If you are reading this, please give the grandseniors our sincerest thanks, for they have blessed us with the knowledge to hopefully ace the post-NCSSM math exam (which also has a bit of every other subject imaginable, somehow). When I brought up my memories of the entrance math exam as a sophomore to some of our UNC brothers and sisters last weekend, I believed that was the end of traumatic overstudying and that we’d spend the next two years having fun and dancing on the beautiful Bryan lawn every day. I didn’t foresee that there would be a surprise exam to test whether our knowledge retention is longer than a goldfish’s.
God knows how many more surprise exams we will have to endure, but the grandseniors have mercifully provided us with some questions from their own exams. They were pulled straight from their own mighty memories, so I trust these questions completely and will NOT in fact be memorizing the answers, at all. BTW, I heard this exam will happen in early June via proctored Zoom.
1. Compare the growth of the Fibonacci sequence to the number of emails you received titled “Free food in Blobby (walk don’t run)” in a single semester. What mathematical model best describes the rate of inbox saturation? Be sure to show all 492 steps.
2. Prove, using indirect contradiction and at least one Hall Scream in the ETC gym, that the probability of getting into a good college increases with the number of problem sets you “collaborated” on but didn’t actually understand.
3. If a student walks from Hill to the ETC in under 4 minutes carrying an iced lavender matcha from Joe’s and a TI-84, what is the minimum amount of shame they must feel for not taking the tunnels? Express your answer in terms of π, Euler’s identity, and residual sleep debt.
4. Let xxx represent your GPA, and yyy your number of hours slept this week. Show that as x→4.0x \to 4.0x→4.0, y→y \toy→ [REDACTED]. Use a Lagrange multiplier if you’re feeling fancy, or just cry.
5. Calculate the volume of a metaphorical void created by dropping your calculator down the Bryan stairs from 4th Bryan 17 minutes before the AP Calculus BC exam. Assume it echoes with your last three coherent thoughts.
6. A student takes 8 courses in one semester, joins 4 clubs, runs for 2 positions, and attends 6 optional speaker lectures. Prove that this student exists only theoretically and was last seen orbiting the library at Mach speed. Bonus: Derive a matrix transformation that maps “ambition” to “burnout.”
7. Using combinatorics, determine how many possible outfit combinations can be made from the same two NCSSM hoodies, one pair of sweatpants, and seven unmatched socks. Include all valid permutations for Thursday, 8:30 a.m. (C block).
8. Using integral calculus, calculate the total amount of caffeine consumed by a student over the course of finals week. Be sure to account for exponential increase on the night before the Multi final and the delta spike caused by the ground Watts Coca-Cola machine breakdown.
9. You have 6 unsolved past problems, 3 panicked Messenger chats, 2 unread Canvas announcements, and 1 chemistry packet due. Create a Markov chain to represent your decision-making process. Explain why every state leads to “eat pizza in the PEC.”
10. Derive a function that describes the rate at which motivation decays when the Bryan courtyard hammocks are reinstalled. Bonus: Include external variables such as bird-watching, existential dread, and the Big Spoon concert.
11. Define a topology on the set of all NCSSM students such that all paths lead to the Bryan lobby. Justify whether this space is connected, compact, or simply chaotic good.
12. Finally, prove the following identity:
(NCSSM Senior)^2 = (Fear of adulthood) + (Last-minute Common App edits) + (Fifth pod of Keurig)
Use the Fundamental Theorem of Crying in the Shower.
Flexed toes were the requirement for being on the demo team of my old taekwondo dojo, and I get why—kicks look sharper and stronger that way. I appreciate our masters for teaching all of us how. We either look good together or die looking bad. I always joke about the time I cried in class for not wanting to do the weird group exercises across the mats. It’s embarrassing to be the wheelbarrow of the human wheelbarrow, digging my palms into the smelly mats and apologizing for not moving my arms fast enough.
I know that group activities can be embarrassing for all of us in the group. I know that our group can be a big one. In the worst-case scenario, I know we could hide the ones with floppy toes in the back of our formation and still perform in competitions with a sufficiently high score. See, like most high school students, I’m aware of all the little tricks that can make my life a little easier.
Yet, I’m ignorantly unaware that I just made someone else’s life a little harder. I didn’t yet understand the hard work it takes to turn embarrassment into accomplishment—that group work could be transformative if we respected each other’s strengths and tried. I was so focused on avoiding shame, so sure someone else would do the work, that I neglected to care. I left my team with a half-baked product and a sorry-I-felt-like-playing-video-games excuse. My comfort was bought with someone else’s burnout.
