Module 1: Data Analysis and Presentation
- Page ID
- 22847
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)Today's lab exercises are designed to help you learn to collect and graph biological data in a scientific manner. The techniques you will practice today can be applied to many different types of data sets (e.g., wildlife populations or vegetation sampling). For convenience, we will use measurements that can be made in the classroom.
Part 1:
Many characteristics, such as height or weight, are normally distributed in populations. In other words, there is an average for the population and roughly equal variance on both sides in the following pattern:
This is a classic “bell-shaped” curve representative of a normal distribution. Note that it is symmetrical around an average value, and that most individuals are at or near the average. As the value gets more extreme (for example, taller or shorter height), there are fewer individuals represented.
Procedure:
- Each student will collect the following information about him or herself:
- Height (in inches) without shoes—round to the nearest inch
- Weight (in pounds)—round to the nearest pound
- Hair length (in centimeters) from the scalp to the end of the longest hair
- Blood pressure (in mmHg) taken using a sphygmomanometer
- Palpate the brachial artery
- Position cuff above the brachial artery and locate the pulse in the brachial artery using the stethoscope.
- Pump up cuff (increasing pressure on the brachial artery) while listening to brachial artery. When the pulse disappears, the cuff’s pressure is GREATER than the pressure of the blood pushing out! Continue pumping for about 20 mmHg beyond this point.
- Slowly release pressure to allow blood back through the vessel.
- Karotkoff (kŏ-rot′kof) sounds begin, marking systolic pressure.
- Turbulent blood pushes through the brachial artery.
- Eventually as the pressure releases, the turbulence ceases.
- When the turbulence is gone, record diastolic pressure.
- Mean Arteral Pressure (MAP) = Diastolic Pressure + 1/3 Pulse Pressure
Pulse Pressure = Systolic Pressure – Diastolic Pressure
- Remember to record your own data!
Example MAP
Let’s use the example blood pressure of 120/80 (systolic/diastolic):
120 – 80 = 40 Pulse Pressure
MAP = 80 + (40/3) = 93.3 MAP
= 93 MAP
Remember, you round to the nearest whole number!
Raw Data:
Place your data in a table similar to the one below (be sure to add as many rows as there are students).
| Student # | Male/Female | Height (cm.) | Weight (lbs) | Hair Length | Mean Arterial Pressure (MAP) |
| 1 | |||||
| 2 | |||||
| 3 | |||||
| 4 |
Data Analysis:
- Construct a bar graph that depicts the distribution of height among class members:
- Divide the range of heights into 3-inch increments; label the x-axis of the graph with these increments, increasing from left to right. There should be no overlap or gaps between increments
- The y-axis should represent the number of students that fall into each height increment. The range should be 0 at the bottom to 10 at top.
- Create a table of data showing how many students fall into each increment, and transfer this information to your bar graph as follows
- Next, create separate tables of data for male and female heights. Use these data to create a double-bar graph, with a male and female bar for each increment:
