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Play games with high RTP – above 96.5%. I picked a slot with 97.2% and medium volatility. No wilds, no big features. Just steady spins. The grind is real. But the payout? Worth it. I cleared the wager in 2.5 hours.

Withdrawal? Instant. But only if you’ve verified your ID and phone. I skipped the phone step once. Got locked out. Learn from my mistake.

Final tip: Don’t chase the full win. Take the first 50% as cash. Save the rest for another session. (I lost 80% of my first payout because I went full gambler.)

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Validating your account to unlock the free spin reward

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They don’t care if you’re in Poland or Paraguay. But they do care about duplicates. I saw two accounts flagged in the system. One was a fake name, same email, same IP. Got shut down. (Good. I hate fraudsters.)

After validation, the free spins hit my account. No delay. No “processing” screen. Just a pop-up: “100 free spins on Book of Dead – 15x wagering.” I didn’t even need to claim them. They auto-activated.

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How I Actually Beat the Wagering on This Free Play Offer

I played the free spins with no cash in. Zero. And the 30x wagering? I almost walked away. But I didn’t. Here’s what actually worked.

Stick to low-volatility slots. I picked a 96.5% RTP game with sticky Wilds. Not flashy. But it paid out 14 times in 22 spins. That’s 40% of the total wagering cleared in under 30 minutes.
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Use the auto-play feature with a cap. Set it to stop at 100 spins or 50% of the required wager. I lost 30 spins once. But I didn’t blow the whole thing. (That’s the difference between a grind and a wipeout.)
Track your progress. I wrote down each session. After 3 sessions, I saw a pattern: 60% of the time, I hit the target by 25x. The other 40%? I got stuck at 18x. So I stopped. No point chasing ghosts.
Never play high-variance slots. I tried a 100x max win game once. Got two scatters. Then 120 dead spins. Wasted 12x of the required turnover. Don’t do it. Not worth it.

Wagering isn’t a hurdle. It’s a filter. If you’re not willing to play smart, you’ll lose. I cleared it in 2 hours. But only because I stayed cold, not greedy.

Best games to play with your no deposit funds

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Mega Moolah? I tried it once. 95.9% RTP. The jackpot’s a dream, but the odds are brutal. I lost 80 spins straight. No scatters. Just dead spins and the occasional wild. If you’re chasing a life-changing win, this is the one. But don’t expect a win in under 200 spins.

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Final take: Play for the flow, not the dream

If you’re not getting at least one retrigger per 100 spins, you’re not playing smart. Pick the games where the math works in your favor. The rest? Just noise.

How to pull your cash out without getting ghosted

I’ve seen players lose 300% wagered on free spins only to get rejected at withdrawal. Not because they cheated–because they didn’t read the fine print.

Start with the withdrawal method. If you used PayPal, don’t switch to Skrill unless the rules allow it. I tried that once–got flagged for “account mismatch.” They don’t care if you’re legit. They care if your payout path matches the original funding method.

Wagering requirements? 35x. Not 40. Not 30. Thirty-five. I counted every spin. No shortcuts. If you hit 500x, you’re already over.

RTP on the games you played? Check it. If it’s below 96%, you’re grinding for nothing. I lost 120 spins on a 94.3% slot. That’s not bad luck. That’s a trap.

Max Win? You can’t cash out if you didn’t hit it. Not even close. I hit 50x on a demo run. Got 500x in real money. Still rejected. Why? Because the game’s Max Win cap was 100x. The system doesn’t care if you *think* you hit more.

Keep your ID and proof of address ready. They’ll ask. I had to send a utility bill and a selfie with my passport. Took 48 hours. Not because they’re slow. Because they’re checking.

Use a real email. No burner accounts. I used a Gmail with a fake name. Got denied. They said “account ownership conflict.” (Yeah, no kidding.)

Withdrawals under $100? Usually instant. Over $200? Manual review. I waited 72 hours. Not a problem. But if you’re doing this for a 200x playthrough, you’re already in the red.

Always check the terms *before* you spin. Not after. Not when you’re up. Not when you’re down. Before.

If they don’t list the max cashout for each game, don’t play it. I did. Lost 400 spins chasing a 100x win. The system said “no payout.” (No explanation. No refund.)

This isn’t about luck. It’s about rules. And if you skip them, you’re just feeding the machine.

