QUESTION 1
Match each of the following with the best answer choice:
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QUESTION 2
Match each of the following to the appropriate stage of photosynthesis:
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QUESTION 3
Choose all of the true statements below. Hint: 5 statements are true.
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In photosynthesis, H2O is reduced and CO2 is oxidized. |
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The three major stages of the calvin cycle include: carbon fixation, reducation, and regeneration of the CO2 acceptor. |
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When an electron absorbs a photon, it goes from a ground state to an excited state. |
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Excited electrons move to higher energy orbitals and release energy as they fall back to their ground state. |
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Red wavelengths have longer wavelengths and thus lower energy. |
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Chlorophyll absorbs green light giving plants their green appearance. |
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The Calvin Cycle must turn 2 times to build up one molecule of glucose. |
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ATP is built by ATP synthase through photophosphorylation during the light reactions. |
QUESTION 4
Choose all of the statements which describe the structure and function of the chloroplast. Hint: 2 statements are correct.
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the chloroplast contains a fluid filled space called the stroma in which the Calvin cycle occurs facilitating photosynthesis |
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the chloroplast has photosynthetic pigments embedded in its outer membrane facilitating photosynthesis |
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the chloroplast contains thylakoids which are membranous discs in which photosystems are embedded facilitating photosynthesis |
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the chloroplast is double membrane bound allowing H+ to accumulate in the space between the inner and outer membrane of the chloroplast fueling ATP synthase |
In: Biology
Welsh Meds Plc is a small but rapidly growing biotechnology company in Cardiff with annual revenues of £115 million. Last year’s net income was £6.38 million. Founded in 2002 by Carwyn Thomas and Geraint Jones with the support of a venture capitalist, the firm’s success has been remarkable. After a three year development phase, the company’s breakthrough was brought about by a drug called Enzyme Shield that was designed to treat immune system deficiencies (ISD). To fund the substantial increase in production capacity, which the owners decided should remain in-house, Carwyn and Geraint took Welsh Meds public, thereby taking advantage of the favorable stock market conditions of 2006. By issuing 2.8 million shares at £19, £53.2 million of equity were raised. Two years ago, Welsh Meds made its first annual dividend payment of £0.40 which increased by 15% last year. Ten months ago, the company received the Drug Administration Authority’s approval the mass market Enzyme Shield Light, a derivative of its first drug was specifically targets ISD in younger children. As a result, last quarter company earnings are up 37%, compared to the previous quarter. Carwyn and Geraint are very optimistic about Welsh Meds’ future and wonder if it is time to reward its shareholders with either a special one-time dividend of £2.50 or an increase of the annual dividend by £1.00. William Stewart, the company’s CFO, however, suggests using half of the accumulated cash of £12 million to initiate a buy back. In addition, Mr. Stewart would like to reduce the company’s debt by 4 million, thereby maintaining a cash reserve of only £2 million. Recovering from the global financial crisis when shares of Welsh Med fell by more than half, its current share price £17.38 is still, down 32% from its peak £25.55 of summer 2007. However, Carwyn and Geraint are very optimistic that the economic recovery will continue and that their company’s share price will reach new highs within the next 2–3 years. QUESTIONS 1. Do you think it was prudent to initiate annual dividend payments only 3 years after the IPO?
1. What do you think about the owner’s optimistic view that the share price will reach new highs in 2–3 years? Is a share price of £25.55 or higher realistic under the current dividend growth rate assumption?
2. Is the commonly used DDM that assumes a constant and perpetual growth rate applicable to Welsh Meds? Explain
3. How would the suggested debt reduction affect the company’s P/E ratio, return on assets, and return on equity?
4. How would the suggested share repurchase affect the company’s P/E ratio, return on assets, and return on equity?
5. Would you regard a £2 million cash reserve as sufficient for Welsh Meds? Explain.
In: Finance
My choice is hybrid or smart cars
This week, you will submit your Analysis of Impact draft (roughly four pages, using APA format).
