Hopkins School

From internships at the Long Wharf Theater and Yale New Haven Hospital, to art projects and mini golf courses, there were a plethora of projects to see. Head Senior Project coordinator Ian Melchinger has provided each Senior's description below and a photo gallery can be seen at in the online gallery.

About Senior Projects: All senior projects were completed in the fourth academic term, upon return from March break. The application process begins in the fall and concludes in February. In addition to conceiving of the project, interested seniors must discuss their project ideas with adults, take notes on responses, and write a proposal in the style of a grant application. Seniors must also maintain strong grades and show a proven track record of handling independently-motivated work effectively. Each senior earns the commitment of a Project Adviser and a Representative from the Senior Project Committee to help projects stay on track.
Congratulations to this year’s seniors on the conclusion of their work!
- The Senior Project Committee

Kwame Adjepong
Shadowing Physicians at Bridgeport Hospital
Project Adviser: Dr. Josh Brant
Committee Rep: Ms. Jen Lane
Course Substitution: Spanish 4 Language & Physics Accelerated

The goal of this project was to further understand the medical specialties of the doctors that I shadowed. As hosts, the doctors took time to explain the basics of their specialties. They often explain details, such as illnesses and procedures, after meeting with a patient or interpreting a patient's scan. Fortunately, I shadowed the doctors and watched them work just like a resident would; I was often part of a "team" of doctors that included that Attending Physician and a few residents. Early in the project, my diffidence set me apart from the doctors; nurses and patients could tell I was a high school student who got to spend the day with a doctor. As the project progressed, I became more comfortable and confident with the team; patients mistook me for another resident on the team and nurses believed I was a resident before clarifying the matter with me. After every visit, I detailed my events in a blog which I ultimately opened to the entire Hopkins Community. The medical fields I covered are Intensive Care, Anesthesia, Internal Medicine, Neonatology, Surgical Intensive Care, Neurology, and Cardiology. The doctors I shadowed in these fields were very informative, helpful, and fun. They all shared an upbeat, encouraging demeanor that helped me further understand and love the medical profession as a whole.

Jake Alchek
Football Defense Strategy Analysis
Project Adviser: Mr. Rocco DeMaio
Committee Rep: Mr. Josh Young
Course Substitution: English Elective

The goal of this Senior Project for me was to understand how coaching defense in football works and what makes a good coach. After a considerable amount of research watching game film and studying playbooks, I have learned an incredible amount about how difficult it is to coach a team, let alone just the defense. I now understand the intricacies of defensive coaching and what it takes to be successful on any level of play.

The goal of this collection of essays is to take someone who knows very little about defense and educate them so that when they see a game, they can understand why the coaches called a certain play, why one team is beating another, why certain players succeed over others and, most importantly, so that they can speak about the subject of football defense intelligently.

Dana Apkon
A Study of Motion Photography
Project Adviser: Ms. Karen Klugman
Committee Rep: Mr. Miguel Pizarro
Course Substitution: Biochemistry

My driving force for this project was my desire to find a new subject for my photography, rather than the portraits that I have been enjoying since ninth grade. Upon starting this project, I had specific ideas and goals for its outcome. However, I quickly learned that some techniques for motion photography came more easily than others, not to mention some techniques were more realistic than others were. I quickly found a favorite technique for capturing a more subtle motion: the motion of light. It was harder to find subjects for other techniques that I was just as interested in, for instance panning. Still, I found that I was able to retreat to my comfortable focus of people and combine this with my interest in motion photography. After our interim meeting, I was able to think more creatively and brainstorm more exciting ways of capturing motion. The last three weeks of my project were a success, as I discovered new strategies and approaches to the photography of motion. I learned that not only does motion photography take a lot of technical skill, but an aptitude for creative planning is necessary as well. I was able to stick to my goals as far as how many photoshoots were held and prints were produced. After considering which prints look best together and work well for an audience, I will ultimately submit four sets of images, in three different presentations, each uniquely dealing with motion.

Carter Banker & Christina Farrell
Student Perspective and Involvement in the Admission Office
Project Adviser: Ms. Pam McKenna
Committee Rep: Ms. Jill Wiesner
Course Substitution: Precalculus (CB) & Physics Accelerated (CF)

Throughout the past six weeks, we have redesigned several annual Admission Office events, as well as the infrastructure of student involvement within the office. To this end, we worked with Mrs. McKenna to brainstorm ways in which Open House and Maroon and Gray Day (accepted 9th graders’ revisit day) could be more engaging and more helpful for prospective Hopkins families. We had a chance to help organize and run the Maroon and Gray day (on March 10th) this year, and were consequently able to modify the program based on what we saw worked well, and what could be improved. We also worked on how to get more structured and reliable student involvement in the Admission Office. We chose two new Admission Office heads who will effectively take our places next year and will oversee the other student volunteers. We also created a detailed schedule for when and how tour guides should be chosen and trained next year, both for Open House, and for daily tours. The first four weeks of our project were spent meeting with Mrs. McKenna, brainstorming ideas, and drawing up official plans for the aspects we wanted to rework. The fifth week, was spent meeting with the new heads, and discussing what their role will be next year. We saved the last week for editing and making final corrections. Overall, it was a very successful project, and one that we both hope will help the Admission Office in the years to come.

