The data below lists the population of the United States each year from 2000 until 2010. (Hint: see Chapter 7 Project Part 1) a. (4 points) Use EXCEL to make a scatter plot and find a linear model of your data. Let the horizontal axis represent the years after 2000 (the year 2000 would be 0) and let the vertical axis represent the US population in millions. Provide a title for your graph, label both the vertical and horizontal axes, and make sure the linear model is included on your graph. Copy the scatter plot with the linear model and paste it into your document. b. (3 points) Identify the slope and y-intercept of your linear model and explain what both of these values mean in the context of the data given labeling with correct units. Please use complete sentences. (hint: see last page of part 1 of the project). Year US Population in Millions 2000 282.16 2001 284.97 2002 287.62 2003 290.11 2004 292.81 2005 295.52 2006 298.38 2007 301.23 2008 304.09 2009 306.77 2010 309.3

You are the production manager for a part manufacturing company. There are 2 manufacturing locations, plant A and B. you suspect there is a difference in the proportion of rejected parts that are manufactured at Plant A as compared to plant B. for a week you observed:

	Plant A	Plant B	total
Rejected parts	120	80	200
Acceptable parts	1880	1920	3800
	2000	2000	4000

The proportion of rejected parts was 200/4000=5%. If there were no difference between the proportion of rejected parts whether there were manufactured at either plant A or plant B then you would estimate:

	Plant A	Plant B	total
Rejected parts			200
Acceptable parts			3800
	2000	2000	4000

You decide to preform a chi squared test to determine if there is statistically a difference between the proportion of rejected parts manufactured at plant A as compared to the proportion of rejected parts manufactured at plant B.

1. State your null and alternate hypothesis. B) at the 5% level of significance, is there evidence of a difference between the proportions of rejected parts manufactured at plant A as compared to plant B? based on your hypothesis test what is your conclusion? State your conclusion formally.

An article gave data on various characteristics of subdivisions that could be used in deciding whether to provide electrical power using overhead lines or underground lines. Here are the values of the variable x = total length of streets within a subdivision:

1280	5320	4390	2100	1240	3060	4970
1050	360	3330	3380	340	1000	960
1320	530	3350	540	3870	1250	2400
960	1120	2120	450	2250	2320	2400
3150	5700	5220	500	1850	2460	5850
2900	2730	1670	100	5770	3150	1890
510	240	396	1419	2109

(a) Construct a stem-and-leaf display using the thousands digit as the stem and the hundreds digit as the leaf. (Enter numbers from smallest to largest separated by spaces. Enter NONE for stems with no values.)

Stems	Leaves
0
1
2
3
4
5

What proportion of subdivisions have total length less than 2000? Between 2000 and 4000? (Round your answers to three decimal places.)

less than 2000
between 2000 and 4000

Boomerang Generation: The Boomerang Generation refers to the recent generation of young adults who have had to move back in with their parents. In a 2012 survey, suppose 160out of 813 randomly selected young adults (ages 18–34) had to move back in with their parents after living alone. In a similar survey from the year 2000, suppose 288 out of 1834young adults had to move back in with their parents. The table below summarizes this information. The standard error (SE) is given to save calculation time if you are not using software.

Data Summary:

	number who	total number	Proportion
Year	moved back (x)	in survey (n)	p̂ = (x/n)
2012	160	813	0.19680
2000	288	1834	0.15703

SE = 0.01580

The Test: Test the claim that a greater proportion of all young adults moved back in with their parents in 2012 than in 2000. Use a 0.05 significance level.

(a) Letting p̂₁ be the proportion of young adults that had to move back in with their parents in 2012 and p̂₂ be the proportion from 2000, calculate the test statistic using software or the formulaz =

(p̂1 − p̂2) − δp

SE

where δ_p is the hypothesized difference in proportions from the null hypothesis and the standard error (SE) given with the data. Round your answer to 2 decimal places.
z =  
To account for hand calculations -vs- software, your answer must be within 0.01 of the true answer.

(b) Use software or the z-table to get the P-value of the test statistic. Round to 4 decimal places.
P-value =  

(c) What is the conclusion regarding the null hypothesis?

reject H₀

fail to reject H₀    
(d) Choose the appropriate concluding statement.

The data supports the claim that a greater proportion of all young adults moved back in with their parents in 2012 than in 2000.

There is not enough data to support the claim that a greater proportion of all young adults moved back in with their parents in 2012 than in 2000.    

We proved that the harder financial times of 2012 caused a greater proportion of young adults to move back in with their parents.

We reject the claim that a greater proportion of all young adults moved back in with their parents in 2012 than in 2000.

1. Given the following scenario and facts, compute the subject’s funds from unknown sources using the net worth method of proof.

Scenario Richard Ross operates a flower shop downtown. It is alleged that this business is a front for his bookmaking and loan sharking activities.

