Transcript: Poster board template Poster Board conclusion Hypothesis Simple diagrams of experiment results All pictures shown should be available on google images Materials Data/graphs colorful title approximately two pictures names, hour etc... Shape representation of how procedure was done Background procedure Background slides straightforward large print results Pictures of DNA Pictures of E.Coli cell Pictures representing types of radiation Materials results Procedure Pictures of the materials or some sort of representation Effect of radiation on E.Coli by: Anthony Sinicrope and Sam Dietterich background Data and Graphs Simple graph of the result of the experiment Title page Conclusion
Transcript: Survivorship Curve Before and After Influenza Vaccine Cady Houghton Procedure Background Experimental Design Methods Research Question 1) A data base of cemeteries was looked up to find death dates and information. 2) From the data base information was put into a google drive document. 3) 40 people dying before the 1945 influenza vaccine were put into one chart showing the ages of death. 4) 40 people dying after the 1945 influenza vaccine were put into another chart also showing ages of death. 5) Both charts of groups of people were converted into a life history table. 6) From each life history table the data was put into another chart to make two survivorship curve charts. 7) The survivorship curve charts were put into one survivorship curve chart to show the difference in curves. A laptop was used for this lab. If the influenza vaccine works then if we compare the survivorship curve of before and after the vaccine it will show people living longer because the vaccine will be decreasing the death rate. The independent variable in this experiment is the influenza vaccine. The dependent variable is the death rate in this experiment. The exponential variables in this experiment are the other disease epidemics during the time period the data was chosen from. The control is the survivorship curve before the influenza vaccine and the experimental is the survivorship curve after the influenza vaccine. The survivorship curves of before and after the influenza vaccine was created are both Type I survivorship curves. They also have the caracteristics for K-selected species. While they are both Type I and K-selected species, the survivorship curve after the influenza vaccine was created had a decrease in death rates between 20 and 70 years of age of about .5 #/1,000 surviving. Then, towards the 75 and 90 years range, the #/1000 surviving leveled out and became extremely similar in curves. Did people die younger before the influenza vaccine was created? In comparing survivorship curves a Log10 scale is used for its ability to show you greater numbers in a more readable way and to show same mortality with the same curve when two scales are put together. In a Log10 scale there are three Types of information. The first, Type 1, are mainly humans. Type I survivorship curves are characterized by high survival in early and middle life, followed by a rapid decline in survivorship in later life. Type 2 is mainly birds and Type 3 is mainly reptiles. Within these Types are two categories of species, K-Selected, or Equilibrium, species and R-Selected, or Opportunist, species. K-Selected species usually have stable resources and a stable environment, and this is usually what humans are categorized as. R-Selected species are usually whose population size tends to fluctuate greatly in reaction to variations in the environment. Comparing the survivorship curves, defined as a graph showing the number or proportion of individuals surviving at each age for a given species or group cohort, before and after the influenza vaccine was created will show if the vaccine helped increase the population. Before the 1940s when the influenza vaccine was created, the epidemic was particularly deadly in US Army training camps, where the death rate was as high as 80% in some camps. Death rate is usually calculated as the number of deaths per one thousand people per year. usually calculated as the number of deaths per one thousand people per year. The US military was getting hit with influenza the most forcing them to developed the first approved vaccine for influenza, which was used in the Second World War. Studying this specific survivorship curve will also help to tell if their were more survival rates in the US military during the time. Results With the original research question in mind, before the influenza vaccine was created people were dying younger. This question was answered by the survivorship curve graph comparing the curves before and after the influenza vaccine. As the graph shows between 20 and 70 years of age there is a significant difference in curves, meaning that the death rate before the vaccine in that time period was increased more than after the vaccine was created. From that specific area of the graph it can be concluded that people were dying younger before the influenza vaccine was created, thus the hypothesis was correct. For future study it would be interesting to see the survivorship curve in the US military before and after the vaccine not just the population in general. Because the US military was the one who invented it because they were the one being impacted with the death rate from the influenza epidemic the most, the survivorship curve would have a chance of being more predominant. Graph Clear Digital Media, Inc. (1997-2011). Cemetery Records Online. October 1, 2013, www.interment.net Genealogical Gleanings. (1997-2004). Plagues and Diseases. October 3, 2013, genealogical-gleanings.com/Plauges.htm Introduction
Transcript: Infant Death Rate By Taylor Nygren -The number of infant deaths did decrease between 1900 to 1960 due to the introduction of modern medicine starting primarily in the 1940's. Procedure Background Data Table Experimental Design The title should describe the work to the reader. Include the independent and dependent variables. -Research death dates in cemetery's using interment.net -Create a rate graph the rates of deaths in infants and toddlers in the 1900's to the 1960's. -Put information onto a prezi.com using the Mini-Poster Template. Prezi.com Google.docs Interment.com -interment.net -prezi.com -The number of infant deaths did decrease between 1900 to 1960 due to the introduction of modern medicine starting primarily in the 1940's. -The point of this lab was to show the rates of infant deaths before and after the introduction of penicillin. - The Biological importance is that the use of common medicine helps babies sent to the ICU generally live longer. Results Introduction Methods Research Question Did the number of infant deaths drop from the years 1900 to 1960. -The point of this lab was to show the rates of infant deaths before and after the introduction of penicillin. - The Biological importance is that the use of common medicine helps babies sent to the ICU generally live longer. References Graph Discussion The introduction has two parts: 1) The question asked, 2) Background context—where does this question fit with what is known.
