Please check my work.

The purpose of this exercise is to provide students with the opportunity to normalize data.

Assignment:

Identify what fields from the list below belong to which table. If you are uncertain, place the field under the column with your argument on why it should belong. Write your answers in the columns below the table names.

Field List – choose and paste above in correct column

StudentID, Experience, Room, CourseNumber, EndTime, Days, WorkPhone, Status, FacultyID, CreditHours, DOB, PIN, LastName, CourseID, Rank, Description, WorkPhone, City, Building, State, HomePhone, Email, SeatsAvailable, Status, FirstName, MI, CellPhone, MI, CourseName, Address, Status, SectionID, CourseID, FirstName, SectionNumber, StartTime, LocationID, Status, Capacity, Status, Zip, LastName, LocationID

About one year ago, polling numbers began to show that public opinion about legalizing sports betting had changed.  For the first time, a majority of Americans supported making wagering on professional sports legal.  A researcher in the state of Virginia is currently interested in this topic.  She wants to test the claim that more than 54% of Virginians would support this legalization.  To test this claim she collected a random sample of 382 Virginia adults and then asked whether they support or oppose legalized professional sports betting.  The responses (0 = Oppose and 1 = Support) are found in StatCrunch in a data set called “Virginia Sports Betting Survey.”

Obtain the sample proportion of individuals who said “Support” using Stat àTables àFrequency in StatCrunch.  Only the value of the sample proportion is needed in your answer.  Present this sample proportion as a fraction or a decimal rounded to 4 decimal places.

Frequency table results for Opinion:
Count = 382

1- Using a= 0.05, is there sufficient evidence to conclude that more than 54% of Virginia adults support legalized sports betting?  Conduct a full hypothesis test by following the steps below.

A-Define the population parameter in one sentence.

B-State the null and alternative hypotheses using correct notation.

C-State the significance level for this problem.

D- Check the three conditions of the Central Limit Theorem that allow you to use the One-Proportion z-Test using one complete sentence for each condition.  Show work for the numerical calculation.

E- Calculate the test statistic “by-hand.”  Show the work necessary to obtain the value by typing your work and provide the resulting test statistic.  Do not round while doing the calculation.  Then, round the test statistic to two decimal places after you complete the calculation.

F- Calculate the p-value using the standard Normal table and provide the answer.  Use four decimal places for the p-value.

G- State whether you reject or do not reject the null hypothesis and the reason for your decision in one sentence (compare your p-value to the significance level to do this).

H- State your conclusion in context of the problem (i.e. interpret your results and/or answer the question being posed) in one or two complete sentences.

Large slimy blue-green algae (BGA) blooms have been found in Lake Okeechobee and waters flowing downstream. Florida’s government wants to strengthen water quality policies to address this issue. You are an environmental health specialist that has been asked to use your scientific expertise to testify in front of the State Legislature as to why they should vote to pass the recent bill.

In your testimony, you need to define what BGA is, its effect on the environment, and its health effects on humans and animals. Explain the factors that cause BGA blooms, and what factors continue their spread. Using each of the four major components to be considered in policy development (harm, risk, impacts, and social costs), discuss how the new water policies will affect the social and economic health of Florida.

Find the average price of homes in the county you selected and use that as population mean prices to state a hypothesis about the data. Note that you already have a sample mean of your area, Use this to set up a hypothesis test. Develop a summary of the five-step hypothesis testing model. ( I tried to provide as much information) Also please show work.

Average Price of home in my county= $580,400 Mean=640069.371428571 stand error=   20175.166257334

The Sample mean that already have = $ 640,069 Stand. Dev.=119357.893215687 count= 35 Variance: 14246306672.8874

Critical t= confidence=95% sign= 5%

Please use R program and explain clealry please. thank you.

1. In NZ supermarkets, the average weight of a banana is 120 grams. An agricultural scientist buys bananas from a supermarket. Their weight, in grams, is as follows: c(103.2, 95.2, 89.6, 98.5, 112.8, 111) She suspects that this sample of bananas is lighter than average and wonders if this supermarket is selling bananas that are lighter than the NZ average.

(a) State a sensible null hypothesis

(b) State the precise definition of p-value and explain what “more extreme” means in this context

(c) Perform a student t-test using R and interpret

(c) Perform a Z test and account for any differences you find

1. Describe one of the theories presented (such as the law of effect, conditioned reflexes, reinforcement, associated reflexes) to use in an experiment that you will design.

2. How does your chosen theory show roots in mechanism?

3. Take on the role of a behaviorist and pretend that you want to train a behavior into a dog or rabbit, such as laying down when they hear a buzzer, or coming to you when you wear a red shirt. Describe the desired behavior. Design an experiment in which you use this theory to train the behavior into your subject. Try to think more creatively than simply rewarding the animal for engaging in the behavior.

A police officer is concerned about speeds on a certain section of Interstate 95. The data accompanying this exercise show the speeds of 40 cars on a Saturday afternoon.

