A Model for Interscholastic and International High

School Research Collaboration

George WolfeLoudoun Academy of Science

Sterling, Virginia

Hwa Chong Institution-Singapore

Daegu Science High School-Daegu, South Korea

Overview

1. Establishing a research program2. Setting up the collaboration3. Carrying out the active research4. The final product5. Benefits and obstacles

AOS Research Model

• Every student is required to do a two year independent research project of their own design during junior and senior year.

• The project is carried out on our benches.• In Junior and Senior year, students are assigned

to a research class.• When needed, outside mentors/labs are

sought, particularly as the student progresses.• Extremely different than the intern model.

10th Grade- Finding an Interest

• As part of 10th grade science, students take “Introduction to Research”.

• During the year, they do a variety of small research projects to get them familiarized with research and research skills.

• Starting in January, they are required to read “Science News” and do weekly posts on something they found interesting.

Umbrella Day

• In mid-February, all research teachers visit sophomore classes for a 10 minute talk.

• They give an overview of their research “field”

• The analogy we use for students is we want them to start getting into a “river”, that is to start narrowing down their focus.

Narrowing the Question• Students must now begin their background

research, both in class and at home.• Purpose of this stage is to progress to an

answerable question.• For example, a student may have read of an

Australian study that shows that dragonfly wings have nanopillars which may have antibacterial properties and is wondering if she could synthesize nanopillars in the lab, perhaps to enhance wound dressing.

Interviews and Focusing

• Once students have a topic, they schedule interviews with faculty.

• Faculty do not GIVE ideas but help students focus in.

• For example, the student might be asked what information is there on how these nanopillars are bacteriacidal, what they are made of, what is known of their arrangement, etc.

• Purpose: To go from the naïve to the realistic.

The Project Proposal

• Eventually, students must come up with a project pre-proposal by early May.

• We spend a day with students presenting their proposals to faculty teams in order to give students a more diverse perspective.

• After more screening the final exam in the course is the handing in of the Project Proposal and Feasability Study.

• This will be used to assign them to a mentor, one student/project.

Engaging Scientist Partners-When NecessaryI am a high school student in Loudoun County, Virginia. I attend The Academy of Science, a magnet high school specifically designed to support STEM education. This magnet program requires that every student complete a two year research project regarding their choice of field of study. Early in this process, I found that I was interested in the regenerative mechanisms in planaria, specifically the role of miRNA's. While performing background research for this project, I read your published work, Identification of neoblast - and regeneration-specific miRNAs in the planarian Schmidtea mediterranea, in the RNA scientific journal. I was inspired to use it as a source for a 2-year experiment that I will conduct. It occurred to me that some of the miRNA's that you have found and sequenced may indeed be controlling mechanisms for some of the protiens, and directly correlate to the genes that are responsible for regenerative growth of planaria. Here is my idea. Since previous studies (Sanchez-Alvarado and Newmark, 1999; Tuschl, Samore, Lehmann, Bartel, and Sharp, 1999) have shown that dsRNA effectively neutralizes miRNA's that are created by the cell, the altered regeneration of the planaria can be observed. Once this regeneration has commenced, then the resulting planaria and the processes that they underwent will allow me to identify the miRNA's that affect overall regenerative growth, as opposed to specific growth of different parts of the planarian. These observations will allow me to determine next year the genes responsible for regenerative growth in Schmidtea mediterranea planaria. I am writing you both for advice and information. I noted in your article that you identified 20 miRNA's that were enriched from 3-24 hours after amputation. My first instinct is to work with all 20 of these miRNA's, however, I would appreciate your advice on this matter. In terms of information regarding my research, I would ultimately need the sequences of the miRNA's that you suggest I use so that I can make dsRNA. I would appreciate any assistance that you would provide regarding the genetic sequences for the miRNA's seen as useful in the regenerative growth. Any help that you can provide me would be greatly appreciated.

No Fishing Allowed

I am delighted to hear that Kyle is interested in using planarians as a model system to study regeneration. The RNA paper Kyle cited in his email was submitted by my colleague Dr. Dasaradhi Palakodeti (corresponding author). Das has the miRNA sequences for the miRNAs discussed in this manuscript, so you would need to contact him directly to get access to the data. I am happy to work with Kyle anyway I can. If you like, perhaps we could set up a teleconference sometime in the new year to discuss his project?All the best,Alissa

Setting Up Collaborations

Collaborations: Application Process

• In June students submit applications (30-40 apply for 20 openings).

• Each application includes the project proposal and feasability study.

• Each collaborative team will consist of 2 AOS students and 2 collaborators.

• Faculty committee reviews applications based on a variety of factors.

• Acceptable proposals and background research are sent to faculty of collaborating school.

Application Review

• In summer, when travel to collaborators occurs with previous years students, we meet to discuss project selection. • Projects are selected based on suitability

for collaboration, faculty availability, etc. • If there are proposals from the other side,

an attempt is made to match themes…ex. Cancer studies

Arranging Teams

• There are many good students and projects that were not selected.

• In September, faculty committee sits down with applications of those students not selected and determines team suitability

• Students are paired using common interest, compatibility, etc.

• Accepted projects are notified, then partners.

Beginning The Research

• Collaborators and faculty visit the AOS in autumn.• Students stay at collaborators homes.• Object of trip is to come up with an experimental

design. We also do cultural events.• On last day, students present experimental design

–Common controls–Which variables will change–How to prevent “project drift”–E-communication with mentors and students

required bi-weekly

Some Examples

• Arrangement of Nanopillars on the Wings of Korean and American Dragonflies.

• A comparison of Metal nanoparticles and metal oxide Nanosheets as catalyzing agents in carbon sequestration reactions

• Identifying biomarkers in exosomes of organisms modeling Parkinson’s (Proteins vs. miRNA)

Final Presentations• In summer, students visit collaborator school. • Hwa Chong– Students meet daily to produce power point for

Hwa Chong Science competition that happens yearly.

– Trip ends on a 3 day trip to Malaysia• Daegu– Trip begins with a 3 day visit to Seoul– Students present power point for faculty, then a

middle school science competition– Students also set up booth at citywide science fair.

Difficulties

• Cost-mostly airfare• At AOS, students pay ½ the cost, we fund the

rest through grants. • Project drift• Constant communication is crucial and rules

must be set up that projects cannot change without the entire team knowing/consenting

• Language barrier

My Contact Info:George Wolfe

DirectorLoudoun County Public Schools

Academy of ScienceGeorge.Wolfe@lcps.org