At BASIS Independent Silicon Valley, we take great pride in seeing our alumni go on to thrive at top universities and in their chosen careers. One shining example is Shreya Shekhar, a BISV alumna who has already made her mark as a partner at Greylock Partners, one of the world’s leading venture capital firms.
Recently, Shreya was featured in Berkeley Haas News, where she shared her journey from an AI-obsessed high school student to a leader investing in the next generation of artificial intelligence startups. In the article, Shreya reflects on how her curiosity about AI began right here at BISV, where she read Superintelligence by Nick Bostrom in her AP Lang class and explored the bigger questions about technology, humanity, and the future.
Her story highlights what makes the BISV experience unique: our students are challenged to think critically, explore bold ideas, and pursue passions that will shape their future long before they step foot on a college campus. Shreya’s path—earning dual degrees in electrical engineering & computer science and business at UC Berkeley, founding startups, and now guiding entrepreneurs as a VC partner—demonstrates the confidence, intellectual curiosity, and drive that BISV strives to nurture in every student.
We are proud to see Shreya carrying forward the spirit of BISV into her work at Berkeley and beyond. Her journey is a testament to the foundation our school provides in preparing students not just for college, but for leadership and innovation in the real world.
BASIS Independent Silicon Valley is a TK – Grade 12 private school, providing students with an internationally benchmarked liberal arts and sciences curriculum, with advanced STEM offerings. Considering joining the Bobcat community? To join our interest list for the next school year and receive admissions updates and more, please click here.
Join us this summer and learn more about BASIS Independent Manhattan!
As we prepare for the first day of school, we are excited to invite you to meet us throughout the summer at various events! This is a wonderful opportunity for you and your student to participate in fun activities and learn more about our community at BASIS Independent Manhattan, a PreK – Grade 12 Top Private School with locations on the UWS and Chelsea.
FREE SUMMER EVENTS – You Won’t Want to Miss!
Waterfront Wonders: Science and STEM with Ms. Delaney and Ms. Amy (ages 3-10)
STEM with Ms. Delaney: Students will explore foundational coding and computational thinking skills by programming Ozobots using color-coded paths and simple logic sequences. Through hands-on challenges, they’ll learn how to debug, sequence commands, and think like engineers while watching their robots respond in real time!
Tuesday, August 5 at 10:00 AM | LIC Waterfront (Long Island City) |RSVP HERE
Science with Ms. Amy: Kids will explore the world of science by creating their own lava lamps and magnetic paintings. We will discuss how science is a part of the world around us everywhere we go!
Tuesday, August 12 at 10:00 AM | LIC Waterfront (Long Island City) |RSVP HERE
Join us for an evening of watercolor painting by the LIC waterfront! Our BASIS Independent Manhattan Lower School Art teacher will be leading two workshops on watercolor techniques: ages 5-11 at 5:30 PM and ages 12-16 at 6:15 PM. Participants will get to take home an original watercolor painting
Thursday, August 7 at 5:30 PM | LIC Waterfront (Long Island City) |RSVP HERE
TABLING EVENTS
FlyNYC: Stop by our table for a fun activity and meet our admissions team.
Saturday, August 16 at 12:00 PM – 5:00 PM | Pier I at W 70th St
Join us for a campus tour and learn more about our wonderful community. Interested in applying for the 2026-2027 school year? Our applications go live on August 1! Be sure to sign up for our newsletters to stay informed.
In today’s tech-driven world, preparing students for the future is essential. At BASIS Independent Manhattan, a leading private school in NYC, we are excited to have an enhanced engineering program that includes a Robotics curriculum for primary school students (Pre-K through grade 4). At the head of the classroom for this interactive, engaging, and hands-on learning is Engineering Subject Expert Teacher at the Lower School, Ms. Delaney. She introduced us to the three unique hardware systems—Ozobots, Finch Robots, and LEGO SPIKE kits— and how she uses them to build skills that grow with students through our spiraling curriculum.
Why Robotics?
Beyond just building robots, our program develops critical thinking, creativity, and problem-solving skills vital for future STEM success. Robotics is deeply rooted in computational thinking, the real-world processes behind computer science and engineering. That sounds challenging for early learners, but this hands-on approach seamlessly teaches students how to break down complex problems, identify patterns, develop step-by-step solutions (algorithms), and refine those solutions when needed. It transforms students from passive tech users into active creators!
Ozobots: A Joyful Introduction (PreK–1)
Meet the Robot: A playful, screen-free start to learn the basics of coding! These small, color-sensing robots follow lines and respond to sequences drawn with markers.
Benefits of Ozobots: Students intuitively grasp concepts like sequencing, logic, and cause-and-effect through creative play for beginners. Ozobot’s complexity keeps older students engaged by using more intricate coding knowledge to create multifaceted behaviors and challenges. Learning feels like play, which is exactly our goal.