This portion of the Course Project provides an analysis of the chosen technology’s influence on society considering all of the following components:
Social
How has this technology been received, accepted, or rejected? Why? Is it feared or favored? What is the attitude toward change? How are the developers trying to sell the technology to the general public? Look at attitudes, feelings (emotions), behaviors, personality, and the ways humans change as a result of this technology. What is being thought, and why? Is the human mind impacted? How? Are interactions between people changing as a result? Who is included or excluded, and why? Use Maslow’s hierarchy of needs, Piaget, or some other theorist. What psychological needs are met by the technology (e.g., cell phones once granted status and now promote a sense of belonging or connectedness) or created by the technology? Consumerism?
Look at groups and organizations that have arisen and prospered because of this technology. Are these groups supportive or antagonistic, and why? (An example is genetically modified foods [GMOs] and the backlash against the Monsanto corporation. Another is cochlear implants that allow the deaf to hear yet reduce the deaf population that calls itself a community.) How does the technology change society, or how does society change in response to the technology? What factors in society led to the development in the first place? What do class, gender roles, race, norms, and the like mean in this context? Who will benefit from the technology, and who might be harmed (this might also belong in the ethics and morals section)? For example, prosthetics enable people to participate more fully and actively in society (some people compete in triathlons and marathons), and war has brought about the need for advances in prosthetic technology as casualties with missing limbs return home to the United States. Look at the workplace, new companies, and/or jobs created, jobs lost (or save this for the economics section, perhaps). Look at roles—subgroups, people’s interpersonal and intrapersonal relationships. Consider crime, healthcare, and schools. Surveillance cameras, for example, have recently been installed in New York City, and the result has been a decrease in the amount of crime, purse-snatching, pickpocketing, and so forth. Yet some fear the big-brother effect of always being watched and tracked, as well as concerns over “who will guard the guards.”
Cultural
This is a really important section. Consider the elements that comprise the culture and subcultures. Compare the United States' use of the technology with that of other nations around the world. What is it about Americans that brings about innovation, or has America declined in terms of technical innovation, scientific research, and development? Look at advertising for the technology, the use of celebrities or stars or heroes, the applications (e.g., sports and nanotechnology), and the values represented by the culture. What has priority, and why? An example: IBM was spelled out in xenon atoms. Why were these letters chosen instead of something else? What new words have been added to our vocabulary from this technology? Horseless carriagewas used long before the term automobile. Wirelesspreceded Wi-Fi, and webcastingpreceded podcasting. Broadcastwas a term adapted from agriculture long before it was used for radio and television.
How do musicians and artists react to, use, or incorporate the technology in their artistic productions? For example, fiber optic lighting has been used on the stage and in parades (Disney) for costuming. The drama term in the limelight, for example, was derived from a lens and lighting system used in lighthouses. Look at literature—perhaps science fiction or fantasy stories—that predate the technology (Jules Verne, for example, wrote about submarines before they were actually invented and used—though Leonardo da Vinci had sketched the idea centuries before Verne). Are there any songs, short stories, poems, plays, TV shows, or films that directly make reference to the technology? Are there any related literary works that apply? Is the artifact in a museum or will it be? Why? How does the technology relate to concepts of beauty and novelty and human creativity? How can people express their humanity through this technology? An example: Scientists experimenting with nano made a nano guitar that actually played a tune, though it was subthreshold to human hearing.
Political
Look at government policy, government intervention, government involvement (support or lack of support, funding), both nationally and internationally. Consider Congress, the president, the Supreme Court (decisions), the rate of change, liberalism, conservatism, legislation, litigation, and so forth. What political factors are at work in the progression or regression of the technology (e.g. lobbyists, special interest groups, partisan views, vocal advocates, or spokespersons)? For example: The Americans with Disabilities Act was designed to prevent discrimination and encourage accessibility to public facilities; it impacted architects, companies, organizations, and persons with disabilities through the installation of ramps (wider doors, lower knobs and handles, larger restroom stalls), the use of assistive devices in schools and in the workplace, hiring practices, and lawsuits against employers, among other things.
