Editor's note: We're celebrating this year's impressive 20 Google Science Fair finalist projects over 20 days in our Spotlight on a Young Scientist Series. Learn more about each of these inspiring young people and hear what inspires them in their own words.

Name: Adriel Sumathipala
Home: Virginia, USA
Age category: 16-18
Project: Creating a simple diagnostic tool for earlier detection of cardiac disease






Adriel met his grandfather through stories and grainy photos. In those stories, he also learned about the cardiac disease that caused his grandfather’s fatal heart attack when Adriel’s father was just 16. Wanting to prevent cardiac disease for future generations, Adriel worked with his favorite biology professor to research faster ways to detect heart illness. As a university student, he found a new biomarker for cardiac issues, allowing him to create a new affordable and simple diagnostic tool to detect cardiac disease much earlier than current tools in the market.


What was the inspiration behind your project?
I met my grandfather through my dad’s (often exaggerated and fantastical) stories; he died in his sleep from a stroke when my father was 16 years old. The odd thing about his death was that no one knew my grandfather had cardiac disease. In an underdeveloped country like Sri Lanka, troubled more by malaria than chronic diseases, who would test for cardiac disease?

When I was 14 years old, I was identified as being at risk for cardiac disease, based upon my precariously high cholesterol levels. Having already lost a family member to this disease, I began to follow a strict regimen of exercise and closely watched what I ate. However, after a few months, I failed to monitor my diet and exercise because I felt in the dark about my disease.

Was monitoring my diet closely and exercising regularly reducing my perilously high risk for cardiac disease?

Current diagnostics are tucked away in labs, expensive, and slow to report results, making it challenging for at-risk patients like myself to assess the effectiveness of their prescribed regimen. I just knew a better diagnostic could be made, so I began work on making my own.

I made my diagnostic for my family, for my older brother, younger sister, and dad who are all at risk for heart disease. I realized that we all needed a device that could easily track our risk for cardiac disease. So, I tried to make something simple, fast, and accurate to do just that for my family.

There’s a different kind of inspiration that comes from helping the people you love most. It doesn’t come in a moment of cerebral realization or with the flickering of an imaginary light bulb. It’s a continuous and unlimited inspiration. The kind of inspiration that pushed me through late nights in the lab, kept me going after innumerable failures, and stopped me from giving up my work.

When and why did you become interested in science?
While I can’t point to a pivotal moment that forever changed my interests, I can tell you why I love science.

Perhaps it started with my curiosity. I’m sure all parents and kids with younger siblings are aware of the incessantly inquisitive nature of young children; it starts just about when they learn to speak, and gradually fades away as the child grows older.

Unfortunately for my parents, that last bit didn’t happen and I never quite stopped asking them questions. In a world of questions, a universe of unknowns, science manifests itself as a brilliant arbitrator of reason. Sure, there’s no denying the incredible benefits science has brought unto humanity, but at its most fundamental level, science interests me because it explains the world around me, constantly fueling my curiosity. It’s the power of science to reveal truth and give meaning to existence that truly fascinated me.

As I grew older, I came to see science as more than just a means of explaining the unexplainable; I began to see it as a means to an end. An end that leaves a healthy, just and sustainable planet and that will ensure that my children will live long and happy lives.

This is the promise of science in the 21st century and the promise that lured me to science research. Its a simple promise of a better world. And it’s been worth every minute of my time to work towards this aim.

What words of advice would you share with other young scientists?
When you think about giving up, remember why and for whom you started your research.

Don’t compare your work to that of others; you’re the world’s foremost expert on your own research.

Find a balance between following established protocols and discovering your own methods; no genuine research is a radical departure from previous work, and humanity has, and always will, advance through small and incremental successes

Posted by Zach Yeskel, Product Manager 

We announced a developer preview of the Classroom API in June, and more than a thousand developers and schools have opted-in to use it. Today, we’re ending the developer preview, so all developers can develop with the API. The end of the preview also means that all Google Apps for Education users can authorize third-party applications to access their Classroom data, unless their admin decides to restrict access in the Admin Console. Admins can also restrict API access at the organization unit level.

In addition, the Classroom API is now supported in Apps Script, which lets anyone write custom scripts or publish add-ons for Docs, Sheets, and Forms. Check out the Quick Start to learn more. And if you want more information about the API, check out our help center, the developer documentation, or watch this video for a high-level overview of the API and share button.
Use the #withclassroom hashtag on Twitter or G+ to let us know if you’re integrating with the API. Google Apps administrators, feel free to contact support with any questions, and developers, you can use Stack Overflow to post technical issues, using the tag google-classroom.

As always, we look forward to hearing your feedback to ensure we’re addressing your top needs.

Posted by Andrea Cohan, Google Science Fair Program Manager

(Cross-posted on the Google for Work, Student and Research blogs)

Sometimes the biggest discoveries are made by the youngest scientists. They’re curious and not afraid to ask, and it’s this spirit of exploration that leads them to try, and then try again. Thousands of these inquisitive young minds from around the world submitted projects for this year’s Google Science Fair, and today we’re thrilled to announce the 20 Global Finalists whose bright ideas could change the world.

