How To Read And Interpret Public Health Data: Graphs And Tables

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Read the following sections of the CDC Online Epidemiology Manual:

Lesson 3: Measures of Risk: https://www.cdc.gov/ophss/csels/dsepd/ss1978/lesson3/index.html (Links to an external site.)Links to an external site.

Section 1: Frequency Measures:

Section 5: Measures of Association

Read Lesson 4 in the CDC Online Epidemiology Manual:

https://www.cdc.gov/ophss/csels/dsepd/ss1978/lesson4/index.html (Links to an external site.)Links to an external site.

Section 2: Tables

Section 3: Graphs

Section 4: Other Data Displays

Epidemiology Assignment 5 – Module 6.docxPreview the document

The main goal of this week’s Epidemiology project is to help you become familiar with how Public Health data is analyzed, displayed, and interpreted. Chapter 6 of the textbook is filled with graphs and charts to express the findings of many epidemiology studies. This worksheet is designed to help you become comfortable with the many different concepts that epidemiologists deal with on a daily basis. If you want to play around with this a little more, I’ve included a couple of optional extra credit graphs for you to make yourself on Excel.

Epidemiology Assignment 5

 

Read the following sections of the CDC Online Epidemiology Manual:

Lesson 3: Measures of Risk: https://www.cdc.gov/ophss/csels/dsepd/ss1978/lesson3/index.html

(Links to an external site.)

Links to an external site.

 

Section 1: Frequency Measures:

 

Section 5: Measures of Association

Read Lesson 4 in the CDC Online Epidemiology Manual:

https://www.cdc.gov/ophss/csels/dsepd/ss1978/lesson4/index.html

(Links to an external site.)

Links to an external site.

Section 2: Tables

 

Section 3: Graphs

 

Section 4: Other Data Displays

The main goal of this week’s Epidemiology project is to help you become familiar with how Public Health data is analyzed, displayed, and interpreted. Chapter 6 of the textbook is filled with graphs and charts to express the findings of many epidemiology studies. This worksheet is designed to help you become comfortable with the many different concepts that epidemiologists deal with on a daily basis. If you want to play around with this a little more, I’ve included a couple of optional extra credit graphs for you to make yourself on Excel. Have fun!

Worksheet: Epidemiology Module 10: Reading and Interpreting Graphs and Charts

 

The main goal of the Epidemiology studies for the past few weeks has been to help you become familiar with how Public Health data is analyzed and displayed. Most readers only have time to size up the data quickly. They are looking for a snapshot of the data that will allow them to make a quick assessment of what is going on. It is for this reason that data is displayed in the form of graphs, tables, figures, etc. Actually, no one, not even the professional, really knows the answers to the critical questions when first looking at the numerical measurements (raw data). It’s usually not possible to know much, without first condensing it into a snapshot.

 

 

There is no single formula for displaying data. When the data is first being collected, it will be entered into a preliminary database, known as a line listing. This could be in the form of an Excel file for smaller data sets, or a larger type of data file that would be analyzed by more powerful software. This is reviewed in the CDC Manual in Lesson 4, Section 1.

 

“To analyze data effectively, an epidemiologist must become familiar with the data before applying analytic techniques. The epidemiologist may begin by examining individual records such as those contained in a line listing. This review will be followed by production of a table to summarize the data. Sometimes, the resulting tables are the only analysis that is needed, particularly when the amount of data is small and relationships are straightforward.”

 

Usually epidemiologists will take a preliminary look at the numbers to see what trends are standing out. By trends, we mean associations, correlations, etc. Which of these are important? Which are not.? Is a correlation an indication of a causal relationship? Is it merely a coincidence? Or, does it suggest the involvement of a third factor that links the first two? Where does the professional begin?

 

“When the data are more complex, graphs and charts can help the epidemiologist visualize broader patterns and trends and identify variations from those trends. Variations in data may represent important new findings or only errors in typing or coding which need to be corrected. Thus, tables and graphs can be helpful tools to aid in verifying and analyzing the data.”

