high school

Tournament expands

Weizmann Institute’s International Physics Tournament – the “Safe-Cracking Tournament” – is open to students in grades 11 and 12. (photo from Weizmann Canada)

Registration is now open for the Weizmann Institute’s International Physics Tournament. New this year – teams from Western Canada will be able to compete. A Zoom information session is scheduled for Sept. 23.

“Each spring, for the past 29 years, teams of highly talented high school students from around the world arrive at the Davidson Institute of Science Education, the educational arm of the Weizmann Institute of Science in Israel, to take part in the international physics tournament, commonly known as the ‘Safe-Cracking Tournament,’” Morgan Leibner, annual and education programs officer at Weizmann Canada, told the Independent.

In the competition, teams of high school students (grades 11 and 12) design and build a safe that has a locking mechanism based on principles of physics. “Teams are challenged to put their knowledge to the test, where they break into each other’s safes by solving the physics riddles,” explained Leibner.

“Throughout the tournament, participants gain experience in building systems that they invent,” she said. “It is a unique opportunity for students to put physical principles and their imagination into practice – it is a totally different, enjoyable, exciting and encouraging way of learning physics and collaboration, with the goal of competing internationally at the finals.”

While the finals take place in Israel – or online, as they did this year because of the war – there are semi-finals in Canada. They’ve usually taken place in Montreal, with school teams from Montreal and Toronto competing.

“This year, our goal is to expand the program to include a West Coast tournament, which will take place in Vancouver,” said Leibner. “We anticipate teams participating from Vancouver, Calgary and Winnipeg. One winning team will be selected from the West Coast and a second team will be selected from the East Coast to represent Canada at the finals in Israel.”

The registration deadline is Oct. 9 and, once accepted, “teams are required to check in with Weizmann Canada staff every one to two weeks to discuss their work, as well as their challenges and successes,” Leibner said. There are various milestones teams must meet by certain dates, with the semi-finals taking place in Montreal and Vancouver in early February, and the finals at the institute March 23-27, situation permitting.

photo - Teams of three to five compete regionally for a chance to reach the finals in Israel. — Teams of three to five compete regionally for a chance to reach the finals in Israel. *(photo from Weizmann Canada)*

“The finals have been conducted virtually when circumstances make it unsafe for students to travel to the institute,” said Leibner. “In that case, students submit a video of their safe to the judges, explaining the locking mechanism and the physics principles required to open the safe successfully. The students’ videos are judged on roughly the same criteria and a winner is announced at a virtual Zoom session.”

The 2024 virtual closing ceremony can be watched at youtube.com/watch?v=InI8CDoDqDk.

Weizmann Institute of Science has hosted various versions of the high school physics tournament since 1973. “In fact, the winner of the first-ever physics tournament is Dan Gelbart – a notable Canada-based engineer and inventor. He won the tournament at the age of 16 with an original motor he designed and built himself using spare materials, some even sourced from his mother’s kitchen!” said Leibner.

Gelbart, who was born in Germany and raised in Israel, has lived in Canada since the 1970s. Based in Vancouver, he co-founded Creo, a local printing technology company that was bought by Eastman Kodak Co. in 2005, and he has co-founded several other companies. According to a profile on the Weizmann Institute’s website, Gelbart has registered some 145 patents. He also has volunteered as an adjunct professor at the University of British Columbia and has a YouTube channel – the most recent video, which was posted a couple of years ago, is a tour of his workshop and its instruments.

Typically, the physics tournament attracts between 200 and 300 participants a year, from Israel, Canada and other countries.

“The international tournament offers students an incredible opportunity to meet similarly scientific-minded youths from across the world,” said Leibner. “The tournament also offers a teacher development conference for the physics teachers accompanying teams to the tournament.”

photo - “The international tournament offers students an incredible opportunity to meet similarly scientific-minded youths from across the world,” according to Morgan Leibner, annual and education programs officer at Weizmann Canada — “The international tournament offers students an incredible opportunity to meet similarly scientific-minded youths from across the world,” according to Morgan Leibner, annual and education programs officer at Weizmann Canada. *(photo from Weizmann Canada)*

Participants work in teams of three to five students and their local teacher/mentor – who is the one who must submit the team’s registration – coordinates with the tournament’s physics consultant throughout the process. The team’s safe is judged on its quality and complexity; team members’ level of understanding of the physics concepts being employed is key, as are the esthetics and originality of the safe they build.