From purifying water with corn cobs to transporting Ebola antibodies through silk; extracting water from air or quickly transporting vaccines to areas in need, these students have all tried inventive, unconventional things to help solve challenges they see around them. And did we mention that they’re all 18 or younger?

We’ll be highlighting each of the impressive 20 finalist projects over the next 20 days in the Spotlight on a Young Scientist series on the Google for Education blog to share more about these inspirational young people and what inspires them.

Then on September 21st, these students will join us in Mountain View to present their projects to a panel of notable international scientists and scholars, eligible for a $50,000 scholarship and other incredible prizes from our partners at LEGO Education, National Geographic, Scientific American and Virgin Galactic.

Congratulations to our finalists and everyone who submitted projects for this year’s Science Fair. Thank you for being curious and brave enough to try to change the world through science.

Posted by Sepi Hejazi Moghadam, K-12 Education Program Manager

We might be biased, but to us, introducing kids to the wonders of Computer Science (CS) is increasingly important—especially for those who have historically been underrepresented in the field. CS is much more than computer programming and coding— it’s a gateway to creativity and innovation not just in technology but in fields as diverse as music, sports, the arts, and health.

But as Maggie Johnson notes in her recent post on The Computer Science Pipeline and Diversity, with only 16,000 CS undergraduates per year in the US, we’re a long way off from being able to fill the growing number of jobs in computing technology. To fix this gap, we need many more students engaging in the power of CS, especially girls and minorities. And, as our research has shown, encouragement and exposure have a direct impact on a child's interest in pursuing CS education, especially girls. But with many schools lacking CS courses, how can we help students access CS learning opportunities?

In the spirit of increasing awareness, access, and lifelong CS learning, we have a number of teams here at Google working to build CS education technology and programs for students, parents, and educators. Our collective efforts have led to many different initiatives, which is why we have launched a new gateway for all of our CS education opportunities. With this site, we hope to equip you with learning programs and opportunities, and arm you with our research about the various ways you can increase students’ exposure to CS education.

Once you’ve made your way to the learning opportunities page, filters allow you to easily sort for the most relevant information according to age or regions -- whether it’s coding projects, summer programs, or funding. You can explore the many “learn to code” resources, including CS First, Blockly Games, and Pencil Code, and annual student competitions and programs, including Code Jam, Computer Science Summer Institute, and Code-In, for students of all ages and backgrounds. For example, perhaps you’re looking for an easy-to-use intro to coding opportunity for music-loving 5th graders. You should check out Pencil Code, which is a coding laboratory using drawing, music, and creative fiction to help students progress from block coding to text. It’s learning opportunities like this that allow students to create and not just consume technology.

We hope you find having this resource at your fingertips will provide inspiration, fun and practical ways to engage as you begin and continue your journey into CS! We encourage you to explore and to let us know what you think. Join the conversation with #googlecsedu.

Posted by Chris Stephenson, Head of Computer Science Education Programs/span>

Editor's note: Ensuring the appropriateness, value, and impact of our efforts in the computer science education space first requires an understanding of the issues which broadly impact the discipline, its practitioners and its students. This article is part of our ongoing effort to explore those issues and share our learnings along the way.

A new research report published by the Computer Science Teachers Association (CSTA) — and funded by Google — highlights the need for valid and reliable sources of assessment to measure student learning in computer science education.

Sowing the Seeds of Assessment Literacy in Secondary Computer Science Education details the results of a landscape study aimed at determining the challenges U.S. high school teachers face when examining student understanding of computing concepts and identifying current models for computer science (CS) assessment. The study was conducted over twelve months by the CSTA Assessment Task Force chaired by Aman Yadav, Associate Professor of Educational Psychology and Educational Technology at Michigan State University. It involved in-depth interviews with U.S. computer science practitioners with a wide range of teaching experience.

The study concluded that while computer science teachers use a variety of formative and summative assessment techniques and rely on an assortment of sources (test banks, colleagues, even their own undergraduate CS courses), they face a number of challenges finding valid and reliable assessments to use in their classrooms. It also highlighted the potential for variability in how students approach and develop algorithms as one factor that makes assessment especially challenging and time-consuming. 

The report calls upon the computer science education community to assist in the development of more and better assessment tools and strategies and suggests the following next steps: 

• Develop valid and reliable assessments aligned to the CSTA K–12 Computer Science Standards. 
• Develop valid and reliable formative and summative assessments for programming languages beyond Java, such as Python, C#, etc. 
• Develop an online repository of assessment items for K–12 computer science teachers.
• Develop a community of practice surrounding the use of assessment in computer science classrooms. 
• Design and deliver professional development to increase K–12 computer science teachers’ assessment literacy. 

Yadav says he hopes that this study will focus the computer science education community’s attention on the importance of valid assessment of student learning and the pressing need for better and more computer science assessment tools and strategies.

Posted by Posted by Jaime Casap, Chief Education Evangelist, Google

(Cross-posted on the Google for Work Blog.)

Editor’s Note: Today we hear from our Chief Education Evangelist, Jaime Casap, who spoke at First Lady Michelle Obama’s 2015 “Beating the Odds” Summit. The event welcomed more than 130 college-bound students from across the country and focused on sharing tools and strategies to help more students successfully transition to college and complete the next level of their education.