Transcript: Heart Drawing The printout of your own EKG , identifying the PQRST components of the graph. You should identify the mechanical events that take place during the heart beat (systole and diastole) and link them to the events of the PQRST sequence. A small drawing of the chest to show the relation of the alveoli to the passageways that bring the air into the lungs. You need to name these passageways. Heart Poster Template Explain what ventricular fibrillation is, and what a defibrillator does. Lungs A drawing of the coronary artery, in cross section, of someone who has coronary heart disease. Your drawing should show where the coronary artery is in your. Explain what a coronary thrombosis is and what happens to the heart when one occurs. What happens in the body, showing how the body cells and the capillaries exchange CO2 and O2, and the role of diffusion in this process. A drawing to show what happens to an artery when you feel a pulse. A picture of a capillary network, and an enlargement of one capillary to show what it is like. Body diastoli The measurements you made of your own systolic and diastolic BP. An enlargement of a valve, showing how it stops the backflow of blood. You need to explain in words or show with drawings (or both) what flexing your muscles has to do with how the blood gets back to the heart.
Transcript: Student Name Research Notes Facts &Mythology - Animal Name MORE LINKS Link title http:// link title http:// MYTH EXCERPT: REPLACE THIS TEXT WITH A TITLE “Replace this text with an excerpt from a myth related to your animal character." SOURCE: http:// MYTH SUMMARY: REPLACE THIS TEXT WITH A TITLE Replace this text with a summary of a myth or legend related to your animal character. SOURCE: http:// Facts & Fiction - Humans FICTION EXCERPT: REPLACE THIS TEXT WITH A TITLE "Replace this text with a short excerpt or summary of a work of fiction related to your human character." SOURCE: http:// FACT SUMMARY TITLE Replace this text with a summary of facts related to your human character. SOURCE: http://www. My Setting Replace this text with a description of your setting. SOURCE: http:// FACTS SUMMARY: Type your text here SOURCE: Myths About Animal Name Factual Research Story title here Chapter One
Transcript: <Your Title Here> <Authors> Procedure Background Data Table Variables and Groups What do your results mean when you consider the original question or hypothesis? Point out the significance of your results. If the results are unexpected or contradictory, you should attempt to explain why. Be sure to point out possible avenues for further research. Hypothesis The title should describe the work to the reader. Include the independent and dependent variables. Include all published works mentioned in your presentation. List in APA bibliographic form. Results Introduction Set-Up This section should include two sections: Materials and Procedures (Methods) in sufficient detail so that others can repeat your research. Materials and Methods Materials Research Question Describe the results clearly. Use graphs, tables and charts to help clarify the results. Include a discussion on the statistics you use to describe or test your data. Save any conclusions for the DISCUSSION. References Graph Discussion The introduction has three parts: 1) The question asked, 2) Background context—where does this question fit with what is known, and 3) Your hypothesis presented in an “If…then” prediction that structures your research.
Transcript: PROJECT TITLE TEAM NAME Name, Role Name, Role Name, Role Name, Role Name, Role School Name Add image of team if you wish Team Members QUICK PROTOTYPE Annotate You can also display the prototype on the day With a short description of what you made Include an image of your Quick Prototype IMAGE & WORDS USE EVALUATE IDEAS NEEDS UNDERSTAND
Transcript: Meet Cornell College! How? The Day At A Glance! I. Pre-workshop II. Introduction and QAT (20 mins) III. Photo Tour of Campus (2.5 hours) IV. Story Telling Sessions (1 hour) V. Lunch! (1 hour) VI. College Search Process and the Role of the Ambassador (45 mins) VII. Difficult Question Answering Party (1 hour) VIII. Wrap up, QAT, and on-going training (30 mins) QAT Questions! Pre: What do you enjoy most about the work you do for the college? Post: What do you now look forward to doing in your role as ambassador for the college? Pre: What do you dislike most or makes you the most uncomfortable about the work you do for the college? Post: What do you dislike most or makes you the most uncomfortable about the work you do for the college? Pre: What do you hope to learn or experience today? Post: What was your favorite thing you learned today? Learning Goals Learning Goals Learning Goals Learning Goals Learning Goals Cornell College Student Ambassador Training Lunch! (with the Pres!) What? A day long training event to certify students as Ambassadors for Cornell College Who? Phone Team Tour Guides App Team/Office Workers Admissions Counselors Why? Celebrate their decision to attend; Help attract the right new students; Reinforce their friends' decision to attend and persist; Gain skills that will help them no matter what they go on to do Photo Tour of Campus Story Telling Sessions: Student Teach Us Sessions Application Process and the Role of the Ambassador Difficult Question Answering Session Ongoing Ambassador Facebook Group Certifying Tours Monthly Meetings Big Dreams! Celebrate the decision to attend Cornell Actively engage with peers in all they do Use honed interpersonal skills in chosen career Celebrate their creativity and individuality Serve as an ambassador of the college always Articulate the value of a liberal arts education
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