PHS Science Projects, Powered by Creativity, Achieve Worthy Goals

RAISING THE TOOLSHED: Princeton High School students, assisted by Friends of Herrontown Woods (FOHW) President Steve Hiltner, lifted a toolshed into place at the PHS wet meadow last week. The toolshed was built by FOHW volunteer Robert Chong out of scavenged wood, and its roof will provide water for rain barrels, which will provide water for watering the plants. (Photo by Inge Regan, FOHW)

By Donald Gilpin

Sustainability, innovation, and teamwork are the central themes of two recent projects at Princeton High School (PHS) — one creating a native wet meadow in a large basin on campus and the other repurposing unused COVID-19 Plexiglass for hands-on learning about DNA replication.

“We are in the early stages of designing and implementing a native planting effort as well as improving the site’s functionality for education purposes,” said PHS Science Educator James Smirk in describing PHS’ wet meadow. “In the future the site will be a focal point for our continued efforts to link our local environment and our community in the process of improving sustainability.”

The environmental science classes are working with Friends of Herrontown Woods (FOHW) to create a native “wet prairie” near the parking lot adjacent to the Performing Arts Center.

The space will be used to conduct environmental science research, act as a water management space for the high school, and provide a habitat for active plants, insects, and birds.

Two weeks ago Smirk’s environmental science students and two FOHW volunteers had their first work session of 2025. They weeded out dandelions, installed a tool shed whose roof will feed rain barrels, cleaned up trash, and mapped the vegetation in the wet meadow.

“We try to be proactive, pulling out aggressive nonnative plants before they can get established,” wrote FOHW President Steve Hiltner in an email. In a session last week they added seed of additional native species to increase diversity in order to feed pollinators in the summer.

Several years ago the wet meadow was deepened as part of an effort to reduce flooding along the Walnut Street side of the school. It was first planted with turf grass, but two years ago the school had a contractor plant it with native species.

“These complex native plantings can be glorious, but they require ongoing care to keep invasive species from taking over,” said Hiltner, “so we worked out an arrangement where the Friends of Herrontown Woods was hired to work with teachers and students to take care of the plantings.”

A Princeton Public Schools (PPS) news bulletin expresses appreciation to the FOHW and the PHS environmental science students for seeding and planting the meadow with a variety of native plants that are uniquely suited to this wet environment.

“In contrast to turf grass, these native plants actually help to improve the stormwater management of the basin,” the bulletin states. “Their deep roots act as a sponge, soaking up stormwater and releasing it gradually. They also help pull up water when it is scarce, filter out pollutants, and minimize erosion.”

Native plants also have evolved to coexist with local wildlife and the regional climate and soil. They don’t need excess fertilizer or pesticides, and they also help attract birds, butterflies, and other pollinators and provide food and shelter for wildlife.

The basin is maintained by students and community volunteers rather than requiring weekly mowing by staff. An educational message board, funded by a $2,000 grant from Sustainable Jersey for Schools and the New Jersey Education Association, helps to explain to the community the many benefits of basin naturalization. The grant also provided a set of tools that students use in maintaining the basin.

“It’s a joy to work with the kids, giving them tips on how to use the tools, helping them identify the plants and recognize patterns in the distribution of species in the basin,” said Hiltner. “Many of them will have their own homes and yards someday, and if they become familiar with complex native habitats on school grounds, maybe they’ll dig up some of the lawn in those yards and plant natives.”

Upcycling Plexiglass

PHS biology teacher Steffanie Shoop and special education teacher Hellanna Koflowitch wanted to make their DNA unit more interactive and accessible, particularly for a visually impaired student in their class, and they wanted to go beyond traditional paper models of nucleotides to create 3D versions that the students could all manipulate.

Princeton Middle School design and engineering teacher Matt Halfacre had an idea to meet the challenge, and he also had a Glowforge laser cutter, a gift to the IDEAS Center from the Princeton Educational Foundation.

Halfacre created prototypes of nucleotide pieces out of balsa wood, and soon had produced several usable models, but some pieces were too fragile and needed sturdier material.

“That’s when inspiration struck,” states a PPS news bulletin. “The team saw an opportunity to upcycle unused COVID-19-era Plexiglass dividers into durable, high-quality nucleotide models. By repurposing approximately three square feet of acrylic, he not only solved the fragility issue but also gave new life to otherwise discarded materials.”

Koflowitch explained, “These models allowed students to manipulate DNA nucleotides to create a DNA structure and then simulate DNA replication — bringing together kinesthetic, visual, and auditory learning, as students created videos that described these processes.”

Halfacre praised the science department for their creative vision, and, as the bulletin states, “It’s clear this collaboration exemplifies the power of interdisciplinary teamwork and sustainability. By combining science, engineering, and a commitment to accessibility, Princeton educators are making a lasting impact — one nucleotide at a time.”

Shoop added, “Making sure that teaching is accessible in multiple modalities helps to empower students and makes learning more meaningful. It’s what teaching should be about. So Hellanna and I working with Matt Halfacre is an awesome example of when you work collaboratively you can really help elevate all students’ learning experiences.”

Written by: Donald Gilpin



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