{"id":17,"date":"2015-07-09T15:14:12","date_gmt":"2015-07-09T15:14:12","guid":{"rendered":"https:\/\/courses.candelalearning.com\/biolabsxmaster\/?post_type=chapter&p=17"},"modified":"2015-07-23T18:35:51","modified_gmt":"2015-07-23T18:35:51","slug":"data-analysis-and-presentation","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/suny-biolabs1\/chapter\/data-analysis-and-presentation\/","title":{"raw":"Data Analysis and Presentation","rendered":"Data Analysis and Presentation"},"content":{"raw":"Today's lab exercises are designed to help you learn to collect and graph biological data in a scientific manner.\u00a0The techniques you will practice today can be applied to many different types of data sets (e.g., wildlife\u00a0populations or vegetation sampling). For convenience, we will use measurements that can be made in the\u00a0classroom.\r\n

Part 1: Normal Distribution <\/strong><\/h2>\r\nMany characteristics, such as height or weight, are normally distributed in populations. In other words, there is\u00a0an average for the population and roughly equal variance on both sides in the following pattern:\r\n\r\n\"Classic\r\n\r\nThis is a classic \"bell shaped\" curve representative of a normal distribution. Note that it is symmetrical around\u00a0an average value, and that most individuals are at or near the average. As the value gets more extreme (for\u00a0example, taller or shorter height), there are fewer individuals represented.\r\n

Procedure<\/h3>\r\n\"The\r\n
    \r\n\t
  1. Each student will collect the following information about him or herself: <\/strong>\r\n
      \r\n\t
    1. Height (in inches) without shoes\u2014round to the nearest inch<\/li>\r\n\t
    2. Weight (in pounds)\u2014round to the nearest pound<\/li>\r\n\t
    3. Hair length (in centimeters) from the scalp to the end of the longest hair<\/li>\r\n\t
    4. Blood pressure (in mmHg) taken using a sphygmomanometer\r\n
        \r\n\t
      1. Palpate the brachial artery<\/li>\r\n\t
      2. Position cuff above the brachial artery and locate the pulse in the\u00a0brachial artery using the stethoscope.<\/li>\r\n\t
      3. Pump up cuff (increasing pressure on the brachial artery) while\u00a0listening to brachial artery. When the pulse disappears, the cuff's\u00a0pressure is GREATER than the pressure of the blood pushing out!\u00a0Continue pumping for about 20 mmHg beyond this point.<\/li>\r\n\t
      4. Slowly release pressure to allow blood back through the vessel.<\/li>\r\n\t
      5. Karotkoff (k\u014f-rot\u2032kof) sounds begin, marking systolic pressure.<\/li>\r\n\t
      6. Turbulent blood pushes through the brachial artery.<\/li>\r\n\t
      7. Eventually as the pressure releases, the turbulence ceases.<\/li>\r\n\t
      8. When the turbulence is gone, record diastolic pressure.<\/li>\r\n<\/ol>\r\n<\/li>\r\n\t
      9. Mean Arteral Pressure (MAP) = Diastolic Pressure + 1\/3 Pulse Pressure\r\nPulse Pressure = Systolic Pressure - Diastolic Pressure<\/li>\r\n<\/ol>\r\n<\/li>\r\n\t
      10. Remember to record your own data!<\/strong><\/li>\r\n<\/ol>\r\n
        \r\n

        Example MAP<\/h3>\r\nLet's use the example blood pressure of\u00a0120\/80 (systolic\/diastolic):\r\n

        120 \u2013 80 = 40 Pulse Pressure<\/p>\r\n

        MAP = 80 + (40\/3) = 93.3 MAP<\/p>\r\n

        = 93 MAP<\/p>\r\nRemember, you round to the nearest whole number!<\/em>\r\n\r\n<\/div>\r\n

        Raw Data<\/h3>\r\nPlace your data in a table similar to the one below (be sure to add as many rows as there are students).\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
        Student #<\/th>\r\nMale\/Female<\/th>\r\nHeight (cm)<\/th>\r\nWeight (lbs)<\/th>\r\nHair Length<\/th>\r\nMean Arterial Pressure (MAP)<\/th>\r\n<\/tr>\r\n<\/thead>\r\n
        1<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/tr>\r\n
        2<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/tr>\r\n
        3<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/tr>\r\n
        4<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n

