It was again a successful year at the Synopsys Championship for Harker middle and upper school students. Andrew Jin, grade 10, in the bioinformatics category, and Anika Radia-Dixit, grade 12, in medicine/health/gerontology, were both awarded grand prizes and an expenses-paid trip to the Intel International Science and Engineering Fair, which takes place May 12-17 in Phoenix, Ariz. Venkat Sankar, grade 8, received a middle school special prize and a trip to the California State Fair in Los Angeles for his project in the environmental sciences category.
Harker was also named one of the top three high schools at the event, and upper school science teacher Chris Spenner was one of the top three high school teachers. Thomas Artiss, middle school science teacher, was named most promising new teacher.
A total of 26 upper school students were winners of various awards at this year’s contest. In the biochemistry/microbiology category, Sriram Somasundaram, grade 10, earned a First Award, while classmate Stanley Xie won a Second Award along with Pranav Reddy, also grade 10, who also received an Honorable Mention Certificate of Achievement from MedImmune.
Rohith Bhethanabotla, grade 11,won a First Award in chemistry, while fellow junior Mercedes Chien received a Second Award in the same category. Freshmen Rishabh Chandra and Jonathan Ma and juniors Avinash Nayak and Shreyas Parthasarathy all won Second Awards in physics.
Rishabh Jain, grade 10, won a second award in computers/mathematics as well as a First Place award from the American Institute of Aeronautics and Astronautics, which included a certificate and programmable robot. In the same category, Cindy Liu, grade 10, earned an Honorable Mention, and juniors Brian Tuan and Andrew Wang each received Honorable Mention Student Awards and certificates from the Association for Computing Machinery.
In earth/space sciences, senior Andrew Luo received a Second Award, and junior Stephanie Chen and sophomore Matthew Huang each received Certificates of Achievement from the NASA Ames Research Center.
Neil Movva, grade 10, earned several recognitions in engineering, including a First Award, a Certificate of Achievement and $50 voucher from the U.S. Navy and Marine Corps, an Honorable Mention from the U.S. Army and a Special Award from Varian Medical Systems, which included a $75 cash prize and a Certificate of Achievement. In the same category, Ramakrishnan Menon, grade 12, received a Second Award, was named a second-place student by the American Vacuum Society and was awarded a $50 cash prize and a Certificate of Achievement. Michael Kling, grade 11, also received a Second Award in this category and a Certificate of Achievement and Pewter Medallion Voucher from the Yale Science and Engineering Association. Yet another winner in engineering was Alison Rugar, grade 12, who earned a Third Place Award from A Society for Materials which included a $50 prize, a subscription to Popular Science magazine and a Certificate of Achievement. Finally, Avi Agarwal, grade 11, received an Honorable Mention.
In addition to Andrew Jin’s Grand Prize, the bioinformatics category also saw Steven Wang, grade 10, earn a First Award and a first place $150 cash prize and Certificate of Achievement and an award from the University of California, San Francisco Center for Systems and Synthetic Biology.
Other upper school winners were juniors Daniel Pak and Christopher Fu, who both received Second Awards in Zoology, senior Suchita Nety, who received a First Award in medicine/health/gerontology and sophomore Nikash Shankar, also a First Award winner in medicine/health/gerontology, who also won a second place prize of $200 from Rambus, honorable mention from MedImmune and an invite to the California States Science Fair.
The middle school had 16 students winning awards this year, including grade 8 students Avi Khemani and Manan Shah, who earned First Awards, and Jonathan Liu and Justin Xie, also both grade 8, who received Honorable Mentions in biochemistry/microbiology. In engineering, eighth graders Peter Wu, David Zhu and Amrita Singh all won Second Awards, with Singh also receiving a Certificate of Achievement and lapel pin from the National Society of Professional Engineers. Sandip Nirmel, also grade 8, received a Family and Friends membership from the Tech Museum of Innovation.