These two years haven’t been easy. All 600 or so of us gave up more than we could list to come here. For me, it was my love for journalism—leaving behind Chapel Hill’s established networks and local independence to Uber back and forth from school, stressing about “super-important” meetings and the clubs I had to lead.
We all gave something up to be here. So why do we sometimes act like we’ve given up for nothing? Why should we treat our new commitments as resume fodder instead of meaningful work? What about the people we leave hanging when we disappear? What is it about this school that makes us betray each other?
Why is it that when you give up something to come here, you then give up the opportunities that this school gives you?
The manner by which NCSSM students express their commitment to things overlooks their reliability: getting a leadership position (or a college acceptance, recently) versus putting in the work after you get that commitment are vastly different in scope and impact. I’m not proud of it, but I caught myself judging students in the same manner as those on the political right: as superficial snowflakes.
Committing to the fullest is simply a part of my life—I, too, wanted to bake bread every day at home during the quarantine months, but I witnessed my community grieve the murders of Asian women at Atlanta spas and the elderly getting slashed and knocked over across the country. For me, it was my responsibility as a human being to give speeches at vigils, protests, and report the best I could for my people, even though the most complicated word I knew back then was “polarization.” My boss never told me what to cover; it had always been me behind the wheel. Being a human being was how I became a journalist.
When we agree on something with others, it’s all the more important that we bear this commitment in mind. Many people do not have the privileges afforded to the average NCSSM student.
We are privileged to experience a safe school environment in such diversity. This is good. But the larger student experience does not stop. It begins.
(Teresa Fang/Stentorian)
There is so much diversity, and different types of it, at NCSSM. There is so much going on that we do not have time to process anything, and that places us in a hard spot because NCSSM students want to try everything.
The school makes it a law for teachers to make assignments due strictly at 10 p.m., in the name of allowing us to sleep. But how could we possibly? Students chose to give up their previous at-home lives to come to this place and garner an education where they want to spend time producing something high-quality. But there are expectations with such high bars that some people can reach them while others can’t, creating an achievement gap of shaming and spite between students and teachers.
Like in any nation, there are both responsible and strange people. We are no strangers to people “disappearing,” being unresponsive or uncooperative in the middle of important projects, which then becomes a “teaching lesson” for us young people to overcome and adapt. But this is incredibly difficult to overcome in a pressure cooker environment. We cannot be curious to explore our niches without worrying about falling behind in other stuff.
These are the conditions that have shaped my writing. They have shaped me to choose what to write, even when I don’t know if anyone will read it; to recognize privilege; to have the courage to say this system isn’t working the way it should. On my J-Term trip to Arizona, I stood over the Grand Canyon and breathed. For the first time in months, I wasn’t overbooked. I was just burnt out—and suddenly, that felt okay. I had chosen these commitments. My hands were full and dirty, but the work wasn’t just functional. It was joyful. The Canyon’s layers reminded me of my own: research, newspaper, humanities journal, hours in the studio. The strife had deepened my appreciation for what it means to create something honest.
The conditions of strife have created my appreciation for a sincere humanity. I see it in and am thankful to my teachers who gave me unconditional support, small chats, deep discussions, and great restaurant recommendations. My peers who live on my polar opposite but make time and effort to connect. If not for them, I would have actually become devoid of all happiness and hope, and become one of those people who complain about the impossible when they’ve never seen the other side of the earth. I would never have had the courage to write this, nor the skillset to write with an open mind.
I’m glad we’re snowflakes. I wish everyone had the chance to be one. Because if that were true, maybe we would all learn to live a little. It matters that we persist through these troubles so that eventually all our crash-outs today will just be like minor inconveniences in the future. We keep making life harder for everyone so then more people can know the privilege of real dialogue.
And my final confession: yes, I was a reluctant editor-in-chief. But I am always proud to sign Teresa Fang on my works—not because it’s perfect, but because it’s honest.
Here ends my case study on my NCSSM experience. Q.E.D.
At NCSSM, we brag about forcing our students to do community service, because we are an educational organization and not the justice system when someone commits a minor crime. From the moment we’re accepted, our objectives are made clear: stay on top of insanely hard classes, complete random courses about how to be a good person, and apply said courses to real life by doing 60 hours of community service- or don’t bother graduating. NCSSM’s policy is crafted with good intent; since the school is responsible for removing intellectual talent from local communities, why not force students to babysit kids at their local YMCA? However, a policy meant to help shape students into active members of their communities is not designed with all students in mind.
