Blog Post #3

Reflection

This school year, I embarked on an academic journey that was both very rewarding and challenging. Looking back on the past 8 months, I'm astounded by how much I've learned, not only about my topic, but all of the research skills that come with it. I've expanded my knowledge, not only as a researcher, but as a writer, thinker, and learner.

Content:

After conducting my research project over the course of this school year, I have learned information far beyond classroom knowledge. Through researching various different ski and snowboard waxes, their compositions, and their effect on Brassica rapa, I gained a deeper understanding of the environmental implications of PFAS and the effects of bioaccumulation. I learned that as the concentration of ski and snowboard wax exposure increases, there is a possible link to reduced height and number of leaves among plant specimens. I also inquired that there could be a relation between the concentration of fluorination in wax and plant mortality rate. These conclusions only scrape the surface of the data I collected and information I learned throughout the research process.
During my preliminary investigation, I evaluated multiple research papers to find my gap. In doing so, I helped build the context for my paper and gained valuable insights into my topic. The first source I evaluated was the EPA's review on the current knowledge on PFAS. Through this source, I learned about the chemical composition of PFAS, their applications, and the threats they pose to humans and the environment. The next major source I used to build my understanding was a research paper that evaluated the chemical composition of multiple different ski wax brands. Through this paper, I learned that the majority of popular wax brands contain above average levels of PFAS, with certain types far exceeding standards. My knowledge on my topic was further informed by another two studies that analyzed snowmelt samples, assessing them for PFAS contamination. These studies taught me that in ski areas, where wax is commonly used, there are higher concentrations of PFAS in the surrounding environment. Lastly, I learned about PFAS effect on plant life through another study that analyzed varying concentrations of pollutant exposure. Through the claims made in this study I gathered that as the concentrations of PFAS increase, so do the negative effects on plant health, supporting similar themes I found in my own research.
Using my research project as a framework or foundation, I could apply it to a number of future applications. I could raise awareness for the dangers of PFAS and how harmful they are to the environment, advocating to local ski shops, outdoor stores, and environmental agencies. I could also talk to my community, urging friends, family, and peers to use environmentally friendly wax brands. If I had more time and resources, I would expand on the implications and future steps portion of my project. I would gain access to more precise laboratory equipment and tests and collect real samples from my local ski resorts. This would allow me to create more accurate solutions and evaluate real world evidence here in Colorado. I would also expand the scope of my study, utilizing a larger sample size and research period. This would allow me to get more statistically significant results and study the effects over multiple generations. Lastly, I would use a different model organism to accurately replicate conditions found in and around ski resorts. By using a native plant species, I would increase the accuracy of my study. Due to my limitations as a high schooler, there are a limited number of things I will do. I will spread the word among my community, urging friends and family to begin using biodegradable wax. I will also revisit my paper after receiving my grade from College Board, evaluating where I could improve for the future. Lastly, I will be mindful of the wax I use on my own board, making sure to select a proven environmentally friendly brand.

Product:

Through my AP Research project, I learned the importance of clearly communicating scientific information and data through both written and spoken formats. The presentation taught me that my project was much more than just words on a paper or data, and opened my eyes to the real world applications and influence. By speaking about my data, I was able to not only format my writing in a more understandable way, but improve my own understanding. The presentation allowed me to simplify my research and lay out the context in data in a more comprehendible way. By presenting to audience members who may have no prior knowledge in the subject, I was able to simplify my information, improving my own comprehension in the process. I also learned the importance of preparation, and lack there of. While it is important to prepare and memorize, overly stressing about these aspects leads to jumbled words and a need for perfection. After conducting my project for so long and becoming so knowledgeable on the topic, I was able to accurately report on my own data without the need for notecards or a "script".
Through my academic paper, I developed more technical skills. This taught me the truth behind scientific research and the precision needed for quality results. This precision includes proper formatting, citations, reporting of graphs and figures, and so much more. I learned how to effectively communicate my research and contribute to the scholarly conversation in a professional way. I learned how to properly integrate all parts of my research, not just the data. This included the context, the current scholarly conversation, the gap in my research, my methodology and experimental design, my data, my analysis and conclusions, and finally, my limitations. This too taught me the importance of timeliness and getting my work completed ahead of time. Due to my limited time frame and procrastination, I became more stressed than I needed to be, and ultimately limited myself.
The oral defense section of my presentation was also another valuable aspect of my research project. This section pushed me to think on my toes, coming up with answers on the spot. This allowed me to reflect on my own project and gain more personal insight as I answered questions asked from an outside perspective. I realized that just knowing the science and facts is not enough, and being able to explain it logically and concisely is just as important.
Going forward, I can apply all these skills to future academic challenges and environments. I can use the professional and classroom skills I learned to advance my education in both environmental and engineering fields. Weather is writing research papers, presenting my work, or responding to peer reviews, this experience has made me a more confident academic and a more critical thinker. I now have a better understanding of responding to counterarguments, using data to support my claims, and adjusting my work to audience's level of understanding.