Eighth graders Aditya Dhar and Arjun Subramaniam each won Second Awards in computers/mathematics and Meena Gudapati, grade 7, won a First Award in behavioral/social. In the same category, grade 8 students Joyce Huang, Meilan Steimle and Swetha Tummala all earned Second Awards.
Grade 8 student Andrew Gu’s project in the botany category earned him a First Award, and Evani Radiya-Dixit, grade 8, was named a middle school Top Finalist for her medicine/health/gerontology project.
Congratulations to all the winners, and good luck next year!
This article was originally published in the spring 2013 Harker Quarterly.
Sarah Howells ’12, now a freshman at Princeton University, recently won a prestigious new award. “The history department is delighted to congratulate Sarah on winning first prize in the Churchill Research Paper competition,” said Donna Gilbert, Harker’s history department chair. The competition is sponsored by the University of Minnesota’s Churchill Center.
Howells is the contest’s first winner, and it’s not the only first that she has earned for the paper, titled “Winston Churchill’s Efforts to Unify Britain from 1940-1941.” It was also Howells’ submission to earn a grant from the Mitra Family Endowment, which was established last year by Harker parents Samir and Sundari Mitra (Shivani, grade 12). Howells went on to become the first Mitra Scholar for her entry.
“I was pretty surprised, since this being the first year of the competition I was not sure what the expectations were,” Howells said. “I would like to thank the Mitra family for supporting humanities research at Harker, Ms. [Donna] Gilbert, Dr. [Ruth] Meyer and Ms. [Susan] Smith for helping me with research and making the Harker history department a strong supporter of independent work, and Ms. [Julie] Wheeler for convincing me to apply for the grant in the first place.”
The Mitra Family Endowment for the Humanities matches gifts to the annual giving campaign up to a total of $100,000.
“The subject matters taught under humanities such as history, languages, communications and philosophy are critical skills and knowledge that develop well-rounded Harker students,” said Samir Mitra, speaking at last year’s reception. “Humanities is the bedrock of a superior education and will enable our students to stand out as recognized contributors in their future professions.”
“I knew I wanted to apply for the Mitra grant because I had enjoyed world history so much in my sophomore year,” said Howells. “I thought about Britain; my family was affected on two sides by World War II, both in Poland and in Britain.”
Too broad at first, her topic choices “quickly narrowed to Churchill’s remarkable unification of the government and retaining the trust of the people during the war,” said Howells, noting that the most interesting part of writing the paper was transitioning from the researching to the writing.
This article was originally published in the spring 2013 Harker Quarterly.
With information literacy and research skills becoming increasingly important to college-bound high school students, the history and library departments have spent the last several years developing a comprehensive research and writing program to give Harker students an edge in creating scholarly works at the college level.
A work in progress since it began as a collaboration between Susan Smith, library director, and Donna Gilbert, history department chair, in 2006, the program has since grown into a cornerstone of Harker’s history instruction. “It’s become a normative part of every history course at The Harker School, and we’ve carefully scaffolded it and planned it so that the skills build over time, and kids are constantly reinforcing and practicing and mastering and then moving on,” Gilbert said.
The initiative was spurred in part by a feeling that too much emphasis was being placed on multimedia presentations and not enough on strong writing skills – “that PowerPoints and iMovies had started to replace traditional writing,” Gilbert said.
“The reality is that our kids need to go to college and they all need to write really well,” said Smith. History proved to be a great place to begin building this foundation because of its emphasis on studying primary sources, critical thinking and developing thesis-based arguments.
“We try to get them excited about primary sources and looking at the photos of people or artifacts of an era,” said Smith. “But then understanding how to analyze, evaluate and put together a cohesive, thesis-driven argument about something is what’s more important.”
History teachers work with the library department to come up with topics each year that the students at each grade level can choose for their research papers. Key criteria include the types of research required, the amount of researchable information that is readily available and whether the topics have been covered in class.
In grade 9, world history students are assigned a compare-and-contrast research paper on an ancient history topic. During this process, students learn the basics of using databases, creating note cards, paraphrasing sources and writing a thesis. Sophomores deepen their knowledge of databases and begin analyzing more scholarly works, as well as learn to reinforce their theses and create more detailed note cards. “That’s an argumentative, thesis-driven essay where they’re defending one side or the other of an issue, and we give them a choice of lots of issues to pick from,” Smith said.