Facts:

a. You find a financial statement signed by Ross and dated December 31, 1998. The statement indicates that Ross had $1,000 cash on hand.

b. Ross has a checking account that he opened on June 1, 1998. His balance as of December 31, 1998, was $4,000. During 1999, Ross made total cash deposits of $30,000 and withdrawals of $25,000. His balance as of December 31, 1999 was $9,000. During 2000, Ross made total cash deposits of $25,000 and withdrawals of $32,000. His balance as December 31, 2000 was $2,000.

c. A search of your county real estate records shows that Ross purchased his present home in 1998 for $130,000 and that he obtained a $100,000 mortgage. Real estate taxes on the property amounted to $1,500 for each of the years 1999 and 2000. Contact with the lending institution shows that Ross made monthly payments of $1,000 to the lending institution during the subject years. The mortgage balances are as follows: 12/31/98 $98,000 12/31/99 $96,500 12/31/00 $94,500 Interest payments are as follows: 1999 $10,500 2000 $10,000

d. Ross bought a new car in April 1998. He paid $25,000 cash.

e. City records indicate that Ross applied for a building permit in 1999 for the construction of a swimming pool in his backyard. Contact with the pool construction company reveals that Ross paid $20,000 for the pool. He made a $10,000 cash downpayment and received an interest-free loan from the pool company for the remaining $10,000. The pool was completed in June 1999. Ross made monthly payments of $500 to the pool company. The loan balance on December 31, 1999 was $7,000 and December 31, 2000 the loan balance was $1,000.

f. An informant stated that since 1998, Ross had maintained a $1,500 a month apartment for his girlfriend, Mary Perry. The informant’s information was verified as being accurate.

g. During your investigation, you find that on February 28, 1999 Ross purchased a Rolex watch for $25,100 cash and on December 23, 2000 he paid $15,000 cash for a ring.

h. During an interview with Ms. Perry, she told you that in addition to the apartment, Ross provided her with a new car that he leased on January 1, 1999. Contact with the auto leading company revealed that Ross made lease payments of $300 per month during 1999 and 2000.

i. Information obtained from a local boat company shows that Ross purchased a boat on June 4, 2000 for $24,000.

j. The county judgment index shows that Ross borrowed $5,000 from a local finance company in 1997. He has never made any repayments.

k. Records of the local travel agency disclosed that Ross took Mary Perry on a vacation to the Orient in 2000. It cost $12,000.

l. You interviewed Ross and he showed you the books and records for his flower shop that indicated that he had a net profit of $40,000 in 1999 and $45,000 in 2000.During the interview Ross stated cash on hand in 1999 and 2000 was zero.

2. Given the scenario and facts listed in problem 1, compute the subject’s funds from unknown sources using the expenditures method.

3. Given the scenario and facts listed in problem 1, compute the subject’s funds from unknown sources using the bank deposit method.

<sub><sup>Case Study: Amazing Restaurant
The world-renowned curry chef Mr Amazing opened the Amazing Restaurant in 2017. The restaurant provides authentic dishes from the foothills of the Himalayas to the hot seas of the Indian Ocean. The restaurant has a seating capacity for 300 customers.

The restaurant’s recent growth no longer makes it feasible to maintain customer, table booking, order and day-to-day activities using its manual systems. With the data stored in the database, management will be able to ensure that data are current and more accurate than in the present manual systems. In addition, Mr Amazing will be able to obtain answers to their questions concerning the data in the database easily and quickly, with the option of producing a variety of useful reports.

In lieu of this, Mr Amazing, has decided to contact your consultancy company to set up a database to deal with the day to day running of the business. After careful investigation and analysis, your consultants realise that it is not all as calm as is first perceived.   
The restaurant has a booking service where customers can book their tables beforehand and also book a certain table if they wish. Customers need to provide their title, full name (first and last), city and phone number. The staff checks if the customer is in the database and uses the existing record.

If the customer is booking for the first time, a new record is created. When making the booking, the date, time, number of people that will dine in and table number (optional) information are requested. The name of the staff who took the booking must be recorded. Each booking has a default 2-hour timeslot, which can be changed in case the customer wants to stay longer.

Upon entering the establishment, customers need to speak to a receptionist, who checks whether they already have a booking. If the booking exists, the customers are taken to their table. If the customer does not have a booking, the receptionist checks the availability, if the customer is in the database and if there are tables to accommodate, the receptionist adds the booking for the customer before taking them to the table.   

Once settled, customers then are served by a staff member who takes the orders.   
Mr Amazing also wishes to publish a recipe book and because of this he needs to know what ingredients are needed in the different dishes. Mr Amazing also thinks that this would help in training new staff and if the chef leaves then he would not take all the knowledge away with them.   