“Local mentors are past participants of the physics tournament themselves,” said Leibner. “They have firsthand knowledge of the competition, what is required to build the safe, and what it is like to compete in the tournament. They have also participated in other educational opportunities at Weizmann Institute in Israel and have experienced living on campus and working with the community of scientists. Our mentors have a deep love and appreciation for science and an understanding that promoting STEM in education is incredibly important.”

For information on the tournament and to submit an application, visit weizmann.ca/physics.

Inclusivity curriculum

A page of the Intro to Judaism booklet that can be downloaded as part of the Periphery curriculum, which offers a framework to talk and learn about diversity within the Jewish community.

“Make space for a productive and respectful conversation” – this is the first suggested action to frame the use of the recently released Periphery curriculum.

Periphery – a film and photography exhibit exploring the ethnic diversity of Toronto’s Jewish community (jewishindependent.ca/discussing-jewishness) – came out last fall. The new curriculum builds on that 27-minute documentary. It comprises another nine short videos, all under eight minutes each, and lesson guides for students in grades 8 through 12 in both the Jewish and public school systems. There is also a guide for Jewish groups and organizations, which could be used for non-Jewish groups.

Launched by the Toronto-based nonprofit No Silence on Race and the Ontario Jewish Archives (a department of UJA Federation of Greater Toronto) with the organization Facing History and Ourselves (an American group with a Toronto branch), the curriculum is Ontario-focused. That said, most of the information is broadly based and relevant to Canadians no matter where they live, and no matter their age.

There are differences in the curricula for each of the three grade groupings (Grade 8, grades 9 and 10, and grades 11 and 12), the Jewish versus public school content, and the community dialogue package. However, the basic format and information is similar, with appropriate adaptations for probable starting points in knowledge and experience.

The common learning aims include “a greater awareness and understanding about who Jewish people are and the ethnic diversity within Jewish communities”; “Possess a stronger framework for understanding the complexities of intersectional identity, using their own identities as a foundation”; “Understand the difference between individual and group identity with a focus on belonging and recognition”; and the role of students and community members in creating inclusive community spaces. In addition, for example, the Jewish community curriculum also suggests that participants: “Discuss the intersections of race, privilege, mobility (i.e Jewish professional opportunities), power as it relates to Jewish identity and ashkenormativity.”

Before delving into the films and lesson suggestions, the curriculum offers a few activities that help frame what viewers are about to watch and discuss – beginning with making “space for a productive and respectful conversation.”

The most extensive part of the guides is the screening prompts and activities. They are organized by topics based on those of the videos, such as “Hyphenated Identities,” “Immigrating to Canada” and “Finding Strength in One’s Heritage.” They include pre-screening and post-screening questions for each film and topic, and these questions elicit self-evaluation and the sharing of stories and views on identity, race, multiculturalism, sexuality, antisemitism and social justice, as well as discussion of the experiences and opinions of the interviewees featured in the films.

The final part of the guide attempts to have participants take what they have learned out into the world, beyond the classroom or boardroom or office. For example, the title of the last section of the Jewish community dialogue is “Now What?: Social Justice within the Jewish Community and Beyond.” It begins with discussion from a global perspective – using a quote from Canadian anthropologist Wade Davis to talk about questions like, “What does it mean for us to hear from different voices of humanity?” It then highlights a quote from the Mishna and one from Pirkei Avot to further reflect on the idea that repairing the world, tikkun olam, begins within the community.

In addition to the curricula, there are related materials available to download, from worksheets to help understand the concepts being discussed and organize one’s thoughts, to an introduction to Judaism, to a glossary of terms. The poem “Unpacking the Periphery,” by Akilah Allen-Silverstein, can also be downloaded. It concludes “For each other as allies, I pray we can stand tall / Diminish the fine lines, deepen our understanding, / Listen with compassion / Listen with empathy / Act with courage / Act with reason / Because this is the season / To do better / To act on the Open Letters / To be more than trend setters / But intentional change makers.”

All of the Periphery curricula and resources are free and downloadable at peripheryexhibit.org.