 

If you take a look at an Excel program, you will notice that under the heading of charts you will see more than a dozen types of charts available. If you have an excel program available, and you know how to plot data, you can type some data into to a worksheet page to recreate one of the data sets shown in the CDC Manual. For example, type the data in from Table 4.1a Reported Cases of Primary and Secondary Syphilis by Age — United States, 2002, just as it is displayed.You will have two columns. You can make a bar graph. Designate the age brackets to be along the x-axis, and the frequency, or number of cases, along the as the y-axis. Practice adding labels to the data.

 

If you want to try something more complex, you can add some variables to your table. Type the gender data from Table 4.2 Reported Cases of Primary and Secondary Syphilis by Age and Sex — United States, 2002 into your worksheet, and add those to your bar graph. You will get a bar graph similar to the graphs in Figure 6-1 on p.108 of your textbook.

 

NOTE: This is not a required exercise, but you will receive extra credit if you do it (20 points for each graph). You should email this to me as a separate file, and explain what you did, so I’ll be sure to give you credit for it.

 

Assignment Worksheet:

 

For your assignment, review the following sections: (please change the text in your answers to a different color or highlight with yellow).

 

Lesson 3: Measures of Risk: https://www.cdc.gov/ophss/csels/dsepd/ss1978/lesson3/index.html

 

Section 1: Frequency Measures:

Section 5: Measures of Association

 

Lesson 4: Displaying Public Health Data

Section 2: Tables

Section 3: Graphs

Section 4: Other Data Displays

 

Question 1: Now, as you look through Chapter 6 in the textbook, you will recognize many of these types of charts, graphs or tables that were described in the CDC Manual. Let’s look at a few of them in more detail.

 

In Figure 6-1. These two graphs are similar in that these are both both bar graphs with two variables being compared. They are both comparing frequencies during the individual years between 1978-2010.

 

1. Explain how are these two graphs are different.

 

 

 

 

Questions 2-7: In Figure 6-4 these figures are comparing Risk Groups of AIDS patients from two different years. Answer these questions;

 

Look in Lesson 3: Measures of Risk

Section 1: Frequency Measures

 

2. Which of the following parameters is being compared in this graph? Highlight your answer.

a. Ratio

b. Proportion

c. Incidence Rate

 

 

3. Explain what the term “Cumulative” means in this analysis.

 

4. In comparing the data from 1986 to 2010, name 4 major changes that occurred in frequency among the different Risk groups.

 

 

5. Explain why the Blood Transfusion and Hemophiliac patient group appear to disappear?

 

 

6. Why does the frequency in the Homosexual group go down so dramatically? Are there fewer homosexual patients in 2010 than there were in 1986?

 

7. Why did the percentage of Heterosexual patients increase between 1986 and 2010?

 

 

Questions 8-9: When we see tables and graphs, we are often too quick to jump to conclusions about what they are trying to tell us. Read the Section in the textbook on 110-111, Epidemiology and Modes of HIV Transmission and Anal Sex – A High-Rsik Mode. Now look at Table 6-2.

Let’s see if you can figure out what this Table is telling you. The frequencies (percent HIV Seropositive) do not add up to 100%. They would have, if they had been comparing the Proportion of patients who had converted to Seropositive as the result of the different types of sexual activities. By reading the text carefully, you can figure out what these percentages are actually referring to.

 

 

8. What are the percentages in Table 6-2 referring to? Percent of what?

 

 

 

9. Explain the main finding of Table 6-2.

 

 

 

Question 10: Sometimes we see charts that we are not familiar with. We don’t know what to think! What do most people do when confronted with a chart they don’t understand? They skip over it! Figure 6-7 is an example of this. Actually, the finding of of this chart is dramatic. It would be a shame to miss out on it because you didn’t know how to read it.

 

You will find an explanation of this type of chart, also known as a pyramid chart in Lesson 4, Section 3 (scroll down to Figure 4.10 Population Distribution of Zambia by Age and Sex, 2000). Read that section, then use it to interpret the pyramid chart in Figure 6-7, on p. 119 of the textbook.

