In an experiment to test the effect of antibiotics, fifteen pigeons are first trained to recognize which symbol marks the correct cup containing food. The measure of their training is the percentage of pecks made to the correct cup (PCT_CCUP). The pigeons are then randomly assigned to one of three groups, and their initial value (Time 0) of PCT_CCUP is recorded. Then the pigeons are given an injection. Group 1 receives a saline injection, Group 2 receives antibiotic ‘C’, and Group 3 receives antibiotic ‘P’. PCT_CCUP is measured 24 hours later, and again 48 hours later. The experiment is designed to test whether the antibiotics cause the pigeons to forget their training, and whether the effect of the antibiotic is different at 24 and 48 hours post-injection.

a. Identify the experimental design.

b. The table below shows the relevant sums of squares. Fill in the degrees of freedom, and explain the degrees of freedom for the error term

Source DF Type III SS

time __ 1195.600000

inject __ 149.733333

time*inject __ 134.666667

pigeon(inject) __ 2970.800000

Experimental error __ 92.400000

- Why is important to include uncertainty in a measurement in a lab setting?

- Suppose you want to measure how fast your friend can run a race. To do this, you set up a straight track with a starting line and a finishing line and have your friend run from one end to the other. To calculate their speed, you need to know how far they ran and the time it took, so you measure the length of the track with a measuring tape, and you time your friend’s run using a stop watch. Describe at least one possible source of random uncertainty and one possible source of systematic uncertainty that might exist in this type of experiment. Uncertainty does not include making a mistake

- Give two examples of scenarios where it is crucial that the level of uncertainty in an experiment must be as small as possible.

- Does a small standard deviation signify more or less uncertainty in the data? Explain.

- Does a wider normal distribution plot indicate more or less uncertainty in the data? Explain.

When choosing an item from a group, researchers have shown that an important factor influencing choice is the item's location. This occurs in varied situations such as shelf positions when shopping, filling out a questionnaire, and even when choosing a preferred candidate during a presidential debate. In this experiment, five identical pairs of white socks were displayed by attaching them vertically to a blue background that was then mounted on an easel for viewing. One hundred participants from the University of Chester were used as subjects and asked to choose their preferred pairs of socks. In choice situations of this type, subjects often exhibit the "center stage effect," which is a tendency to choose the item in the center. In this experiment, 34 subjects chose the pair of socks in the center. Are these data evidence of the "center stage effect"? STATE: Are the students choosing pairs of socks randomly? If the students were choosing socks at random, what would be the chance, p 0 , of a pair being selected? (Enter your answer rounded to one decimal place.)

This activity focuses on vibratory motion. In particular, we look at pendulum motion. Put simply, vibratory motion is the back and forth motion of an object as a result of a restoring force or influence such as spring force (in the case of spring motion) and gravity (in the case of pendulum motion). Items Needed: string or yarn a small object that you can tie a string to and use as a pendulum bob a watch or timer a ruler

1. Hang or suspend an object using a string of length L = 20 cm.

2. Pull the object to one side and release.

3. Using a watch, measure the time t the object takes to make 10 complete swings.

4. The period T is the time it takes for an object to make 1 vibration or swing. Determine the period of the pendulum motion.

T= t 10 =2π √ L g

5. Using different lengths of string, perform several trials of the experiment.

6. In the report, describe and discuss your observations.

HELP ME WITH MY EXPERIMENT AND GATHER DATA

1. How did the chicken experiment illustrate the evolution of cooperation?

a. Because whole productive groups were selected instead of individuals, aggressive traits were selected against.

b. The chicken experiment does not illustrate the evolution of cooperation.

c. The hens were trained to live harmoniously by their handlers.

d. The most productive individuals were placed in a group together which created a population of super productive chickens.

2.Traits that were once adaptive can also be maladaptive depending on the context of the environment.

a. True

b. False

3. Adaptations can be the epitome of shortsighted selfishness, even harming everyone over the long run.

a. True

b. False

4. Which two species were offshoots of the Archaic Homo heidelbergensis?

a. Australopithecus afarensis and Paranthropus boisei

b. Homo sapiens and Homo ergaster

c. Homo sapiens and Homo neanderthalensis

d. None of the above.

