Here are 10 fun facts about the Broadcom MASTERS

1. 244 are involved in music
2. 222 play a sport
3. 146 play the piano
4. 148 speak a language other than English
5. 90 sing or are involved in choir
6. 81 are swimmers
7. 63 run track or cross country
8. 56 are involved in the scouts
9. 28 play the guitar
10. 6 have patents or patents pending

Follow the Society on social media to learn more about the MASTERS and check back on September 14 to find out which MASTERS were named as finalists.

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Enterprise Technology

• 
  Co-founder, LogRocket
• 
  Co-founder, LogRocket
• 
  Co-founder, MaestroQa
• 
  Cofounders, Synapse Technology

Healthcare

• 
  Postdoctoral Fellow, Harvard University
• 
  Board of Director, Alberta Lymphedema Association
• 
  Chief Executive Officer, Cold Genesys
• 
  Principal Investigator, University of California San Francisco
• 
  Researcher, Harvard University

Manufacturing & Industry

• 
  Founder, LunaSonde

Venture Capital

• 
  CRV Venture Investors

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What risk do you think is always worth taking?

The risks worth taking are the ones that help others. For example, you might risk your social status or your friends if you stick up for a peer, but by standing up for that peer, you鈥檝e helped them become happier. Risks that result in helping others are worth it because whether you are humiliated or not, you鈥檝e helped the world become a better place.

If you take a risk for money or power and you don鈥檛 get the outcome you had hoped for, you鈥檒l most likely feel humiliated and disappointed. On the other hand, if you take a risk to try to help someone and it doesn鈥檛 work out, you probably won鈥檛 be as disappointed because you were trying to do something selfless. No matter how big or small the risk is, or how much you help someone, risking something for them is a gesture that shows you care.

Who, if anyone, is your fictional stem idol?

My fictional 91导航 idol is Beatrice 鈥淭ris鈥� Prior from the science fiction film Divergent. It may not be obvious that she uses 91导航, but she definitely has an engineering mindset. Tris鈥檚 character looks at the problems she faces and uses logic to come up with solutions. If her first idea doesn鈥檛 work, she revises it. Tris lives in the future, so she has technology that we don鈥檛 have. When Tris solves problems, she takes into account the technology she has available (like memory-erasing serum) and uses it to her advantage. She is my idol because we have lots of common traits. For example, we both ask questions and aim to improve existing ideas. We also have similar morals, which makes it easier for me to understand her motives and learn from them.

What issues do you feel all countries should unite to take on?

Climate change is an issue that all countries should work together to fix. It鈥檚 a problem that affects the entire world. Even though it occurs naturally, humans are aggravating it. This is another reason why our entire world should unite to fix it. We can all have an impact on climate change, whether positive or negative, and so we should all work together to fix it.

Another issue the entire world should unite on is violence. It negatively affects so many people in our world, forcing some to even become refugees. It is vital that we work together to fix this issue.

What would you tell your five-year-old self if you could talk to them today?

As a five-year-old, I was very talkative and loved to be around people. Because of that, I would make sure to tell myself to stay that way and that my personality would help me accomplish great things. I also underestimated myself. So, I would definitely tell myself that I can accomplish much more than I once thought by being committed, believing in myself and working hard. Between the ages of four and 11, I moved across the U.S. three times. Being a sensitive kid, moving was hard, but it also broadened my view of the world. With that in mind, I would tell myself that I can make it through tough times. Life is hard no matter who you are or where you come from. So lastly, I would tell myself that no matter what happens, no matter how lost I feel, I am loved and that everything will be okay.

What’s next for you?

Currently, I would like to become a nutritionist. Having said that, my career interests have changed as I’ve gotten older. When I was in kindergarten I wanted to be a teacher, an actress or a librarian. Later, when I was in fourth grade I wanted to be the Secretary of State, but that phase wore off after I realized how complicated politics is. Now, I’m aspiring to become a nutritionist so that I can help people live healthier lives.

