Dhairya


 * []


 * March 1**
 * Brainstormed ideas.
 * March 6**
 * Discussed the idea for the project. Chose water simulation.
 * March 8**
 * Meet up with Maria and discuss the roles.
 * Decided/picked/volunteered for the roles. I choose research.
 * Issues were brought up about water simulation.
 * March 15**
 * Rethought the water simulation idea.
 * Went through the brainstormed ideas.
 * We decided that we still want to use panic, thus ended up picking Earthquake simulation.
 * March 22**
 * General Research:
 * Panic: way panic can be measured/viewed.
 * Earthquakes: psychological effects of earthquakes (stress/decrease in attentiveness/cognitive abilities).
 * March 28**
 * More general research on panic.
 * Research specific puzzles that could potentially be used in the exhibit.
 * "Brief" research on types of earthquake.
 * April 2**
 * Discussed what to include in the exhibit (puzzles, smartphone, stats, etc.)
 * April 5**
 * Discussed roles to include in the final report.
 * Started on the report, finished several paragraphs.
 * Decided to split the work according to the roles.
 * April 16**
 * Researched on how adrenaline rush affects the ability to think during.
 * Wrote a paragraph in the Final report on the affects of adrenaline.

Effects of Adrenal on Cognition:

One of the main objectives of this exhibit is to show effects of panic on the visitors’ cognitive abilities. As they experience the “horrors” of the exhibit, their bodies will undergo symptoms of panic. One of the main symptoms is the release of the hormone/neurotransmitter, Epinephrine, also known as Adrenaline ([]). Physically, adrenaline increases heart rate and blood pressure allowing a “fight or flight” response ([], []). It also plays a role in diverting blood from certain areas of your brain and into the internal muscles ([]). This may increase their speed or strength; however, to some extent, it decreases their ability to think clearly ([]). The adrenaline surge, which would normally help during times of panic, is instead going to work against the visitors’ ability to solve these puzzles.


 * April 30**
 * Helped create the Powerpoint.
 * Discussed the presentation with the group, made changes.
 * Discussed the presentation with Maria
 * May 1**
 * Finalized the presentation.
 * Practiced the presentation.
 * Recreated the Powerpoint.
 * May 2**
 * Practice Presentation in front of teachers.
 * Recieved constructive critisim
 * Discuss the "changes" with the group.
 * Add more reasearch on the power point.
 * May 3**
 * Meet with Maria and discuss the changes in the presentation.
 * May 4**
 * Get together with the group, propose an idea for the trailer.
 * Put together the idea for the trailer.
 * Film the trailer.


 * May 10**
 * Met with the designer.
 * Discuss the presentation.
 * Noted her feedback
 * May 11**
 * Practiced the presentation (including the designers feed backs) after school
 * May 15**
 * Meet up with the group to finalize the power point.
 * Finalized the my part for the presentation.
 * Practiced presentation during lunch, and after school with Maria.
 * May 16**
 * Practiced the presentation during lunch and after school in front of Gordon and Maria.
 * Noted Maria's constructive criticism regarding the presentation (style, gestures, voice...).
 * Discussed and finalized the changes with the group (extending introduction, cut out unnecessary information...).