Maddie Kupinsky

CPSG200

December 8th, 2021

SGC Semester Three

            Throughout my time in College Park Scholars, Science and Global Change, valuable concepts such as climate change and use of scientific reasoning and methods have helped develop my understanding of science in our universe. Opening my eyes to how pressing the issue of climate change is had, me take a step back and reevaluate how I go about my life.

            Discovering the acute change in the earth’s conditions made me want to act in helping slow the curve of climate change. The idea that conditions are expected to be 5 times worse than the change in the past 6,000 years is alarming (2021 Holtz & Merck). I used to believe my actions were inconsequential in the total effect of climate change, but I have realized if this is my mindset, it may be millions of others as well. I want to change not only my mindset, but my carbon footprint. I have taken the time to evaluate the pros and cons of my carbon footprint.

            By living on campus and walking to classes, restaurants, and gyms, I have exponentially decreased my carbon emissions from vehicles. Additionally, simple actions such as turning out the lights, taking shorter showers and recycling have become a staple in my daily routine. I have been able to influence my peers to do the same as me. Being able to fully explain the detrimental impact of climate change in length, aids in my peers reflecting on their actions. Scholars Science and Global Change is the main reason for my depth in understanding climate change. Taking three semesters to deeply investigate this and related topics vastly expanded my knowledge in this field.

            I enjoyed getting to know my peers in CPSG and be able to discuss with them the class material. The community allowed me to make friends right away when I came to college with people who had similar interests as me. I found out many of their majors were also in the STEM department which allowed us to have additional classes together. Coming into college with a built-in support system enhanced my performance in school. This allowed me to focus much of my energy into my studies with the knowledge that my peers were all going through the same thing.

            What I have learned this far also applies to many of my other classes. As an animal science major, runoff pollution and manure from farms is a commonly discussed concern. I am now able to see the benefits for the farm animals as well as the environmental consequences. Viewing farming though multiple perspectives narrows my decision in how to operate farms. From ANSC101, I still believe animal health and happiness is still a top priority, but the climate change impacts can also be a contributing factor to decreasing these concepts, in addition to care management strategies. Looking into how runoff and CO2 release through manure can cause ocean acidification and pollution, I see this also increases the global temperatures. Farm animals, especially temperature dependent breeds, are hurt by the increase in heat. Therefore, exploring solutions to efficiently deal with runoff and manure production is imperative.

            I am interested in animal genetics, and I believe being knowledgeable about climate change will impact how I select the animals to breed for conservation. Selection for non-temperature dependent breeds as well and breeds that have less of an effect on the environment will be an important factor. I like the idea of being able to join the genetics field with a unique perspective on selective breeding. My ANSC204 (comparative anatomy) class has helped me understand the physical and traits that I would look for to raise healthy offspring. Additionally selecting environmentally positive traits in animals allows my contribution to the field to be more widespread.

            Expanding upon climate change, an article the article “Coral Triangle” has backed up the ocean acidification concerns. In this article, the deterioration of coral reefs was discussed. This impact hurts marine turtles and over 2000 species of fish who live on the reefs (WWF 2021). Using what I have earned in Scholars Science and Global Change, I understand what is happening to the coral. The acidification of the ocean due to the increase in H+ concentration has bleached multitudes of the reefs. The bleaching comes from the coral dying due to the acidic conditions. Nutrients are no longer usable to the reefs, and they will turn white, dying shortly after. This knowledge allows to me comprehend not only that the animals are losing their habitat but how that happens.

            Another concept that Scholars Science and Global Change has taught me is the analyses of how scientific research papers are constructed. In my ANSC101 class, we reviewed multiple scientific journal articles. Understanding the proper experimental steps from Scholars allows me to critique articles more thoroughly. This includes knowing why steps such as repeated trails and precautions to create unbiased experiments are imperative.

            Overall, these three semesters of Scholars Science and Global change has made a valuable impact in my understanding of Climate Change and Scientific methods. I am grateful to have been able to share these experiences with my peers in the class and see how others have grown in addition to me. The scholars program gave me opportunities to connect and learn from peers with similar interests. Furthermore, my academic abilities were enhanced by actively discussing class materials with others to dig for deeper means as to how science is such an important aspect of understanding our earth.

• Cite and discuss any example of how you have employed the hypothetico-deductive method of science in some setting other than the SGC colloquium during the last three semesters. Indicate how (or whether) your SGC experience prepared you to employ it. (This may include SGC supporting courses.)

 

Work Cited

WWF. (2021). Coral Triangle. World Wildlife Fund. Retrieved December 13, 2021, from https://www.worldwildlife.org/places/coral-triangle .