Skills Gained: Sequencing, prediction, visual coding, debugging, and confidence.
Finch Bots: Creative Coding That Connects (PreK–1)
Meet the Robot: Bluetooth-enabled bots that add movement, lights, and sensors with block-based coding languages like Blockly and Scratch.
Benefits of the Finch: The versatile robot! Highly adaptable and scalable for all ages, Finch robots make abstract coding concepts tangible and provide interdisciplinary connections, reinforcing concepts from music, art, and math. They can be programmed to make music or hold markers, and be used as a drawing tool to sketch shapes, trace patterns, or illustrate coded paths, like a custom maze.
Skills Gained: Sequencing, cause and effect, conditional statements, spatial awareness, and perseverance.
LEGO SPIKE Kits: Engineering in Motion (Gr. 2–4)
Meet the Robot: A kit of over 400 construction pieces with a programmable Hub that uses a Scratch-style interface to move the motors, sensors, and gears.
Benefits of LEGO SPIKE: Hands-on engineering challenges allow students to design, build, and bring their robots to life. They start with basic machines and move to more advanced projects like in biomedical engineering.
A Favorite Project: Grade 4 designing prosthetic hands, which mirror real-world devices, prompting them to think critically about how engineering can improve lives.
Skills Gained: Preparing students for advanced engineering electives, developing collaborative iteration skills, and strengthening their understanding of integrated systems and mechanical design.
Coding the programmable hub to a mechanical claw.Grade 4 students display their final LEGO robotic projects.Students test their tri-motorcars in grade 3 engineering.
We’re thrilled to announce that our engineering program will extend into grade 5 starting in 2025-2026. This expansion will allow students to build on their understanding of engineering and robotics through exciting cross-curricular connections with science.
Ready to see innovation in action?
Our robotics program is just one example of how BASIS Independent Manhattan provides an enriching curriculum led by expert educators. We balance rigorous academics with fun, hands-on, and experiential learning that prepares our students to be inquisitive, solution-oriented, and collaborative problem solvers.
Discover the difference of a BASIS Independent Manhattan education, where students are empowered to think critically, create fearlessly, and build the future.
We invite you to learn more about our Wildcat community at one of our upcoming admissions events. Interested in joining us for the 2025-2026 school year? Our rolling application cycle is now open — apply here!
At BASIS Independent Silicon Valley, innovation and exploration are at the heart of student learning, encouraging creativity across disciplines. This year, the Spring Visual Art Exhibit highlights an exciting collaboration between theVisual Arts, Music, andRobotics programs, showcasing how technology and artistic expression can intersect in meaningful ways.
The theme for this year’s exhibit, Carnival of the Animals, is inspired by the compositions of Saint-Saëns. Subject Expert Art Teachers Ms. Nichols and Ms. Shi selected the music first before assigning each grade level two pieces as inspiration for their artwork. This theme provided students with an opportunity to explore both the musical and visual aspects of the animals, blending their creativity with themes of nature and sound.
The new Robotics program, introduced this year by Subject Expert Engineering Teacher Ms. Bhatnagar, played a key role in this interdisciplinary effort. It is the first robotics program at any BASIS Independent campus in the Bay Area to be integrated into the curriculum rather than offered solely as an after-school program. Through this program, students in Grades 1-4 have been introduced to the fundamentals of robotics and computer science. Using the Finch Robot by BirdBrain Technologies, students developed computational thinking skills and applied coding concepts in tangible ways. With features such as a micro:bit, sensors, LEDs, motors, and a pen holder, the Finch Robot became an invaluable tool for incorporating robotics into various subjects, including art.
Once the exhibit theme was established, Grade 4 Engineering students collaborated with the Art department, using robots to create animal-themed artwork for the show. They first learned how the robots functioned, explored new coding environments, and applied mathematical concepts such as angles, shapes, and coordinates to program them. As a final challenge, they coded the robots to create circular patterns—an advanced function that required precise speed adjustments. Through this process, students reinforced their understanding of geometry and coding and discovered how technology can enhance creative expression.
Music was also an integral part of the learning experience. Students listened to the musical movements corresponding to the animals in their artwork. For example, students who worked on lions studied “The Royal March of the Lion” from Carnival of the Animals. They followed a listening map to identify which instruments were featured, answered questions about the composition, and learned about Saint-Saëns. These activities were woven into lesson plans across grade levels, allowing students to make deeper connections between music and visual storytelling. Subject Expert Music Teachers, Ms. Gao, Ms. Zhang, and Mr. Robbins, guided students through these exercises, enriching their artistic interpretations through sound.
Across all grades, students explored a diverse range of mediums and techniques to bring their artwork to life. These included making playdoh molds for plaster, wax resist techniques with watercolor, oil pastel drawings, negative space painting, metal tooling, and paper quilling. By experimenting with different materials, students were able to capture texture, movement, and emotion in their representations of the animals from Carnival of the Animals.