Specific Requirements:
In order to meet the business needs required to design the following database element: structure, indexes, queries and or reports
To ensure consistency of the data in the database you are required to develop data validation rules to ensure the correctness of data entered into the database table; identify referential Integrity constraint and database constraints. Below is a list of checks you should implement:   
1.   Staff gender should be recorded as ‘M’ or ‘F’.   
2.   Ensure that every customer has a telephone number which is unique
3.   Staff numbers should be generated automatically using a sequence.</sup></sub>

_{^{•   Design and develop database for amazing restaurant
•   Design and implement Front end interface using java standard widget toolkit SWT for following:
•   User Login – must request username and password
•   Dashboard (users should only view the options according to their access level) – the dashboard should display the buttons for Booking, Table Assignment, Table Order, Total Bill and Create Staff (admin users only)
•   Make Booking – performs a table booking at the restaurant
•   Booking list – searches for bookings on a particular date, allows to edit the booking (amend dates and delete bookings)
•   Table assignment – assigns a table to the booking
•   Table order – GUI only
•   Total bill – GUI only
•   Create staff – only admin users will be able to access and create a new staff user.
•   Edit Staff - only admin users will be able to access and edit a staff user
•   Connect the Java application to the database using JDBC}}

_{^{Time frame for the project completion is 2 months. Available budget is 20,000.}}

_{^{Students are asked to form groups of 3 -5 students – with one student acting as a Project manager. Your primary tasks are:}}

_{^{1.   Prepare a Project Plan for design and develop database for amazing restaurant.
2.   Design and implement Front end interface using java standard widget toolkit SWT
3.   Test the application
4.   Prepare a full report that consists of all given information. Compile the answers to the given tasks, and format them with project report template.
5.   Prepare a power point presentation. Each group is to give 5 minutes presentation on their plans.}}

_{^{The assumed milestones are:
•   You will gather data/information about the business and perform requirement modelling.
•   You will translate the business requirements into technical specifications.
•   You will present your project plan to the management for final approval prior to implementation.
•   You will maintain and monitor the amazing restaurant system.}}

_{^{The assumed requirements are:
•   You will plan for designing an interface for administration, staff and customers.
•   You will plan for building amazing restaurant database system using either MySQL or MS-ACCESS or other tools of your choice.
•   You will plan for building online interface and access point (with login facilities)}}

_{^{We assume that you have gathered all relevant information from previous assessments.
Complete all given tasks.}}

_{^{Task 1. Identify the Scope, Time, and Cost constraints for the Amazing Restaurant project. Develop project charter and obtain sign-off. (See appendix A)}}

_{^{Task 2. Conduct Feasibility Study and outline if the project is technically and operationally feasible?}}

_{^{Task 3. Use your information-gathering techniques to collect more information about the project. Search for competitors (Other education providers) and find their services.
Which type of questions is more appropriate (e.g. open ended, closed ended, range of answers)?   
Prepare short interview questions to ask the director of Amazing restaurant. Ensure the interview questions are of high standard.
Task 4. Define System Development Life Cycle (SDLC) in your own words. Describe how different phases of SDLC may be applied in your project.
Task 5. Prepare project work breakdown and schedule for your project. (See Appendix B)
Task 6. Build and present Gantt chart to your trainer.
(Note- You can simply use online Smartsheet with the following link to create Gantt chart easily. https://www.smartsheet.com/gantt-chart-software
OR
You can use Excel, MS Project or any other open source software available on your Desktop.)}}

_{^{Task 7. Identify and select the team members (including the manager).
Create a table that shows the team members, their roles and responsibilities. (See appendix C)
Task 8. Determine and discuss training and support needs of your client.
Task 9. When the deliverables change during the project the current budget and deadlines are adjusted to reflect the additional work.
Amazing restaurant decided to put their system on Cloud with full backup services.
Identify the cost and additional requirements to accommodate the above changes.
Monitor and control project scope changes, risks and issues.
Task 10. What could be the possible risk? Create Risk Management plan for your project. (See appendix D)
Task 11. Close the project by proper document signing with appropriate person}}

