2016

Japan-Asia Youth Exchange Program in Science

SAKURA Science
High School Program
Activity Report 2016

SAKURA Science High School Program
Activity Report 2016
〈Table of Contents〉
About the SAKURA Science High School Program / Kazuki Okimura(Counselor to the President, Japan Science and Technology Agency) 2Message to the Students / Dr. Toshihide Maskawa(Director General and Professor Emeritus, Kobayashi-Maskawa Institutefor the Origin of Particles and the Universe, Nagoya University) 

3Outline of the SAKURA Science High School Program 2016 

4

Courtesy visit to Mr. Hiroshi Hase, Minister of Education,
Culture, Sports, Science and Technology 

5Group 1 Activity Report 

6Group 2 Activity Report 

8Group 3 Activity Report 

10Group 4 Activity Report 

12Group 5 Activity Report 

14Group 6 Activity Report 

16Group 7 Activity Report 

18Group 8 Activity Report 

20

Special Program for India and Sri Lanka 

22Participant Survey Results 24Acknowledgments 

26

About the SAKURA Science High School ProgramCounselor to the President, Japan Science and Technology Agency (JST)About the SAKURA Science
High School Program

Director, Japan-Asia Youth Exchange Program in Science Promotion Office

Kazuki Okimura

The SAKURA Exchange Program in Science（SSP）aims to nurture the interest in science and technology
among young people（high school students and adults under 41 years old）in Asia, by improving theirlevels of knowledge in these fields so that they may contribute to the development of their homecountries and Asia. We expect to achieve these objectives by inviting these people to our country andproviding them access to Japan’s science and technology.
This project takes the form of a grassroots movement, with Japanese universities and research
institutions initiating the invitation to members of Asian universities and research institutions. We hope thisapproach will help establish and strengthen collaborative relationships, increase the number of supporting
institutions in Japan, and result in more active exchanges in science and technology across Asia.
However, as it would be difficult for high school students to operate a grassroots movement, JST has
become the organizer, or receiving institution, for the “SAKURA Science High School Program (SSHP)” toinvite and receive visiting students in Japan.
Our intent in designing this program was to help nurture Asian high school students’ dream of becoming
scientists, and we have made every effort to prepare the best program in Japan toward this goal.
First, students have an opportunity to experience Japan’s cutting-edge technology at institutions.
Second, the aspiring scientists can meet and receive encouragement from leading researchers in Japan.
Third, students visit the campus and laboratories at prestigious universities, to learn about the educational
environment and atmosphere of scientific institutions in Japan.
Each year, excellent Asian students respond to our call for participation, from students of leading highschools to winners etc. of mathematics contests. These students are the future leaders of their respective
home countries. It was a surprise to the lecturers at SSHP, including Nobel Prize recipients, that thestudents actively asked highly advanced questions in English. The students also had lively discussions withstudents at the high schools and universities that they visited. These high school students forgedfriendships across borders and inspired Japanese students in the process as well.
We conducted a survey of the participating students and discovered the following:
1. A majority of the students regarded Japanese research as advanced and recognized the prominence ofJapanese universities.
2. A majority of the students were surprised by the kindness of the Japanese people, the cleanliness of thecities, and the sophistication of the culture, and were impressed with Japan and its people.
3. A
 majority of the students valued the lessons from the Nobel laureates concerning the difficulties ofcontinuing experiments and research, the importance of becoming fond of performing research, neverletting go of the dream of becoming a researcher, and being confident and proud as an Asian,remarking that such encouragements left deep impressions.
As a young program, some insufficiencies remained in our program offerings, but we believe that our goal
was largely accomplished with the warm assistance of program supporters. We would like to express our
sincere appreciation for all those who were involved in its implementation.
SSP is designed to be beneficial for science and technology in Asia. At the same time, we realize that it isalso a multifaceted program that provides substantial contribution to the internationalization of Japan. We
hope to build on our past experiences as we continue to improve the program with your support.

02｜SAKURA Science High School Program Activity ReportMessage to the Students from Dr. Toshihide Maskawa
Director General, Kobayashi-Maskawa Institute for the Origin of Particles andToshihide Maskawa

The SAKURA Science High School Program is in its fourth year as of 2017. Dr. Toshihide Maskawa(2008 Nobel Laureate in Physics; Director General, Kobayashi-Maskawa Institute for the Origin ofParticles and the Universe, Nagoya University) has supported us from the very beginning by hosting
special classes and other activities. This is a message from Dr. Maskawa to the high school students
who participate in this program.
**********The Asian high school students who visit Japan through the SAKURA Science Program have undergone
through a strict selection process, and my impression is that they are all extremely sharp andaccomplished. I myself did not have the best grades when I was younger. I remember one incident in
middle school, where I mispronounced the English word “money” as “mo-neh” (Japanese slang for “nomore”). The entire class laughed at me, and English became my least favorite subject from then on.
I later put everything into studying for university entrance examinations, as I wanted to researchelementary particles theory with Dr. Shoichi Sakata at Nagoya University. I figured that even if Iscored zero on the English exam, things would work out if I compensated for it with excellence inscience and mathematics. So I gave up on English but somehow managed to be accepted into theuniversity. I continued to struggle with English throughout my life but have been helped by myprofessors and friends in situations where English would be needed.
In Japanese, the origin for the word “study” comes from “forcing yourself to do something that you
are hesitant to do.” On the other hand, the English word study comes from the Latin term studium,
meaning “passion, enthusiasm.” I believe that studying is essentially something you should do withenthusiasm. I was entirely devoted to mathematics and physics, and I tried to pursue anything thatcaught my attention. It is extremely important to pursue something with passion.
I also love discussions, because by throwing out your own theory, you may be able to correct yourown way of thinking. My mentor, Dr. Shoichi Sakata, also encouraged his students to take an active
part in discussions. I still have the words of Dr. Sakata up on the wall of my laboratory:Those who lend their ears are brightThose who believe prejudice are dim
Here is the meaning:(Those who listen to the opinions of others are wise
Those who only believe in prejudiced opinions are ignorant)
I strongly would like high school students to mingle with other people who have different opinions,but hold your own opinions and decide what to do in the future.

SAKURA Science High School Program Activity Report｜03

Message to the Students fromDr. Toshihide Maskawa

the Universe, Nagoya University

Outline of the SAKURA Science High School
Program 2016
Outline of the SAKURA Science
High School Program 2016

Sakura Science High School Program
started in 2014 as one of the programsin Sakura Exchange Program in Science,and the year 2016 was the 3rd year forthe program.
In the fiscal year of 2016, the SAKURA
Science High School Program invited
1,176 highly talented high school
students from 34 countries and regions
belonging to Asia and Pacific island
countries.
The students came to Japan in eightgroups and participated in a diverse setof programs over seven days and six
nights, including special classes run byleading Japanese scientists (including
Nobel laureates), visits to prominent
universities and research institutions,mingling with Japanese high school
students, and Japanese cultural learning
experiences.
Participatedhighschoolstudents
renewed their impressions about Japanafter experiencing Japanese science andtechnology and culture, and went backto their home countries. Every year,
many students who participated Sakura
Program came back to Japan as a student
or researcher etc., and its number isincreasing.

<The Number of Participants by country and region>(Unit:person)
Area

East
Asia

SouthEast
Asia

SouthWestAsia

Hopefully, Sakura participants devote
themselves into study and researchmore and become the science leaders ofAsia in the future.
CentralAsia

Number of Participants by area
60

48

(Unit:person)

429

282

Pacific
Islands357■ East Asia
■ South-West Asia
■ South-East Asia

■ Central Asia
■ Pacific Islands

04｜SAKURA Science High School Program Activity ReportCountry or Region

Students

Supervisors

Total

China

279

56

335

Republic of Korea

40

7

47

Mongolia

10

2

12

Taiwan30

535

Cambodia

10

2

12

Indonesia

50

10

60

Laos

10

2

12

Malaysia

30

6

36

Myanmar30

636

Philippines

20

3

23

Singapore

11

2

13

Thailand

40

8

48

East Timor

5

1

6

Viet Nam

30

6

36

Bangladesh

20

4

24

Bhutan

5

1

6

India

224

37

261

Maldives

5

1

6

Nepal

10

2

12

Pakistan

20

4

24

Sri Lanka

20

4

24

Kazakhstan

10

2

12

Kyrgyzstan

10

2

12

Tajikistan

10

2

12

Turkmenistan

10

2

12

Uzbekistan

10

2

12

Fiji

5

1

6

Marshall Islands

5

1

6

Micronesia

5

1

6

Palau

5

1

6

Papua New Guinea

5

1

6

Samoa

5

1

6

Solomon Islands

5

1

6

Tonga

5

1

6

Total :

989

187

1,176

Words of Encouragement to the Asian Students from Mr. Hase,
Minister of Education, Culture, Sports, Science and Technology
On the afternoon of Friday, April 15, 2016, 11 high school students (*) from 4 Asian countries in Group
1 of SAKURA Science High School Program 2016, and 4 supervisors made a courtesy visit to Mr. Hiroshi(*11 students: 2 from Cambodia, 4 from India, 2 from Laos, 3 from Vietnam)
Each of the visiting students and supervisors stated their impressions of the program to Minister Hase,
including those regarding their visits to the universities and research institutions, as well as comments
concerning their participation in Nobel Laureate Dr. Hideki Shirakawa’ s experiment class.
Minister Hase responded, “I think programs like the
SAKURA Science High School Program, which allow
youth to experience the science, technology, andculture of other countries, are highly valuable.
Learning more about other countries can help
increase the motivation to improve yourself and will
provide an opportunity to strengthen pride in yourhome country as well.”After taking commemorative photographs, Minister
Hase warmly shook hands with each of the students
and gave passionate words of encouragement.