5. Homo (sapiens) sapiens lived at the same time as Homo (sapiens) neanderthalensis.

a. True

b. False

1. How did the chicken experiment illustrate the evolution of cooperation?

a. Because whole productive groups were selected instead of individuals, aggressive traits were selected against.

b. The chicken experiment does not illustrate the evolution of cooperation.

c. The hens were trained to live harmoniously by their handlers.

d. The most productive individuals were placed in a group together which created a population of super productive chickens.

2.Traits that were once adaptive can also be maladaptive depending on the context of the environment.

a. True

b. False

3. Adaptations can be the epitome of shortsighted selfishness, even harming everyone over the long run.

a. True

b. False

4. Which two species were offshoots of the Archaic Homo heidelbergensis?

a. Australopithecus afarensis and Paranthropus boisei

b. Homo sapiens and Homo ergaster

c. Homo sapiens and Homo neanderthalensis

d. None of the above.

5. Homo (sapiens) sapiens lived at the same time as Homo (sapiens) neanderthalensis.

a. True

b. False

The reaction

                                    NO(g) + O₃ -> NO₂(g) + O₂(g)

was studied in 2 experiments under pseudo-first order conditions.

a) [O₃] = 1x10¹⁴ molecules/cc in excess

the [NO] varied as follows   {Note, time is in msec (1 msec = 1x10^-3 s)!}

            time (msec)                 NO (molecules/cc)

                        0                      6x10⁸  

                        100                  5x10⁸  

                        500                  2.4x10⁸

                        700                  1.7x10⁸

                        1000                9.9x10⁷

b) [NO] = 2x10¹⁴ molecules/cc in excess     

            time (msec)                 O₃ (molecules/cc)

                        0                      1x10¹⁰

                        50                    8.4x10⁹           

                        100                  7x10⁹

                        200                  4.9x10⁹

                        300                  3.4x10⁹

a) what is the order of reaction with respect to NO?

b) what is the order of reaction with respect to O_3?

c) what is the overall rate law?

d) what is the pseudo-first order rate from experiment a); what overall rate coefficient does this give? (overall rate should be in cm³ molecule^-1 s^-1.)

e) what is the pseudo-first order rate from experiment b); what overall rate coefficient does this give?

Medical testing: enzyme linked immunosorbent assay (ELISA) test for presence of antigen or antibody

EXPERIMENTAL PROTOCOL

In this laboratory, you will test seven different patients using a direct ELISA. We have access to serum samples from the main characters of the TV show The Big Bang Theory. You will test each of them for the presence of ZIKA virus and HIV, as well as perform a pregnancy test, using known antigens/antibodies for those diseases/test. Students will work in pairs. Serum for each character of the Big Bang Theory has been incubated overnight at 4°C in the wells of an ELISA plate.

1) Interpretations: Summarize the interpretation of the findings about the results and the experiment

2) Future Scientific Directions: suggest future experiments using as base the results obtained in the lab

3) Create a question to the lab experiement approach.

5)  Approach: Create a summary of the overall lab experiment. Hypothesis.

Conduct your own experiment by rolling a standard die.

(a) List the possible outcomes. (Enter your answers as a comma-separated list.)

(b) Perform the experiment 36 times. Make a table to record your results.

This answer has not been graded yet.

(c) Find the experimental probability for each outcome.

This answer has not been graded yet.

(d) Find the theoretical probability for each outcome. (Enter your probabilities as fractions.)

(e) Compare the experimental and theoretical probabilities. Are your results the same? Explain.

2. You are given a bag with 8 green marbles, 4 blue marbles, 14 yellow marbles, and 12 red marbles. Find the theoretical probability of each random event. (Enter your probabilities as fractions.)

(a) Drawing a green marble


(b) Drawing a red marble


(c) Drawing a marble that is not yellow