In the short-term, I will continue to participate in science fairs and look forward to attending a rigorous high school that will continue to challenge me and prepare me for the future.

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Erik Mohlhenrich, a biology teacher at Princeton International School of Mathematics and Science in Princeton, New Jersey, and David Black, science teacher at New Haven School in Spanish Fork, Utah, led a breakout session about big data in the classroom at the 2019 . Erik and David shared how they apply big data in their own specialties鈥攂ioinformatics and earth sciences鈥攂ut they also touched on the wider applications.

There are many benefits to using big data. Here are a few Erik and David shared:

• Accessibility: Big data offers the convenience of conducting scientific research wherever you are: the only tool needed is a computer. For instance, David uses maps and graphs provided by geological associations to teach his students the fundamentals of pattern recognition and trends. Through the accessibility of geological survey data, he can more easily teach his students how to read charts and topography maps from any set of coordinates. With huge amounts of information just a click away, big data can help students conduct their own research projects too.
   
• Breadth of data: Big data spans a large number of fields, from astronomy to molecular biology, but due to the vastness of these data sets, David explained, a great majority of it is collected using government instruments. Big data can include anything from DNA sequences to maps or even audio files of bird calls collected in the Amazon rainforest. NASA, the National Oceanic and Atmospheric Administration (NOAA) and the National Geographic Survey are a few potential sources of data that can be used in the classroom and beyond. In many cases, the data spans years or even decades and some organizations have more data than can be sifted through in a lifetime. This vast amount of information can lead to a wider range of conclusions than if students were collecting data within a limited amount of time.

• Creativity: Big data also allows students to get more creative, in both the questions they ask and the results they draw. Erik shared an example of one student who was researching a possible connection between sleep deprivation and Alzheimer鈥檚 disease. Using a free program called , a database of protein-protein interactions, the student researched gene combinations that could potentially be contributing to the disease and their connections to sleep deprivation. Data can be interdisciplinary in this way. The only limit in finding patterns and correlations is the researcher鈥檚 imagination.

One drawback the speakers mentioned was that big data is not always available instantly. Sometimes surveys are commissioned by specific individuals who get free reign of the data before it is released to the public.

Many Society alumni have used big data in their research. For instance, Broadcom MASTERS 2018 winner, Georgia Hutchinson, used NOAA data to design her data-driven dual-axis solar tracker. Similarly, Brian Wu (ISEF 2018-2019) used data collected by the MARVELS Radial Velocity instrument to find undiscovered exoplanets. Using a computer program that compiles data collected by the instrument, Brian determined whether a signal detected from outer space was coming from a star or a planet.

Ultimately, there is more than one way to conduct scientific research. Big data is one tool to consider. While it can be empowering to march out into the field to collect your own water samples, it can be equally satisfying and productive to utilize the valuable data that鈥檚 already waiting at your fingertips.

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 and 91导航 & the Public today announced that Alaina Gassler, 14, of West Grove, Pennsylvania, won the coveted $25,000 Samueli Foundation Prize, the top award in the Broadcom MASTERS庐, the nation鈥檚 premier science and engineering competition for middle school students.  

Through her project, Alaina Gassler is seeking to make driving safer by reducing blind spots. She designed a system that uses a webcam to display anything that might block the driver鈥檚 line of sight. Alaina was inspired to create her device after seeing her mother struggle with blind spots in their family automobile. 

The Broadcom MASTERS (Math, Applied Science, Technology, and Engineering for Rising Stars), a program of the 91导航 & the Public, inspires middle school students to follow their personal passions to exciting college and career pathways in 91导航. Thirty finalists, including Alaina, took home more than $100,000 in awards. 

The finalists were honored during an awards ceremony for their achievements in science, technology, engineering and math (91导航) together with their demonstration of 21^st Century skills, including critical thinking, communication, creativity, collaborative skills and team work.

鈥淐ongratulations to Alaina, whose project has the potential to decrease the number of automobile accidents by reducing blind spots,鈥� said Maya Ajmera, President and CEO of the 91导航 & the Public and Publisher of Science News. 鈥淲ith so many challenges in our world, Alaina and her fellow Broadcom MASTERS finalists make me optimistic. I am proud to lead an organization that is inspiring so many young people, especially girls, to continue to innovate.鈥�

鈥淚 speak for Henry and Susan Samueli as well as the Broadcom Foundation to express our excitement in awarding the Samueli Foundation Prize to Alaina for her remarkable achievements in all of the 91导航 challenges as well as her leadership in competition throughout week. It is her total contribution to the Broadcom MASTERS in addition to her impressive work on her science fair project as a talented young engineer seeking to improve automobile safety that earned her this prestigious award,” said Paula Golden, President of the Broadcom Foundation. 鈥淪he, along with the entire Class of 2019, are already leaders in their fields of science, technology, engineering and mathematics. These young innovators give every one of us hope for the future.”

, 14, West Grove, Pennsylvania, won the $25,000 Samueli Foundation Prize, for her project reducing blind spots in cars and her exemplary performance during the Broadcom MASTERS鈥檚 hands-on challenges. The prize is a gift of Dr. Henry Samueli, Chairman of the Board, Broadcom Inc., and Chair of the Broadcom Foundation and his wife, Dr. Susan Samueli, President of the Samueli Foundation.

, 14, Harleysville, Pennsylvania, won the $10,000 Lemelson Award for Invention, awarded by The Lemelson Foundation to a young inventor creating promising solutions to real-world problems. Rachel developed a trap made of tinfoil and netting for the Spotted Lanternfly, an invasive species causing damage to trees in Pennsylvania.

, 14, Sandy, Utah, won the $10,000 Marconi/Samueli Award for Innovation, an honor made possible by Samueli鈥檚 generous donation of his 2012 Marconi Society Prize Award.  Sidor developed bricks that could one day be made on Mars, so that humans would not be required to bring building materials with us in order to build there.

, 14, Hillsborough, California, won the $10,000 Robert Wood Johnson Foundation Award for Health Advancement, which recognizes the student whose work and performance shows the most promise in health-related fields and demonstrates an understanding of the many social factors that affect health. Alexis designed a water filter using carbon to remove heavy metals from water.

, 14, New Orleans, Louisiana, won the $10,000 91导航 Talent Award, sponsored by DoD 91导航, for demonstrating excellence in science, technology, engineering or math, along with the leadership and technical skills necessary to excel in the 21^st Century 91导航 workforce and build a better community for tomorrow. Lauren鈥檚 research focused on how current levels of ultraviolet light from the sun due to ozone depletion impacts plant growth and performance.

Broadcom MASTERS winners were chosen from the 30 finalists (18 girls and 12 boys) selected from 2,348 applicants in 47 states. Winners were selected by a panel of distinguished scientists, engineers and educators. Each finalist鈥檚 school will receive $1,000 from the Broadcom MASTERS to benefit their science program.

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, a teacher and Society Advocate, led a chat about best practices for teaching 91导航 to Native American students. For the past five years, Devon has taught science classes to 7th-12th graders at Lower Brule High School, located on the Lower Brule Sioux Reservation in South Dakota. Devon鈥檚 organization, , also received a 91导航 Action Grant last year. Working in a small school system, made up of just 350 students, gives him the freedom to be creative and craft a curriculum that will resonate with his students.

Devon asserts that as a white man teaching Native American students, 鈥淚 am aware of my privilege. I feel it鈥檚 important to understand how to use this power to help address any barriers that may be impeding my students鈥� path to success.鈥� Devon shared that he bases his educational philosophy on a long history of culturally responsive approaches advocated for by Indigenous educational leaders like .