First, let’s walk through the numbers. Students are required to complete 60 hours of community service by Thanksgiving of their Senior year. Fair enough, right? This number seems reasonable until you consider the amount of time it takes to be a student at NCSSM. Including classes (~40 hours), one sport (~7.5 hours), one club (~3 hours), the on campus service requirement (3-4 hours), and taking care of eating and sleeping (77 hours), it takes around 130.5 hours a week to be a student at NCSSM.. That leaves a total of 37.5 hours a week to do other activities. Which, at face value, sounds like loads of time, assuming you don’t bathe, you’ll teleport to where you need to be, and that you have no friends or family that want to hang out with you. Essentially, it is nearly impossible to complete community service hours while at school, since one simply does not have the time.
Obviously, this issue can be easily solved; just complete the service requirement over breaks and summers! However, this simple solution is not accessible to many students as it makes one crucial assumption: that everyone’s home life is just like their school life. Being at NCSSM means a guaranteed roof over your head, three meals a day, support for mental and physical health issues, and a safe environment. This may not be the case for every student at home, and could prevent a student from completing the service requirement. The truth is that living away from home comes with its own set of financial obligations that every student’s family might not be able to cover without the student working over breaks. For many students, the service learning requirement simply isn’t a priority at home, and even if it is, what counts towards the service requirement?
In order to be logged for the requirement, the volunteer opportunity must be in North Carolina (excluding online programs based in NC), and the student must not accept any type of payment for the service. So here’s an issue: what does one do when there are no opportunities in their area? Let’s take my hometown, Princeville, as an example. Suppose you search “volunteer” on Google Maps in my hometown. In that case, three results pop up: A Habitat for Humanity, which apparently is located inside a building that is currently being renovated into apartments with no phone number or website, a volunteer firefighter station which only accepts volunteers who have graduated high school, and a community outreach center, which doesn’t exist anymore. But why rely on Google? I’m an active member of the community, so I should go out to find more options. Princeville has a library and a senior center, both of which are not accepting volunteers at this time, a retirement home that requires volunteers to be 18 or older, and various churches, in which I’m not sure if they would love my help, considering I’m transgender. To keep it simple: there is no opportunity in my hometown, and I’m sure other students from rural areas feel the same way.
NCSSM’s current remedy for this issue is to provide on-campus service opportunities during the school year (remember those 37 hours of free time?). They can be great means of gaining additional hours, but NCSSM has recently limited which on-campus services count. So, does NCSSM offer enough service learning hours on campus for students who cannot get them elsewhere? I would answer no, especially not accessible hours, as these events often conflict with clubs and sports. Besides, having to do all your hours on campus defeats the purpose of limiting on-campus opportunities in the first place.
The Service Learning Requirement fails all students by not being accessible to any student who does not have certain opportunities. While it tries to make up for it in various ways, it doesn’t change the fact that the policy was not intended to serve students but to serve NCSSM’s institutional ego. So while our current and future juniors stress out about meeting an arbitrary number, I wish our failed seniors a happy credit recovery.
As we near the end of our time here at NCSSM, I find myself not just reflecting on those moments that defined our experience, but on the people who made it truly unforgettable. When I embarked on this journey as Student Body President, I promised to lead for, and not over, the student body. And that’s exactly what I’ve tried to do, whether it was listening to your ideas, advocating for your needs, or creating new opportunities that would leave a lasting legacy.
One of my most proud accomplishments is organizing the Inaugural Annual Alumni Career Fair, a thought that came from a brainstorm between student government and the alumni association that evolved into a spectacular event connecting students with graduates who were once in our shoes. It was a reminder that innovation is not just located in the lab or on a research poster, but also in how we build bridges for each other.
And wow, did we have fun this year. I don’t think any of us will ever forget the chaos and the hilarity of spoons, watching people sneak around campus, spoon on the nose in a desperate attempt not to get out. Or the Lock-Ins throughout the PEC, where we played basketball to dodgeball after inspection, reminding us that NCSSM is as much heart as it is brains. Prom at the Museum of Life and Science was out of a fairy tale, and viewing everybody looking sharp taking pictures at Duke Gardens was like being in a movie. Walking through downtown Durham or 9th Street after submitting Orah passes. Going to the Eno River to have fun with friends. The annual Watermelon Club race and how watermelon was scattered all across Hill Street. Speaking of Hill, we were able to see Hill House’s transformation in the new renovations that took place earlier this year.