Alex Blythe
Tree for Life Tribute Sculpture at YNHH Transplant Center
Project Adviser: Mr. Peter Ziou
Committee Rep: Mr. Bruce Kaplan
Course Substitution: Mathematics

Over the past six weeks I have been working to construct a sculpture of a Tree of Life. The sculpture is to be placed in the Yale Transplant center as a tribute to organ and tissue donation. While being an exciting and interesting experience, it has not been without its challenges. That said, it has allowed me to hone in on my skills in order to work out problems and find the best viable solutions through a large scale creative process. Moreover, it has taught me the value of independence and how it can contribute to personal growth.

I hope the final sculpture will inspire support, conversations, interest and appreciation regarding Organ and Tissue Donation as a celebration of life.

Alice Bradley
Sudden Fiction at Wal-Mart
Project Adviser: Ms. Donna Fasano
Committee Rep: Ms. Penny Ratcliffe
Course Substitution: Calculus

For my senior project, I wrote 9 sudden fiction stories, each story representing a different Wal-Mart shopper. I visited my local Wal-Mart every week and took notes on the people I saw there. Then each week, I would write two stories using my notes as inspiration. I also met with my advisor to edit each week. As I wrote, I came up with the idea that all the characters have interactions with each other. Lastly, I wrote an introduction and named my project “Shopping for Humanity”. I also made a collage of photos I took at Wal-Mart. These photos represent what that project means to me. I learned a lot about finding the beauty in a place that is often thought of as ordinary or mundane.

Schuyler Brass
Bikes: Training and Internship at a Bike Store
Project Adviser and Committee Rep: Mr. David McCord
Course Substitution: Math & Physics

Schuyler’s project was interrupted when he came down with mononucleosis during the second week of project work. Schuyler recovered for the third and some of the fourth week, then relapsed into full-blown mono. We agreed that Schuyler will finish his project , which involves strenuous physical conditioning, during the first weeks that he is medically approved for strenuous activity.

Allie Briskin & Katie Schaffer
The Revival of the 1975 Class Banner
Project Adviser: Ms. Cindy Chase
Committee Rep: Mr. Bruce Kaplan
Course Substitution: Mathematics

In reviving the Hopkins Class of 1975 banner, we started out with minimal artistic talent, no materials, and only a slight idea of what the banner actually looked like. After our project got passed, we both substituted math class for the banner. In the beginning, we proposed that we were going to outline the banner the first week and paint the rest during the 5 remaining weeks. We quickly realized that we needed more time planning and less time painting. We figured out new artistic techniques from the research we did by consulting local artists (especially Tony Falcone). We purchased the 10x5 forest green banner from Jo-Ann Fabrics and started tracing our large outline of the deer during the second week. The painting part was easy but it frequently dripped on the canvas due to its viscosity, which was beyond our control. The remaining three weeks were devoted to painting the leaves, writing the names and finishing up any other details. We worked hard during the beginning of the last week, and luckily were able to finish early so that we had ample time to correct any finishing touches that needed to be addressed. The finished product looks almost exact to the pictures that we have of the original and it is scheduled to hang during the presentation and again at the 350th Hopkins Reunion. Check for more details on our blog at: http://seniorproj10.blogspot.com/

Chelsea Casareale
Script Frenzy
Project Adviser: Ms. Renée Harlow
Committee Rep: Ms. Katie French
Course Substitution: AP French Language

I have done nothing but write for the past six weeks. After creating a general outline in March, I was ready to tackle my challenge of writing 100 pages of a script (I chose to write a stageplay) in the 30 days of April as outlined by Script Frenzy (www.scriptfrenzy.org). I spent the majority of the first week tightening my outline, 27 days of April frantically writing 103 pages, and about a week and a half taking apart my script. My editing process was unusual in that I did not go back and clean up the spelling and grammar in my piece, in fact, there are still many typos and such in my “final” version. Because I needed my script to reach 100 pages, I threaded many plot lines into one larger picture. Therefore, I revised by focusing on one mini-plot line and expanding it into an outline of its own script, adding pieces of my current stageplay to the outline where they fit. Overall, this has been a very busy and rewarding six weeks, and I’m excited to keep working on writing a stageplay – I certainly have enough material to work with!

