1)What color of laser light shines through a diffraction grating with a line density of 500 lines/mm if the third maxima from the central maxima (m=3) is at an angle of 45°? Show all work in your answer.

Hint: Calculate the wavelength then use Table 1 to identify the color.​

2) How would the interference pattern produced by a diffraction grating change if the laser light changed from red to blue?

A retailer wants to see if a red "Sale" sign brings in more revenue than the same "Sale" sign in blue. The data below shows the revenue in thousands of dollars that was achieved for various days when the retailer decided to put the red "Sale" sign up and days when the retailer decided to put the blue "Sale" sign up. Red: 1, 3.6, 3.6, 3.2, 3.4, 3.8, 3.1, 1.5, 3.6 Blue: 0.5, 1.9, 1.6, 2.9, 2.1, 2.9, 1.2, 2.2, 2.9, 3.8 Assume that both populations follow a normal distribution. What can be concluded at the α = 0.05 level of significance level of significance? For this study, we should use The null and alternative hypotheses would be: H 0 : (please enter a decimal) H 1 : (Please enter a decimal) The test statistic = (please show your answer to 3 decimal places.) The p-value = (Please show your answer to 4 decimal places.) The p-value is α Based on this, we should the null hypothesis. Thus, the final conclusion is that ... The results are statistically insignificant at α = 0.05, so there is insufficient evidence to conclude that the population mean revenue on days with a red "Sale" sign is more than the population mean revenue on days with a blue "Sale" sign. The results are statistically insignificant at α = 0.05, so there is statistically significant evidence to conclude that the population mean revenue on days with a red "Sale" sign is equal to the population mean revenue on days with a blue "Sale" sign. The results are statistically significant at α = 0.05, so there is sufficient evidence to conclude that the mean revenue for the nine days with a red "Sale" sign is more than the mean revenue for the ten days with a blue "Sale" sign. The results are statistically significant at α = 0.05, so there is sufficient evidence to conclude that the population mean revenue on days with a red "Sale" sign is more than the population mean revenue on days with a blue "Sale" sign. Interpret the p-value in the context of the study. If the sample mean revenue for the 9 days with a red "Sale" sign is the same as the sample mean revenue for the 10 days with a blue "Sale" sign and if another 9 days with a red "Sale" sign and 10 days with a blue "Sale" sign are observed then there would be a 5.29% chance of concluding that the mean revenue for the 9 days with a red "Sale" sign is at least 0.8 thousand dollars greater than the mean revenue for the 10 days with a blue "Sale" sign There is a 5.29% chance of a Type I error. There is a 5.29% chance that the mean revenue for the 9 days with a red "Sale" sign is at least 0.8 thousand dollars greater than the mean revenue for the 10 days with a blue "Sale" sign. If the population mean revenue on days with a red "Sale" sign is the same as the population mean revenue on days with a blue "Sale" sign and if another 9 days with a red "Sale" sign and 10 days with a blue "Sale" sign are observed then there would be a 5.29% chance that the mean revenue for the 9 days with a red "Sale" sign would be at least 0.8 thousand dollars greater than the mean revenue for the 10 days with a blue "Sale" sign. Interpret the level of significance in the context of the study. If the population mean revenue on days with a red "Sale" sign is the same as the population mean revenue on days with a blue "Sale" sign and if another 9 days with a red "Sale" sign and 10 days with a blue "Sale" sign are observed, then there would be a 5% chance that we would end up falsely concluding that the sample mean revenue for these 9 days with a red "Sale" sign and 10 days with a blue "Sale" sign differ from each other. There is a 5% chance that green is your favorite color, so why woud you even consider red or blue? There is a 5% chance that there is a difference in the population mean revenue on days with a red "Sale" sign and on days with a blue "Sale" sign. If the population mean revenue on days with a red "Sale" sign is the same as the population mean revenue on days with a blue "Sale" sign and if another 9 days with a red "Sale" sign and 10 days with a blue "Sale" sign are observed then there would be a 5% chance that we would end up falsely concluding that the population mean revenue for the days with a red "Sale" sign is more than the population mean revenue on days with a blue "Sale" sign

1. Explain why balancing the federal budget may not always make the economy stronger.
2. What is happening in our national economy right now and how would you recommend the government respond? Make sure you make an argument for your response that shows what you have learned in the class.
3. What do you think was the most valuable topic we covered in this class and why?
4. What do you wish we had time to study in more detail in this class and why?

Red Balloons Ltd, a Canadian supplier of military radar equipment, has just won a bid to lease the Spanish Air Force some high-end sensors for the next ten years.  The first of 20 semi-annual payments of €5.3 million will be made on January 1, 2013.

1. Assuming Red Balloons will need to convert Euros into dollars before they can pay their expenses, does this contract provide them with a long or short exposure to the Canadian Dollar?  Explain.

To manage their risk, Red Balloons contacted the swap desk at their bank who offered to buy their foreign currency every six months for a rate of $1.2585 CAD per Euro for the length of the contract.

2. If Red Balloons accepts the offer, will the bank have a long or short exposure to Euro as a result of this new contract?  Explain with a diagram showing both transactions between the three parties
3. When banks take on these kinds of currency risks and enable their clients to hedge, they neutralize their own exposures by swapping the foreign currency to banks domiciled in the originating country.  If the Canadian bank needs to make a present value of $465,000 from arranging this swap to cover their costs, and the appropriate semi-annual discount rate is 2%, what is the lowest price in dollars that the Canadian bank can accept for the Euros they will resell? Keep 4 decimal places.
4. In the case of cross-currency swaps like this, the entire amounts are exchanged each time, not simply a net payment.  Explain why this is.  