鈥淚 listen to my students, their families and community members to try to understand what is important to my students and incorporate opportunities to explore those passions into the curriculum, hopefully helping students find deeper intrinsic value in science education. I am far from perfect in this regard and struggle every day to try to understand how to make my classroom more culturally responsive,鈥� said Devon.

Devon shared the example of how some of his students are not interested in esoteric biology or chemistry concepts taught in traditional science textbooks, but they may be keen to learn about the environmental implications of pipelines cutting through Native lands, something that would directly impact them.

鈥淭aking a culturally responsive approach to 91导航 education means students from different backgrounds will have the opportunity to explore these backgrounds within their science classroom. This approach scares many people who fear that differentiating instruction among students will lead to expanding the divisions we see in our country. I take a counter perspective鈥攖he differences between groups and individuals provide perspectives that we will need to solve the scientific challenges facing our society,鈥� Devon said. 

To this end, Devon encourages his students to direct their own research projects and supports their exploration of topics that pull in cultural or social justice issues. For example, this summer Devon worked with a group of students who took a social science approach to examine the role of historical trauma on youth involvement in Lakota culture. The results of their work contained valuable insights not just for Native American communities but for social science and broader society. Devon explained that, 鈥淭his type of work shows that we need diverse perspectives and a broad range of scientific efforts like those conducted by students to gain a deeper understanding of our world and what we should do to try to make it better.鈥�

Other educators echoed Devon鈥檚 views. For instance, Whitney Aragaki from Waiakea High School in Hilo, Hawaii, mentioned her students鈥� interest in the Mauna Kea protests occurring in their state. These are a series of protests about the placement of a  on a mountain considered sacred. Teachers chatted about how this issue is one that students are passionate about discussing and directly relates to the people of Hawaii and the advancement of science. The teachers suggested this as one of many examples of how science can be framed within a context that is personal and meaningful.

When teaching Native students, Whitney elaborated that it is important to be conscious of the term success. For these students, success can mean pursuing a formal education and career that are off the reservation. She shed light on challenging attitudes tribe members sometimes have when Native members leave the community to pursue an education in 91导航 fields or otherwise. Particularly for Native students who are interested in pursuing science, that sometimes means leaving the reservation in search of research opportunities in a lab, opportunities unavailable to them on the reservation. However, those who do leave can be perceived as being a 鈥渟ell out鈥� or 鈥渢oo good鈥� for those they grew up with. 鈥淣ative students tend to carry a greater sense of alienation, if they are focused on academia,鈥� Whitney explained, but she believes that one can retain their heritage and culture while gaining a formal, higher education.

The fireside chat with Devon was a critical forum to discuss key topics, but the main takeaway was that teaching methods must be adapted to the student body. The teachers who attended Devon鈥檚 fireside chat are creating value and helping their students through an open-mindedness and willingness to learn.

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Below, we have highlighted 10 key things an entrant should know to successfully complete the 2020 Regeneron STS application by the deadline! For a more comprehensive look at this top 10 list,聽head here.

1. Application and letters of recommendation are due on Wednesday, November 13, 2019 at 8p.m. Eastern Time. No exceptions will be made.

• 罢丑别听Technical Support Deadline聽is November 12, 2019 at 8p.m. ET (24 hours ahead of the actual submission deadline). We encourage students to submit early! Even after submission, your application can be edited until the final deadline.

2. The Official Rules have been revised and enhanced for better understanding and clarity.

• 罢丑别听聽are required reading for any student who wants to enter Regeneron STS. Be sure to review the Entrant Checklist on Page 2.

3. Team Research is not (and has never) been allowed.

• Regeneron STS is a competition reserved for individual researchers only. There is further clarification of this rule on page 10 of the聽.

4. Test scores are optional and self-reporting of scores is permitted.

• Application entry is still completely free of charge for students. Students do not need to pay for score reports in order to enter, and we allow entrants to report their best section score from different testing dates.