Minister Hase receiving a bouquet from an Indian student

SAKURA Science High School Program Activity Report｜05

Visit to Minister Hase

Hase, the Minister of Education, Culture, Sports, Science and Technology.

Group 1
Activity Report

India ..................... 90 people (incl. 15 SV)
Cambodia ........... 12 people (incl. 2 SV)
Laos ...................... 12 people (incl. 2 SV)
Vietnam .............. 36 people (incl. 6 SV)
Total .................... 150 people (incl. 25 SV)(SV: Supervisor)

Schedule

Activity Report

April 10 (Sun.)

Arrive in Japan
Orientation (India, Laos)

April 11 (Mon.)

Orientation (Cambodia, Vietnam)
Visit Japan Agency for Marine-Earth Science and Technology at Yokosuka HQVisit Kamakura

April 12 (Tues.)

Visit Tamagawa Academy Upper Secondary Division; meet with Dr. Toshihide Maskawa

April 13 (Wed.)

Visit Universities
Team A: Visit Tokyo University of Science; experiment class with Mr. Yoshiharu YamadaTeam B: Visit Shibaura Institute of Technology; experiment class with Dr. Hideki Shirakawa

April 14 (Thur.)

Visit National Museum of Emerging Science and Innovation
Visit Edo-Tokyo Museum

April 15 (Fri.)

Visit Universities (Team A: University of Tokyo; Team B: Keio University)
Visit Mr. Hiroshi Hase, Minister of Education, Culture, Sports, Science and Technology (11students only)
Closing ceremony and farewell party

April 16 (Sat.)

Leave Japan

Activity Report
April 12 (Tues.) Visit Tamagawa Academy Upper Secondary Division; meet with Nobel
laureate Dr. Toshihide MaskawaGroup 1 members visited Tamagawa Academy Upper Secondary
Division, a designated Super Global High School (SGH) andSuper Science High School (SSH), and interacted with its
students.
Eight booths set up in the gym introduced Japanese culture
through activities such as origami paper folding, calligraphy,
manga comics, and traditional toys of Japan. Origami wasparticularly popular, and many students sat in a circle in thegym, exclaiming in delight as a paper crane was completed.
In the afternoon, students met with Nobel laureate Dr. Toshihide
Maskawa. Dr. Maskawa passionately stated, “It is important tohave yearning and aspiration when you are young. I hope you
will embark on a fearless life journey to this end.”

Students discussing with Dr. Maskawa

06｜SAKURA Science High School Program Activity Report

Indian and Japanese students playing with hand-made cards

In addition, he encouraged the students by giving
them tips on problem-solving methods. “When you
face a setback, determine whether you are at the
point where you are able to resolve it. If you are not,analyze the problem, identify what skills arenecessary to solve it, and step back from it for awhile. Then when you gain the skills to solve it, youwill remember the issue immediately and resolve it.
This method helped me during my own research.”

April 13 (Wed.) Visit Tokyo University of Science; experiment class with Mr. Yoshiharu Yamada
The 78 students of Group 1 visited Tokyo University of Science (Kagurazaka Campus). After viewing a video that
introduces the university, they then toured the Math Exploratorium on campus. The students, true to their interest inscience, seemed fascinated by the various apparatus that visualized mathematical theories. They asked the instructor
many questions and were immersed in the world of mathematics.
In the afternoon, the students enjoyed an experiment class at the university lecture hall. The instructor for the class,titled “Science is exciting!” was Mr. Yoshiharu Yamada of Osaka Municipal Ikuno Technical High School. Using everyday
objects like plastic straws, plastic cups, and toothpicks, the students worked on seven different experiments. They spentan enriching time with mysterious and engaging experiments, like spraying boiled water on their hands and noticing how
cold it felt, as well as using the CCD camera on a smartphone to view infrared light through cola.

April 13 (Wed.) Visit Shibaura Institute of Technology; experiment class with Dr. Hideki Shirakawa
Team B visited the Shibaura Institute of Technology and learned about theuniversity and its international program from Prof. Tachibana at the Center for
Promotion of Educational Innovation. He also explained that the researchbuilding, which was a symbolic structure on the Toyosu campus, was shaped
like a gate to symbolize the institution as a “gateway to your future dreams.”

April 15 (Fri.) Visit University of Tokyo (Team A), Keio University (Team B)
Team A visited the Institute of Industrial Science (IIS) at the University ofTokyo. After a lecture regarding IIS, the students visited three laboratories.
The first was the shared laboratory, where the students observed virtual
experiments using driving simulators, a new single-rider vehicle, and thedevelopment of personal mobility vehicles (PMV).
Next, they visited the Social Big Data ICT Collaborative Research Center,
where they explored how big data could be analyzed in real time as they are
uploaded en masse onto SNS and other services, using actual submissions ofTweets from the Great East Japan Earthquake as an example.
Visiting a laboratory at IIS
The last place they visited was a “laser sintering” research facility. The students
were introduced to cutting-edge technology that uses adhesion to materialize
the shape of an item based on three-dimensional data, allowing more efficient production of detailed and complex
prototypes, including artificial legs for the disabled.

On the same day, Team B visited Keiko University Yagami Campus. After listening to an explanation regarding theFaculty of Science and Engineering and international programs, they toured campus facilities such as research offices,laboratories, and media center. They also mingled with international students who were currently enrolled at theuniversity.

Participant Impressions
Mr. David Eang (Cambodia)
As we visited various places in Japan and had newexperiences, I realized that Japan has not only cuttingedge science and technology, but also a long history
and rich culture. I was fortunate to visit Japan.

Mr. Manghat Spinath Nair (India)
We received a warm welcome in Japan that reminded
me of a saying in my country: “Welcome guests likegods.” With the supports from the people who worked
in and behind the program, we had a wonderful stayin Japan. I would like to boast about my experiencesin Japan to everyone back home.

Ms. Thipphaphone (Laos)
Through our meeting with Dr. Hideki Shirakawa and
Director Mamoru Mohri of the National Museum of
Emerging Science and Innovation, I learned that it isimportant to “have confidence and never give up in
the face of adversity to accomplish our dreams.”

Ms. Hoang Huong Thao (Vietnam)
While participating in the High School Program, welearned the importance of not only cutting-edge
science, but also teamwork. This weeklong trip helped
broaden our perspectives. My experience in Japan will
be a memory I would never forget.

SAKURA Science High School Program Activity Report｜07

Activity Report

In the afternoon, the students participated in an experiment class taught by
Dr. Hideki Shirakawa (Nobel Prize in Chemistry in 2000). The experiment
would be deemed a success if the students were able to conduct electricity by
manipulating the experimental material and make the material light up.
Exclaims of delight were heard as one team after another successfullycompleted the experiment.

India ..................... 35 people (incl. 5 SV)
Indonesia ............ 60 people (incl. 10 SV)
Philippines .......... 23 people (incl. 3 SV)
Bangladesh ........ 24 people (incl. 4 SV)
Total .................... 142 people (incl. 22 SV)

Group 2
Activity Report(SV: Supervisor)

Schedule

Activity Report

April 17 (Sun.)

Arrive in Japan, Orientation

April 18 (Mon.)

Visit JAMSTEC Yokosuka HQVisit Kamakura

April 19 (Tues.)

Visit Embassy of India in Japan (limited to people from India)
Visit Universities
Team A: Visit Tokyo University of Science; lecture by Dr. Jin Akiyama
Team B: Visit Shibaura Institute of Technology; experiment class with Dr. Hideki Shirakawa

April 20 (Wed.)

Visit National Museum of Emerging Science and Innovation, Kitasato Institute, Kitasato University(meeting with Dr. Satoshi Omura)

April 21 (Thur.)

Visit Shibuya Junior & Senior High School

April 22 (Fri.)

Visit Universities (Team A: University of Tokyo: Team B: Keio University)
Closing ceremony and farewell party

April 23 (Sat.)

Leave Japan

Activity Report
April 19 (Tues.) Mathematics magic show by Dr. Jin Akiyama of the Tokyo University of Science
The 71 students of Team A visited the Tokyo University of Science. After visiting
the Math Exploratorium and Museum of Science, they participated in amathematics class with Dr. Jin Akiyama in the afternoon. Dr. Akiyama welcomed
the students in his usual style, with his long hair wrapped in a bandana. He
quoted the English poet William Blake: “The cistern contains; the fountainoverflows,” encouraging the students to not only retain knowledge, but also
display creativity.
The students experienced the world of topology in an activity where they usedthin paper tape to create shapes by combining squares and hearts. They
enjoyed 15 demonstrations, including a number-guessing quiz using binaries,
while learning about the theories and logic of mathematics. It was a three-hour
mathematics magic spectacle.

April 20 (Wed.) Visit Kitasato Institute and Kitasato University, meeting with Dr. Satoshi
Omura, Professor Emeritus (Nobel Prize in Physiology or Medicine in 2015)
On April 20, Team A visited the Kitasato
Institute and Kitasato University in Minato
Ward, Tokyo. At Kitasato University, thestudents visited facilities such as theLaboratory of Bioorganic Chemistry andGraduate School of Infection Control
Sciences, and listened to Dr. Toshiaki
Sunazuka describe his research. The
Sunazuka group is conducting research on
the use of natural chemical substances
produced by microorganisms, in active
collaboration with other universities andListening to the explanation at a laboratory

08｜SAKURA Science High School Program Activity Report

In front of the Statue of Commemorating
Onchocerciasis

companies. He described the activities of their research group, pointing to
educational opportunities in the future.
After the campus tour, it was finally time for the students to meet with Nobel
laureate Prof. Satoshi Omura. Dr. Omura explained, “This is the very place
where Ivermectin, the remedy for Onchocerciasis (river blindness), was born.”
He received enthusiastic applause from the people when he concluded bysaying, “This medicine is extremely potent for Strongyloidiasis as well, which
is prevalent in East Asia.” The visit to Kitasato University ended with acommemorative photograph with Dr. Omura.

