Ari A.

Project details

Project title: Turning-point events in secondary school teacher-student relationships, and associations between change and attachment tendency

Abstract: Teacher-student relationships (TSRs) are the interpersonal interactions between teachers and students. The quality of these TSRs impacts student wellbeing, academic achievement, self-efficacy, and many other aspects of student lives and learning. I hypothesized that students’ tendencies in other relationships in their lives may impact their TSRs. Specifically, I wanted to know whether their relationship tendencies had an impact on how and why they perceived change in their TSRs. Previous research had been done on these events that caused change in TSRs, named turning-point events (TPEs), but only on college age students, and these studies didn't investigate whether student relationship tendency impacted these experiences. In order to answer this question, I conducted a survey that collected information on secondary-school students’ TPE experiences in their TSRs, as well as their relational tendencies, which I measured in the form of attachment tendency, a measurement of relational habits. Attachment tendency is developed at a young age from interactions between a young child and their parent/guardian, and has lasting impacts on how they interact with other people and relationships throughout their lives. The goal of this survey was to gain an understanding of what causes secondary-school students to experience TPEs in their TSRs, and to observe whether attachment tendency was associated with the type of TPE students reported experiencing.

I administered these surveys through email and categorized TPE responses, which had been given in short-answer format. My analysis revealed the following categories: Five categories of positive TPEs (Extra-curricular conversation, Non-academic availability to students, Conveyed recognition, Care & understanding during student personal struggle, and Willingness to support academic success), and four categories of negative TPEs (Rude behavior, Targeting, Discouraging student communication, and Failure to support academic success). In general these categories indicated that communication between students and teachers, both regarding curricular or non-curricular matters, often facilitated positive TPEs in this sample. Furthermore, teachers appearing available for students in order to help them with emotional, academic, or just appearing willing to offer their time beyond class also frequently caused positive TPE experiences in students. As for the negative categories, the main disagreeable behaviors that contributed to negative TPEs in this sample had to do with teachers appearing mean, curt, like they ignore students, or like they are targeting a student in front of their peers. On top of this, many students reported negative TPEs related to teachers seeming unwilling to “do their job”; their class was unengaging, they did not provide resources or feedback for work/studies, etcetera. Analysis of the association between these categories and student attachment tendency showed that there was no statistically significant association between the two variables. This may be due to a number of factors: the underrepresentativeness of the sample, issues with self-report bias, or the fact that there may in fact be no association at all.

The purpose of expressing these experiences is to create a foundational understanding of the events secondary-school students to be TPEs, in order to provide a basis for future research on TPEs in secondary school TSRs, as well as to vaguely inform teachers on what and how some students may possibly perceive certain behaviors. This study collected such reports, as well as student relationship tendency, ultimately developing five positive and four negative categories of TPEs, and though finding no significant association between these categories and attachment tendency, may provide a basis for future research on change in secondary school TSRs.

Q & A

Coolest part of your research project?

Being able to talk to and reach out to researchers in fields I was interested in, hearing their thoughts on work that I had done and created myself. After reading and coveting their papers, it was like talking to a celebrity.

Most satisfying part of your research project?

Having all of the reports from all of the students in front of me, being able to read their experiences, and finding patterns in the qualitative data that were both personal/relatable as a student, and fascinating as the researcher.

What inspired you to choose this topic?

I used to really love personality tests. That brought me to personality classifications and categorizations, and my mentor introduced me to attachment style/tendency, which appealed to me. Though I ultimately used attachment as a quantitative rather than categorical variable, I was still able to maintain that aspect in the TPE categorizations.

What were some of your fears and worries when you applied to ASR, and what would you say to younger students who have them?

I was worried that my interests were not “scientific” enough, since I was interested in psychology, and personality categorizations at that, which are often (in many cases, rightfully) dismissed as pseudoscience. I would say, the degree of your interest in your subject and your commitment to following through on a rigorous project is going to be what determines the caliber of your project—not the scienceyness of your project.

What’s a misconception that people have about ASR or ASR students, and what’s the truth?

One misconception I had [was] that the seniors were scary geniuses who all were super committed to science. As a senior now, I know myself and (most of) my peers are not geniuses, we’ve just spent lots and lots of time learning what we did our projects on, and hearing about each others’ projects.

Madison C.

Project details

Project title: Habituation and Associative Learning in Hydra vulgaris

Abstract: Hydra are aquatic invertebrates with decentralized nervous systems, meaning their neurons are dispersed throughout their bodies and lack centralization. Studies on the learning capabilities of these organisms have dwindled since the second half of the 20th century—mainly due to an increased interest in other models, such as fruit flies and flatworms. Specifically, I sought to explore two learning processes of different complexities: habituation and associative learning. Habituation is defined as a decrease in response to a repeatedly-introduced stimulus over time. For instance, if there’s construction outside my window as I’m trying to focus on homework, I will gradually tune out the clamor. Although there has been a study that confirmed that Hydra are capable of this simple process, my project focuses on a different species and a mechanical stimulus (physical contact). Associative learning is a higher-order process by which an animal learns about the relationship between two stimuli (classical conditioning) or events (operant conditioning). Using the famous Pavlov’s experiment as an example, if I ring a bell every time I feed a dog, then it will learn to drool solely at the sound. There have been no published studies on associative learning in Hydra. The research question that my project aims to address is: Is Hydra vulgaris capable of habituation and/or associative learning?