Airline Company Case Study
This document describes the data requirements for a fictional airline company, Anchor Air.
In this case study, the company's key information requirements are identified. This information
primarily deals with the assets the airline must use and manage to operate: airports, maintenance
flight routes, and scheduled flights onto which customers book seats along with information about
the passengers themselves.
Employees
The company needs to keep the following information regarding its employee. In the US, all
employees have a unique social security number. Other information on employees that the airline
might need include facts such as the employee's name; the employee's home street address and the
employees city, statement and zipcode; the employee's hone phone number; the employee's salary;
and the employee's brithdate. Additionally, some employees are pilot crew, while others are
attendant crew. For pilots, the company need to keep the following information:the pilot's rank
(probationary, junior, regular, senior); a list of the aircraft the pilot is rated to fly; should reference
only aircraft the company owns; the number of flight hours the pilots has flown; the pilots home
airport (this should be an airport that the airline is allowed to use); and an additional contact
number for the pilot. For attendants, the company needs to keep the following information: the
attendant's rank (probationary, crew, chief); the attendant's home airport (again it should be one the
airline is allowed to use); and an additional contact number for the attendant
Airports
An airline is only allowed to fly to specific airports. This airline is a US company and is
allowed to fly between US domestic airports only. The company needs to maintain information
about the airports it is allowed to use. Airports are identified in the US with a three letter code
(upper case)m which are unique. Other facts about airports include which city and state they are
in, and how many gates are available for boarding and debarking the aircraft customers. The
number of gates must be a positive integer. All of this information is required.
Airline Flight Routes
The airline has many aircraft flying every day to provide transport for its customers. By
regulation, the airline is assigned certain routes between a origin airport and a destination airport.
Each route (which is identified by a unique code), is schedule for the same time on the same day
every week. While the origin and destination airports are the same every time the route is flown,
the gates at the origin and destination airports may change from week to week. The origin and
destination airports must each refer to one of the airports to which the airline flies. All of this
information is required.
Scheduled Flights
The airline needs to keep track of the flight routes as they are schedule each day. The
schedule simply needs to track which route is being flown (see the previous section on Airline
Flight Routes) on which date and what are the departure and arrival gates at the origin and
destiation airport, respectively.
Flight Prices
The seats available on each flight can have varying prices, depending on the class of the
seat and these prices can vary from day to day. The database must track the ticket price for the
following seat categories: first-class; business class; coach class; and economy class. The ticket
price is for a specific seat category for a specific flight route id of the airline on a specific date.
Ticket prices must be positive monetary amounts (two decimal places). All of this
information is required.
Passengers
The airline is required to keep certain information about passengers who have booked
flights with the airline. The database includes the last name, first name, middle initial, the street
address, the city, the state, the zip code, and the phone numbers of the of the passenger and the
passengers' email. The required information for the database is the first name, the last name, the
street address, the city, the state, the zip code. The the other passenger information is optional. A
passenger may give a number of phone numbers or none at all.
Flight Bookings
The airline must keep information that represents a passenger's booking for one of the
airline's flights. The information must show which passenger is booked on a which route on
which date and for what price. All of this information is required.
Flight Crews
The company has to assign crew members (pilots and flight attendants) for each date that
one of its routes is flown. For each occurrence of a route being flown on a particular date, the
company needs to know which pilots and flight attendants are assigned for that flight on that date.
There can be different numbers of crew members assigned, but assume that all flights have
cetween two and four pilot crew and four and eight attendant crew.

PLEASEPROVIDE ME BELOW ANSWERS IN GIVEN POINTS

1 Data modeling design

In this step, you'll model the data requirements of your case study system. You deliverable for this step will be the

entity types and relationship types that describe your case study system. You must include an ER diagram (using the

UML format) drawn using the Dia drawing application as part of your deliverable for this step. If you have

constraints that cannot be expressed in the ER diagram, you may have an accompanying text file for your ER diagram.

In the past, some students have found it useful to have multiple ER diagrams if their model has complex relationships

that can be hard to draw in one big diagram. One strategy is to have a separate ER diagram for each entity that shows

the details for that entity (name, attributes, keys, etc) and to have one or more ER diagrams showing the relationships,

with only the entity names and keys.

2 Relational Database Schema Development

In this step, you'll produce a set of relational database schema from your ER diagram. Your schema must identify the

the tables required with the table schema: the table attributes along with their domains, primary key constraints,

alternate key constraints, foreign key constraints, and any general column or table constraints. Be sure also to specify

whether attributes are nullable. Remember that any many-to-many relationships in your ER diagram must become

tables in your relational

In this step, you will also ensure that your tables are in 3NF.

Your deliverable for this step is an English language description of the database schema. You should include the

functional dependencies that you identified for your tables as evidence that your tables in 3NF. You are not to

implement the tables using SQL for this deliverable.

The following are suggested formats for this deliverable:

• table_schema_name ( col1 : type1, ..., coln: typen)

◦ you need to identify the primary and foreign key constraints

◦ you need to identify any other constraints (alternate keys, not null, constraints that will require

check clauses in SQL etc)

•

table_schema_name

col1

type1 ... coln

typen

◦ you need to identify the primary and foreign key constraints

◦ you need to identify any other constraints (alternate keys, not null, constraints that will require

check clauses in SQL etc)

3 Relational Database Implementation

In this step, you will implement the table schema developed in step 2, using the Postgres SQL DDL language. Your

deliverable will be a Postgres SQL DDL script which when run in Postgres creates the tables for your case study.

4 Table Population

In this step, you'll create a data set for your database. Your deliverable will be a Postgres SQL DML script which

when run, inserts your data set into the database tables and also a text document with the data presented in a tabular

format.

5 Database Operational testing

In this final step, you'll create a Postgres SQL DML script which performs a set of queries on your populated database.

Each case study has a set of sample queries. Choose any ten of these queries and implement them. Your deliverable

will be a Postgres SQL DML script, which when run, performs the queries on your database as well as a text

document with the query results presented in a tabular form. Note, you can capture the query results from the result

window of pgAdminIII.

The second submission will be your table creation script for your database.

The third submission will be your table population script for your database.

The fourth submission will be your operational testing script for your database.

You will need the information in this file to complete the two lab sequence

This is the file that contains the report page for Lab 13-Taste, part 1

There are two things for you to turn in

Enter your taste data on the following page. You should all be able to edit and save the page.

