosion chambers. My thought was that liquid fuels such as oil were hard to obtain for certain countries. Instead, engine users could employ coal dust, or other materials such as ground-up pieces of wood, as fuel obtained locally. This project has interesting applications today in that we (as a society) seem to be fixated on liquid fuels.

How has doing research when you were young affected your career trajectory?
I found in high school that I had a talent for research and was generally a better researcher than most people I later worked with in Nuclear Physics. I was usually more creative than a typical physicist.

Can you tell me a little bit about what you are up to now?
In 1985, while doing research on tumors in animals at City of Hope, my colleagues and I discovered the mass law. By this we mean that uptake of a drug in a tumor is a function of the tumor’s size. I have since generalized this concept to human tumors, and been involved with the formation of a company, in conjunction with venture capital investors, that developed these ideas for clinical application. I have a real emotional attachment to the concept of mass law and always look for other evidence of the law in clinical work around the world. I now work on radioactive drugs. These are used in Nuclear Medicine for imaging and therapy.

 

Final thoughts:
Young people should always follow their dreams. If you want to understand reality, look around and see what you can find out. And then come back and talk to the rest of us. I think science is like the business of guiding the wagon trains going west. A guide was sent ahead to find the trail for the train. That is what science is about.

• Get involved with the Intel ISEF 2012 in Pittsburgh
• Learn more about the SSP Alumni Program

 

Q & A with SSP Fellow Dominique Evans-Bye

Dominique Evans-Bye, a 2011 SSP Fellow, is a biology and geographic information systems (GIS) teacher at Clark Magnet High School in La Crescenta, CA. Students from her school recently won the Lexus Eco Challenge.

 

What made you decide to apply to be a Society for Science & the Public (SSP) Fellow?

I applied to be a SSP Fellow in order to give my students the best research experience possible. I look forward to the valuable training, mentorship, and peer support that I will receive through the program. A research stipend was a top motivating factor to ensure my program is sustainable through these tough economic times.

 

What first drew you to science?
My background is in marine biology and geographic information systems science. As a child, any show on TV about animals was, for me, a source of great entertainment. I bred hamsters to predict the color variations that would be produced by different crosses. I was especially fascinated by the marine environment and could hardly wait until I was old enough to enroll in a scuba diving certification program.

 

How has being a SSP Fellow impacted your ability to develop a research program?
I value the experience I’ve had as an SSP Fellow. Project management was an area I wanted to grow in, and SSP gave me the opportunity to expand my knowledge in that area and gave me the experience I needed to set up my own project management plan. Having a plan has helped me give my students research opportunities that they normally would not have until graduate school.

 

What activities have your students participated in?
My students have enjoyed the positive response their projects have garnered at community events. They have presented posters and displays at “GIS Day,” at the Los Angeles County Department of Public Works headquarters, the Western Society of Naturalists (WSN) Annual Meeting, Clark Magnet High School’s o pen house, the Los Angeles County Science Fair,  the California State University, Northridge Student Research Symposium, and to the Glendale Unified School Board. They have entered their projects in competitions such as the WSN poster symposium, Los Angeles County Science Fair, Lexus Eco Challenge, Siemen’s, QuikScience Challenge, and Thacher Environmental Research Contest.

 

How has the support you offered impacted students and the broader community?
I have watched my students gain confidence in their abilities and I’ve watched that confidence grow immensely. My students’ parents have expressed their gratitude for the opportunities that have opened up for my students who are involved with the programs I have to offer.

 

What advice would you have for other individuals attempting to increase interest in science in their communities and nurture students through the research process?
Support from the school’s administration is critical. An educator must have the flexibility to structure a class or a school program around scientific research. The administrators need to allow students to take trips for field work, travel to competitions, and miss a class or two to concentrate on meeting a deadline.  Promoting competitions around environmental issues or robotics engineering seems to interest students most. You have to do a lot of marketing to bring in enough students to make the program viable to run. I’ve created a series of science elective courses with an emphasis on research. The program should be structured in levels so students get credit for a new class each year they sign up. There must be a balance between the rigor of the class and fun. I set minimum requirements, and leave it up to the student to put in the extra effort to reap the benefits competitions offer. That seems to take a lot of the pressure off the students and as a result, most will rise to the challenge.