To test for habituation, I utilized a home-built apparatus, consisting of a ruler and magnet, to deliver a constant pulsing stimulus. To test for classical conditioning, I paired darkness and electric shock at various timings to observe if the Hydra would contract in response to darkness when introduced independently of electric stimulation.

My findings revealed that Hydra are capable of two phases of habituation: an initial steep decline in contractions followed by a more gradual, oscillating decrease. My results also showcased partial evidence for associative learning—the animals increased the frequency and duration of contractions during the post conditioning tests.

My study’s results align with those of previous works on other invertebrates. They offer evolutionary implications in relation to learning, expand knowledge on the learning capabilities of this specific species of Hydra for the first time, and add to the newly-revived interest in models with decentralized nervous systems.

Q & A

Coolest part of your research project?

The best part of conducting a project at home is the flexibility to experiment with the materials at hand. From determining the optimal saltwater temperature to hatch brine shrimp to observing the development of Hydra eggs under a microscope, I was often thrilled by the opportunity to put my scientific inquiries to the test. The freedom to explore cultivated my curiosity and analytic thinking beyond what I could gain from the literature alone.

What inspired you to choose this topic?

During sophomore year, there was a recently published article on the learning capabilities of box jellyfish. It intrigued me because I had believed that this animal was nothing more than a slimy blob floating mindlessly in the ocean. As I delved deeper into similar organisms lacking brains, it struck me how understudied my topic was. To both address this knowledge gap and break the misconceptions of others, I selected a very obscure animal: Hydra! By expanding the periphery of a wider audience, I hoped to positively influence how people treat animals, regardless of their size and intelligence, as an avid animal lover myself.

What were some of your fears and worries when you applied to ASR, and what would you say to younger students who have them?

My biggest fear as an incoming sophomore was presentations: posters, slides, and any type that required me to speak in front of others. I had faith that I could overcome any obstacle but this quite rational fear of mine. My anxious personality and quiet voice were not an ideal combination. However, when the day of my first presentation arrived, my world didn’t crumble apart—the fulfillment I experienced afterwards was much greater than I had expected. From then onwards, my mindset gradually shifted: the task became feasible once I stopped treating it as impossible and rather as an opportunity for improvement.

Funny anecdote from ASR?

A story that’s funny in retrospect is the morning I woke up to a liter of saltwater and salty brine shrimp cysts on the wooden floor. I hurriedly ran to grab a towel, then changed my mind as I didn’t want the eggs to go to waste, all while my brother was blasting my eardrums with complaints. Within the same timeframe, I was facing difficulties with my project in general, so this catastrophe felt like a visual representation of what I was going through: the water flooding outwards no matter how strenuously I wiped it down and me running around panicked without a rational thought in mind.

Bella I.

Project details

Project title: The Effect of Digital Distraction on Memory and Boredom

Abstract: Distraction from phone use is a common problem in the classroom, leading many schools to recently ban devices. However, these policies may overlook an underlying issue that students reach for their phones because they are bored or disengaged. This present study examined how boredom tendency (trait boredom), boredom in the moment (state boredom), phone access, and supervision affect students’ learning during lectures.

In my study, 97 college students watched short video lessons in math and English. With four different conditions (with/without supervision & with/without phone access) participants watched the lectures, completed surveys about their state boredom, phone addiction, and completed comprehension tests. Their lecture session was recorded with a camera at the back of the room to measure distractions, and note-taking was also used as a measure of distraction.

I found that overall, students who had access to phones performed worse on tests, reported higher boredom, and experienced more distraction. Lack of supervision also reduced learning, but did not impact boredom or levels of distraction. Students’ trait boredom did not have as significant an impact on comprehension as the classroom environment conditions. These results overall show that classroom limiting policies paired with supervision can improve focus and comprehension regardless of trait boredom levels, giving a practical method of reducing distractions in learning environments.

Q & A

Most difficult part of your research project?

Organizing and completing it on time. As I had a human participant study, many components of my project were out of my direct control, such as the date my IRB would be approved or whether enough students would sign up for my participant sessions. Even though it all turned out all right in the end, this uncertainty posed a difficulty in timing, where I was frequently stressed that I would be unable to complete my project.

Coolest part of your research project?

The participant components. I found setting up each session or organizing participant data afterward to be very interesting. I also really enjoyed interacting with those who participated in my study and watching my planning of methodology unfolding in real time.

What influence did the older ASR classmates have on you?

Older ASR classmates, in a way, always gave me motivation to focus on my project, whether planning or collecting data. Hearing from their experiences motivated me to overcome many obstacles I faced. Additionally, their experiences with their stages in their projects gave me results to look forward to when I reached their grade. One of the things I am most grateful for in ASR is how the grades are mixed for their very reason.

What were some of your fears and worries when you applied to ASR, and what would you say to younger students who have them?

I was worried that I would not have the time or time-managing skills to take on the ASR courseload. However, once I began to find an interest in a topic, I soon found myself eager to jump into the work I once saw so daunting. As I progressed through the first year of ASR, I found strategies to balancing completing assignments effectively and thoroughly without sacrificing my other academic subjects or extracurricular activities.

Brij K.

Project details

Project title: Perceived Negative Energy Density Hawking Radiation Near Black Holes: A Tensorial Derivation

Abstract: Black holes form when massive stars collapse under their own gravity. I studied Hawking radiation, a faint radiation emitted by black holes that is impossible to detect on Earth, which can only be studied through math. Researching this radiation can better inform our understanding of quantum mechanics around black holes, which is currently incomplete.

