The Governor's School Update
September 2024
A Message from the Director
Welcome to the September edition of the Governor's School for Science and Technology (GSST) Newsletter. I'm pleased to share that the school year is off to a great start. This newsletter contains updates, announcements, and articles to keep you informed about our vibrant academic community.
In this edition, you'll discover recent achievements, upcoming events, and valuable information about GSST. We are dedicated to creating an engaging learning environment, with great growth and success for all our GSST students!
Thank you for your ongoing support, and enjoy reading the September GSST newsletter.
Sincerely,
Vikki Wismer
Director, Governor's School for Science and Technology
Dual Enrollment Registration
In select GSST courses, students have the opportunity to earn dual enrollment credits. This allows students in these courses the choice to either register for dual enrollment credits or opt not to do so.
Students received instructions regarding the enrollment process at school on Wednesday, September 18th. If you have any questions, please feel free to reach out to Ms. Deidre Yee, the Dual Enrollment Liaison, at deidre.yee@nhrec.org.
Note: Last Day to Drop or Add a Class: October 3, 2024.
Understanding Dual Enrollment Credits
Dual enrollment credits represent college-level coursework, typically transferrable to both public and many private colleges within Virginia, provided the student achieves a minimum grade of C. However, it's important to note that these credits may not be recognized by colleges located outside Virginia. Each individual college determines the acceptance and treatment of these credits.
Benefits of Dual Enrollment Credits
Accumulating college credits through dual enrollment has the potential to help students save money, fulfill general education requirements at their four-year college, promote timely graduation, and provide opportunities to pursue additional majors or minors.
Potential Drawbacks of Dual Enrollment Credits
Before deciding whether to enroll in dual enrollment credits, however, students should be aware of potential pitfalls.
First, accumulating a substantial number of dual enrollment credits can impact a student's eligibility for financial aid later in their college career. As outlined in the Dual Enrollment Student Guide: "A bachelor’s degree is typically 120 credits. You would become ineligible for financial aid if your total credits earned exceeded 180 credits (150% of 120)." Note that dual enrollment credits count toward that limit. To learn more about this potential pitfall and to get a fuller understanding of how dual enrollment credits can influence a student's subsequent college career, we strongly encourage students to consult the Transfer Virginia Dual Enrollment Student Guide.
Secondly, prospective pre-medical students should be mindful of the following policy of the American Medical College Application Service (AMCAS), the centralized application process utilized by most medical schools. Specifically, we interpret the AMCAS policy to require students to list dual enrollment courses and grades on their medical school application, even if the student repeated the course or never received credit for it at his/her degree-granting college. For more information about the medical school policy, we recommend reading the DE Med School Parent Letter. This information is provided in the interest of helping families make informed choices about whether to register for dual enrollment credits for eligible Governor’s School courses. It represents our best understanding based on information posted online, but should not be regarded as formal advice concerning medical school applications. Parents of students who are interested in those programs would be wise to investigate further to get definitive application information.
Important Announcement: Attendance and Learning Plan for Home School Closures and Spring Break
We understand that there may be differences between the GSST and home school calendars, particularly when it comes to spring break and other scheduled closures. We would like to clarify our policies and ensure all students and families are informed.
When a student's home school district is not in session but GSST classes are continuing, students are still expected to attend GSST. If transportation is unavailable due to the home school closure, students will not be penalized. Instead, GSST will provide asynchronous learning opportunities, allowing students to complete their coursework at home.
Instructors will communicate directly with students regarding the learning plan during these absences. This may include assignments, videos, or other resources that closely align with what is being taught in class. As long as students are actively engaged in their coursework—whether through timely submission of assignments, participation in online discussions, or other meaningful interactions—they will be marked as "Present" for attendance purposes.
This plan ensures that students can continue their education without disruption, even when they are unable to attend GSST in person. We are committed to providing a flexible and equitable learning experience for all students.
Governor's School Student Parking Information
Parking Permit Requirement:
If your student plans to drive to Governor's School, a parking permit is mandatory starting September 29.
- Cost: $35 for the academic year
- Limited Availability: Permits are issued on a first-come, first-served basis.
How to Obtain a Permit:
Please print and submit all required paperwork along with payment to the Main Office to receive the rearview mirror tag.
- Required Paperwork:
- Parking Application
- Copy of Driver’s License
- Proof of Insurance
- Vehicle Registration
Download the 2024-2025 Parking Application here: 2024-2025 Parking Application
NHREC 2024-2025 Transportation Letter:
We kindly request that you review the NHREC 2024-2025 Transportation Letter, which outlines detailed student parking policies and procedures.
Parking Guidelines:
- Students must follow directional signage and drive around the building in a counterclockwise direction for traffic flow and safety.
- Student Parking Spaces:
Park only in spaces that are not marked with:- "Visitor"
- "E-number" (for employees)
- "OA" (for office staff and administration)
Multivariable Calculus - Dr. Menke
Multivariable Calculus students have been deepening their understanding and intuition of vectors, curves, and surfaces in three dimensions. They have also explored how these concepts apply to physics problems introduced in their junior-year physics courses.