Michael Gold & Jonathan Chien
Building a Mini Golf Hole
Project Adviser: Mr. Eric Mueller
Committee Rep: Ms. Tracy Bray
Course Substitution: English elective

Our senior project was to build a mini-golf hole. We decided to use the module idea and constructed four interchangeable 4’x4’ modules. This was done so that transporting it would be easier and to turn our one hole into many holes. We incorporated the obstacles of a loopty-loop, bumpers, a raised platform with three pipe redirections, a ramp, a tunnel, a rough patch, and various geometric configurations of balusters, primarily using white pine wood. Our base was constructed by using polyurethane glue to adhere a thin piece of plywood to insulating foam. It was then coated with spray adhesive and wrapped with pirate green felt. The holes were drilled using a hole saw and arbor attachment.

Eric Coffin-Gould
The Poetry Process
Project Adviser: Ms. Renée Harlow
Committee Rep: Ms. Erika Chapin
Course Substitution: English elective

For the last six weeks, I have been trying to introduce myself into the role of the contemporary poet. As a background to my own writing, I have been exploring a wealth of recent poetry, principally from collections of works by Billy Collins, Sharon Olds, Terrance Hayes, Louise Glück, and the website Poetry Daily. Under the correcting guidance of Ms. Harlow, I have gained a sincere appreciation of the monumental effort that goes into these works—particularly the editing process. I have rewritten and drafted extensively throughout these past six weeks, and while I am sure I could not consider any of my seven poems finished, I think my writing and my understanding of what it means to be a serious poet have matured considerably.

For Senior Project Day, I intend to display a poster board, showing the drafting process of selected poems, with both clean and written on copies of my drafts over the past six weeks. I will also have my final poems available for perusal. I have not set up a specific time or venue to read my work, but I think a small-scale reading would be a nice way to round out the project.

Jonathan Curtis-Resnik
EMT Course
Project Adviser: Ms. Jen Stauffer
Committee Rep: Mr. Sandy MacMullen
Course Substitution: Spanish 5 & English elective

For my senior project I took an EMT course at the New Haven Sponsor Hospital. I was able to drop two classes at Hopkins for this project. I first became interested in taking an EMT class last year when I participated in a Wilderness First Aid course. Upon researching the option of taking an EMT class, I found out what a time commitment this truly was. Although the 150 hour class seemed a little daunting, it was completely worth it. The class began in January and ended in May. It was every Tuesday and Thursday from 6 to 10PM without fail and occasionally on Saturdays from 8-12 or 8-4. The class is comprised of both in class lectures and labs, real life scenarios where you practice every skill an EMT needs to know. After the first day, I immediately understood the responsibility that accompanies this class. You learn to save lives and become the figure of security and safety that people need during an emergency. This, in and of itself, requires time and dedication. I have had the opportunity to study many things from managing an airway, to controlling shock and bleeding, or to performing trauma and medical assessments. This class, although a huge commitment, was one of the best decisions I have made. I have absolutely no regrets.

Jill Stadterman
Emergency Medical Technician -- Basic Training Course
Project Adviser: Dr. Joel D’Angelo
Committee Rep: Mr. Sandy MacMullen
Course Substitution: Physics Accelerated & English elective

For my senior project, I substituted two courses by enrolling in an emergency medical technician – basic training course through the New Haven Sponsor Hospital Program. The course, held Tuesday and Thursday evenings as well as six Saturdays from January 12, 2010 to April 30th, 2010, was comprised of two components: didactic lectures and practical laboratory skills. Most of the classes were devoted to the didactic portion, in which an instructor gave a lecture on the assigned textbook reading and homework. The remainder of the class time was spent working on laboratory skills. In these labs, we were given the opportunity to practice our skills in simulated real-life situations. The labs consisted of: gathering a SAMPLE history, performing CPR/AED, applying a Kendrick extrication device, managing the airway of an unconscious patient with supplemental oxygen, assessing a trauma patient as well as assessing a medical patient, and splinting long bone and joint injuries. The course culminated in a written exam and a practical exam. Now that I have passed the course, I will have the opportunity to take the state exams and become a registered EMT with the State of Connecticut.

Ryan D’Souza
Coaching Junior School Baseball
Project Adviser: Mr. John Roberts
Committee Rep: Mr. Dan Kops
Course Substitution: English elective

For my senior project, I have been helping Mr. John Roberts and Mr. Matthew Treat in coaching the Junior School Baseball team. Though I have served primarily as the team’s pitching coach, working closely with the pitchers in both bullpen sessions and games, I have also helped to coach and teach the players the many other aspects of the game. I have attended every practice and every game that has not interfered with the Varsity schedule. For these practices, in addition to my pitching duties, I have been called upon to hit ground balls and fly balls, throw batting practice, and instruct the players through demonstrations. I did not utilize the video quite as much as I had hoped, but I did take video of both the pitchers and the hitters. I was able to show these video clips to a few players, but the video turned out to be an even bigger help to me, allowing me to observe the players more closely in a controlled setting whenever I wanted. Thus the video was still vital to the players’ overall understanding of their own flaws, whether it was directly seen by them or simply explained by me. I have copied these video clips to a DVD to be presented as part of my final presentation along with scouting reports of each player. Included in these scouting reports are the players’ statistics, and my personal judgments and comments.