Common mistakes to avoid when using the 2019 Funclub Casino bonus

I saw a guy blow his entire free credit in 17 minutes. Not because he was unlucky–because he didn’t read the wagering terms. That’s the first thing you’re skipping if you’re not careful. 50x is standard, but some games don’t count at all. I’ve seen slots where blackjack tables and live dealer games don’t contribute. Check the list before you click “spin.”

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Never treat free spins like cash. I once used them on a high-volatility title with 96.1% RTP. The game hit 400 spins without a single bonus. You’re not getting rich. You’re getting worn down. Low volatility? Better for this kind of play. But even then, don’t go all-in on one spin.

And don’t forget: if you don’t withdraw before the time window closes, you lose it. I missed a 7-day deadline once. Watch the clock. Set a reminder. This isn’t a game of “maybe later.”

Finally, don’t use a single bonus across multiple accounts. The system flags that. I got locked out for three days. Not worth the risk. One account. One strategy. One clear head.

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Final Project Reflection

For my outreach project, I, along with a few other of my classmates and professor Brickman, went to Clarke County High School to aid high school students in the completion and analysis of their soil bacteria project. At the high school, we aided in helping the students extract their results from the soil samples they collected and taught the how to enter their data into the data collection website. This was the same project that our class had just completed in the labs at the University of Georgia, so we were able to provide guidance to the students in finishing their similar project. The goal of the project was to enlighten us and the students of Clarke County High School on the presence of certain bacterias and their dominance in our neighboring environment, as well as their resistance to antibiotics.

During the project, we gathered with the students and helped them to analyze their petri dishes, which contained observable remains of bacteria that had been found in their soil extractions. After identifying them, we told to students to count all of the colonies of bacteria they observed in order to get a better picture of just how much bacteria lives in the environment around us. We then had them enter this data into a data collection site that is being used by researchers to identify different levels of bacteria around the world and their resistance to certain antibiotics. These results along with the ones we completed at UGA will help scientists better understand the bacteria around us and how it differs in various parts of the country.

Three Characteristics of Effective Informative Delivery:

Intellectually Stimulating: Usually, we don’t think about all the bacteria that we encounter day-to-day, because we can’t see it. Thus, I think it was shocking but also very interesting for the students to be able to observe just how much bacteria we’re actually surrounded by. By placing the bacteria in a petri dish and allowing it to grow, we were actually able to see this and recognize the large amount of bacteria that usually goes unnoticed by us.
Relevant to the audience: Everyone uses medicines like antibiotics throughout their life, making this a relevant study for anyone to conduct. It was interesting to find out that medicines I use for things like an ear infection could actually have negative consequences for my body such as increasing the number of antibiotic resistant bacteria.
Creative: A creative aspect to this project was actually allowing the students to go out and bring back their own soil sample collection. This provided the study with different soil types from various places, so it was interesting to see how the bacteria differed from one sample to the next.

Discoveries

I found out that I actually really liked helping the younger high school students with their projects. I could definitely see myself doing something like that again in the future for maybe tutoring or something along those lines.
On the other hand, I also realized how difficult it was to get the high-schoolers interested and engaged in what we were doing for them.

I think that in the future I would need to do something to make the work seem more interesting and engaging, because it seemed like the students got bored rather fast with what we were doing. I also think that some students were a little shy and this caused them to participate less, so next time I would work on bringing those students out of their comfort zone in order to get them more engaged.

By helping the high school students with their project, I was better able to understand the study myself, which makes sense since I had to understand it in order to explain it to them. It was also helpful doing the project a second-time. I understood the process a lot better and why we were doing it the second-time. Next time I do a project like this I think it would be helpful for me to go over the process multiple times like we did here.

I think that I could have been more informed. There were some parts of the project and the data process that even I was still confused about when we were helping the high-school students, so that probably didn’t look good from their perspective. But, all-in-all I think I did a pretty good job in aiding them.

I learned alot from this project, so I would say it was very effective. I never realized how much bacteria surrounded me in my environment and how so much of it was resistant to bacteria. It was very enlightening, and it was refreshing actually doing something in a class and then relating it to real-world problems.

Final Project Reflection

For my community outreach, I went to Clarke Central High School and assisted them in a soil sample experiment. We completed the experiment ourselves in class before going to the high school. First we collected soil samples from around Athens. My group’s sample was from the lawn of the DPhiE sorority house on Milledge Avenue. We diluted the soil samples and then transferred the solution to Petri plates with and without tetracycline. The petri dishes were incubated for 72 hours before being taken out for counting. We recorded the number of bacterial colonies to calculate the frequency of tetracycline resistance in the soil samples. The data was then recorded on the PARE national database.