Dr. Omura delivering a lecture to the students

April 21 (Thur.) Meeting with students of Shibuya Kyoiku Gakuen Senior High School
On April 21, Group 2 visited Shibuya
kyoiku Gakuen Senior High School in
Shibuya Ward, Tokyo. They participatedin a campus tour upon arriving and being
divided into small groups. They visitedclassrooms where classes were being
held as normal, and were able to observe
how Japanese high school students
studied mathematics and chemistry.
The students observed a math class

Every group held up a good fight in thenewspaper tower contest

Activity Report

One of the students from Indonesia
attended a math class, and tried to solve
a question written on the blackboard
together with Japanese students. A
Bangladeshi student jointed a chemistryclass said, “We usually learn from the
textbook, but here, students can learn
from experiments. That’ s really great.”
The students then gathered in the
gymnasium to participate in a “newspaper
tower contest.” Each group was given 10
pieces of newspaper, and the group thatcreated the highest tower was the winner(glue, tape, and scissors were banned).

Each group first started to discuss whatkind of tower they were going to build.
Some students drew their idea on a piece of paper to explain to their team members. Even if the tower was going to beso high, it could be bent if its structure wasn’ t strong enough.
Time past so quickly. The winning group created a tower that was 392 centimeters high, while the lowest was only six
centimeters. (The lowest one seemed to be collapsed in the middle of building time.)
The session ended with a commemorative group photograph, and the participants left the high school with reluctant
goodbyes.

Participant Impressions
Ms. Zufa Iqbal (India)
During our stay in Japan, we were able to meet withprominent scientists and researchers from universities
and research institutions. I learned from them that it
is important to make persistent effort and continue todevote ourselves to our individual subjects.

Mr. Alif Muhammmad Sudarmanto (Indonesia)
We learned that after Edo was built by an individual
Shogun, the city later developed to become themodern and technologically advanced city of today,
despite significant losses in a massive earthquake andair strikes. I understood that cutting-edge science andtechnology can grow even from nothing.

Ms. Jarin Anan Ridika (Bangladesh)
Through visiting different places in the program, I
learned the importance of “creativity.” Even whenlooking at a traffic signal, I felt that various things canbe invented as long as there is creativity, which would
then lead to the development of science andtechnology.

Ms. Pueblos Luchin Valrian (Philippines)
The best memory from this trip was that I was able tobecome friends with high school students from othercountries. Our bond became stronger as we laughed,learned, and were inspired by the same experiences.
These memories will live in my heart forever.

SAKURA Science High School Program Activity Report｜09

India ..................... 34 people (incl. 5 SV)
Malaysia .............. 36 people (incl. 6 SV)
Myanmar ............. 36 people (incl. 6 SV)
Taiwan ................ 35 people (incl. 5 SV)
Total .................... 141 people (incl. 22 SV)

Group 3
Activity Report(SV: Supervisor)

Schedule

Activity Report

May 8 (Sun.)

Arrive in Japan, Orientation

May 9 (Mon.)

Visit Japan Agency for Marine-Earth Science and Technology (JAMSTEC) at Yokosuka HQVisit National Museum of Emerging Science and Innovation

May 10 (Tues.)

Visit Chiba Prefecture Kashiwa High School
Visit University of Tokyo (meet with Professor Takaaki Kajita)

May 11 (Wed.)

Team A: Visit Tokyo University of Science; lecture by Dr. Jin Akiyama
Team B: Visit Shibaura Institute of Technology; experiment class with Dr. Hideki Shirakawa

May 12 (Thur.)

Visit Sony ExploraScience
Visit Kamakura

May 13 (Fri.)

Visit Universities (Team A: Tokyo Institute of Technology; Team B: Keio University)
Closing ceremony and farewell party

May 14 (Sat.)

Leave Japan

Activity Report
May 9 (Mon.) Visit the Japan Agency for Marine-Earth Science and Technology (JAMSTEC)
The students of Group 3, who had just arrived in Japan the day before, visited theJapan Agency for Marine-Earth Science and Technology (JAMSTEC) at its Yokosuka
headquarters in Yokosuka City, Kanagawa Pref. After being introduced to the facilities
within the headquarters, they participated in a tour of the facilities.

In front of the “Shinkai 6500” at themaintenance room

The water pressure experiment using
an instant noodle cup

The Marine Science Museum featured the Manned Research Submersible “Shinkai
6500,” which can dive 6500 meters down the ocean depths. A full-scale model was
displayed in the exhibit room. It was possible to go into the cockpit, so the students
went in one by one, and took photos pretending to be the pilots. Models of marine
life could be seen from the cockpit window, so the students could experience thesimulation of an actual deep-sea investigation.
At the hyperbaric chamber building, the group viewed an apparatus that could
simulate the water pressure in the deep sea. The apparatus could simulate waterpressure of an environment of up to 15,600 meters deep. It is used for pressure
tests of investigative equipment and material. The staff also used instant noodle
cups for a demonstration of what the water pressure environment in the deep sea islike, and students saw that a regular-sized container shrinks down to the size of asmall sake cup under pressure at 1,000 meters deep. Every student seemedfascinated at being able to see something that they only knew about through books.

May 10 (Tues.) Visit Chiba Prefecture Kashiwa High School and meet with Japanese students
Kashiwa High School is a designated Super Science High School (SSH), which has ascience and mathematics track that provides specialized education on science andmathematics. On this day, the students from Asia were welcomed with applause by
the Japanese students, and they then viewed a video on annual school events,
including the culture festival and sports day.
After the viewing, the students were divided into groups, and waited for theopportunity to interact with the Japanese students. Following introductions, they
enjoyed a variety of games that were prepared by the Kashiwa students themselves,
including playing cards, origami, musical chairs, and kendama (cup-and-ball game).
While the students initially seemed hesitant to approach each other, the room
eventually filled with exclaims of delight, and the students enjoyed their international

10｜SAKURA Science High School Program Activity Report

The students made paper airplanes andcompeted for distance.

exchange. Some Japanese students shared the home-made lunches during lunchtime. Although it was a short visit, thestudents from Asia were able to have a taste of the high school experience in Japan.

May 10 (Tues.) Nobel laureate Dr. Takaaki Kajita introduces the Institute for Cosmic Ray
Research at the University of Tokyo
On this day, the Asian students visited the Institute for Cosmic Ray Research(ICRR) at the Kashiwa campus, University of Tokyo. The Director of thecenter is Dr. Takaaki Kajita, who was awarded the Nobel Prize in Physics in2015. Dr. Kajita was able to meet the students despite his completely
packed schedule, and the students waited for his arrival with anticipation.
“Hello everyone!” The students stirred as Dr. Kajita breezily entered theroom. He promptly began introducing the ICRR. He provided an overview of
the research center, explaining, “The Institute for Cosmic Ray Research islocated here on the Kashiwa campus, but there are four observation facilities
and bases respectively within and beyond Japan, including the SuperKamiokande. We are conducting observations and research on cosmic raysfrom various angles.”Time flew by as students actively asked questions, such as “How will cosmic
ray research help our daily life?” and “What is the speed of the neutrinos?”

Dr. Kajita taking a commemorative
photograph with the students

May 13 (Fri.) Visit Tokyo Institute of Technology Ookayama Campus
At the Tokyo Institute of Technology, the students were first introduced to the university andits international programs, and then went on a tour of the campus. A particularly notablefacility was the Environmental Energy Innovation Building (EEI), where cutting-edge researchin environmental energy technology is being conducted. Their energy derives from the 4570
solar panels installed on the building, which allows the building to be nearly entirely selfsufficient from electricity, decreasing carbon dioxide
emissions by 60% and alleviating the cause of global
warming. The students seemed overwhelmed by theworld-class exterior of the environmentally friendly
building.

The students listen intently to the university’ s
introduction

After learning about the ecosystem and fuel cells,
and touring the research facilities for solar power
technology and other advanced technology, theIn front of the EEI building
covered in solar panels
students passionately asked questions as they
imagined how they would apply what they saw intheir home countries. During the lunch mixer withcurrent international students, the high school students were able to learn
about campus life and the cultures of different countries.

Participant Impressions
Ms. Mondal Rimi (India)
Thanks to the SAKURA Science Program, I was able tohave an unforgettable experience. It was wonderful tomeet with prominent scientists to learn about theirresearch, and experience the city of Tokyo.

Mr. Muhammad Nabhan Bin Kamrarudzman(Malaysia)
I felt honoured and grateful to be in Japan. I believethat I can apply the experiences and knowledge that
we gained in Japan to my own studies, and hope I will
be able to contribute to the development of Asia in the
future.

Ms. Phoo Pwint Khaing (Myanmar)
How could I possibly express my happiness of being
able to participate in this program? I am from a small
village in Myanmar, and Japan was a place that I could
only experience through anime and movies. After
visiting the country in person, I found it to be evenmore amazing than I had imagined.

Ms. Lee Nien-en (Taiwan)
Dr. Jin Akiyama of the Tokyo University of Sciencelooked somewhat like Einstein, and his class was
unique. He taught us that mathematics can be foundeverywhere in our daily lives, and his passion towards
the subject was tangible.

SAKURA Science High School Program Activity Report｜11

Activity Report

After the ICRR, the students were introduced to the Atmosphere and Ocean Research Institute at the University ofTokyo. With Professor Hiroyasu Hasumi acting as facilitator, three project researchers from each of the “Dynamic Marine
Meteorology,” “Behavior, Ecology and Observation Systems,” and “Marine Microbiology” groups presented their researchwith slides. The presentations were visually compelling, perhaps because all of their researches were based on fieldstudy, and the students seemed to be highly interested. They asked many questions, and spent an enriching time.