Grade 11 United States history students may find themselves creating different types of research papers, depending on if they are in an Advanced Placement or regular class. AP students will analyze a Supreme Court case, while regular U.S. history students choose a topic from the Civil War.
This year students were asked to analyze a Civil War-era photograph from the Library of Congress’ American Memories project and create a biography of a person about whom little was known. Doing so required deep research of the world around the person and thinking critically about how he or she would have lived at the time the photograph was taken.
“One of, I think, the most captivating things about the U.S. history project was that they couldn’t possibly have known anything about these obscure people that we found these photographs of,” Smith remarked. “They aren’t in history books. They don’t have Wikipedia articles.”
AP students are given a wide range Supreme Court cases to choose from for their papers. They each then develop a thesis on whether the decision made on the case came from a partisan or neutral interpretation of the U.S. Constitution.
Although teachers and librarians decide which topics are open to students to research, offering a wide variety of topics to choose from is an important part of the curriculum. “We always try to add choice,” Smith said. “That is something we’ve protected and the teachers are great about that.”
For instance, grade 9 World History students may be given a list of five questions to choose from, such as comparing burial rituals from two cultures. They will then be presented with a list of cultures that they can choose to compare. AP U.S. History students are given a list of 120 Supreme Court cases as options to analyze.
Once they have completed three years of historical research and analysis, seniors have the option of applying for a grant to embark on a yearlong independent research project via the John Near Endowment or The Mitra Family Endowment for the Humanities. For this endeavor, students can choose whatever topics they like. “They can move in a direction that really appeals to them intellectually. And we get complete buy-in, because they’ve now not just chosen to apply but they are sent off, really, with very few restrictions and just guidance,” Gilbert said.
Students typically begin the process by arriving with well-developed proposals. “Somewhere in their studies, they’ve decided that they really want to explore the gender identity issues of Frida Kahlo, or they really are interested in educational reform,” Smith said.
Mexican poet Frida Kahlo was a subject of particular fascination for 2012-13 Mitra Family Scholar Shivani Mitra, grade 12 (and daughter of the scholarship’s founders). She began her research by reading books about Kahlo’s life and works. She then got as close to the source as she could. “I took a monthlong trip to Mexico City during the summer, where I was able to use primary source material – letters, diary pages – for my research,” she said.
“I visited her house in Coyoacán multiple times, met her grandnephew and niece, interviewed the curator of her museum, and visited countless museums in the city that had her works. By the end of the summer, I had gathered enough material from which I could start formulating my thesis.”
Mitra found that undertaking this project allowed her to foster her intellectual curiosity, and that learning so much about a person she respects and admires was the most satisfying part. “I enjoyed traveling to Mexico City and discovering Frida for myself, the most. She is a fascinating person, and the more I got to know her, the more I respected her,” she said. “Pursuing an academic passion of mine outside of a classroom, in a different country, by myself, was an amazing experience that I will never forget.”
Ashvin Swaminathan, grade 12, a recipient of a 2012-13 Near Scholar grant, combined his love of music and history for his project. “History is not just a collection of facts, and the patterns and connections between events and people are what make history fascinating to me. I also love classical music, and I play the violin for the San Francisco Symphony Youth Orchestra,” he said. Swaminathan chose to focus on the development of American classical music, with a special focus on the works of Aaron Copland and Leonard Bernstein. “I researched the lives and contributions of these two composers by reading several books from the Harker and local public libraries. I also studied numerous scholarly journal articles about these composers from the Harker library databases,” he said.
Swaminathan found that the two composers left their impressions on one another in several ways, and each had used the plight of Hispanic people as a theme in a major work. “Copland wrote his ‘El Salon Mexico,’ a piece that celebrates Mexico, in 1936 at about the time when the Mexican Repatriation was going on,” he observed. “Interestingly, Bernstein wrote his ‘West Side Story,’ a musical about the Puerto Rican gang wars in New York City, in 1957 when the Puerto Rican immigration to mainland U.S. was at its peak.”
