Here you can check out our pig dissection video tutorial:
Part 1:
Part 2:
Part 2:
Wednesday, May 31, 2017
Pig Dissection Relate and Review
This week we dissected fetal pigs in a span of 2 days. The purpose of this dissection was to explore the different organ systems in the pig and to relate them to our own human bodily functions. This dissection was a hands-on experience and really helped me understand what we discussed in the vodcasts of this unit more clearly. My favorite part of the dissection was finding the thyroid because, for me, the endocrine system is a really fascinating subject that I'd like to learn more about. It was fun doing a video tutorial because I felt like I got a deeper understanding of the organ systems I was speaking about. I think this dissection was a valuable experience and I was able to see what goes on inside of myself and other mammals.
Here you can check out our pig dissection video tutorial:
Part 1:
Here you can check out our pig dissection video tutorial:
Part 1:
Monday, May 22, 2017
20 Time Individual Reflection
At first, Natalie and I wanted to work on 20 time about cat health, and then we realized we couldn't really test our ideas safely on our pets. Then we wanted to do nutrition, but we thought there wouldn't be much variation because our lifestyles are both similar. Also, it is hard to be consistent and rely on food as the cause and effect because things like sleep, and physical activity also come into play. We first thought about memes as a joke, but we were excited and determined to make this a great project when we got the approval.
The goal of our 20 Time project was to prove how studying with memes makes student's more engaged and able to retain information. We decided to do this because we realized that students get bored easily, and give up on learning easily. Natalie and I wanted to provide an effective, yet an engaging way for students to be motivated to learn.
Our initial plan was to create a booklet of memes for people to study with, and a booklet for notes for the other test group to study with. We soon realized that with the unknown number of people as well as with printing costs, that this wasn't going to workout. We ditched that plan and turned to the digital format, which is great because memes are usually digital. We did want to originally create a Kahoot! test for the experiment, and we ended up following through with that plan. Kahoot! also brings a fun, engaging, and competitive edge to learning.
We also learned that we should have contacted people earlier in the process about being test subjects. We made a Google form for people who were interested and we ended up with about 10 people taking the test. Also, some people showed up really late and didn't study, defeating the point of the experiment. Natalie and I both learned how hard it is to find people that fit exactly what you're looking for, and although those people will never exist, we learned how to deal with the chaos of running an experiment with so many teenagers.
One of our biggest setbacks was finding a color printer to print out the memes for the posterboard. We went to various classrooms during multiple tutorials, and we ended up printing some at the journalism classroom, and most at my house.
I really liked doing this kind of project because I felt like I developed a lot of "soft skills" with all of the freedom we were given. Although we did encounter some ups and downs, we faced our problems head-on and came up with great solutions. Natalie and I worked really well as a team, and we learned to collaborate well and bounce ideas off each other. We learned a lot about time management because when we had such little time, we felt like planning wasn't enough. Later we realized that it was a big part of the process, and we did manage our time well and stay on task every time.
If I had the chance to do this project again, I would probably focus more on the technical aspect of the experimental test, just for accuracy. I feel like there were a lot of different variables, but some things were just out of our control. But our "big-picture" style of working was somewhat effective and helped us create a final outcome in the end.
I learned about how myself, personally, am a visual learner, and I think that's why this project was so appealing to me. I was able to make facts that would usually feel boring, and turn it into something funny and memorable. We did set deadlines for ourselves, which we followed, but it was really hard making memes under pressure. Just making the memes was a learning process. Similar to how making a study guide can help you review and study what you need to know, making your own, original memes are more effective. Also, people might not have the same sense of humor as you, so it's better to just have your own unique way of studying. It would be really fun if everyone in the class could make a meme study guide for a test, and maybe see how it goes.
As for continuing this challenge, I would probably make little jokes and pneumonic devices to help me remember information because good memes do take a lot of effort and creative energy. But I will definitely share this experience with others because what I do know is that everyone's learning preference is different, but memes can help everyone learn. Even if they don't remember, they'll remember how it brightened up their day.
The goal of our 20 Time project was to prove how studying with memes makes student's more engaged and able to retain information. We decided to do this because we realized that students get bored easily, and give up on learning easily. Natalie and I wanted to provide an effective, yet an engaging way for students to be motivated to learn.
Our initial plan was to create a booklet of memes for people to study with, and a booklet for notes for the other test group to study with. We soon realized that with the unknown number of people as well as with printing costs, that this wasn't going to workout. We ditched that plan and turned to the digital format, which is great because memes are usually digital. We did want to originally create a Kahoot! test for the experiment, and we ended up following through with that plan. Kahoot! also brings a fun, engaging, and competitive edge to learning.