We learned about the prevalence of anti-bacterial resistance through power-points and videos Dr. Brickman showed us in class. Through this project, we were able to actually see bacteria resisting the tetracycline and continue to grow even at high levels of anti-bacteria on the plate. It was interesting to go to the school and help the high schoolers complete their experiment because I realized I was much more knowledgable about anti-bacterial resistance than I thought. Their samples also looked very similar to ours which confirmed our discoveries.

Dr. Brickman’s presentations were intellectually stimulating, relevant to the audience, and creative because she connected the problems of antibacterial resistance to how it would affect our lives in the future. I personally was not able to really incorporate those characteristics into the high school visit because I had trouble finding the room. I ended up coming to the room after all the introductions happened and only aided the students in counting and uploading their data.

I learned how important it is to confirm a plan ahead of time. I was sick the class before we went to Clarke Central and I drove to the school completely unaware about where I was supposed to go. I got lost in the huge school and made it to the classroom very very late. The high schoolers were very nice and more interested in the experiment than I was anticipating. They were receptive to our presence and made conversation while doing the experiment. While I showed them how to use markers to help count their bacteria colonies and helped them submit the data into the excel spreadsheet and online, they asked questions about what college was like and advice I had about applying. I think I was more casual with them than I would have been in a more formal group of people.

The only thing I would do differently is email Dr. Brickman ahead of time so I would not have to spend 30 minutes roaming the school trying to find the classroom the group was in. I would have learned more about the presentation process if I had been there from the beginning. I did not plan out any of my speech, yet I was still able to do my job and help the high schoolers complete their experiment. In the future, I would prepare more so I could come across better.

Final Project Reflection | Karan Pol

Final Project Reflection

Karan Pol

BIOL 2103H

In conjunction with many other students in the class, we went to Clarke Central High to work with the students the AP Environmental Sciences class on an extension of one of our own projects regarding bacterial growth in water and its resistance to various antibiotics, known as the PARE Project. In this project, we were testing for the number of colony forming units per gram of water.
At the high school, along with a partner, I guided the AP students in looking at petri dishes that were showing incubated bacterial colonies and counting each that was present, so as to determine the number of colony forming units. This data was then transcribed online via an excel spreadsheet and the PARE website, much like our own data.
The topic was regarding bacterial growth in waters and how the resistant the bacteria is to antibiotic. Using various dilutions and strengths of tetracycline, we tested the presence of colonies to determine bacterial resistance. This information was gathered directly through visual observation, knowledge of the antibiotic used in each petri dish, along with calculations that were both presented in the excel spreadsheet and in class. In presenting, I was able to more concretely understand the process as I was forced to communicate it.
Three characteristics of effective information delivery.
1. Intellectually stimulating: We made sure to explain the nature of the work we were doing and why it mattered in regards to viruses and the nature of antibiotic resistance
2. Relevant to the audience: we discussed various diseases and in the spread of flu season and school beings hubs of disease, the project was highly relevant.
3. Creative: It was difficult to incorporate this into the activity as the guidelines were rather strict -only a certain set of actions could be followed to complete the activity.
Discoveries
1. Two Discoveries Made:
  1. High schoolers are much less fun to be around in retrospect.
  2. High schoolers are louder and have shorter attention spans than I remember.
2. I learned that I was not that great at leading a group of students that were only a few years younger than me. It shows the difficulty of the jobs TAs have.
The audience, high schoolers, was extremely inattentive -at least my specific group was. They were more interested in talking to each other with little investment in the activity at hand. As such, in the future, it’s necessary to consider each audience’s preferences and interests and tailor a presentation to fit these. This can be seen in people using more videos in educating high schoolers where this may not be necessary in a past generation.
I would spend more time establishing the importance of the project and going through the meaning of what was being done, also explaining in advance to us (the college students) what the instructions were for a smoother process.
We had the benefit of basically redoing the assignment to cement the understanding of the process that goes behind determining bacterial resistance through this specific form of testing.
While I will not be working in a related field, this presentation solidified the idea that practice makes perfect, as doing it with the high schoolers clarified any misunderstandings that I had.
I don’t know that I came off as knowledgeable about the subject as I would have liked, considering I am by no means an expert. I would hope that we would go through some sort of briefing in class before going to the high school to ensure that everybody is on the same page.
I feel that there wasn’t really a call to action or emotional argument made in the project that would force one to truly consider the dire situation of water quality globally. This is due to the scientific, unfeeling nature of data to the average consumer of information. Editorial is necessary.