I specifically calculated the energy carried in radiation that a detector falling into a black hole would perceive, improving upon prior research by incorporating how much this detector accelerates. I found that the energy becomes negative and approaches infinity.

Quantum fields near a black hole are like water in an endless sea: always moving and never at rest. Similarly, around a black hole, quantum fields have random fluctuations that produce radiation. When a boat moves through water, there are two wave sources: those caused by the motion of the boat and those caused by the random flow of water. For black holes, I found that negative energy occurs when the acceleration increases, similar to how a boat moving fast enough creates bigger waves than the random fluctuations in water. This result is the first to show the impact of acceleration on perceived negative energy.

Q & A

What inspired you to choose this topic?

Ever since a young age, I have been fascinated by astronomy and trying to understand what lies light-years away from us. I was inspired to study black holes because I wanted to see what we can try to predict about these objects, even if we cannot gather data on them.

What influence did the older ASR classmates have on you?

Throughout ASR, older classmates were able to give me suggestions about my current work and helped guide me when I was confused in my own research. A big part of ASR is the mixing of students from all grade levels, and I found it helpful to hear how people navigated problems.

What’s a misconception that people have about ASR or ASR students, and what’s the truth?

I think a lot of people perceive ASR to be a program where you need to already come into it having a field that you want to study. This program does an amazing job at helping you find your passion and your field of research.

The most important thing you’ve learned in ASR?

One of the most important things I learned in ASR is how to give a presentation. This skill is something I apply to all of my classes. Knowing how to effectively communicate ideas to others is a life skill I will continue to develop.

Chloe L.

Project details

Project title: Survival Disparities in Children, Adolescents, and Young Adults with Medulloblastoma

Abstract: There are known disparities in survival outcomes across different groups, including racial/ethnic, age, and sex groups in patients with medulloblastoma, a type of brain tumor. There is conflicting research on which characteristics affect these outcomes. I aimed to clarify the current knowledge using a nationwide database.

I created a cohort of patients ages 0-39 with medulloblastoma in the United States who were diagnosed between the years of 2000 and 2022. I plotted and compared the survival for each option within a characteristic. For example, I plotted the survival of all racial/ethnic groups over time and compared them to the survival of Non Hispanic (NH) White patients. I took into account factors that had a significant difference between groups to observe the true relationship between race/ethnicity and survival, and age and survival. I looked at which factors are associated with whether someone had presented with worse stage at diagnosis.

I found that NH Black patients were the only racial/ethnic group to have a higher risk of death than NH White patients. I found that patients ages 0-4 and 15-39 had a higher risk of death compared to those 5-14. Those ages 15-39 were less likely to have presented with worse stage at diagnosis. This project is an important step towards achieving health equity and giving every person an equal chance at survival.

Q & A

Coolest part of your research project?

Definitely working with my mentor. Her work as both a pediatric oncologist and a public health researcher is super inspiring to me, and I hope to be like her in the future. I’m extremely grateful that I got to work with her on this project!

Proudest accomplishment in ASR?

My research project as a whole. Being able to say that I completed a full project from start to finish, mostly on my own, is something that I’m extremely proud of overall. I had to figure out how to navigate the database that I was using to create my cohort, as well as learn R and write over 800 lines of code. It wasn’t easy, and there were a lot of times where I was frustrated and wanted to give up, but I was able to persevere and see it through.

What influence did the older ASR classmates have on you?

My older classmates were amazing role models for me, both in ASR and in general. Seeing their successes in the program inspired me to try my best to be like them. It was also nice to have the support of people who have already gone through everything that I was going through. I have carried their wisdom and influence with me throughout high school.

The most important thing you’ve learned in ASR?

It's that I can do hard things. The review article, my project, and my research paper have all been challenging, but I have managed to do them all and I did them well. Knowing that I am capable of doing hard things keeps me motivated, even when I want to give up.

Ethan L.

Project details

Project title: Obedience to authority: Experimenting on the "experimenter"

Abstract: One type of social influence that impacts our daily lives is obedience to authority, the phenomenon in which someone does as a perceived authority figure tells or influences them to. Obedience to authority can often lead to unintended antisocial behavior stemming from a lack of independent thinking. Since modern obedience research began decades ago, we have continued to learn more about the factors that impact obedience to authority. However, prior research has failed to fully investigate participants obeying indirectly destructive orders rather than direct; this would mean participants would tell somebody else to harm another person rather than doing the harm themselves.

Thus, in my study, I randomly placed participants in one of two roles where they are either told to obey indirectly destructive or directly destructive orders. I created a survey that allowed participants to “choose their own adventure” and watch a series of immersive videos I recorded depending on their choices regarding obedience. In these videos, they viewed scenes of recruited student actors and I recreating a typical obedience experimental setup, incorporating my novel role and ethical concerns.

Participants acting as both the typically researched role (obeying directly destructive orders) and my innovative role (obeying indirectly destructive orders) obeyed similarly and frequently, showing that the change in responsibility dynamics was not influential enough to overcome our strong tendency to obey. Further, a majority of participants in both roles chose to continuously harm another human being simply because someone they viewed as an authority figure was instructing them to do so.

Q & A

Most difficult part of your research project?