We also learned that we should have contacted people earlier in the process about being test subjects. We made a Google form for people who were interested and we ended up with about 10 people taking the test. Also, some people showed up really late and didn't study, defeating the point of the experiment. Natalie and I both learned how hard it is to find people that fit exactly what you're looking for, and although those people will never exist, we learned how to deal with the chaos of running an experiment with so many teenagers.
One of our biggest setbacks was finding a color printer to print out the memes for the posterboard. We went to various classrooms during multiple tutorials, and we ended up printing some at the journalism classroom, and most at my house.
I really liked doing this kind of project because I felt like I developed a lot of "soft skills" with all of the freedom we were given. Although we did encounter some ups and downs, we faced our problems head-on and came up with great solutions. Natalie and I worked really well as a team, and we learned to collaborate well and bounce ideas off each other. We learned a lot about time management because when we had such little time, we felt like planning wasn't enough. Later we realized that it was a big part of the process, and we did manage our time well and stay on task every time.
If I had the chance to do this project again, I would probably focus more on the technical aspect of the experimental test, just for accuracy. I feel like there were a lot of different variables, but some things were just out of our control. But our "big-picture" style of working was somewhat effective and helped us create a final outcome in the end.
I learned about how myself, personally, am a visual learner, and I think that's why this project was so appealing to me. I was able to make facts that would usually feel boring, and turn it into something funny and memorable. We did set deadlines for ourselves, which we followed, but it was really hard making memes under pressure. Just making the memes was a learning process. Similar to how making a study guide can help you review and study what you need to know, making your own, original memes are more effective. Also, people might not have the same sense of humor as you, so it's better to just have your own unique way of studying. It would be really fun if everyone in the class could make a meme study guide for a test, and maybe see how it goes.
As for continuing this challenge, I would probably make little jokes and pneumonic devices to help me remember information because good memes do take a lot of effort and creative energy. But I will definitely share this experience with others because what I do know is that everyone's learning preference is different, but memes can help everyone learn. Even if they don't remember, they'll remember how it brightened up their day.
Sunday, May 21, 2017
River Clean Up Service Project
This weekend I went to Calabaza Creek for 3 hours to do a river clean-up. It was a lot of fun, and I felt like I was helping the Earth just by helping out for a couple hours. I wonder how much less pollution there would be if everyone cleaned up for a couple hours every month. It was hard getting to trash that was stuck in hard to reach places. There were a couple items lodged between boulders that nobody could get out, and it was a bit disappointing.
There wasn't as much trash as I thought there would be, but there definitely was some. What I commonly found was pieces of plastic and plastic bags and broken glass. I feel like now I am more aware of the materials I used because I don't really know where they will end up even if they are in the trash can. A lot of this experience related to BagIt, and it was really interesting to see the effect right in front of you.
At the end, the program organizers had snacks and water for us and I thought it was really cool that they had us use reusable plastic cups rather than plastic water bottles. Although it was just a small act of community service for most, I really felt like I made a difference doing the river clean up. I know that difference was really small considering everywhere else in the world, but I think a small difference is better than no difference at all. I'm glad I seized the opportunity to help out the environment with the community because it was a really fun, rewarding, experience.
There wasn't as much trash as I thought there would be, but there definitely was some. What I commonly found was pieces of plastic and plastic bags and broken glass. I feel like now I am more aware of the materials I used because I don't really know where they will end up even if they are in the trash can. A lot of this experience related to BagIt, and it was really interesting to see the effect right in front of you.
At the end, the program organizers had snacks and water for us and I thought it was really cool that they had us use reusable plastic cups rather than plastic water bottles. Although it was just a small act of community service for most, I really felt like I made a difference doing the river clean up. I know that difference was really small considering everywhere else in the world, but I think a small difference is better than no difference at all. I'm glad I seized the opportunity to help out the environment with the community because it was a really fun, rewarding, experience.
Thursday, May 11, 2017
Unit 9 Reflection
This unit was all about life, and how it is classified. Taxonomy is the study of the classification of organisms. We learned about the hierarchical structure and how life is classified through taxonomy. We also learned about binomial nomenclature, which is the widely accepted process of naming species and showing their relationships to the genus in an organized manner. It was developed by a Swedish botanist named Carolus Linnean, and this form of organization is now called the Linnean system. Here you can see a diagram of the different levels of classification in taxonomy.
Why also learned about phylogeny, and how you can observe common ancestry through phylogenetic trees and cladograms. This relates to what we learned about in the last unit regarding evolutionary relationships. We then went into depth about each of the levels of classifications, and some real world examples that help us to remember.
