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Rishab Jain: One Young Scientist's Journey from Idea to Invention

If you read my post back in the spring about the Discovery Education 3M Young Scientist Challenge, you know what a fan I am of this fabulous opportunity for students in grades 5-8 to develop, refine, and share their inventions and innovations.  (You can still read that article about 10 Ways Adults Can Support Young Scientists by clicking HERE.)

In today's post, I'd like to tell you a little bit about one amazing student, Rishab Jain.  Once you hear about his exciting experiences on his way to become the 2018 Young Scientist Challenge winner, I suspect you'll be as much of a fan as I am!

Coming Up with Ideas to Benefit Our World

Like many middle schoolers, 13-year-old Rishab Jain has an active interest in STEM.  But this young scientist, a seventh grader at Stoller Middle School in Portland, Oregon, has taken his interest to the next level.   Demonstrating perseverance and creative innovation normally seen only in more experienced researchers and medical scientists much older than himself, Rishab began to explore and develop ways that artificial intelligence might be used in the medical field to help people enjoy longer, healthier lives.

Rishab set out to discover a way to bring our society closer to the elusive goal of curing cancer.  The young scientist investigated how one particularly lethal disease, pancreatic cancer, is currently treated through IGRT (Image-Guided Radiotherapy).  As he deepened his knowledge, Rishab identified a problem inherent in the current treatment delivery model:  radiotherapy is often made less effective due to a lack of precision in locating the pancreas.  (This lack of accuracy can be caused by a variety of factors, such as any amount of movement, the simple act of breathing, or even anatomical differences from patient to patient.)

Realizing that the solution to this problem would be to devise a tool that would help medical professionals more accurately pinpoint the location of the pancreas during radiotherapy, Rishab started brainstorming possible approaches.

Developing Beneficial Innovations and Inventions

Building on his ongoing fascination with how artificial intelligence could enhance medical technology, Rishab developed a tool called PCDLS (Pancreatic Cancer Deep Learning System).  PCDLS uses automated pancreatic segmentation to more precisely locate the pancreas.

Rishab then implemented several methods to collect and analyze data, proving that use of his PCDLS resulted in 98.4 percent accuracy in locating a patient's pancreas!

You can click here to view Rishab's entry video and to hear the young scientist describe his project in greater detail:

Participating in the Challenge

One day while watching YouTube, Rishab came across videos from the prior year's Young Scientist Challenge finalists.  As he watched them, he grew increasingly excited by the possibility of entering his own invention for consideration in the competition.

The Discovery Education 3M Young Scientist Challenge website features past finalists' videos, in which the middle school students tell how they developed their original ideas to solve everyday problems.   (Click HERE for the Past Participants Video Archive.)

Entries were submitted from mid December 2017 through mid April of 2018.  From all of the entries, judges selected state merit winners and ten finalists in June.  Finalists had the summer months to hone their projects, which they presented during the final event at 3M headquarters this past October.

Developing and Refining through Mentorship

One of the aspects of the Young Scientists Challenge that excited Rishab the most was the prospect of having a 3M scientist mentor him.

Each of the ten finalists was paired with a scientist, and spent the summer months fine-tuning his or her invention under the tutelage of the mentor.  This mentorship provided invaluable guidance for the young scientists just starting out in their fields.

As Rishab wrote in his entry, "I hope to win the competition, as it will allow me to share my ideas with the world, innovate the future, and get mentorship to make my invention into a real product."

Rishab was matched with 3M Scientist Mentor Dr. Döne Demirgöz, and together they spent the next several months refining PCDLS.

Their hard work paid off.  On October 16, only one of the finalists won the title of America's Top Young Scientist:  Rishab Jain!

America's Top Young Scientist

In the future, Rishab would like to pursue an undergraduate degree in biomedical engineering and then complete medical school to become a doctor.   But in the meantime, this young scientist who has developed a significant improvement in the treatment of cancer needs to get back to his regular routine... finishing up seventh grade!

How to Improve Writing Fluency

There's nothing quite like a blank sheet of paper (or a blank computer screen) to get all of those internal anxiety buttons blinking and whirring.  When you add a timer or deadline, along with the stress of high-stakes testing, it's a perfect storm for the dreaded writer's block!

Today I am going to share a few practices I've found to be very effective in increasing my students' writing fluency while simultaneously decreasing their anxiety.

1.  Create a classroom culture that encourages risk-taking and celebrates mistakes as part of the learning process.

We have a poster up in our room that says, "Mistakes are proof that you are trying!"  We refer to it often, and I can honestly say that having this as a credo has made a significant impact on the likelihood that students will take risks.  We've come to view mistakes as a GOOD thing instead of something to dread, and this has helped take the sting out of those inevitable failures.

