AP Students Take on Their Final Projects


By Jonathan Ma ‘15 & Jennifer Xu ‘15 

Just when students in AP classes think they can relax after taking their exam, some teachers top it off with an end-of-the-year project.

The AP Statistics project, assigned by Mr. John Caldwell, gives students the opportunity to grasp everything they learned in class and relate it to something they found interesting.

“In the real world,” said Mr. Caldwell, “your boss is going to give you a project, and you have to do it.”

The point of the project is to demonstrate one’s understanding of the major concepts in AP Statistics and apply it to the real world instead of classes like geometry. Students begin with asking a simple question such as “Do people prefer Coke or Pepsi,” and expand it into a statistical analysis.

“We are comparing SAT scores of students who take AP Statistics class and students who don’t take the class,” said Deniss Sivohins ’14. “The students who take AP Statistics should have a higher overall score than that of those who don’t take AP Statistics.”

AP Statistics is not the only class with an end of the year projects are also done in AP Physics C.

“The students are given an opportunity to learn anything they choose,” said Dr. Stephan Riemersma, AP Physics and regent’s physics teacher.

The project is a 15-minute presentation about what students may be interested in. Tabahani Hayles ’14, a student in AP Physics C, is currently working on schrodinger’s cat thought experiment. The students must do something that requires them to learn.

AP Biology is another class that currently requires a project for the end of the semester.

“It’s a good review,” said Mrs. Jessica Ross, the AP Biology teacher. “It allows the students to express themselves in the future.”

The main point of the project is to explain different topics in AP Biology. So in the end, students will have a crystal clear point about each topic. The presentation has three mediums: voice, pictures, and written words. Students are able to choose from any topic ranging from water to domain eubacteria.

“It let us get a real idea of what actually happens,” said Akeem Pinnock ’14.

Pinnock and his group are working on explaining the respiratory system.

Benjamin Ross ’15 said, “It helps us review the material and make it fun at the same time.”

Donald Ceus’15 said, “For our project, we are breaking the process of glycolysis down into 10 easy steps. Then, we are going to draw the pictures and narrate the process.”

Another AP class that is doing a project this year to finish the semester is AP Psychology. The AP Psychology project allows students to learn more about the many fascinating topics in psychology profoundly. Students have their own choice of topics such as changed blindness, lucid dreaming, learning, and memory. After experimenting and researching topics more thoroughly, students give a minimum of a 15 minute presentation to the class.

A group in period one for AP Psychology demonstrated changed blindness. Often people believe they are aware of all the changes that happen in front of them, but usually that is not true. Tracy Chiu ‘15, Daniel Lozovoy ‘15, Jason Zheng ‘15, and Michael Lu ‘15 filmed their experiment to prove changed blindness.

“When I learned this topic, I thought it seemed so fake, so I wanted to try it out myself,” said Chiu.

In our group, I would ask a bystander to take a picture of her. Few moments later, Lozovoy and Zheng would walk through with a huge board along with the switching person, Jocelyn Yeung ’15 said Chiu.

“Surprisingly, it actually worked,” said Zheng. “There were a few people that noticed we switched, but majority didn’t.”

Katrina Bakhl ‘15 said, “I disliked the thought of having a project after taking the AP test, but I actually didn’t mind because I got to fully understand our topic, and even learn a few more from other group’s presentations.”

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