I feel I have worked hard to make this senior project successful; however, that does not mean I did not have a lot of fun in the process. Coaching Junior School Baseball has been pretty much everything I’d expected. Not only did I get to know a great group of kids, but I’ve come to feel great satisfaction knowing that I am passing on my knowledge to each of those players. In doing so, I have also learned a lot about myself as a baseball player. I’d like to thank Mr. Roberts and Mr. Treat for allowing me to coach alongside them, as well as Mr. Kops and Mr. Melchinger for allowing me to pursue this project.

Sam Dailey
Yale Child Study Center Internship
Project Adviser: Dr. Josh Brant
Committee Rep: Mr. Bruce Kaplan
Course Substitution: Math 26

My senior project was at the Yale Child Study Center, which is where I spent two months interning last summer. The goal of my project was to discover whether or not scientific research was something that I truly enjoyed and wanted to pursue in college. I focused on two studies, one on Adolescent Risk-Reward behavior, and another on parental response to infant’s cries. Several days a week, I went to the Center and would help the lead researchers in any way I could, whether that be putting up flyers for the study or helping to run the participants. In addition, I did some outside reading that improved my knowledge of the topics that the studies were analyzing. For each trip I took to the center, I posted in an online blog, which I will present at the project fair on a laptop. In addition, I will be presenting a poster, which will include information and some data on my work during the past six weeks.

Sebastian Giglio
Furnace Construction
Project Adviser: Mr. Josh Young
Committee Rep: Mr. Ben Taylor
Course Substitution: Physics

The goal for my project was to build a functional and safe tube furnace that could be used in high temperature chemical reactions. After dropping one class, I started with an on paper design. This consisted of me drawing out accurate schematics of what I would actually build and determining what type and size of materials I would need. After writing a list of materials, I was tasked to show (mathematically) what temperature my furnace would be able to reach. I determined that the furnace would not reach its maximum operating temperature with the size of the furnace and the power supply available. I then proceeded to build that actual contraption using materials purchased from a number of online retailers. After construction was complete, we tested the furnace using a power supply so as to regulate the current and eliminate any chance of overpowering the materials. While the goal temperature of two thousand degrees Fahrenheit was not obtained, the furnace was confirmed to work. It achieved a temperature of approximately one hundred and forty degrees and with more power, could have gone far higher.

Sydney Graetz
Senior Video
Project Adviser: Ms. Hope Hartup
Committee Rep: Mr. Ian Melchinger
Course Substitution: AP Bio & English elective

Going into my senior project, I was fairly nervous about my choice to do the senior video. I knew how important the video is to the class each year and I was aware of how much time and energy would be required for me to complete my share of the work. Before the project began I met with Kayla, Ms. Hartup, and Mr. Melchinger to discuss any concerns I had and the plans I had made for this project. Each encouraged me and gave me helpful suggestions for both editing and filming. While it took me a while to become completely comfortable with using Final Cut, I learned the ins and outs of editing more quickly than I had anticipated. The project became more rewarding as each section began to take shape and as I was able to learn more about the people and community I had been surrounded by for six years. The hours I spent on the project were long and at times frustrating, but watching clips of my classmates and teachers made the work more enjoyable. I am happy to come out of this project with a new skill and a new appreciation for Hopkins.

Kayla Reardon
Senior Video
Project Adviser: Ms. Hope Hartup
Committee Rep: Mr. Ian Melchinger
Course Substitution: Physics Accelerated & English elective

The purpose of my project was to produce three sections of the Senior Video. I substituted two courses for this project. The sections I had to complete were one candid section, the teacher section, and the closing section. Each section displayed my filmmaking ability and editing skills. I also strived to capture the personality and voice of every senior in the class. Over the span of six weeks, I filmed my fellow seniors and our teachers, captured the footage onto Final Cut, and edited the clips into three sections with the hope that they were creative and entertaining. At my interim meeting, I had finished one section, but still had a lot of work to do. I was afraid that I would not be able to complete my work with confidence that it captured the essence of the senior class. Over the last few weeks, I collected more footage, and closely edited the clips. At the end of the sixth week, I had three two minute, thirty-second sections that will be shown at the Senior Breakfast in June.

