From caterpillar to butterfly: Telling the story of PFAS

My name is Jin, and this presentation captures my transformation from caterpillar to butterfly.

When I was little, I despised the outdoors from the swarming insects to the vastness of nature. Back then, I was like a caterpillar that was sheltered from all harm, hesitant to branch out. My views started changing when I took my first environmental science course in high school where I realized how serious and pressing environmental issues were becoming. From there, I took ENV101 at Quinnipiac University and acquainted myself with Dr. Smith.

As I continued on with my journey, I gained a personal appreciation for the outdoors through the ecology and organic chemistry courses and also explored the varying issues present in the environment such as organic pollutants in the air, water and soil. From an environmental standpoint, organic pollutants exist in almost every aspect of life from the foods we eat, to the air we breathe, and to the things we use, making this project a major focus.

PFAS or per- and polyfluoroalkyl substances are an emerging pollutant group from the organic pollutant umbrella, which consist of thousands of different compounds that trace their origin back to different consumer, commercial, and industrial products. They are especially difficult to break down through natural processes and extremely water soluble, leading to many tests on water or aquatic organisms to detect their presence.

My main goal in this project was to gather information on the current understanding and research of PFAS and rearrange them into a coherent story. I found one journal article testing the presence of PFAS in both water samples and aquatic macroinvertebrates from the Hudson River watershed.

From ecology class, I learned that some macroinvertebrates in water are indicator species for the entire aquatic ecosystem. Therefore, the presence of PFAS in these macroinvertebrates most likely would indicate the same in other species. I also found current studies supporting the correlation between PFAS and the development of dyslipidemia in humans.

With this in mind, I drafted a case-study involving how PFAS in the environment can reach the human body by walking the audience through dyslipidemia symptoms, its diagnosis and cause, where PFAS can be found and the bigger picture of how that would impact the environment as a whole.

Initially, I encountered challenges because many compounds in the PFAS chemical group are not thoroughly researched, leading to uncertainties. The vast amount of information posed difficulties for how to structure the case study so that the narrative will flow.

After consulting my mentor and sampling the structure of other case studies, the order fell into place. Eventually, I was able to integrate my organic chemistry, environmental science, ecology, and anatomy and physiology knowledge to teach and emphasize the potential risks of PFAS with a more manageable method of a case study compared to traditional lectures. I am excited for the implementation of this case study in a course, and I am hopeful it will raise awareness of how PFAS is involved in our daily lives.

My goal is to become a researcher in the future which requires hands-on experience, communication and organizational skills and the ability to review primary literature to support hypotheses. All requirements were substantially strengthened during my experiential learning project, and this provides a solid foundation for my future career.

I have progressed from disliking the outdoors to embracing everything nature has to offer. My passion for environmental science and research stemmed from my enthusiasm for biology and my desire to contribute to a sustainable planet. With this growth, I am ready to spread my wings and fly towards my goal.

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For Further Discussion

To discuss this course futher and to learn more about the student work, please email Professor Courtney McGinnis.

Course Overview

BIO 385: Explorations in Biology focuses on synthesis of foundational knowledge in biology, development of scientific literacy, critical and creative thinking and communication skills and preparation for careers in science as responsible citizens. This course is completed in conjunction with an experiential learning project that relates to the biological sciences outside of the classroom.

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