Economic
Consider production, consumption, costs, variables of supply-demand, corporations, private enterprise, and impact on the nation’s economy (employment, displacement, outsourcing). Are certain industries impacted more than others? Look up financial projections—expectations for growth, startup companies, the stock exchange, and so forth—anything related to business and the United States and global economy. Who are the chief players in the business environment, and what is their role? How much has been invested in research and development? How will the price fluctuate? What economic trends are to be observed? Who will make money from the technology? Who is funding the research and development? Who controls the purse strings, and why? Look at foundations and charitable organizations, the outcomes and the nature of consumers. Be sure to use charts and tables and quantitative data in this section. Tables, figures, and data and statistics must be current, valid, and used appropriately.
And the Environmental Impact
Consider such things as dangers to humans, the depletion of
resources, air and water pollution, discovery before inventions,
impact on wildlife and humans (health and safety), long-term and
short-term effects, waste disposal, and aesthetic considerations
(how the technology changes the landscape). Look also at the
positive effects (savings of raw materials or fossil fuels, low
environmental impact, enhancement to the environment). For example,
some thought the Alaskan Pipeline would impact the caribou
population and its ability to migrate; the scientists discovered
that the population actually increased and was healthier because
they had “shade” from the above-the-ground pipe, fewer biting
flies, and less physically stressed females.
Other negative examples: The spotted owl and deforestation in
Washington State; the snail darter and the dam, endangered species
and loss of habitats, extinction, over-mining, overproduction,
pollution of ground water, landfills, toxic wastes, stripping the
soil of nutrients, over fishing, over hunting, and over
harvesting.
In: Electrical Engineering
My choice is hybrid or smart cars This week, you will submit your Analysis of Impact draft (roughly four pages, using APA format). This portion of the Course Project provides an analysis of the chosen technology’s influence on society considering all of the following components: Social How has this technology been received, accepted, or rejected? Why? Is it feared or favored? What is the attitude toward change? How are the developers trying to sell the technology to the general public? Look at attitudes, feelings (emotions), behaviors, personality, and the ways humans change as a result of this technology. What is being thought, and why? Is the human mind impacted? How? Are interactions between people changing as a result? Who is included or excluded, and why? Use Maslow’s hierarchy of needs, Piaget, or some other theorist. What psychological needs are met by the technology (e.g., cell phones once granted status and now promote a sense of belonging or connectedness) or created by the technology? Consumerism? Look at groups and organizations that have arisen and prospered because of this technology. Are these groups supportive or antagonistic, and why? (An example is genetically modified foods [GMOs] and the backlash against the Monsanto corporation. Another is cochlear implants that allow the deaf to hear yet reduce the deaf population that calls itself a community.) How does the technology change society, or how does society change in response to the technology? What factors in society led to the development in the first place? What do class, gender roles, race, norms, and the like mean in this context? Who will benefit from the technology, and who might be harmed (this might also belong in the ethics and morals section)? For example, prosthetics enable people to participate more fully and actively in society (some people compete in triathlons and marathons), and war has brought about the need for advances in prosthetic technology as casualties with missing limbs return home to the United States. Look at the workplace, new companies, and/or jobs created, jobs lost (or save this for the economics section, perhaps). Look at roles—subgroups, people’s interpersonal and intrapersonal relationships. Consider crime, healthcare, and schools. Surveillance cameras, for example, have recently been installed in New York City, and the result has been a decrease in the amount of crime, purse-snatching, pickpocketing, and so forth. Yet some fear the big-brother effect of always being watched and tracked, as well as concerns over “who will guard the guards.” Cultural This is a really important section. Consider the elements that comprise the culture and subcultures. Compare the United States' use of the technology with that of other