Lab #13 - Taste Data W18

Taste Background

Background

Introduction

Taste is the least understood of all the senses. (PBS, 2000) Taste has been difficult to study because the receptors are not grouped in one restricted place, as they are in the retina of the eye and the organ of Corti in the Cochlea of the ear. Also, the nerves that pick up the taste signal go to various different parts of the brain, unlike those of the eye, ear and nose. In addition because the mouth is a very damp environment, taste molecules quickly diffuse to different places in the mouth so it is difficult to tell exactly what taste receptor is picking up the signal. This complexity lead to the incorrect idea that different kinds of flavors are picked up in only isolated parts of the tongue. The truth is that the receptors for all the different kinds of flavors are all over the tongue, part of the soft palate and a short way down the esophagus.

There are five types of taste receptors, those for salt, sweet, bitter, umami and sour. There is only one type of sour taste bud and they detect acids (hydrogen ions or H+). There is only one type of salt taste bud (detect sodium ions, Na+) and only one type of sweet taste bud (detects sugar). Every normal person has all three of these types of taste buds. In addition there are at least three different kinds of Umami receptors and many different kinds of bitter taste buds and not everyone has the same types. (Westbrook, 2009) There is a huge amount of genetic diversity in the human ability to taste. (Westbrook, 2009)

Genetics

“There is scientific evidence that supports the hypothesis that there is a genetic basis for food preferences. The genes have been found for salt sweet and sour and several have been found for umami and bitter taste receptors. In particular, one bitter receptor detects a compound called PTC. The ability to taste this compound is carried by one allele (dominant - B) for this gene and the other possible allele (b) codes for a non-functional receptor. Someone with the genotype bb cannot taste PTC, with genotype Bb can taste PTC and with genotype BB can taste PTC really well. The PTC-tasting allele is about as common as the non-taster allele. (Westbrook, 2009) Supertasters have a rare allele on a different gene that increases the intensity of many tastes, not just PTC. (Westbrook, 2009)

Supertasters

A supertaster is a person whose sense of taste is significantly more sensitive than average. The cause of this heightened response is thought to be, at least in part, due to an increased number of fungiform papillae (a type of tastebud – See the section below on Anatomy). (Baroshuk, 1994) (Wikipedia)

Each of us is born with a genetically determined number of taste buds. People can be divided into three groups: supertasters (25% of the population), medium tasters (50%) and non-tasters (25%). Supertasters have many more taste buds per square centimeter (thousands per square inch) than medium tasters or non-tasters (a few hundred total). Evidence suggests that supertasters are more sensitive to bitter tastes and fattiness in food, and often show lower acceptance of foods that are high in these taste qualities. Supertasters tend to dislike strong, bitter foods like raw broccoli, grapefruit juice, coffee and dark chocolate. (The Supertaster Test) Supertasters also seem to experience the temperature and texture of foods more keenly than medium tasters and non-tasters. (PBS, 2000)

Some people have speculated that there might be advantages or disadvantages to being a supertaster based on the environment. (PBS, 2000)

Evolution

Taste receptors probably evolved to help us detect good and potentially bad things in our food. Good things (or those that please us) include sugar, salt, and protein and we have specific receptors or pairs of receptors to detect these. Sourness (acidity) can be a sign that otherwise good food has spoiled, and often bitter taste is associated with plant material that is poisonous. (23andme) To protect themselves animals can run away or fight. Plants have the same kind of evolutionary need to protect themselves as we do. A plant can make thorns or poisonous chemicals to deter animals from eating it. The poisonous compounds in plants have many different structures. Our sense of taste can help protect us from these poisons so it isn’t surprising that the family of bitter taste genes encodes at least 25 different receptors. (23andme)

PTC, which we will be testing in this lab, is a very bitter compound, and those who can taste it will usually dislike the flavor. Since bitter compounds are found in vegetables like broccoli, cabbage, turnips, and kale, people who can taste PTC usually don’t like their veggies. (Westbrook, 2009)

Advantages and Disadvantages to being a Supertaster

Advantages: During evolution, supertasters would have had an advantage in environments with lots of poisonous plants with bitter tastes. The supertasters would have perceived the greatest bitterness and thus would have been the most likely to avoid the plants. (PBS, 2000) (F. D. Kitchin, 1959 April 25: 1069-1074)

Disadvantages: PTC tasters are less likely to eat vegetables because many of them have a bitter taste. Some bitter tasting foods contain phytochemicals which are actually healthy to eat (e.g., protect against cancer). Supertasters might like these foods less, eat fewer of them, and suffer from diseases that those foods might have prevented. Supertasters perceive the most intense sensations from salt, acids, and sweeteners as well as from fats in foods. Thus one's ability to taste PTC may turn out to be important to a variety of health problems where diet plays a role. (PBS, 2000) (Richter, 1942) (Westbrook, 2009)

Advantages and Disadvantages to being a non-taster

Advantages: In an environment with bitter plants that are not poisonous, the non-tasters have the advantage because they have a bigger food world.