First, we talked about domains and kingdoms. There are 3 domains and they are based on biochemical and genetic differences. The first domain is Archea, which are archaebacteria that are considered extremophiles. They can only survive in the most extreme environments, places that we would think no life could ever exist. I find this fact fascinating because it is a reminder that not everything is about humans and how they live, and that this world is a vast and diverse place. The second domain is Bacteria, and it's the base of all life. There are many types; symbiotic bacteria, cyanobacteria, and actinomycetes bacteria. The third domain is Eukarya, and it consists of plants, animals, fungi, and protists.
We then learned about bacteria and viruses and established similarities and differences between the two. Bacterial cell wall composition can be used by scientists to classify bacteria into two groups; gram-positive (a lot of peptidoglycans), and gram-negative (little peptidoglycan). We also learned about bacterium and their anatomy, spirals, cocci(spheres), and bacilli(rods). We talked about their different conditions for living, and their metabolism.
We also learned about fungi, and the different examples. Fungal cell walls are composed of chitin, plant cell walls are made of cellulose and they absorb food through long strands of fungi known as hyphae. Mycelium is underground hyphae that resemble roots of a plant. They also have a fruiting body, an underground reproductive system. Spores, like gametes, are haploids(single cells), and they can develop into a multicellular organism without fusing. There are three main types of fungi, Sac Fungi, Bread Molds, and Club Fungi.
The major plant phyla include Bryophyta(mosses), Pterophyta(Ferns), Gymnosperms(cone-bearing plants), and Angiosperms(flowering plants). There are two major types of Angiosperms, Monocots(single seed leaf), and Dicots (two seed leaves).
The animal classes can be classified as invertebrates and vertebrates. There are many phyla of invertebrates, Porifera(sponges), Cnidaria(specialized tissue), Platyhelminthes(bilateral, flatworms), Annelida(earthworms), Echinoderms(starfish and sea urchins), and Mollusca(snails and oysters). Here you can see a diagram of the different phyla from the kingdom Animalia.
There are 5 kingdoms in taxonomy, Animalia, Monera, Fungi, Plantae, and Protista.
We went deeper into the different groups and classes of each phylum, but mainly just emphasized the phyla their unique characteristics.
Also, I was a bit overwhelmed with all of the different phyla and classes, so I decided to do the extra credit assignment. Below you can see the concept map I made that outlines almost everything we learned about in this unit. It has been a very useful studying tool so far, and it was really fun to make.
I still wonder about some things, like all of the organisms that we haven't discovered. Over time will taxonomy change when we make new discoveries? I also wonder how what we learned about the last unit can relate to this unit. What kind of vestigial and homologous structures can we see between the different phyla and classes? I found it really fascinating what we watched in class, in "Your Inner Fish." Just to remember that we are all connected, and with the evolutionary evidence right in front of you, is mind-blowing.
A big part of this unit was our "What on Earth Evolved?" Presentations. I did mine on Archaeopteryx, and I really enjoyed the process. My topic was something not many people knew about, and the toughest part was trying to describe a transitional reptile and bird fossil and keep the class engaged. I overcame this obstacle in 3 ways. I made sure I used good public speaking skills. I made my slides aesthetically appealing. I also related the facts to concepts we learned in class. It was a lot of fun, and I learned a lot of things. In the future, I now know I should elaborate on the topics that I find interesting and worth to share because that will also keep people interested. Although I enjoyed presenting my Archaeopteryx project, next time, I would challenge myself to do something different, like a physical project. Below you can see my presentation.
Why also learned about phylogeny, and how you can observe common ancestry through phylogenetic trees and cladograms. This relates to what we learned about in the last unit regarding evolutionary relationships. We then went into depth about each of the levels of classifications, and some real world examples that help us to remember.
First, we talked about domains and kingdoms. There are 3 domains and they are based on biochemical and genetic differences. The first domain is Archea, which are archaebacteria that are considered extremophiles. They can only survive in the most extreme environments, places that we would think no life could ever exist. I find this fact fascinating because it is a reminder that not everything is about humans and how they live, and that this world is a vast and diverse place. The second domain is Bacteria, and it's the base of all life. There are many types; symbiotic bacteria, cyanobacteria, and actinomycetes bacteria. The third domain is Eukarya, and it consists of plants, animals, fungi, and protists.
We then learned about bacteria and viruses and established similarities and differences between the two. Bacterial cell wall composition can be used by scientists to classify bacteria into two groups; gram-positive (a lot of peptidoglycans), and gram-negative (little peptidoglycan). We also learned about bacterium and their anatomy, spirals, cocci(spheres), and bacilli(rods). We talked about their different conditions for living, and their metabolism.