China ................... 96 people (incl. 16 SV)Thailand .............. 48 people (incl. 8 SV)
Bhutan ................. 6 people (incl. 1 SV)
Maldives ............. 6 people (incl. 1 SV)
Total .................... 156 people (incl. 26 SV)

Group 4
Activity Report(SV: Supervisor)

Schedule

Activity Report

July 3 (Sun.)

Arrive in Japan, Orientation

July 4 (Mon.)

Visit Japan Agency for Marine-Earth Science and Technology (JAMSTEC) at Yokosuka HQVisit Kamakura

July 5 (Tues.)

Visit Universities
Team A: Visit Tokyo University of Science; mathematics class with Dr. Jin Akiyama
Team B: Visit Shibaura Institute of Technology; experiment class with Dr. Hideki Shirakawa

July 6 (Wed.)

Visit Nagoya University (discussion with Dr. Toshihide Maskawa)
Meet and experience Japanese culture with students of the Affiliated Upper Secondary School,
Nagoya University

July 7 (Thur.)

Visit National Museum of Emerging Science and Innovation (discussion with Chief Executive
Director Mamoru Mohri)
Visit Edo-Tokyo Museum and Akihabara

July 8 (Fri.)

Visit Universities (Team A: Tokyo Institute of Technology; Team B: Waseda University)
Tour of Tokyo city (including the Imperial Palace)
Closing ceremony and farewell party

July 9 (Sat.)

Leave Japan

Activity Report
July 5 (Tues.) Visit Tokyo University of Science Kagurazaka Campus
The students in Group 4 were divided into two teams, and the teams
respectively visited the Tokyo University of Science Kagurazaka
Campus and the Shibaura Institute of Technology Toyosu Campus.
The group that visited the Tokyo University of Science first received awelcome by specially appointed Professor Tamotsu Shinotsuka of theCenter for Promotion Internationalization. Professor Shinotsuka
encouraged the selected students with these words: “It is a very
special opportunity to be able to participate in a program like this. I
hope that your experience during the program will be enriching foryou.”

Prof. Shinotsuka receiving a souvenir from the Maldives

July 5 (Tues.) Math Spectacle Show with Professor Jin Akiyama
In the afternoon, Team A, which visited the Tokyo University of Science, took part in
the Math Spectacle Show led by Professor Jin Akiyama. When Prof. Akiyama arrived,
he attracted the attention of the students from the very beginning.
Prof. Akiyama first showed a magic trick in which he created a heart shape with red
and pink pieces of paper. While the demonstration seemed easy, many students
struggled to reproduce the same results, and those who successfully created theshape proudly showed it to their friends.
Next, Prof. Akiyama demonstrated how aProf. Akiyama demonstrating magic tricks
trigonal pyramid could be cut by scissors,
made into a plane, and connected them like a
jigsaw puzzle. He also demonstrated reverse-transformation solids, showing how atruncated octahedron with a drawing of a pig could be rotated to flip the surface
inside out and transform it into a rectangular parallelepiped to look like a piece ofham.

A Chinese student was delighted to makea heart shape

Prof. Akiyama also led a game where students would guess a number based on logic,
demonstrated his patented drill that creates triangular and square holes, and explained
how triangle tires could run smoothly. The participants left the show with lingering
excitement over a math class that was worlds-apart from what they were used to.

12｜SAKURA Science High School Program Activity Report

July 5 (Tues.) Visit Shibaura Institute of Technology Toyosu Campus
Seventy-two students of Group B visited the Toyosu Campus, Shibaura Institute ofTechnology on this day.
In the brand-new school building that was constructed in 2006, walls of the corridor
side are made with glass, so the class activity at each classroom could be seen from
corridors. Asian high school students sat foot in the school building that is full of
design characteristics and felt the atmosphere of the class immediately, and theylooked tense, but excited.
At first there was orientation by Specially-Appointed Professor Tachibana of the
Education Innovation Promotion Center. and he explained the general information of
At a laboratory, listening to thethe university. All high school students listened to the explanation attentively andexplanations
seriously while taking a memo. At the questions and answers session, manyquestions were asked, such as about entrance examinations for foreign students, tuition fees, and scholarships etc. It
seemed the Asian high school students’ interests in studying abroad are very high.
After the orientation, the students were divided into small groups, and went for the campus tour. They observed thelaboratories in the campus etc., and looked having fun chatting with the guide student.
During the lunchtime, the Asian students had an opportunity to hear a voice from foreign students about campus life,
and it seemed to be a good chance for Indian and Chinese students to make a vision in their future clearer by exchanging
information with the students who are from the same country.

July 6 (Wed.) Visit Nagoya University, discussion with Nobel laureate
Professor Toshihide Maskawa

When asked “Why did you decide to study elementary particle physics?” Prof. Maskawa
responded, “I became interested when I read an article on elementary particle physics byNagoya University Professor Shoichi Sakata. My father was opposed to my desire of going touniversity but allowed me one chance to take the entrance exams. I studied desperately andwas accepted into Nagoya University, where I began
doing research at Prof. Sakata’ s laboratory.” In
Prof. Maskawa
addition, he explained that he had the idea of the
responding to questions
Kobayashi-Maskawa matrix, which parameterize six
types of quarks, when he was about to get out of his bathtub. His explanations
were in terms understandable to high school students.
Prof. Maskawa, Vice President Kunieda, students
from each of the four countries, and Japan

Prof. Maskawa responded thoughtfully to all the questions by the students,
representing four countries, and he ended the discussion with a message ofencouragement to all participants.

Participant Impressions
Ms. Tshering Yangzom (Bhutan)
Abraham Lincoln once said, “The best thing about the
future is that it only comes one day at a time.” Every
day that I spent in Japan, a country that I had only
seen on world maps, passed like a dream. Even
looking at the architecture in the city, I was surprisedwith how advanced science and technology was
becoming in places beyond my field of vision. I would
like to be an engineer in the future, so it was afascinating experience.

Ms. HAN, YUEQI (China)
During the experiment class with Nobel laureate Dr.
Hideki Shirakawa, I was unable to make the organic EL
device emit light. However, I learned through my
failures and realized that mistakes are truly the key tosuccess. The world is full of halfway efforts, but we needto have the will to learn from anything. As we implement
ideas, I think we should solve problems one by one,toward the goal of making the world a better place.

Mr. Ameen Ahmed (Maldives)
From the first day I arrived in Japan, I had felt thatthe upcoming days would be full of hope. In reality,
the days were happier than I had even imagined. The
things I saw and heard aroused my curiosity andbroadened my perspectives. I also made friends fromother countries through the interactions with Japanesehigh school students experienced Japanese lifestyle. I
am confident that visiting Japan is something you
should experience at least once in life.

Ms. Thawirat Wongsut (Thailand)
We learned about science, mathematics, technology,
and Japanese culture during our stay in Japan. I
thought this program is not only effective for learning
about science and technology, but also for gaining
knowledge of and experience with Japanese culture. I
was also able to make friends from other countries. I
thank everyone involved, as well as my friends. You
will all continue to live in my heart forever.

SAKURA Science High School Program Activity Report｜13

Activity Report

On this day, the students left the hotel early in the morning to take the bullet train to Nagoya.
At Nagoya University, they participated in a discussion with Dr. Toshihide Maskawa (2008 Nobel
Prize in Physics, Director General of the Kobayashi-Maskawa Institute for the Origin of Particles
and the Universe). Vice President Hideyo Kunieda was kind enough to participate as a moderator,and he began the discussion as a conversation between himself and Professor Maskawa.

China ................... 59 people (incl. 10 SV))
Singapore ........... 13 people (incl. 2 SV)
Nepal ................... 12 people (incl. 2 SV)
Sri Lanka ............. 12 people (incl. 2 SV)
Total .................... 96 people (incl. 16 SV)

Group 5
Activity Report(SV: Supervisor)

Schedule

Activity Report

July 10 (Sun.)

Arrive in Japan, Orientation

July 11 (Mon.)

Visit Japan Agency for Marine-Earth Science and Technology (JAMSTEC) at Yokosuka HQVisit Kamakura

July 12 (Tues.)

Visit Tokyo Metropolitan Koishikawa Secondary Education School
Visit Edo-Tokyo Museum and Asakusa

July 13 (Wed.)

Visit Universities
Team A: Visit Tokyo University of Science; lecture by Dr. Jin Akiyama
Team B: Visit Shibaura Institute of Technology; experiment class with Dr. Hideki Shirakawa

July 14 (Thur.)

Visit National Museum of Emerging Science and Innovation (lecture by Chief Executive Director
Mamoru Mohri, Dr. Ryoji Noyori)
Visit the Embassy of Nepal in Tokyo (limited to Nepal group)

July 15 (Fri.)

Visit University: University of Tokyo Komaba campus
Closing ceremony and farewell party (BumB main arena)

July 16 (Sat.)

Leave Japan

Activity Report
July 12 International science exchange at Koishikawa Secondary Education School
On this day, the students of Group 5 visited Tokyo Metropolitan Koishikawa
Secondary Education School, a joint junior and senior high school thatemphasizes science and mathematics education and has been selected as a
SSH (Super Science High School). All 160 students from the fifth grade
welcomed the visiting Asian students and took the initiative to make their own
committee and prepared for the event.
The program began with a welcome ceremony. The school principal Toshio
Naramoto and the student representatives and moderators spoke in very fluent
English, demonstrating the focus of the school on international exchange. The
students of Koishikawa School actively mingled with the visiting students during
the socializing time after the ceremony and enjoyed their conversations.