5. The recommendation form has been updated for 2020! Make requests early and share with your recommenders that it has changed.聽

• PDF letters are no longer accepted; recommenders must answer questions in the text boxes. They will be asked about human and animal projects as well as the overall lab environment
• Students are now allowed to ask supervisors or coaches for educator recommendations although we strongly recommend that the first educator recommendation come from a science teacher.

6. The application has been reordered to feature your research first.

• While the application and evaluation process values the whole student, we have shifted the science front and center in the application task list. Students are now asked to provide information about their science research before providing other information.

7. We want to know about your mentors and those who have supported you along your research journey.

• 础濒迟丑辞耻驳丑听it is not required聽that a student have a mentor to enter STS, there are a few questions in this year鈥檚 application aimed at learning more about individuals who have helped you with various aspects of your project, including family members.

8. Activities鈥攖ell us how you spend your time, and what is most important to you.聽

• You may tell us about seven activities, and share leadership and awards pertaining to those activities within this section. We recently added family responsibilities and religious obligations as category options so that students may share the most accurate representation of their time.

9. Writing your research report? You might want to check out this聽聽about our guidelines.

• Regeneron STS does not require that students use a specific format for research reports, but we do recommend that you follow the norms of your research field. Students may not include links within the research report.

10. Essays are an important way for our judges and evaluators to get to know you as a person and scientist.

• We have reduced the overall number of essays and word limits in this year鈥檚 application. Keep in mind that you do not need to complete the application in one sitting, but can return to complete them at a later time.

Please check out the聽comprehensive list of updates to the 2020 application here. There鈥檚 a lot more helpful information about these tips.

Still have questions? Check out our聽聽and always feel free to email聽sts@societyforscience.org.

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For all but two of the  delegates, its sprawling landscape, hot and arid climate and indigenous inhabitants were unknowns. The delegates鈥� busy itinerary, steeped in 91导航 activities and learning the history and culture of the desert southwest, began with a tour of the Tempe campus of Arizona State University (ASU), the nation鈥檚 largest public university by enrollment. The Center for Meteorite Studies, home to more than 30,000 specimens, was a special highlight for delegate, Yu-Tang 鈥淏ill鈥� Shen, of Taichung, Taiwan. Only the Smithsonian Institute in Washington, D.C., has a larger collection of meteorites.

鈥淢y favorite was ASU because we saw the replica of the Mars Rover,鈥� the 14-year-old said. 鈥淚 like things about space and one of my favorite movies is The Martian.鈥�

The delegates learned about planetary missions carried out by rovers Curiosity, Spirit and Opportunity, which all far outlasted their projected life spans on Mars, and the key role ASU played in their success. They met with ASU professors and researchers throughout the day, including Ken Mossman, who鈥檚 spent more than 20 years at the bench, analyzing composites and materials for academic research and commercial purposes. His career began as a chemistry major at ASU before landing a job in research. 鈥淚 thoroughly enjoyed it and never left,鈥� the scientist said of his beloved lab work.

The day concluded with a lecture on electricity and a lab activity wherein delegates monitored electrical signals from their biceps and other muscles by attaching sensors to a battery powered device that turned muscle signals into sounds. 鈥淚 was really excited going to ASU, where I learned a lot about space and the Earth,鈥� said 12-year-old Leena Almusaed, of Dammam, Saudi Arabia.

Sunny skies boosted morning temperatures into the 90s on the second day, ideal conditions to showcase a rare flower bloom at Desert Botanical Garden, which received more rainfall last winter than in previous years. The 50-acre property at the foothills of the towering red buttes of Papago Park, which link Phoenix, Scottsdale and Tempe, is home to one of the world鈥檚 largest and most pristine collections of desert plants, including 400 rare and endangered species. The delegates learned about its most iconic resident, the Saguaro cactus, the state wildflower of Arizona that can live for 200 years. Its outstretched, welcoming arms greet visitors to one of the few locations in the world where they grow.