Josh Marcinczyk | Final Project Reflection

We worked on various composting implementation methods for around campus. They were focused around the East Campus area. While with UV it was just an outreach gauging interest, our efforts in Rooker Hall came to fruition with full implementation of a composting system in the building. We worked to educate the RAs and structure the program.

For this project, we had to familiarize ourselves with composting: what it is, what you can and can’t compost, what the benefits are, what the interest is. We reached out to residents and RAs through various surveys and interactions to gauge interest and gather input on some desired aspect. I do not believe I will do any further research on the topic, but I am now knowledgeable to compost on my own.

Composting- letting nature do its job and recycle organic matters for reuse in the soil

How easy composting is- anyone can do it, we set up a very easy system for the residents and provide them with materials to carry it out

We did most of our information gathering online. Presenting the topic absolutely helped me to learn the material better.

To be intellectually stimulating, we made the presentation easily understandable and quick; I also went around with an image to show the RAs. For relevance, the presentation gave the RAs all the information that they needed to know to pass on to their residents; we didn’t include any unnecessary information. Creativity-wise, we lured the RAs with snacks and spread out the information between group members so that each member was an expert on their slide and involved; it made it seem like there was already a big composting interest on campus if that many of us were presenting.

I discovered the efficiency of working in a large group. I also was presently surprised at how willing the RAs were to listen and learn.

We knew the RAs were supposed to be our field soldiers on this project, so we gave them everything we needed to know to employ it.

We had a little bit of lack of structure and familiarity, so we should have practiced maybe one time.

We put into practice ideas that we learned in the course, and learned about methods of presentation in a large group which is new for me.

Any experience with presentations is beneficial for development as a presenter; this is necessary to be a good worker. I may even start composting in the future.

We delivered the presentation well; in the future, practice would make perfect!

This outreach was a new experience, but I feel like it has more real-world elements than most presentation dream that they could have. I liked this type of assignment and would love to do it on a topic related to my major.

Final Reflection- Ashley Compton

1.Describe the topic that you worked on.

I went to Rooker Hall to present information about composting in the dorms to RAs and answer their questions about it.

2. Include a description of what did you do for the project. Please specifically include the research you did for the project and discuss how the research you did may be similar to research you will do in the future.

For this project I helped create the powerpoint that we were supposed to use. Initially I did research on the permissions that we would need to get from the university, but that was taken care of, so I ended up working on common questions to answer at the meeting and a basic list of things not to compost.

3. List your main points and write out what you now know about each of the points. How did you gain information about your topic? What did you learn about your topic through this project? Did presenting on the topic cause you to get to know the subject matter better?

My main points included what not to compost. I know a lot more about how composting works now, so I understand that you can compost anything that is biodegradable (so no metals, plastics, styrofoam, etc.). However, in common questions I wrote about the smell, so it’s recommended that you don’t compost animal products (meat, dairy, bones, etc) to keep animals and bad smells away. I also learned about disease and bad bacteria in compost, which is the reason that feces shouldn’t be composted. One part that was surprising about this was not composting glossy paper even though normal paper and newspapers can be composted. I gained all of this information by looking through my classmates’ infographic posts and doing searches for articles and tutorials on composting. Presenting on this topic did cause me to get to know the subject matter way better to get not only what you can and can’t compost but the mechanisms behind it.

4. Three (3) characteristics of effective informative delivery have been identified: intellectually stimulating, relevant to the audience, and creative. How did you incorporate these three (3) characteristics in your presentation?

The information in and of itself is both intellectually stimulating and relevant. When we presented we made a point of explaining first why composting is important and how it impacts our lives, which made the RAs become more engaged, so they asked us questions about the process. As far as creativity, we brought props to show them and there were pictures in the slideshow that we were supposed to show.

5. Identify 2 discoveries you made. What did you learn about yourself? Did you employ a new creative skill, do you see yourself as more confident? Did you become aware of assumptions you held—perhaps about the audience? Did you learn something new about delivering a presentation using technology?

I learned about how interesting biology can be to me when it seems relevant to my life. This was a theme throughout the whole class for me, but especially in this presentation being interested in the environment made wanting to understand and share information about composting and how it can make a difference was way more interesting than other biology I’ve learned in the past. I also did realize that I held assumptions about the audience. I really didn’t expect them to care about the science at all and just want to know about what they needed to explain to their residents, but some of the questions really surprised me- one was about why you can compost something but it won’t decompose in a landfill (I think it was about meat).