 

Do you have any advice for young students interested in pursuing science?
Students will be more likely to pursue higher education and a career path in science if they have the knowledge, experience, and some early success in the field. My advice to students is to look past the worksheets and end of the chapter questions. Science is setting up your own experimental design, working in the field or laboratory to gather data and observations, performing your own data analysis, and then communicating your findings. Science allows you to express your creativity. In science, you can be part of a team working to solve some of the world’s most important and complex mysteries. My advice to students is to consistently push yourself. Don’t just take the easiest classes or do only the minimum requirements for graduation. Take those harder math classes you don’t think you’ll need. Set yourself up early to have an easier time in college, and then set a clear path to graduation. Plan on going to graduate school. Get experience through volunteer work and internships. Apply for lots of scholarships and keep applying every year. Build a resume as you go.

 

What are your future plans?
I will be working with the Coastal Marine BioLabs during the coming summer, to bring the “Barcoding Life’s Matrix” program to my Marine Science Research class. My students will be extracting and analyzing DNA of local marine life to upload to a growing online database of genetic information of species on our planet. This will be another component of the ongoing project mapping the abundance and distribution of marine life in the Channel Island National Marine Sanctuary using ArcGIS. 

 

Your students recently competed at the Lexus Eco-Challenge. Can you describe that experience?
My second-year GIS students were tasked to investigate an environmental issue and create a research project focusing on the issue they chose. Out of four projects submitted by my student teams, one won the regional Air/Climate Challenge, then went on to take First Place in the Lexus Eco Challenge. The winning project used spatial analysis and spatial statistics in ArcGIS on ozone smog data from the Environmental Protection Agency to analyze patterns of ozone smog pollution in California. 

 

The Lexus Eco Challenge is geared toward community involvement and environmental activism. They want students to make a difference in the environment through their actions. Students love doing that because they feel empowered when their efforts lead to positive outcomes. In the ozone smog project, students identified a problem and then promoted a solution to use less fossil fuels in order to decrease smog leve ls.

My other team did some amazing projects as well. One project used GIS to model sea level rise. FEMA’s Hazus- MH software was used to estimate economic loss in the areas flooded by a 20-foot increase in sea level. They found huge impacts in Sacramento, the Port of Los Angeles and Port of Long Beach, Marina Dey Rey, and Los Alamitos Bay.

 

Final Thoughts?

I have found that the team format works great for students. They enjoy the camaraderie and can progress their project much further than when working alone. A big weakness that my teams seem to fall into is that they don’t fully understand the role of each team member or how that role fits in the project. That has been a major obstacle for success in science competitions for my students. I think this can be avoided with a more equitable division of tasks. I’ve suggested this to the teams, but have taken a more hands-off approach to allow the team leader and the teams themselves to decide the details of their projects. In the future, I will have more structured requirements. People tend to gravitate towards their strengths. The main goal, however, is to encourage students to continue with their education, not just win a contest. Each team member needs to know every part of the project they have worked on.

 

About the SSP Fellowship- Each year, ten top U.S. high school science and math teachers are selected by SSP as Fellows based on their unique plans to reach students in underserved communities and inspire excellence in independent scientific research. Funded by Intel, the program includes a stipend, ongoing training and resources, and attendance at the Fellows Institute in Washington, DC.

CAST Rewards Originality and Innovation at Intel ISEF

The China Association for Science and Technology (CAST) is the largest national non-governmental organization of scientific and technological workers in China. Through its member societies, the organization maintains close ties with millions of Chinese scientists, engineers and other people working in the fields of science and technology. CAST provides five awards of $3,000 to the projects that best reflect originality and innovation in all scientific disciplines at the Intel International Science and Engineering Fair (Intel ISEF).

 

Why does the China Association for Science and Technology sponsor an award at Intel ISEF?

As part of our mission to boost the development of science and technology and enhance science literacy, CAST hosts educational programs for pre-college students, including science contests. Over years of operating these contests, we have been amazed by the incredibly innovative ideas of young people and want to see their creativity last for a lifetime. We saw the same innovation and creativity in Intel ISEF contestants. Because of this, we feel it is our responsibility to support their gift and passion for science and inspire the next generation of scientists. Sponsoring young students conducting scientific research is an investment that can result in immense rewards for generations.