Pictured: Students use computing software in a lab to visualize quadric surfaces in three dimensions.
Differential Equations - Dr. Notestine
Introduction to Differential Equations:
Students in the Differential Equations course have reviewed key Calculus concepts, learned essential terminology, explored applications of differential equations, implemented Euler’s method, and mastered separable equations.
Pictured:
Top Left: Justin (Warwick HS), Seth, Ryan (both Smithfield HS), and Charlotte (Warwick HS) verify solutions to differential equations.
Below: Student implementation of Euler’s method (left) and an explanation of how differential equations are applied to epidemiology modeling (right).
Pre-Calculus - Ms. Feygelson
A Symphony of Graphs: Mastering Transformations in Pre-Calculus
In the hallowed halls of academia, a group of intrepid students embarked on a collaborative journey through the intricate world of Pre-Calculus, specifically Unit 2: Graphing with Transformations. This unit, a cornerstone of their mathematical education, required not only individual skill but also the harmonious synergy of collective effort.
The Prelude: Setting the Stage
Armed with insatiable curiosity, the students gathered in the classroom, prepared to tackle the complexities of graph transformations. Their mission was clear: to master the art of shifting, stretching, and reflecting graphs, transforming them into visual masterpieces that told a story of mathematical elegance.
The Ensemble: Collaborative Brilliance
In small groups, the students delved into the nuances of vertical and horizontal shifts, scaling, and reflections. The classroom buzzed with intellectual energy as they shared insights, debated strategies, and supported one another through the labyrinth of equations and coordinates.
The Crescendo: Achieving Mastery
As the days turned into weeks, the students’ confidence soared. They began to appreciate the beauty of transformations, recognizing patterns and predicting outcomes with precision. Graphs that once seemed daunting were now manipulated with ease, each transformation a testament to their hard work and collaborative spirit.
Jr. Research Methodology & Ethics w/Statistical Analysis - Dr. Hou & Mrs. Spires
Research Methodology Students Explore Past Projects to Inspire New Independent Studies
Students in the Research Methodology and Ethics course have been identifying independent research topics by reviewing previous projects to spark new ideas and inspiration. In preparation for collecting their own data, they have been learning about data types and methods for describing data sets.
Pictured:
Below on the left is a student’s work on formulating a summary data sheet that displays the distributions of frequency, relative frequency, and cumulative frequency. To visualize their data, students have utilized software to generate various graphs, including the histogram shown below on the right.
Calculus-Based Engineering Physics I - Dr. Weygand
Students in Calculus-Based Engineering Physics I, Druhi and Demetris (pictured below/left, both from Bethel HS), calibrating motion sensing detectors to be used in future precision measurements to be performed later this year.
Students in the afternoon class (pictured below/right) are collaborating on problems in two and three dimensional motion, after which they will begin studying the most important physical law: Newton’s Second Law of Motion: LAW II:
The alteration of motion is ever proportional to the motive force impressed; and is made in the direction of the right line in which that force is impressed. If a force generates a motion, a double force will generate double the motion, a triple force triple the motion, whether that force be impressed altogether and at once, or gradually and successively. And this motion (being always directed the same way with the generating force), if the body moved before, is added to or subtracted from the former motion, according as they directly conspire with or are directly contrary to each other; or obliquely joined, when they are oblique, so as to produce a new motion compounded from the determination of both." Fortunately students at the Governor’s School do not need to learn Newton’s Laws in his original Latin.
Calculus-Based Engineering Physics II - Dr. Kuchina
Students had the opportunity to refresh their calculus skills while computing the electric field of extended objects, such as lines and planes of charge. They later admired the genius of Johann Carl Friedrich Gauss, who simplified these tasks through the application of symmetry and logic.
The study of electric charge and electric fields prepared students for their exploration of parallel-plate capacitors. Joshua was particularly amazed by the increase in capacitance as the distance between the plates decreased.
After a session on Laboratory Safety (above), a requirement for all Biology students, they began identifying the molecules in the lab.
Pictured:
Below, Left-to right: Karen (Poquoson HS) and Val (Lafayette HS) and Seth and Unkara (Smithfield HS) perform biochemical experiments to identify unknown substances in mixtures.
Computational Physics - Dr. Bedir
Forces as Vectors
To illustrate vectors in computational physics, students participated in a three-way tug of war on a sunny day. Each team represented a different force vector, pulling on a rope stretched across a grassy field. As they tugged in different directions, laughter and friendly banter filled the air. The winning teams were those that teamed up!
Re-discovering Gravity
Our students engaged in measuring the acceleration due to gravity using a wireless motion detector. With the same goal in mind, they recreated the historic Tower of Pisa experiment to measure the value of free-fall acceleration—a tribute to Galileo!
Coming Up: Our students are preparing to bring their ideas to fruition for the next best app in the Congressional App Challenge.
Exciting News: Follow the Governor's School on Instagram!
We are thrilled to announce that the Governor's School has extended its social media presence to Instagram! Stay updated on our latest activities, events, and achievements. You can now follow us for exclusive content and a closer look at what makes our community special. To join us, simply scan the QR code or use this link. We look forward to connecting with you on Instagram!
