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University of California Biology Paper

Introduction Part of the process of science is communicating your results. Typically, scientists write up their project and submit it to a primary literature source to go through the peer review process. Peer reviews of scientific work are typically very rigorous and often times research papers are rejected outright or must undergo multiple revisions prior to publishing.

Once published, the research is then disseminated to a wider audience. As someone who is not majoring in biology, you probably won’t spend much time in the future explaining scientific research to a scientific audience. You’ll be communicating with different types of audiences, and for that reason, you probably have a unique perspective on how to talk about research to different groups of people. For this activity, we are going to skip ahead to communicating our research to a wider audience. This is your opportunity to communicate your research in a way that is accessible, relatable, and meaningful to an audience of your choosing.

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While your whole research team worked with the same hypothesis and data, you get the customize your final message in a way that is personally or professionally relevant to you. Learning outcomes Following this activity, you will be able to:

 Recall the different parts of your research project.

 Explain complex scientific information in a way that is understandable to a specific audience.

 Choose a format for communication that helps to effectively deliver their message.

 Connect the research project to other course components, with their life, with other’s lives.

Part 1: Research Summary (4 pts)

Part 1 will help you recall and think about how to simply explain different parts of your research project. This will help you to focus your ideas and will lay the foundation for creating a communication artifact for part 2.

Recalling your project: Fill in each of these sections with a sentence or two including only the most critical information needed to understand the project. Try to be simple and clear in your explanations while still being accurate.

(2 pts) Initial Observations: Hypothesis: Methods: Results: Conclusion: Broader Impacts: To effectively communicate to a broader audience, it is important to consider how your project connects to other’s lives. Answer each question below with only a sentence or two including the most critical information. If you did a research proposal outline in your class, you may want to refer back to that to help answer these questions.

Explain how your research project helped you understand other biological concepts in Bio1101 this semester, include 1 specific example. (1 pts) Explain your own personal connection to the project. (0.5 pt) Explain how the project connects to the lives of other people. (0.5 pt) Part 2: Communication Artifact (16 pts) Now that you have explained the overview of the project and the broader connections, you are ready to think about how to communicate your research to others. The goal of communicating with your chosen audience is simple, accurately represent your research findings so that they are accessible, relatable, and meaningful to your audience.

Basically, answer the question of why your audience should care about your research. You don’t need to completely reexplain your research project, only include the information necessary to communicate your message effectively. Pick an audience you would like to address. You might consider an audience that is relevant for you considering your future career goals. You can choose from:  Politicians  Family member or friend  Social media followers  An art consumer  Business people (e.g. business owner, or upper-level management)  Magazine editors (e.g. submitting a Scientific American Blog post)  Kids (e.g. kids at summer camp)  Popular news consumers  Your choice (please reach out to your TA for approval) Pick a format for communication.

You might consider a format that is relevant for you considering your future career goals or most relevant to your chosen audience. Your options include:  Written non-artistic (e.g. letter, blog post, lesson plan)  Written artistic (e.g. story or poem)  Infographic  Social Media Post  Poster  Art  Video  Podcast  Presentation (e.g. presenting an idea to a business owner)  Conversation (you can do this as a written transcript, audio, or video)  Your choice (please reach out to your TA for approval) Part 2 should include…

A written statement (about 1 paragraph in length) that includes: (4 1. pts) I. Your chosen audience. II. The format of your communication and why you chose this format. III. The message that you want to communicate. (i.e. the goal of your communication). IV. A description of how you plan to frame your message. Basically, how is your message accessible, relatable, and meaningful for your audience in your chosen format? How does your communication answer your audience’s question of “Why should I care?”. 1. A copy of your communication artifact. (11 pts) I.

The communication artifact will vary greatly in “length” based on format but generally it should be brief, think 1-2 paragraphs written, or no more than 5 minutes audio/video. 1. References to outside work (1 points) I. If you use any photographs or images that you did not create yourself, you must include a photo credit in the artifact. II. Any other sources used to write your statement or create your artifact should include in-text citations and a full reference. III. Automatic ½ credit on whole assignment if missing photo credits OR in-text citations OR references cited. Automatic 0 on assignment if missing photo credits, in-text citations AND references cited. Rubric Criteria Full Credit Partial Credit In student’s own words. In student’s own words. Part 1: Recalling your Project (2 points) Accurately and succinctly recalls all parts of the research project (observations, hypothesis, methods, results, conclusions). In student’s own words. Part 1: Broader Impacts (2 points) Explains how the research project helped the student understand biological concepts. Recalls all parts of the research project but might have some inaccuracies or be slightly wordy.

No Credit Not in student’s own words. Recalls all parts of the research project but descriptions are inaccurate or overly wordy. Accurately and Accurately and succinctly recalls succinctly recalls less than half of most parts of the the research research project. project. Not in student’s In student’s own own words. words. Completes more than half of the broader impacts with clear explanations. Completes all of Includes one clear broader impacts example of how the but there may be research project some clarity links to biological missing in Completes less than half of the broader impacts with clear explanations. Completes all of broader impacts but answers do not allow reader to assess student course concepts. explanations. Explains how the research project relates to the student’s and other’s lives.

Broader impacts lack some depth of thought. understanding of the questions provided. Broader impacts are reasonable and demonstrate depth of thought In student’s own words. Includes a chosen audience, and a format. Part 2: Statement (4 points) In student’s own words. Includes more than half of the Not in student’s requested own words. Presents the information in this message that they section. Includes less would like to than half of the communicate their requested audience. information. There might be some lack of clarity in explanation. Explains how Explanations are student’s message unclear. is accessible, The reader is clear relatable, and on the student’s meaningful for their audience in goals with their chosen audience their chosen format.

The reader is clear on the student’s goals with their chosen audience Part 2: Communication Artifact (11 points) Of student’s own creation. Of student’s own creation. Includes the necessary information about the research project to achieve the goal of the communication. Includes a lot more information Includes a bit more than necessary information than about the necessary about research project to achieve the the research project to achieve goal of the communication. the goal of the communication. Research project information is accurate and demonstrates student understands the major findings and purpose of their project.

Not of student’s own creation. Information from Research project the research project is information is inaccurate or accurate but students may have does not reflect missed out on an the data and conclusions important point. Communication Communication is is not Communication is understandable, completely moderately to understandable, relatable, and mostly relatable, and meaningful to meaningful to the understandable, the chosen chosen audience. relatable, and audience. meaningful to the chosen audience.

There is a clear connection between the communication There is very little to no connection between the artifact and the communication There is a statement of artifact and the moderate explanation (i.e. the connection statement of artifact clearly explanation (i.e. between the achieves the goal communication the artifact does of communication artifact and the not achieve the in the way the goal of statement of student intends). explanation (i.e. the communication in the way the artifact clearly achieves the goal student intends). of communication in the way the student intends). Student uses in-text citations Student uses Student uses after sourced in-text citations in-text citations after most sourced information after all sourced sparingly or does information and information and not have a has a complete has a complete references cited.

complete references cited. references cited. Format of in-text Format of in-text citations provides Format of citations allows the some difficulty in in-text citations reader to find the finding the articles makes it difficult articles in the in the references to impossible for references cited the reader to cited section. section. find the articles References Cited Format of the in the references (1 point) Format of the references cited cited section. references cited provides some allows for the Format of the difficulty for the reader to easily references cited reader to easily find the sources. find the sources. makes it difficult to impossible for Student provides Student provides the reader to photo credits in a photo credits in a easily find the manner that the manner that the sources. viewer can find the viewer can find the original source or original source or Photocredits are creator. difficult or creator. impossible to find the creator or original source.