 

What made specific projects stand out at Intel ISEF?
What struck our special award organization judges the most about successful projects was the intelligence, persistence, and desire of the student to investigate the unknown world. Students who provide new ideas for real-world projects such as environmental protection, prevention of global warming, and advanced agriculture really have the ability to change the world.

 

Most recent winners:

The 2011 winners of CAST awards were Heitor Geraldo da Cruz Santos from Brazil for “Problematizing Pedagogy as a Nutritional Education Strategy: A Social Constructivist Approach,” Akash Krishnan from Oregon for “The Multimodal Real-Time Recognition of Emotion in Human Speech,” Yan Restu Freski and Darmadi Darmadi from Indonesia for “Opak River Mouth: A Unique Deflection,” Jan Kaeberich of Germany for “Ball Robot - An Instable System in Balance,” and Jonathon Li from California for “Effects of Cell Compressibility, Motility, and Contact Inhibition on the Growth of Tumor Cell Clusters.” Also pictured is Mr. Xiaoliang Li from CAST.

 

“I was honored to receive the China Association special award, and even more so knowing that the award was coming from another country. This is an example of international scientific cooperation, and I hope that this award spreads our research even further into the scientific community and into other countries.” -Akash Krisnan, 2011 Awardee

 

“Being selected as a recipient of the CAST award was an amazing experience. I remember the judge from CAST visiting my project; she really seemed to have understood, not only the main ideas of my project, but mostly the intensity with which my passion for science moves me.” -Heitor Santos, 2011 Awardee

 

CAST will be selecting its’2012 awardees May 13-18 at Intel ISEF 2012 in Pittsburgh, Pennsylvania. Intel ISEF, a program of Society for Science & the Public, is the world’s largest international pre-college science competition and annually provides a forum for more than 1,500 high school students from more than 70 countries, regions, and territories to showcase their independent research.

Q & A with SSP Fellow Kathryn Hedges

Kathryn Hedges, a 2011 SSP Fellow, is a pre-college teacher at Lew Wallace STEM Academy in Gary, IN. Students from her school recently won a regional robotics competition. Each year, ten top U.S. high school science and math teachers are selected by SSP as Fellows based on their unique plans to reach students in underserved communities and inspire excellence in independent scientific research. Funded by Intel, the program includes a stipend, ongoing training and resources, and attendance at the Fellows Institute in Washington, DC.

 

What made you decide to apply to be a SSP Fellow?
I have been helping students throughout Lake County conduct research for many years, but it is difficult to help many of the less fortunate kids without funding. The stipend from the SSP Fellowship allowed me to purchase project boards, art materials, rice and arsenic testing kits, solar panels, and other assorted materials for kids to use to do experiments. It also provided materials for robotics and funds for students to attend the robotics contest.

 

What is your background in science and research?

I have loved science for as long as I can remember. As a teen in New Zealand, I went to the beach and caught an octopus in a large glass. I filled my beach bag with water and took it home on the bus.  I also had an albatross that was injured.  I splinted its wing and bought fish to feed it for a month before releasing it.  When I came to the U.S., I was fascinated with the roaches that lived in the trees in the area of Texas that we moved to.  I captured and kept them in a shed because my mother wouldn’t let me bring them inside. 

 

I participated in the science fair while living in New Zealand, and as a freshman in college got more involved with research- I actually worked on the Apollo Program in Houston.  I grew the plant tissue cultures and tested moon dust on them to be sure that they didn’t carry viruses that might destroy the earth. I graduated and continued doing research at the University of Illinois, Naylor Dana Institute, Sloan Kettering Institute, Purdue, and Indiana University. 

 

About 15 years ago, I took over joint leadership of the Calumet Regional Fair.  We have one of the most ethnically diverse science fairs in the state and generally are the only fair that sends minority students to the state fair.

 

How has being a Fellow impacted your ability to develop a research program?

Being an SSP Fellow has enabled me to convince school officials to allow me to work with students that I would not normally have access to.  I am trying to plan a summer research program and the money will help buy materials to get more kids started on research. In addition, I am trying to find a permanent place to set up a research lab for students in our area.