nations around the world. What is it about Americans that brings about innovation, or has America declined in terms of technical innovation, scientific research, and development? Look at advertising for the technology, the use of celebrities or stars or heroes, the applications (e.g., sports and nanotechnology), and the values represented by the culture. What has priority, and why? An example: IBM was spelled out in xenon atoms. Why were these letters chosen instead of something else? What new words have been added to our vocabulary from this technology? Horseless carriagewas used long before the term automobile. Wirelesspreceded Wi-Fi, and webcastingpreceded podcasting. Broadcastwas a term adapted from agriculture long before it was used for radio and television. How do musicians and artists react to, use, or incorporate the technology in their artistic productions? For example, fiber optic lighting has been used on the stage and in parades (Disney) for costuming. The drama term in the limelight, for example, was derived from a lens and lighting system used in lighthouses. Look at literature—perhaps science fiction or fantasy stories—that predate the technology (Jules Verne, for example, wrote about submarines before they were actually invented and used—though Leonardo da Vinci had sketched the idea centuries before Verne). Are there any songs, short stories, poems, plays, TV shows, or films that directly make reference to the technology? Are there any related literary works that apply? Is the artifact in a museum or will it be? Why? How does the technology relate to concepts of beauty and novelty and human creativity? How can people express their humanity through this technology? An example: Scientists experimenting with nano made a nano guitar that actually played a tune, though it was subthreshold to human hearing. Political Look at government policy, government intervention, government involvement (support or lack of support, funding), both nationally and internationally. Consider Congress, the president, the Supreme Court (decisions), the rate of change, liberalism, conservatism, legislation, litigation, and so forth. What political factors are at work in the progression or regression of the technology (e.g. lobbyists, special interest groups, partisan views, vocal advocates, or spokespersons)? For example: The Americans with Disabilities Act was designed to prevent discrimination and encourage accessibility to public facilities; it impacted architects, companies, organizations, and persons with disabilities through the installation of ramps (wider doors, lower knobs and handles, larger restroom stalls), the use of assistive devices in schools and in the workplace, hiring practices, and lawsuits against employers, among other things. Economic Consider production, consumption, costs, variables of supply-demand, corporations, private enterprise, and impact on the nation’s economy (employment, displacement, outsourcing). Are certain industries impacted more than others? Look up financial projections—expectations for growth, startup companies, the stock exchange, and so forth—anything related to business and the United States and global economy. Who are the chief players in the business environment, and what is their role? How much has been invested in research and development? How will the price fluctuate? What economic trends are to be observed? Who will make money from the technology? Who is funding the research and development? Who controls the purse strings, and why? Look at foundations and charitable organizations, the outcomes and the nature of consumers. Be sure to use charts and tables and quantitative data in this section. Tables, figures, and data and statistics must be current, valid, and used appropriately. And the Environmental Impact Consider such things as dangers to humans, the depletion of resources, air and water pollution, discovery before inventions, impact on wildlife and humans (health and safety), long-term and short-term effects, waste disposal, and aesthetic considerations (how the technology changes the landscape). Look also at the positive effects (savings of raw materials or fossil fuels, low environmental impact, enhancement to the environment). For example, some thought the Alaskan Pipeline would impact the caribou population and its ability to migrate; the scientists discovered that the population actually increased and was healthier because they had “shade” from the above-the-ground pipe, fewer biting flies, and less physically stressed females. Other negative examples: The spotted owl and deforestation in Washington State; the snail darter and the dam, endangered species and loss of habitats, extinction, over-mining, overproduction, pollution of ground water, landfills, toxic wastes, stripping the soil of nutrients, over fishing, over hunting, and over harvesting.