Throughout the exhibit, Carnival of the Animals will play on a continuous loop, enhancing the immersive experience and bringing the artwork to life. It is hoped that the musical backdrop enhances the experience, allowing viewers to engage more deeply with the pieces and develop a greater appreciation for the interdisciplinary connections between sound, art, and technology.
Reflecting on the experience leading up to the show, Ms. Nichols shared, “One of my favorite parts of being an art teacher is watching my students experience awe. Awe in not just great works of art, but also in the potential they see in their own creativity as their knowledge expands. The wonderful thing about the art showcase is that parents get to be part of that experience.”
We look forward to welcoming parents to the Spring Visual Art Exhibit on Friday, April 11, as we celebrate the creativity and dedication of our students. We encourage families to listen to Carnival of the Animals beforehand to extend the learning experience at home and gain a deeper appreciation for the inspiration behind the exhibit.
BASIS Independent Silicon Valley is a TK – Grade 12 private school, providing students with an internationally benchmarked liberal arts and sciences curriculum, with advanced STEM offerings. Considering joining the Bobcat community? To join our interest list for the next school year and receive admissions updates and more, please click here.
Finding the right NYC private school is challenging, especially on the Upper West Side. With a myriad of options, it is no wonder parents seek guidance. To help you find the perfectManhattan elementary school for your child, we have created a comprehensive checklist.
As a top independent school in Manhattan, we offer a challenging and enriching curriculum led by expert educators.
Our approach to lower school education equally emphasizessocial-emotional learning, including critical thinking and problem-solving skills.
Our convenient UWS location provides a unique and supportive learning environment for families.
Review this checklist to see how BASIS Independent Manhattan checks all the boxes!
Teachers: Passion and Expertise
We believe in the power of expert-led instruction. Our students in grades 1-4 benefit from 50-minute classes in core subjects like math, science, English, and Social Studies/History, taught by passionate Subject Expert Teachers (SETs). These experts bring their deep knowledge to the classroom, igniting a love of learning. Complementing the SETs is our Learning Expert Teacher (LET), a dedicated educator who is the guiding force for students, providing personalized support and ensuring each child thrives. This unique model allows for both expert instruction and individualized attention, a hallmark of our world-acclaimed primary program.
An Advanced Curriculum with Essential Enrichment
Beyond the core subjects, our curriculum includes essential classes: engineering, Mandarin, visual arts, drama, and music, fostering well-rounded development. Our commitment to comprehensive liberal arts-focused education with STEM offerings ensures that students are challenged and engaged.
Social-Emotional Learning: Nurturing the Whole Child
We believe academic excellence goes hand-in-hand with social-emotional growth. Our PurposeFull People curriculum, powered by Character Strong, develops essential soft skills, executive functioning, and emotional regulation for students in PreK-Grade 5. Our dedicated Student Affairs team delivers these lessons, supports students, and guides parents throughout their child’s academic journey.
Active Learning and Play
We cater to the age and stage of children while providing them with what they need — physical activity and outdoor play. They have periods of study and focus, which are broken up by three 20-minute recesses during the school day. Our daily schedule also includes P.E., ensuring students have ample opportunities for play and movement. After-school clubs, ranging from soccer and tennis to arts and STEM, further promote active engagement.
Transparency and Community: A Different Approach
At BASIS Independent Manhattan, transparency and community are at our core. Unlike many NYC private schools, we do not engage in traditional fundraising. We believe in providing an exceptional education without the added pressure of constant requests. This empowers families to invest in our vibrant community in ways that are meaningful and aligned with their commitments, fostering a collaborative and supportive environment.
Get Parent Reviews
Nowadays, more and more families scour the internet for school recommendations to find the perfect fit. Sites like Niche.com use anonymous reviews and rankings to provide “the good, the bad, and the honest.”
Here are a few excerpts from recent BASIS Independent Manhattan reviews written by our current families:
“A great school which balances out an academic focus with play and creative time for the kids.”
“A hidden gem in NYC, that’s for sure.”
“A great choice for families seeking a rigorous academic program with amazing support.”
“Academics are second-to-none, teachers are caring and helpful, kids are challenged and happy.”
“I would recommend attending an info session. If it doesn’t seem right for your kid, you will know it. If it does, apply, you won’t regret it!”
Visit Our School
Experience BASIS Independent Manhattan firsthand. Meet our passionate teachers, interact with current students and parents, and learn more about our unique approach. Discover why we are among the best schools in Manhattan for grades PreK-5 and a leading choice for UWS families seeking exceptional education.
BASIS Independent Manhattan, a private school offering PreK through Grade 12, is based in Manhattan, New York. Students thrive alongside Subject Expert Teachers as they engage in a liberal arts program with STEM offerings.