6. How did you analyze your audience? How did your analysis affect your planning for your presentation? How can you apply what you learned about adapting to the audience in your future communication efforts?

I thought back to my RA and the hall meetings that we would have and the information that she would pass on to us. That made me think how much more important having flyers and written information to help them would be. While I wasn’t completely correct in gauging how interested they would be, taking that into consideration and being prepared for anything are takeaways that I have for the future.

7. In less than three lines of text describe what you would do differently. For example, would you prepare introductory remarks differently?

I would be more prepared ahead of time. We had a plan based on who did which parts of the powerpoint, but didn’t realize that not everyone was there to present their parts, so having all of the details, including who would do an introduction could have helped a lot.

8. How did the experience better help you understand what you are learning in the course? Please address audience analysis, content development, organizing your speech, delivery, and incorporating feedback.

This really helped me understand the section on composting mostly in planning the content to talk about. Doing that research and putting a presentation together helped me memorize and understand the facts and processes, but more than that I’ve learned this semester how important being able to explain how applicable science is to everyday life is, so giving the presentation and hearing feedback and questions from the RAs was really helpful in learning to do that. Along with that, learning better communication skills are a part of any course like this, so thinking so much about our audience ahead of time gave me better skills.

9. Please describe how you can use what you learned from this experience in your future.

As I’ve already touched on this experience mainly helped me learn new skills for presentations, like thinking more about the audience ahead of time. I also am able to more confidently explain how science relates to important things in life, like when we talk about global warming and things that are becoming more and more important every day.

10. Did you come across the way you wanted to? What elements would you want to work on in the future?

For the most part it went well. I think not being able to use the projector made it seem more disorganized than I would’ve liked, so being prepared for that would have been really helpful, but aside from that the only thing that didn’t go smoothly was not being able to answer certain questions; however, it’s really hard to prepare for that knowing all of the research that we could.

11. This assignment has the elements of students addressing a real-world issue (water quality), receiving feedback from the community partner, and delivering a presentation using technology. Was this assignment effective for you? Why or why not? Was the feedback you received helpful?

Yes, this assignment and feedback were effective for me. I really like being able to hear about real-world issues and becoming more prepared to talk about them to other people.

Final Project Reflection – Idan Kirshenbaum

1) For my outreach project, I went with my fellow classmates to one of the dorms in East Campus Village, Rooker Hall, and do a presentation about the importance of composting. To prepare for this outreach, our class worked on a PowerPoint presentation that would describe the easiness of composting on campus to show to and educate the RA’s so they could teach their residents how to carry it out as well.

2) To prepare for this project, two classmates and I researched how to compost in an urban environment, while the rest of the class covered all the other aspects of composting. Our research showed there are two main ways one can compost while living in a city (such as Athens). The first composting method we found was commercial composting, and we even found a commercial composting company in Athens called Let Us Compost. The second composting method we found was a process called vermiculture that utilizes hundreds to thousands of worms to turn organic waste into fertilizer. Our research focused on using multiple sources and then compiling it all on one page in the WordPress site for future reference.

3) Besides researching ways how an urban dweller could compost, I also did my own personal research into how UGA composts its dining halls’ leftover food scraps. Little did I know, this additional information was included on the Rooker Hall presentation, while the urban composting information was not as prevalent. I decided to help on the day of the presentation by using the knowledge I had gained from my research to present the information about dining hall composting on campus.

4) Reflecting on our presentation, each of the characteristics of effective information delivery were used very effectively. The presentation was intellectually stimulating, which was evident when the RA’s asked us questions about their concerns or gave us suggestions for ideas. The presentation was relevant because the main audience who we made the presentation for were the RA’s at Rooker Hall. In order to keep the presentation creative, we added pictures to the presentation and made a colorful flyer that briefly summarized the information in an intellectually stimulating way.

5) I discovered that composting is quite simple, and I also learned that composting can be done in small, urban homes such as apartments. At first, I was shocked to learn that outside space isn’t necessary to compost, but indoor composting bins make composting much easier indoors. I learned that I can keep a level head during times of pressure or stress when we were forced to move locations from the Fireside Lounge inside Rooker Hall to a different dorm in order to present. We then learned that there was no projector in our new location, so we all had to adjust and figure out a solution. I assumed that the audience would be disinterested but they were very intrigued by what we had to present; I even saw a few RA’s taking notes during the presentation. We had technological issues because we didn’t have a projector, so we used (a classmate) Josh’s laptop which ended up working out. This proved to be a useful lesson, as I learned that it is important to have a backup in case something goes wrong.

