Some students do homework with the tv on. some researchers want to see if people can work as effectively with as without distraction. the researchers will time some volunteers to see how long it takes them to complete some relatively easy crossword puzzles with and without tv on.

a) design an experiment that will require a two sample independent test

b) design experiment that will require dependent test

Which of the following experiments will produce constructive interference at the point of view of the observer (eye). The index of refraction of the soap film is 1.25 and there is air above the soap film. In experiments I) (t=300 nm) and III) (t=250 nm) there is air below the soap film, but in experiment II) (t=100 nm) there is a glass with index of refraction equal to 1.5. Assume that in all cases the light is nearly normal to the surface and that the light has 400 nm wavelength in the soap film.

A. None

B. Experiment I only

C. Experiment II only

D. Experiment I and III only

Assume that the light intensity is the same in all cases. Which of the following is true?

1. Sex determination in Mammals. You have identified a gene that you have named “mont1” (for ‘make ovaries not testes’) that is expressed at the time when the bipotential gonad becomes specified to become an ovary. Because of this “show it” evidence that mont1 is expressed in the right place at the right time, you hypothesize that mont1 is a critical regulator of the female primary sex determination pathway to specify ovary development.
   1. From what you know about the primary sex determination pathway for ovary development, what signaling pathway would you predict may activate mont1 expression?
   2. What “lose it” experiment could you do to determine if mont1 is necessary for ovary development. Briefly describe the expected result. (As in … I would do X experiment and expect to see Y result if mont1 is necessary for ovary development).
   3. What “move it” experiment could you do to determine if mont1 is sufficient for ovary development. Briefly describe the expected result. (As in … I would do X experiment and expect to see Y result if mont1 is sufficient for ovary development).

1. After reading about the experiments of Milgram, Asch, Zimbardo, and Elliot pick three experiments to analyze and then complete the following for each experiment: In your own words, not copied from an online resource, provide a brief summary of each of the three experiments you picked.

2. What was the original purpose of each of the three experiments, i.e. why did Milgram, Asch, Zimbardo, & Elliot conduct their experiment?

3. What were the results of each experiment, i.e. what, if anything, was discovered about human nature?

4. Were the experiments conducted ethically? Why or Why not? In developing your response to this question think about the following:

a) What did we learned in Module 1 about the ethical code of conduct in conducting psychological research.

b) Does the end justify the means? Essentially, was the research gathered by these experiments more important than making sure they were conducted ethically. We touched on this concept of “end justifying the means” when learning about Kohlberg and Heinz’s Dilemma. Are the results of each experiment relevant to our society today? If so, how? If not, why not?

The management of Arturo’s Water Park is developing an advertising campaign to communicate the intended message, “Your kids will love you more if you take them to Arturo’s Water Park.” (a) For a print ad in this advertising campaign, suggest some wording for the copy in the ad. Then, describe your suggestions for the artwork in the ad. Which of these two parts of the ad – the copy or the artwork – would likely be more effective in communicating the intended message? Use course material to justify your reasoning. (b) For the print ad you described in Part (a), describe a pretest that would be appropriate. Explain why pretesting is important in advertising. (c) If Arturo’s management uses market segmentation to target this print ad, what is the segmentation variable it should use? Explain your reasoning. (d) Design an experiment to test whether or not this print ad is effective. Describe the test group and the control group of the experiment, and describe the time course of events. What is the dependent variable in your experiment? Explain why both the test group and the control group are necessary for this experiment to have validity.

Do faculty and students have similar perceptions of what types of behavior are inappropriate in the classroom? This question was examined by the author of an article. Each individual in a random sample of 173 students in general education classes at a large public university was asked to judge various behaviors on a scale from 1 (totally inappropriate) to 5 (totally appropriate). Individuals in a random sample of 98 faculty members also rated the same behaviors.

The mean rating for three of the behaviors studied are shown here (the means are consistent with data provided by the author of the article). The sample standard deviations were not given, but for purposes of this exercise, assume that they are all equal to 1.0.

(a)

Is there sufficient evidence to conclude that the mean "appropriateness" score assigned to wearing a hat in class differs for students and faculty? (Use α = 0.05. Use a statistical computer package to calculate the P-value. Use μ_Students − μ_Faculty. Round your test statistic to two decimal places, your df down to the nearest whole number, and your P-value to three decimal places.)

t=

df=

P-value=

State your conclusion.

We do not reject H₀. We do not have convincing evidence that the mean appropriateness score assigned to wearing a hat in class differs for students and faculty.

We reject H₀. We do not have convincing evidence that the mean appropriateness score assigned to wearing a hat in class differs for students and faculty.    

We reject H₀. We have convincing evidence that the mean appropriateness score assigned to wearing a hat in class differs for students and faculty.

We do not reject H₀. We have convincing evidence that the mean appropriateness score assigned to wearing a hat in class differs for students and faculty.