        Data Analysis<\/h3>\r\n
          \r\n\t
        1. Construct a bar graph that depicts the distribution of <\/strong>height among class members: <\/strong>\r\n
            \r\n\t
          1. Divide the range of heights into 3-inch increments;\u00a0label the x-axis of the graph with these increments,\u00a0increasing from left to right. There should be no\u00a0overlap or gaps between increments<\/li>\r\n\t
          2. The y-axis should represent the number of students\u00a0that fall into each height increment. The range\u00a0should be 0 at the bottom to 10 at top.<\/li>\r\n\t
          3. Create a table of data showing how many students\u00a0fall into each increment, and transfer this informationto your bar graph as follows\r\n\"Screen<\/li>\r\n<\/ol>\r\n<\/li>\r\n\t
          4. Next create separate tables of data for male and female heights. Use these data to create a double-<\/strong>bar graph, with a male and female bar for each increment:<\/strong><\/strong>\"Screen<\/li>\r\n<\/ol>\r\n

            Part 2: Correlations<\/h2>\r\nSometimes two or more characteristics in a population may be correlated (or co-related). This means that they\u00a0change together in a predictable way. For example, shoe size and height are likely to be correlated since the\u00a0taller a person is the larger his\/her feet are likely to be.\r\n\r\nIn biological data, as well as data from other fields such as sociology, correlation is often mistakenly taken\u00a0to mean that there is a causal relationship. A causal relationship implies that one factor causes the other. For\u00a0example, big feet and tallness are correlated, but big feet do not cause tallness or vice versa. Many correlative\u00a0relationships reflect an underlying factor that affects both relationships. Another example would be the\u00a0correlation between lung cancer incidence and lower income level workers.\r\n
            \r\n

            Think about It<\/h3>\r\nDoes low income cause cancer? What might the\u00a0underlying cause be?\r\n\r\n<\/div>\r\nA correlation may be positive or negative. In a positive correlation, an increase in one value is followed by\u00a0an increase in another value. In a negative correlation, an increase in one value is followed by a decrease in\u00a0another value. To determine if there is a correlation between two sets of data it is common to graph the two\u00a0factors against each other, with both values increasing from the point of origin. All data points are plotted and a\u00a0\"best of fit\" line is drawn. Check out these two examples:\r\n\r\n\"Screen<\/a>\r\n

            Data Analysis<\/h3>\r\nDownload\u00a0this graph paper template<\/a>\u00a0to complete this section.\r\n
              \r\n\t
            1. Construct a Height-Weight Correlation Graph <\/strong>\r\n
                \r\n\t
              1. Using the class data collected, construct a graph of height (x-axis) vs. weight (y-axis). Be sure to use a\u00a0scale that will give you a reasonably large graph; don't end up with all your data points crowded in one\u00a0place!<\/li>\r\n\t
              2. Each student in the class will be represented by a single dot. Once all the dots are drawn, draw a\u00a0straight or curved \"best of fit\" line through the dots.<\/li>\r\n<\/ol>\r\n<\/li>\r\n\t
              3. Construct a Height-Hair Length Correlation Graph <\/strong>\r\n
                  \r\n\t
                1. Using the class data, construct a graph of height (x-axis) vs. hair length (y-axis).<\/li>\r\n\t
                2. After all the points are plotted, draw a \"best of fit\" line or curve.<\/li>\r\n<\/ol>\r\n<\/li>\r\n\t
                3. Construct a Height-Blood Pressure Correlation Graph <\/strong>\r\n
                    \r\n\t
                  1. Using the class data, construct a graph of height (x-axis) vs. MAP (y-axis).<\/li>\r\n\t
                  2. After all the points are plotted draw a \"best of fit\" line.<\/li>\r\n<\/ol>\r\n<\/li>\r\n<\/ol>\r\n
                    \r\n

                    Lab Questions <\/strong><\/h2>\r\n
                      \r\n\t
                    1. Did you see any resemblance to a \"bell-shaped\" curve in your height distribution graphs? Why\u00a0or why not?<\/li>\r\n\t
                    2. Were the height distributions of males and females in your class different? Explain your answer.<\/li>\r\n\t
                    3. Was there a correlation between height and weight? Was it positive or negative?<\/li>\r\n\t
                    4. Was there a correlation between height and hair length?<\/li>\r\n\t
                    5. Was there a correlation between height and MAP? What might be a better factor(s) that\u00a0would correlate with blood pressure?<\/li>\r\n\t
                    6. A wildlife biologist finds that there is a positive correlation between the number of deer and\u00a0the number of rabbits in 20 different study areas. This biologist concludes that the deer and\u00a0the rabbits are somehow helping each other survive. Do you see any problems with this logic?\u00a0What possible explanations would you offer for this phenomenon?<\/li>\r\n<\/ol>\r\n<\/div>","rendered":"