 

Can you describe the progress you have made at your school and in your community?

We formed a robotics and science club for middle school students and a robotics club for high school students.  This group won first place in the first outside science competition the school had ever participated in. Multiple students entered projects into the Calumet Regional Science Fair, and they won an assortment of awards. Three students were able to attend the state science fair, and were the only African-American competitors. Two students from Lake Central High School that I have advised will be attending the Intel International Science and Engineering Fair (Intel ISEF) this May. In addition, I will be bringing another teacher and two of my current advisees as student observers so they can learn more about competing in science fairs.

 

What advice would you have for other individuals attempting to increase interest in science in their communities and nurture students through the research process?

It is difficult working with some groups of students, because they can be transient and have little support from home, community, or school but even a small win- a couple of interesting experiments- can change a child’s life.  To maintain a strong program, I need to find more mentors, additional commitments from local businesses, and more teachers to support students who would like to compete in science fairs.  In our area, there are few schools supporting science fairs and I am working with parents to form science clubs that offer support to local students. 

 

Why do you think it’s important for students to participate in scientific research?

I tell students and others that doing a science fair is a great training ground for almost any career.  Students learn technology, networking, and organizational and presentation skills.  These are all skills needed for any career. Students are better citizens and are able to make better informed decisions as a result of these skills. In a few cases, the results have been life changing- students stayed in school and went on to college as a result of science fair participation and changed the paradigm of a community.  They discovered that they could do what many had told them they couldn’t, and that changed their lives.

 

Your students recently competed in a regional robotics competition. Can you describe that experience?

I formed a robotics club as an after school activity. My students learned to build and operate a robot and then we entered this competition. Brenda Thomas, a teacher I partnered on robotics with, said that she would be happy if the students learned what the competition was about – and truthfully so would I, but I told the kids that I didn’t come to competitions to just play, I expect to win- and that is what they did.  I think the kids were particularly good at reacting quickly to figure out strategies of the game. Next year, I hope to have one robot for every two to three students, instead of the one to ten ratio I had this year.

 

Final thoughts?

If you are a scientist, please consider giving of your time to help a child who needs support.  Consider giving a poor student the opportunity to work in your lab for a few weeks in the summer.  If you work for a company who hires scientists, promote mentorships and donate funds to those who might help a child learn to love science by participating in research.  

 

 

STS 2012 Finalist Rachel Davis Describes Her Experience

Rachel Davis, Intel Science Talent Search (Intel STS) 2012 Finalist, discusses her research, experience at the Intel STS, and more.

 

What was your experience being an Intel STS finalist like? 

The week I spent in Washington D.C. for Intel STS was the best experience of my life.  I was so honored to have been chosen as an Intel STS Finalist, and then the opportunity to fly to Washington D.C. and meet so many brilliant people was just incredible.  My teacher kept telling me that I would never be the same afterwards, and she was completely right.  All the finalists were treated like celebrities, followed around by cameras and given gourmet meals.  The judges were really fun to hang out with, and on the last morning I ate breakfast with two Nobel Laureates.  The best part was definitely the people; the other finalists were so smart and fun to be around, and I miss them so much.

 

Can you provide a short description of your research and how you initially became interested in this topic? 

Five years ago, my house burned down.  It was a traumatizing experience, and I lost absolutely everything that I owned.  However, I stuck to my studies, and I really wanted to help people and prevent what happened to me from happening to other people in the future.  I joined my local fire department as a volunteer, and became the first nationally certified firefighter in my department.  During my fire training, I saw that a lot more gas tanks are being made of plastics that burn quickly in car fires.  This facilitates a need for flame retardant plastics, and I decided to look for labs that would allow me to research how I could create these.

 

What makes your research different from what has been done with flame retardants in the past? 

Traditionally, halogenated substances, or those containing elements like bromine, have been added to materials to improve their flame retardancy.  However, these materials have been found to release really dark, dense smoke when they are on fire, and even when they are not on fire they are releasing harmful materials that we are inhaling every day.  I used a phosphate-based substance as an alternative to these harmful materials, and it worked as a great flame retardant additive to plastics!  Not only could these substances be added to biodegradable plastics, but I’m finding now that they work as great additives to non-biodegradable plastics for uses in electronics.

