Final Project Reflection: Allaina Siler

For my final project outreach, I chose to volunteer at Clarke Central High School to help them see the amount of antibiotic resistance in their soil by counting the colonies from their soil samples.

To begin, we had the students bring in soil samples from different locations for our testing at the UGA lab. We first measured a gram of soil and performed six serial dilutions by adding more and more water to dilute the soil samples. Then, we added those solutions to petri plates that either had no antibiotic (NA-control) or with tetracycline (TET 3 AND TET 30) and waited a couple of days to count the amount of colonies in the petri dishes to see the amount of antibiotic resistance in the samples at the high school. To do that, we had the high school students choose the 2 different dilution plates that were the easiest to count and mark with a pen (within 5 to 300 colonies) for NA, TET 3, and TET 30. We then entered that data into the spreadsheet which performed calculations of the frequency of tetracyline resistance and then entered that data in the PARE site. For this experiment, we researched topics such as antibiotic resistance as well as how genes in bacteria are transferred. Although the research was interesting, I won’t be doing research of that kind in the future, as I’m an art major and will be taking many studio classes in the future.

One main point learned in the research process is antibiotic resistance. The way bacteria survive with antibiotic resistance begins with mutations in their genes which prevent their susceptibility to antibiotics. As a result, when an antibiotic is introduced, the bacteria without the mutation die out, while those mutation-containing ones survive. The next point lies in how bacterial genes are transferred. First, then, they divide and their offspring through vertical transmission contain the mutations, so when the same antibiotic is added, those resistant bacteria will fight it off, resulting in antibiotic failure. In addition to vertical transmission, bacteria can also transfer their mutant genes horizontally through conjugation (transmission through a pious or hollow tubular structure), transformation (free passage of DNA between cells), and transduction (via a bacteriophage viruses taking DNA from an infected bacterial cell and transferring it to a new cell). I learned these pieces of information through class discussions, as well as studying the powerpoints on the checklist. And, through this project, I could physically see the topics at work because over time, the bacteria with mutations survived through division (vertical) or through horizontal transmission of genetic material. In other words, the colonies which we counted were tetracycline-resistant bacteria who gained that resistance through mutations transmitted horizontally or vertically. Although I didn’t present the material to the class, by performing the experiment, the material was reinforced in the real world, which was really helpful.

First, we made sure the presentation was intellectually stimulating by giving the high schoolers the tasks of counting colonies and entering the data which made them consider both antibiotic resistance in the soil as well as how we calculate the frequency of the resistance. Furthermore, by having the different serial dilutions, the high schoolers had to think mathematically about how by adding more and more water would have the solution less potent by factors of 10. The relevance came into play through the experiment enlisting the high schoolers to find their own soil; therefore, since it was their samples, they were more invested to see how their own soil had antibiotic resistance, something which can be harmful. Finally, the presentation was creative in that it was an application of the real world; in other words, the samples were from locations they’ve been to, and they entered their data in to a real scientific research site (PARE). In all of my high school science classes I never had the really cool opportunity to input my own data into a national site.

I learned many things during this process, but one discovery was that soil and antibiotics are related. Previously, I just thought that antibiotics were used to combat sicknesses, but I never knew they would be in soil and that bacteria would be resistant to it. In addition, I discovered how to make a serial dilutions; in other classes, my teachers would give us samples that were already diluted, without telling us how to perform it ourselves. But, with this class, I learned how, so if I ever need to do a serial dilution in my life, I’ll know how. About myself, I did learn that I love to pipette samples, spread the samples in the dish with the stick, and use parafilm. Because I’m usually more drawn to artistic tasks, it was interesting to learn I like science lab tasks as well. Although I don’t think I learned a more creative skill or about delivering a presentation, I did see myself as more confident because I had to instruct people who were about my age on how to do an experiment I had only done once. Also, I found out my assumption of high schoolers (the audience) was that they were rude or maybe scary (since I’m short and they’re all so tall), but I realize they were really sweet and well behaved. Therefore, in the future, when I need to communicate information to a new audience, I’ll be less nervous because they’re people just like me, and usually their first move isn’t to be rude to me.