Gala celebrates alumni

Left to right, Alex Monchamp, Aaron Friedland, David Kaye and Howard Blank prepare to draw the 50/50 winner at King David High School’s Golden Thread Gala on May 12. (photo from KDHS)

“The reality is King David took a student who genuinely struggled, exposed me to meaningful ways to make a difference – they gave me passion and purpose, they provided me with academic rigour to realize my dreams, provided me with confidence, and then added a fundamental layer of Jewish and humanist values,” said Aaron Friedland, addressing a full house at King David High School’s Golden Thread Gala on May 12.

“And what is interesting is how unremarkable my story at King David is,” he continued. “There are simply too many grads who King David has helped to overcome the odds and flourish – and it’s the outcome of brilliant and caring educators investing in us.”

Friedland is founder and executive director of the Simbi Foundation, which helps underserved and refugee communities access education. He is a National Geographic Explorer and a PhD candidate in the field of econometrics, focusing on the interplay of economics and education. And these are only a few of the many accomplishments and projects on Friedland’s growing resumé.

He came to King David in Grade 8, he said, after having attended four different elementary schools. “I’m incredibly dyslexic,” he shared, “and there was a time when teachers told my parents I likely wouldn’t make it to university.”

But there is more to King David than preparing students for university, he added. “The world doesn’t just need more university grads. The world needs more global citizens who are passionate about creating positive impact and who have the skill set to realize their dreams. Tonight is about celebrating a school that has developed a tried-and-true approach to developing global citizens who thrive while engaging in tikkun olam, or repairing the world. And I’m not sure if you’ve seen or have been reading the news, but the world could use a little repair.”

Mentioning COVID-19, Russia’s war on Ukraine, the challenge to Roe v Wade in the United States and generally declining literacy rates, he spoke about the need for hope. He then cited primatologist and anthropologist Jane Goodall, whom he had interviewed on Simbi Foundation’s Impact in the 21st Centurypodcast.

“Jane explained, ‘Hope isn’t just wishful thinking – it’s rolling up our sleeves and doing something about the problem.’ And she shared a few pieces of wisdom,” said Friedland.

“When we’re feeling a lack of hope, it’s important to remember just how much power we each possess.

“When we’re feeling stuck, we must think globally and act locally. She means that we must find causes we’re passionate about and start making a difference immediately,” he said. “No action is too small. Jane spoke about the addictive nature of helping. And, once we’re helping, we’re part of the solution and it feels great – so we do more of it.

“And, when I pushed Jane further, she explained that she stays hopeful for three reasons. One, our amazing human intellect. Two, the indomitable human spirit – meaning, we don’t give up. And three, the power of young people.

“Jane believes in the power of young people so strongly,” said Friedland, “that it is where she invests all of her time, specifically high schoolers, because she believes that those are the people who are going to change our planet and change the world. And, after speaking with Jane, it got me thinking about how King David is the exact breeding ground for the types of people who come out and positively impact the world and give us hope.”

A visit to KDHS by farmer J.J. Keki, a leader of Uganda’s Abayudaya Jewish community, was the spark for Friedland’s tikkun olam work and further study. The Simbi Foundation began its life as the Walking School Bus and the organization now builds solar-powered classrooms, known as BrightBoxes, in Ugandan and Indian refugee settlements, with each installation providing up to 6,000 students with access to education and electricity. The foundation’s chief operating officer and co-founder is Ran Sommer, another KDHS graduate.

The Golden Thread Gala celebrated the almost 750 students who have graduated from KDHS since it was established – and it raised $202,491 for the school.

The gala, which was held at Congregation Beth Israel, began with a piano and vocal performance by student Joseph Gabay, and also featured a song performed by students Kailey Bressler, Rachel Gerber, Mhairi Hemingson and Kiera Katz; group member Sara Bauman was unable to attend. Alex Monchamp, deputy head of school, stepped in to welcome the crowd because head of school Russ Klein couldn’t be there either, but Klein’s emcee duties were taken on by actor David Kaye, another KDHS alum. As part of his emceeing, Kaye interviewed on stage two other KDHS grads – Jordan Grubner and Ava Katz – about their time at the school and how it prepared them for the larger world.

Rabbi Stephen Berger, head of Judaic studies, did the blessing over the bread before the meal and gave a few remarks, as did gala committee co-chairs Heidi Seidman and Sherri Wise, and KDHS board members Alain Guez and Chana Charach. Howard Blank led the live auction.