Description
The a-s-s-e-s-s-m-e-n-t willbe doing project.Please see the questions shown in the screenshot. I will send you all the info after being hired, eg PPTs, student access etc. Please send a draft in 12hrs -1 day time, day 2, and day 3 as well. + Will need to draft some questions to ask the teacher and revise base on feedback (Send bk ard in 1 day max)
Unformatted Attachment Preview
SCIE1000 Summer Semester, 2023
Python and Communication Assignment
Content warning: This assignment contains references to themes of medical conditions and
death which some individuals may find distressing. If you are feeling distressed by this content,
please contact the course coordinator on [email protected]. Support is also available to
you through UQ Student Central https://my.uq.edu.au/contact/student-central.
1
The scenario
A public science museum in St Lucia is developing an exhibit. A feature of the museum is that
each exhibit item is accompanied by two explanations, each written for a different audience. One
explanation is pitched to the “science rookie” and the other to the “science enthusiast”. Patrons
read the explanation tailored to the level at which they feel most comfortable. Some characteristics
of a typical audience member in each category are described in Table 1.
Patron Type
Science Rookie
Science Enthusiast
Typical characteristics
No specialist medical knowledge;
not familiar with scientific terminology or notation;
will need terminology explained using a simple vocabulary;
is unfamiliar with graphs;
likes to press buttons.
No specialist medical knowledge;
familiar with common scientific terminology and notation (not overly technical);
can handle terminology explained using somewhat sophisticated vocabulary;
is prepared to read longer passages of moderate complexity;
likes to know about modelling assumptions and limitations;
is familiar with graphs;
likes to press buttons.
Table 1: Characteristics of different patrons
The museum is planning an exhibition called “Take it to heart: cardiovascular health in focus”. The
exhibit examines the incidence of heart diseases and the factors that can contribute to the risk of
developing coronary heart disease. The aim is further summarised in the following passage from the
exhibition prospectus:
We all know that heart health is important. The question is, how important? This exhibit will introduce patrons to the relative impact of cardiovascular diseases on the health
of the Australian public, and explore how large datasets are used at the intersection of
mathematics and medicine to help establish risk models to better inform the general public.
The museum director has asked the SCIE1000 teaching team for help in finding skilled volunteers
to develop exhibit items. Once developed, the items will be maintained and potentially modified by
1
museum staff, each of whom has a strong background in high school mathematics combined with
a beginner’s level of Python experience. The director has been informed that SCIE1000 students
are skilled at: making mathematical models using a mathematical toolkit familiar to any student
of Mathematical Methods (aka Maths B, or equivalent); writing Python programs, including those
which use inputs, conditionals, loops, arrays, user-defined functions and graphs; and communicating
scientific information to various audiences.
2
An overview of the task
You will write an interactive Python program that will run on a machine in the exhibition hall at the
science museum as part of this exhibition. Your program will guide patrons to a better understanding
of the importance of heart health and how risk models are utilised in disease prevention and early
detection. A description of the relevant models is provided in Section 6 of this document, and a
high-level overview of how to complete the task is provided in Section 7.
This assignment has a main section for grades 1–5 and an advanced section which must be attempted by students aiming for grades of 6 or 7 (see the grading criteria for more explanation).
This assignment requires you to produce two deliverables, (D1) and (D2), as outlined below:
(D1) A Python code file that satisfies the specifications in Section 8. This includes following the
logical flow laid out in the flowchart provided in Figure 3 (see Page 13).
(D2) An audio-video screen capture file in which you show your code and give an overview of your
approaches to modelling and code structure aimed at museum staff who will need to maintain
your code. The audio must be in your own voice and you are welcome to also use a camera
so that you appear in the video (but the latter is not a requirement). One way to create such
a file is by recording with Zoom (open a Zoom meeting, share your screen, and select Record
→ Record to this computer). The length of the screen capture file must be no longer than
three minutes for the main section of the assignment along with a further two minutes for the
advanced section. Staff grading your work will not watch any content that extends beyond
these limits.
3
Submission and grading
Both deliverables (D1) and (D2) are to be uploaded via the Blackboard submission link by 1:00 pm
on 25 Jan 2024. If your video file is large, or if there are many other Blackboard users, it can take
time for your video file to load, and you need to wait for your browser to complete the submission.
The UQ guidelines on Blackboard assignment submissions recommend submitting at least 3 hours
before the deadline, in case of any internet/computer/technical issues.
Late submissions without an approved extension will be penalised according to the
policy in the ECP. If you have technical issues while submitting, you should contact the student IT
service “AskUs” at the library. Note that computer or internet problems are considered unacceptable
reasons for applying for an extension.
2
Your submitted code will be run and tested as part of this grading process. A rubric (grading criteria)
for this assignment is on Page 13. The file that you submit will be checked using software which is
specially designed to detect plagiarism in code. If you work closely with others or share code, this
software will likely detect the issue, potentially leading to a misconduct allegation.
