1. Briefly describe what you PERSONALLY accomplished this week:
For me this week mainly consisted of a lot of research, specifically about the chemical components of a wetland. Also, throughout all my research I was able to utilize and improve my own resource skills and the way in which I conduct my research.
On Monday, I finished uploading all of the plant profiles on the website within the wetland book webpage. I also went into research about the chemistry behind wetlands, but I was finding that I wasn't getting what I was looking for. Luckily, our group talked to Andrew and he steered us into the right direction. So on that day, I began to look deeper into microbes/microorganisms and learned/researched new vocabulary concepts such as "biodegradation". Throughout Tuesday and Wednesday, I continued my indepth research on microbes, researching about them in detail. I took copious notes about what microbes are, what they do, the chemistry within them, and the key role that they play in wetlands. I discovered that two different types of microbes, Anaerobic and aerobic are the bacteria that break down harmful chemicals and recycle them into nutrients for plants. These microbes undergo a series of chemical reactions, one needing oxygen, the other not.
Here's an image of some of the notes I took, I was able to compile about 5 pages of notes utilizing various internet sources.
By Thursday, I was able to finish my essential research about microbes and begin working on the outline for our power point. The main reason why I researched the chemistry aspect of wetlands was so that I can implement my knowledge into the presentation outline as well as inform my other group members about what I learned so that we may be ready for our chemistry presentation. By the end of the day Friday, I was able to finish the rough draft of our outline.
One of my goals for next week is to begin working on the different chemistry articles for the website, and throughout the weekend I was reviewing my notes so that I can begin writing by the beginning of next week.
2. Briefly describe what your TEAMMATES accomplished this week:
Our entire group was busy with work as we are within the most rigorous points in our project, the half way mark.
Emily's work throughout this week mainly consisted of working on the different videos for our website. On Monday she continued to look up different pictures and videos, and by the end of the day she compiled enough for her to begin creating and editing videos. She also editted and revised her voice over scripts which will be the narration for the videos. Tuesday, she researched more images just in case so that she would have more than enough images and videos. In addition she looked into the wetland that we were going to visit this weekend, (which we did) and she finalized the scripts. Wednesday was a day of video experimentation for Emily. She tried using different video editing programs within our school computer, but by the end of the day they didn't fit well enough for Emily. Also, the computer had a few technical malfunctions. Luckily on Thursday, Emily brought in her beloved Mac and begin to crop, edit and compile videos for our informational videos. She continued on with this through Friday and some of the weekend.
Chelsea had some diversity in her week throughout this week, although she mainly focused on the various articles that she was writing. Monday, continued to write the articles that she began during the end of last week. She looked into research about vernal pools and how their habitat was saved through the halt of development in that area. This gave Chelsea an incentive to research and begin writing an article about how various types of development are stopped for the safety of different animal/plant habitat. She also briefly looked into creating the flash components, thinking about how to create them and developing outlines for them as well. Tuesday through Wednesday, Chelsea continued to research about vernal poles, write articles, conduct research and creating flash video outlines. She also finished her killer algae articles. On Thursday, she decided to look into microbes so that she can have information for the flash components, and by Friday she worked on articles about how to stop pollution in wetlands.
On a side note, we as a group went to the San Elijo Lagoon Ecological Reserve in Encinitas. There, we took a small hike on a trial, taking in the nature we say as well as taking pictures of the beautiful scenery.
3. Briefly describe how you and your partners ASSISTED each other:
Similar to the way we've been conducting our group work throughout this project, we assist each other through the way we work independently. The more work we get done individually, the more work is done as a group. However, even though we work on our own separate projects, we are close to each other so that we can communicate about what we're learning or if we need any help from one another. This week, Chelsea and I aided each other in our research, because she gave me different websites about microbes and I lent her my notes about them.
For me this week mainly consisted of a lot of research, specifically about the chemical components of a wetland. Also, throughout all my research I was able to utilize and improve my own resource skills and the way in which I conduct my research.
On Monday, I finished uploading all of the plant profiles on the website within the wetland book webpage. I also went into research about the chemistry behind wetlands, but I was finding that I wasn't getting what I was looking for. Luckily, our group talked to Andrew and he steered us into the right direction. So on that day, I began to look deeper into microbes/microorganisms and learned/researched new vocabulary concepts such as "biodegradation". Throughout Tuesday and Wednesday, I continued my indepth research on microbes, researching about them in detail. I took copious notes about what microbes are, what they do, the chemistry within them, and the key role that they play in wetlands. I discovered that two different types of microbes, Anaerobic and aerobic are the bacteria that break down harmful chemicals and recycle them into nutrients for plants. These microbes undergo a series of chemical reactions, one needing oxygen, the other not.
Here's an image of some of the notes I took, I was able to compile about 5 pages of notes utilizing various internet sources.
By Thursday, I was able to finish my essential research about microbes and begin working on the outline for our power point. The main reason why I researched the chemistry aspect of wetlands was so that I can implement my knowledge into the presentation outline as well as inform my other group members about what I learned so that we may be ready for our chemistry presentation. By the end of the day Friday, I was able to finish the rough draft of our outline.
One of my goals for next week is to begin working on the different chemistry articles for the website, and throughout the weekend I was reviewing my notes so that I can begin writing by the beginning of next week.
2. Briefly describe what your TEAMMATES accomplished this week:
Our entire group was busy with work as we are within the most rigorous points in our project, the half way mark.
Emily's work throughout this week mainly consisted of working on the different videos for our website. On Monday she continued to look up different pictures and videos, and by the end of the day she compiled enough for her to begin creating and editing videos. She also editted and revised her voice over scripts which will be the narration for the videos. Tuesday, she researched more images just in case so that she would have more than enough images and videos. In addition she looked into the wetland that we were going to visit this weekend, (which we did) and she finalized the scripts. Wednesday was a day of video experimentation for Emily. She tried using different video editing programs within our school computer, but by the end of the day they didn't fit well enough for Emily. Also, the computer had a few technical malfunctions. Luckily on Thursday, Emily brought in her beloved Mac and begin to crop, edit and compile videos for our informational videos. She continued on with this through Friday and some of the weekend.
Chelsea had some diversity in her week throughout this week, although she mainly focused on the various articles that she was writing. Monday, continued to write the articles that she began during the end of last week. She looked into research about vernal pools and how their habitat was saved through the halt of development in that area. This gave Chelsea an incentive to research and begin writing an article about how various types of development are stopped for the safety of different animal/plant habitat. She also briefly looked into creating the flash components, thinking about how to create them and developing outlines for them as well. Tuesday through Wednesday, Chelsea continued to research about vernal poles, write articles, conduct research and creating flash video outlines. She also finished her killer algae articles. On Thursday, she decided to look into microbes so that she can have information for the flash components, and by Friday she worked on articles about how to stop pollution in wetlands.
On a side note, we as a group went to the San Elijo Lagoon Ecological Reserve in Encinitas. There, we took a small hike on a trial, taking in the nature we say as well as taking pictures of the beautiful scenery.
3. Briefly describe how you and your partners ASSISTED each other:
Similar to the way we've been conducting our group work throughout this project, we assist each other through the way we work independently. The more work we get done individually, the more work is done as a group. However, even though we work on our own separate projects, we are close to each other so that we can communicate about what we're learning or if we need any help from one another. This week, Chelsea and I aided each other in our research, because she gave me different websites about microbes and I lent her my notes about them.
No comments:
Post a Comment