Chris and Tim Granata
Choose-Your-Own-Adventure Writing Project
Project Adviser: Mr. Brad Czepiel & Mr. Brad Ridky
Committee Rep: Mr. Miguel Pizarro
Course Substitution: Math

For our senior project, we wrote a choose your own adventure novel called Vassal. In this novel, the main character Marty, addressed in the second person the entire novel, is faced with many important decisions to make. However, the reader decides what Marty does; he is often faced with two choices, and the reader goes to a different page depending on his choice. Unlike most choose your own adventure books, Marty’s choices are largely based on faith and morals rather than action-based questions; Marty is often faced with deciding between choosing a decision to follow a God-like character or to follow logic and common sense. Originally planned to be fifty to sixty pages, our novel ended up being almost ninety, making it longer than expected. Our project advisors were Mr. Czepiel and Mr. Ridky, whom we met with weekly to discuss our story. Their suggestions were extremely useful in our story writing process.

Lizzie Granata
Short Stories
Project Adviser & Committee Rep: Mr. Ian Melchinger
Course Substitution: Spanish

Writing is Thinking on Paper, or is It?
During the last six weeks, I wrote short stories to help me discover the importance of symbolism, metaphor, and implicit meaning. Originally, I intended to write five stories all ten pages long and revise them, but instead, I ended up writing a variety of different length stories, including short-short stories less than three hundred and fifty words long, and poems. I never did a final revision of my work in the traditional sense, but instead, tried to incorporate all of the techniques that I had learned along the way into my final story, “A Day at the Beach.”

Morgan Greer & Eliza Prangley
The Secret Garden: a Melted Crayon Landscape
Project Adviser: Mr. Eric Mueller
Committee Rep: Mr. Josh Young
Course Substitution: AP Chemistry (MG) & English elective (EP)

At the beginning of the year Morgan and I saw a box of crayons and we thought back to our childhood, when all you had to worry about was coloring in the lines. So, for the past six weeks Morgan and I have been working on a large sculpture made mostly of crayon. Our sculpture is of a landscape and includes a body of water, a house, a tree and several large mushrooms among other things. The pieces are made out of tinfoil, wire and wooden dowels, and are covered entirely in crayon. Overall the project was a success, we encountered no major problems along the way. So, after over 500 crayons, over 40 lighters, nearly 400 square feet of tinfoil, and countless hours we are finally done with The Secret Garden.

Hayley Grunebaum
Analysis, Recording and Original Composition Based Upon Popular Music
Project Adviser & Committee Rep: Mr. Ian Melchinger
Course Substitution: Mathematics

My project was to pick a song I loved every week, break it down, record it, and eventually create an original composition based upon the framework of each song. I kept a journal where I wrote out chord charts for every song, as well as lyrics. I then wrote original lyrics and the adapted chord charts for my original compositions in the journal as well. I was challenged to create backgrounds for my original compositions and record the backgrounds, lead vocals, and create/record harmonies. I was prepared for these tasks due to the careful analysis of the pop songs every week. It really taught me how a song comes alive through each individual, instrumental part. As of now, I have recordings of four pop songs with backgrounds and vocals, as well as recordings of my four original compositions, with backgrounds and vocals. For the senior project fair, I will have a CD with recordings of my four original compositions. I will also present the contents of my journal so that viewers are able to understand the creative process. Finally, I will open up the garage band files on a laptop and let viewers play around with individual parts of my songs to further their understanding of my project.

Rasa Guarnaccia & Taliya Lantsman
Breakthrough New Haven: Teacher Training Curriculum
Project Adviser: Mr. Errol Saunders
Committee Rep: Ms. Jen Lane
Course Substitution: Multivariable Calculus (RG) & English elective (TL)

We have been affiliated with the Breakthrough New Haven Program for over two years. This past summer, our first summer teaching, we felt that the teacher training program did not fully prepare us for the summer ahead. The teacher-interns in the program were scattered over different experience levels, and the program did not fully address everyone’s needs. Our overall idea was to create a summer teacher training program for Breakthrough New Haven that was more concise and thorough than the one in place now. We examined and researched the different skills and objectives that teachers needed to be successful at Breakthrough and interviewed both past Breakthrough teachers and Breakthrough administrators to get multifaceted levels of feedback about teacher training. In total we made seven lesson plans covering Entry Routines, Assessment Strategies, Motivation, Skill Mastery, Objective Writing, Designing the Physical Space of a Classroom, and High Expectations. All of the plans were made with the hope that they would generate a positive experience for both experienced and inexperienced teachers.

Allison Hall
Dissections and Comparative Anatomy
Project Adviser: Dr. Joel D’Angelo
Committee Rep: Ms. Karen Klugman
Course Substitution: Spanish 4

For the past six weeks, I have dissected a cow heart, a cat, a pigeon, a turtle, a shark, a frog, and a mudpuppy. Throughout this process, I have learned much more than the form and function of the respiratory and circulatory systems of these animals. I learned a lot about dissections, attention to details, precision while working with small objects, and my organizational skills. My final essay assisted me in firming up my knowledge of the evolution, form, and function of the respiratory and circulatory organs because I was able to compose all of the information into a detailed and organized description. Through the photography portion of my project, I learned a lot about Photoshop tools not utilized in an artistic photography class. Also, I had to learn and perfect the art of up-close photography as I was dealing with subjects much smaller than I usually photograph for a photography project.

