Olympic Doping Cases by Sport, 1968-2010 Doping Cases Reported Weightlifting 36 Track and Field 28 Cross Country Skiing 12 Equestrian 8 Wrestling 6 Cycling 5 Volleyball 3 Baseball 2 Basketball 1 http://sportsanddrugs.procon.org/view.resource.php?resourceID=004420#Bookmark1 Laboratory-confirmed Zika virus disease cases reported to ArboNET by state or territory — United States, 2015–2016 (as of A States reporting 50+ cases New York Florida California Texas New Jersey Maryland Pennsylvania†† Virginia Massachusetts Georgia Connecticut 601 471 152 125 91 77 77 66 63 54 50 Review the graph you’ve made – what information can you gather from it? Is there a conclusion? States, 2015–2016 (as of August 24, 2016)§ Summer Olympics Doping Cases Year Place # ofDoping Cases Reported 2012 London, England 9 2008 Beijing, China 25 2004 Athens, Greece 26 2000 Sydney, Australia 11 1996 Atlanta, USA 2 1992 Barcelona, Spain 5 1988 Seoul, S. Korea 10 1984 Los Angeles, USA 12 1980 Moscow, Russia 0 1976 Montreal, Canada 11 1972 Munich, Germany 7 1968 Mexico City, Mexico 1 http://sportsanddrugs.procon.org/view.resource.php?resourceID=004420#Bookmark1 Think about the x-axis, time. How should it be best organized? You may want to SORT the data so that the year is presented from lowest to highest. See the next tab for how to sort. Review the graph you’ve made – what information can you gather from it? Is there a conclusion? Social Networking Use in Adults in the US Year All Adults 2005 7 2006 11 2007 17 2008 25 2009 38 2010 46 2011 50 2012 55 2013 62 2014 62 2015 65 Source: Pew Research Center surveys, 2005-2006, 2007-2015. What do you think the dependent variable is? Here’s a great tip on creating a simple line chart: https://www.youtube.com/watch?v=3MUMOesp3fg You may want to remove unwanted information from your table! TIP: When you are looking at a correlation between two variables, you can alternatively insert a “scatterplot”, then insert a “trendline” to show the potential relationship between them. Review the graph you’ve made – what information can you gather from it? Is there a conclusion? 2014 % of online adults using various social media platforms 71% of online adults use Facebook 23% of online adults use Twitter 26% use Instagram 28% use Pinterest 28% use LinkedIn Source: Pew Research Center surveys, 2008-2015. TIP When you have too much information in each cell, you can split it apart by selecting it, going to the Data tab, then selecting “text to columns”, then choosing how columns are created (here by space) Review the graph you’ve made – what information can you gather from it? Is there a conclusion? TABLE 2B. Average Published Price for College Tuition and Fees in 2015 Dollars, 2005-06 to 2015-16 Tuition and Fees in 2015 Dollars Academic Year Private Nonprofit Four-Year One-Year Public Four- One-Year Public Two- One-Year % Change Year % Change Year % Change 2005-06 $25,624 $6,708 $2,665 2006-07 $26,162 2.1% $6,807 1.5% $2,657 -0.3% 2007-08 $26,833 2.6% $7,093 4.2% $2,628 -1.1% 2008-09 $26,927 0.4% $7,160 0.9% $2,584 -1.7% 2009-10 $28,524 5.9% $7,838 9.5% $2,847 10.2% 2010-11 $29,300 2.7% $8,351 6.5% $3,002 5.4% 2011-12 $29,454 0.5% $8,742 4.7% $3,141 4.6% 2012-13 $30,197 2.5% $9,006 3.0% $3,285 4.6% 1013-14 $30,783 1.9% $9,077 0.8% $3,311 0.8% 2014-15 $31,336 1.8% $9,161 0.9% $3,342 0.9% 2015-16 $32,405 3.4% $9,410 2.7% $3,435 2.8% NOTE: Average tuition and fee prices reflect in-district charges for public two-year institutions and in-state charges for public four-year insti SOURCES: The College Board, Annual Survey of Colleges; NCES, IPEDS data. This table was prepared in October 2015. Sometimes you have to reconstruct a table that makes more sense for a graph For example, try separating % change from the actual tuition amounts. state charges for public four-year institutions. Resources A series of short, straight-forward video tutorials on using Excel (2010) https://www.gcflearnfree.org/excel2010/ Here’s a page specifically on charts – very helpful! https://www.gcflearnfree.org/excel2010/working-with-charts/1/ OVERVIEW Objectives  An important goal of this course is to enable students to better read, understand and interpret scientific information. This is referred to as “ scientific literacy”. You will practice those skills with an article on flu vaccine and miscarriage (Part I).  In addition, one of the outcomes of this course is to enable you to gain skills in expressing scientific information ; today you will build on graphing skills you started in the last lab with a series of sample data using Excel, which is an important tool for analyzing and presenting data. (Part II). PART I: EVALUATING SCIENTIFIC INFORMATION SCIENTIFIC LITERACY  A scientifically literate person has the capacity to: ▪ ask, find, or determine answers to questions derived from curiosity about everyday experiences ▪ describe, explain, and predict natural phenomena ▪ read with understanding articles about science in the popular press and to engage in social conversation about the validity of the conclusions ▪ evaluate the quality of scientific information on the basis of its source and the methods used to generate it ▪ pose and evaluate arguments based on evidence and apply conclusions from such arguments appropriately American Association for the Advancement of Science (1993). Benchmarks for Science Literacy. Oxford University Press. ISBN 978-0-19-508986-8. QUESTIONS TO ASK WHEN ANALYZING AN ARTICLE IN POPULAR MEDIA 1. Was the study large enough for statistics or to capture natural variation? 2. Was it designed well? 3. Did it last long enough? 4. Were there any other possible explanations for the conclusions of the study or reasons to doubt the findings? 5. Do the conclusions fit with other scientific evidence ?
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