 

How has doing original research and participating in programs like the Intel STS affected you? 

Performing research in a distinguished science research laboratory was such an honor, and being recognized for this research was an even greater honor.  It really means a lot to me that my research was labeled as important and relevant to society; I want to make a difference, and getting recognized for what I have done really means a lot.  Intel STS taught me that I am important and that my research wasn’t just like everyone else’s.  I have made a difference and discoveries unlike any others, and I hope to inspire others to pursue such goals as mine in the future.

 

What are your future plans? 

This summer, I will continue my research with biodegradable flame retardant materials at Stony Brook University at the GARCIA MRSEC program, where I will also be supervising high school students who would like to compete in competitions like Intel STS and ISEF.  I’m really excited to teach students all about my research and how to use the equipment, and I can’t wait to show them how much fun working in a laboratory can be! In the fall, I will attend MIT majoring in materials science and engineering, where I hope to continue my research with polymers.  I’m so excited!

  

Do you have any advice for young students interested in science? 

Get involved early!!  I think that a lot of students don’t understand that science isn’t just studying from a book – it is all around you.  Science is the computer in front of you; looking at how the speaker vibrates to produce a sound and how it was told to speak in the first place.  Science is studying bird migration patterns and detecting land mines.  Asking questions about how things work is the first step to finding answers, and making great discoveries.  If a particular question intrigues you, go and look for the answer, no matter how difficult the journey to the answer might be. 

 

SSP Alum Rolf Barth Understands the Importance of Having Encouraging Parents

In the early 1940s in Jackson Heights, New York, a mother took her young son, who was about 5 or 6 years old, to the movies. They saw Dr. Ehrlich’s Magic Bullet about Paul Ehrlich, a famous German doctor and Nobel Prize winner who found a treatment for syphilis and was the originator of the concept of antibodies.

 

Little did she know, that experience would change her son’s life. Rolf Barth (STS 1955) says it was then, in that theater, that he decided his life’s work. “That was it. I decided I wanted to be a doctor and a scientist.” His mother continued to help him pursue his dreams and, years later, drove him to the main post office in New York City to make sure that his STS project on immunologic enhancement was sent off to the Westinghouse Science Talent Search (now the Intel STS). Several months later he remembers telling his Italian grandmother, who didn’t speak English very well, “I’m expecting a very important telegram…so don’t lose it!”

 

Rolf received the telegram (which he still has) letting him know that he was an STS finalist. He spent a “marvelous week” in Washington, DC, making friends that he still keeps in touch with, including fellow finalist and Nobel Laureate Roald Hoffmann. “Being a Westinghouse winner helped me tremendously,” Rolf says. “That resulted in me getting a number of scholarship offers from universities.” He decided to accept a full tuition scholarship from Cornell University, from which he graduated in 1959.

 

Parenthetically, Roald Hoffmann has been at Cornell since 1965 and he and Rolf still keep in touch.
Rolf went on to conduct research with Nobel Prize winner George Snell, and earned a medical degree from Columbia University. He has published over 335 papers and is still as active as ever as a Professor in the Department of Pathology at The Ohio State University.

 

At the end of his extended CV, Rolf lists another major achievement. Of the many people he has trained over the years, he notes, that his most important trainees have been his four children. His two sons and two daughters all have ventured into their own fields of science and now work as a rocket scientist, an anesthesiologist, a professor of molecular biology, and a transplant surgeon.

Q&A with SSP Alumna Meredith MacGregor

Meredith MacGregor

Meredith MacGregor, the Intel Science Talent Search 2007 Ninth Place Winner and one of the Intel International Science and Engineering Fair 2006 top award winners, discusses the Brazil Nut Effect, research at Harvard, inspiring girls to do science, and more.

 

What are your memories of Intel STS and Intel ISEF? What was it like to win the top award at Intel ISEF?
It is very difficult to distill all of my memories from Intel STS and Intel ISEF into a short enough response to fit into this interview.  While it may sound cheesy, some of my favorite memories from high school are from Intel STS and Intel ISEF.  Beyond that, some of my best friends are from Intel STS and Intel ISEF and I still keep in touch with many people from my year at Intel STS on a regular basis. It is truly a gift to know and have connections with such a talented group of scientists.