This year, the Class of 2025 became more than just students, we became a family. From singing Taylor Swift during the power outage of our junior year to celebrating each other’s accomplishments across every discipline, our bond grew deeper, stronger, and more meaningful. We’ve been role models to our juniors, showing them what it looks like to lead with kindness, creativity, and courage.
Where do I even begin naming all of our accomplishments? Our student body received national research awards, wrote peer-reviewed articles, launched innovative start-ups, won athletic tournaments, created amazing and inspiring art pieces, and was accepted into so many spectacular schools. Another major accomplishment is getting to this point. The long night study sessions and the projects we spent hours working on has finally paid off. We really did lock-in this year!
We showed that greatness comes in many faces and from many different places. And we accomplished all of this while attending the #1 Public High School in America, as ranked by Niche, a title earned day in and day out.
To our faculty and staff, thank you for believing in us even when we did not believe in ourselves. Your mentorship over the past two years have been the keys to our success. And to Chancellor Roberts, thank you for your unwavering leadership and for reminding us that education is not about success, but about purpose.
As we go forward from here, I want all of us to carry the NCSSM unicorn spirit with us in all that we do. Keep asking questions. Keep building communities that represent the values we lived here. And also, give back whether that be through mentorship, giving, or sharing your story with future Unicorns.
We are the new generation of changemakers. And though we’ll be all over the world pretty soon, we’ll always be part of this legacy. I want to stay connected to all and each of you. If you’re celebrating something like a graduation, wedding, job offer, probate, or anything that you want to be celebrated for, I will always love to show up. I want to keep showing up for you as you’ve been showing up for me.
Thank you for believing in me to serve as your president. Thank you for making NCSSM a place where brilliance thrives. I am so proud of us, how much we’ve grown, how hard we’ve worked, and how we’ve carried ourselves through it all.
Here’s to the Class of 2025: the changemakers, the trailblazing unis, my friends for life.
Dr. Lichtman presented his thoughts on STEM education and his research at the Harvard Northwest Building on February 14. (Teresa Fang/The Stentorian)
By Teresa Fang, Stentorian Editor-in-Chief
Two weeks ago, Dr. Jeff Lichtman, Dean of Science at Harvard University, began his research talk with five claims, each answering the specific question, “What is school for?” Together, the five claims expanded on education in the 21st century, stemming from a variety of philosophical considerations throughout his 50 years of teaching.
If you consider that almost everyone in the world (or at least, in this country) has access to a phone, “nearly all knowledge is at one’s fingertips,” which is the first claim Lichtman makes. I agree. I also agree with his fourth point, on behalf of educators: “The peril of education in the information age: because of the glut of information, professors are necessarily teaching an ever-smaller proportion of the extant data.” But the fifth point raises a series of questions as Lichtman questions the ways in which educators “fail” their students. Of these five claims, as someone who cherishes the value of education, I was curiously intrigued by his thoughts.
Rather than dissect his claims, I would like to summarize his argument, which he does himself quite nicely:
“First, irrelevancy. The subjects we [educators] teach are irrelevant to your ultimate career plans. For example, in medical school, you don’t use calculus. A doctor uses 0% of the calculus knowledge they learned in school.”
After presenting his points, Dr. Lichtman asked the audience of high school student researchers if they disagreed with anything he said. I was already responding to his points mentally, so I took the first microphone immediately. “Why is that a failure?” I asked. When I emphasize the importance of school, like Dr. Lichtman, many people echo similar claims that most of what you learn in school will not be applicable in the real world or that they will forget nearly everything they once learned. But I say the answer depends on what type of learning we’re referring to: the type on the whiteboard or the type beyond the whiteboard.
“Second, prematurity. When the courses are relevant, we [educators] hardly explain why they are, so you can’t focus on what is important as it is presented long before you might use this material, maybe 5-10 years later.”
I might not remember that Columbus sailed the ocean blue in 1492 in twenty years when I’m trying to interview people for a job hiring. But I will definitely remember a friend saying, “you should design the poster art because you’re good at art, and I’ll write the content in the meantime.” I learned that designating tasks to an appropriate individual with the perfect skillsets will finish our task faster so we can finally eat our meals during lunch break.
You may forget the curriculum, but you won’t forget the experience. Learning to judge one’s ability to fulfill certain responsibilities and justifying your selection are examples of knowledge that do matter. Perhaps, these are skills you might need that separate you from a good candidate for your dream job versus the ideal candidate for the responsibilities of the job.
“Third, preoccupation with the right answer. Perhaps the most important failure is that the whole science enterprise [sic] is just a continuation of the secondary school preoccupation getting the correct answer on exams, problem sets, and homework assignments. Regurgitating an expected answer has little to do with the real world, where the ‘right’ answer is unknown.”