Though Bernstein was candid about his politics, finding information about Copland’s political views proved difficult, so Swaminathan contacted several music scholars, including San Francisco Symphony musicologist Susan Key and the University of Houston’s Howard Pollack, a noted expert on Copland.
Both students found that their research practices have helped them develop skills beyond those required for historical analysis. “The ability to perform thorough analysis and uncover hidden patterns was the most valuable skill I have developed through this research,” said Swaminathan, who added that he also developed the skill “to analyze historical events and thereby extract plausible reasons behind them as well as connections between them. This abstract ability to analyze events and arguments manifests itself in every subject from English to mathematics.”
Similarly, Mitra discovered that her newfound research skills have helped her in writing papers for other classes. “For example, this semester I have a psychology and an English research paper. Finding the right sources comes much easier to me now,” she said.
The program continues to develop thanks to constant collaboration and feedback from teachers who frequently meet to discuss methodology and share their ideas, something that has been an important part of the program since its inception.
“It’s been a five- or six-year journey,” said Gilbert. “We used department meetings for two or three years, with the librarians always there in a kind of collaborative discussion about what’s working and what’s not working.”
This practice continues today, with teachers still learning from one another in brainstorming sessions at department meetings. “We get the best of everybody’s ideas. And they don’t even get that what they’re doing is brilliant,” Smith said. Over time, this sharing of ideas has resulted in a series of best practices that teachers can draw on. “And that’s the nature of teaching,” Smith said. “You go in there, you close the door, you do brilliant things every day and most of the time, nobody knows.”
Felix Wu, grade 10, is among the top 10 finalists in the John F. Kennedy Presidential Library’s Profiles in Courage Essay Contest. The essay, which profiles Dennis Kucinich, former member of the U.S. House of Representatives, was one of 8,000 submitted for the contest. After four rounds of judging, during which it was reportedly reviewed by a number of U.S. senators, it was declared one of the 10 best. Wu will be awarded $500 and a signed copy of Caroline Kennedy’s book, “Profiles in Courage,” for reaching this stage of the contest. The judge who informed Wu of his achievement recommended that he send the essay to Kucinich, which he has plans to do.
Society for Science announced Wednesday that Paulomi Bhattacharya, grade 12, has been named one of 40 finalists in this year’s Intel Science Talent Search, becoming the first Harker student to be named an Intel STS finalist and a Siemens contest finalist in the same year. Bhattacharya, who was also a Siemens finalist last year, “is a classic example of a student who has gone through our whole research program,” said science department chair Anita Chetty.
Bhattacharya found the inspiration for her project, titled “A Novel AAA-ATPase p97/VCP Inhibitor Lead for Multiple Myeloma by Fragment-Based Drug Design: A Computational Binding Model and NMR/SPR-Based Validation,” while interviewing for a position at the California Institute of Quantitative Biosciences at Univeristy of California, San Francisco, last year. “As I discussed possible projects with my professor, he mentioned a post-doctoral research group in the department that was working on a National Cancer Institute-funded project,” she said. “But the target protein was proving to be very difficult, and even after a year they had few significant results.”
Eager to help and seeking a new experience, Bhattacharya joined the team and began working on one of three unexplored drug target regions. “I designed an independent project and worked separately from the group throughout the summer, reading background literature, learning the molecular modeling techniques, using NMR/SPR spectroscopies, and learning the underlying theories of physics and chemistry,” she said.
In choosing the project, Bhattacharya expressed her desire to add to the field of cancer research. “I know far too many who have fought cancer without success,” she said. “Consequently, I jumped at the opportunity to pursue a cure for multiple myeloma. The cause that I was fighting for strengthened my resolve to creatively make an impact by scientific advancement.”
