Over the last three semesters of exploration into scientific methods in Science and Global Change through our discussions and activities on climate change, my understanding of scientific knowledge and communication has greatly grown. The practice application of my knowledge in class, putting myself in the shoes of climate scientists, policymakers, and concerned citizens prepared me to apply these skills I acquired in other scenarios. In many other courses at UMD and in real life, this knowledge has been essential to navigate through problems.
In my Principles of Ecology and Evolution Lab BSCI161 I employed the hypothetico-deductive method of science to determine the significance of specific nutrient impact on algae density or algal growth. With my lab partners, we tested the effect of nitrogen-rich environments and phosphorus-rich environments on Nannochloropsis oculata, a saltwater algae, to see how algal blooms would rise as nutrient pollution continues to spread from the estuary, Chesapeake Bay, into the ocean. We had hypothesized that the nitrogen-rich environment would cause greater algal density but our experimental data falsified our hypothesis, with significant statistical evidence that while both nutrients cause rapid growth of saltwater algae, phosphorus causes greater growth of algae at lower concentrations. Having a previous understanding of the scientific method due to SGC, I was able to develop a falsifiable hypothesis based on our knowledge on nutrient pollution, construct an experiment procedure with little to no experimental error, and interpret the data collected to identify the empirical evidence that supported the alternative hypothesis.
Having a previous understanding of the scientific method due to SGC, I was able to develop a falsifiable hypothesis based on our knowledge of nutrient pollution, design an experimental procedure with minimal error, and interpret the data collected to identify empirical evidence supporting the alternative hypothesis. My familiarity with the iterative process of scientific research helped me adapt to the unexpected outcomes of our experiment. Furthermore, the scientific communications skills I developed in SGC were essential in creating the comprehensive and concise presentation of our experimental results and data to my peers with clarity. This ability to convey scientific discoveries that are essential for restoration and conservation of our local environment and global estuaries is one that I will continue to utilize in my academic endeavors.
Extending knowledge to the global scenarios is an essential component of scientific understanding. Learning that the Amazon Rainforest has reached a critical tipping point where the environment is transformed into a savannah as the global temperature increases and deforestation continues is recognizing that the one of the world’s largest carbon sinks will cease to exist. SGC and lectures in Principles of Ecology and Evolution have taught me that climate change is a cascading effect of consequences from anthropogenic changes. While reading about the continued destruction of the forest through deforestation methods across the Amazon can feel disheartening, knowing the cause of the degradation of the Amazon allows me to identify what to address in our efforts for reforestation by implementing restoration techniques such as afforestation.
Many of my interactions with other scholars and peers expanded my horizon on scientific exploration. During the short period of time working on the Vision of the Future project, my teammates taught me so much on the interconnectivity between social economics and climate initiatives. While I already had a basic understanding of the disparity between lower socioeconomic communities impacted by climate change and the lack of assistance they receive, I had not considered that implementation of climate initiative infrastructure could improve the safety of communities by creating larger open spaces for support systems to develop. These are unseen benefits of improvements to climate change mitigation that help communities beyond the immediate dangers.
While I haven’t participated in a lot of scholars-related activities, I believe that from day one we all contributed to the larger scholar community through service day. We uprooted and removed invasive species of plants from overtaking the Kenilworth Park and Aquatic Gardens in D.C., supporting the homeostasis needed to preserve the biodiversity and ecosystems that inhabit the space even as climate change continues to change the population that reside and visit the area. Shifting migration patterns has pushed some bird populations northward into the territory, so by protecting the integrity of the greenery living at the gardens the environment can better support their bird visitors and residents among other species like turtles and snakes. Maintaining the gardens for scholar students to come is an essential part of our tradition.
The Scholars program is a diverse space from varying backgrounds that engage in difficult conversations on societal, political, and scientific issues. During my time, my perception of scientific morality has been challenged. A lecture led by Dr. Merck left me pondering the ethics of using discoveries from inhumane or unethical experiments. Originally I had believed there is no merit whatsoever utilizing the knowledge due to the sinister nature of discoveries through human torture, but further conversation led to concerns of leaving the victims suffering to waste when the discovery could save other lives. To this day I’m not sure how to proceed with the useful discoveries obtained through unethical experiments.
I expect in the future, I will continue to return to the experiences and lessons learned from being a Scholar in Science and Global Change. The critical thinking and deductive skills, clear scientific communication, openness to address other interpretations, ability to interpret data, knowledge to determine the intersection of socioeconomic political and climate-related issues are all aspects of my time from SGC that I will draw upon not only in the remainder of my secondary education but post-education life. These skills will prevent me from being fooled into trusting conspiracies that rely on manipulation of emotions, form my own opinions for events like the election, and continue advocating for climate initiatives by breaking down the basis of climate plans.