It was the process of planning it, specifically with respect to narrowing down my ideas to fit a real research project. Initially, I had so many different ideas that I hoped to incorporate into my project, but I learned how to control my experiment carefully over the course of many months.

Most satisfying part of your research project?

The most satisfying part of my research project, being one with human participants, was seeing the number of my responses on my survey go up more and more over the course of my data collection. I had put so much time and effort into planning and constructing my project, and seeing people actually doing it was extremely satisfying and rewarding.

What inspired you to choose this topic?

I have been interested in my topic (obedience to authority, conformity, and general social psychology) since 6th grade when my family and I saw a mentalist named Derren Brown perform live. His tricks that he claimed were simply due to the “power of suggestion” inspired me to continue watching and reading more social psychological content. When I decided to join ASR, it did not take me long to lock this in as my topic.

What influence did the older ASR classmates have on you?

[Their] biggest influence on me was just simply being there and showing me that it was possible to achieve the lofty goals I had set for myself because they had. Their presence inspired me to continue moving forward and giving ASR my all so I could eventually have the same positive influence on someone younger than me one day.

Julian L.

Project details

Project title: Fusion of Endolysin Cell-wall Binding Domain to HTH-1, and HTH-1’s Relationship with Carvacrol Against Biofilm B. cereus

Abstract: Bacteria are quickly developing resistance to antibiotics, the standard treatment we have against them. Because of this, millions of people die a year from antibiotic-resistant bacteria, and this number will only continue to rise with the spread of antibiotic resistance. To solve this problem, scientists are searching for alternative treatments. One possible alternative treatment is Lysin Derived Peptides (LDPs), small proteins that destroy bacterial membranes. However, LDPs have three major drawbacks. First, they cannot distinguish between good and harmful bacteria, meaning beneficial bacteria will be targeted during treatment. Second, their small size makes them expensive to produce. And lastly, LDPs have limited activity against bacteria surrounded by biofilm, a slime-like protective substance.

The goal of my research is too test my mentors novel LDP, HTH-1, and overcome these three challenges using two strategies. The first strategy involves combining HTH-1 to a CBD, a protein that binds to highly specific bacteria. Because of this, I hypothesize that the CBD-LDP construct will only target specific bacteria, leaving beneficial ones unharmed. Additionally, the CBD-LDP constructs are much larger, meaning they can be produced through cheaper processes than that of LDPs only. The second strategy is a dual treatment of HTH-1 alongside carvacrol, a compound affiliated with antibiofilm properties. Because carvacrol disrupts biofilm, I hypothesized that a dual treatment would eradicate the biofilm, allowing the LDP to target the bacteria before getting stuck in the biofilm.

To begin this study, I designed the CBD-HTH-1 constructs in silico. I then ordered my designed DNA sequence and recombinantly expressed the proteins. After production, I used Spot and Halo assays to measure the bacterial spectrum of the constructs compared to HTH-1 alone. I also performed log-fold killing assays to quantify the bacterial killing of the treatment and to determine if the addition of carvacrol enhanced HTH-1’s activity against bacteria.

The CBD-LDP constructs could not be produced through recombinant DNA expression, suggesting that under standard conditions, the addition of a CBD does not decrease the cost of production. Additionally, because I could not produce the CBD-LDP constructs, I was unable to determine whether this limited the spectrum of bacteria the LDP targets. I found that the addition of carvacrol alongside HTH-1 did not improve the activity against biofilm bacteria, as originally hypothesized. Instead, this addition actually reduced killing. The HTH-1 peptide showed activity against 5 clinically important bacterial species, all with rising cases of antibiotic resistance. HTH-1 also outperformed the current antibiotic treatment against Bacillus cereus bacteria, demonstrating greater potency and max killing across all tested concentrations. These findings suggest that HTH-1 could be a promising candidate as a future antimicrobial therapy.

Q & A

The most satisfying part of your research project?

The most satisfying part of my project was the first time I tested the novel HTH-1 peptide against B. cereus bacteria. This peptide was created through artificial intelligence, and there was no guarantee that it would have any antibacterial activity. After treating bacteria with the peptide and crossing my fingers tightly, I was extremely excited to return to the lab the next morning and see that all of the bacteria had been successfully killed. The peptide worked!

What inspired you to choose this topic?

A fellow ASR student. Over my first summer as an ASR student, I emailed a senior in the course asking what topic they would choose if they were redoing ASR. It was then that I was first introduced to bacteriophage therapy, which directly inspired my project on proteins derived from bacteriophages.

What influence did the older ASR classmates have on you?

One of my favorite parts of ASR is the community behind it. As a young ASR student, I was always intimidated by the upperclassmen who had developed novel projects that fascinated me. I never thought that it was possible for me to actually fill into their shoes. I attribute much of my success in ASR to the upperclassman, who not only inspired me to be the most curious researcher I could be, but for also always giving me advice when needed.

Most important thing you’ve learned in ASR?

Not only is it OK to make mistakes, but it's also necessary to make mistakes. In a lab, things go wrong, and even when you try a new approach, they go wrong again. Finally, you think you have figured it out, and you fail one last time. But it's these repeated mistakes that make the future successes so meaningful.

Sophia N.

Project details

Project title: Gain-of-function mutations in the voltage-gated sodium channels SCN3A and SCN8A impact early brain development

Abstract: Millions of people are affected by epilepsy, a neurological condition that causes seizures. Evidence suggests that excess firing of neurons is related to voltage-gated sodium channels (VGSCs), which are channel structures located on neurons and mediate neuron activity. Mutations in genes that encode these channels can lead to disorders like epilepsy.