 

The goal of this graph is to examine how the age distribution of the population of Lesotho, a country in southern Africa, has changed over time as a result of the AIDS epidemic. For the graphs in this figure, they are looking at a the Proportion of the population in each age group.

Each bar represents what percentage of the population was in each age group during the year that they are plotting (age 0-5; 6-10; etc). The total should add up to 100%. Note: This is a Proportion that they are looking at (see Lesson 3, section 1).

 

10. Explain why the overall shape of the pyramid changed between 1950 and 2007. What is the main finding of this pair of charts?

 
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A tissue is composed of

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1. A tissue is composed of

 

a- cells.

b- organs.

c- organ systems.

d- cells and organs.

e- cells and organ systems.

 

2. A group of cells performing a similar function is described as

 

a- multicellular.

b- an organism.

c- an organ system.

d- an organ.

e- Tissue.

 

3. Somatic stem cells are found in

 

a- adult tissues.

b- embryonic tissues.

c- umbilical-cord blood.

d- germ tissue.

e- All of the above.

 

4. A group of tissues working together perform the complex functions of

 

a- a tissue.

b- an organ.

c- an organ system.

d- an organism.

e- a bladder.

 

5. Organs are composed of

 

a- one type of cell.

b- one type of tissue.

c- at least two tissues.

d- more than three cell types.

e- None of the above.

 

6. An organ is composed of

 

a- three cell types.

b- at least two specialized tissues.

c- at least 10 specialized cell types.

d- one or more tissue types.

e- groups of cells randomly arranged around a scaffold.

 

 

 

 

7. The bladder is composed of multiple tissues. This organization is beneficial because

 

a- each specialized cell type provides function to the organ.

b- one tissue type would not be functional.

c- having more then one tissue present makes stem-cell harvesting easier.

d- All of the above.

e- None of the above.

 

 

8. The formation of an organ through the use of stem cells differentiated into multiple cell types. However, which of the following presents a hurdle to regenerating a new organ to replace a defective one?

 

a- Many organs contain multiple specialized cell types in an intricate design.

b- Nerve innervation is necessary for the proper function of some organs.

c- Proper blood supply to all the regenerated cells is necessary for the survival of organs.

d- A and C

e- All of the above.

 

9. Which of the following best explains why the rock chimneys of the Lost City host such a variety of unique microbial communities?

 

a- The height of the chimneys creates a gradient of temperatures (hottest at the top and coolest at the bottom) along the chimney; these, in turn, become separate environments and host different communities.

 

b- The height of the chimneys creates a gradient of pH (most acidic at the top and most basic at the bottom) along the chimney; these, in turn, become separate environments and host different communities.

 

c- Although temperatures, pH, and other factors are the same all over each chimney, the chimneys are so big that different communities can occupy different sections of the chimney.

 

d- The Lost City comprises a huge number of rock chimneys, each of which has its own unique environment; this means that each chimney hosts its own unique microbial community.

 

e- None of the above.

 

 

10. Which of the following does NOT refer to a prokaryotic organism?

 

a- smaller than a eukaryotic organism

b- does not have a nucleus

c- has one chromosome

d- reproduces by binary fission

e- has organelles

 

 

 

 

 

 

11. A prokaryote has all of the following structures, EXCEPT

 

a- a cell wall.

b- ribosomes.

c- mitochondria.

d- DNA.

e- Cytoplasm.

 

 

12. Which statement about prokaryotes is FALSE?

 

a- Prokaryotes are diverse.

b- All prokaryotes are bacteria.

c- Prokaryotes are usually single celled.

d- Prokaryotes are found in two domains.

e- Prokaryotes cannot be seen by the naked eye.