In addition to her success in these contests, Bhattacharya has also been an active member of Women in Science, Technology, Engineering and Mathematics (WiSTEM) and other clubs, written for the Triple Helix Online and presented at the Harker Research Symposium on multiple occasions. “She represents a student who has taken advantage of not only the clubs, but of internships, research classes and the many other opportunities available to her in the research program,” Chetty said.
Bhattacharya has expressed her thanks to the many Harker teachers in various programs and disciplines who have supported and mentored her since she started at Harker in grade 5, including lower school history teacher Pat Walsh, middle school math teacher Vandana Kadam, middle school biology teacher Lorna Claerbout, middle school history teacher Cyrus Merrill, upper school science department teachers Chetty, Mala Raghavan, Chris Spenner, Robbie Korin and Richard Page and math teacher Victor Adler.
She also mentioned her sincere gratitude to her professor at UCSF, Dr. Matthew Jacobs, “for giving me the opportunity to work with him in this emerging field,” and her post-doctoral mentor at UCSF, Dr. Michael Chimenti, for offering his guidance to her throughout the project.
The semifinalists, all grade 12, are Paulomi Bhattacharya (“A Novel AAA-ATPase p97/VCP Inhibitor Lead for Multiple Myeloma by Fragment-Based Drug Design: A Computational Binding Model and NMR/SPR-Based Validation”), Deniz Celik (“Computation of the Cell Phone-Induced SAR Distribution in a 3D Multi-Layered Model of the Human Head/Brain using Finite Element Analysis”), Jenny Chen (“RNAi of Rec12 in Schizosaccharomyces pombe: The Effect of Meiotic Recombination Inhibition on Fungicide Resistance”), who performed all of her research at Harker, Andrew Luo (“The Kinematics of Andromeda’s Diffuse Ionized Gas Disk”), Payal Modi (“Understanding the Chemical Inhomogeneities in Globular Clusters: Examining M4 and M5 for Trends in Elemental Abundances”) and Ashvin Swaminathan (“Surreal Analysis: An Analogue of Real Analysis for Surreal Numbers”).
A total of 26 students submitted projects for this year’s contest, each student spending countless hours doing research, writing and refining in preparation, with much help and encouragement from their mentor teachers in Harker’s science department.
“We could not be more proud that our students were recognized for the culminating efforts of their entire research process,” said Jennifer Gargano, assistant head of school for academic affairs. “The process reflects so much of who we strive to be – our students putting forth great efforts to deeply learn about and understand a topic they are truly interested in.”
The semifinalists each received a $1,000 prize and a chance to head to Washington, D.C., for the final stages of the contest, the winner of which will receive $100,000. More information about the semifinalists will appear on Society for Science’s Facebook page in the coming weeks. The finalists will be announced Jan. 23.
Sarah Howells ’12, now a freshman at Princeton University, recently won first place in the Churchill Research Paper Competition sponsored by the University of Minnesota’s Churchill Center. “The history department is delighted to congratulate Sarah on winning first prize in the Churchill Research Paper competition,” said Harker history department chair Donna Gilbert.
Howells is the contest’s first winner, and it’s not the only first that she has earned for the paper, titled “Winston Churchill’s Efforts to Unify Britain from 1940-1941.” It was also Howells’ submission to earn a grant from the Mitra Family Endowment, which was established last year by Harker parents Samir and Sundari Mitra (Shivani, grade 11). Howells went on to become the first Mitra Scholar for her entry.
“I was pretty surprised, since this being the first year of the competition I was not sure what the expectations were,” Howells said. “I would like to thank the Mitra family for supporting humanities research at Harker, Ms. [Donna] Gilbert, Dr. [Ruth] Meyer and Ms. [Susan] Smith for helping me with research and making the Harker history department a strong supporter of independent work, and Ms. [Julie] Wheeler for convincing me to apply for the grant in the first place.”