For my project, I focused on the genes SCN3A and SCN8A, which have been associated with influencing VGSC function. While SCN8A has been more extensively studied, much less is known about SCN3A. To observe how SCN3A influences VGSC function at a cellular level, I used rosettes and organoids, which are 3D models, similar to a “mini brain”, to investigate its role in early brain development, whether mutations caused changes to cell shape and protein expression, and whether organoid morphology changed when induced with an activity-inhibiting drug. I also performed cloning of mutant SCN8A cell lines to apply them to organoids in the future.

In the SCN3A rosette experiments, I found that mutant rosettes had smaller areas and larger perimeters than controls, suggesting that mutations in SCN3A negatively influenced development through reduced size and irregular, non-spherical shapes. To further understand early neuronal development, I examined proteins involved in neurogenesis. I found that proteins that mark progenitor cells were higher in mutants, suggesting accelerated differentiation and growth. Together, these results indicate that SCN3A mutations negatively impacted both rosette morphology and protein expression.

Results from activity-inhibiting drug tests on SCN3A organoids were inconclusive, but they suggest promising directions for future research, as some groups showed statistically significant differences between controls and mutants following drug induction.

For SCN8A, I successfully cloned one part of the mutant gene with 99% identity to the reference sequence, confirming accurate replication. This part of the study is important for future drug treatment, as it enables SCN8A to be studied in 3D neural models.

Together, this work highlights a novel function for VGSCs, pointing toward roles in cell growth, fate decisions, and patterning during early brain development. My data provide a foundation for future evaluation of VGSC function and demonstrate the value of 3D brain organoids and neural rosettes for modeling SCN3A pathogenesis and exploring its potential as a therapeutic target.

Q & A

What inspired you to choose this topic?

When I first joined ASR, I was fascinated by black holes, gravitational waves, and quantum mechanics. But at the start of the second semester of sophomore year, I decided to completely change my topic. Even though the shift was huge, the way I discovered my new project idea was surprisingly casual and ordinary. One morning, I was waiting for my usual train to school while scrolling through an article called “Top 10 Coolest Fields of Modern Science.” I stopped when I saw the cool title “mini brains in a dish,” and I spent the rest of the ride reading about organoids. That fascination eventually led me to reach out to the author of the first research paper I read on the topic, and he later became my mentor!

What were some of your fears and worries when you applied to ASR, and what would you say to younger students who have them?

My biggest fear when I applied to ASR was how I would ever become like the seniors I saw at the Symposium. Everything about their projects, confidence, and skills felt so far beyond where I was, and I honestly couldn’t imagine myself reaching that level. If I could give one piece of advice to younger students with this fear, it would be to be patient. The best things come out of hard work and commitment over three years, even when it sometimes feels like that effort isn’t paying off yet. If you truly love something in STEM and you’re determined to stick with it, you’ll be successful in ASR, no matter how worried or afraid you start.

What influence did the older ASR classmates have on you?

Every year, my perception of older ASR classmates has shifted. As a freshman, I was nervous yet deeply inspired by the ASR seniors during the Symposium. In my sophomore year, I still held them to this almost unattainable standard, convinced their projects were too cool, too complicated, and far beyond anything I could ever do. By junior year, I began to see them as a more specific, refined source of inspiration, paying attention to the techniques they used in their presentations and papers that I could apply to my own work. And now, as a senior, I still get genuinely excited when ASR alumni visit, because over time, I’ve built friendships with them without even realizing it.

Funny anecdote from ASR?

One of the funniest experiences I’ve had in the lab was when all the lab members (including me) were left in charge of our lab head’s plant while he was on vacation. It was so close to dying that, for the first few days, we essentially abandoned it on the windowsill in a shady corner. However, we quickly realized that none of us wanted to take the blame for its death when he got back, so we all collectively started taking care of it. It became a fun little side quest to water it or add dirt every time someone finished analysis, calibrated a machine, or did benchwork. Even though it started as an inside joke, I actually ended up getting closer to my lab members because of it, and it turned into a really unexpected bonding experience.

Ben O.

Project details

Project title: Optimizing tDCS montages for language modulation through computational head modeling: A functional network-based approach

Abstract: Transcranial direct current stimulation (tDCS) uses scalp electrodes to alter neuronal firing rates, aiding in cognitive rehabilitation. In my study, it’s applied for language rehabilitation, with potential to treat developmental, progressive, and age-related language disorders. Current tDCS interventions target small, individual, brain regions, while language truly relies on groups of structurally and functionally connected brain regions called a network. Improving placement across this network is crucial for effective treatment but remains challenging due to large variability in electrode positioning and design used in prior research, even when targeting the same cognitive function.

I used an algorithm to optimize electrode configurations using 2, 4, and 8 electrodes for targeting the language network and simulated the electric fields (EFs) they, as well as 25 configurations from prior studies, produced using computer software. For all 28 configurations, 3 optimized ones of my own design and 25 from prior literature, I extracted the average EF intensity produced inside the network, a proxy for behavioral effectiveness, and outside the network, a measure of safety and focality.