 

 

 

 

 

13. The term “extremophiles” refers to

 

a- members of domain Bacteria

b- members of domain Archaea

c- members of domain Eukarya

d- members of both domains Bacteria and Archaea

e- members of both domains Archaea and Eukarya

 

 

14. Bacteria that eat other bacteria are called , while photosynthetic bacteria are called .

 

a- autotrophs; heterotrophs

b- autotrophs; nitrogen fixers

c- autotrophs; phototrophs

d- heterotrophs; autotrophs

e- heterotrophs; phototrophs

 

 

 

 

 

 

 

15. Which does NOT describe members of the domain Archaea?

 

a- They are genetically close to eukaryotes.

b- Some live in extreme environments.

c- They are prokaryotes.

d- They do not have a nucleus.

e- Their cell walls made of peptidoglycan.

 

 

 

16. Which member of the domain Archaea would likely be found in the digestive system of cows?

 

a- Halobacterium

b- Sulpholobus

c- Methanobrevibacter

d- Pyrodicticum

e- Thermoproteus

 

 

17. One of the most ancient forms of metabolism on Earth is _________.

 

a- glucogenesis

b- lipogenesis

c- oxygenesis

d- methanogenesis

e- carbonogenesis

 

18. Which eukaryote evolved first?

 

a- plants

b- fungi

c- protists

d- humans

e- sponges

 

 

19. The tree of life has been rearranged into three domains based on what evidence?

 

a- comparative anatomy

b- DNA similarities

c- homologous structures

d- anatomical evidence

e- fossil evidence

 

 

 

 

 

 

20. The domain Eukarya includes

 

a- plants.

b- plants and animals.

c- plants, animals, and fungi.

d- plants, animals, fungi, and protists.

e- plants, animals, fungi, protists, and archaea.

 

 

 

 

 

21. Which topographical feature affects the climate of an area?

 

a- mountain range

b- plateau

c- coastal location

d- forests

e- volcanoes

 

 

22. The diversity of organisms found in an area is directly related to

 

a- the diversity of temperature.

b- the diversity of elevation.

c- the diversity of rainfall.

d- the diversity of the physical terrain.

e- All of the above.

 

 

23. Which describes plant groups in order of terrestrial adaptations from earliest to the most recent?

 

a- ferns, bryophytes, gymnosperms, and angiosperms

b- bryophytes, gymnosperms, ferns, and angiosperms

c- angiosperms, bryophytes, ferns, and gymnosperms

d- ferns, gymnosperms, bryophytes, and angiosperms

e- bryophytes, ferns, gymnosperms, and angiosperms

 

 

24. Which is the correct evolutionary order of plants, from earliest to most recent, exhibiting the acquisition of terrestrial adaptations?

 

a- sword fern, moss, maple, and pine

b- sword fern, moss, pine, and maple

c- moss, sword fern, pine, and maple

d- moss, sword fern, maple, and pine

e-maple, pine, sword fern, and moss

 

 

25. The sunny, south-facing slopes of the Olympic Mountains are relatively dry. In the forests there, you would expect to find

 

a- relatively few bryophytes, but numerous ferns, gymnosperms, and angiosperms.

b- fewer bryophytes and ferns than gymnosperms and angiosperms.

c- fewer ferns than bryophytes, gymnosperms, and angiosperms.

d- fewer gymnosperms than bryophytes, ferns, and angiosperms.

e- fewer angiosperms than bryophytes, ferns, and gymnosperms.

 
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Biology

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Please read it carefully and answer the questions:

Q1: Each Student must find two types of differentiated cells- (1 animal, 1 plant)

(No repeats so first come first serve)

· Post

· An image of the cell,

· A quick description of the cell

· Answer this question “what makes that type of cell unique”.

· Include a source link to your where you found your type of cell & information.

· Present

· To start the next class period each student will have 1 minute to present their cells.

As a class we will have a comprehensive list of differentiated cells.

Q2: How many genes do we have written into our DNA?

Q3: DNA Helicase is the blue donut shaped protein that does what?

Q4: Because DNA is antiparellel one strand must be copied backwards. As DNA polymerase creates loops of DNA and copies these sections called okazaki fragments. A specific molecular machine or enzyme called DNA ligase joins these fragmented sections of DNA together to a complete strand of DNA? Google to find they type of bond DNA ligase catalyzes.