                      Today’s lab exercises are designed to help you learn to collect and graph biological data in a scientific manner.\u00a0The techniques you will practice today can be applied to many different types of data sets (e.g., wildlife\u00a0populations or vegetation sampling). For convenience, we will use measurements that can be made in the\u00a0classroom.<\/p>\n

                      Part 1: Normal Distribution <\/strong><\/h2>\n

                      Many characteristics, such as height or weight, are normally distributed in populations. In other words, there is\u00a0an average for the population and roughly equal variance on both sides in the following pattern:<\/p>\n

                      \"Classic<\/p>\n

                      This is a classic “bell shaped” curve representative of a normal distribution. Note that it is symmetrical around\u00a0an average value, and that most individuals are at or near the average. As the value gets more extreme (for\u00a0example, taller or shorter height), there are fewer individuals represented.<\/p>\n

                      Procedure<\/h3>\n

                      \"The<\/p>\n

                        \n
                      1. Each student will collect the following information about him or herself: <\/strong>\n
                          \n
                        1. Height (in inches) without shoes\u2014round to the nearest inch<\/li>\n
                        2. Weight (in pounds)\u2014round to the nearest pound<\/li>\n
                        3. Hair length (in centimeters) from the scalp to the end of the longest hair<\/li>\n
                        4. Blood pressure (in mmHg) taken using a sphygmomanometer\n
                            \n
                          1. Palpate the brachial artery<\/li>\n
                          2. Position cuff above the brachial artery and locate the pulse in the\u00a0brachial artery using the stethoscope.<\/li>\n
                          3. Pump up cuff (increasing pressure on the brachial artery) while\u00a0listening to brachial artery. When the pulse disappears, the cuff’s\u00a0pressure is GREATER than the pressure of the blood pushing out!\u00a0Continue pumping for about 20 mmHg beyond this point.<\/li>\n
                          4. Slowly release pressure to allow blood back through the vessel.<\/li>\n
                          5. Karotkoff (k\u014f-rot\u2032kof) sounds begin, marking systolic pressure.<\/li>\n
                          6. Turbulent blood pushes through the brachial artery.<\/li>\n
                          7. Eventually as the pressure releases, the turbulence ceases.<\/li>\n
                          8. When the turbulence is gone, record diastolic pressure.<\/li>\n<\/ol>\n<\/li>\n
                          9. Mean Arteral Pressure (MAP) = Diastolic Pressure + 1\/3 Pulse Pressure
                            \nPulse Pressure = Systolic Pressure – Diastolic Pressure<\/li>\n<\/ol>\n<\/li>\n
                          10. Remember to record your own data!<\/strong><\/li>\n<\/ol>\n
                            \n

                            Example MAP<\/h3>\n

                            Let’s use the example blood pressure of\u00a0120\/80 (systolic\/diastolic):<\/p>\n

                            120 \u2013 80 = 40 Pulse Pressure<\/p>\n

                            MAP = 80 + (40\/3) = 93.3 MAP<\/p>\n

                            = 93 MAP<\/p>\n

                            Remember, you round to the nearest whole number!<\/em><\/p>\n<\/div>\n

                            Raw Data<\/h3>\n

                            Place your data in a table similar to the one below (be sure to add as many rows as there are students).<\/p>\n\n\n\n\n\n\n\n\n
                            Student #<\/th>\nMale\/Female<\/th>\nHeight (cm)<\/th>\nWeight (lbs)<\/th>\nHair Length<\/th>\nMean Arterial Pressure (MAP)<\/th>\n<\/tr>\n<\/thead>\n
                            1<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
                            2<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
                            3<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
                            4<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

