When fertilized mouse embryos are placed in a culture they being to replicate their DNA very quickly (within minutes), and then they complete the first cell division approximately 6 hours later.

1. What phase of the cell cycle has been greatly shortened? Why do you think this phase is not nearly as long as it is in a typical cell?
2. If you discovered that one of the proteins that is usually made during this phase is actually provided by the mother as a maternal protein (and this is part of the reason for the shortened phase), which protein do you think that is? Explain.
3. If you do an experiment in which you expose fertilized eggs to uv light just after fertilization, now they don’t replicate their DNA for 35-40 minutes. What is happening at the molecular level during this 35-40 minutes?
4. If you do a second experiment in which you add a small molecule inhibitor of APC to the cells, at what point would the cell cycle stop, and why? (you don't need to indicate the time)

4. A teacher believes that whatever he says in class has no effect on his students. Just as he's about to quit his profession, a statistician enters the room and suggests that the teacher design a study to test his assumption. The study will look at whether providing in-class feedback on homework assignments enhances classroom performance. The teacher wants to know whether providing feedback before or after returning the assignments is most useful. He's also interested in the most effective means of presenting the feedback: verbal presentation, written handout, or a summary on overheads. Ultimately, he'd like to identify the best approach for increasing test scores of the students. There are 12 classes available in the school for the experiment. Design an experiment that helps answer these questions. Be sure to identify the factors, the levels of the factors, the treatment groups, and the response variable. Comment on how the students will be assigned to the different treatment groups. Is it possible to use simple random assignment of all students? As much as possible, use diagrams instead of words to summarize your experimental design.

An article described an experiment in which several different types of boxes were compared with respect to compression strength (in pounds). The data in the table below resulted from a single-factor experiment involving k = 4 types of boxes (the sample means and standard deviations are in close agreement with values given in the paper). Do these data provide evidence to support the claim that the mean compression strength is not the same for all four box types? Test the relevant hypothesis using a significance level of .01 if = 685.42. Type of Box Compression Strength (lb)

Sample Mean   Sample SD

1 711.4 689.4 689.1 655.5 744.3 778.3 711.33 43.96

2 696.1 772.5 732.1 786.9 784.8 799.2 761.93 39.68

3 727.1 661.7 737.1 649.0 727.2 706.3 701.40 37.27

4 596.9 542.4 530.0 545.1 618.7 569.0 567.02 34.71

F = (Give the answer to one decimal place.)

PLEASE SHOW WORK SO I CAN LEARN HOW TO DO THIS :)

context: 1A: Using the alligator clip wires, attach the coil with more loops to the galvanometer. Look carefully at the direction that the wires are turned. The idea here is that you will be moving the pole of a magnet closer to the coil— increasing the magnetic field strength in the vicinity of the coil, which is one way to increase magnetic flux. Thinking about the orientation of your loops of wire, and using the appropriate right-hand rule(s), decide which direction the current will be created in the wire as you move the north pole of your magnet towards, and into the center of, the coil—and therefore which direction the needle of the galvanometer will move. Draw a diagram below and the direction of the induced current in the wire coil as the magnet is moved as shown.

questions

Experiment 3: Repeat 1a, but this time hold the magnet still and move the coil toward the magnet. How does the created current in this case compare to that in 1a (in magnitude and direction)? Why?

Experiment 4: Repeat 1a but with the S-pole facing toward the loop. Is it any different? How? Why?

A South African mathematician, John Kerrich, was visiting Copenhagen in 1940 when Germany invaded Denmark. Kerrich was forced to spend the next five years in an internment camp, and to pass the time, he carried out a series of experiments. One such experiment involved flipping a coin 10,000 times and keeping track how many heads he obtained. Of all the 10,000 coin flips, 5067 came up heads.

a.Use the normal approximation to calculate a 95% confidence interval for the true probability of heads for Kerrich’s coin, and interpret your result. Do this by hand.

b.Use an exact method to calculate a 95% confidence interval for the true probability of heads for Kerrich’s coin (use R software), and interpret your result.

c.Compare your results from a and b. Why do the results look so similar? What would have to happen in order for these results to look substantially different?

d.Do you think the coin he used in this experiment was fair? Explain.

