Noah Zipin's "3 Semester Review"

I believe that being a part of the Science & Global Change Scholars program has made me more thoughtful, more empathetic, and more resilient. If I had to summarize the experience in a few words, I would say that it taught me how scientific thinking and knowledge of the past can lay the groundwork for a brighter future, and why learning in a community of other passionate people is so important.

When conducting on-campus research at the University of Maryland, the hypothetico-deductive method of science helped me solve critical issues. I became inspired to pursue research after hearing older students at the SGC alum panel that was held during one of our colloquiums. I emailed several professors, and eventually became acquainted with a graduate student and started a volunteer position in the Bio-inspired Advanced Manufacturing (BAM) Lab on campus. I undertook a project in developing soft robotics actuators that had controllable stiffness. The research question was to see whether or not vacuum sealing of several layers of thin film embedded in a pneumatically-driven soft robotics actuator would make the actuator stiff due to increased shear strength as a result of the decreased pressure in the layered section of the actuator. Instead of simply trying a bunch of methods in a disorganized way, I used the hypothetico-deductive method to create a hypothesis and test several solutions to the issue. After several experiments in the lab, we concluded that one of the designs was optimal for accurate force control of the soft robotics actuator via laminar jamming. So not only did SGC inspire me to pursue research, but its teaching also guided me in efficiently executing the scientific method.

An example of a news source that SGC enhanced my understanding of is a New York Times article from earlier this month. The article, "Shift to a Not-SO-Frozen North is Well Underway, Scientists Warn," discusses how the arctic is extremely vulnerable to climate change, and how trends in 2020 look even more dire than they did just a year ago. The article notes how the minimum extent of sea ice in the Arctic Ocean was the 2nd lowest in satellite record. After taking the SGC courses, and specifically the Science in the Media report assignment as a part of the SGC colloquium, I was better able to digest the information and was able to see how media incentives, as well as the media's audience may have distorted the information presented, at least slightly. For example, the report presents the information as if it is new (to get more views), when in fact climate change trends have predicted huge losses of arctic ice, the declining average age of sea ice, and the consequences of sea ice melting, such as rising sea levels.

One course that I took as a supporting class for the SGC requirement is CMSC131, or introduction to object-oriented programming. The class focusses on the principles of Java and how to use them to create complex computer programs. For example, the last project of the course was to create a single-player interactive poker game simulator. It took many hours, but it was interesting and rewarding to learn about how computer structures come together to create a final product. The class was also beneficial because as an engineer (my major) computer skills are one of the most sought after in job-hiring processes. Right now, I'm applying for several internships, and I believe that my knowledge of Java (along with other computer languages, such as C++ and Python) give me an edge over other applicants. Another SGC supporting course that I took is PHYS270, or Electrodynamics, Light, Relativity & Modern Physics. One particular item from this course that enhanced my thoughtfulness about science and our place in the universe was the lectures about relativity. Although much of it seemed like plugging values into various formulas, I feel that the core concepts behind the equations were enhanced by my knowledge of scientific thinking that I got out of the SGC program.

Oftentimes during my freshman year, I would be able to study with other members of the SGC program because of the living-learning community. For example, myself along with two other people on my floor would study the principles of chemistry for our CHEM135, or General Chemistry for Engineers, course. It was a very difficult and fast-paced course that touched on nearly the entire subject of chemistry. My learning was improved by the opportunity to study with like-minded individuals in my residence hall. Eventually, it paid off because I received an A in the course.

I think there are several examples where I contributed to the scholars community, but there are probably more cases in which it has given back to me. One of my very first experiences with the scholars program was service day. And, that was a service day to remember. I remember it was pouring down rain, and many people became discouraged and slowed their work pace quite significantly. But, in order to keep people's sprits up, I volunteered myself to wade in the water and clear as much of the plant as I could. I figured that if I was already wet from head-to-toe from the rain, I had nothing to lose from travelling in the water. Sure enough, I inspired some of my fellow scholars to join me and we greatly quickened the pace of the work. Another example in which I contributed to the scholars community, albeit small, was sharing the scholars Instagram page with as many people as I could to boost its following. I figured that growing the college park scholars social media presence would encourage more people to learn about the program and perhaps even inspire incoming freshman to become involved.

For one thing, I think the professors routinely challenged my previous beliefs and opinions. Before entering college, I thought I knew the scientific method by heart (from the fourth grade) and that I knew most everything about climate change. But, although some of my knowledge was reaffirmed in the course, much of it was disputed. I was unfamiliar with some of the subtle nuances in scientific thinking, and much about how the impacts of climate change can be predicted by analyzing the past. Indirectly, SGC brought me in contact with the people I did on-campus research with, which greatly challenged my beliefs and opinions. Conducting research enhanced my understanding of the purpose of research and certainly made me respect research institutions much more.

Much like how analyzing the past can help predict the future impacts of climate change, looking back on what I have learned in my Scholars experience will greatly inform my future. I believe that with the scholars course knowledge in my back pocket, I'll be better able to digest scientific information, think critically, and make informed decisions. During my junior and senior years, I hope to use my knowledge about the climate to create better sustainable solutions to climate change as a mechanical engineer.

Last modified: 11 December 2020