Ryan Healey
50 Reasons to Love Hopkins: Magazine Design
Project Adviser: Mr. Ian Melchinger
Committee Rep: Ms. Katie French
Course Substitution: Math 15

I’ll start with a confession: I never thought my Senior Project would take me this long. I’d done it all before—taking pictures, writing copy, and doing layout—so I assumed that, while my project wouldn’t be easy, it certainly wouldn’t be very hard. I was wrong.

Over the course of the last six weeks, instead of taking Math 15, I’ve learned how to collect elements, to make elements and eventually assemble them to make my project: Fifty Reasons To Love Hopkins. Deciding on a list was not hard; there are so many more than fifty things to love about this school. However, photographing many of them proved to be a challenge. Writing about them in a reasonably engaging way required attention and detail. But the true bulk of my time came in layout.

I could have made this project very quickly. But to do something half-way or to do something not wonderful is not what I set out to do. I was afforded the opportunity to make a publication just the way I saw fit—free of other editors and other minds. It was my chance to show off my skills and my vision unobstructed by compromise.

That is why it took a long time. I’ve learned so much while making this magazine: first, about the aforementioned prosaic hunting and gathering, but mostly about how I work and about my aesthetic sense. The whole time, I kept a journal which was my constant companion. In it, I wrote lists, taped magazine layouts I liked and mused on different aspects of my project. It was an immeasurable help. I also was advised by Mr. Melchinger who didn’t so much advise as he did chat with me. I loved it and I wouldn’t have wanted it any other way. Because, although this project is ostensibly about Hopkins, it’s really much more personal than that: it was a way for me to learn about myself, my work habits, my capabilities, and to define why I love this school as much as I do. In that, I think I succeeded.

Patrick Hulin
MultiSnake
Project Adviser & Committee Rep: Mr. Ben Taylor
Course Substitution: English elective

My project was a multiplayer, networked video game, MultiSnake, which was designed as an extension of the game Snake which was on many old cell phones. For each player, MultiSnake features one small “snake” which moves around a game board. The user can only control the snake’s direction, not its speed, and the goal is to force the other players to crash into themselves, the walls, or other snakes. The code is posted online and is under the GNU General Public License version 2, which allows anyone else to modify the code for noncommercial purposes. The game can now be played between computers over a network or with multiple players on the same keyboard.

Sarah Levine and Norah Wallace
Four Flours Bakery Internship
Project Adviser: Mr. Mike King (SL), Mr. David McCord (NW) Committee Rep: Mr. David McCord
Course Substitution: English elective (SL), Math 15 (NW)

The goal of this project was to work closely with Robin Schaffer and her baking company Four Flours LLC to learn about her business. Throughout the project we have experienced all different aspects of running a business from baking, packaging all the way to advertising. We created a “fan page” on Facebook and have gathered almost 200 fans, which was a large part of the project as well. We kept daily journals recording our progress throughout the weeks and took pictures occasionally which you can see in the slide show presented at the Senior Project Fair. Overall, the project was a great experience and we would do it again in a second!! We are forever grateful to Robin for letting us work with her. The knowledge we have gained about running a business will stay with us and maybe even come into use later in our lives.

Allie Macey
Dramaturg for Romeo and Juliet
Project Adviser: Ms. Hope Hartup, Ms. Peg Vermilya
Committee Rep: Ms. Penny Ratcliffe
Course Substitution: French 2 Accelerated

I feel as though I had tremendous success with my project. I stayed on schedule the entire time and kept up with my journaling. I am very proud of my bulletin board and my program insert which were the two major components of my project. I feel as though the cast and crew for this production of Romeo and Juliet did an absolutely amazing job. It was an incredible group of people and I made a lot of friends. The show was beautiful as well. Every time I watched it (which was a lot of times) I picked up on something new in the text and that shows me that the actors really went through their lines and thought about what they were saying. All in all, I would say that both the show and my project were successful.
What I really feel is the most important thing that happened during the process of putting on the show and my senior project was learning about this new side of the theater which I had no idea even existed. I’ve been very interested in the behind the scenes part of the theater but I never really knew what I wanted to do back there and this is definitely it. I love reading plays in English class and I find it thrilling to put them on stage and turn a piece of literature into art and that is exactly what dramaturgy is about.