Q5: DNA is only about 2 nanometers thick, but DNA is about 30 to 40 million nanometers long. How long is DNA in centimeters?

Q6: To keep the DNA organized and regulate access to the genetic code DNA is wrapped around what purple colored proteins?

Q7: There are approximately 37.2 trillion cells in a human body. Drew Berry says that roughly how many cells are undergoing the process of mitosis right now? (Dozens, Thousands, or Billions of cells).

Q8: What is the wisker like dynamic scaffolding that pulls the duplicated chromosomes to the opposite sides of the cell during cell division?

Q9: How can can errors in, or damage to your DNA (f not repaired) cause premature aging?

Q10: Why are some DNA mutations beneficial?

Q11: Defects in DNA repair are associated with many kinds of cancer. Cancer is when a cell loses control of its replication. How can a mistake in DNA cause cancer?

Q12: What was the goal of the Human Genome Project?

Q13: What makes you, you? Where do the instructions that make you, you come from? What are these instructions stored on?

Q14: What are the 4 main chemicals or nucleotide bases of DNA?

Q15: How many base pairs are in the human genome?

Q16: Nutritional experts say that eating 1/2 lb of meat a week is healthy but the average American eats 1/2 lb a day. How does this lead to micro-nutrient malnutrition?

Q17: Use this video to dig a bit deeper into Mitosis- and answer the below.

On a blank sheet of paper-

1- Sketch out the cell cycle- G1, G0, S, G2, M

2-sketch the phases of mitosis- interphase, prophase, metaphase, anaphase, telophase, cytokinesis (include the nuclear envelope, nuclear envelope fragments, the accurate number of chromosomes through all the stages, spindle fibers, spindle poles,

 
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Ecology of Organisms

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image1.emfUMUC Biology 102/103

Lab 7: Ecology of Organisms

INSTRUCTIONS:

· On your own and without assistance, complete this Lab 7 Answer Form electronically and submit it via the Assignments Folder by the date listed on your Course Schedule (under Syllabus).

· To conduct your laboratory exercises, use the Laboratory Manual that is available in the WebTycho classroom (Reserved Reading or provided by your instructor) or at the eScience Labs Student Portal. Laboratory exercises on your CD may not be updated.

· Save your Lab7AnswerForm in the following format: LastName_Lab7 (e.g., Smith_Lab7).

· You should submit your document in a Word (.doc or .docx) or Rich Text Format (.rtf) for best compatibility.

Experiment 1: Effects of pH on Radish Seed Germination

Table 1: Radish Seed Observation and Germination

Solution pH Days 1-2     Day 3     Day 4    
    Observation Seeds Germinated % Observation Seeds Germinated % Observation Seeds Germinated %
Water                    
Vinegar                    
Baking soda                    

Complete the graph. Use the graph provided as your template. You will need to impose figures and shapes over the graph.

image2.emf

00.20.40.60.811.2Category 1Category 2Category 3

image3.emf

00.20.40.60.811.2Category 1Category 2Category 3

 

Questions

1. Was there any noticeable effect on the germination rate of the radish seeds as a result of the pH? Compare and contrast the growth rate for the control with the alkaline and acidic solutions.

2. According to your results would you say that the radish has a broad pH tolerance? Why or why not? Use your data to support your answer.

3. Knowing that acid rain has a pH of 2-3 would you conclude that crop species with a narrow soil pH range are in trouble? Is acid rain a problem for plant species and crops?

TYPE YOUR FULL NAME:

 

� EMBED Excel.Chart.8 s ���

 

Figure 3: Sprout lengths after 7 days of growth for radish seeds exposed to different pH values.

 

 

_1404629325.xls

Chart1

Category 1 Category 1 Category 1
Category 2 Category 2 Category 2
Category 3 Category 3 Category 3
Series 1
Series 2
Series 3

Sheet1

Series 1 Series 2 Series 3
Category 1
Category 2
Category 3
To resize chart data range, drag lower right corner of range.
 
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