 

Winning the top award at Intel ISEF was an amazing experience.  I was absolutely floored when I heard my named called, so it took me a second to realize that I had to walk up to the stage. Given the incredible talent and competition at Intel ISEF, I think it is impossible to expect winning such an award.  I remember just being stunned and overjoyed at the same time. And, I definitely remember the confetti! (I saved some of it afterwards.)

 

What exactly is the Brazil Nut Effect?
The Brazil Nut Effect (BNE) is a phenomenon that occurs in granular materials.  Essentially, vigorous shaking of a container holding a granular material will cause the components to separate by size, the largest particles rising to the top and the smallest sinking to the bottom.  The name was coined because when you first open a can of mixed nuts, all of the large Brazil Nuts are on the top with all of the smaller nuts underneath, but you can also observe this effect in your morning breakfast cereal.  For my Intel ISEF and Intel STS project, I conducted a series of experiments to study the convective flow that gets set up in a shaken container of granular material and to track how larger “intruder” particles of different densities are carried in that flow.  As it turned out, air pressure plays a critical role in determining how quickly the larger particles rise to the surface.

 

How has doing research when you were young affected your career trajectory?
Doing research when I was young had a definite impact on my career trajectory.  My early research projects gave me my first tastes of the thrill of finding something new out on my own and observing something that nobody else had seen before. By the time I began college, I could not imagine doing anything else but scientific research for the rest of my life and I am still following that goal today.

 

What are you up to now?
I just graduated from Harvard College in May of 2011 and I decided to jump right into graduate school afterwards.  Currently, I am studying as a first year graduate student in Astronomy and Astrophysics at Harvard University.  It was just too difficult to leave Cambridge and all of the amazing research opportunities here. For my current research project, I am studying the disks of dust and debris that exist around young, recently formed stars. By performing observations with submillimeter interferometers like the SMA and ALMA, we hope to be able to probe the process of planet formation within these disks.

 

What got you involved with Harvard Science Club for Girls?
Science Club for Girls (SCFG) is a larger organization in the Boston and Cambridge area that aims to provide mentorship for young girls who are interested in science by running afterschool programs in science for girls in kindergarten through 6th grade.  Undergraduate and graduate women go once a week and teach an experiment-based curriculum on topics that range from Oceans to the Human Body to Rockets.  I heard about SCFG over an email list when I was a junior in college and I knew that I wanted to get involved.  I remember how much my mentors meant to me when I was first beginning my path towards a career in science and I love having the opportunity to fill that role for today’s aspiring scientists.  Most physical sciences are still vastly male-dominated fields and I think that it is critical that we continue to encourage and inspire young girls and women to pursue careers in these fields.

 

After I had been involved with SCFG for two years, we began the process of forming a Harvard Science Club for Girls student organization.  Having this new organization makes it much easier to reach out to other Harvard undergraduate and graduate students and get them involved in the program as well.  The more mentors we have, the more girls we can reach!

 

Do you have any advice for young students who are interested in science?
First, I would say that it is important to have a goal.  Think of what you ultimately want to be doing (and, don’t worry about the fact that it might change in the future) and then go for it! Having a target in mind makes dealing with the day-to-day challenges a little easier.  Second, jump into research.  Sitting in a classroom is one thing, but there is no better way to get excited about science than to start getting your hands dirty.  It is also a really good way to figure what areas of science you are particularly excited about.

• Visit the Intel STS 2007 Alumni Page
• Volunteer at the Intel ISEF 2012 in Pittsburgh, PA

 

 

 

SSP Alumnus Micah Toll Builds on his Intel ISEF Experience in Pittsburgh

SSP Alumnus Micah Toll with his PEVO

Micah Toll (DCYSC 2000, 2002; Intel ISEF 2006 and 2007; STS 2007 semifinalist) invented a building material that could revolutionize the way we build buildings. He recently shared his thoughts on Intel ISEF, his project, and what he is up to now at the University of Pittsburgh.