6) I initially thought the RA’s would show little to no interest in composting, and that it would be challenging to convince them of how easy composting is. However, I soon discovered once we started presenting that this was not the case, as I saw that the RA’s were active during our presentation by asking questions and taking notes. For future communication efforts, I will try and make the presentation more stimulating by adding a few jokes in order to keep the audience more interested.

7) If I had to change anything about how the presentation went, I would have (1) asked my classmates to come a little earlier to make sure that we were all prepared for the presentation and ready to answer questions about the topic. Next, I would have (2) given us a projector so that our presentation could have followed somewhat of a more organized structure. Finally, I would have (3) prepared to answer questions about other people’s topics so that I could have been a little more active during the presentation.

8) This presentation introduced me to the importance of composting for the very first time. In addition to this, I learned how prepared and organized I have to be in order to present a topic to an audience. To do so, you must be well informed and be prepared to deal with unexpected obstacles. What I believe to be most important is that you also have to learn to take criticism very constructively in order to improve.

9) I believe I improved my group work skills and my communication skills through this presentation. This is in part because of the situation that occurred before our presentation where we had to change location. This made our presentation slightly disorganized because we were struggling to present without a projector. As a group, I believe we were successful in our presentation because we managed to persevere and present the information to the RA’s of Rooker Hall in a creative and stimulating way.

10) If our group was able to practice presenting a few times before we presented to the RA’s, I believe we all would have been more knowledgeable about the topic and better equipped to answer their questions. However, I still believe I performed well and I would like to improve my organization skills.

11) Overall, the assignment was very effective for me because I believe that one of the best ways to learn about a topic is to teach it to someone else. The feedback that the RA’s gave us was very helpful and taught our group what we were lacking on and improved what were doing well on.

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.

Final Project Reflection — Sahir Shahryar

For my community outreach, I went with many of my classmates to Clarke Central High School to do soil samples. In preparation for the visit, we had our own lab in class in which we prepared dilutions of a soil sample. My group took a sample from the “front side” of the Science Learning Center near one of the trees. We had a lot of fun with the lab equipment and with preparing the agar dishes. Counting the colonies on the dishes later on was a challenge in and of itself, but I think it was necessary in order to adequately prepare us for the visit to Clarke Central.

On the day of the visit, I took the Milledge Avenue bus route to Clarke Central and met with the other students. Our role in the classroom was more that of assistants than it was of presenters. As such, while I do feel that the information we provided to the students was intellectually stimulating and relevant to the audience, I don’t think that I made my interactions with the students particularly creative. The assignment itself, however, was pretty creative — after all, it’s not every day that you get to count bacteria colonies on a dish! I think that having an outreach project to begin with was important, as it gave me some perspective on why we even do science in the first place. If not to spread awareness of the good and bad things that we discover through the scientific process, then why?

When talking to the students, I did my best to help them by answering any questions they had. I tried my best not to make assumptions about the students’ capabilities; after all, I’m not a biology major, so the gap in understanding is not as big as one might expect between a high-schooler and a college student. Given the opportunity to do the visit again, I think I would spend a bit more time reading about the finer details of the experiment. That way, I wouldn’t be as dependent on Blake and Dr. Brickman as I was the first time around. I definitely feel that helping students in a lab makes you understand the material better yourself. As a student in biology addressing other students in biology, I don’t think I had to spend too much effort analyzing my audience, as much of what we were covering included things that the students were already familiar with. I also didn’t have much time to incorporate feedback into the way I was addressing questions.

In the future, I’d like to perhaps spend more time being active with the students, asking them questions as they do their work instead of just when they raise their hands. I’d also like to spend more time walking around instead of spending as much time talking to my classmates (from BIOL 2103H). At the moment, I am just wrapping up my first semester as a peer learning assistant (PLA, or undergraduate TA) for CSCI 1301, where I oversee a lab and have to walk around and answer questions. I think that I can incorporate what I’ve learned from this experience into my PLA experience as well when I do it next semester.

Overall, I enjoyed the visit, as it was not only a break in pace, but also a reminder about the responsibility scientists have as teachers to the greater community.

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.