Students working on a chemistry experimentwith full concentration

This was followed by a science experiment class and mathematics class. The
students were divided into eight groups: physics, chemistry 1 and 2, biology,
geology, and mathematics 1, 2, and 3. They participated in theexperiments and classes with the Japanese students.
In chemistry class, the students conducted an organic chemistry
experiment to “scientifically research color” and “create a poultice
and indicator.” Each class proceeded in unique ways, with the geology
class simulating “liquefaction” in earthquakes, and the physics classconducting experiments on “Air column resonance.” The mathematics
class solved equations and approached geometry questions usingorigami paper.

Students tackled purple dyes in the “science of color”
experiment

All classes had meaningful and fun activities, and it was apparent thatthe instructors put in much effort and time in selecting the topics andmaking preparations for the program. Many Japanese students in theclass interpreted the experiment methods for the visiting students
and worked collaboratively with them. It was an enriching day ofinternational science exchange.

14｜SAKURA Science High School Program Activity Report

July 14 (Thur.) Special class with Nobel laureate Prof. Ryoji Noyori
The students in Group 5 went to the National Museum of Emerging
Science and Innovation on July 14 (Thur.) to attend a special classwith Dr. Ryoji Noyori, Novel laureate in Chemistry in 2001, andDistinguished Professor at Nagoya University. Dr. Noyori reflected on
his upbringing during the war, mentioning the air strikes that hit his
hometown, the city of Kobe. He grew up in the dark post-war era, butwhen the news of Dr. Hideki Yukawa being awarded the Nobel Prizecame in 1949, things suddenly looked much brighter. This was what
inspired Dr. Noyori to dream of becoming a scientist.
Dr. Noyori also explained “catalytic asymmetric synthesis,” theresearch that led to the Nobel Prize. The science-loving students fromall over Asia listened intently, not hiding their enthusiasm for Dr.
Noyori’ s passionate presentation.

Dr. Noyori giving a talk to the students from Asia

Dr. Noyori’ s research resulted in the asymmetric catalyst called “BINAP,” which is used in the production of various
chemicals, drugs, and perfumes today. Dr. Noyori repeatedly encouraged the attending students that “the times arealways changing” and that “we must use the power of science to protect the environment, but you are the ones who areleaders of the next era!” Environmental issues such as flooding due to rising sea levels are becoming serious problems
among Asian nations. The students from Asia, who have the potential to make great contributions to the developmentof their home countries, wore serious expressions as they considered this message from Dr. Noyori.

The ten students and two supervisors in Group 5 from Nepal headed
to the Nepal Embassy Japan (Meguro, Tokyo) on July 14, the fifth dayof the program. The Embassy sat in a quiet residential neighborhoodof Meguro. As the Embassy building itself looked like a normal house,
it almost seemed as if the students were visiting a friend as they werewelcomed by Counselor Gahendra Rajbhandari.
Counselor Rajbhandari encouraged the students to learn much inJapan during their remaining few days of the program and to fully
enjoy the country before going home. He was also kind enough topromise the embassy’ s support of the SAKURA Exchange Program in
Science itself.

Students listening to Counselor Rajbhandari

Participant Impressions
Ms. Cheng Kejia (China)
My impression of Japan has always been that it isclean, orderly, and beautiful, with advanced
technology. After coming here in person, I found allthat to be true. China, my home country, is a nationthat is seeing rapid progress and growth toward abetter future like Japan. We learned many things inJapan on this trip, but we must continue to learn,because our generation has the responsibility to makenot only our home countries, but the world, a better
place.

Mr. Gabriel Ng Chun Yi (Singapore)
When we landed at the Japanese airport, I was initiallysurprised at how spotless it was, then thought it was
only clean because it was an airport. However, when I
saw that there was no trash anywhere in the city, noteven bird droppings, I thought that even the birds ofthis country must be intent on maintaining cleanliness.
One thing I learned in Japan is the idiom, “It is an ill birdthat fouls its own nest.”
Speaking about Japanese food, I thought Onigiri or
riceball is so delicious. I enjoyed shopping at convenience
stores to buy various kinds of Japanese food.

Mr. Anantharajah HARISHANKAR (Sri Lanka)
My home country, Sri Lanka, is a developing country,
so when we saw the “Shinkai 6500” at JAMSTEC andASIMO at the National Museum of Emerging Scienceand Innovation, I was speechless with surprise and it
was the best experience. In addition to learning about
science, we were welcomed warmly at Koishikawa
Secondary Education High School and made manyfriends in the relaxed atmosphere. I am glad that I
was able to participate as a representative of mycountry, and I give my sincere gratitude for all those
who supported us.

Mr. Krishna Gopal Shrestha (Supervisor, Nepal)
In response to the earthquake that occurred in Nepal
in 2015, we received great assistance from Japan.
Japan supported us not only the aids in theinfrastructure and economy issues but also in theexchange program of high school students this time.
Attending SAKURA program, students will be able tothink more about the world. Moreover, I think thatthey can make more choice more freely than before
about future. I would like to express my sincere
gratitude to all those who concerned in SAKURA
program who gave us such opportunities.

SAKURA Science High School Program Activity Report｜15

Activity Report

July 14 (Thur.) Students from Nepal visiting the homelike Embassy of Nepal in Tokyo

Group 6
Activity Report

China ....................... 60 People (incl. 10 SV)
East Timor .............. 6 People (incl. 1 SV)Island countries* ... 48 People (incl. 8 SV)
Total ........................ 114 people (incl. 19 SV)*Fiji, Marshall Islands, Micronesia, Palau, Papua New Guinea, Samoa,
Solomon Islands, Tonga

(SV: Supervisor)

Schedule
July 17 (Sun.)
July 18 (Mon.)

July 19 (Tues.)
July 20 (Wed.)
July 21 (Thur.)
Activity Report

July 22 (Fri.)
July 23 (Sat.)

Arrive in Japan, Orientation (besides Fiji and Papua New Guinea)
Orientation (Fiji and Papua New Guinea)
Visit Sony ExploraScience
Visit Asakusa
Visit universities
Team A: Visit Tokyo University of Science Kagurazaka Campus; lecture by Dr. Jin Akiyama
Team B: Visit Shibaura Institute of Technology Toyosu Campus; experiment class with Dr. Hideki
Shirakawa
Visit Tokai University Takanawadai Senior High School; lecture by Professor Ryoji Noyori
Visit JAMSTEC Yokosuka HQ, National Museum of Emerging Science and Innovation, and EdoTokyo Museum
Visit Universities (Team A: Tokyo University of Marine Science and Technology, Team B: Universityof Tsukuba)
Closing ceremony and farewell party
Leave Japan

Activity Report
July 20 (Wed.) Overwhelmed by the dynamic performance of the brass band at Tokai
University Takanawadai Senior High School
The students of Group 6 visited Tokai University Takanawadai Senior HighSchool (Minato Ward, Tokyo), a SSH (Super Science High School), andinteracted with its students.
Upon arrival, the visiting students met with the 1,600 students of the juniorand senior high school in the gym. The school principal Mr. Tomomichi Katagiri
gave a welcome speech to the visiting students, who seemed somewhat
nervous with the attention from so many students.
Then the students at Tokai Univ. TakanawadaiHigh. began the performance. They are wellMaking music and dancing to the rhythm
known as one of the most famous student
brass bands in Japan. They performed a Finger 5 medley and Deep Purple medley forthis occasion. The students from Asia clapped or tapped along, enjoying the powerful
and upbeat music.
After the brass band performance, the “chopsticks tower design contest” started with
the Japanese students. Divided into small groups, the students competed to create thehighest tower using only chopsticks and rubber bands.

Creating a chopstick tower

Each group showed its uniqueness, with some discussing carefully with each other tomake a sturdy foundation and others focused on stacking the chopsticks to gain theheight. The teams worked and struggled together, spending some fun time with eachother. The students of different nationalities banded together toward a common goal.

July 22 (Fri.) Students from Pacific island countries visit
Tokyo University of Marine Science and Technology
The 54 students (including supervisors) from Pacific island countries visited theTokyo University of Marine Science and Technology Shinagawa campus.
Tokyo University of Marine Science and Technology is the only national university inJapan that conducts education in and research on marine science. After listening to
the explanation by Prof. Shuichi Satoh, Dean of the School of Marine Science, thestudents attended a lecture on the topic of “aquaculture and nutrition for fish.” The

16｜SAKURA Science High School Program Activity Report

The island country students are always
cheerful, even in the rain

students of island countries, raised numerous questions to Prof. Satoh, including,“What is the difference between fish in hatcheries and the wild?” and “Do
hatcheries for freshwater fish exist?”
Afterwards, the high school students enjoyed informal conversation with
university students. The university students had all participated in an
overseas internship through a program called the “Overseas explorationteam” and had advanced English skills that allowed for lively conversation
with the visiting high school students.
Next, the students visited the “Laboratory of Fish Nutrition.” Many kinds offish are kept here, and scientists research the nutrition necessary for their
growth and development, as well as aquaculture methods that produce lessexcretion and are environmentally friendly. The students closely observedfish such as rainbow trout, carp, and yellowtail swimming in the rows ofwater tanks, and they took many photos with their smartphones.

Informal conversation with university students

Participant Impressions
Ms. Zhang Yuji (China)

Ms. Raiwalui Adi Ruci Vasitai Roko (Fiji)
The SAKURA Science Program taught me to look at
science from a new angle. I now understand thatscience is fun, strengthens the bond between people,
and has practical use. The special class by Professor
Jin Akiyama and visit to JAMSTEC were especiallyinteresting. We were also able to learn about
innovation and culture in Japan through visiting the
Edo-Tokyo Museum. In addition, I learned that theJapanese treasure nature.

Ms. Abon Rosie (Marshall Islands)
I would like to begin by thanking JST for preparing forand inviting us to such a wonderful program. We arefull of gratitude for being able to gain new knowledge.
We will share our experiences after going back to ourhome countries. It feels sad to leave Japan behind,and I think everyone is feeling the same way.