To analyze my audience, I first looked to see which people seemed the least intimidating (the girls), and I made sure I began talking with them to be more comfortable and then I moved to “scarier” students (football players) as a way to prep an not psych myself out. Because I knew I’d be nervous with this audience, I made sure to review the experiment before class, so I’d be able to facilitate the correct information better. I can then apply that to future communication efforts by first figuring out who the audience would be and then figure out a plan to best give the information.

If I did this again, I’d research and review the experiment even more. Even though, like discussed previously, I did research to familiarize myself before getting to the audience, I still felt slightly unprepared, as I had to ask Dr. Brickman questions a couple of times.

This experience helped me understand the material more because I had to apply it to this real life experiment. Therefore, I had to understand the different aspects (like the bacterial resistance) to ensure that I’d deliver the presentation to the high schoolers better. Also, I had to know the material well in case the students asked me questions. In other words, I had to be organized for this specific audience, because high schoolers can easily smell fear or know when someone isn’t confident.

In the future, I can use what I learned about being prepared for presentations and keeping my nerves in check with future meetings or presentations that I might have in the graphic design field where I need to facilitate information about a logo or advertising campaign to people (bosses) who are intimidating.

This came across in the way I wanted it to, in terms of successfully completing a task and engaging a large audience, but as I said, I would prepare even more in the future to have it go even more smoothly.

Finally, this experiment was effective because I utilized what I learned in class to present an experiment to a large group of people in a nerve-inducing environment of a high school.

Group 4 Organisms in Compost

Microorganisms:

The decomposers within the pile that are responsible for changing the chemistry of organic waste materials.

Video on Dec omposers!

Aerobic Bacteria: The most important of these decomposers. Capable of consuming practically anything, they take in Carbon and Nitrogen to grow and reproduce, obtaining energy by oxidizing organic material. Require specific Oxygen concentrations of 5%, otherwise will become inactive or die, which can slow composition rate over 90%. They are also useful in that they excrete plant nutrients such as Nitrogen, Phosphorus, and Magnesium.

Types:

Psychrophilic bacteria: Work in the lowest temperature range, preferred range starting at 55° F but will work if the initial pile temperature is less than 70º F. Produce the least heat of any bacteria, but produce just enough to warm the pile enough for the next step of the composition process to occur, the introduction of:

Mesophilic bacteria: These bacteria rapidly decompose organic matter, producing acids, carbon dioxide and heat in the process. They can work within the temperature range between 70º to 100º F, but at the height of this they start dying off, or moving to the outermost edges of the pile which have not reached such high temperatures. Their exodus leaves room for:

Thermophilic bacteria: These thrive at the highest temperatures, working from 100 to 160º F. Their process moves fast, only sustainable for 3-5 days unless new material is constantly being added to the pile as they consume organic material quickly. Once the pile begins to cool once again, the Mesophilic bacteria take over once more, quickly consuming any remaining organic material with the help of other surviving organisms.

Anaerobic Bacteria: Take over when Aerobic Bacteria are inactive, producing useless organic acids and ammonia-like substances that contain unavailable nutrients and can even be toxic to plants. These bacteria are responsible for the bad smells produced by compost in their production of hydrogen sulfide, cadaverine, and putrescine.

Actinomycetes: A higher-form bacteria similar in structure to Fungi or Molds. They appear greyish, and work in the medium heat of the pile, much similar to the Mesophilic bacteria. These are responsible for breaking down the most resilient materials within the pile, like lignin, cellulose, starches, and proteins. As they break down organic matter they liberate carbon, nitrogen, and ammonia, making nutrients available within the created dirt. These bacteria are what produce the earthy, pleasant smell of compost, and become more obvious as the composting process goes on, forming large clusters within the later stages.

Fungi: Primitive plants, lacking a photosynthetic pigment, that can be single or multicellular creatures. Prefer cooler temperatures, and usually only take part in the process at the very end, breaking down cellulose and lignin, after faster acting bacteria have made inroads on them.

Macroorganisms:

Responsible for actually breaking down various organic items in compost physically by chewing, digesting, etc. in the latter stages of a composting cycle. These organisms’ excrement is further broken down by microorganisms and some of these serve as a food source for higher level consumers in this food chain.