 

What are your memories of Intel ISEF?
I attended two [Intel] ISEFs, the 2006 in Indianapolis and the 2007 in Albuquerque. Both were incredible experiences for me in terms of shaping me as a scientist and engineer. The ISEF is an almost overwhelming collection of the brightest students in the world, each sharing their own specific research and fields of study. While I enjoyed viewing the other projects in my category of Engineering, I also loved walking around the other categories and learning about things I never knew existed. Students my age were doing research in every possible field imaginable and it was such an amazing experience to get to see all of this intellectual capital brought together in one place.

 

Oh, and being at trackside for the qualifying for the 2006 Indianapolis 500 wasn't too bad either...

 

Can you tell me a little bit about your project?
For my project I worked on research and development of a portable construction beam that could be used to build life-saving, rapid deployment shelters for remote areas of the world. The idea was to design a new type of material that could be quickly and easily shipped all over the world after natural disasters or used in refugee situations. My solution was a new type of construction beam made of plastic and foam that was light enough for children to use, easy enough to cut and build with so that it didn't require power tools, but could support thousands of pounds. I eventually founded a R&D company, Disaster Rebuilding Solutions, to continue work on the beams.

 

How has doing research when you were young affected your career trajectory?
It has defined my career trajectory and helped me to be a better engineer. I work with fellow engineers all day, and have found that many engineering students these days have made it through their education without learning or utilizing the scientific method. This means they are often missing important results because they haven't learned how to structure their experiments. By doing research when I was young I was able to learn valuable skills that have helped me to better comprehend and analyze my own engineering innovations by ensuring that I can control variables and really understand what my experiments and data are telling me.

 

Can you tell me a little bit about what you are up to now?
I recently founded an electric vehicle startup, Pulse Motors, with two of my classmates from the University of Pittsburgh. We are currently manufacturing a fleet of the first vehicle we have designed, the two wheeled Personal Electric Vehicle Zero, or PEV0, as we like to call it. The vehicle is similar to an electric motorcycle but with functional pedals that allow someone to pedal it as well, if they wish. We are building vehicles here in Pittsburgh and seeking funding to expand our operations and continue R&D on our next generation vehicle slated for release in 2013.

 

Final thoughts:
I think the biggest benefit I've had from [my] early scientific and engineering background is how to think outside the box and be creative. Sometimes things simply don't work; that's life. Those who know how to adapt their procedures or find creative ways to solve problems and fix experiments are innovators in every sense of the word and have the skills to be very successful at what they do. I never take for granted that I had great teachers, mentors, and parents that taught me the value of science, technology, and education from a young age and have helped me to achieve the success I have today.

 

• Get involved with the Intel ISEF 2012 in Pittsburgh
• Learn more about the SSP Alumni Program

 

A Letter from an ISEF 1956 Alumnus

 SSP recently received this letter from Donald W. Linzey (ISEF 1956) on his recollections of the science fair and how it has impacted his life since.

 

I currently receive the Newsletter with information about SSP alumni.  Most of the articles are about much younger winners and their early careers.  I thought that you might like to know how my participation with then-Science Service has affected my career.

 

I won the very first Baltimore City Science Fair in 1956 – some 55 years ago.   It was sponsored by Johns Hopkins University and the North Baltimore Kiwanis Club.  The sponsors paid for my family and me to travel to the 7th National Science Fair in Oklahoma City where I won a 4th Place Award with my exhibit entitled “Herpetology”.  We have many photos, but I am sure that you have some in your archives.  We travelled by train, and it was a trip that my entire family has never forgotten.  My Mom prepared an entire scrapbook of the trip which I now have.

 

It is amazing to compare the competition in 1956 with that of recent years. In 2006, the current sponsors of the Baltimore Science Fair (Towson University) invited me back to be the Keynote speaker and to help present the Grand Awards at their Awards Ceremony.  I found it hard to believe that 50 years had passed since I had received my award.

 

I continued my education at Western Maryland College (now McDaniel College) in Westminster, Maryland and then did my graduate work at Cornell University (MS, 1963; Ph.D, 1966).  I taught at Cornell for one year, then taught at the University of South Alabama, Virginia Tech, and for the last 22 years at Wytheville Community College in Wytheville,Virginia.

