5

Arjun Kanjarpane
IR-3/09 GT

Goals and Objectives

​Who is the audience? ​The product had two primary audiences due to the wide variety
of the subject. The first audience was a 2nd period GT biology class (Mr. Martin) and the second
audience was a 6th period AP biology class (Is. Chamness). The other audiences outside
classroom presentations, ideally speaking is the National High School Journal of Sciences and its
readers who will receive an original background observatory paper which will consist of
previous data in a literature review-format.

(2) ​What information does the audience need? ​The product was delivered to an
audience of high school students like the researcher who are taking advanced biology classes.
To understand oncolytics and virotherapy requires basic microbiology knowledge consisting of
cellular nature and cellular processes which are common items in biology. To fully understand
the relevance of the product outside of a classroom presentation, the audience requires extensive
knowledge of the current cancer field s well as the relevance of virotherapy to cancer research as
well as the possible limitations of virotherapy. This product was delivered to a variety of
different audiences that are all made up of adolescents. Eventually, as the product is joined by
other studies, patients who are currently experiencing cancer and cancer treatments may hear
about this new treatment modality and choose to be tested.

(3) ​Delivery Methods. ​The research and product was presented through a 15-minute
presentation to both a Gifted and Talented Biology class consisting of ninth and tenth graders at
River Hill High School as well as an Advanced Placement Biology class consisting of
sophomores through seniors also at River Hill High School. Furthermore, the final paper in a
literature review format with integrated data was submitted to the researcher’s advisor Dr.
Sangeeta Underwood for approval.
Reflection 1

On May 31st, 2018, I presented to the 2​th​ period GT biology class for around 13 or so minutes

about my research topic, the data I collected this year and as well as my results. My corresponding slides

that I used contained my data, background information, statistics and a summary of what my data had

concluded. I started with a description of the earth, and how along with dinosaurs, there were also viruses.

By doing this, I explained that viruses had been here for a long time. Then I put another picture of the

earth. With cancer and where its found. Now I had two completely different subjects, nothing to do with

each other, what could possibly be the correlation. With that opening statement, I moved into my title

slide. I explained my title slide by breaking it down carefully and examining each part of the title so it

wasn’t super-complicated. I moved into what a oncolytic virus is and compared “How to Train Your

Dragon” to my presentation and OVs to which some people laughed. I put up some slides about the

process of attenuation and how viruses transition from being wild to safe and just how we arm jets with

bombs, we can arm OVS to carry special modifications.

After the presentation, I asked all the students to complete the evaluation form so that I could

receive comments back for improvement. According to the responses, the information presented was

excellent or very good, as well as my knowledge on the topic. Most of their expectations were definitely

met, however one or two people said delivery was fair which was the lowest of all the ratings.

Additionally, someone commented on my “lame jokes”, but trust me, it’s hard making- Mitigating

Antiviral Responses in Oncolytic Virotherapy by the use of cellular mitophagy, modulated tumor

translation via translatory stimulants and drug-modulated immunosuppression, sound “funny”. However,

they later explained that at times the presentation was a little bit boring and bring a little bit of humor

would be really good. The consensus, based on the responses, was that the overall presentation was

excellent or very good, and that they would definitely or most likely recommend this program to others.
 Through the comment questions at the end, the audience mentioned that the presentation was

helpful because it was very informative, clear, and interesting. Most people stated that they enjoyed

hearing about this and the teacher’s scores reflect this. Mostly, people commented about my dilvery and

speed in things I could improve. These are recurring problems for me and I get freaked out so I do, “Wrap

Speed, Mr. Sulu” and zoom off. They said that the presenter knew the information and was able to

communicate it very well. Next time I will take some prota slow (a solution which makes things under the

microscope slow down) and be more calm so I will do better.

Reflection 2-

On May 31st, 2018, I presented to the 6​th​ period Advanced Placement Biology class at

River Hill High School about my research on oncolytic virotherapy and how mitigating antiviral

responses can increase therapeutic efficacy. My presentation to the AP biology class was

different as it was geared at a higher level, so facts like how immunosuppression works can be

explained easier. I didn’t know as many people in the AP biology class but I did see Andrew,

Harini and Amy all from our Independent Research class. They all seemed interested and happy

that I was presenting. The class was a lot smaller than before and I had a few logistical issues

which I really regret.

I started, like I did the other one, but technology fails me, so much. First, my computer had

to load and, of course! The power point- gone. Luckily, I had emailed to myself the night before

cause technology fails, and I was back and running in a minute. The primary issue with this

presentation was that I sweated so much. I had recently come from P.E, so I was tired, sweaty

and the small space of the AP biology room didn’t help. Next time, I will ensure that I don't

present after a physical class like P.E. I should have thought of that. Back to what happened- I

hooked up my computer and went through my normal scheme. Unlike the GT biology class, I got

a few decent laughs from the students which gave me some much-needed confidence.

Moving on to my results, I had an overall good outcome. On my spreadsheet, the second

presentation is separated by a different time stamp. Most people gave me a definitely on the

overall presentation, however a few jokesters said that they didn’t know anymore about the topic

afterwards. Now I say jokesters because I am highly skeptical that people can know an extensive
amount about my research topic which is the forefront of cancer. Overall, I enjoyed presenting,

but next time I’ll consider bringing a fan to cool me down.