Besides calling the entire occupation of researching science an “enterprise” (throwback to my previous piece on ncssm.edu’s misrepresented marketing of students) as if the sole purpose of research is to generate economic value, I think the preoccupation with the “right” answer is a universal failure that permeates through all subjects, not just in STEM. We endure numerous “irrelevant” courses in history, English, physics, and math, not because we intend to become an academic jack-of-all-trades (go on, make your snarky “erm, actually”s), but to develop our method of thinking and reasoning. Will I ever need to prove the Pythagorean theorem using geometry postulates when I’m in my late-30’s? No. But will I ever need to make a claim, learn how to support it with evidentiary facts, and arrive at a logical conclusion? Yes. I think me writing this article proves that I can.
Thus, school is for teaching you how to think. Not what to think, but how to think. You are getting your critical thinking in, your collaboration skills, and most importantly, the connections you might need later in life, aka your support system or your potential business partners. Indeed, you could think of this column as the sequel to my article“Settling the debate between STEM and the humanities.” Do I wish that more people were aware that “Frankenstein” is more than just a classic Victorian novel but a commentary on Marxism, Freudian psychoanalysis, and much more? Or that Emerson and Thoreau are two completely different people camping around the same pond? Of course, I’d love if America’s level of general knowledge of literature, and social studies, or just being more news-savvy about the world was more proficient, but I do not think that it is equivalent to trashing the entire education system.
“Last but not least, the fear of failure. Solving a problem often requires showing all reasonable ideas fail. Failure is a necessary part of finding a solution.”
School is not a promise of success and prosperity, but I do think that Dr. Lichtman and others are approaching school with misjudged expectations. He makes many sound and fair points, and undeniably, it’s important that students learn the curriculums they are taught in the classroom. But they shouldn’t walk away with report cards and memorized flashcards. They should be walking away with new and improved models of thinking and an arsenal of approaches for the real, structure-less world.
It’s undeniable that the quality of our education system, federally and at NCSSM, is flawed. Nonetheless, there is still value in it. But if you measure the value of school based on test scores and grades, then I suppose you really didn’t understand the assignment.
Happy Half has been an NCSSM tradition for years: the last 30 minutes before check is the precious time when students can socialize with friends and take a break from the stress of school.
While participation can vary depending on the day and weather, you can usually find at least 15-20 out on Hill Street enjoying the half an hour before check. However, a new element has been brought into the Happy Half scene: spike ball.
Spikeball is a game that involves a ball, a net, and four competitive players. It’s become a popular activity at NCSSM and boasts a club that hosts tournaments and events dedicated to the sport. Recently, however, spike ball has caused Happy Half to move from its famous spot on Hill Street to the Royall Lawn, affecting the Happy Half scene–something many students are indeed not “happy” with.
Cooper Uhl ‘25, a frequent Happy-goer, asked students their opinions one night.
“[Spikeball] was cool at first when it was just one or two [nets], but now it’s like five or six,” stated Stevie Richardson ‘25.
“I think it has been detrimental to the culture of Happy Half because it’s meant for people to be able to talk about their days,” Lola Larsen ‘25 said. “But when you are playing spike ball, it’s very difficult to have a conversation.”
Not all students are against the new Happy Half addition; many are very supportive and believe it should be here to stay.
“It’s a good activity to keep people moving and it brings the school together. It really builds a community to be able to come out to,” said Hannah Amadi ‘25.
Rishi Jalagam ‘25 believed spike ball was “the greatest thing in the history of the school.” When asked to elaborate, he replied, “Are you gonna do a legislative law? Because I’m all for anarchism.”
There is quite a divide between students when it comes to who should dominate the last 30 minutes before check–some are upset with the addition of spike ball, and others believe it brings something new and exciting to the atmosphere.
Landon Jiminez ‘25 expressed the idea of a compromise. “I don’t think it’s bad, but I also feel that we need normal Happy. Maybe we can make a deal–three days a week, 1-2 nets. But 4-5 nets every single day… it’s just kind of ruining Happy for years to come and the years to follow.”
After a minute, he added, “We’re losing our tradition as the North Carolina School of Science and Mathematics!”
Ethan Burkett ‘25 agreed. “You don’t get to hear about the daily shenanigans, and you miss out on the socialization and familial ties of Happy Half.”
What happens if spike ball suddenly dies out? Will Happy Half continue on the Royall Lawn? Traditions are important to students at NCSSM–it’s what makes the two years we spend together memorable. However, who says that traditions can’t change? Maybe it’s time for the classes of 2025 and 2026 to add their own traditions to the mix.