Other notable exhibits included the most prominent agave collection in the U.S. and perhaps the world, as well as several other varieties of cacti, aloe and other flora of the Sonoran Desert. Delegates had the opportunity to examine cultural and housing examples of the nearby Tohono O鈥檕dham and Western Apache tribes, and Hispanic families who have lived in the Valley of the Sun for centuries.

鈥淚 enjoyed the Botanical Garden because we were able to see lots of diversity,鈥� said Jaycelyn Tallsalt, a delegate who resides in the Navajo Nation in Northern Arizona. 鈥淧hoenix is my backyard, but I鈥檓 from Tuba City, so I don鈥檛 get to see all the different types of cacti. It was interesting to see how many different types there were.鈥� Delegates watched cactus water retention demonstrations and then were tasked with developing their own water barrel assembled from items such as tape, plastic bottles, siphons and connectors. The goal of this project and theme of the tour was biomimicry, or the design and production of materials, structures, and systems modeled after biological entities and processes.

The next stop took the delegates out of the heat and into the cool exhibit space of the , established in 1929, to showcase traditional and contemporary American Indian art. Upon entering the signature gallery, Home: Native People of the Southwest, the delegates encountered the 30-foot Art Fence, a collaborative work of vibrantly-colored blown glass and ceramics. The exhibit gave way to rows upon rows of encased Hopi Katsina dolls, given to Hopi girls in infancy to help them learn about the responsibilities of women in the community. Other displays included a full-size Navajo Hogan dwelling, jewelry, pottery, baskets, textiles, beadwork and other cultural objects and artifacts.

The next morning, after students discussed their favorite innovator from their home country, the delegation travelled to  in Scottsdale for a tour of the winter home of noted American architect Frank Lloyd Wright, who lived and worked there with various artists from 1937 until his death in 1959. The national historic landmark, set in the desert foothills of the McDowell Mountains, was handcrafted over decades, reflecting the desert landscape surrounding it. 鈥淚鈥檓 quite interested in architecture so I liked going to the architect鈥檚 house and seeing what it was like and understand how it developed over the years,鈥� said Liam Black, whose participation in Broadcom MASTERS International marked his first trip to the states from Northern Ireland.

Black and the other delegates took a tour of the 620-acre property, which included exploring a home built with the ancient method of rammed earth by ASU graduate architecture student Conor Denison, who lived in the structure for two months as part of his thesis project.

The working lab Wright envisioned nearly eighty years ago lives on today as the main campus of ASU鈥檚 Frank Lloyd Wright School of Architecture. Education Coordinator at the Frank Lloyd Wright Foundation, Christopher Jason, led a discussion on key elements required to build structurally-sound housing in diverse environments throughout the U.S. and then set up an activity for the students to build model homes with that in mind. The models, set in the coastal West, desert Southwest, Great Plains, urban Midwest and East Coast, were then tested to withstand winds, moisture and the sun鈥檚 rays.   

The next stop at the Musical Instrument Museum in northeast Phoenix was a highlight for several delegates, including Locution Wonder, Zimbabwe鈥檚 first international delegate. The museum, better known as MIM, is outfitted with interactive displays that allow visitors to hear the sounds of several instruments.

鈥淚t had beautiful music,鈥� Locution said of the museum, which features more than 6,500 instruments collected from 200 countries and territories.

In the Experience Gallery, delegates strummed Peruvian harps, while others played the West African djembe, and other types of communal drums, some used by Native American Indians in the region. Thirteen-year-old South Korean delegate SangYoon Lee stole the show with an impromptu performance on a Steinwick piano on the first floor concourse, drawing applause from his fellow delegates and passersby. MIM topped the charts for Israeli delegate Jessica Shoham, an avid singer and dancer who plays the flute and guitar, and has ambitions to pick up the ukulele.