One conventionally-used configuration from prior literature achieved the highest intensity in the language network, outperforming all previously-used configurations. The optimized configurations using 2 and 4 electrodes produced similarly high intensities with no significant difference to the best conventional configuration. These findings confirm that different configurations produce variable EF intensities in the network, underscoring need for careful selection. They support the effectiveness of 2- and 4-electrode optimized configurations and a one-size-fits-all configuration with 2 electrodes. Recognizing the effectiveness of these approaches is an important step towards standardizing tDCS for language rehabilitation, making treatment reliable and bringing it closer to clinical use.

Q & A

The most difficult part of your research project?

Learning how to use a new programming language and neuroimaging/stimulation software required for my project. I also had to go through hours upon hours of troubleshooting and debugging which was extremely frustrating and time-consuming. For reference it took me over a week just to figure out how to download a software program using confusing terminal instructions and 3 months of troubleshooting and receiving help from my mentors, tech teachers, and tech support staff before I finally gave up on integrating python with the stimulation software I needed and instead switched to a different programming language that I had never used before. This all happened before I even started thinking about officially beginning data collection.

The most satisfying part of your research project?

For my project, I ran a ton of simulations using computer software, and I extracted data from these simulations that, before extraction, couldn’t be effectively analyzed or viewed. The most satisfying part of my project was opening the Excel spreadsheet with all 812 extracted data points and seeing that all the data was there, complete, and without any obviously incorrect values (off by a scale of 1000x). All the work I had done for months (coding, debugging, and troubleshooting) with extremely complicated and confusing software had finally output a palpable product.

What inspired you to choose this topic?

Many people come into ASR knowing exactly what they are interested in, or at least have some idea, but I was someone who had no clue what I was interested in in the spring of 9th grade. The exploration phase of ASR was extremely vital for me. I honestly found my topic by stumbling upon a laypersons article over the summer going into 10th grade and then diving down a deep, deep rabbit hole, chasing all the unanswered questions I had about a topic which at that point in time seemed to have so many unexplained elements and infinitely many things I didn’t know.

What influence did the older ASR classmates have on you?

The older ASR classmates had great influence on my ASR journey from hosting feedback sessions for the underclassmen to editing papers, and just answering miscellaneous questions. My older ASR classmates always felt approachable and there to help. I think that the group discussion and peer editing activities help the ASR classes come together and to give the underclassmen the feeling that they can approach the older ASR students outside of class for help. Now that I am a senior, I feel compelled to give back to the younger students and do for them what was done for me.

Max R.

Project details

Project title: Differentiating Between T2DM and LADA using Survival Modeling and Time to Insulin Dependency

Abstract: My project used machine learning to predict the time between a patient’s diabetic diagnosis and insulin dependence. This is to better be able model Latent Autoimmune Diabetes in Adults (LADA), a type of diabetes known for appearing as type 2 and then rapidly degrading into autoimmune (type 1) diabetes, thus requiring insulin therapy. Effectively modeling risk for insulin therapy could improve LADA detection and lead to quicker and better patient care.

To accomplish this, I used the CDC’s NHANES dataset. I trained machine learning models on this dataset to predict the risk of a patient developing a need for insulin therapy. I did this by modeling the “time to event,” or in this case, the time between a type 2 diabetes diagnosis and insulin treatment in each patient. This type of modeling is helpful because it allows me to utilize data from patients who hadn’t yet developed the disease or need for insulin. In addition to training the models, I also retrained the models using “subsets” of the dataset, which aimed at reducing the amount of data used to improve performance. I did this by splitting the dataset into bins, each of which contained different types of data then combining the different types in all possible ways.

I was able to train models that had a very strong performance, and then further, using the subset technique, was able to use only 30% of the data and still achieve an even stronger performance. These results show that these methods can be applied into healthcare systems to aid doctor’s diagnoses and save resources, reducing the need for expensive and complicated medical tests.

Q & A

Most satisfying part of your research project?

Seeing it all come together and all of my code to actually work, and actually returning usable data after weeks of tweaking code just to get this one output. Also, eventually being able to put it all together to write a whole paper on the data my code generated.

What inspired you to choose this topic?

I decided I wanted to study machine learning the summer after I got into ASR. From there, I realized I needed to pick a lens to study machine learning through. I settled on healthcare, and from there diabetes since it is a very common disease, and I have a family history. My first project focused on using machine learning for prediction of type 2 diabetes, which was a very straightforward task. I wanted my second project to be more involved so I took up the more complicated task of predicting risk of insulin dependence in LADA.

Funny anecdote from ASR?

I emailed Mr. Yashin a question and then replied in less than 2 minutes saying nevermind.

I almost published a private dataset (that I’m not allowed to share publicly) on a public website that anyone can see (definitely not good).

I was accepted to a competition (JSHS) as a junior and had to present, but my name wasn’t on the schedule. I was given about 36 hours of notice and was freaking out. Eventually it worked out but I had to go dead last which was brutal.

One time I created an arbitrary value function that some people didn’t really agree with. I still see no issue with it but I guess that’s the bureaucracy for you. I got rid of it though so that’s all that matters.

Most important thing you’ve learned in ASR?

ASR has put high school into perspective for me. Working with people who have no obligation to help me or even reply to my emails has made me value my teachers more, and also be less nervous to ask questions or meet with them. ASR has taught me how to conduct myself somewhat professionally, and I don’t think I would have learned that elsewhere.

Logan R.