Process:

Through the process of this research project, I learned what I'm truly capable of. I now know that I can tackle complex and real world issues through applying the research and academic skills I learned throughout this course. The process was very tedious at times, having to water, measure, and analyze fifty five plants almost daily required lots of discipline and determination. As a researcher, I learned how to think critically and question assumptions not supported by evidence. I also learned how to work through set backs and limitations, like a snow day killing more than half of my plants. As a student, I learned the importance of time-management, and self-motivation, as I had to spend multiple hours outside of class time dedicated to my project. I adapted to balancing my freedom within my study and the scientific guidelines followed by my discipline like my experimental design or methodology. Most importantly, as a human, I became more aware of the effect we have on the environment and how little effort can make such a big difference. This helped me better understand the responsibility we all carry to protecting the environment and being mindful of our actions or the products we use.
Moving forward, I will carry these lessons with me by stepping up to future challenges with a refreshed mindset. This mindset includes being more open and curious, being more resilient to possible issues, and finding the purpose of my research where it really matters. Whether it is in college level research or basic real-world problem solving, I now feel more prepared to contribute more meaningfully after acquiring the skills from this course.

Acknowledgments:

Ms. Wills:

I want to give a special thank you to my mentor Ms. Wills for all the generous insight and support she provided me throughout my research project. From the start, she was supportive of my methodology, letting me take control with my own ideas, but giving me important advice on how I could perfect it. Not only did she supply me with multiple tools and resources I used throughout my project, she also allowed me to use her room and growing cart to house my plants. Throughout the process, she was always supportive and made inquiries on my project. She helped me determine the scale of my research while also suggesting possible limitations that aided my paper and presentation. Even up to the last day of clean up, she was intrigued by my project and future steps. This is just a brief overview of all the support she provided me, and for that, I want to say thank you.

Mrs. Dobos and Mr. McBride:

As my instructors throughout this course, I owe both of you my upmost gratitude for the guidance and support you provided me with throughout this school year. You were both extremely flexible and forgiving, being understanding of my shortcomings and helping me learn from them. Along with providing me a safe space to grow and learn, you also instilled determination in me, constantly motivating me to do what you knew I was capable of, when sometimes I did not. Through this support and flexibility, I greatly appreciate all of your help, and I definitely couldn't have done it without either of you.

Academic Resources:

Abstract:

This study investigates the impacts of per- and polyfluoroalkyl substances (PFAS) found in ski and snowboard waxes on the growth and health of Brassica rapa. PFAS are extremely persistent environmental pollutants commonly used in performance ski and snowboard waxes. While the current scholarly conversation confirms the presence of PFAS in ski wax and its contamination in the environment, a limited number of studies have explored its direct effect on plant life. This experiment exposed Brassica rapa to two concentrations of five different wax types, including PFAS contaminated and PFAS free wax samples. Over a 15 day period, plant growth and health was measured by height, leaf count, and physiological stress indicators. Although results were no statistically significant, trends showed reduced height and leaf count in plants exposed to higher concentrations of wax contamination, suggesting effects of bioaccumulation. Limitations of this study included lack of precise PFAS levels in the solutions exposed to the plants and environmental replication. This research study highlights the need for a continued investigation on the environmental consequences of PFAS contamination in alpine environments, in and around ski areas.