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Spencer Green, Huntington Beach, California, attended two at University of California, Irvine. He learned many invaluable computer skills such as the programming languages, Java and Python, and was exposed to topics such as cyber security and encryption.

鈥淏roadcom MASTERS solidified my desire to become an engineer,鈥� Spencer told the Society. 鈥淚t inspired me to continue learning about engineering and computer science.  These camps helped me develop the skills necessary to achieve that dream.鈥�

In addition to the 91导航 summer camps, Spencer鈥檚 main pursuit over the summer was completing his Eagle Scout project of constructing a traditional Native American hut, called a Kiicha, for the Orange County Department of Education鈥檚 program at

鈥淢ore than 13,000 students take field trips to this Kiicha with summer camps and school field trips. Thank you again for the Broadcom MASTERS experience, it was truly life changing.鈥�

Zoe Gotthold, Richland, Washington, attended , a camp focused on marine biology and ecology on Grand Manan, a small island off the coast of Maine. A typical day in the week-long camp consisted of canvassing the island for different animal species. While most of the research was done in the field, Zoe also had the opportunity to participate in some marine science lab research. In one such lab, Zoe was given a 鈥渕ystery plankton,鈥� and she had to identify the type based on its physical attributes.

鈥淎fter finals week in Washington, I decided I wanted to find a camp that was just like my experience at the Broadcom MASTERS finals week,鈥� Zoe said. 鈥淲here I could hang out with other kids who were just as interested in science as I was. I was intrigued by marine research after we seined and then built underwater ROVs at Broadcom. Whale Camp seemed like it would be the perfect mix of meeting fellow science nerds – and it was.鈥�

Sara Kaufman, Cooper City, Florida, spent her summer at a space camp in Huntsville, Alabama, a dream of Sara鈥檚 since she was little. This was quite a change from her Broadcom MASTERS project, dealing with weather, but illustrates Sara鈥檚 broad interests in different sciences. Over the course of this camp, Sara learned about the history of space flight, trained like an astronaut, worked on mock space missions, built robots, and perhaps most importantly, made memories that she will cherish for a long time.

鈥淭he memories and friendships I made over my two weeks at space camp will last me forever.鈥� said Sara, 鈥淲hen I got over the initial anxiety and pressure of where I was, I was ready to let loose and enjoy myself.鈥�

鈥淚 really enjoyed my time at Broadcom MASTERS and the doors it opened up for me involving other competitions. Thank you so much for the scholarship. I have learned so much and cannot wait to discover more. Broadcom MASTERS really taught me the importance of achieving my goals. It gave me a boost in confidence and taught me that if I set my mind to something, I can achieve it.鈥�

Anthony Hill, Holladay, Utah, spent two weeks at where he learned about threats to marine life and the role he could play in mitigating those threats. During his stay at the camp, Anthony was enlightened by how much diversity and life can be found in oceans.

鈥淢y favorite experience was going on a dive trip on a boat for three days. It was one of the most memorable parts of the camp.鈥� said Anthony, 鈥淭his trip enabled a more complete immersion into the learning environment. I had never seen so much wildlife and it opened my eyes to how important the ocean is to sustaining the earth鈥檚 ecosystems.鈥�

Anthony鈥檚 Broadcom MASTERS experience saw him catching and learning about creatures trapped in the mouth of a river鈥攁n exercise which helped to influence his choice of camp.

鈥淒uring the Broadcom Masters competition, we caught and learned about a multitude of creatures in an estuary.鈥� Said Anthony, 鈥淚 was excited about this and wanted to learn more about the ocean ecosystem.鈥�

Since participating in the Broadcom MASTERS, Anthony has been exploring all the ocean-related opportunities in Washington State, where he now resides. He has received his diving certification and has enrolled in a marine biology course at his high school. He has also been developing a project related to oceanic conversion and hopes to begin the experimentation phase very soon.

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