Ms. Overhoff Tulaulelei Kikuo (Micronesia)
I think Tokyo is a very beautiful and fascinating city. I
have never seen a toilet with as many buttons asJapanese ones. In my country, we have this saying:“Give a man a fish and you feed him for a day; teacha man to fish and he eats for a lifetime.” This is just
how important knowledge is. When I return home, I
will tell everyone about what I experienced in Japan.

Mr. Mongami Kentun Tkedelukl (Palau)
My home country, Palau, needs scientists andresearchers that can help solve the problem of risingwater levels and other environmental issues. After
returning home, I plan to recommend Japan as astudy abroad site to other youth. This is because
Japan offers an environment where one can study the
cutting-edge science and technology that Palau needs.
I think we can become talented scientists andresearchers if we are able to study in Japan.

Ms. Mageu Kimberley (Papua New Guinea)

In my country, there is a saying that “The more atwork the livelier you are. Collaboration leads to abetter world.” I think that we as aspiring scientists
have the responsibility to work together to change theworld. I hope to become a leader that can help achieve
innovation while valuing our own culture, and I willremember what we learned through this program.

Mr. Manase Maloafua Nus (Samoa)
I was inspired by meeting prominent scientists suchas Nobel laureates and feeling their passion for
innovation. Another valuable takeaway was theinternational network that we were able to create
through meeting students from other countries. I
believe we are only limited by our imagination. I hope
we can break through our perceived limits, bring
together our knowledge, and work toward creating abetter society.

Ms. Vaji Doris Ann (Solomon Islands)
Through seeing the science and technology of Japanfirsthand, I understood why Japan became a developed
country. I hope to use this experience to contribute to
the development of my own country. Many of us plan
to major in science and build a career in science, andI think this experience will have a great impact on our
future career choices.

Ms. Das Anjos Octavio Duarte (East Timor)
Besides being able to experience the science,technology of Japan, the educational system of thiscountry left a strong impression on me. There are
well-equipped facilities and materials for educationaluse, and students are not only learning theories frombooks, but also conducting hands-on experiments tolearn from practice. I believe this is why the Japanese
have such a high educational level. Once I return
home, I hope to bring this to the attention of the
Minister of Education and use what I learned toincrease the quality of education there.

Mr. Schaaf Philip Ashley (Tonga)
I learned from the Nobel laureates that we should“think of unique ideas, and hold on to your creativity
and conviction.” I plan to study enthusiastically andnever give up on what I enjoy, even in the face ofsetbacks. I would like to aim for the Nobel Prize andcontinue sharing what I learned through the SAKURA
Science Program in my home country.

SAKURA Science High School Program Activity Report｜17

Activity Report

Professor Noyori told us that “Knowledge should not
be produced for self-righteous reasons, but should
instead be connected to the rest of humanity.” The
world is needing even more collaboration between
countries. As program participants, we may become
leaders of our home countries in the future, but there
are no national borders in science. We must help eachother and contribute to the collective effort of making
the world a better place together.

第7グループ
活動レポートGroup 7China ................... 120 people (incl. 20 SV)
Pakistan ............... 24 people (incl. 4 SV)
Total .................... 144 people (incl. 24 SV)

Activity Report(SV: Supervisor)

Schedule
January 15, 2017 (Sun.)
January 16 (Mon.)
January 17 (Tues.)
January 18 (Wed.)
Activity Report

January 19 (Thur.)
January 20 (Fri.)
January 21 (Sat.)

Arrive in Japan
Orientation
Visit National Museum of Emerging Science and Innovation (lecture by Chief Executive
Director Mamoru Mohri)
Visit Edo-Tokyo Museum
Visit Embassy of Pakistan in Japan (Pakistan group only)
Visit JAMSTEC at Yokosuka HQ, Visit Kamakura
Visit Universities
Team A: Visit Tokyo University of Science; lecture by Dr. Jin Akiyama
Team B: Visit Tokyo City University Setagaya Campus; experiment class with Dr. Hideki
Shirakawa
Visit Nagoya University and Affiliated Upper Secondary School, Nagoya University
Lecture by Professor Hiroshi Amano
Visit Universities
Team A: University of Electro-Communications; Team B: Ochanomizu University
Closing ceremony and farewell party
Leave Japan

Activity Report
January 16 (Mon.) Visit the National Museum of Emerging Science and Innovation
The students of Group 7 arrived in Japan on January 15, full of excitement for the next few days. The group did not show
any weariness from the travel and the day after arrival visited the
National Museum of Emerging Science and Innovation (Koto Ward,
Tokyo). They met Chief Executive Director Mamoru Mohri (Astronaut)at the museum and listened to how Director Mohri watched a solar
eclipse and became entranced with the mysteries of the universe.
They also watched beautiful footage of the earth from space, and thestudents listened intently to Dr. Mohri’ s fascinating talk.
Next, the students had free time to tour the museum. They were most
excited for the demonstration of the bipedal robot ASIMO. They were
fascinated by the child-sized ASIMO kicking a ball, jumping, and evenperforming a sign language dance.

January 16 (Mon.) Visit the Embassy of the Islamic Republic of Pakistan
On the afternoon of the 16th, the high school students from Pakistan were invited by the Ambassador of Pakistan in Japan
to visit the Embassy in Tokyo. The concept of the program resonated deeply with Ambassador Farukh Amil, and as
someone who loves children, he gave us his full support for inviting students from Pakistan.
Despite his busy schedule, Ambassador Amil
made an impromptu decision to lead everyone
to the observation deck of the Roppongi Hills,
as he wanted to show the students the nightview of Tokyo. The usually reserved students
from Pakistan seemed excited about this rareand valuable opportunity. The students werealso fed delicious Pakistani cuisine in Japanand were escorted back from the embassy inan official vehicle, with smiles lighting up
their faces.

Mr. Farukh Amil, Ambassador of Pakistan,gives a welcome speech to the students

18｜SAKURA Science High School Program Activity Report

The students from Pakistan love having
their photo taken.

January 18 (Wed.) Visit Tokyo University of Science, mathematics class with Professor Jin
Akiyama
The students from Group 7 visited the Tokyo University of Science
Kagurazaka campus. They were introduced to the university andits international programs and were told that the institution was
the oldest private university in Japan that provided natural scienceeducation. They then toured the Museum of Science and Math
Exploratorium on campus.
Professor Jin Akiyama is the Director of the Math Exploratorium, afun space to see, touch, and experience the displays createdbased on mathematical theories. The students had their curiosities
piqued as they talked with the instructor and seemed fascinatedby the mysterious world of mathematics.
In the afternoon, the students participated in a mathematics classtaught by Prof. Akiyama. There were many props prepared in frontof the blackboard, much like the backstage wings of a theater. The
students sat in anticipation of the lecture that was about to begin.

Activity Report“Welcome to Spectacle Math-Magic Show!!” The class that beganwith this call by Prof. Akiyama was truly a spectacle of magic thatcompletely overturned any impression of mathematics as being
unapproachable. Prof. Akiyama pasted the ends of pink and red
tapes crossed with each other and proceeded to tear the tape.
Suddenly, square rings and two connected hearts mysteriously
appeared. The students’ eyes were transfixed on the Professor’ s
hand movements. They then had the opportunity to recreate themagic on their own using the strips of tape given to them.
Exclamations were heard across the room, as the students held up
red and pink hearts. This was based on a mathematical theory
called topology.

The humor-filled lecture by Prof. Akiyama

Magic that uses red and pink tape

Next came a triangular paper pyramid with an equilateral base. This was cut with scissors to create a flat plane. The
professor gathered pieces of paper cut in the same shape, and the pieces came together like a jigsaw puzzle. This was
the visualization of a mathematical theory called the “tetrahedral-triangular tiling theory.” Curious and exciting “mathmagic” tricks like this were brought out one after another, and before the students knew it, the entire hall was engaged
and drawn into the world of Prof. Akiyama.
Through this lively class, the students learned that mathematics is not meant to be difficult at all; rather, it is somethingthat exists in daily life and helps to enrich it. The students left the hall with beaming faces.

Participant Impressions
Ms. Shi Zhaominng (China)
I had long been searching for an answer to why Japanrose to be the second most advanced economy in theworld, with its population of 100 million and a small
land with little resources. I wondered if the reason lies
in something that we cannot find in my own country.
With things like walkways for the blind, and the service
sector who always greet you with a smile, I understoodthat the answer lies in people who continue research
to improve people’ s lives, rather than to gain fame.

Mr. Liu Gengchen (China)
I was able to expand my world by participating in thisprogram. I became friends with wonderful high school
students from Pakistan and Japan, experienced
cutting-edge science and technology every day, anddiscovered the uniqueness of Japanese culture in theirfood. I was also surprised with how advanced the air
conditioning was and realized that this kind of every
day technology was created through the efforts ofresearchers striving to improve our lives.

Mr. Warda Murtaza (Pakistan)
I would like to tell everyone back home about what I
experienced through attending classes taught byNobel laureates and visiting research facilities andcultural institutions. Pakistan is rich with natural
resources, but it is still a developing country. I hope tomake use of the experience and knowledge we gained
through the SAKURA Science Program toward thedevelopment of our country. We learned many
valuable things in Japan, and I hope to continue
treasuring them moving forward.

Ms. Aisha Suhail (Supervisor, Pakistan)
It is certain for the students participated in the highschool program that the program greatly changed
their future lives. In addition to touching on various
concepts regarding science and technology, they could
be aware of the problems and tasks that exist inscience but still cannot be solved. And that will
obviously be used in the future development of each
student’ s country.