Consumers: The macroorganisms in a compost pile can be separated into 3 different groups: 1st level consumers, 2nd level consumers, and 3rd level consumers.

-1st level consumers become food for the 2nd level consumers.

-2nd level consumers become food for 3rd level consumers.

This creates a complex food chain inside the compost pile that ultimately helps to further the process of decomposition.

Ants: These feed on a variety of materials including seeds, fungi, and other insects. Ants help create a more rich environment in the compost by moving around minerals like Phosphorus and Potassium.

Millipedes: Worm-like segmented insects that have many walking legs. These macroorganisms mainly help in the vegetation decomposition by feeding on organic greens.

Centipedes: Worm-like segmented insects with less walking legs that appear flat. Most feed on other consumers like spiders and insects.

Sow Bugs: Have a characteristic flat, oval body with 20 legs. They feed primarily decaying vegetation like rotting wood.

Springtails: These insects are small and vary in color from white to black. Most notably they have an incredible ability to jump. Most springtails prefer to feed on fungi and mold.

Earthworms are secondary consumers that are considered later compost immigrants and feed on the remains of earlier inhabitants in the compost. Earthworms can be used to recycle earlier organic materials that they then convert to vermicompost, a rich compost substance.

Beetles are tertiary consumers in compost. The most common beetles in compost are the rove beetle, ground beetle and feather-winged beetle. The feather-winged beetle eat fungi spores while most beetles, including the rove, eat spiders, mites, and other beetles.

Spiders are prey for the tertiary predators (ants, centipedes, beetles). Spiders are some of the many physical decomposers that tear up organic material into even smaller pieces. As we are all accustomed to, spiders have eight legs and generally feed on insects and flies. They can also help control garden pest in a compost garden.

Flies are secondary consumers and the prey for centipedes and spiders. Flies are ideal for transporting bacteria to all parts of the compost in the early cycles of your compost.

Snails and slugs are secondary consumers and food for centipedes. Snails have a shell on them while, slugs are basically the same, except shelless. Both are mollusks that eat organic material and help break down material in your compost, but if they reach the garden they can do great damage to crops.

Soil flatworms are small flattened carnivores that typically live in films of water inside the compost.

Group Five to Group Four

Organisms in Compost

Microorganisms:

The decomposers within the pile that are responsible for changing the chemistry of organic waste materials.

Video on Dec omposers!

Types:

Macroorganisms:

Consumers: The macroorganisms in a compost pile can be separated into 3 different groups: 1st level consumers, 2nd level consumers, and 3rd level consumers.

-1st level consumers become food for the 2nd level consumers.

-2nd level consumers become food for 3rd level consumers.

This creates a complex food chain inside the compost pile that ultimately helps to further the process of decomposition.

Millipedes: Worm-like segmented insects that have many walking legs. These macroorganisms mainly help in the vegetation decomposition by feeding on organic greens.

Centipedes: Worm-like segmented insects with less walking legs that appear flat. Most feed on other consumers like spiders and insects.

Sow Bugs: Have a characteristic flat, oval body with 20 legs. They feed primarily decaying vegetation like rotting wood.

Springtails: These insects are small and vary in color from white to black. Most notably they have an incredible ability to jump. Most springtails prefer to feed on fungi and mold.

Flies are secondary consumers and the prey for centipedes and spiders. Flies are ideal for transporting bacteria to all parts of the compost in the early cycles of your compost.

Soil flatworms are small flattened carnivores that typically live in films of water inside the compost.

Allaina Siler Composting Infographic

Regarding the three characteristics of effective informative delivery, the infographic is intellectually stimulating because it makes you think about what you can and cannot compost. It causes the viewer to contemplate what materials they have on the infographic at home, and whether or not they belong. As for being relevant to the audience, it would be perfect for the Rooker Hall demographic because the information is specifically tailored for people on campus in a dorm. And, I think it’s creative with its use of the neutral, mellow color scheme, as well as the cute illustrated items that either can or can’t be composted. Also, the three fonts work well together from a design standpoint and would be perfect and easy to read.