Disadvantages: People who cannot taste PTC tend to ingest more of similar compounds. One example of a natural compound similar to PTC is a chemical found in turnips and cabbage. (Brussels sprouts are a kind of cabbage.) Although cabbage is not generally toxic, eating a lot of it sometimes causes goiter, a condition in which people have swollen, sometimes enormous, glands in their neck. Goiter is often caused by a lack of iodine in the diet, and today it is found mostly in places where diet is poor and iodized table salt is not widely available. The PTC-like chemical in cabbage makes goiter more likely to occur by blocking the body from absorbing whatever iodine is in the diet. (23andme) (Westbrook, 2009)

Anatomy

Humans receive tastes through sensory organs called taste buds (gustatory calyculi) concentrated on the upper surface of the tongue. (Wikipedia) In most animals, including humans, taste buds are most prevalent on small pegs of epithelium on the tongue called papillae. The taste buds themselves are too small to see without a microscope, but papillae are readily observed by close inspection of the tongue's surface. (The Supertaster Test)

Each fungiform papillae (the mushroom-shaped structures on the tip of your tongue) contains about a half dozen taste buds. Other bumps on the tongue are different kinds of papillae that do not contain taste buds. (PBS, 2000)

Tongue

(The Supertaster Test)

Semidiagrammatic view of a portion of the mucous membrane of the tongue. Two fungiform papillæ are shown. On some of the filiform papillæ the epithelial prolongations stand erect, in one they are spread out, and in three they are folded in.

(Gray, 2a. The Mouth, 1918)

Taste buds are composed of groups of between 50 and 150 columnar taste receptor cells bundled together like a cluster of bananas. The taste receptor cells within a bud are arranged such that their tips form a small taste pore, and through this pore extend microvilli from the taste cells. The microvilli of the taste cells bear taste receptors. (Bowen, 2006)

(Sensory Organs, 2009)

(Bowen, 2006)

(Wikipedia)

Part 1 – Count the number of Papillae you have in a given area of the top of your tongue.

1. Chew a small piece of the blue or green colored candy included in your lab kit or rub the blue lollipop on the your tongue to color it blue. The tiny bumps (the fungiform papillae) on your tongue that house your taste buds don't take up food coloring very well. These are the pink, or light colored spots you see. The more papillae you have, the more taste buds you have and the more sensitive to taste you are.

2. Place one of the reinforcing rings for a three ring binder near the front of your tongue. On average, non-tasters have fewer than 15 papillae in that area, while supertasters have over 25. (23andme) (Test Your Tastebuds)

3. Count the pink/light colored dots within the reinforcement ring. This may be easier with a magnifying glass. You can use the magnifier from lab #1 – Observation. Enter this information into Data Table 1 at the end of the lab.

(Test Your Tastebuds)

(Bowen, 2006)

(PBS, 2000)

Figure 1 Taste buds of Tasters and Non-Tasters.

Part 2 - What molecules do you taste?

As you do this part of the lab, keep in mind the number of papillae you recorded. If you have more than 25 papillae in the test circle be prepared to be a super taster and test a tiny bit of the test paper at first. The candy included in the lab kit is very sour, which should help cover the bitter taste of PTC if it is overwhelming.

Bibliography

   •   23andme. (n.d.). Bitter Taste Perception. Retrieved August 20, 2011, from https://www.23andme.com/health/Bitter-Taste-Perception/howitworks/

   •   Baroshuk, L. V. (1994, 56(6)). PTC/PROP tasting: anatomy, psychophysics, and sex effects. Physiol Behav , pp. 1165-71.

   •   Bowen, R. (2006, December 10). Physiology of Taste. Retrieved October 31, 2011, from http://www.vivo.colostate.edu/hbooks/pathphys/digestion/pregastric/taste.html

   •   Caruso, D. W. (n.d.). What Do You Tast? Retrieved 2011

   •   Chudler. (n.d.). Bitter. Retrieved from http://faculty.washington.edu/chudler/bitter.html

   •   F. D. Kitchin, W. H.-E. (1959 April 25: 1069-1074, April 25 :1(5129):). P.T.C. Taste Response and Thyroid Disease. pp. 1069-1074.

   •   Fox, A. L. (1932). The Relationship between Chemical Constitution and Taste. In A. L. Fox, Genetics (pp. 115-116). Wilmington, Delaware: Jackson Laboratory, E.I. Du Pont de Nemours & Co.

   •   Gray, H. (1918). 2a. The Mouth. In H. Gray, Anatomy of the Human Body (p. figure 1018 paragraph 84). Bartleby.com.

   •   Gray, H. (1918). 2a. The Mouth. In H. Gray, Anatomy of the Human Body (p. fig 1014 paragraph 80). Bartleby.com.

   •   Lindemann, B. (2000). A taste for Umami taste. Nature Neuroscience 3 (2) , pp. 99-100.