4
Academic integrity
This assignment is a piece of summative assessment, designed to let you demonstrate your level of
mastery of several learning objectives in this course. As such, it is very important that the work you
submit is all your own. This means that you must not look at anyone else’s code and you must not
show your code to anyone. Both of these actions are examples of behaviour that may be considered
academic misconduct. Likewise, no code from your assignment attempt can be posted on the course
discussion board, or any other site, at any time. Using regression software such as Excel or Desmos
or similar to develop any of the models is not permitted.
5
Getting help
This task sheet has been carefully constructed, and part of your job is to interpret the information
it contains. Some choices have been left to your judgement, and this is intentional. This
does not mean that you cannot receive help in regards to this assignment, but that help must be
limited to general advice about modelling, Python and communication.
If you have problems with your code, you may develop some generic sample code that demonstrates
the issue that you are having (but does not relate to the assignment). A good starting point might be
to see if you can find a similar question in one of the workshops, practicals, or on ShiFoo to ask about.
Any code from the course that does not relate to the assignment can be discussed with others and/or
posted to the course discussion board for assistance. All such discussion board posts must be made
visible to all students, so that everyone can see the question and the answer from lecturers. Please
note that private posts to the discussion board related to the assignment content will not be answered.
A common issue faced by students in completing this assignment is debugging. The course Blackboard
site has useful resources under Learning Resources → Python programming resources → Python
Workshop Resources. This includes a link to the Python programming modules on SOMSE. Please
check these resources before posting questions on the discussion board.
6
Modelling Risk of Heart Disease
6.1
An introduction to cardiovascular diseases
Cardiovascular disease (CVD) is a blanket term which describes diseases affecting the heart and
blood vessels. In Australia, cardiovascular disease affects over 4 million citizens and requires the
greatest healthcare expenditure of all diseases [1]. Cardiovascular disease was also found to have the
third highest disease burden of all disease groups in 2022 where disease burden accounts for the years
3
of healthy life lost as a result of disease [2] as depicted in Figure 1. Note that in Figure 1 the relative
area of each box compared to the total chart area is proportional to the magnitude of the burden
of each disease. Coronary heart disease contributes the greatest disease burden of all cardiovascular
diseases. Coronary heart disease includes heart attack and angina.
Figure 1: Burden of cardiovascular diseases (orange) relative to other disease groups based on 2022
data. Source: Australian Institute of Health and Welfare, Australian Burden of Disease Study 2022
[3].
The Australian Government Department of Health have developed a National Strategic Action Plan
for Heart Disease and Stroke (2020) which outlines four priority areas for improving the cardiovascular
health of the nation: prevention and early detection, diagnosis and treatment, support and care, and
research. In this exhibition you will help address this first priority by helping to educate the general
public on the prevalence of and risk factors for heart disease. In the first instance, you should utilise
the chart provided in Figure 1 to approximately calculate the relative disease burden of the top
8 contributing disease groups as a percentage of total disease burden and convey this information
to the public graphically, highlighting the impact of cardiovascular diseases. You should show the
museum staff how you calculated the values for your graph in your video submission.
4
Step 1: Age
Step 7: Sum points from Steps 1-6
Age
Points
Points
Category
(Years)
Female
Male
Age
30-34
35-39
40-44
45-49
50-54
-9
-4
0
3
6
-1
0
1
2
3
LDL
HDL
Blood pressure
Diabetes
Smoker
55-59
7
4
Point total
60-64
65-69
8
8
5
6
70-74
8
7
Points
Step 8: Determine risk from point total
10 Year CHD risk
Step 2: LDL cholesterol
Key
Point total
Female
Male
≤ -3
1%
1%
1%
2%
2%
2%
LDL
(mmol/L)
Points
Female
Points
Male
Colour
Risk
-2
-1
≤ 2.59
2.60-3.36
3.37-4.14
4.19-4.91
≥ 4.92
-2
0
0
2
2
-3
0
0
1
2
green
white
yellow
rose
red
very low
low
moderate
high
very high
0
1
2
3
4
2%
2%
3%
3%
4%
3%
4%
4%
6%
7%
5
6
5%
6%
9%
11%
Step 3: HDL cholesterol
HDL
(mmol/L)
Points
Female
Points
Male
7
8
7%
8%
14%
18%
≤ 0.9
0.91-1.16
1.17-1.29
1.30-1.55
≥ 1.56
5
2
1
0
-2
2
1
0
0
-1
9
10
11
12
13
9%
11%
13%
15%
17%
22%
27%
33%
40%
47%
14
15
20%
24%
≥ 56%
≥ 56%
16
≥ 17
27%
≥ 32%
≥ 56%
≥ 56%
Step 4: Blood pressure
Systolic
(F: Female, M: Male)
Diastolic (mm Hg)
85-89
90-99
< 80
80-84
(mm Hg)
Points
Points
≤ 120
F: -3 M: 0
120-129
130-139
Points
Points
≥ 100
Points
Step 9: Compare to others of the same age
0
F: 0 M: 1
140-159
≥ 160
2
3
Note: When systolic and diastolic pressures provide different
estimates for point scores, use the higher number.
Step 5: Diabetes
Diabetes
Points
Female
Points
Male
No
0
0
Yes
4
2
Average
10 Yr risk
Low
10 Yr risk
30-34
35-39
F:
Purchase answer to see full
attachment