 

When I began teaching at Wytheville, I realized that the students in this entire region of Virginia could never progress any farther than their high school fair (and most of the schools did not even have a science fair at that time).  I felt a responsibility to give back to the community some of what I had gained by being a Science Fair winner.  Thus, in 1991, we (my wife and I) organized the first Blue Ridge Highlands Regional Science Fair that encompassed 7 counties in rural southwestern Virginia.  Little did we know how our Fair would grow over the years.  We directed the Fair for 18 years.  During this time, our fair’s territory grew to encompass 16 counties and 3 cities.  We stimulated science fairs in many schools over the years.  Our Regional Science Fair would have students from approximately 15-20 high schools and 15-20 middle schools.  We averaged about 125-150 students each year, but had 225 one year.  We generated a great deal of support from the educational, business, and medical communities.  We invited Don Harless and Carrie to our Fair one year (he said that it was the only invitation he had ever received to attend a regional fair).  Every year, my wife and I would chaperone our two Grand Award winners and their teachers to the ISEF – Biloxi, Phoenix, Dallas-Fort Worth, San Diego, Reno, San Jose, Pittsburgh, Indianapolis, Philadelphia, Louisville, and many others.

 

The trips were very rewarding for the students, their teachers, and for us.  We learned a great deal on these trips and, as a result, made many improvements to our Fair.  On our trip to Biloxi, one of our students told us that he had never been out of the state of Virginia.  To see our students win awards at ISEF and to know that we made a positive difference in their lives made all of our yearlong work worthwhile.

 

I was both fortunate and priviledged to serve as a member of the Intel ISEF Advisory Council for a two-year term from 1995 to 1997.

 

In 1999 at Philadelphia, one of our students, Nisha Nagarkatti, was one of the two top award winners at ISEF.  Accompanied by Don Harless and Carrie, she and the other winner went to the Nobel Prize ceremonies.  Nisha has since gone on to achieve her MD degree.  We have had many First, Second, and Third Place winners at ISEF over the years as well as many winners of special awards and scholarships.  Many of our Grand Award winners have been quite successful in their careers.  Our very first winner in 1992 is now a practicing nephrologist in Maryland.

 

In 2009, my wife and I decided that it was time to turn our fair over to some younger folks.  I am now 72; she is 70.  We are both still teaching and enjoy working with students, but running a Fair as large as ours was extremely time-consuming.  I am happy to say that our Fair is in good hands with Dr. Christine Hermann of Radford University.  My wife and I are continuing to help and advise Chris with the logistics, fund raising, etc.

 

Little did I know how my participation in the Baltimore City Science Fair 55 years ago would affect my life and career.  My graduate degrees are in the fields of vertebrate zoology and ecology.  My participation in the Science Fair is still on my CV.      

 

My graduate degrees are in the fields of vertebrate zoology and ecology.  My interest in herpetology has continued, and I have written two books – “Snakes of Alabama” and “Snakes of Virginia” (3 printings).  I have worked as a Park Ranger-Naturalist in Great Smoky Mountains National Park and have conducted wildlife research there for the past 46 years.  I have written two books on the mammals of GSMNP plus a major book entitled “The Mammals of Virginia”.  In 1998, I authored a textbook which is being used worldwide entitled “Vertebrate Biology” for McGraw-Hill Publishers.  The Second Edition is being published by the Johns Hopkins University Press and is due to be on bookshelves in January, 2012.  What goes around comes around.  Johns Hopkins University was one of the major sponsors that helped me begin my career and now they are publishing my textbook which they will be distributing worldwide.

 

The science fair experience has been a major part of our lives.  We have provided a means for over 2,500 middle and high school students to showcase their scientific talents.   We have provided a conduit into the Virginia State Fair as well as to ISEF – opportunities that were nonexistent prior to 1992.

 

Don and Carrie became good friends.  We have also enjoyed working with all of the other members of Science Service and SSP who work so very hard to put on this annual event.

 

Just thought you might like to know how being a National Science Fair winner 55 years ago has impacted my life and the lives of over 2,500 students.

 

Sincerely,

Dr. Donald W. Linzey, Ph.D.

 

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