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.

1. Items (a) through (c) represent transactions between Pero and Sean during 2016. Determine the dollar amount effect of the consolidating adjustment on 2016 consolidated net income. Ignore income tax considerations. Items to be answered: a. On January 3, 2016, Sean sold equipment with an original cost of $30,000 and a carrying value of $21,000 to Pero for $36,000. The equipment had a remaining life of three years and was depreciated using the straight-line method by both companies. b. During 2016, Sean sold merchandise to Pero for $60,000, which included a profit of $20,000. At December 31, 2016, half of this merchandise remained in Pero’s inventory. c. On December 31, 2016, Pero paid $94,000 to purchase 50% of the outstanding bonds issued by Sean. The bonds mature on December 31, 2022, and were originally issued at a discount. The bonds pay interest annually on December 31, and the interest was paid to the prior investor immediately before Pero’s purchase of the bonds.

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.

Let V be the 3-dimensional vector space of all polynomials of order less than or equal to 2 with real coefficients.
(a) Show that the function B: V ×V →R given by B(f,g) = f(−1)g(−1) + f(0)g(0) + f(1)g(1) is an inner product and write out its Gram matrix with respect to the basis (1,t,t²).

DO NOT COPY YOUR SOLUTION FROM OTHER SOLUTIONS

Structural Induction on WFF For a formula α ∈ WFF we let `(α) denote the number of symbols in α that are left brackets ‘(’, let v(α) the number of variable symbols, and c(α) the number of symbols that are the corner symbol ‘¬’. For example in ((p1 → p2) ∧ ((¬p1) → p2)) we have `(α) = 4, v(α) = 4 and c(α) = 1. Prove by induction that he following property holds for all well formed formulas: • `(α) = v(α) + c(α) − 1

During the corrosion of iron, iron is oxidized (Fe → Fe2+ + 2e −) and molecular oxygen is reduced (O2 + 2H2O + 4e −→ 4HO−). The E ◦ for the reduction of Fe2+ to Fe is −0.44 V, the E ◦ for the reduction of O2 is 0.40 V, and the E ◦ for the reduction of Au3+ to Au (Au3+ + 3e −→ Au) is 1.50 V. What would E ◦ cell be for the oxidation of gold by O2? Based on your answer, would you expect gold to corrode in moist air like iron does? Explain your reasoning.

Two capacitors C1 = 2 µF and C2 = 6 µF are connected in parallel across a 11 V battery. They are carefully disconnected so that they are not discharged and are reconnected to each other with positive plate to negative plate and negative plate to positive plate (with no battery).

(a) Find the potential difference across each capacitor after they are connected.

V (2 µF capacitor) .

V (6 µF capacitor)

(b) Find the initial and final energy stored in the capacitors.

mJ (initial)

mJ (final)

A 10.00 mL solution of 0.0500 M AgNO3 was titrated with 0.0250 M NaBr in the cell: S.C.E.(saturated calomel electrode) titration solution Ag (s). (Ksp AgBr(s) = 5.0e-13)

Find the cell voltage (v) when the volume of titrant added is 5.00 ml.

Find the equivalence volume (ml) of titrant added.

Calculate the cell voltage (v) when the volume of titrant added is 24.58 ml

Calculate the cell voltage (v) at the equivalence point.

.