Last week I had the honor of sharing my story with over 130 college-bound students at First Lady Michelle Obama’s "Beating the Odds" Summit — part of her Reach Higher initiative. These students came from across the country and different backgrounds. They included urban, rural, foster, homeless, special needs and underrepresented youth, all of whom have overcome substantial barriers to make it to college.

In my daily job I get to work with a group of people focused on building technology and programs that can help support teachers, who help empower their students to be lifelong learners. I believe education has the power to rid poverty and change the destiny of a family in just one generation. Reach Higher has the same mission: to invest in our students and help them get the education they need to thrive.

This mission is also deeply personal for me. I was raised in Hell’s Kitchen, New York by a single mother who came to America from Argentina. On my first day of school, I didn’t speak English. I grew up fast and watched my elementary school friends turn into addicts and criminals. When I looked for a road out, I saw only dead ends, until I realized education was a road out. But it wasn’t easy: everything around me shrieked, “you won’t make it; you aren’t meant to succeed.”

I realize now that the negative voices are always there; you have to push them down. With the help of my teachers, I graduated from high school and committed to going to college. There were many times when I felt like I didn’t belong — at that time the college graduation rate for Latinos was around five percent — but I graduated with a double major, packed up my stuff and drove across the country to pursue a Master of Public Policy degree. The only way I did it was by convincing myself to prove the naysayers wrong.

Education didn’t just change my life, it changed my family, too. I now have three kids, and my eldest daughter graduated from college last month. I never had a conversation with her about college, she just assumed she was and should go to college. My 14-year-old wants to build a college curriculum for himself focused on game design. My kids don’t face the barriers I did; they see no obstacles in their way.

This is to say that I believe in what the First Lady is trying to accomplish with Reach Higher. Students must go beyond high school graduation — whether that’s a four-year college, community college or a technical/certification program. One reason this is essential is because today’s high-school-only graduates earn just 62 percent of what their college-graduate peers earn. We need to prepare all our students, especially our most vulnerable students, for their future and help them reach high.

Often we ask our students the wrong question: “What do you want to be when you grow up.” Instead, we should ask “What problem do you want to solve?” We should empower students to take ownership of their learning. As much as I want students to be college and career ready, I also want them to be curious lifelong learners ready to tackle the world’s problems.

For millions of students, “reaching higher” means beating the odds with a lot of hard work, a healthy disrespect for the impossible, and some luck. It means ignoring self-doubt and proving the haters wrong. It means being proud of the experiences that define you — they will be a competitive advantage some day. It means believing in education and believing in yourself, then sharing your story with the world.

See recorded coverage of the event.

Posted by Chris Stephenson, Head of Computer Science Education Programs

(Cross-posted on the Google Research Blog.)

There is a tremendous focus on computer science education in K-12. Educators, policy makers, the non-profit sector and industry are sharing a common message about the benefits of computer science knowledge and the opportunities it provides. In this wider effort to improve access to computer science education, one of the challenges we face is how to ensure that there is a pipeline of computer science teachers to meet the growing demand for this expertise in schools.

In 2013 the Computer Science Teachers Association (CSTA) released Bugs in the System: Computer Science Teacher Certification in the U.S. Based on 18 months of intensive Google-funded research, this report characterized the current state of teacher certification as being rife with “bugs in the system” that prevent it from functioning as intended. Examples of current challenges included states where someone with no knowledge of computer science can teach it, states where the requirements for teacher certification are impossible to meet, and states where certification administrators are confused about what computer science is. The report also demonstrated that this is actually a circular problem - States are hesitant to require certification when they have no programs to train the teachers, and teacher training programs are hesitant to create programs for which there is no clear certification pathway.

Addressing the issues with the current teacher preparation and certification system is a complex challenge and it requires the commitment of the entire computer science community. Fortunately, some of this work is already underway. CSTA’s report provides a set of recommendations aimed at addressing these issues. Educators, advocates, and policymakers are also beginning to examine their systems and how to reform them.

Google is also exploring how we might help. We convened a group of teacher preparation faculty, researchers, and administrators from across the country to brainstorm how we might work with teacher preparation programs to support the inclusion of computational thinking into teacher preparation programs. As a result of this meeting, Dr. Aman Yadav, Professor of Educational Psychology and Educational Technology at Michigan State University, is now working on two research articles aimed at helping teacher preparation program leaders better understand what computational thinking is, and how it supports learning across multiple disciplines.

Google will also be launching a new online course called Computational Thinking for Educators. In this free course, educators working with students between the ages of 13 and 18 will learn how incorporating computational thinking can enhance and enrich learning in diverse academic disciplines and can help boost students’ confidence when dealing with ambiguous, complex or open-ended problems. The course will run from July 15 to September 30, 2015.

These kind of community partnerships are one way that Google can contribute to practitioner-centered solutions and help further the computer science education community’s efforts to help everyone understand that computer science is a deeply important academic discipline that deserves a place in the K-12 canon and well-prepared teachers to share this knowledge with students.