SAKURA Science High School Program Activity Report｜19

Group 8
Activity Report

South Korea ....... 47 people (incl. 7 SV)
Mongolia ............. 12 people (incl. 2 SV)
Central Asia* ..... 60 people (incl. 10 SV)
Total .................... 119 people (incl. 19 SV)*Central Asia: Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan,
Uzbekistan(SV: Supervisor)

Schedule
January 22 (Sun.)
January 23 (Mon.)
January 24 (Tues.)

January 25 (Wed.)
January 26 (Thur.)
Activity Report

January 27 (Fri.)
January 28 (Sat.)

Arrive in Japan, Orientation
Visit JAMSTEC Yokosuka HQ, Visit Kamakura
Visit Universities
Team A: Visit Tokyo University of Science Kagurazaka Campus; lecture by Dr. Jin Akiyama
Team B: Visit Tokyo City University Setagaya Campus; experiment class with Dr. Hideki
Shirakawa
Visit National Museum of Emerging Science and Innovation (lecture by Dr. Mamoru Mohri)
Visit Edo-Tokyo Museum
Visit Embassy of Kyrgyzstan in Tokyo, Japan (Kyrgyzstan group only)
Visit Tokyo Gakugei University Senior High School; lecture by Professor Makoto Kobayashi
Visit Universities
Team A: Tokyo University of Agriculture and Technology; Team B: University of Tsukuba
Closing Ceremony and farewell party
Leave Japan

Activity Report
January 24 (Tues.) An experiment class with Nobel Laureate in Chemistry, Professor
Hideki Shirakawa
The students of Team B in Group 8 participated in an experiment class with Professor Hideki Shirakawa at the Tokyo City
University Yokohama Campus. Dr. Shirakawa received the Nobel Prize in Chemistry in 2000 for the invention ofelectroconductive plastic.
The experiment class was titled, “Let’ s fabricate a conducting polymer EL device.” The experiment is a success if thestudents are able to first combine electroconductive plastic, use it to build an organic EL device, and have electricity run
through and light up the completed organic EL device.
After receiving a lecture by Dr. Shirakawa, the students started on their experiments.
Japanese undergraduates joined each experiment table as Teaching Assistants (TAs). The
university students explained the experiment methods carefully to the high school students
and led the experiment.
During the experiment, Dr. Shirakawa was busy going around each table to provide direct
guidance to the high school students or answer questions. The organic EL device lit up in theend, marking a successful experiment. The high school students seemed satisfied as well,and the three-hour experiment class ended successfully.

Dr. Shirakwa going aroundthe tables to check how theexperiments go

January 26 (Thur.) Visit Tokyo Gakugei University Senior High School;a special class with Nobel laureate Professor Makoto Kobayashi
The 120 students (including supervisors) of Group 8 visited Tokyo Gakugei University Senior HighSchool (Setagaya Ward, Tokyo) on January 26. In the morning, the visiting students attended theclasses with Japanese students at the high school, such as math, chemistry, physics, English, andancient Chinese. There was some worry that it would be difficult to understand these classes, as
all except for the English class proceeded in Japanese. However, students were seen solving
equations with the Japanese high schoolers, and as students were close in age, they were taking
part in international exchange through the class before we knew it.

Prof. Kobayashi responding
thoughtfully to questions

In the afternoon, a special class was held by Professor Makoto Kobayashi, Nobel Laureate in Physics in 2008 (DistinguishEmeritus Professor Emeritus, High Energy Accelerator Research Organization). First- and second-year Japanese students
also participated in the class, which was held in the lecture hall, alongside the visiting students. Prof. Kobayashi discussed
the topic of “matter and antimatter” based on the theory of elementary particles, which is his area of specialty. While

20｜SAKURA Science High School Program Activity Reportthe topic initially seemed too difficult for high school, the students seemed to have grasped the material well, asking
many relevant questions during the question and answer session.

January 27 (Fri.) Visit University of Tsukuba
On the final day of the program, the 60 students of Group 8, Team A (five Central Asian countries) visited Tsukuba
University (Tsukuba City, Ibaraki Prefecture). Upon arriving, they were introduced to the history of Tsukuba University,
its curriculum, and international program. The students listened intently, taking notes as they learned that around 40%of the international students at Tsukuba University were attending on a scholarship. This was followed by a campus tour
that covered the vast campus on foot.
The group visited the Tsukuba University Library on campus. As Tsukuba
University was integrated with the University of Library and Information Sciencein 2002, it has high-quality holdings and reference systems. In addition to
students and faculty, members of the public may use the library after going
through designated procedures, and students experienced the open andwelcoming atmosphere of the library. They then moved on to the ResearchCenter for Computational Science to view the large-scale computer lab.

Commemorative photograph on campus

Participant Impressions
Mr. Shin Seungbin (South Korea)

Ms. Chinbat Purevsuren (Mongolia)
We were truly happy to be able to visit the land of therising sun. It was a short stay, but every day brought
something exciting, and the program had many waysof hooking us and turning our sights to the future,through topics like how gravity is different in space,what is going on the ocean bottom, and how robotics
research is advancing. I was also able to understandthat the industrial Japanese people worked hard to
make the world a better place.

Mr. Morgunov Anton (Kazakhstan)
During our stay in Japan, we became completely
enthralled with the world of science. In particular,
being able to attend classes taught by Nobel laureates
was an unforgettable experience of a lifetime. Throughlearning about the technology that investigates thebeautiful world of the unexplored sea bottom, learning
about electroconductive polymer that is used in all
gadgets, and meeting with someone who had
experienced zero gravity in space, a place full of
unknowns, we were able to fully immerse ourselves in
the mysterious world of science.

Since arriving in Japan, I gained an understanding of
the thoughtful welcome, meticulousness, and warmthof the Japanese people. I think I was able to feel like
I was still in my home country, despite visiting here
for the first time, because of this nature of theJapanese people. We learned about science andJapanese culture and history in fun and engaging
ways, and I think this has greatly broadened myworld. I would like to share my experiences with myfriends after returning home.

Ms. Ovelyayeva Aynagozel (Turkmenistan)
By participating in the SAKURA High School Program,
I was able to learn many things about science andtechnology. The experiment class with Professor
Shirakawa was a valuable experience, but being able
to interact with the Japanese high school students wasjust as exciting for me. Tokyo is one of the largest andmost beautiful cities in the world, and I gained many
memories and experiences there. I hope I will be able
to invite you all to my beloved Turkmenistan one day.

Mr. Jabbarov Najmiddin (Uzbekistan)
We saw and heard about many different technologies
created by the Japanese people, and it was very
inspiring to view actually the invented items. While
there have been countless inventions made on earth,
there are so many more things that have not been
discovered yet, and that is where our mission lies.
When considering that our efforts will directly lead toprotecting the global environment, we as the young
generation must put in our all toward the future. This
is what came to mind after participating in the SAKURA
Science High School Program.

Mr. Jabbarov Najmiddin (Kyrgyzstan)
During this weeklong program, I had the best time in
my life. I traveled away from my family for the first timein my life and was able to meet with wonderful people,
including world-famous researchers and Japanese highschool students. I wanted this time to last forever, butaccording to the laws of the universe, there is an end to
everything, and our program had to end at some point.
We continue to move toward the future, however. I will
never forget what I experienced in Japan.

At the Closing Ceremony

SAKURA Science High School Program Activity Report｜21

Activity Report

When I asked him what space was like, Chief Executive
Director Mamoru Mohri at the National Museum of
Emerging Science and Innovation gave an inspiring
response: “Earth was like a perfect masterpiece madefrom tiny particles that were pieced together.” It mademe begin to consider becoming a scientist in the
future. I wish to explore other potential areas ofinterest in science and what the world needs. In the
future I hope I can again meet my international friends
from the same group, perhaps on a stage of a bigger
scale.

Mr. Azizdzhoni Umardzhonzoda (Tajikistan)Special Program ①
Activity ReportIndia ............ 102 people (incl. 12 SV)(SV: Supervisor)

Based on the plan in March 2015 that Prime Minister Narendra Modi of India and Japanese Prime
Minister Abe agreed to invite Indian youth to Japan, this program was carried out.

Schedule
November 6 (Sun.)
November 7 (Mon.)

November 8 (Tues.)
Activity Report

November 9 (Wed.)
November 10 (Thur.)November 11 (Fri.)
November 12 (Sat.)

Arrive in Japan, Orientation
Team A: Visit Shibaura Institute of Technology Toyosu Campus, experiment class with Dr.
Hideki Shirakawa
Team B: Visit Umihotaru PA, Visit Kimitsu Works of Nippon Steel & Sumitomo Metal
Team A: Visit National Institute of Advanced Industrial Science and Technology (AIST)
and National Institute for Materials Science (NIMS)Team B: Visit High Energy Accelerator Research Organization (KEK)
PM (Team A and B) : Visit Meikei high school in Tsukuba city
Team A: Visit Tokyo Metropolitan University
Team B: Visit Shibaura Institute of Technology Toyosu Campus, experiment class with Dr.
Hideki Shirakawa
AM: Visit National Museum of Emerging Science and Innovation
PM: Team A: JFE Steel Corporation, Team B: Visit University of Tokyo
Visit SONY ExploreScience
Closing Ceremony and farewell party
Leave Japan

Photos at the Program
November 7
At Umihotaru PA

November 7 At Kimitsu Works of
Nippon Steel & Sumitomo Metal

November 8
At National Institute of Advanced
Industrial Science and Technology

November 8
Exchange program with
Meikei High School students

22｜SAKURA Science High School Program Activity ReportSpecial Program ②
Activity Report

Sri Lanka .... 12 people (incl. 2 SV)(SV: Supervisor)

In September 2016, the international conference for the field of science and technology (STS Forumin Sri Lanka) was held in Colombo, Sri Lanka. During the conference, the implementation of thespecial program for Sri Lankan high school students was agreed to develop the future collaborative
relationship between Japan and Sri Lanka, and the program was carried out in December 2016.