RChem students Nihar Kummetha ‘25, Matt Czar ‘25, and June Brewer ‘25. Luke Malta.
By Noah Fine, Stentorian Staff Writer
Research in Science (“RSci”) applications are on the horizon for juniors at NCSSM. What exactly are the RSci programs? Which one is right for you? What will you get out of the student research programs at NCSSM? What other research opportunities are there?
When people talk about RSci, they’re talking about four year-long courses: Research in Chemistry (“RChem”), Research in Biology (“RBio”), Research in Physics (“RPhys”), and Research in Computational Science (“RComp” or “RCompSci”). In addition, NCSSM also hosts Research in Mathematics (“RMath”). What sets these courses apart from other research opportunities?
Research starts during RSci students’ J-Term and continues through the spring semester into the Summer Research and Innovation Program (SRIP), and concludes in the fall semester of senior year. In addition, RChem, RBio, and RPhys (but not RComp) are double-blocked, which means that student researchers will be working on independent research during both F and G blocks. Double-blocking allows students the opportunity to dive into their research questions for twice as much time as in a normal class, in addition to SRIP, which is equivalent to a few months of normal class time. However, this also means that choosing to take an RSci is a large time commitment.
“Why would you want to spend hours and hours on an investigation if you aren’t enjoying it?” asked RPhys instructor Dr. Jonathan Bennett, who will be passing on the RPhys teaching position to Dr. Michael Falvo at the end of 2024.
However, RSci also gives students the opportunity to learn how to adapt when things don’t go their way the first time. “Usually there’s a point where students have had to deal with disappointment,” reflected RChem instructor Dr. Tim Anglin. “But they push through, and there’s always that time they bring me something and they’re like, ‘it worked!’”
Research in Biology (“RBio”)
In RBio, students will learn the ins and outs of research with model organisms. During J-Term RBio students spend between two and four weeks conducting a mini research project, setting a strong foundation for the skills they’ll need during the rest of the year: group work, wet bench techniques, and presenting their work, according to Dr. Kim Monahan, who teaches RBio alongside Dr. Heather Mallory.
After J-Term, RBio students begin to research questions that can be answered by studying a model organism. For example, a previous student researched multiple sclerosis by studying earthworms.
Organism choice is restricted by cost and regulations: E. coli could be a great choice, but A. mississippiensis, the American alligator, would not. Other popular organisms include C. elegans, plants, and embryonic zebrafish. Learning how to work with a student’s selected model organism—and how to adapt when their model organism produces unexpected results—is one of the core focuses of the RBio experience. Popular areas of study include neurodegenerative disease, genetic engineering, and more.
To an outside observer, RBio may feel like one big family of researchers. Dr. Monahan acknowledges that team building is “something me and [Dr.] Mallory work very hard on.” She says that learning how to communicate with peers, teachers, and those from other RSci programs is one of the most valuable experiences for an RBio student. Those science communication skills will come in handy during the spring when RBio students prepare an oral project defense, and in the late fall, when students are encouraged to submit their work to research symposiums and competitions.
Research in Chemistry (“RChem”)
RChem students solve problems using the language of atoms, molecules, and proteins. No prior chemistry lab experience is required, so RChem students spend the first two weeks of J-Term building a foundation of basic laboratory techniques, such as pipetting, as they work on a shared short-term research project. During the spring, students explore possible research questions and plan out experiments in preparation for project defenses in early April. For the remainder of the year, students work to synthesize and test chemical products.
In the past, students have enjoyed exploring environmental chemistry, polymer chemistry, and drug design. However, projects that involve research with primate cell lines or potentially dangerous chemicals may not be feasible. Finding creative ways to address problems while working around these limitations is at the heart of RChem problem-solving. The two RChem classes, taught by Anglin and Dr. Michael Bruno, work separately most days. However, there are always opportunities for collaboration between students, even those outside of RChem. In fact, Anglin says that he particularly enjoys projects that sit at the periphery of chemistry, as they allow him to collaborate with the other RSci programs.
Research in Physics (“RPhys”)
According to Dr. Bennett, each RPhys project is completely unique in terms of both research questions and techniques. Previous research topics include computationally modeling turbulent flow, building miniature ion thrusters, and a variety of quantum computing projects. Since it would be impractical to teach such a wide variety of research techniques, he explained that instruction throughout the year focuses on building the skills necessary to become a competent researcher.