Explain in your own words:

What is a cost flow assumption?

Why would we use different cost flow assumptions?

To what extent does your company use technology to conduct its marketing process? Please explain it in 500 words.

1. Curious AP Statistics students wanted to know if there was a relationship between dress code violations and disciplinary actions: did students who violated the dress code receive more suspensions, detention, and work detail. In a blind survey, so the identities of the subjects were unknown to the AP students, the AP Statistics students randomly selected 185 students and were given the results of their survey from school administration regarding dress code violations and disciplinary actions. The results are below:
   

1. To the table below, add marginal values and next to the observed counts enter the expected counts. (4 points)
   

2. Write the null and alternative hypotheses for a chi-square test of independence on these data (2 points).

3. State and verify the conditions for carrying out the chi-squared test for independence. (2 points)
   
   
   

4. Determine the test statistic, the degrees of freedom, and the P-value. (6 points)
   
   
   
   
5. State your conclusion (6 points):

Temperature and Phase Changes In this exercise, you will make observations of the phase changes of water (H 2 O). You will measure temperature and create a heating curve to determine the melting point and boiling point of water. 1. Gather the 250-mL beaker, approximately 150 mL of crushed ice, a watch or timer, the thermometer, burner stand, burner fuel, and matches. Note: Large ice cubes may be crushed by placing them in a large plastic bag, placing the bag on a durable surface, and breaking the pieces apart with a hammer or other heavy object. 2. Fill the beaker to about the 150-mL line with crushed ice. 3. Place the thermometer in the center of the ice. Do not allow the thermometer to touch the sides or bottom of the beaker. 4. After holding the thermometer in the ice for about a minute, note the time and record temperature at 0 minutes in Data Table 2 of your Lab Report Assistant . Additionally, record your observations about the state of matter (solid, liquid, or gas) of the water in Data Table 2 . 5. Uncap the burner fuel, light the wick with a match or lighter, and place the fuel under the stand on a pie pan. Burner setup. Note that the flame is blue which is sometimes difficult to see. 6. Place the beaker on the burner stand. Keep holding the thermometer in the middle of the ice. 7. Start the timer and begin taking temperature and observation readings every minute, recording your findings in Data Table 2 . Note: It is important that you record both the temperature AND the state or states of matter present every minute throughout the experiment. 8. Gently stir the ice with the thermometer as it heats. www.HOLscience.com 13 ©Hands-On Labs, Inc. Experiment Liquids and Solids 9. Continue to stir the ice or water and record temperature and observations every minute until the water has boiled for 5 minutes . Do not allow the thermometer to rest on the glass of the beaker. 10. Extinguish the burner fuel by lightly placing its cap over the flame; do not tighten cap until the burner fuel container has fully cooled. 11. Thoroughly wash and rinse the equipment for future use. Questions: A. Using the temperature data recorded in Data Table 2 , create a heating curve. ● Plot time (minutes) on the x-axis (horizontal axis) and temperature (°C) on the y-axis (vertical axis). Connect the plotted points with a line. ● Label the heating curve to show each phase of matter (solid, solid + liquid, liquid, liquid + gas). ● Label the melting point and boiling point on the heating curve. Note: An example heating curve is given in Figure 6 of the Background B. Are there parts of the curve with positive slopes and parts that are flat (slope of zero)? What states of matter are present when the slope of the heating curve is positive and what states of matter are present when the slope is zero or close to zero? C. Describe the key characteristics for the three states of matter. D. Define the melting point. What was the observed melting point of water?

E. Define boiling point. What was the observed boiling point of water?

F. What happens to heat energy when it is not increasing the temperature of the substance in the beaker? Use your heating curve to explain your answer. G. Was temperature perfectly constant during your test while the water was melting and while it was boiling? Explain why or why not.

H. The published melting point of H 2 O is 0°C, and the published boiling point is 100°C. Why may you have found different values?

I. Use the following information to determine if the intermolecular forces of isopropyl alcohol are greater or weaker than the intermolecular forces of water. Explain your answer. The melting point of isopropyl alcohol (rubbing alcohol, C 3 H 8 O) is about -90 °C and the boiling point is about 82 °C

Lab 1: Using the Scientific Method Worksheet

At a local town meeting, one of your neighbors complains that a nearby residence is killing his flowers because of the chemicals he uses to wash his cars. He claims that the soap runs into a stream that flows very close to his flower beds. As an inquiring student of science, you wonder whether soap can truly affect flower growth.

Based on the observation given to you, use the following questions to explain how you would set up your experiment and analyze your results.

1.       State your hypothesis. Remember that a hypothesis must be specific and testable. For example, stating that detergents are bad is not a good hypothesis (“Bad” is a generic term, it would be better to use a metric that is measurable).

2.       Explain how you would set up your control and treatment groups. What would be the same between the groups and what would be different? What species would you use for each group and how many plants total would you use?

3.       How would you collect your data for your experiment? What tools and units of measurement would you use? How often would you collect data and would you use the same methodology for both your treatment and control groups? Be specific in your answers.

In every experiment, there are some unintentional differences between the control and treatment groups. These are called sources of error. If these sources of error can be corrected we call them avoidable sources of error. An example of an avoidable source of error may be the amount of water provided to the plant. We can avoid this error by watering the plants in each group, the same amount at the same time of the day.

4. List some possible sources of avoidable and unavoidable error in your fertilizer experiment that were provided to you as examples.

5..       Explain the difference between a theory and a hypothesis.

6.       Explain the difference between the ‘everyday’ use of the word theory and the definition of a scientific theory.

7.       Why is it important to educate people on the true definition of “theory”?