Mike Mayor
Remote-Control Backpack
Project Adviser: Ms. Jen Stauffer
Committee Rep: Mr. Ben Taylor
Course Substitution: Anatomy & Physiology

My goal was to create a working remote control vehicle that can move on command and carry a load. The plan was to create a wooden chassis with a tread system. The treads would be powered by two to four motors, depending on the necessary torque, which would be wired through a motor driver into a home-made remote control interface board.

The first step was to create the outer shell of the chassis using thin plywood. By the time that was complete, most of the parts had arrived and so I was able to begin wiring the R/C interface. I used a VEX receiver interface chip for the base of my receiver and wired it using instructions that came with the chip. During this time I also wired the remote and battery so they would interface with the motor driver. I then began creating the tread system for the vehicle. After completing a single track, I looked over the tread and realized that the riveting process had made the slats I was using for the treads extremely fragile. This meant that I could not use the treads as I had planned, so it was decided that it would be best to use prefabricated wheels of a much larger size than the drive wheels of the tread system. After reviewing and updating the wiring with help from Mr. Taylor, I was able to get some movement from the motors from the remote transmitter. However, at that point I could not get the motors to respond in the correct ways to the commands that I was giving them. I then attempted to test alternative wiring schemes in order to improve control of the motors. However, in attempting to power the system with Mr. Taylor’s variable power supply instead of my battery, I fried the motor driver and could no longer control them using the remote. I have ordered a new motor driver, and it will arrive within the next week. At this point, what I have to present is: my receiver interface, which does deliver a signal current when the transmitter is manipulated, which would be interpreted by the motor driver and would control the motors; the chassis with the wheels mounted and space for the motors; the tread track that I completed; and my photo-journal documenting the process.

Gillian Michaelson
Short Stories
Project Adviser: Ms. Renée Harlow
Committee Rep: Ms. Karen Klugman
Course Substitution: AP Spanish Literature

My senior project involved six weeks of writing in an attempt to fulfill my original goal of two short stories of which I could be proud enough to share with others. For the first three weeks of my project, I stuck to the plan and produced various drafts of a single short story. During the second half of my project, however, I found myself experimenting with both form and style. These experiments lead to the realization that the kind of writing I truly enjoy is short-short fiction that strains the line between prose and poetry. I spent most of the final two weeks writing these shorter stories and discovering both recurring themes and ideas in my own writing. I finished my project with one heavily revised short story, two short stories still in the beginning draft stage, and six short-short stories. During the senior project fair, I plan to display both my final copies and drafts for perusal. I will also be there and will have no problem discussing my work and the writing process with anyone who wishes to.

Ogechi Musa
Long Wharf Theatre Internship
Project Adviser: Ms. Hope Hartup
Committee Rep: Ms. Susan Bennitt
Course Substitution: Math 15 & AP Spanish 5 Language

For the past six weeks, I’ve been an intern at Long Wharf Theatre. My main objective was to gain experience and exposure to the inside mechanics of a theatre. I didn’t really know what kind of work they were going to have me do, but fortunately, I got to do a little bit of everything. I helped paint chairs, doll houses, tables, and other props used for shows. I also took part in designing greeting cards and invitations for events hosted by the theatre. I shadowed the Master Electrician for a day, and he showed me the technicalities of the Lighting department. My supervisor was Johnna Gluth, who is the Development Manager of Long Wharf. This department writes the grants, hosts the pre- and post-show events, and fosters relationships with funders; it is also the department that is in charge of the Gala. I did office work involving filing and labeling with Devo, but my major project was working on the Gala. I attended Gala Board meetings, helped design and send out the invitations this year, and was appointed the Volunteer Coordinator for the Gala. My job is to gather a group of around fifteen teens to volunteer to work at the Gala on June 7th. We will be bussing the dinner, ushering the performances, and welcoming all of the attendees and their guests.

Maddie Pantalena
A Senior Project to Dye For / So Much Knitting, So Little Time
Project Adviser: Ms. Jackie LaBelle
Committee Rep: Ms. Tracy Bray
Course Substitution: Physics Accelerated

The name of my senior project really depends on the phase of it. I started off with the goal of learning how to dye yarn and fiber and then showcase it with knitting and spinning, blogging on my process all the while. Starting over March break, I worked on dyeing yarn and fiber for the first few weeks of my project. I knit squares of each dyed yarn as the skeins were finished. The second phase of my project included the major knitting components. I was planning on dyeing at least fifteen colorways (distinct dyed color series) and ended up with twenty. The second phase, the knitting, began later than I realized I needed to. I was working steadily on my final project, a felted laptop case, when I realized that I was going to need more time on the blanket of dyed squares than I’d planned. However, my project advisor and I decided that the blanket, blog, and abstract would be done for Friday May 7 and the laptop bag would be done before Friday May 14, as the felting process requires a few days to dry, and if turned in wet, will never dry properly. For the senior project fair, I will be displaying all of the knitting with explanations of the dyeing processes. I will possibly have a dye pot working during the fair (in a crockpot) and I will also have my computer with my blog available to access.