Project details

Project title: Developing Practical Guidelines for Hydroxyurea Usage in Low-Income Settings

Abstract:

Sickle cell disease is a hereditary blood disorder with major global impact, especially in Sub-Saharan Africa, where it developed as a genetic mutation in response to malaria. Hydroxyurea, a once-daily oral pill, has been shown to effectively reduce complications when used under proper supervision. Its use in low- and middle-income countries is limited by unclear treatment guidelines and limited resources.

My study aimed to create practical, evidence-based guidelines for hydroxyurea treatment in low-resource settings. I reviewed national guidelines, clinical trials, and studies observing treatment in a real-life setting along with interviewing treatment providers active in the field. Data was broken into the key steps of treatment, grouped by similarities, and analyzed for both efficacy and applicability to real-life settings. Using trends found between studies as the basis for recommendations, guidelines were built and suited to patients outside controlled environments. With the addition of the interviews, my recommendations give insight on usage of hydroxyurea and real-life factors that play at part in treatment outside of guidelines. The final product is a comprehensive set of treatment protocols supported by evidence and organized into a table with rationales and citations. By offering realistic guidance, this study helps patients get access to sustainable treatment.

Q & A

Most difficult part of your research project?

Planning out my project and finding a research idea or goal that was achievable and in the realm of possibility for a high school student

Keeping myself motivated throughout the research process

Coolest part of your research project?

Real-world application of my project and meeting and talking to research providers who work in my field of interest daily and have made huge steps in the field of sickle cell disease.

What inspired you to choose this topic?

I chose to study sickle cell disease as I have a family history with the condition and saw first hand how it affects the lives of patients and their family members

Proudest accomplishment in ASR?

Improving my presentation and communication skills over this three year course

Henry S.

Project details

Project title: AAV9 PGM1 Gene Delivery to Patient-Derived Cardiomyocytes and Histologic Assessment of Pgm2-Deficient Mouse Hearts

Abstract: PGM1-CDG is a rare genetic disease where the body has trouble handling sugars in two important ways at once: it struggles to convert stored sugar into usable energy, and it also struggles to add sugar “tags” to proteins that need them to work properly. Although this is a multisystem disease, the heart is particularly affected. Many patients develop dilated cardiomyopathy, where the heart becomes enlarged and weaker (thinning of ventricles) over time. My project focused on a potential “root-cause” treatment: instead of trying to work around the defect with supplements (one such treatment is known as D-Galactose), I explored whether gene therapy could replace the missing or faulty gene so heart cells can function more normally again. I also used tissue from a prior study ((Balakrishnan et al., 2023), a mouse model of the disease) to determine if it showed signs of mitochondrial dysfunction and how this depended on normalization approach.

To test these endpoints, my study had two arms. First, I worked with patient-derived heart cells made by converting a patient’s skin cells into stem cells and then into cardiomyocytes (heart muscle cells). These cells can be treated in a dish, which lets you test therapies directly in human tissue without needing a human trial. The therapy approach uses AAV9, a harmless viral “delivery vehicle,” to bring a working copy of the PGM1 gene into cells, with the goal of restoring normal function. Second, I analyzed archived heart tissue from a mouse model of PGM1 deficiency and measured a key mitochondrial enzyme activity (Complex III) to evaluate energy-production problems in intact heart tissue.

In the mouse heart samples, Complex III activity was lower on average in the disease-model hearts (about an 18% decrease), but the difference was interestingly not statistically significant with the available sample size. That result still matters because while the trend is consistent with mitochondrial dysfunction, it also highlights an important challenge in real research: sometimes you see a signal that might be real, but you need more samples or better normalization to confidently prove it. Conversely, sometimes you have a hunch/hypothesis about a biological phenomenon and when your data doesn’t directly support you either need to revise your hypothesis, backtrack errors, or conduct further probing. The broader goal of the project is to connect what we see in a whole-heart model to what happens in human heart cells, so that if gene therapy improves key metabolic readouts in patient-derived cardiomyocytes, it strengthens the case that this approach could eventually help patients. I also planned to run a Seahorse XF Mito Stress Test on the patient-derived cardiomyocytes to directly measure real-time respiration metrics like basal and ATP-linked oxygen consumption, maximal respiration, and spare respiratory capacity. Unfortunately, those Seahorse experiments couldn’t be completed because the needed materials were blocked by a failed Material Transfer Agreement (MTA) with the University of Utah, which forced me to narrow the project’s human-cell metabolic readouts.

Q & A

Coolest part of your research project?

Using patient-derived heart cells is the coolest part by far! Not only is it mind-boggling that prior generations of scientists have developed protocols to turn skin biopsy tissue into beating heart cell, but there is also the feeling that working with this tissue serves as the bridge between the lab bench and actual human suffering from the disease. Conducting science for the advancement of the human condition in this sense is very fulfilling.

What were some of your fears and worries when you applied to ASR, and what would you say to younger students who have them?

I had so many competing interests at the end of 9th grade to beginning of 10th grade period that I was stressed that I wouldn’t be able to settle in on a topic or that once I did I would regret it. The way Mr. Yashin has you funnel your interests from broad to specific is very effective and usually works out. Even if it doesn’t, you have a great amount of flexibility to switch your topic should you want to.

Funny anecdote from ASR?

Not a joke exactly, but still funny: as it turned out I had multiple friends both in ASR (like Dylan) and from outside that had research positions at Mount Sinai, where I did my project. While we did not get to conduct our research together, grabbing lunch once in a while with them was always a good break.