As for my gut emotional responses, I was immediately content because it is just so well illustrated and I love the mellow green background with the illustrations of food and other materials. It surprised me that newspaper is compostable because I thought the inks would have chemicals that might be harmful, but I guess not. Nothing angered or frustrated me because this infographic was carefully and thoughtfully made. And, the information didn’t deal with something upsetting like the news.

Before this infographic and this unit, although I barely knew anything about composting, I didn’t think that people would attempt to put plastic materials or processed food into compost piles. I suppose it makes sense with the plastic materials if the theoretical person confused recycling and composting, but I would never think to compost pizza just because I before assumed only fruits and vegetables could be composted. From the infographic, the creator was probably just hoping that the people on campus would gain a new perspective on what they could or couldn’t compost. To find this data, they used one source which is a Toronto informative website with information about what can and cannot be composted. We might engage in finding this data by just copying and pasting the information into a search bar, since they provided the source on the poster.

Although this compost infographic is very successful from a design and informative standpoint, I think maybe they could’ve considered a bit on why the demographic can’t compost certain things. However, it makes sense that they haven’t thought of including this in case there would be too much information that the viewer would not want to read and possibly walk away from the sight of too many words. We can definitely use this as an inspiration for our graphic with the layout of the work because the information is so clearly displayed. Not to mention, we can kind of copy the illustrations (still changing some aspects) for the images of the things that can and can’t be composted.

Allaina Siler UGArden Post

Image: Something that surprises me about the facility

What surprises me about the facility was their large-scale composting, and how composting sometimes involves more than just dumping scraps in a spot. Active composters keep the material separated into zones based on how decomposed it is, and sometimes the material has to cycle through another time to be done.

In this picture, I see the UGArden speaker and professor showing the completely plant-based compost area of the garden. When looking at each section from left to right, the compost material gets less and less course, and it decomposes to create rich compost material to aid crops.

One thing that really strikes me in this picture is the drastic change in the size of the piles (going from left to right). It’s surprising how such a large mass of material through decomposition yields so little compost material in the end.

This picture makes me think about how long it truly takes for the plant-based material to fully decompose for composting. I thought it would take at the most two weeks for it to graduate on and on in the different stages, but it usually takes up to months, and for full decomposition, sometimes years. I always thought that it would take around six months at the most to break down, but in this intermediate composting method, it takes much longer.

When I look at this picture, I feel called upon to start composting. I know it would be hard to do it in my dorm room, but by seeing the piles in person, I feel that it’s important that I do my part to not waste scraps and plant material. If I don’t compost, the material will just end up in landfills and be put to no use, so it’s important that I do the right thing to help both crops and the environment.

I think this picture is about the visible process of composting. I had never really seen in up close and in person, as my family doesn’t compost, so the visual was nice. And, his commentary about how they facilitate this process was really educational as well.

Allaina Siler Introduction Post

Hey, my name is Allaina Siler, and here’s my introductory information!

1) a) Although I haven’t taken any science classes at UGA, in high school I took Honors Biology, Honors Chemistry, Physics, and AP Chemistry.

b) My absolute favorite would have to be Honors Chemistry because I learned a vast amount of information about the different types of chemistry without the rigor and element of anxiety of AP Chem.

2. Because this will be the only biology (and science) class I’ll take at UGA, due to my art major and Spanish minor, I hope to learn as much as I can about how biology can relate to every-day life. Rather than simply viewing diagrams about a topic such as the cycling of nutrients, I want to get involved and experience it on a personal scale.

3. I’d love to learn the ideal components of soil, as well as the different types of antibiotics that contaminate it, so I’ll understand how humans harm this particular facet of the environment. In addition, I’d hope to understand how I can compost as a student living in a dorm (on meal plan).

4. I think we could most appeal to students by informing them of the impact failing to compost has on their food. Because about every college student loves food, if we told them how their favorite dishes could be enhanced in terms of quality and flavor with the help of composting, they would take it seriously. Or, as global warming is a hot topic, the connection between composting and lessening the greenhouse gases would apply to them.

5. Because I abhor public speaking, I’d love to learn tools to both make myself and my potential audience more comfortable when I’m giving them information. I’d also love to learn different types of visual aids I could use to engage the audience.