Picture a day filled with laughter, learning, and boundless curiosity. That is a typical day in the life of a kindergartener at BASIS Independent Manhattan. With our small class sizes, outstanding teacher-student ratio, and world-inspired curriculum, we believe in nurturing the whole child through joyful teaching, social-emotional learning, and support for students to achieve their highest potential.
Let us peek into a typical day and find out more about what it is like to be a BASIS Independent Manhattan kindergartner.
A Schedule Built for Success
Our thoughtfully designed daily schedule ensures a balanced blend of academics, social-emotional learning, and physical activity.
8:00 a.m. Morning Meeting
The day begins with community time in Morning Meeting, where routines like discussing the date, weather, and daily schedule set the tone for learning. Then, kindergarteners dive into a focused math block. On any given day they could cover lessons like adding two numbers, subtracting zero, and subtracting a number from itself. They also use tactile activities to learn how to tell time, skip count, measure, or understand the value of coins.
What are Dojo points?
Dojo is…
a positive behavior reinforcement system that motivates students to earn points for rewards such as a class party, extra recess, or prizes.
Dojo is…
Our Early Learning Expert Teachers (LET) implement differentiation by splitting the class into two groups based on level to provide support and advancement. For example, those eager learners ready for a higher-level concept take on the “Top Ten” grade 1 level problems that prepare them for the next academic year. These activities not only reinforce learning but also motivate students with opportunities to earn Dojo points.
Recess (15 mins)
Now it is time to get outside and get moving! Students head to our spacious outdoor terrace where they have active playtime (developing essential gross motor skills), while also navigating social dynamics (learning the importance of cooperation, sharing, and conflict resolution). After expending the necessary energy, they are ready to return to academics.
9:25 AM – Mandarin and Essentials
Mandarin lessons come alive through singing, storytelling, and hands-on crafts, that immerse students in the vibrant Chinese culture. They actively engage both sides of their brains through visual and creative activities, helping them think critically and connect ideas across different subjects.
The arts are just as important as academics, and students benefit from a daily rotation of our Essentials classes, which include drama, music, visual arts, and engineering. Our unique two-teacher model allows students to dive deep into these subjects with our Subject Expert Teachers (SETs), who have specialized degrees in their respective fields.
10:25 AM – Literacy
Kindergarteners explore storytelling and start writing! A special “Writing Boot Camp” has our budding authors tackling missions to earn star badges. They brainstorm imaginative story ideas, plan narratives, create sentences, and identify nouns and verbs.
Students take on exciting writing adventures, crawl through obstacle courses, go on sentence-fixing hunts, and don ‘writer’s helmets’ for inspiration. By the end of an exhilarating week of boot camp, students have reviewed sentence writing fundamentals and can proudly craft a personal narrative’s beginnings.
11:30 AM – Lunch and Recess
Lunch is a time for social connections, whether students bring meals from home or enjoy healthy options from our partner, Butter Beans. Then, more outdoor play!
12:25 PM – Phonics & Centers
At BASIS Independent Manhattan, we use the Logic of English and Heggerty programs to help students master phonics, surpass reading benchmarks, and build confidence in reading, writing, and spelling. Each day, a “Heggerty Hero” leads a fun warm-up to practice phonemic awareness, with one standout student earning the coveted Hedgie the hedgehog as a reward.
1:30 PM – Physical Education
Having daily P.E. classes means more than just exercise. Here, coaches instill valuable life skills like teamwork, sportsmanship, and following instructions while fostering a love of movement and healthy habits.
Recess (15 mins)
Another chance to recharge with fresh air and free play!
2:30 PM – Civics, History & Science Foundation
These blocks cover everything from space, oceans, and continents, to world discovery and history. Lessons often follow student interests, keeping curiosity at the heart of learning.
One final period allows for activities or crafts. Each Friday, a parent/guardian surprises the class with a read-aloud session in a Mystery Reader series, fostering family involvement in the classroom and a love for reading!
Cross-Curricular Learning in Action
In one interdisciplinary project, kindergarten became ‘Detectives in Training’ seamlessly combining math and literacy to solve a mystery. Using the 5 Ws (Who, What, When, Where, Why), they analyzed clues, solved math challenges, and honed literacy skills like making inferences. This activity exemplifies how our curriculum fosters critical thinking and demonstrates the interconnectedness of different subjects.
Learning Through Play: A Holistic Approach
At BASIS Independent Manhattan, learning is joyful and engaging. Our curriculum is designed to foster a love of learning while nurturing the whole child. By blending advanced academics, social-emotional learning, and creative exploration, our kindergartners develop a strong foundation for future success.
What Our Parents Are Saying
Since joining the Early Learning Program, I’ve noticed significant growth in my child’s academic and social skills.