Most important thing you’ve learned in ASR?

Science is not only experiments at a bench or analysis on a computer. It also involves logistics, collaboration, and adapting when materials, timelines, or plans change. Just as important, doing science well means learning how to communicate complex ideas clearly, so your work can actually be understood and used by other people.

Alexis S.

Project details

Project title: The role of adolescent sports participation in behaviors and social functioning in young adulthood

Abstract: Sports are often seen as an automatic “good” thing for kids and teenagers. Many studies show short-term benefits, especially for mental health, social skills, and school engagement. However, the long-term picture is much less clear. A lot of previous research relies on older or representative samples, combines all sports rather than separating team and individual sports, and rarely examines whether the associations differ between males and females. As a result, we still don’t fully understand how playing sports during adolescence may be linked to outcomes in young adulthood.

The goal of this project was to better understand those long-term associations. Specifically, I asked whether participating in sports between ages 12 and 17 is associated with mental health, behavior, and functioning at ages 21-22, and whether these relationships differ by type of sport (team vs. individual) and by sex.

To answer these questions, I used data from the Longitudinal Study of Australian Children, a study that follows the same individuals over a long period. This sample included nearly 5,000 participants and was nationally representative. I separated team sports (e.g., soccer or basketball) from individual sports (e.g., golf) and measured participation in three ways: whether someone played at all, how many years they played, and how many hours per week they played on average. I then examined outcomes in young adulthood, including psychological distress, alcohol use, smoking, cannabis use, employment, education, and gambling (including sports betting).

The results show that adolescent participation is not simply “good” or “bad.” Both team and individual sports were associated with lower psychosocial distress in young adulthood, suggesting lasting mental health benefits. Team sports were also associated with a lower likelihood of being unequipped, suggesting possible advantages for social or workplace skills.

At the same time, team sports were consistently linked to higher alcohol use, higher odds of cannabis use, and much higher participation in gambling and sports betting. Invidual sprots showerd fewer risky associations overall, but were linked to higher levels of alcohol consumption. Sex differences added another layer: some of the risky associations in team sports were weaker for females, while certain gambling associations in individual sports were stronger for females.

Overall, this study showed that sports are a powerful adolescent experience that can possibly shape young adult experiences in multiple ways. Rather than assuming sports are always protective, these findings suggest that the type of sport, the social context, and sex all play an important role in how adolescent sport participation is linked to outcomes in young adulthood.

Q & A

The most difficult part of your research project?

The hardest part was gaining access to my dataset, as it is based in Australia, and I was unsure whether I could be under 18.

What inspired you to choose this topic?

Combining one of the most important things in my life, sports, with how that could be related to things in my future. It just sounded really interesting.

Proudest accomplishment in ASR?

Finishing my project for sure, but also being recognized for my work by competitions is the cherry on top.

What influence did the older ASR classmates have on you?

Support. So much support, and paving the way for better work through feedback.

What were some of your fears and worries when you applied to ASR, and what would you say to younger students who have them?

I was scared that I wouldn't be able to balance ASR with sports, extracurricular activities, and all my schoolwork, but it really isn’t that bad as long as you spread out your work.

Most important thing you’ve learned in ASR?

How to speak and reach out to professionals in a field you are interested in.

Dylan S.

Project details

Project title: Investigating Immune Pathways in a Microbiota-Driven Gamma-Delta Intraepithelial Lymphocyte Hyperproliferative Phenotype

Abstract: Inflammatory Bowel Disease (IBD) is a category of autoimmune diseases marked by excessive inflammation in the gastrointestinal tract. Gut microorganisms interact with immune and epithelial cells to drive this inflammation, but these interactions are poorly understood. Gamma-Delta intraepithelial lymphocytes (GD IELs), a subset of immune cells that repair intestinal damage, are especially important in IBD, yet the factors influencing their growth and behavior are not well defined. By analyzing immune cells in mice that have shown an increase in GD IEL population due to gut microorganisms, I can better understand the factors that influence GD IELs.

In my project, imaged various immune cells in the intestinal tissue of these mice using immunofluorescence staining, a procedure that marks chosen cells in a given tissue.

I found that macrophages, another prevalent immune cell, did not proportionally interact more with GD IELs in these mice, while a related immune cell with the same GD receptor was increased. These findings indicate that while macrophages play a limited role, gut microorganisms may interact with the GD receptor to drive GD IEL proliferation. Further understanding these interactions with gut microorganisms could optimize existing IBD treatments and inform novel therapies.

Q & A

Coolest part of your research project?

Probably the images themselves. The confocal microscope I used can zoom in to a cellular level, and all the stains make the images very colorful and aesthetically pleasing. Some of my images were even gigabytes large, encompassing the entire small intestine of a mouse, but still allowing me to look at individual cells.

What inspired you to choose this topic?

I have Crohn’s disease, one of the most common forms of IBD. I spent time with doctors and knew that I wanted to learn more about it in high school. When the time came to pick our topics, I immediately knew that I’d want to research something about Crohn’s disease.

Funny anecdote from ASR?

In the lab I experienced everybody’s worst nightmare: dropping something relatively expensive and important. Luckily, it didn’t break, and everybody laughed, but I was definitely more cautious from then on.

Most important thing you’ve learned in ASR?

Stay true to your interests, don’t be afraid of embarrassing yourself/being wrong, and get a lot of sleep.

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