Students focus on dissecting and evaluating scientific papers during J-Term, preparing them to develop a research question and write a proposal during spring semester. RPhys students then run experiments during SRIP and share their research through a poster and research paper in the fall. Students then have the opportunity to present at a professional physics conference and submit their research to symposiums and competitions. Dr. Bennett emphasizes building these skills in the hope that they will empower RPhys students even after leaving NCSSM.
Dr. Bennett highly encouraged applicants for the class of ‘26 to attend the upcoming interest meeting. “Go to that meeting, get the information, ask your question, and listen carefully to the instructors,” he said, and advised applicants to “be you, but do your homework, so you’ll be more informed [about what RPhys has to offer].”
Research In Computational Science (“RComp” or “RCompSci”)
RComp allows students the most freedom of the four RSci programs because any question that can be answered with computational methods is fair game. Past RComp projects have included facial recognition software for horses, automated dating of Egyptian hieroglyphic text, and analysis of fourth-down plays in football games.
RComp is currently taught by Mr. Bob Gotwals, who will be passing on the position to a new faculty member at the end of 2024. Dr. Daniel Egger, a professor from Duke University, is currently undergoing training to teach RComp starting in 2025.
Mr. Gotwals, who has led NCSSM’s Computational Science Department since 2006, warns that Research in Computational Science is not Research in Computer Science. For example, Mr. Gotwals advises students not to come in with the goal of learning Python code, but rather to think of Python code as a tool used to model whatever interests them.
In contrast to the other RSci programs, RComp has no traditional benchwork component. All experiments are run computationally, which means that students conduct research using either their personal computers or the Pittsburgh Supercomputing Center’s supercomputer. Also unique among the RSci programs, RComp students have the opportunity to find a mentor in the field they’re researching, who can help them understand their problem from the perspective of a researcher in the field.
Research in Mathematics (“RMath”)
RMath is a single-semester, spring course. An application to RMath during the school year does not come bundled with an application to RMath during SRIP—they are separate classes, taught by different teachers. This means that spring RMath applications are open to both juniors and seniors.
In contrast to RSci programs, where students start by developing their own research questions, RMath students begin their research by choosing a problem from The American Mathematical Monthly (AMM), a prestigious peer-reviewed math journal. Problems from AMM have only been solved once before, by the researchers who originally proposed them. Next, RMath students work in small groups to find a solution and publish their results. Particularly inventive or elegant solutions may even earn publication in a later issue of AMM.
RMath students learn how to format and typeset papers in LaTeX (a software for typesetting documents), present their findings to others, and conduct research in pure mathematics. Popular areas of research include combinatorics, game theory, and advanced calculus, but projects modeling real-life scenarios are not the focus.
“This is RMath, not RAppliedMath,” says Dr. Michael Lavigne, who will teach RMath during SRIP 2025.
RBio student Henry Hanson ‘25 observes plates through a microscope. Vincent Shen.
Advice & Next Steps For Applying
Now you’re interested in STEM research at NCSSM-Durham. What are the next steps? Attend the Research and Innovation fair and interest meetings, and then reach out to the teachers of the classes you’re interested in! Dr. Monahan says that RSci teachers are “always open if you have a question,” and Dr. Lavigne has free copies of past RMath papers on his door for interested students.
Most applications will ask you to submit some sort of project idea. Don’t take this as something that’s set in stone, instead try your best to think of something that’s realistic and you would enjoy spending a whole year learning about. Seniors who are currently in RSci are a great resource for this. Don’t be scared of applying, especially if you think that your project ideas aren’t good enough for the programs that you’re interested in.
On the other hand, don’t try to change your interests just for an application or to cater to what you think the RSci teachers want. “Students shouldn’t be thinking about how they can serve the class, it’s the other way around,” says Dr. Anglin. Think of ideas that excite you, and RSci will meet you halfway.
Finally, Mr. Gotwals emphasizes that RSci and RMath are amazing opportunities for student research, but that it’s important to remember they’re not the only opportunities. Mentorship, Research/Research Experience in Humanities (“RHum” and “RexHum” respectively), J-Term Courses Research Experience in Chemistry and Research Experience in Biology, and the multitude of SRIP programs offered each year provide opportunities to conduct research in an entirely different way, with the option of freeing up space in your schedule to take more classes that interest you.
Research-intensive classes, labeled with “*R*” in the course catalog, are also an opportunity to learn valuable techniques used by scientists in the field through a significant research project.
If you are willing to accept the challenge, NCSSM has a research opportunity for you.
