Question 7: Draw a correlation plot showing all pairwise associations among the following variables: "attend", "termGPA", "priGPA" and "ACT". Next, add the variables "final" ,"atndrte" and "hwrte" to a correlation plot. Which pair of variables has the highest positive correlation? What is the correlation statistic? Does it make sense? why or why not. Which sets of variables have the next highest correlation? The correlations among variables give us some insights as to what students should do to improve their GPA (termGPA and priGPA). Accoridng to the data, between attendance rate ("atndrte") and the rate of homework turned in ("hwrte"), which is more effective way to improve GPA's? (note you don't need to test differences in correlations; use eyeballing). ## Question 8: scatter plot with a linear regression line for the variables "priGPA" and "termGPA". Draw a separate regression line for sophomore and non-sophomore group and compare the slope of the line. Assign "plot" to the chart created. What can you tell about the strengths of the relationships between priGPA and termGPA? Hint: to introduce a third variable (moderator) to the scatter plot of x and y, you can add "color = factor(soph)". You may also use facet. No one can remember everything, so you should utilize help() function in RStudio as often as you need to solve a problem. You can also google what you are looking for. ## Question 9: Use the function "ggplotly()" and pass the "plot" through it. Move your cursor over the plots to feel the interactiveness. Also, label your plot with the variable "soph". ## Question 10: Save your plot created in Question 8 as an image file with the following name: "myplot.png".

Using the graph paper provided, construct a single graph of relative growth (0. 1. 2. 3) versus UV exposure time for the four cultures. Include a legend defining the numbers and symbols/line colors for the different cultures. See pages 10-11 for proper graphing technique.. Choose an article. - The news story or article should be taken from news sources such as indicated below which can be accessed free of charge online: E} G a G G G a G G G C} Energy Manager Todayr The Globe and Mail Energv Manager Maclean's The 'v'ancouver Sun The Economist Time The New York Times The Independent The Guardian Other recognized newspapers, journals, or magazines - Articles should be at least 1311:} paragraphs to provide enough information for you to review. - Articles should discuss current events and should be no more than four months older than the assignment due date. - woid using articles published as editorials (opinions, columns} or press releases, blogs, press releases, or general sources. While often interesting and informative, these tend not to be as thorough, or present onlyr one opinion on a topic. 2. Write an lntreductie n - The length of an introduction is usually one paragraph in lengthr include a few opening sentences that announce the authoris] and the title, the publisher, date of publication, and briefly explains the topic of the text. - The introduction should present the aim ofthe article and summarize the main finding or key argument. - Conclude the introduction with a brief statement of your eyaluation of the text. This can be a positiye or negatiye eyaluation or, as is usually the case, a mixed response. 3. Summarize the article - Present a summary ofthe key points along with a limited number of examples. - You can also briefly explain the author's purposefintentions throughout the text and you may briefly describe how the text is organized. - The summary should only make up about a third of the critical reyiew. 4. Critique the article - The critique should be a balanced discussion and eyaluation of the strengths, weakness and notable features ofthe text. - Rememberto base your discussion on specific criteria. - Good reyiews also include other sources to support the eyaluation {remember to reference]. - You can choose howr to sequence your critique. Here are some exam ples to get you started: Most important to least important conclusions you make about the text. If your critique is more positive than negative, then present the negative points first and the positive last. If your critique is more negative than positive, then present the positive points first and the negative last. If there are both strengths and weakness for each criterion you use, you need to decide overall what your judgement is. For example, you may want to comment on a key idea in the text and have both positive and negative comments. You could begin by stating what is good about the idea and then concede and explain how it is limited in some way. While this example shows a mixed evaluation, overall you are probably being more negative than positive. In long reviews, you can address each criterion you choose in a paragraph, including both negative and positive points. For very short critical reviews [one page or less) where your comments will be briefer, include a paragraph of positive aspects and another of negative. \"rou can also include recommendations how the text can be improved in terms of ideas, research approach; theories or frameworks used can also be included in the critique section 5. Write a Conclusion - This is usually a very short paragraph. Restate your oyerall opinion ofthe text. - Briefly present recommendations. - If necessary, some further qualification or explanation of yourjudgement can be included. This can help your critique sound fair and reasonable. - Cite your References. - Cite the source of your article in a properly formatted PAstyle reference at the end of the reyiew. - If you have used other sources in you reyieyyr you should also include them in this reference list. - Remember to properly cite your reference if you refer to text from it, either directly in the form of a direct quote, or indirectly if you paraphrase. 