In: Operations Management
PERFORMANCE APPRAISAL/COMPENSATION EMAILS Situation:
The OL organization is a medium to large-sized service organization in New England. The OL organization’s performance appraisal system, which was designed by the HR Department several years ago, requires that all employees be evaluated by their supervisor on an annual basis except for new employees, who are appraised after the first 90 days (the probationary period). The performance appraisal form, which is used for all employees, is shown below. Supervisors are required to complete this form covering each of their employees at the appropriate time. They should discuss the evaluation with the employee, ask each employee to sign the form at the end of the interview, and return the completed form to the HR department. The organization has several different wage structures, including one for executives, one for managers, and one for all the other workers. The job evaluation is the point factor technique in which all jobs receive a point value based on an assessment of compensable factors. Jobs are then assigned to a grade level, and each grade has an entry or minimum rate and a maximum salary payable for the jobs in that grade. The amounts between the entry rate and maximum comprise the salary range for the grade. Adjustments to the ranges are made periodically as area market rates change. Salaries are directly related to the work they do and how well they do it. The salary is based on the point evaluation and the survey results. The company is generally considered to be competitive when surveyed in their market. Usually employees begin at the bottom of each pay grade. Employees are considered for a merit increase after six months of service and then they annual receive a merit increase at the end of each year. Cost-of-living increases are also granted periodically by the organization to all employees. You are Sandy, the Human Resource Manager, and have received the following memos and emails over the last several days while you were out of the office. Please respond to each of the memos. First, you should reply to the memo. Then if necessary state what other actions you might take (other than replying to the email). Finally, you should state the importance of each memo as either critical, medium, or of low importance.
Item 1 FROM: Charlie Counter, Accounting Department, [email protected] SUBJECT: 90-Day Employee Evaluation TO: Human Resource Department, [email protected]
I just received my first performance evaluation and received mostly “3s” or very average ratings. I asked my supervisor why I did not receive better ratings she said that her evaluation of me was good. She said that I was making good progress on the job. She added that, if I continue to show improvement, I will receive higher ratings in the future. When I asked her why I did not receive better ratings, she replied that I was relatively inexperienced compared to other employees. Why am I being evaluated against older, more experienced employees? That does not seem fair. I believe that considering my limited experience I deserve higher evaluations.
Item 2 FROM: Johnathon Pine, Computer Center, [email protected] SUBJECT: Performance Evaluation TO: Human Resource Department, [email protected]
I just received my evaluation and found out that I received mainly 4s. I have been working at the Computer Center a few years and I don’t seem to improve much. I asked my supervisor for feedback so that I could improve. I wouldn’t complain but I have asked my supervisor for feedback so that I could get a better appraisal next time, and he had difficulty telling me how to do it. If I can’t get the proper feedback how am I expected to improve? I don’t think this system is fair. Can somebody give me feedback? ________________________________________________________________
Item 3 FROM: Bonnie Jell, [email protected] SUBJECT: Administering Employee Evaluations TO: Human Resource Department, [email protected]
I have recently received from your office a request to conduct evaluations this month on my employees. As you probably know, I was promoted to this supervisory position only one month ago from another company as a result of the former supervisor’s termination. I don’t feel that I can presently conduct a fair evaluation of these employees because I have only observed them for one month. Can I receive help since the appraisal should assess a full year’s performance?
Item 4 FROM: Kelly Pool, Supervisor, [email protected] SUBJECT: Evaluation of Karen Kent TO: Human Resource Department, [email protected]
Yesterday afternoon I conducted an evaluation interview with Karen Kent and when I told her I gave her a “3” on “Teamwork” she got quite upset and defensive. She said that the evaluation should have been at least a “4” and possibly a “5.” I attempted to explain my evaluation to her, but she disagreed and would not listen to me. She continued to argue with me stating that I did not really understand her teamwork skills. Karen received a “4” evaluation last year on “Teamwork” and a 3.5 overall evaluation this year. What should I do if this happens again?