The Siemens Foundation announced today this year’s semifinalists and regional finalists in the Siemens Competition in Math, Science and Technology. Ten Harker students, four finalists and six semifinalists, were among the students named. Harker students submitted a total of 24 group and individual projects for the contest. One third of the finalists from California are Harker students. They are: Ashvin Swaminathan (individual), Paulomi Bhattacharya (individual), Rohan Chandra (individual), all grade 12, and Zareen Choudhury (group), grade 11. This year’s semifinalists are: Andrew Luo (individual), Kevin Susai (individual) and Ravi Tadinada (group), all grade 12, Anika Gupta (group) and Saachi Jain (group), both grade 11, and Andrew Zhang (group), grade 10. Each of the regional finalists were awarded $1,000.
All of the students spent many hours doing advanced research and analysis for the projects they submitted for the contest, which has thousands of entrants every year.
An abridged version of this article was originally published in the fall 2012 Harker Quarterly.
By Mark Brada
Editor’s note: Mark Brada teaches upper school physics. He submitted this article after chaperoning Harker’s Costa Rican adventure.
On July 27, 14 Harker students and two teachers left their homes and set out for an adventure in the wilds of Costa Rica. Upper school chemistry teacher Mala Raghavan and I accompanied grade 11 students Adarsh Battu, Allen Cheng, Albert Chu, Tiffany Chu, Nathan Dhablania, Darian Edvalson, Chris Fu, Dennis Moon, Daniel Pak, Shreyas Parthasarathy and Renu Singh and grade 12 students Jonathan Cho, Zoya Khan and Alice Tsui. Upon landing in the Alajuela airport we were met by our guide, Jimmy Trejos, who took us to breakfast at a hotel overlooking the central valley of Costa Rica before boarding a small 20-seat airplane bound for the Nicoya peninsula. From there we took a bus to the Absolute Reserve at Cabo Blanco National Park, one of the most remote sections of the country.
We were also welcomed by professors Milton and Diana Lieberman, who proceeded to give the students a crash course in doing field research in the tropics. This involved lectures, brainstorming sessions, guidied hiking and snorkeling sessions, as well as many hours of collecting and analyzing samples.The students undertook a variety of research projects, including a project to identify and characterize body wall oscines in two species of sea cucumbers and a project that examined the shell selection criteria of marine hermit crabs. After three-and-a-half days of this, it was time to move to a new venue: Caramonal Beach to observe marine turtles and to perform some community service.
We all went with our guides, Nelson and Jimmy, at around 8 p.m. to the beach and were greeted by an olive ridley turtle that had just came up from the water to lay her eggs. Once she finished making her nest and had moved back to the water, Nelson, who is the director of the Caramonal Beach National Wildlife Refuge, dug up the nest and moved the eggs to a location that is safe from egg poachers as well as other predators. The entire experience was both amazing and humbling.
The next morning we headed to the University of Georgia research station in the San Luis Valley below the Monteverde cloud forest. Here the students continued to work on their research projects. Their projects culminated in an evening colloquium where they presented their preliminary research findings to a public audience. Their presentations were incredibly detailed and showed a great deal of insight into the problems that they had investigated while in the country. I was particularly impressed with the questions that the students asked after each presentation, which showed that they not only grasped the other students’ presentations, but had been able to glean the key information and provide helpful feedback to them as well. Overall the night was a resounding success.
The students also enjoyed a great time in the country, including some white water rafting, zip-lining through the forests near Monteverde and taking a chocolate tour in the Sarapiqui region, where we saw a great deal of wildlife. We saw dozens of different species including keel-billed toucans, white-faced monkeys, a caiman and blue jeans poison dart frogs to name just a few. Everyone had a great time on this remarkable trip.
This article was originally published in the fall 2012 Harker Quarterly.
A dynamic group of Harker moms and their student daughters participated in this year’s Relay for Life event, held in Los Altos on June 9-10 in support of cancer research. Relay for Life is the signature activity of the American Cancer Society and the Harker team “Girls for the Girls” has raised nearly $3,872 towards the cause. Shown here are team members (from left) Sue Prutton and daughter Hannah Prutton, Chris Douglas and daughter Michelle Douglas, Heather Wardenburg and daughter Amy Wardenburg; all daughters are grade 12.