1 Enter your class data in the table below using the following descriptions: 0 = no growth 1 = individual colonies 2 = sparse confluent growth 3 - heavy confluent growth B. subtilis B. subtilis UV Exposure (24-hour culture) (7-day culture) D. radiophilus E. coll [minutes) Side A Side B Side A Side B Side A Side B Side A Side B 2 O 2 OON WWW WWW 1 2 1 QUESTIONSdata Presentation: Atbooks Is shown were experimentally Be Creative, But Complete determined and the lines are derived from points There is no single correct way to produce a graph for a scattered around the line.) There is a mathematical particular data set. Actually, most people working formula that allows one to compute the slope and independently would graph the same data set in different y-intercept of the trend line if the relationship is ways (e.g, different scales, colors, wording of the title, linear, or a best-fit line if the relationship is nonlinear and axis labels), but the essential components listed (as in the half-marathon times example), but this is would have to be there. You will be asked to graph some of the data you collect. Be sure your graphs tell a beyond our needs. For our purposes, a hand-drawn complete and clear story of what you have done. Winning Half Marathon Times by Age and Sex 140 A Class Results for Microbiology Exam #1 120 16 100 Males Females Number of Students Winning Time (Minutes) o 8 6 8 8 80-83 90 100 10-19 20.20 Exam Score (Percentage) 15 25 31 35 40 52 62 70 Runner's Age (Years) 1.11 Bar Graphs I A bar graph is appropriate to present data involving a single variable, especially if that variable is easily divided into distinct categories or groups, (A) Plotting the winning half-marathon times from Table I-2 using a bar graph is inappropriate because the only meaningful point is at the top. (B) A bar graph is useful in presenting data of a single variable, such as the number of students earning a specific score on their 11 microbiology exam. INTRODUCTION Safety and Laboratory Guidelinesto the reader labels, and the appropria these, the reader cannot completely un and your work will go unappreciated! Data tables all graph is abona "Age vs. Winning Time" is vague and that provided for you on the data sheets for each exercise in this book, but you may be required to fill-in certain * Dependent and independent variable Ax components (units, labels, etc.) in addition to the data. read from left to right. In our example beg TABLE I-2 Winning Half-Marathon Times by Sex and Age Division Female Runners for the male runners, "As runners path times get longer." Winning time depend Male Runners Winning Winner's Winner's Winning Time winning time is the dependent variable Age independent variable. (Age does not d Time (minutes) Age (years (minutes) winning time!) By convention, the indep years 89 15 is plotted on the x-axis and the depend 13 15 82 plotted on the y-axis. By way of compe 24 the consequence of plotting age on the 25 82 30 67 winning time on the x-axis: "As runner 31 84 30 they get older"-which doesn't reflect the 35 71 relationship between the variables and nonsense. 40 71 109 90 52 " Axis labels: Each axis is labeled, including 108 62 95 appropriate units of measure. "Age" withon 70 126 123 is meaningless. Does the scale represent they 70 Years? Centuries? B A Winning Half Marathon Times by Age and Sex 130 Winning Half Marathon Times by Age and 130 120 120 110 - 110 100 Males 100 Winning Time (Minutes) Winning Time (Minutes) Females 90 90 80 70 70 60 10 20 30 40 5 60 70 80 10 20 Runner's Age (Years) 50 Runin 1 Age (Years) 60 TO 1.10 Sample X-Y Scatter Plot . A graph often shows the relationship between variables better than a sale of numbers, Examing and identify the essential components of a quality graph (see text). (A) Presentation of data without a best-fit the is acceptable if there is data points to justify illustrating a trend. (B) Shown here are the same data but with a trend line. Notice that the points do not fall drent but, rather, that the line gives the general trend of the data. "Connecting the dots" is not appropriate. 10 MICROBIOLOGY: Laboratory Theory & Application, Brief\f## Question 4: Generate a bar plot for the count of ACT scores from "df". What type of distribution does this plot remind you of? #it Question 5: Create another bar plot, but this time your yaxis will be the final score with yourxaxis kept as "ACT"}. Also, fill your plot with the factor of the variable "soph". Try to position the bar chart dodged [using the 'dodge' option} as well as the stacked, which is a default. 