Item 5 FROM: Matt Million, Supervisor, [email protected] SUBJECT: Evaluation complaints TO: Human Resource Department, [email protected]
I have received a number of complaints from some of my employees that I grade too hard compared to other supervisors. These employees complain that this results in very little merit pay for them each year. They are not listening to the feedback I am giving them since they are so concerned with some of the low ratings which result in lower pay increases. I don’t know what to do. Should I ignore it or should I change the way I give ratings? Please advise.
Item 6 FROM: Mary Smith, Purchasing, [email protected] SUBJECT: Improving Performance TO: Human Resource Department, [email protected]
I was wondering if you can offer me some advice or assistance. I have been getting good appraisals, mostly 4s. I would like to improve and spent a lot of time working on my self- appraisal. When we sat down for my evaluation, my supervisor pretty much ignored everything I had written. In fact, he seemed to concentrate on some of the more trivial duties. Please advise.
Item 7 FROM: Jeff Flock, Supervisor, [email protected] SUBJECT: Performance evaluation of Linda Lester TO: Human Resource Department, [email protected]
I have received a number of complaints from some of my employees. They believe that my appraisals and feedback seem to be based only on what they do in the last several weeks. They say that their evaluation ratings are not fair. Please advise.
Item 8 FROM: Donna Carol, [email protected] SUBJECT: My Performance evaluation TO: Human Resource Department, [email protected]
In my last performance appraisal, I was rated much lower than my previous appraisal. Before this current appraisal my supervisor, Tom Trash, asked me out on a date and I declined. I thought the issue was over because he did not react very negatively when I declined to date him. It seems, however, that it might have since I am pretty sure that my performance has not changed significantly even though my ratings have. Furthermore, the rumor is that the woman he is dating is receiving higher appraisals since they have been dating. I don’t believe this is fair, but I am not sure what to do?
Item 9 FROM: Sam Mullen, [email protected] SUBJECT: Pay TO: Human Resource Department, [email protected]
Tom Jenkins has been with the company for ten years. His present position is Systems Analyst 1 and is at the maximum pay level for his grade. The Wonton Company has offered him another position, which would give him a 10% increase in salary for similar duties. Based on his financial obligations to his family, he claims he is need of higher pay. Since he enjoys working for our company and has been a tremendous asset to our company, and it would be difficult to promote him to SA II, is there any way you could match their offer? I know he would stay if we could offer him a significant increase. Can we give him more than his grade allows?
Item 10 FROM: Shawn Sollen, [email protected] SUBJECT: Pay TO: Human Resource Department, [email protected]
One of my employees has been working in IT for more than 8 years and is making about the same salary as one of my new employees in the same job. This is unfair since the one with seniority, Jake, is likely to find out about this sooner or later and I don’t want to lose him. This compression problem is likely to cause conflicts since the market has continued to increase entry-level IT salaries 30% over the last three years. Can we increase the salaries of the high-performing, senior IT people? What can we do about this?