                            Data Analysis<\/h3>\n
                              \n
                            1. Construct a bar graph that depicts the distribution of <\/strong>height among class members: <\/strong>\n
                                \n
                              1. Divide the range of heights into 3-inch increments;\u00a0label the x-axis of the graph with these increments,\u00a0increasing from left to right. There should be no\u00a0overlap or gaps between increments<\/li>\n
                              2. The y-axis should represent the number of students\u00a0that fall into each height increment. The range\u00a0should be 0 at the bottom to 10 at top.<\/li>\n
                              3. Create a table of data showing how many students\u00a0fall into each increment, and transfer this informationto your bar graph as follows
                                \n\"Screen<\/li>\n<\/ol>\n<\/li>\n
                              4. Next create separate tables of data for male and female heights. Use these data to create a double-<\/strong>bar graph, with a male and female bar for each increment:<\/strong><\/strong>\"Screen<\/li>\n<\/ol>\n

                                Part 2: Correlations<\/h2>\n

                                Sometimes two or more characteristics in a population may be correlated (or co-related). This means that they\u00a0change together in a predictable way. For example, shoe size and height are likely to be correlated since the\u00a0taller a person is the larger his\/her feet are likely to be.<\/p>\n

                                In biological data, as well as data from other fields such as sociology, correlation is often mistakenly taken\u00a0to mean that there is a causal relationship. A causal relationship implies that one factor causes the other. For\u00a0example, big feet and tallness are correlated, but big feet do not cause tallness or vice versa. Many correlative\u00a0relationships reflect an underlying factor that affects both relationships. Another example would be the\u00a0correlation between lung cancer incidence and lower income level workers.<\/p>\n

                                \n

                                Think about It<\/h3>\n

                                Does low income cause cancer? What might the\u00a0underlying cause be?<\/p>\n<\/div>\n

                                A correlation may be positive or negative. In a positive correlation, an increase in one value is followed by\u00a0an increase in another value. In a negative correlation, an increase in one value is followed by a decrease in\u00a0another value. To determine if there is a correlation between two sets of data it is common to graph the two\u00a0factors against each other, with both values increasing from the point of origin. All data points are plotted and a\u00a0“best of fit” line is drawn. Check out these two examples:<\/p>\n

                                \"Screen<\/a><\/p>\n

                                Data Analysis<\/h3>\n

                                Download\u00a0this graph paper template<\/a>\u00a0to complete this section.<\/p>\n

                                  \n
                                1. Construct a Height-Weight Correlation Graph <\/strong>\n
                                    \n
                                  1. Using the class data collected, construct a graph of height (x-axis) vs. weight (y-axis). Be sure to use a\u00a0scale that will give you a reasonably large graph; don’t end up with all your data points crowded in one\u00a0place!<\/li>\n
                                  2. Each student in the class will be represented by a single dot. Once all the dots are drawn, draw a\u00a0straight or curved “best of fit” line through the dots.<\/li>\n<\/ol>\n<\/li>\n
                                  3. Construct a Height-Hair Length Correlation Graph <\/strong>\n
                                      \n
                                    1. Using the class data, construct a graph of height (x-axis) vs. hair length (y-axis).<\/li>\n
                                    2. After all the points are plotted, draw a “best of fit” line or curve.<\/li>\n<\/ol>\n<\/li>\n
                                    3. Construct a Height-Blood Pressure Correlation Graph <\/strong>\n
                                        \n
                                      1. Using the class data, construct a graph of height (x-axis) vs. MAP (y-axis).<\/li>\n
                                      2. After all the points are plotted draw a “best of fit” line.<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n
                                        \n

                                        Lab Questions <\/strong><\/h2>\n
                                          \n
                                        1. Did you see any resemblance to a “bell-shaped” curve in your height distribution graphs? Why\u00a0or why not?<\/li>\n
                                        2. Were the height distributions of males and females in your class different? Explain your answer.<\/li>\n
                                        3. Was there a correlation between height and weight? Was it positive or negative?<\/li>\n
                                        4. Was there a correlation between height and hair length?<\/li>\n
                                        5. Was there a correlation between height and MAP? What might be a better factor(s) that\u00a0would correlate with blood pressure?<\/li>\n
                                        6. A wildlife biologist finds that there is a positive correlation between the number of deer and\u00a0the number of rabbits in 20 different study areas. This biologist concludes that the deer and\u00a0the rabbits are somehow helping each other survive. Do you see any problems with this logic?\u00a0What possible explanations would you offer for this phenomenon?<\/li>\n<\/ol>\n<\/div>\n\n\t\t\t
                                          \n\t\t\t

                                          Candela Citations<\/h3>\n\t\t\t\t\t
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                                          \n\t\t\t\t\t\t\t
                                          CC licensed content, Original<\/div>