1Which one helps you notice the differences in the relationships between ACT and final across the sophomore and non sophomore groups. What would you say about the differences in the patterns of relationships between ACT and final scores shown in the sophomore and nonsophomore groups? ## Question 6: Draw a boxplot. using "ACT" as the xaxis and "attend" as the yaxis, grouped by freshman yariable. Try both one chart or two charts grouped by the freshman variable to see which one helps you discern the pattern ofthe relationship between x and y across the groups. Is the relationship between x and y shown in the nonfreshman group {denoted as "iii" in the data} the same as that shown in the freshman group? Next, instead of the boxplot, create a scatter plot as a scatter plot. Do the group differences in the pattern of the relationships shown through the barplot become clear or obscure? In sum, describe what you found in the relationship between it and y and how the degree to which the pattern is different across the group. ## Question 7": Draw a correlation plot showing all pairwise associations among the following variables: "attend", "termGP", \"priGP." and "ACT". Next, add the variables "final" ,"atndrte" and "hwrte" to a correlation plot. Which pair of variables has the highest positive correlation? What is the correlation statistic? Does it make sense? whyr or why not. Which sets of variables have the next highest correlation? The correlations among variables give us some insights as to what students should do to improve their GPA [termGPA and priGPt}. Accoridng to the datar between attendance rate {"atndrte"} and the rate of homework: turned in ["hwrte"}, which is more effective way to improve GPA's? [note you don't need to test differences in correlations; use eveballing]. ## Question 3: Create a scatter plot with a linear regression line for the variables "priGPA" and "termGPA". Draw a separate regression line for sophomore and non-sophomore group and compare the slope of the line. Assign "plot" to the chart created. What can you tell about the strengths of the relationships between priGP. and termGPA? Hint: to introduce a third variable {moderator} to the scatter plot ofx and v, you can add "color = factor[soph]". You may also use facet. No one can remember everything. so vou should utilize help{}function in RStudio as often as vou need to solve a problem. You can also google what 1you are looking for. ## Question 9: Use the function "ggplotlv" and pass the "plot" through it. Move vour cursor over the plots to feel the interactiveness. also, label vour plot with the variable "soph". ## Question ID: Save your plot created in Question 8 as an image file with the following name: "myplotpng". Question 6 A. What are the three weak (noncovalent) interactions that determine the conformation of a protein? List them in order of strength. B. What is the one stronger covalent bond that can help with stabilizing protein folding at the tertiary or quaternary level of folding? Do all folded proteins contain this bond? Question 7 A. You disrupt all hydrogen bonds in a protein, What level of structure will be preserved? Briefly explain your reasoning. B. Name an amino acid that is most likely to be bound to an amino acid with a positively charged R group in tertiary structure? C. You determine the structure of a protein and discover that one of the important interactions is between the R groups of asparagine and threonine. Which type of bond would you expect to form between these two R groups? D. You would like to make a mutation in the protein but still try to maintain this bond, You decide to mutate the asparagine. Which amino acid would be most likely to bond to threonine in place of asparagine? Explain your reasoningQuestion 8 For parts A-D. there are two amino acids listed. Determine which type of bond would most likely form between the R groups of these amino acids during protein folding. Your choices include: Ionic bond, hydrogen bond, hydrophobic interaction/Van der Waals/London Dispersion, di-sulfide bond. Why would these R groups form these bonds? A. Glutamate and Lysine B. Valine and Leucine C. Cysteine and Cysteine D. Serine and Glutamine Question 9 You are studying how your protein of interest, which we'll call "BIO151" interacts with its binding partner protein, which we'll call "Studyin". You hypothesize that BIO151 is making an important ionic bond with Studyin, so you decide to test you're your hypothesis by changing one of the amino acids on the binding surface of BIO151 from a polar charged amino acid to a hydrophobic amino acid to see if this disrupts the interaction. However, when you try to purify the mutant BIO151 (to test binding interactions in vitro), your mutant BIO151 precipitates in solution (clumps up). You do a few experiments that suggest the overall structure of the protein is still intact (this is important - this means that the protein is not unfolding or mis-folding). Provide a molecular explanation for this behavior