Lily Philben
Tutoring for Autistic Students
Project Adviser: Mr. Kevin Hart
Committee Rep: Mr. Mike Calderone
Course Substitution: AP Spanish

The purpose of my project was to challenge myself by volunteering at an inner-city school in Bridgeport. I went into the project hoping to help struggling students while simultaneously gaining valuable experience myself. My vehicle for this project was The Lighthouse Program, run in almost 30 Bridgeport public schools. The program is designed to foster learning and happiness in a safe environment for students with behavioral issues after school. During my time, I worked with five fourth-graders afflicted with autism.

My experience with the program was overall a very positive one. After six weeks, I say with confidence that the program has undeniably good intentions. During a survey given the last day I was there, the students answered questions about their experience. All of the students said they enjoyed the program, and nearly all reported improved grades in school since joining. For these reasons, I would say the goal has been met. The lack of staff and organization led to many frustrating situations, yet experience in dealing with these situations helped me accept its imperfections. For my final project, I decided to write an Orientation Packet. When first beginning my project, I was given a packet from the Kennedy Center (the organization that placed me at the school). The packet was over 20 pages long, covering any programs run by the Kennedy Center. While filled with useful information, finding applicable sections was extremely time consuming. I wrote my Orientation Packet using personal experience and legitimate sources. The goal of the packet is to orient someone into the program who will be working particularly with autistic students. It covers the basics of autism and also how to deal with behaviors. The packet brought together everything I have been doing so far in the program, and proved to myself how much I have gained throughout the process.

Elena Ruan
Violin and Viola in the Community
Project Adviser: Mr. Matt Lane
Committee Rep: Mr. Mike Calderone
Course Substitution: Physics Accelerated and AP Vergil

For my senior project, I organized six ensembles to play at a children’s library workshop, a hospice, and a senior center. In these ensembles I played either violin or viola and the other members played flute, clarinet, violin, or cello. There were 1 hour rehearsals every week in Thompson Hall and sometimes extra rehearsals separate from those when specific sections needed work. The planning of the events and rehearsals and practicing the music were equally time-consuming. This project was worth two course credits.

Hillary Trumbull
Prepare and Train for Solo Sailing Adventure
Project Adviser: Mr. Eric Mueller
Committee Rep: Ms. Susan Bennitt
Course Substitution: Calculus AB

I embarked upon my senior project in order to develop a set of skills necessary to plan and take a solo sailing expedition. I spent countless hours poring over books and articles, learning things I wasn’t sure I needed to know, and finally got to put it all to the test during my “dry run.” I traveled in my boat from Lighthouse Point in New Haven to Cockenoe Island in Westport. It took almost nine hours. Once I had gotten there, I made the decision to go to shore and not spend the night on the island. My decision, although influenced by my mother’s input, was, in my mind, the culmination of my project; I used all of my knowledge and learned decision making skills to make the choice. I feel that I am ready to go on the trip this summer.

Reba Watsky
Hopkins Website Editing
Project Adviser: Ms. Martha Venter
Committee Rep: Mr. Dan Kops
Course Substitution: none

For my project, I worked with the Hopkins Admissions office to make changes and additions to the www.hopkins.edu website. I removed outdated information and replaced it with up-to-date facts, which often required extensive communication with various Hopkins persons and departments. Some important elements of Hopkins life, or descriptions of Hopkins life, were absent from the website, so I wrote new text to fill those gaps. As I chose not to drop any courses to pursue my project, my work is on a much smaller scale than would be necessary for a full reexamination of the website. In addition to my contributions to the site, I learned how to create and operate a personal wiki to organize and share my work, through www.wikispaces.com.

Karen Xiao
Writing Short Stories
Project Adviser: Ms. Renée Harlow
Committee Rep: Ms. Erika Chapin
Course Substitution: AP Latin Vergil

For the past six weeks, I’ve been writing short stories. With no previous experience in creative writing, I turned to writing manuals for the basics and read many short stories by authors such as Raymond Carver, Lydia Davis, and David Sedaris. These stories provided fuel for my imagination and I brainstormed ideas both in a private writing journal and in discussion with Ms. Harlow and my fellow writing peers. I started on my first story with a set idea of what a short story should and shouldn’t be, but soon came to realize how flawed my idea was after my first story grew and grew with no signs of stopping. In my frustration, I decided to write even shorter short stories and that is when I really began developing my writing. The final result of my endeavor consists of four short experimental pieces, one memoir-like essay/story, and a longer short story. The longer short story was the first one I began and the last one I finished. There is no underlying theme among the pieces I have written except the inspiration I received from other stories while writing my own, the varying number of drafts I did for each story, and my own interest in the characters. I set out to see what writing without a due date would be like, and this is the final product.