   •   NIH. (n.d.). Retrieved from http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=OMIM&dopt=Detailed&tmpl=dispomimTemplate&list_uids=171200

   •   PBS. (n.d.). Peppers. Retrieved August 2011, from Life's Little Questions: Why Are Peppers Hot? : http://www.pbs.org/safarchive/3_ask/archive/qna/3294_peppers.html

   •   PBS. (2000). Science Frontiers. Retrieved August 13, 2011, from http://www.pbs.org/safarchive/4_class/45_pguides/pguide_904/4494_peppers.html#act2

   •   Pennsylvania, U. o. (1994). Retrieved August 12, 2011, from oncolink.upenn.edu/cancer_news/1994/hot_candy.html.

   •   Relative Chili Heat. (n.d.). Retrieved August 12, 2011, from www.wiw.org/~corey/chile/scoville.html

   •   Richter, C. a. (1942). Arch. Path. , pp. 33, 46.

   •   Sensory Organs. (2009, March). Retrieved November 16, 2011, from Aurthurs Clipart: http://www.arthursclipart.org/medical/senseorgans/taste%20buds%202.gif

   •   Test Your Tastebuds. (n.d.). Retrieved August 20, 2011, from http://www.bbc.co.uk/science/humanbody/body/articles/senses/tongue_experiment.shtml

   •   The Supertaster Test. (n.d.). Retrieved August 23, 2011, from http://supertastertest.com

   •   Westbrook, D. a. (2009, January 9). What Do You Taste? Retrieved November 18, 2011, from SPICE: www.spice.centers.ufl.edu/mendelian genetics/deena lesson 1.doc

   •   Wikipedia. (n.d.). Retrieved November 6, 2011, from http://en.sikipedia.org/wiki/taste

13 – Taste Lab, Part One – Collecting the data

There are three sections to this part of the taste lab. The first is to count the number of taste papillae inside a small circle. The second is to determine if you are a taster non-taster or supertaster of PTC. The third is to record your data in the editable file in the taste lab assignment page.

The hypothesis we are testing in the two labs, “13-Taste Lab, Part One” and “13-Taste Lab, Part Two” is: “The more papillae you have (which means more taste buds you have) the more sensitive to taste you are.” In particular we are testing the statements in “23andme” and “Test your Tastebuds” (see the reference list in the background file) that in the front part of the tongue, on average, non-tasters have fewer than 15 papillae while supertasters have over 25.

Section 1 – Count the number of Papillae you have in a given area of the top of your tongue.

(Test Your Tastebuds)

(Bowen, 2006) (PBS, 2000) (PBS, 2000)

   Figure 1 Taste buds of Tasters and Non-Tasters

Procedure

   •   Rub the blue lollipop (or dum-dum) that is included in your lab kit on your tongue to color it blue. The tiny bumps (the fungiform papillae) on your tongue that house your taste buds don't take up food coloring very well. These are the pink, or light colored spots you see.

   •   Place one of the reinforcing rings for a three ring binder near the front of your tongue.

   •   Count the pink/light colored dots within the reinforcement ring. This may be easier with a magnifying glass. You can use the magnifier from lab #1 – Observation. Enter this information into Data Table 1 at the end of the lab.

Section 2 - What kind of taster are you?

As you do this part of the lab, keep in mind the number of papillae you recorded. If you have more than 25 papillae in the test circle be prepared to be a super taster and test a tiny bit of the test paper at first. There is sour candy included in the lab kit which should help cover the bitter taste of PTC if it is overwhelming.

Procedure

   •   Take half of one control taste test strip. Place half the taste strip on your tongue. Record in Table 1 what the test strip tastes like to you. You probably won’t taste anything but if you do, it should taste like paper.

   •   Take half of one PTC taste test strip. Place the half taste strip on your tongue. Check the box in Table 1 that describes how intense the flavor was to you (super taster, taster or non-taster). If you tasted nothing, or if it tasted the same as the control test, you are a non-taster. Otherwise, you are a taster. You are a super taster if you can barely stand the flavor. Your lab kit should contain some kind of sour candy which will help get rid of the taste.

Section 3 – Record your data

Make sure your own data is recorded here in table 1 and on the editable “Canvas page” for Lab #13 – Taste Data.

Suggestion:

When you are finished you may have some of the taste strips left. You can use them to test other members of your family and/or friends.

13 – Taste, Part 1   Lab Report Page   Name   

Specifics for the lab

There are three types of data we will collect in this lab; number of taste buds, taste of the control paper, taste of the PTC paper.

   1) Count and record in table 1 the number of taste buds you have in a given area on your tongue.

   2) Record your taste sensation for the control paper in table 1.

   3) Record in Table 1 whether you are a non-taster, taster or supertaster of PTC.

   4) Enter your taste bud count and what kind of taster you are for PTC in the editable “Canvas page” for Lab #13 – Taste Data.

The class data will be used in 13-Taste, Part 2 - Data Analysis.

Data Table 1

Papillae count Control paper taste PTC (check one box)

   Non-taster taster Super taster

13 – Taste Lab, Part Two, Data Analysis

In 13 – Taste Lab, Part 1 We collected data from everyone in class for number of papillae and type of taster of PTC. This purpose of this part of the lab is to analyze that data.