Tiffany J.
When our daughter came to BASIS Independent Manhattan, she did not know English. She is now in her second year here and she has learned to speak English very well. We have been so impressed to see her master the alphabet and begin reading.
Ekaterina M.
We feel that the STEM approach BASIS Independent Schools takes at such an early stage has given our little one a slight edge/a head start as he begins elementary school!
Ameya B.
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These are just a few examples of the positive impact our Early Learning Program has on our young learners. We are proud to provide a nurturing and stimulating environment where every child can thrive.
Hey Sharks… Welcome to BASIS Independent Manhattan!
What does a TV show where stuffy millionaires scour the cerebral seas for tasty new ideas have to do with students at BASIS Independent Manhattan? Turns out, the Shark Tank formula is the perfect intersection between drama, English, and engineering, three subjects that our elementary school students happen to excel in.
Gearing up for our very own Shark Tank
When we announced the annual, interdisciplinary Shark Tank project at our private school on the Upper West Side, the grade 4 students were thrilled. They quickly began to scheme up idea after idea to pitch. But there was still a lot that needed to happen before our little entrepreneurs would be ready for the big day. Our top-ranked teachers got right to work.
Starting on the STEM side, students used the engineering design process to brainstorm and develop their inventions. Engineering Subject Expert Teacher Ms. Delaney explained how this unfolded in her class: “The first step was to guide students through drafting detailed blueprints to transform their ideas into reality. Once we identified their most innovative designs, the class collaborated to create working prototypes they were excited to pitch to the Sharks.”
Moving along to English, this is where students wrote persuasive essays with a strong hook, crucial supporting details, and a concise conclusion. Ms. Lauten (English Subject Expert Teacher, Gr. 4–5) said, “It was important that students understood the connection between their writing and their upcoming Shark Tank presentation, By using these components of a persuasive essay, it was a smooth process pulling out the strongest elements to craft a compelling oral pitch.”
Time for the last leg of the project! In drama students honed their public speaking skills. Ms. Boscolo (Drama Subject Expert Teacher) worked with them on projection, posture, eye contact, and enunciation. She went on to say, “These skills not only enhance public speaking, performing, and presenting, but they also boost individual self-confidence.” It was evident students learned that a solid presentation could make all the difference between sealing the deal or walking home empty-handed.
Learning to manage those pre-pitch jitters
As the looming day drew closer, students’ nerves increased. Here are a few ways our expert teachers supported students throughout the process:
Talked about using a growth mindset to approach challenges with resilience and confidence.
Focused on learning from feedback and seeing setbacks as opportunities for growth.
A special lesson led by our School Counselor emphasized the value of maintaining a positive attitude and believing in one’s abilities.
Teachers gave students strategies to help them stay calm under pressure, using their emotions as motivation for success rather than a reason to give up.
The Big Day
One by one, our young entrepreneurs proudly stood to pitch their ideas, all of which were incredible. Here are a few highlights:
“Tweet,” by Morgan, is a pencil case that has games, music, and lots of other things attached to it. Morgan explained how Tweet can make life more fun and give us easier access to technology.
Ryder pitched “The Lingle Bingle,” a powerful, cheap, GPS tracker that can work anywhere in the world.
“The Reminder Watch,” pitched by Ella, is a watch that glows and vibrates whenever the wearer has forgotten something. And the best part? The Reminder Watch comes in many different shapes and patterns. 😊 Each of our students pitched something that we were proud of.
Success for all
BASIS Independent Manhattan takes great pride in being a top-ranked liberal arts school. We also understand the importance of balancing rigorous academics, such as STEM, with joyful learning. Through interdisciplinary and real-world lessons, like the Shark Tank project, we prepare our students to be inquisitive, solution-oriented collaborative problem solvers.
We are proud of our young entrepreneurs for thinking outside the box and showcasing their innovations!
We invite you to learn more about our Wildcat community at one of our upcoming admissions events. Interested in joining us for the 2025-2026 school year? Our rolling application cycle is now open — apply here!
The Senior Project, the pinnacle of the BASIS Curriculum, is a prestigious program where students undertake an off-campus research project or internship of their choice during the final trimester of their senior year.
Each senior selects a BASIS Independent Schools faculty member as an advisor and collaborates with an external mentor at their research site. They develop comprehensive project plans, compile bibliographies of resources, and create personal syllabi, all of which must be approved by a committee of teachers and administrators.
At the end of the trimester, students return to campus to present their findings to peers, staff, and parents. To stay engaged with the school community during their time in the field, students blog about their experiences throughout the project.
To explore a sample of this year’s STEM Senior Projects and to access a link to their blogs, keep reading below.
AKSHAYA A.