In: Operations Management
Y1 Y2 X3 X4 X5 X6 X7
478 184 40 74 11 31 20
494 213 32 72 11 43 18
643 347 57 70 18 16 16
341 565 31 71 11 25 19
773 327 67 72 9 29 24
603 260 25 68 8 32 15
484 325 34 68 12 24 14
546 102 33 62 13 28 11
424 38 36 69 7 25 12
548 226 31 66 9 58 15
506 137 35 60 13 21 9
819 369 30 81 4 77 36
541 109 44 66 9 37 12
491 809 32 67 11 37 16
514 29 30 65 12 35 11
371 245 16 64 10 42 14
457 118 29 64 12 21 10
437 148 36 62 7 81 27
570 387 30 59 15 31 16
432 98 23 56 15 50 15
619 608 33 46 22 24 8
357 218 35 54 14 27 13
623 254 38 54 20 22 11
547 697 44 45 26 18 8
792 827 28 57 12 23 11
799 693 35 57 9 60 18
439 448 31 61 19 14 12
867 942 39 52 17 31 10
912 1017 27 44 21 24 9
462 216 36 43 18 23 8
859 673 38 48 19 22 10
805 989 46 57 14 25 12
652 630 29 47 19 25 9
776 404 32 50 19 21 9
919 692 39 48 16 32 11
732 1517 44 49 13 31 14
657 879 33 72 13 13 22
1419 631 43 59 14 21 13
989 1375 22 49 9 46 13
821 1139 30 54 13 27 12
1740 3545 86 62 22 18 15
815 706 30 47 17 39 11
760 451 32 45 34 15 10
936 433 43 48 26 23 12
863 601 20 69 23 7 12
783 1024 55 42 23 23 11
715 457 44 49 18 30 12
1504 1441 37 57 15 35 13
1324 1022 82 72 22 15 16
940 1244 66 67 26 18 16
Y1 = Total reported crimes per million inhabitants Y2 = Crimes of violence reported per 100,000 inhabitants X3 = Annual budget for the police dollars per capita X4 =% of people 25 years old or older who finished high school X5 =% of young people between 16 and 19 years old who do not attend high school nor have graduated from it. X6 =% of young people between the ages of 18 and 24 who attend university X7 =% of people with 25 years or more who achieved a 4-year university career
The attached Excel document presents the crime statistics in a city. Other important information about education is also presented.
The purpose of this exercise is to create two models of multiple linear regression where we try to predict
(1) Y1 using as predictors X3, X5, X6
(2)) Y2 using as predictors X3, X4, X7
In each case you need:
A. The model (all beta coefficients) and the interpretation of each coefficient.
B. How significant are each of the coefficients
C. The coefficient of determination of the model (R squared)
D. The interpretation of R squared
E. In case (a) predict: What will be the rate of total crimes reported per million inhabitants if $ 50 per year are assigned per capita to the police, there is a 10% of young people between 16 and 19 who do not attend the high school (they have not completed it) and there is 50% of young people between 18 and 24 years old who attend university.
F. In case (b) predict: How many crimes of violence will be reported if 20 dollars per capita per year are allocated to the police, 60% of people over 25 years old have finished high school and there are 5% of people 25 years or older who achieved a 4-year university career.
G. After doing all this analysis, draw practical conclusions about the findings made in this city.
H. If you are a counselor for the authorities in that city, please write a paragraph of recommendations to follow to try to reduce crime
In: Statistics and Probability
The game of Nim. This is a well-known game with a number of variants. The following variant has an interesting winning strategy. Two players alternately take marbles from a pile. In each move, a player chooses how many marbles to take. The player must take at least one but at most half of the marbles. Then the other player takes a turn. The player who takes the last marble loses.
Write a program in which the computer plays against a human opponent. Generate a random integer between 10 and 100 to denote the initial size of the pile. Generate a random integer between 0 and 1 to decide whether the computer or the human takes the first turn. Generate a random integer between 0 and 1 to decide whether the computer plays smart or stupid. In stupid mode, the computer simply takes a random legal value (between 1 and n/2) from the pile whenever it has a turn. In smart mode the computer takes off enough marbles to make the size of the pile a power of two minus 1 - that is, 3, 7, 15, 31, or 63. That is always a legal move, except when the size of the pile is currently one less than a power of two. In that case, the computer makes a random legal move.
You will note that the computer cannot be beaten in smart mode when it has the first move unless the pile size happens to be 15, 31, or 63. Of course, a human player who has the first turn and knows the winning strategy can win against the computer.
Make sure your program tells the user whether the computer played in smart or stupid mode.
Your program will need to use both decisions (if statements) and loops.
method returns a double value >= 0.0 and < 1.0. To get a random integer between two integer values (Min and Max) use:
Min + (int)(Math.random() * ((Max - Min) + 1))
Write pseudocode and/or a flow chart before you try to write this program. As you write your program, a good practice would be to write and test it in parts. For example, generate the initial size of the pile, which player goes first, and what mode the computer plays in and output without actually playing the game. Then play one round and end the game, etc.