Click here for the Excel Data File (HwySpeed
69
70
66
70
69
65
70
70
65
69
70
68
67
70
70
67
69
66
66
66
65
70
69
70
69
66
69
65
68
70
68
69
69
69
67
66
67
68
68
66

Click here for the CSV Data File

(HwySpeed
69
70
66
70
69
65
70
70
65
69
70
68
67
70
70
67
69
66
66
66
65
70
69
70
69
66
69
65
68
70
68
69
69
69
67
66
67
68
68
66

a. The speed limit on this portion of Interstate 95 is 66 mph. Specify the competing hypotheses in order to determine if the average speed is greater than the speed limit. H0: μ = 66; HA: μ ≠ 66 H0: μ ≥ 66; HA: μ < 66 H0: μ ≤ 66; HA: μ > 66

b-1. Calculate the value of the test statistic. (Round your answer to 3 decimal places.)

b-2. Find the p-value. 0.020 p-value < 0.05 p-value 0.10 p-value < 0.01 0.01 p-value < 0.020 0.05 p-value < 0.10

c. At α = 0.10, are the officer’s concerns warranted?

In section 7.3 we learn about errors that can occur in the process of meiosis, and several types of errors are mentioned. Select of these types of errors (e.g. chromosome number, non-disjunctions, etc.) and provide a brief description of the error (in your own words). Then do a little bit of online research related to the type of error and identify and describe one disease or condition that can result from this type of error (example – Trisomy 21 is where there is an extra chromosome in the 21st pair, and is responsible for the condition of Down Syndrome). Be sure to describe the symptoms and any treatments that are associated with the condition you select. The concept of DNA replication is a complicated one – and often pretty difficult for us to visualize/grasp. Review 9.2 regarding DNA replication and then do some online searching to find a reference or resources (not one of the ones on Padlet) that does a good job of explaining this process. In your post, identify: One aspect of process of the DNA replication that the video/animation does a good job of describing, or that made things easier to understand (for instance, if you didn’t understand what Okazaki fragments were and a video you find helps explain it, describe what makes the concept more understandable in the video/animation) At least one aspect of the process.

A student measures 10.5 ml of blue liquid in a graduated cylinder and 5.2 ml of red liquid in another graduated cylinder. She then pours the red liquid into the graduated cylinder containing the blue liquid, and the liquids do not mix. Instead, the red liquid remains on top of the blue liquid.

A) What causes the red liquid to remain on top of the blue liquid?

B) Have you seen two liquids that do not mix before? What were they?

C) What is the volume of the two liquids after they were combined?

D) Would you be able to easily separate the liquids in this case? How would you do that?

I need to turn sections 3.1 and 3.2 into a methods and material section that is around 100-200 words. My experiment is how effective the granularity of coffee is with removing copper ions from water. Thanks.

3.1

Calibration Curve 1. Collect six 25 mL Sample vials and label a vial for each of the concentrations (blank, 0.5, 1, 2, 5,
10 ppm) 2. Dispense 10 mL of each Cu2+ solution into five separate labelled 25mL sample vials 3. Add 10 mL of Deionised Water (found in your bench cupboards) into the vial labelled blank. 4. Add 5 mL of ammonium acetate buffer solution into each sample vial 5. Add 5 mL of Alizarin Red solution to each sample vial 6. Place the lid on the vials and gently agitate the vials using either a vortex mixer or your hands
(moving in a swirling motion) 7. Retrieve a cuvette to use for your experiments – all measurements must be performed in the
same cuvette. 8. Using a plastic pipette, rinse the curvette with your blank solution. You can dispose of your rinses in a beaker. All waste must be disposed of in the aqueous heavy metal salt solution
containers 9. After two rinses, place enough of your solution in the cuvette (until it reaches the line) 10. Place the cuvette in the spectrophotometer with the ‘striped’ side facing you. Make sure you
clean the smooth side with a kimwipe to remove any fingerprints. 11. Allow the reading to stop fluctuating before recording your measurement in the excel
spreadsheet. 12. Rinse the cuvette with your next solution to be measured (0.5 ppm) twice repeat steps 7-10 for
each solution to be measured, until all solutions have been recorded.
3.2

Extraction of copper ions using coffee grounds
1. Collect two new 50 mL centrifuge tubes 2. Dispense 30 mL of solution of a chosen concentration into your centrifuge tube (e.g. 1 ppm) 3. Dispense 30 mL of solution of another concentration into your centrifuge tube (e.g. 2 ppm) 4. Add 15 mL of ammonium acetate buffer solution into each centrifuge tube 5. Place the lid on the centrifuge tubes and gently agitate the centrifuge tubes using either a
vortex mixer or your hands (moving in a swirling motion)
6. From each solution, remove 10 mL of your mixed solutions and transfer each to a new labelled
25 mL Sample vial.
7. Add 5 mL of Alizarin Red Solution to each of these new sample vials.
8. Transfer a sample of a solution to your cuvette and record the value from the
spectrophotometer in your excel spreadsheet. Repeat this process another two times for each
solution (you should collect 3 readings for each concentration of copper ions).
9. Collect six 15 mL centrifuge tubes, label each tube with the concentration of the solutions
10. Transfer 10mL of the solutions WITHOUT ALIZARIN RED for each concentration into three
separate labelled 15 mL centrifuge tubes.
11. Add 0.1 g of the coffee grounds into each centrifuge tube.
12. Vortex/stir each tube for 5-15 seconds (be consistent with each solution)
13. Allow the solutions to rest for 10 minutes.
14. Place the centrifuge tubes into the centrifuge. Ask you demonstrators to help you. Centrifuge
the solutions at 5000 rpm for 5 minutes.
15. Remove tubes from the centrifuge and pipette out the solution into a 25 mL vial.
16. Add 2.5 mL of Alizarin Red to each vial.