PROJECT TITLE: A Combination Therapy for Non-Small Cell Lung Cancer
PROJECT LOCATION: BioCurious
ABSTRACT: Lung cancer is the leading cause of cancer-related deaths in the United States, with a mortality rate of 51.6 per 100,000 for men and 34.4 per 100,000 for women. Out of these, about 85% of cases are non-small cell lung cancer, a more common and less aggressive type. Yet, treatments for lung cancer are not extremely effective in combating the lung cancer cells. This project focuses on immunotherapy, a type of treatment used for cancers that essentially activates T-cells to attack cancer cells. With my project, I hope to find a novel potential treatment for non-small cell lung cancer that is also cheaper for people to use. This experiment can help increase the effectiveness of immunotherapy treatment in lung cancer by combining two natural compounds, curcumin and quercetin, that have been known for their immune modulatory effects. This project employs a proliferation assay, called the alamar blue or resazurin assay, in order to take the data measurements – which measures the metabolic activity by measuring fluorescence. The expectation is that the combination treatment will lead to the best data points, meaning the lowest fluorescence, because it will kill more of the cancer cells. In the future, if the combination therapy works, this could be incredibly important in unlocking new and cost-effective treatments for the disease, although it would require a lot more research. Research for this project is conducted at Biocurious under my onsite mentor, Dr. Ulrike Pflueckhahn, as well as with my remote mentor at Brown University, Dr. John Santiago.
PROJECT TITLE: Analyzing the Action Potentials of a Zebra Finch’s Photon Orbits and the Geometry of Black Holes
PROJECT LOCATION: KU Leuven Institute of Theoretical Physics
ABSTRACT: By using black hole telescopes such as the EHT (Event Horizon Telescopes) on relatively nearby black holes, we are able to extract certain features of objects around the black hole. The “photon ring,” which is really an infinite sequence of self-similar rings of photons getting asymptotically thinner, are formed by the “nearly-bound” geodesic trajectories of photons near the black hole’s bound-orbit radius. The precise shape of these rings as viewed from Earth is determined by the metric of spacetime around the black hole which depends on certain parameters of the black hole such as mass, spin, and charge. With the help of Dr. Mayerson at the KU Leuven Institute of Theoretical Physics, we attempt to use the equations of general relativity to derive, either analytically or computationally, several characteristic quantities of these photon rings (namely, the 3 “critical exponents”) for black holes with different metrics. Not only would deriving the relationship between these critical exponents and the black hole metric provide a very strong technique to very precisely measure the mass, charge, and spin of nearly any black hole, but these expressions would also provide a novel test of general relativity. Despite its great accuracy, general relativity is known to be an incomplete theory: it has several major issues, such as nonphysical singularities and fundamental inconsistencies with the quantized paradigm of quantum mechanics. One of the central flaws is that it implies the no-hair theorem, explained above, which in turn leads to an issue called the black hole information paradox (the lack of “hair,” i.e, extraneous information, in black holes, “destroys” the information of infalling matter, which violates the no-hiding theorem of quantum mechanics). By developing models of black holes that both do and do not obey the no-hair theorem, we would lay down the groundwork for future black hole telescopes (with greater resolution than the EHT currently has) to test the no-hair theorem by testing whether or not the gravitational metric of real black holes perfectly follows the Kerr-Newman paradigm (as expected if general relativity is completely correct), or if it violates that paradigm and perhaps even follows a different proposed metric.
PROJECT TITLE: Industrial Characterization of Coconut Shell Ash’s Viability as a Supplementary Cementitious Material
PROJECT LOCATION: Fortera, Cemex
ABSTRACT: The climate crisis is one of the most pressing global challenges. One large contributor to this problem is the concrete industry, which generates 7-8% of global CO2 emissions (mostly from reactions inherent in cement powder production). Additionally, there is an urgent need for even more sustainable concrete solutions as the developing world increases in population (projected 2.5 billion people in Africa by 2050). For this reason, this project seeks to test the agricultural waste, Coconut Shell Ash (CSA), as a partial cement replacement (aka Supplementary Cementitious Material; SCM) in concrete. CSA has had relatively little research so far. Especially lacking is characterization of CSA concrete in industry-standard conditions (instead of a lab), so this porject uses Cemex’s industry-standard concrete facility to test the real-world effectiveness of CSA in terms of strength and other parameters. Guidance from advisors Dr. Bozidarevic from BISV and Nick Barnett from Fortera helps diagnose problems in the project and create a better understanding of the concrete industry. The project contextualizes this work by evaluating CSA effectiveness compared to existing waste SCMs such as Coal Fly Ash, Blast Furnace Slag and Rice Husk Ash. Evaluations based on multifactor analysis, including economic, transportation, political and environmental considerations create a holistic view of the current cement replacement industry and CSA’s potential place in it. Potential challenges include weaknesses of the CSA concrete and inconsistent data while researching. Still, a good estimate of the future of concrete will be constructed.