- Chemoheterotrophs- heterotrophic bacteria take in organic molecules
- Photoautotrophs- use light to convert CO2 and H2O into carbon compounds
- Chemoautotrophs- use energy directly from chemical reactions involving ammonia, hydrogen sulfide, nitrites, sulfur, or iron.
- Obligate aerobes- must have oxygen to survive
- Obligate anaerobes-can't have oxygen, botulism from canned foods
- Facultative anaerobes- alternative between oxygen and fermentation depending on change in environment
We also learned about fungi, and the different examples. Fungal cell walls are composed of chitin, plant cell walls are made of cellulose and they absorb food through long strands of fungi known as hyphae. Mycelium is underground hyphae that resemble roots of a plant. They also have a fruiting body, an underground reproductive system. Spores, like gametes, are haploids(single cells), and they can develop into a multicellular organism without fusing. There are three main types of fungi, Sac Fungi, Bread Molds, and Club Fungi.
The major plant phyla include Bryophyta(mosses), Pterophyta(Ferns), Gymnosperms(cone-bearing plants), and Angiosperms(flowering plants). There are two major types of Angiosperms, Monocots(single seed leaf), and Dicots (two seed leaves).
The animal classes can be classified as invertebrates and vertebrates. There are many phyla of invertebrates, Porifera(sponges), Cnidaria(specialized tissue), Platyhelminthes(bilateral, flatworms), Annelida(earthworms), Echinoderms(starfish and sea urchins), and Mollusca(snails and oysters). Here you can see a diagram of the different phyla from the kingdom Animalia.
There are 5 kingdoms in taxonomy, Animalia, Monera, Fungi, Plantae, and Protista.
We went deeper into the different groups and classes of each phylum, but mainly just emphasized the phyla their unique characteristics.
- Porifera-specialized cells but no tissues, sessile, no symmetry
- Cnidaria-specialized tissue, 2 body forms: polyps and medusas
- Platyhelminthes-bilateral animals, incomplete gut, parasitic
- Mollusca- complete digestive tract, 3 classes: Gastropods, Bivalves, and Cephalopods
- Annelida- segmented bodies, coelom, 3 groups: earthworms, marine worms, and leeches
- Arthropoda-exoskeleton of chitin, segmented bodies, and jointed appendages
- Echinodermata-maternal skeleton made of interlocking ossicles, water vascular system, complete digestive system, most reproduce sexually
- Chordata-vertebrates and some invertebrates, endoskeleton made of bone and cartilage
Also, I was a bit overwhelmed with all of the different phyla and classes, so I decided to do the extra credit assignment. Below you can see the concept map I made that outlines almost everything we learned about in this unit. It has been a very useful studying tool so far, and it was really fun to make.
I still wonder about some things, like all of the organisms that we haven't discovered. Over time will taxonomy change when we make new discoveries? I also wonder how what we learned about the last unit can relate to this unit. What kind of vestigial and homologous structures can we see between the different phyla and classes? I found it really fascinating what we watched in class, in "Your Inner Fish." Just to remember that we are all connected, and with the evolutionary evidence right in front of you, is mind-blowing.
A big part of this unit was our "What on Earth Evolved?" Presentations. I did mine on Archaeopteryx, and I really enjoyed the process. My topic was something not many people knew about, and the toughest part was trying to describe a transitional reptile and bird fossil and keep the class engaged. I overcame this obstacle in 3 ways. I made sure I used good public speaking skills. I made my slides aesthetically appealing. I also related the facts to concepts we learned in class. It was a lot of fun, and I learned a lot of things. In the future, I now know I should elaborate on the topics that I find interesting and worth to share because that will also keep people interested. Although I enjoyed presenting my Archaeopteryx project, next time, I would challenge myself to do something different, like a physical project. Below you can see my presentation.
Works Cited
Kingdom Animalia. Digital image. Eduvictors. N.p., n.d. Web. 10 May 2017. <https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEim4uelG9fkMP0Nn8wbX1Jp5mCfVrgwerdNp9W8UmEGrBFP3LmhG9hrwDXcqgVRxXuye7qeKTLZsQAkqLrZToRkfX1VRDJGfPD_MpRByg_mFXXaxV3N3xhmRtJZxCMH14wf39WSpAZ8IsJU/s1600/cl9SciCH7Fig6.jpg>.
Levels of Classification. Digital image. Grade 11 University Biology. N.p., n.d. Web. 11 May 2017. <https://uoitbio2013.files.wordpress.com/2013/02/picture1.png?w=627>.
The Three Domains of Life. Digital image. N.p., n.d. Web. 11 May 2017. <http://www.windows2universe.org/earth/Life/images/domains_sm.gif>.
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