• dystrophy, etc ARTICLE SOURCES: You are able to use multiple databases to help find relevant information for your topic such as Google Scholar, PubMed, and Alabama Virtual Library, etc. Make sure that any source you do choose meet the following guidelines: - You may only consider articles published after 2014 It must have at least three (3) pages of written content It must be relevant to scientific research (ex. genetics, population genetics, DNA, RNA, Proteins etc.) PART ONE - ARTICLE ANNOTATION: In order to properly communicate the information of your topic, you will need to do some background research on the topic. Begin your background research by conducting a SCIENCE ARTICLE SHARE GENETICS PROJECT PURPOSE/BACKGROUND A major part of science is investigating. This assignment will allow you the chance to follow science news stories and engage in exploration of different topics relevant to the material we have already learned or what we will learn in the near future. This particular project will focus on Genetic Disorders. There are three parts to this project that you will need to submit in order to be eligible for full credit PROJECT COMPONENTS: Annotated Article (15 points) Article Review and Summary (40 points) Presentation (45 points) Now, it is time to decide which topic you and your partner will present to the class. SAMPLE TOPICS Cystic fibrosis, DiGeorge syndrome, Down syndrome, Duchenne muscular general search for articles that are relevant to the topic you want to present. Once you have found a few, choose one to be your primary source and use the other articles to provide additional information about your topic. Next, read and annotate the chosen article. For your annotations you can write down vocabulary terms, key concepts, things that you are unfamiliar with or believe to be key to understanding the main idea of the article, etc. From this exercise you will have a pretty good idea of what background information the class is likely to already understand, and which information you will need to research and elaborate on during your presentation. In the end, you should be able to define all technical terms and generally explain any key concepts that would help your audience understand your topic. The other articles that you found during your background research will serve as support information for your presentation. In the end you should have at least three (3) scientific/scholarly articles as your sources. You will need to agree on a topic over the next few days and finalize your article/topic no later than Friday, April 5, 2024. Once you have identified your potential topic, one group member must complete the topic request form. Topics may not be duplicated in one class period therefore, they must be officially approved by the teacher. Articles/Topics will be officially approved in the order in which they are received. PART TWO - ARTICLE SUMMARY AND CRITIQUE: This portion of your project should be at least one page long double spaced. It includes two parts: the article summary and critique. SUMMARY: (250 words) This is where you will pick out major concepts and ideas from the article to provide an overview. In this section, you may also include interesting facts that you learned while reading this article. Make sure when you use information from the article that you are citing the article using its title or the last name of the author. Critique: (250 words) This is where you will give honest feedback about the article. Decide what you enjoyed about the article and what would have made it better. Was it too long? Was it well organized and did it have a good flow? For every negative critique you must provide a suggestion of how to make it better in the future. PART THREE - PRESENTATION: You may choose to use a PowerPoint (6-8 slides; not including title slide) or design a website to present the material found from your background research. You are expected to fill a 5 minute time block. This will allow for multiple groups per presentation date plus ample time for questions and discussion from the teacher and peers. Your presentation should include the following information Source Citation(s) ex. title, author(s), date, literature source in APA Format. Table of Contents • Technical vocabulary terms (you must be able to define them) • Purpose/Research Question (Learning Objective) • Introduction/Background ● Key Concepts (at least 5) - - Symptoms or Physical Attributes associated with the disease How is it inherited? Pedigree Chart or Punnett Square Is it a dominant or recessive trait? Are there any current Treatments or Genetic Technology to help fight this disease? Which ethnic and age demographics does it impact the most? Death/Survival Rate What is the Importance of the research of this disease? Key Scientists involved in research of the disease. Personal Connection to Disorder • Audience Interaction · You may also incorporate images, figures, diagrams, maps, etc, to help illustrate key points. ***Do not clutter your slides with too much text or irrelevant figures. All parts of the project need to be submitted on time along with your annotated printed copy of the article. Participation in the Audience: Your responsibility as a member of the audience is to ask questions after the presentation. Your questions may be as simple as requesting the definition of a technical term not defined during the presentation, or clarification of a concept. PRESENTATION DATES: Project due April 15, 2024 Presentations will begin April 15, 2024 - April 18, 2024. NAME: PRESENTATION DATE: TOPIC: PRESENTATION RUBRIC POINTS AVAILABLE POINTS RECEIVED 10 Points Category Grammar Mechanics: Student submitted a presentation with less than 3 grammatical errors Quality of Information: Students presented relevant and accurate information to the class. Organization: The students arrived with all materials and presented a well-prepared presentation. Knowledge of Content: Students were able to present their research topic without relying heavily on their notes. 15 Points 5 Points 15 points ARTICLE SUMMARY AND CRITIQUE RUBRIC Grammar Mechanics: Student submitted a presentation with less than 3 grammatical errors. The student cited the article correctly. Quality of Information: Students include the most relevant and accurate main ideas in their summary. Student provide a balanced sample of positive and negative attributes about the article. The student Organization: The summary is written in a standard flow of logic. 15 Points 15 Points 10 Points ACADEMIC INTEGRITY POLICY Academic integrity and honesty are fundamental values in a student's education. Students are expected to do their own work to gain appropriate credit. Students, therefore, are expected to submit their own work at all times. To commit academic dishonesty is to violate anyone's or one's own personal honesty, integrity, and character; and is not limited to any single type of action. It unacceptable behavior for students to ask, borrow, copy, or rewrite another person's work or thinking. In addition, any participation in academic dishonesty cheapens and degrades the academic quality of the entire school or institution. Consequently, A STUDENT MUST NOT: turn in an assignment, homework, test, paper, or project that is not entirely his or her own work, effort, or ideas; submit the same paper or project for two or more classes without the knowledge and approval of all teachers; use another person's ideas, structures, words, or phrases without giving proper acknowledgements or in other words plagiarize. PLAGIARISM: is scholarly theft, and it is defined as the unacknowledged use of secondary sources. More specifically, any written presentation in which the writer does not distinguish clearly between original and borrowed material constitutes plagiarism. It may be intentional or unintentional; thus, the student is responsible for his or her honesty and truthfulness in their scholarship. This definition of plagiarism is also applicable to all Internet material. Borrowing or buying a research paper written by someone else also constitutes plagiarism. Because students, as scholars, must make continuous use of the concepts and the facts developed by other scholars, plagiarism is not mere use of another's facts and ideas. However, it is plagiarism when students present the work of other scholars as if it were their own work. There are a number of instances where students can be certain that they are not plagiarizing: referring to commonly known facts is not plagiarism students may refer in their own words to generally known and widely accepted ideas or theories without fear of plagiarism as long as they do not copy the plan, structure, outline, or organizational scheme used by another scholar. Plagiarism is committed in a number of ways: a. reproducing another author's writing as if it were one's own. b. paraphrasing another author's work or ideas without citing the original owner of the material. C. d. borrowing another author's ideas, even though they are reworded without giving credit to the original owner. copying another author's organization, structure, outline, or plan without giving credit. Plagiarism is avoided when students give credit (in parenthetical citation style) to the source in the following instances: a. when quoting directly from someone else's writing. A direct quotation must always be enclosed in quotation marks. Using three words or more from the original source material is considered quoting rather than paraphrasing and thus should be treated accordingly. b. when paraphrasing someone else's writing. To paraphrase means to restate a passage from someone else's writing completely in one's own words. However, a parenthetical citation is still required because ideas and concepts were copied. C. when following the outline or structure of another author's argument, explanation, or theory--even though the material is summarized in one's own words. The standard penalty for plagiarism is a zero grade for the assignment in which the plagiarism occurs.