A group of researchers wanted to investigate the effect that active listening have in feeling understood. The researchers know from prior studies (using the FUME scale: feeling of understanding scale) that the results of interaction with partners who received advice from the listener had a FUME average score 11.79 with the standard deviation of 7.47. The researchers conducted an experiment where the 37 participants were given an interaction partner and that partner engaged actively listened without given any advice. The result of that experiment showed that mean FUME score was 17.27. Is the enough evidence to suggest that active listening without given advice produce a different mean FUME score of feeling understood?

1. State the Null and Alternative

2. Find The Standard error and Test statistics (show work for credit ) include the decoding.

3. Draw the standard normal Distribution and decide how likely is the test statistics.

4. Decide to reject or accept the Null hypothesis ~ Use the Test statistics and or the p-value. Show or describe where did you get the p-value if use it.

5. Conclusion

1. The experiment of rolling a fair six-sided die twice and looking at the values of the faces that are facing up, has the following sample space.

For example, the result (1,2) implies that the face that is up from the first die shows the value 1 and the value of the face that is up from the second die is 2.

(1,1)       (1,2)       (1,3)       (1,4)       (1,5)       (1,6)

(2,1)       (2,2)       (2,3)       (2,4)       (2,5)       (2,6)

(3,1)       (3,2)       (3,3)       (3,4)       (3,5)       (3,6)

(4,1)       (4,2)       (4,3)       (4,4)       (4,5)       (4,6)

(5,1)       (5,2)       (5,3)       (5,4)       (5,5)       (5,6)

(6,1)       (6,2)       (6,3)       (6,4)       (6,5)       (6,6)      

A pair of dice is thrown.

Let X = the number of values less than 3.

Complete the table to construct a probability distribution for X using the sample space from the experiment of rolling two fair six-sided dice.

NOTE: Your answers should be approximate decimals to 4 places.

P.D Thanks in advance

1. A psychologist is working with a patient who suffers from a very rare disorder. Which type of research is the psychologist likely to use?

2. Collectivistic cultures value individual achievement above most other aspects of personal behavior. True or False?

3.Replication is the best way to ensure that a research finding is indeed statistically significant. True or False?

4.The fact that newborn babies get more REM sleep than humans at any other time in the lifespan suggests that the Freudian view of dreams and dreaming may not have a great deal of validity. True or False?

5.The law of parsimony states that the explanation that is most likely to be true is the most complicated one. True or False?

6. The possible existence of the file-drawer problem should be kept in mind when a/an _________________ yields significant results or effects.

Students performing vinegar analyses made several mistakes in their experiments. Explain in detail how each error below will affect the final result (% weight of acetic acid in vinegar) of each student's experiment. Show all steps of logic followed in analyzing the effects of the mistake (remember that the experiment had two parts):

1.Student A used a wet beaker to transfer the NaOH solution to be standardized from its original container to the buret.

2.Student B did not fill the tip of the buret with titrant before starting the NaOH standardization, so the tip contained air when the titration was started, but was filled after the first standardization.

3.Student C over-titrated the php solution, but ignored it and continued on with calculations.

4.Student D was in a hurry to leave the lab. He finished the titration of vinegar without waiting for the pink color to persist for 15 seconds. He recorded the volume of NaOH used, just to notice that the pink color disappeared. He ignored this observation and proceeded with calculations.

1. A manufacturer of steel wants to test the effect of the method of manufacture on the tensile strength of a particular type of steel. Four different methods have been tested and the data shown in Table 1. (Use Minitab)

1. Develop the ANOVA table and test the hypothesis that methods affect the strength of the cement. Use a = 0.05
2. Use the Tukey’s method with a =0.05 to make comparisons between pairs of means.
3. Construct a normal probability plot of the residuals. What conclusion would you draw about the validity of the normality assumption?
4. Prepare a scatter plot of the results to aid the interpretation of the results of this experiment
5. Find a 95 percent confidence interval on the mean tensile strength of each method. Also find a 95 percent confidence interval on the difference in means for techniques 1 and 3. Does this aid in interpreting the results of the experiment?

                     Table 1

                                         Method                      Tensile Strength

                                              1                 6.5       7.6       7.5        6.0

                                              2                 9.8       9.7       8.6        8.9

                                              3                 7.7       6.2       6.9        7.0

4    9.0       8.8       8.5        9.5