The hypothesis we are testing in the two labs, “13-Taste Lab, Part One” and “13-Taste Lab, Part Two” is: “The more papillae you have (which means more taste buds you have) the more sensitive to taste you are.” In particular we are testing the statements in “23andme” and “Test your Tastebuds” (see the reference list in the background file) that in the front part of the tongue, on average, non-tasters have fewer than 15 papillae while supertasters have over 25.

There are three sections to this part of the taste lab. The first is to record and organize the class data. The second is to graph the data in a way that will help you see if there is a correlation between number of taste papillae and type of taster. The thirds is to write a conclusion to this lab. A conclusion is an effort to describe what your analyzed data shows and describe whether or not the hypothesis is supported by our data. You also explain what type of experiments can be done to confirm your conclusion.

One example of how to record and analyze the data

Table 1 is the data from the last quarter class. I have left off the names of everyone and you may do the same. To make it easier for me I have color coded each line for how many taste buds that person has. We will be using three categories, 0-15, 16-24 and more than 25. The colors I used are in table 2. You don’t need to use these colors or this way of analyzing the data.

In Table 1 each type of taster is assigned a value. Non-tasters are labeled “0”, Tasters are labeled “1” and super tasters are labeled “2”.

It is unlikely that our data will give a perfect correlation between papillae count and type of taster so I have made another table, Table 3, which has the columns labeled by number of papillae and the rows are for the type of taster that person is. Columns A, B and C don’t really go together. At the bottom of the table the type of taster is averaged for each type of papillae count.

To read this table, for example, for A the type of taster is 0.6. Less than a taster but more than a non-taster.

Figure 1 is an example of one way you can show a graphical relationship between papillae count and type of taster. This particular set of Data shows a good correlation between papillae count and type of taster.

Report Page   Name  

Data Analysis

   1) Collect the data from everyone in the class. The data should be taken directly from the data file on the assignment page in Canvas. You may copy and paste it here or type out your own version. The form should look like Table 1 above (like this).

Data Table

Papillae count	Non-Taster	Taster	Super-Taster

.

.

.

2)   Reorganize your data into something that will help you analyze the data (for example, like Table 3).

3)   Present some kind of graphical representation of the data.

4)   Restate the hypothesis and write a conclusion to this experiment.

5)    Answer the questions at the end of the lab

Questions

   1. What (if any) correlation do you see between the number of papillae you have and the type of taster you are? (Give a short version of your conclusion).

   2. What can you say about the number of taste buds someone has relative to the number of papillae?

   3. Describe a possible evolutionary advantage to being a

A) supertaster -- for animals and humans.

B) non- taster -- for animals and humans.

4. What factors other than number of taste buds might explain a person's food preferences?

Enter your taste bud count and check the box corresponding to whether you are a non-taster, taster or Super taster.

1)

The following sources of capital make up A) Common Equity Tier-1 Capital (CET-1) and B) Tier-1 Capital - Check all that apply

a. Common Equity b. Preferred Equity c. Non-Controlling Minority Interests d. Controlling Interests e. Retained Earnings f. Other Current Income g. Goodwill

2)

Risk Weighted Capital (RWA) is a standardized methodology of assessing a bank’s balance sheet vs the Total Assets approach. Calculate the CET-1 and Leverage Ratios for the following two hypothetical Banks. Which bank is more profitable in your opinion (why?). Which bank is more risky in your opinion (why?)

	Bank1	Bank2
Short Term Assets, i.e. Liquidity: (Cash or Cash Equivalents)	500	100
Long Term Assets, i.e Investments (US Treasury Notes and Bond	1000	5000
Other Assets, i.e. Secured Loans (Revolvers/Lines of Credit, Term Loans, Asset Based Lending)	5000	1400
OCI (Commissions, Fees, Non-Recurrent Income)	25	25
Net Income or Net Earnings	250	50
Retained Earnings	150	0
RWA
Total Avg Assets	6500	6500
Preferred Stock	250	750
Common Stock	750	250
CET-1 Capital
Tier-1 Capital
CET-1 Capital Ratio
Tier-1 Leverage Ratio

3)

3. Answer Trueor False

   1. POTUS can fire for cause the Chairman of the FED

   2. All banks licensed to do business in the US are subject to an annual CCAR stress

      testing

   3. If a bank fails CCAR, they are given the opportunity to repair any deficiency and

      re-submit the plan

   4. The min CET-1 Capital Ratio is 4.5% while the minimum Tier-1 Capital Ratio is

      6%

      The following questions are based on the chart below

   5. European Banks are less profitable than their US counterparts

   6. US Banks have higher operating cost margin

   7. US vs European banks are equally well capitalized

   8. US Banks have maintained the size of their balance sheet during 2018-2019

   9. European Banks have taken more loss provisions during 2018-2019

   10. European banks drove to profitability by reducing expenses and taking less loss provisions vs their US counterparts in 2018-2019