PROJECT TITLE: A Better Understanding of Water Consumption Using Machine Learning
PROJECT LOCATION: Yale University
ABSTRACT: Freshwater is becoming increasingly scarce due to rapid population growth and recurring water crises, making water conservation a critical issue, even in regions like California, where heavy rainfall has recently occurred. Californians are exploring ways to reduce their water usage after enduring high water bills. This project aims to address this issue by developing an AI/ML model that analyzes continuous water consumption data to identify unique signatures of different water-using activities. The data generated by the model provides detailed insights into water consumption patterns across various household appliances and activities, including showers, dishwashers, and laundry machines. This information allows users to understand the breakdown of their monthly water bills and take steps to reduce their usage, thereby saving money and promoting environmental sustainability. To achieve this, this project implements a combination of supervised and unsupervised learning techniques to ensure seamless integration and effective analysis. The project leverages a variety of machine learning algorithms, including k-means clustering, recurrent neural networks (RNNs), and feedforward neural networks (FNNs), among others, to deliver a comprehensive analysis of water usage patterns. This work, conducted virtually at Yale University under the guidance of Weicheng Dai, is designed to help individuals make informed decisions about water conservation, contributing to a broader effort to manage water resources responsibly.
PROJECT TITLE: Photogrammetry: Reconstructing 3D Scenes using Bit-sliced Indexing
PROJECT LOCATION: San Jose State University
ABSTRACT: 3D models are used not only as references in animation but also in urban design for observing changes in the integrity of infrastructure and in agriculture to map tillable land. Currently, drones using LIDAR are at the forefront of technology used for generating 3D models. Considering how expensive LIDAR equipment can be, this is not a method readily available to remote places with less funding. A fitting alternative to LIDAR mapping is photogrammetry, a technique for generating point clouds using information from images. Photogrammetry can create dense point clouds using the images taken from the average digital camera mounted on cheap drones. The caveat with using photogrammetry is that it is computationally expensive and can take hours to generate a result. To make photogrammetry applicable to time restricted operations, this project focuses on improving OpenSfM, an open source incremental structure from motion implementation of photogrammetry. By using a bit-sliced indexing based data structure developed by Professor Gheorghi Guzun, the time and space complexity to run OpenSfM can be reduced. Since the most expensive operations are in generating reconstructions that minimize error from discrepancies in different images and in reproducing point clouds from information about the depth of points in the images, this project includes work on not just implementing matrix operations but also adapting the input and output to map correctly to and from bit-sliced indexing. Rather than using the IEEE-754 convention for writing floating point numbers in binary, I quantize the numbers, so there may be a loss in accuracy. The project will test different quantization thresholds to make this method as near lossless as possible.
To view our entire collection of 2024 Senior Projects, click here.
BASIS Independent Silicon Valley is a TK – Grade 12 private school, providing students with an internationally benchmarked liberal arts and sciences curriculum, with advanced STEM offerings. Considering joining the Bobcat community? To join our interest list for the next school year and receive admissions updates and more, please click here.
In the heart of BASIS Independent Fremont Lower School, a remarkable event unfolded that took our students on an interstellar journey beyond the confines of our classroom and into the vast challenge of space exploration. Celebrating the two-year anniversary of NASA’s Perseverance Rover landing on Mars, we hosted a special science session that dove deep into the marvels of this monumental achievement in human exploration. This event was not just about building a LEGO model; it was about igniting the flames of curiosity, innovation, and teamwork in our young learners.
Day of Discovery
The session kicked off with a dive into the scientific achievements of the NASA Perseverance Rover. Our students were captivated by the intricate fields of mechanical engineering, material science, computer engineering, and communications technology that play pivotal roles in the success of space missions. The discussion also covered the logistical challenges of launching spacecraft and the critical reasons for sending robots instead of humans to explore distant worlds. This foundation set the stage for understanding not just the ‘what’ and ‘how’ of space exploration but the ‘why’ behind these incredible scientific pursuits.
Exploring Engineering
With minds filled with new knowledge, our students embarked on the “Exploring Engineering” phase. This was where the theoretical met the practical. The challenge: to plan and execute the building of the LEGO Perseverance Rover as a team. This task demanded more than just following instructions; it required students to think like engineers, strategizing the most efficient paths to completion, foreseeing potential obstacles, and applying their newfound understanding of the rover’s design and purpose. Witnessing the transformation of individual LEGO pieces into the iconic rover was a testament to the power of applied learning and critical thinking.
Teamwork Triumphs
No part of modern science is accomplished alone. Perhaps the most remarkable aspect of the day was the lesson on teamwork. Students were grouped into pairs and tasked with constructing different sections of the rover, which would later be assembled into the final model. This exercise in collaboration required not just technical skills but the soft skills of patience, communication, and mutual support. Through this process, our students learned that complex problems are best solved together, with encouragement and patience, mirroring the collaborative spirit of real-world scientific endeavors.
