BIOL373L Lecture Notes - Lecture 9: Central Tendency, Quartile, Unimodality

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viridianmouse875

12 Mar 2021

School

University of Waterloo

Department

Biology

Course

BIOL373L

Professor

Bruce Wolff

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Document Summary

Center, shape, and spread are all words that describe what a particular graph looks like. When we talk about center, shape, or spread, we are talking about the distribution of the data, or how the data is spread across the graph. The center of a distribution gives you exactly what it sounds like. It tells you the center or median of the data. When you look at a graph, it will be the value where approximately half of your data is on one side and the rest of your data is on the other side. The median point of your data set is the middle number if you were to put your data in ascending order. Let"s say we are taking surveys of different groups of people and their donut eating habits. For the first group of people, we have this graph.

Related Questions

Lab Topic 1: The Process of Science

Introduction

1. Which of the following questions would you consider appropriate scientific questions that can be tested using the scientific method? For the statements that can be tested using the scientific method, explain how your experiment would be set up. Explain the different steps in the scientific method as they relate to this statement.

a. Does the pH of the soil affect the color of hydrangea flowers?

b. What properties of the soil influence the color of hydrangea flowers?

c. Do hydrangeas look more beautiful when grown in the right soil?

d. Was The Day After Tomorrow a better movie than Terminator?

e. Does grass require fertilizer in order to grow?

2. Read this hypothesis and answer the questions below:

Plants kept closer to windows grow larger than plants kept several feet away from windows.

a. Indicate the dependent variable:

b. Indicate the independent variable:

c. List 3 other variables that must be kept constant in this experiment (the control variables).

d. Write a prediction based on the above hypothesis.

Exercise 1.1

Take a Deep Breath

Students will need to take a picture of themselves or their group walking up and down on the step or doing other exercise. Include a note with your name and date on an index card in the picture. Insert picture here:

1. Identify the following in the experimental design. You will need to refer to the protocol to answer this question.

a. Independent variable:

b. Dependent variable:

c. Experimental dataset:

d. Control dataset:

e. Hypothesis:

2. Fill in the data for each individual in your group for the Breath experiment.

	Length of time breath can be held (seconds)
Individual Tested	Resting	After 1 minutes of exercise	After 5 minutes of exercise




Average (take the average for each column)

3. Look at the averages for all individuals in your group. Was the hypothesis you stated in the previous question supported by the âaverage dataâ? Explain your answer!!!

4. Now look at the data for each individual separately. Was there data for anyone in your group that did not support the hypothesis? If yes, explain whythis could be.

5. How many replicates did your group have?________________ Why is it good to have more than one replicate?

Exercise 1.2

Letâs Graph

In this exercise, you will be graphing the data that you collected in exercise 1.1.

1. In exercise 1.1, you identified the independent and dependent variables. Which one goes on the X axis of the graph and which goes on the Y axis?

2. Will you make a line or a bar graph of your data? Explain why you chose this type of graph.

3. You will need to use excel to generate a graph of your data. On this graph, you will need to label the title, independent variable, dependent variable and possibly the legend. You will need to select an appropriate scale so the data is spread out on the graph.

*Consult with your instructor to see how he/she would like for you to submit your graph. You might work on it in class and submit it through D2L or you might submit it at a different time. If you are taking the online version of the class, you will need to use Excel or word to make the graph.

Exercise 1.3

You will need to get the data under exercise 1.3 in the protocol sheet to complete these sections.

1. What is the dependent variable?

2. What is the independent variable?

3. Which, if any, of these individuals has diabetes? ___A or B ___?

4. What data do you have to support your hypothesis?

5. Construct a graph showing the time after eating each group had the greatest blood glucose levels.

Nutrition

Food Memory

One of the things I'd like for you to keep sight of is the notion that food is not "just" food. Food is so much more than what can be expressed on a food label. Food is emotional, cultural, and it holds meaning. "Tell me what you eat and I will tell you what you are." This very famous line by Anthelme Brillat-Savarin (18th Century France) captures how important food can be to our self- and communal-identities. We are what we eat. (And, how strange it is that someone else would like to dictate to us, what we should eat.)

This discussion is to help you think about your relationship to one special food. I'd like you to reflect on this food, and how it links to you or your family, to your culture. Your task is to write a short essay that tells a story of your relationship to a specific food. This will be your food memory. Your writing takes the reader on a journey, where they will learn about your special food (you'll describe the food and basics of preparation), the memory of this food, and about what meaning this food holds for you and perhaps your family.Your discussion post should be grammar- and spell-checked and approximately 400-700 words. This is a creative writing piece.

Briefly describe/define the following experimental techniques.Research the technique using Internet, textbooks, or any othermaterial. The idea is to get familiar with the set of tools used tomeasure or visualize gene expression in cells, tissues, ororganisms - we'll be talking about these techniques a lot in thiscourse.

While you are doing this, think carefully about what kind ofinformation about gene expression can andcannot be gained when using the techniques you areresearching. In your description, don't concern yourself with minorexperimental details, but focus on what you can find out with thehelp of a given technique. What kind of questions can be answeredif you apply it?

Imagine that you would like to know 1) when the gene isexpressed, 2) which cells/tissues it is expressed in, 3) at whatlevels it is expressed, and 4) also would like to have thisinformation for both kinds of typical gene products (i.e. RNAs andproteins).

Think about what kind of a gene product can bemeasured/visualized using this particular technique. Would you getinformation about the gene expression at the RNA level or at theprotein level?
What do you need to have (in terms of the most criticalreagents or knowledge/information) in order to use thistechnique?
Is the technique appropriate for determining where the gene isexpressed, when it is expressed, or both?
Will it be informative if you use it for very smallorganisms/embryos in which you cannot easily separate cells?
Can it be used to determine subcellular localization of aprotein or RNA (for example to determine if the protein localizesto the nucleus or to the plasma membrane?).

QUESTION:

Immunohistochemistry or immunofluorescentstaining

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BIOL373L Lecture Notes - Lecture 9: Central Tendency, Quartile, Unimodality

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