Using Video to Communicate Scientific Findings Paint it Black Paint it Black --Parking lot sealcoat as a source of polycyclic aromatic hydrocarbon contamination Douglas A. Harned, Michelle Moorman, Peter Van Metre, and Barbara Mahler ( ; U.S. Geological Survey, 3916 Sunset Ridge Road, Raleigh, North Carolina New technologies have revolutionized use of video as a means of communication. Films have become easier to create and to distribute. Video is omnipresent in our culture and supplements or even replaces writing in many applications. How can scientists and educators best use video to communicate scientific results? The U.S Geological Survey (USGS) National Water-Quality Assessment Program (NAWQA) provides information about: 1)Water-quality conditions and how those conditions vary locally, regionally, and nationally, 2)Water-quality trends, and, 3)Factors that affect those conditions. Video is one tool being used to communicate the relevance of scientific findings of the NAWQA program to general audiences, such as resource managers, educational groups, public officials, and the general public. Filmmakers face the challenge of producing effective communication while captivating interest with their films, without compromising the scientific message. Video can do a lot for science and scientists: It can provide an expanded audience for scientific news and information, educate thousands at once about aspects of science, spread the word about scientific developments, help frame controversial science issues, show real scientists at work in the real world, promote interest in scientific publications, and report on science agency programs. It can also interest young people in future science careers. One hundred twenty scientists and educators attending the 2010 and 2011 Fall meetings of the American Geophysical Union and the 2012 meeting of the National Monitoring Council viewed USGS videos and answered surveys using Likert response-scaling to identify the important elements of science videos. The median age of the respondents was 44 years, with an education level of a Bachelor’s Degree or higher. Important Elements for a Science Video Paint it Black PA33A-1987 Likert response-scaling to identify the important elements of science videos. The survey showed that the most important elements to include in a science film are style elements including strong visuals, an engaging story, and a simple message, and elements of substance including clarity, believability, and a take-home message. The least important are journalistic elements such as showing different points of view and obstacles overcome. The survey respondents also considered inclusion of a hypothesis statement and study methods less important in a science video. Respondents reported that their primary sources for watching science videos were YouTube and science websites. Video length was the single most important element associated with reaching the greatest number of viewers. The surveys indicated a median length of 5 minutes as appropriate for a web video, with 5-7 minutes the 25 th -75 th percentiles. Video Length Examples of U.S. Geological Survey National Water-Quality Assessment films are available for access from the website: As part of the NAWQA assessment of water-quality conditions and the factors that affect those conditions, parking-lot sealcoat is being studied as a source of polycyclic aromatic hydrocarbon (PAH) contamination. A film documenting a study to quantify the transport of PAHs from a parking-lot area coated with coal-tar sealcoat aims to make the study understandable to a lay audience. The film, titled “ Paint it Black,” documents the experimental site preparation, sealcoat application, and air and water sampling, with commentary by the principal scientists. Methods for sampling are described and shown in the video, and results from previous coal-tar sealcoat studies are summarized. The film provides a website address ( with links to additional information about PAHs and coal-tar sealcoat. The website and film are an example of USGS efforts aimed at improving science communication to a general audience. Pete Van Metre and Barbara Mahler discuss an experiment to assess release of Polycyclic Aromatic Hydrocarbons (PAHs) from coal tar pavement sealant after its application on a parking lot. Studies by the U.S. Geological Survey (USGS) have identified coal-tar-based sealcoat—the black, viscous liquid sprayed or painted on asphalt pavement such as parking lots—as a major source of polycyclic aromatic hydrocarbon (PAH) contamination in urban areas for large parts of the Nation.