Final Project Reflection

1. I went to Clarke County High School to help the high school class with their soil samples!
2. First, we plated soil samples of our own and of a high school class with various levels of antibiotics and analyzed the bacterial growth in each plate. Then, we went and helped the high school class enter their data correctly online.
3. The lab helped to show antibiotic resistance and natural selection at work. Because we were going to the high school to help them with the same data, I had to become familiar with the terms we would be using and the questions they might ask. The majority of my information came from our in class powerpoints which correlated with the antibiotic resistance.
4. We did not really present anything to the high schoolers so I don’t feel that these 3 characteristics were used. We mainly just went to help them with entering the data and counting the bacteria on the plates.
5. This project was the closest thing I’ve had to a science lab in college, and I found that I did really enjoy it. I also saw how working in teams can be very helpful. Any instructions I wasn’t sure about were clarified by the other members of my team and vice versa.
6. Again, I didn’t really present anything, but being a freshman in College, I do still feel close to high school, which let me easily communicate with the students we helped and explain things to them.
7. Next time, I would be more involved in helping the students and making sure that they understood what was going on.
8. Getting to physically see the growth of bacteria under different levels of antibiotics really helped me to better understand the concept of antibiotic resistance that we had been discussing in class.
9. I can use these examples of antibiotic resistance to help explain the dangers of overuse of antibiotics and why that can lead to antibiotic resistant bacteria.
10. I think that me and my group did a good job helping out at the high school just like we wanted to. We all tried to be helpful and kind whenever anyone had a question.
11. Yes this assignment was very helpful to me! It really did help me feel more confident in the materials of the course and the concepts that we addressed such as natural selection and antibiotic resistance.

Group 6 to Group 4

Organisms in Compost

Microorganisms:

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

Video on Decomposers!

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.

 

Here’s a fun game you can play to learn about composting: FUN GAME!!!!

 

COMMENTS

Lots of great information here! The infographics were a great addition that really helped with understanding. Maybe pick out some of the most essential information since there’s just so much. This could help University students interested in learning about composting be less overwhelmed.

Comments from Group 6 to Group 5

What you CAN’T compost:

  • Meat (and anything that came in contact with meat),  dairy and bones
    • Animal products such as meat have the potential for carrying diseases, and they could potentially attract rodents.   
  • Fats and oils (such as peanut oil, canola/ vegetable oil, etc)
    • The oils may attract pests and rodents
  • Walnuts
    • Contain juglone, a compound toxic to some plants
  • Eggs and dairy products
    • Attract pests
  • Cigarette butts
    • Made of plastic
  • Store bought shampoos/soaps
    • Chemicals and dyes contaminate the compost
  • Baked goods
    • Due to their oils that would attract pests such as rodents and ants
  • Human and animal Feces
    • Due to harmful bacteria and the possibility of parasites and infectious diseases
  • Specific types of water:
    • Soapy water from baths/showers or washing cars
    • Dishwater from washing up
    • Washing machine waste water
    • Waste water from the toilet
    • Flood water
    • Water contaminated with bleach or other cleaning agents
    • Water contaminated with petrol or oils
  • Rice
    • Attracts unwanted bacteria and pests
  • Anything made of inorganic material: polyester, rubber, acrylic, plastic
    • Take a very long time to compost
  • Bits of clothing
    • They contain dyes and chemicals that would be harmful
  • Baked beans
    • Worms which might help with decomposition don’t like baked beans, they shouldn’t be included
  • Specific types of paper
    • Glossy or coated paper (that are treated with chemicals)
    • Colored paper
  • Dryer lint and contents from vacuum cleaner
    • Contaminate compost
  • Personal hygiene products: tampons, feminine napkins
    • Potential health risk with bacteria
  • Tea and Coffee Bags
    • While tea leaves and ground coffee can be composted, their bags shouldn’t be in the pile, as they have harmful chemicals and are difficult to decompose.

 

 

COMMENTS

Looks great. Informations is short and to the point, easy to read and understand. Could be turned into a nice flyer very easily with some added pictures. Good job!

Infographic

For the 3 characteristics of effective informative delivery: The infographic is intellectually stimulating in the way it makes the reader decide what it is that they’re looking for in their composting solution. The flow chart style also makes it more personal and relevant to each person looking at it. The reader can get only the information that THEY need from it. This let’s each person focus on the essential parts to them. The infographic also shows creativity in it’s design. Not many infographics I found were flowcharts. It also uses simple language that’s fun and easy to follow.

Overall, I was very pleased with the entire infographic. It was so easy to read and the information it delivered was helpful. Composting can be an overwhelming concept especially getting started. This infographic takes out all the hard work of deciding how to get started and boils it down to just a few simple questions. The only thing that may have been even better is if somewhere near the bottom it had a description of what the different composting options were and how to do them. The colors, font, and drawings help make the infographic cute and unintimidating.

A lot of these concepts for composting I had not even considered or heard of. I really appreciated getting to see the variety of options out there. This widened my perspective to how there’s not really any excuse not to compost since it can be done in some form no matter the circumstances. There aren’t really any sources on the infographic and more seems to be the author’s thoughts on what would work best. I don’t know how helpful this would actually be for our class composting project. The university seems to already have in mind what way they want to compost, so I don’t think they’d need this infographic to help decide how they want to compost.

 

UGArden

  1. In this picture, you can see UGArden’s compost pile and the barriers they use to divide the various stages.
  2. One of the most striking things about this picture is the size of the compost pile. It’s much more spread out and larger than I initially expected it to be. The pile that can be seen at the front of the photo is only the first step in the composting process. Once the first pile has been churned up and properly composted it moves to the next barrier and stays there for a while.
  3. I think if someone saw this picture, they may be able to recognize it as a compost pile. However, they may not know all the other steps that will be involved in the process. Before visiting, I just assumed that you leave the compost in one large pile like the one seen in the photo. I had no idea it had to be moved around and put in different stages.
  4. When I look at this picture, I feel proud of all the innovation that UGArden has accomplished. Those barriers seen in the photo were once barriers for the Air Force building. Now, they serve as a backboard to help scoop up the compost more easily, as well as prevent rain from running downhill and dampening the compost piles.
  5. I think this picture is about the amount of work and time that really goes into composting. The various stages barricades help show just how many different stages of decomposition a pile of compost must go through before it’s actually ready to be used. It also shows just how many different things can be composted. The pile is full of a wide variety of scraps and plants.

Introduction

In high school, I only took a few life sciences. I started with biology freshman year and then took anatomy/physiology senior year. Anatomy ended up being my favorite one, just because of how much I liked the teacher and how enjoyable the class was as a whole. I took physical sciences throughout high school, both APs and normal. However, this will be my first science course of any kind in college. For this class I hope to gain a better knowledge of biology and the environment, and especially how the two of these interact.

To find out more about antibiotics in the soil, I guess I would ask not only how they are getting there, but also what effects they have on the soil and crops. The videos we watched largely addressed carbon, compost, and soil, but never really the harmful effects of antibiotics in the soil.

I think composting would be the best issue to approach other students about. It’s a pretty simple thing to do that can make a big difference, and wouldn’t be a large inconvenience on someone. Because of this, other students would be more likely to listen and even try composting.

The service learning project sounds like it could really help expand the way I think about helping the environment. By contributing to a national database, it shows just how easy it can be to help make a difference. The project also will help demonstrate the effect antibiotics has on the soil in various locations.