Lab+6-6

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=Lab 6/7=

Click here for info on Lab 8, the crawfish lab.

=Question about the 1st question for this lab's worksheet:= What do you graph as far as the averages? Answer: don't graph the average, just plot the data for each group as far as the three different blood sugar levels are concerned. You can group them in any way you think is valid.

=2-4pm Data:=
 * || kaelyn || pritish || jeremy || kelsey || ellen || jessica ||
 * CONTROL || 127 || 121 || 152 || 147 || 118 || 135 ||
 * INSULIN || 81 || 70 || 122 || 110 || 74 || 100 ||
 * GLYCOGON || 160 || 145 || 199 || 215 || 133 || 139 ||

=4-6pm Data:=


 * || jacob || BJ || danae || amanda || caitlyn ||
 * CONTROL || 140 || 71 || 91 || 133 || 132 ||
 * INSULIN || 111 || 31 || 59 || 104 || 95 ||
 * GLYCOGON || 159* || 40 || 49 || 221 || 121 ||
 * *not completely injected with .2ml glycogon ||

=Notes on lab 6: Enzymes and such.=


 * I mentioned in class that when we eat something, the food particles get broken down into smaller molecules. So for example, a carbohydrate molecule gets broken down into sugar molecules (because carbohydrates are made of sugar molecules). I drew a picture on the board showing a carbohydrate molecule, and then drew a little "protein machine" around the carbohydrate. I said the protein machine would break this target carbohydrate molecule into smaller sugar molecules. Then I said there were things called enzymes that helped this process along, but I said that the enzymes were not the actual protein machines. Well, actually, enzymes may or may not be true (the definition of enzyme is a little fuzzy). Sometimes the enzyme is the actual protein that will "take hold" of the target molecule. Other times the enzyme is just helps another enzyme do the work. When it's helping it's called a co-enzyme. Don't worry about the difference.
 * I didn't mention it, but the enzymes we experimented with need water in order to work. Water is used by the enzymes to correctly manipulate the target molecule and break it apart, since the enzyme itself can't really break the chemical bonds. In this respect, the breaking apart of the carbohydrate happens because a magnetic water molecule is places near the carbohydrate, and in just the right position, where the carbohydrate molecule gets broken up by the electrochemical forces. So the enzyme is not doing the work, just like the oil in the car is not making wheels go round.

=Pancreas:=

Pancreas info

=Grades so far:= Here is a histogram of the grades for the 1st three quizes for both the 2-4pm and 4-6pm classes. Here are the confidence intervals for the 70%-100% range, and the averages for each class. The confidence intervals for this tell you how spread out the grades were, plus or minus the mean (plus/minus 1 std. deviation). Of course this assumes grades are normally distributed, so I put the histogram for the grades in a little chart. The averages and intervals do not include the zero scores, but the histogram does. The histogram up/down axis is number of students in a category, and the x-axis is the grade category. Overall, quiz 3 had a lower average for 2-4pm, and both classes had smaller standard deviations, so I will add .3 points to the quiz 3 score for both classes, except for zeros, and up to the max of 10 points. These averages and histograms don't show this change.


 * || Quiz 1 || Quiz 2 || Quiz 3 ||
 * 2-4pm || 76.93 - 101.34 || 74.87 - 95.27 || 67.94 - 91.45 ||
 * 2-4pm avg. || 89.14 || 85.07 || 79.69 ||
 * 4-6pm || 74.07 - 95.43 || 64 - 95.14 || 71.09 - 90.58 ||
 * 4-6pm avg. || 84.75 || 79.57 || 80.83 ||



And here are the averages and the 70%-100% intervals for the 1st three worksheets, before adding .3 points on #3:


 * || Worksheet 1 || Worksheet 2 || Worksheet 3 ||
 * 2-4pm || 78.27 - 105.27 || 89.04 - 101.34 || 84.46 - 96.48 ||
 * 2-4pm avg. || 91.77 || 95.19 || 90.47 ||
 * 4-6pm || 87.5 - 100.52 || 66.97 - 110.86 || 79.43 - 97.06 ||
 * 4-6pm avg. || 94.01 || 88.92 || 88.25 ||