Dr. Kamal Kolappa and his wife, Dr. Shraddha Kolappa, at NCSSM on December 8, 2023, at an event at NCSSM honoring the naming of the Kolappa Conference Room. (McKissick for NC)
As students, it’s natural to get caught up in the day-to-day grind of classes, exams, and extracurricular activities, often forgetting to envision our lives beyond the confines of NCSSM. Recently, I had the privilege of speaking with Kamal Kolappa, a graduate of the Class of 1998, who shared his journey after his time here at Science and Math. Kamal’s trajectory is both inspiring and insightful, serving as a beacon of guidance for those of us approaching graduation.
After ‘SSM, Kamal pursued his undergraduate studies at Duke University and later embarked on attending UNC Medical School and later completing his residency as a cardiologist. It’s evident that Kamal’s commitment to learning and service has remained throughout his professional endeavors.
Today, Kamal resides in Cary, North Carolina, where he contributes his expertise to the field of medical insurance. During our conversation, Kamal generously imparted invaluable advice and wisdom, which I am eager to share with you all. His insights serve as a reminder of the significance of perseverance, adaptability, and a steadfast commitment to lifelong learning.
Below is a Q&A with Kolappa, slightly edited for clarity:
Can you share some highlights from your time at SSM? What are some memorable experiences or moments that shaped your journey?
One of the most impactful moments during my time at SSM was when I had the opportunity to meet someone who openly identified as LGBTQ+. Coming from Eastern North Carolina, where discussions about sexual orientation were often taboo or nonexistent, encountering someone who openly embraced their identity was both eye-opening and nerve-wracking for me.
Initially, I felt a sense of nervousness and uncertainty as I navigated this new encounter. However, as I engaged in conversations and spent more time with this individual, I quickly realized that we shared far more similarities than differences. Despite our diverse backgrounds and identities, we bonded over shared interests, aspirations, and values.
This experience profoundly influenced my perspective on diversity, acceptance, and the importance of keeping an open mind. It taught me the invaluable lesson of not judging others based on preconceived notions or societal stereotypes but rather embracing the richness of human diversity and celebrating the unique experiences that each individual brings to the table.
What hall did you live in?
Third West!
How did your experiences at our school prepare you for your career or further education?
My experiences at our school had a profound impact on preparing me for my career and further education. Before attending ‘SSM, my previous high school experience had been relatively easy, and I hadn’t been challenged to push myself academically or personally. However, upon entering SSM, I encountered a dynamic environment where hard work, dedication, and collaboration were not only encouraged but also essential for success.
One of the most significant lessons I learned at SSM was the importance of putting in consistent effort and dedication to achieve my goals. Surrounded by peers who were driven and committed to their academic pursuits, I was inspired to elevate my own standards and work ethic.
Favorite NCSSM school traditions?
Koffeehaus was a blast; it provided a lively atmosphere where students could showcase their talents while enjoying each other’s company. IVIZ, on the other hand, offered a more relaxed setting, perfect for casually exploring fellow students’ rooms and mingling with friends. Both traditions added vibrancy to campus life, fostering a sense of community and camaraderie among students. Overall, they were highlights of my time at NCSSM, providing unforgettable moments of enjoyment and connection.
What extracurricular activities or programs did you participate in during your time at NCSSM, and how did they contribute to your overall experience?
During my time at NCSSM, I served as a Peer College Counselor, assisting fellow students through the stressful yet fulfilling college application process. Engaging in Science Olympiad and reaching Nationals provided exciting opportunities to delve into the sciences and collaborate with peers. Additionally, I found immense enjoyment in humanities classes, particularly Asian studies, which broadened my global perspective through exploration of culture and literature. Overall, these experiences contributed significantly to my growth and enriched my education at NCSSM.
Any advice for current students? Anything you wish you would have done differently?
Focusing on refining time management skills is crucial, particularly for those, like myself, who were heavily involved in social activities at Science and Math, balancing academics and social life can be challenging. I highly recommend students seize this opportunity to explore new interests and passions they may not have considered before; it’s a chance for personal growth and discovery. Additionally, learning to prioritize self-care is essential; while academic success is important, it’s equally vital to recognize that grades don’t define one’s worth, nor does the prestige of one’s college choice.
Reflecting on my experience, I can confidently say that my time at Science and Math was the most fulfilling and transformative period of my life thus far. The school’s supportive environment and diverse opportunities have played a significant role in shaping the person I am today, and the lessons learned here continue to resonate across every aspect of my life. Overall, I wholeheartedly recommend Science and Math to anyone seeking an enriching educational experience that extends far beyond the classroom.