When students aren't quite as afraid of failure... when they feel comfortable taking risks... that blank page does not loom quite so scarily.  In a world that is safe for taking risks, the blank page becomes an opportunity for creativity, for communication, for experimentation.  This is exactly what I hope for my young writers, so we establish on the first day of school that mistakes are OK.

2.  Equip students with an idea journal.

"I don't know what to write about!"  We've all heard that one before!  The solution is to have students come up with their own topics long before they'll ever need them.

At the beginning of the year - or really, any time of year - I provide my students with graphic organizers that prompt them to think about topics they might want to write about one day.  If you click HERE, you'll find four of these graphic organizers for FREE!

3.  Emphasize the power of planning!

In our classroom, we follow the same RACEEE procedure with any writing across all subjects.  Do you use RACE?  It's a great way for students to plan their writing, which then makes the actual writing much less stressful.

First, we Restate the question or prompt.   Next we Answer the question or prompt; this step is quite often hand-in-hand with the restatement.   We substantiate our answer by Citing Evidence; this is not limited to text.  In math, for instance, our evidence may be the solution to a problem.  The other Es in our classroom are Explain and Elaborate; we also call this "frosting the cake."

Hedgehog Reader offers tips on how to prepare students to write quickly and well, without increasing their anxiety.

Thank you so much for stopping by!  I hope you've found a tip or two to be helpful, and that you enjoy the free graphic organizers!

Click on these Reading Crew bloggers' links for more literacy teaching ideas, resources, and FREEBIES:

10 Ways Adults Can Support Young Scientists

Over the years, my own children have had plenty of advice for me about what I should do in the classroom.  One such tidbit came from my then 12-year-old son:  “Have lots of projects, Mom,” he recommended earnestly.  “Kids like to do things that matter.”

Kids like to do things that matter.

Indeed!  Humans thrive on a sense of purpose, no matter what their age.  That’s one reason I love opportunities for my students to apply their learning to real-world tasks - opportunities like the Discovery Education 3M Young Scientist Challenge.

This amazing program encourages any student in grades 5-8 to submit a two-minute video telling how his or her original idea solves an everyday problem.  Not only do participants get the chance to make a difference in the world, there are also big prizes up for grabs... The top 10 finalists win an exclusive one-on-one mentorship with a 3M scientist, and the grand prize winner receives $25,000 and the title of America’s Top Young Scientist.


Here are 10 ways to support our young scientists, and I would love for you to add your own ideas in the comments section at the end of this post!

1.  Model how to chunk big projects into manageable tasks.
Time management.  This daunting skill is perhaps nowhere more evident than when it comes to tackling a huge project… or a big challenge like this one.  As a teacher, one of my favorite support materials offered on the Challenge Teacher Support page is the 4-week Roadmap to Implementing the Challenge in Your Classroom.  Each week the easy-to-follow powerpoint resource offers a guiding question that is related to the overarching BIG question:  How can your school community reduce its environmental footprint?  Step-by-step, this helpful plan models the importance of chunking a huge project into digestible bites.  The first three weeks model the process addressing the guiding questions, and the final week uses the same strategies to focus on students' individual projects.

2.  Demonstrate the helpfulness of a checklist.
Every task has sub-tasks, items that need to be completed in order for that task to be done.  Checklists are wonderful for ensuring completion, as well as psychologically empowering as they take the anxiety and what-ifs out of the process by merit of the fact that everything is right there in a manageable list.  In my own classroom, I put up a checklist each day for what we need to accomplish; I also guide my students through making a checklist for each longterm assignment at the start.  I have found that many of my young scholars now incorporate this helpful step into the planning stages of their projects on their own!

3.  Show how to efficiently use a graphic organizer.
The brain is a pattern-seeking device, and graphic organizers are a great tool to support kids (and adults, for that matter!) in getting complex ideas organized in a coherent, logical, visual format.  We use Thinking Maps in our classroom every day, and I try to present alternatives (for instance, I model the Venn Diagram when I introduce or use the Double Bubble Map) so that kids can select the one that works best for them.  One such graphic organizer is the storyboard, which advertisers and filmmakers often use to great effect.  You'll find a storyboard template on the Challenge website or simply by clicking here:  Storyboard Template.