(b)

Is there sufficient evidence to conclude that the mean "appropriateness" score assigned to addressing an instructor by his or her first name is greater for students than for faculty? (Use α = 0.05. Use a statistical computer package to calculate the P-value. Use μ_Students − μ_Faculty. Round your test statistic to two decimal places, your df down to the nearest whole number, and your P-value to three decimal places.)

t=

df=

P-value=

State your conclusion.

We do not reject H₀. We do not have convincing evidence that the mean appropriateness score assigned to addressing an instructor by their first name is greater for students than for faculty.

We reject H₀. We have convincing evidence that the mean appropriateness score assigned to addressing an instructor by their first name is greater for students than for faculty.   

We reject H₀. We do not have convincing evidence that the mean appropriateness score assigned to addressing an instructor by their first name is greater for students than for faculty.

We do not reject H₀. We have convincing evidence that the mean appropriateness score assigned to addressing an instructor by their first name is greater for students than for faculty.

(c)

Is there sufficient evidence to conclude that the mean "appropriateness" score assigned to talking on a cell phone differs for students and faculty? (Use α = 0.05. Use a statistical computer package to calculate the P-value. Use μ_Students − μ_Faculty. Round your test statistic to two decimal places, your df down to the nearest whole number, and your P-value to three decimal places.)

t=

df=

P-value=

State your conclusion.

We do not reject H₀. We have convincing evidence that the mean appropriateness score assigned to talking on a cell phone in class differs for students and faculty.

We reject H₀. We have convincing evidence that the mean appropriateness score assigned to talking on a cell phone in class differs for students and faculty.    

We do not reject H₀. We do not have convincing evidence that the mean appropriateness score assigned to talking on a cell phone in class differs for students and faculty.

We reject H₀. We do not have convincing evidence that the mean appropriateness score assigned to talking on a cell phone in class differs for students and faculty.

(d)

Does the result of the test in part (c) imply that students and faculty consider it acceptable to talk on a cell phone during class?

Yes, the result implies that students and faculty consider it acceptable to talk on a cell phone during class.

No, the result does not imply that students and faculty consider it acceptable to talk on a cell phone during class. In fact, the sample mean ratings indicate that only faculty feel the behavior is appropriate.    

No, the result does not imply that students and faculty consider it acceptable to talk on a cell phone during class. However, the sample mean ratings indicate that both groups feel the behavior is appropriate.

No, the result does not imply that students and faculty consider it acceptable to talk on a cell phone during class. In fact, the sample mean ratings indicate that both groups feel the behavior is inappropriate.

No, the result does not imply that students and faculty consider it acceptable to talk on a cell phone during class. In fact, the sample mean ratings indicate that only students feel the behavior is appropriate.

Included in the December​ 31, 2016​, inventory of the Top DogTop Dog Supply Company are 2,500 deluxe ring binders in the amount of $6,752.

An examination of the most recent acquisitions of binders showed the following​ costs: January​ 26, 2017​, 1,900 at $2.86 each; December​ 6, 2016​, 1,700 at $2.76 each; November​ 26, 2016​, 2,000 at $2.45 each.

What is the misstatement in valuation of the December​ 31,2016​, inventory for deluxe ring​ binders, assuming FIFO inventory​ valuation?

What would your answer be if the January​ 26, 2017​, acquisition was for 1,900 binders at $2.48 ​each?

What is the misstatement in valuation of the December​ 31, 2016​, inventory for deluxe ring​ binders, assuming FIFO inventory​ valuation?

Question 3

Dunder Mifflin had the following balances in selected accounts at the end of 2015 and 2016.

The accounts receivable at the end of 2014 were $50,000 and the allowance for uncollectible accounts was $2,500.

1.    Calculate the acid test ratio for 2015 and 2016 for Dunder Mifflin.
2.    Calculate the days sales in receivables for 2015 and 2016 for Dunder Mifflin.
3.    Determine whether the acid-test ratio improved or deteriorated from 2015 to 2016.
4.    Determine whether the collection period increased or decreased from 2015 to 2016.

The following selected data were taken from the financial statements of Squiggle Group Inc. for December 31, 2016, 2015 and 2014:

The 2016 net income was $20,745, and the 2015 net income was $15,050. No dividends on common stock were declared between 2014 and 2016.

a. Determine the rate earned on total assets, the rate earned on stockholders' equity, and the rate earned on common stockholders' equity for the years 2015 and 2016. When required, round to one decimal place.

Dunder Mifflin had the following balances in selected accounts at the end of 2015 and 2016.

The accounts receivable at the end of 2014 were $50,000 and the allowance for uncollectible accounts was $2,500.

Required:

Calculate the acid test ratio for 2015 and 2016 for Dunder Mifflin.

Calculate the days sales in receivables for 2015 and 2016 for Dunder Mifflin.

Determine whether the acid-test ratio improved or deteriorated from 2015 to 2016.

Determine whether the collection period increased or decreased from 2015 to 2016.