The Value of STEM Education
As we reflect on this extraordinary day at BASIS Independent Fremont, it’s clear that events like these exemplify the value of STEM education in fostering not only academic growth but also critical life skills like teamwork, problem-solving, and perseverance. In a world that is rapidly advancing, creating new and exciting learning opportunities like this ensures our students are not just prepared for the future but are inspired to shape it.
At BASIS Independent Fremont, we are committed to continuing this journey of exploration, innovation, and discovery. Together, we will keep reaching for the stars, pushing the boundaries of what is possible, and inspiring the next generation of scientists, engineers, and explorers. Here’s to many more adventures that lie ahead and to the endless possibilities that STEM education can unlock.
BASIS Independent Fremont is a grades TK-12 private school based in Fremont, California, providing students with an internationally benchmarked liberal arts and sciences curriculum.
The Senior Project, the pinnacle of the BASIS Curriculum, is a selective program that involves an off-campus research project or internship of the student’s choice and design for the last trimester of their senior year.
Seniors select a BASIS Independent Schools faculty member as their advisor and work with a mentor at their research site. These students create detailed project plans, bibliographies of resources, and a personal syllabus for their projects, all of which are approved by a committee of teachers and administrators.
At the end of the trimester, students return to campus and present an analysis of their findings to peers, staff, and parents. To remain connected to their school community while in the field, students are required to blog throughout their experience.
To view a sample of this year’s Senior Projects, keep reading below.
Student: Alison D.
Project Title: Illustrating Jane Eyre: Reviving Classics Through Art
Internship Location: Virtual
Abstract: Many classic novels have been adapted into visual mediums like TV, graphic novels, and web comics to give an element of modernity to historical stories and make them appealing to students. However, these works are often far more simplified than the original and fail to embody the complex themes and nuances of the text. Additionally, since the visuals portray each scene explicitly, readers no longer have to pay close attention to the writing in order to visualize the descriptions. My project explores a middle ground between a graphic novel and a text-only book. With the guidance from my advisor, Mr. Bucci, I will create a few illustrations for a novel that will provide the reader with a visual base for their imagination while preserving the original text. I’ve chosen Jane Eyre as my book since it is a well-known and ever-relevant classic. I will use the Medibang Paint software to digitally draw my historical illustrations in a modern art style that will appeal to the younger generations and encourage them to read the book. The final product will be a set of 5 – 10 illustrations of scenes from Jane Eyre.
Student: Timothy H.
Project Title: The Dissection and Arrangement of Music Using Computer and Instrumental Composition
Internship Location: San Jose State University
Abstract: When creating music, it is important to understand the ins and outs of the various sounds that are used to create the melodies that are produced. From learning how to create a rhythm to adding the right percussion and bass to even finding a catchy and appropriate melody, each part of the song is an important aspect that needs tuning to create a coherent song. Through arrangements, it is important to take those key components of a song and translate them in a new and original way, potentially utilizing different instruments or even software to generate the notes and melodies. Whether it’s simple guitar arrangements from Sungha Jung or Andrew Foy to the fully fleshed post-modern arrangements of Weird Al, my work analyzes these various arranging styles and how they use their creativity to utilize the musical tools to create their own arrangements. Through the understanding of these complex arrangements, I am creating my own arrangements of songs for people to listen to through researching and adopting various arranging styles of well-known artists and music creators.
Student: Cindy W.
Project Title: Generosity and Vulnerability in Conditional Cooperation
Internship Location: Carnegie Mellon University
Abstract: Standard economic theory assumes that all agents are rational, acting in their own best interest. Yet, we often find real-life decisions to be far from rational as they are affected by our emotions and environment. Specifically, I am focusing on the factor of vulnerability through a virtual project with Carnegie Mellon University’s Social & Decision SciencesScreenshot 2023-05-31 142845 Department. Vulnerability has often been studied in psychology as a facilitator of trust and intimacy. Considering this, I am researching whether vulnerability can also induce trust in an economics setting through reciprocity, generosity, and cooperation. By creating my own economic game and distributing it through Prolific, an online site for completing surveys and conducting research, I am gathering a sample of subjects to participate in my study. In my game, there is a clear Nash equilibrium; however, due to the effects of vulnerability, some subjects may not choose the most rational choice for themselves. Instead, they may be more inclined to give to other people. I expect that vulnerability can induce connections between humans, which is extremely pertinent in real-life interactions, specifically in business through sales and marketing. The results of my research add an additional explanation for why real-life human behavior is not the same as that predicted by economic models, and more importantly, it may advise us on sales and marketing strategies that can induce customers to give back more to the business.
Teachers: Passion and Expertise