Schedule
December 11 (Sun.)
December 12 (Mon.)
December 13 (Tues.)

December 15 (Thur.)December 16 (Fri.)
December 17 (Sat.)

Photos at the Program
December 12 Observing the biggest
refracting telescope in Japan at National
Astronomical Observatory of Japan

December 13
Attending a class at Hamamatsu
Technical High School

December 15 Visiting Earthquake
Research Institute at the University of Tokyo

December 16
Closing Ceremony and Farewell Party

SAKURA Science High School Program Activity Report｜23

Activity Report

December 14 (Wed.)

Arrive in Japan, Orientation
Visit National Astronomical Observatory of Japan (NAOJ)
Visit Ghibli Museum, Mitaka
Travel from Tokyo to Hamamatsu
Visit Hamamatsu Technical High School
Hamamatsu Photonics Corporation
Travel from Hamamatsu to Tokyo
Visit JAMSTEC Yokosuka HQVisit Kamakura
Visit Earthquake Research Institute at the University of Tokyo
Visit National Museum of Nature and Science, Tokyo
Visit Akihabara
Visit National Museum of Emerging Science and Innovation
Closing Ceremony and farewell party
Leave Japan

Participant Survey Results
Survey Subject

SAKURA Science High School Program 2016 participants,
including supervisors

Number of invitees

1,062

Survey Method

Replies to questionnaires at the end of the program

Number of valid
responses (%)

1,062 (100%)

Ｑ1：What were yourimpressions of Japan
before your visit?
③ 3%

④ 0%
⑤ 0%

Ｑ2：Were you satisﬁed withthe program?

Ｑ3：Would you like to returnto Japan?

③ 2%

③ 1%

④ 0%
⑤ 1%

④ 0%

② 22%
② 43%

1. Very good
2. Good
3. Not very good

② 33%

① 54%

① 64%

4. Poor5. No response

1. Very satisfied
2. Fairly satisfied
3. Average① 77%

1. Strongly agree
2. Agree

4. Dissatisfied
5. No response

3. Disagree
4. No response

Q2: Comments on program satisfaction
Comments from those who responded 1(Very satisfied), or 2(Fairly satisfied)・I heard about this program from a friend who participated last year, and ever since I always wanted to join it. I amvery satisfied with the program, and I am so happy that I was able to participate. (Philippines, 16)Participant Survey Results

・I was struck by the technological development in Japan. Seeing the beauty of Japanese nature made me feel happy.
(Myanmar, 15)・We were able to experience a lot of cutting-edge research in science and technology and meet prominent scientists.
Everything we experienced and everyone we met on this trip will become a lifelong treasure. (China, 15)・The program allowed us to learn deeply about Japan from many different angles. Our individual understanding ofJapanese culture was turned upside down, and we were able to experience its attractiveness. (China, 18)
・I am happy that I was able to visit Japan. I hope to apply for a scholarship in the future to study in Japan. (Mongolia, 17)Comments from those who responded 3(Average), or 4(Dissatisfied)・I wanted to interact longer with the Japanese high school students. (China, 17)・All of the events were wonderful, but it would be better if we could visit places where we could learn more about theuniqueness of Japanese culture and lifestyle. (Thailand, 16)
・It would be a better program if we could spend more time at each site. (Thailand, 17)

Ｑ4：(For respondents who
selected 1 or 2 for Q3) : In
what attribute would you
like to return to Japan?
⑤ 1%

Ｑ5：Would you like to continue
receiving information
about science & technology
and international programsin Japan?
② 5%

④ 27%

③ 8%

Q6：Would you recommend
this program to friends
in your home country?
③ 1%

④ 8%

② 5%

① 35%
① 86%

② 29%

1. As a student
4. Other
2. As a researcher
5. No response
3. As a company employee

24｜SAKURA Science High School Program Activity Report① 95%

1. Yes

2. No

1. Strongly recommend
2. Somewhat recommend
3. Would not recommend
4. No response

Q4: Comments on returning to Japan
1. As a student
・Japan is an amazing place for those who study science. I am on the mathematical biology track, so I would like togather information about studying in Japan in the future. Japan plays a central role in science and technology and isa wonderful country to live in. (India, 15)・I would like to learn about more innovations in this fascinating country. I would like to gain more knowledge about
Japan and help develop my own country to a level that could catch up with Japan. (Thailand, 17)・My time in Japan became an unforgettable experience. I hope to contribute to the exchanges between Japan and mycountry. (China, 16)・I come from a poor family so I would not be able to come to Japan again on my own, but it may be possible if I use
scholarship systems to visit as an exchange student. (Bhutan, 19)

2. As a researcher
・My dream is to invent something that would be useful to the world. The Japanese educational environment is ideal for
fulfilling this dream. I hope to study in Japan and become a scientist in the future. (India, 16)・There are many possibilities for research, and the future of science and technology looks bright. (Maldives, 18)・The development of science in Japan is wonderful, and as someone who is aiming to become a scientist, I think Japanis an ideal place to conduct research. I also think Japanese universities have the best facilities. (Fiji, 17)

3. As a company employee; Other・I want to work in Japan because I like punctuality and honesty of Japanese people. (India, 16)
・I would like to become a programmer in a fun work environment like a gaming company. (Indonesia, 17)

Q6: Would you recommend this program to friends in your country?
Comments from those who responded 1(Strongly recommend), or 2(Somewhat recommend)・This trip broadened my perspectives on both the technology and science of Japan. I was able to find out what it was
like to research and work in Japan. (India, 15)・This was an extremely interesting program that nurtured our ambition and helped us gain valuable life experience, so
I would recommend it to friends. (Bhutan, 18)
・I think it is important for everyone to learn about new technology. (Nepal, 17)・I have many friends who are more accomplished than I am and have higher potential. They are waiting for my report.
I can’ t wait to tell them about my experiences in Japan. (China, 17)・By participating in this program, you would be able to understand how our ocean and the creatures living in it could
be protected. (Marshall Islands, 16)・By gaining a broad perspective on the world, it would be possible to break psychological barriers and not only think
about our own country, but the rest of the world as well. (Fiji, 17)Comments from those who responded 3 (Would not recommend)
・I was unable to fully grasp the uniqueness and advantages of science and technology in Japan. The schedule was too
packed, so for Chinese students who have a habit of taking naps, it was difficult to process everything. (China, 16)

Q7: What improvements should we make to this program in the future?
・More varied meals and eating time (India, 17)・Japan is known for its robotics technology, so it would be amazing if there was a program specifically focusing on
robotics. (Sri Lanka, 20)
・It was very difficult to interact with the Japanese high school and university students. It would be better to have theopportunity to speak with Japanese students with higher English skill levels. (China, 16)・The program should be more focused with fewer places to visit, to dig deeper in each subject. (China, 16)
・I would like to have more information on international study abroad programs. (Kyrgyzstan, 15)

SAKURA Science High School Program Activity Report｜25

Participant Survey Results

・I think there is much potential for Vietnamese high school students, but as our country is not fully developed, we often
do not have access to appropriate levels of education. For students interested in science and technology, thisprogram would provide an amazing opportunity to broaden perspectives and increase knowledge. (Vietnam, 18)

Acknowledgments
The SAKURA Science High School Program 2016 was made possible by the help andguidance of many supporters.
We would like to express our appreciation to Dr. Jin Akiyama, Dr. Hiroshi Amano, Dr.
Satoshi Omura, Dr. Takaaki Kajita, Dr. Makoto Kobayashi, Dr. Hideki Shirakawa, Dr.
Ryoji Noyori, Dr. Toshihide Maskawa, Dr. Mamoru Mohri, and Mr. Yoshiharu Yamada
for their lectures and experiments.
In addition, we would like to thank the Shibaura Institute of Technology, Tokyo City
University, and the National Museum of Emerging Science and Innovation (Miraikan)
for their assistance with the overall program, as well as Ochanomizu University,
Kitasato University, Keio University, University of Tsukuba, University of ElectroCommunications, University of Tokyo, Tokyo University of Marine Science andTechnology, Tokyo Institute of Technology, Tokyo University of Agriculture andTechnology, Tokyo University of Science, Nagoya University, Waseda University,
Japan Agency for Marine-Earth Science and Technology, Shibuya Junior & Senior highSchool, Tamagawa Academy Upper Secondary Division High School, Tokai University
Takanawadai Senior High School, Tokyo Gakugei University Senior High School,
Tokyo Metropolitan Koishikawa Secondary Education School, Chiba Prefectural
Kashiwa High School, and Nagoya University Affiliated Upper Secondary School for
their supports in receiving the visiting students.
We were also fortunate to receive the supports of the Japan International
Cooperation Agency and Tokyo Sports Culture Center, which provided their facilities
for the program, and the Japan International Cooperation Center, which welcomedthe visiting students.
We would not have been able to successfully complete the SAKURA Science HighSchool Program 2016 without the extraordinary supports of these instructors,organizations, and institutions. We express our sincere gratitude for their generosity.
Japan-Asia Youth Exchange Program in Science Promotion Office
Japan Science and Technology Agency (JST)August 2017

Acknowledgments

About the photos on the cover page
(From the top to bottom)①Visit Japan Agency for Marine-Earth Science and Technology (JAMSTEC)Group 4: Students from Bhutan, Maldives, and Thailand (July 4, 2016)②Dr. Jin Akiyama’ s Mathematic Class at Tokyo University of Science
Group 2: Students from Bangladesh, the Philippines, India, Indonesia (April 19, 2017)③Dr. Hideki Shirakawa’ s Experiment Class at Tokyo City University Yokohama Campus
Group 8: Students from Uzbekistan (January 24, 2017)④Dr. Toshihide Maskawa’ s Special Lecture at Tamagawa Academy (April 12, 2017)26｜SAKURA Science High School Program Activity ReportSeptember 2017