4.  Suggest that your students write a script.
Many students will assume they should be able to jump right into filming, and speak extemporaneously, but that lack of careful planning could mean the difference between an adequate entry and a winning entry!  There’s no room in a two-minute video for meandering off on tangents.  Remind your students that a winning entry will keep laser-sharp focus on the problem and, more importantly, on their creative solutions.  By writing a script, participants can weed through any extraneous information up front, saving themselves from the awkward "ums" and "ahs," repetitions, and wasted pauses in the short time they have available to communicate their message clearly and effectively.

5.  Advise students to select a topic that is personally meaningful.
A quick way to illustrate the necessity for passion is to read a brief paragraph aloud in a monotone with lots of bored sighs and shrugs.  Next - with a bit of fanfare to call attention to the difference - read the same paragraph with expression, emotion, and engaging gestures.  This three-minute exercise works better than any long-winded lesson!

At the beginning of each school year, I have my students create a Living Topics List by brainstorming into three columns that look similar to the traditional KWL Chart with slightly different, more personal, headings:  Things I Know A Lot About, Things I Want to Know More About, and Random Ideas.  We keep this list in our writing notebooks, and we call it our Living Topics List because it is a growing, changing, dynamic list; students have full permission to revise it - delete items, amend items, and staple in new pages as needed - all year long.  I initiated this practice when I realized that kids write more prolifically when they write about things that matter to them.  This same technique can be modified in the planning stages for the Challenge.  Enthusiasm is contagious and definitely makes for a winning entry!  Some questions you can guide your students to consider so they can stoke the fires of their enthusiasm:

  • Why did you pick this particular topic?
  • How does this problem create difficulty in our world?
  • How will your idea solve the problem and make the world a better place?

6.  Remind students to communicate their methodology, data, and results.
Those same steps your students likely use all year long in science experiments, STEAM challenges, and problem-based learning are exactly the types of information that should be clearly communicated in a winning entry.  Remind participants to tell how they used the scientific method to prove how and why their ideas will solve the problems they've identified.  Each entry should include plenty of data and evidence that support the PROBLEM (demonstrating the need for his/her idea), as well as for the SOLUTION (establishing the effectiveness of his/her solution).

7.  Guide students to create a list of helpful hints for filming their videos. 
By now, you may have guessed I am a big believer in drama and visuals!  I like to present three variations of essentially the same 30-second video:  a) my granddaughter reading an informational text in front of a white wall, b) my granddaughter reading the same text with an over-abundance of special effects, locations, and superimposed graphics, and c) my granddaughter sharing the information from the text with plenty of eye contact, a clear chart, a quick demonstration, and then a conclusion.  (You could tape this as yourself, but my students love to see my grandkids because they are the same age as them!).   After viewing and taking notes on the three versions, table teams discuss what worked and what did not work; we then come together as a whole class to develop an anchor chart of helpful hints.  It's really important that these helpful hints come from the students themselves, and I find that everything I'm hoping they gleaned from the comparison videos tends to emerge from their small group collaborations.  Students conclude that even in a short amount of filming time, they can include a variety of locations and perspectives in their video; they come up with a variety of potential locations that might work, ranging from conversational portions of the presentation filmed outside or in the comfort of their own home, to other parts that may be better suited in a lab or classroom.  They observe that they could break up on-air "person" time with graphics, charts, and other visuals.  They note good lighting and clear audio with minimal-to-no background distractions.  And one consistent observation is how special effects can be fun, but can muddy the waters when we are trying to communicate clearly.

8.  Motivate students to film multiple "takes" before selecting their final version.
A great real-world example of the importance of filming multiple "takes" is the popularity of bloopers and outtakes often included at the end of feature films.  Even many animated films create their own bloopers, and watching a bit of an example like this from Monsters Inc. can provoke a good discussion about how each "take" can result in a more precisely communicated version of a Challenge entry!

9.  Show what other challenge participants have done successfully.
Your students can see the entry video created by last year's winner, Gitanjali Rao, by clicking here: Gitanjali introduces "Tethys," her water lead contamination detector.  Additionally, there is a wonderful selection of past finalists' videos here in the Past Participants Video Archive.  Your students will see many of the strategies from this list in action, and they will likely pick up many other strategies and techniques as well as be inspired to do their personal best.

10.  Let's keep the conversation going!
If you are reading this post, chances are good that you are a teacher, a parent, or perhaps even a young scientist.  Teachers, there is a whole page of helpful support resources here:  Educator Resources and here:  Teacher Timeline.   Parents and young scientists, you will find a variety of support materials here on the Challenge Homepage.

Our best resources, though, are each other.  You probably have some great tips of your own to share!  Please don't be shy - leave any helpful hints in the comments section of this post.  I would love to add YOUR ideas to my growing toolbox of strategies to help support our problem-solvers!