Submit:
Pseudocode for your solution.
Your Java code as a .java file.
In: Computer Science
Each group will have a stock solution of 1M acetic acid and 1M
sodium acetate.
2. Prepare 22mL buffer solution with 0.35M acetic acid and 0.35M
sodium acetate. Given
that the Ka of acetic acid is 1.8 x 10-5. What is the expected pH
of the buffer? 3. Pipette the prepared buffer solution into two
clean containers, each with 10mL buffer
solution. Calculate and measure how the pH change if
a. 2mL 0.025M NaOH is added to tube 1. b. 2mL 0.04M HCl is added to
tube 2.
4. Add another volume of solution to each of the buffer solution
and check the change of
pH using pH paper and pH meter.
a. 2mL 0.025M NaOH is added to tube 1. b. 2mL 0.04M HCl is added to
tube 2.
5. Can the buffer solution resist change of pH after adding acid /
base? Explain your
answer.
Exercise b:
- Here are some Ka values for weak acids and bases. Which of the
pair(s) would be
appropriate as a buffer at pH = 7.0? Explain your answer.
o CH3COOH/CH3COO- Ka = 1.8 x 10-5
o HCO3-/CO32-
Ka = 5.6 x 10-11 o H2PO4-/HPO42-
Ka = 6.2 x 10-8
In: Chemistry
Liquid (anhydrous) ammonia, NH3(l), with a boiling point of –33 °C, is often used as an alternate solvent to water. It forms strong hydrogen bonds and the polar molecules can solvate ionic compounds. Anhydrous ammonia also undergoes autoionization. Therefore, there can be acidic, neutral, or basic species in solutions of liquid ammonia.
a) Write the chemical equation, using the Brønsted‐Lowry perspective, that describes the autoionization of NH3(l). (Hints: for water this equation is 2H2O(l) ⇌ H3O+(aq) + OH–(aq); X(am) denotes a solute solvated by ammonia)
b) Identify the species in pure NH3(l) that can act as Brønsted acids and as Brønsted bases. (There are more than one for each case.)
c) Write the equilibrium expression for the autoionization constant Kam of liquid ammonia.
d) At 50°C, the autoionization constant of ammonia Kam is 1030. What are the conditions for “neutral”,
“acidic”, and “basic” liquid ammonia solutions at 50°C?
e) Propose a quantity, analog to the pH, that indicates the acidity of a liquid ammonia solution.
f) For each of these compounds: NH4Cl, LiNH2, KOH, N(CH3)3, when dissolved in liquid ammonia, identify whether it gives rise to an "acidic" solution or a "basic" solution. Write out the chemical equilibrium that shows how it behaves as an acid or a base in NH3(l).
In: Chemistry
Neutralization Reactions
In a clean, small container (glass vial or small paper cup), place about ten drops of an ammonia cleaner and two “squirts” of cabbage juice indicator.
Use a clean medicine dropper and count the number of drops of vinegar required to change the color of the solution from green to purple.
Repeat the above tasks with pickle juice or some solution that you found to have an acid pH slightly higher than vinegar.
Create a data table that summarizes your results of the two titrations.
Neutralization Reactions – comparison of two acid solutions neutralizing a base cabbage juice + ammonia solution
Insert Table Here
|
Drops of Ammonia |
Vinegar |
Pickle juice |
|
10 |
6 |
8 |
|
10 |
7 |
7 |
|
10 |
6 |
8 |
In the titration of ammonia solution with vinegar, and with another acid solution with a slightly higher pH value, how did the amounts needed for the neutralization of the ammonia (signaled by the change from green to purple in the solution containing the ammonia and cabbage juice) compare? How does this comparison match the differences in pH values? What is the basis of any correlation between starting pH values of the two acids and amount required to neutralize the same amount of vinegar solution? Provide explanations for each for the three questions.
In: Chemistry