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The following table is a summary of randomly chosen student evaluations of faculty at a university over a three-year period. The researcher is interested in whether the distribution of evaluations differs by faculty rank. Rank Evaluation Assistant Professor Associate Professor Professor Total Above Average 44 36 34 114 Below Average 31 29 51 111 Total 75 65 85 225 Which of the following correctly characterizes the p-value? a. p-value < .01 b. .01 < p-value < .025 c. .025 < p-value < .05 d. .05 < p-value < .10 e. p-value > .10 Do the above data provide evidence at the .025 level that evaluation and faculty rank are dependent? a. yes b. no c. cannot be determined d. maybe? e. Pie Rank Evaluation Assistant Professor Associate Professor Professor Total Above Average 44 36 34 114 Below Average 31 29 51 111 Total 75 65 85 225 Solution The following table is a summary of randomly chosen student evaluations of faculty at a university over a three-year period. The researcher is interested in whether the distribution of evaluations differs by faculty rank. Rank Evaluation Assistant Professor Associate Professor Professor Total Above Average 44 36 34 114 Below Average 31 29 51 111 Total 75 65 85 225 Chi-Square Test Observed Frequencies Column variable Calculations Row variable Assistant Professor Associate Professor Professor Total fo-fe Above Average 44 36 34 114 6 3.0667 -9.0667 Below Average 31 29 51 111 -6 -3.0667 9.0667 Total 75 65 85 225 Expected Frequencies Column variable Row variable Assistant Professor Associate Professor Professor Total (fo-fe)^2/fe Above Average 38 32.9333 43.0667 114 0.9474 0.2856 1.9088 Below Average 37 32.0667 41.9333 111 0.9730 0.2933 1.9604 Total 75 65 85 225 Data Level of Significance 0.025 Number of Rows 2 Number of Columns 3 Degrees of Freedom 2 Results Critical Value 7.3778 Chi-Square Test Statistic 6.3683 p-Value 0.0414 Do not Reject the null hypothesis Which of the following correctly characterizes the p-value? a. p-value < .01 b. .01 < p-value < .025 c. .025 < p-value < .05 d. .05 < p-value < .10 e. p-value > .10 Do the above data provide evidence at the .025 level that evaluation and faculty rank are dependent? a. yes b. no c. cannot be determined d. maybe? e. Pie Rank Evaluation Assistant Professor Associate Professor Professor Total Above Average 44 36 34 114 Below Average 31 29 51 111 Total 75 65 85 225.
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Reference: Ref 1-5
This stemplot is most similar to
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D. a boxplot of the data.
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Reference: Ref 2-3
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Reference: Ref 2-6
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The percent of visitors spending more than 85 minutes at the museum is closest to
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6.2
5.0
4.3
7.4
5.8
7.2
8.4
1.2
6.3
Reference: Ref 2-1
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Community College Survey
of Student Engagement
St. Petersburg College
2015 Key Findings
Table of Contents
Key Findings: A Starting Point 2
Benchmarks of Effective Educational Practice 3
Aspects of Highest Student Engagement 4
Aspects of Lowest Student Engagement 5
2015 CCSSE Special-Focus Items 6
CCFSSE 8
1
Key Findings: A Starting Point
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Benchmark Overview by Enrollment Status
Figure 1 below represents your institution’s CCSSE benchmark scores by students’ enrollment status.
Figure 1
Less than full-time students
Full-time students
48.0
58.4
51.6
57.3
51.6
60.0
51.3
58.7
53.6
56.3
B
e
n
c
h
m
a
rk
S
c
o
re
s
20
30
40
50
60
70
80
90
Active and Collaborative
Learning
Student Effort Academic Challenge Student-Faculty
Interaction
Support for
Learners
2
Benchmarks of Effective Educational Practice
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LITR221 Quiz RubricExemplary LevelAccomplished L.docx
LITR221 Quiz
Rubric
Exemplary
Level
Accomplished
Level
Developing
Level
Beginning
Level
Points Earned
Analysis 20-16: Student
provides
significant, well
focused
analysis. At
least 75% of the
response is
original
analysis.
15-11: Student
offers original
interpretation
of the work and
makes strong
connections
that support a
clear and
focused thesis.
At least 50% of
the response is
original
analysis.
10-6: Student
provides some
insight into the
work, but ideas
do not delve
into a deeper
understanding
of the various
aspects of the
question.
5-0: Analysis is
lacking. Ideas
may be
underdeveloped
or supported by
inaccuracies.
/20
Support 20-16: Student
supports ideas
with cited
evidence from
the text. There
are at least
three pieces of
support,
appropriate in
length and
content.
15-11: Student
maintains a
balance of
analysis and
support. At
least two cited
examples are
used to
strengthen the
response.
10-6: Student
has provided
some support,
but it may not
be clearly
linked to the
thesis.
5-0: There is
little or no
evidence from
the text.
General
summary is the
only means of
support.
/20
Proofreading 5: Response
shows careful
proofreading.
4: There is
evidence of
proofreading.
However, some
minor errors
exist.
3-2: Some
errors impede
reading. Ideas
are occasionally
unclear due to
errors.
1-0: There is no
evidence of
proofreading.
Ideas are
unclear or
incomplete due
to proofreading
issues.
/5
Style 5: Response
shows careful
proofreading.
All sources are
properly cited,
both in-text and
in a work cited.
4: Sources are
cited, but there
may be errors
of style in
either the in-
text citation or
work cited.
3-2: Sources
are cited, but
inconsistently.
In-text citations
or works cited
may be
missing.
1-0: There is no
attempt to
adequately
credit sources.
/5
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Excellence in teaching
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This workshop aims to teach participants how to develop specific and generic performance indicators and rubrics to comprehensively assess student learning as defined by ABET outcomes. The workshop will cover mapping ABET outcomes to Bloom's three learning domains, analyzing outcomes with a model, and correlating outcomes, course objectives, and performance indicators for alignment of assessments and teaching strategies. Participants will learn through case studies with video examples and have hands-on practice developing indicators and rubrics to measure student performance related to outcomes. The goal is to present an effective approach for assessment that supports authentic outcomes-based education and continuous improvement.
Analyzing and using test item data
Item analysis is used to evaluate test items and identify areas for improvement. It examines the difficulty level, discriminating power, and effectiveness of distractors for multiple choice items. Item difficulty indexes the percentage answering correctly, while discrimination compares performance between high- and low-scoring groups. Items are evaluated based on these metrics and may be retained, modified, or rejected from the test.
Analyzing and using test item data
Item analysis is used to evaluate test items and identify areas for improvement. It examines the difficulty level, discriminating power, and effectiveness of distractors for multiple choice items. Item difficulty indexes the percentage answering correctly, while discrimination compares performance between high- and low-scoring groups. Items are evaluated based on these metrics and may be retained, modified, or rejected from the test. Accumulating item analysis data over time allows improving test quality and item banks.
Analyzing and using test item data
Item analysis is used to evaluate test items and identify areas for improvement. It examines the difficulty level, discriminating power, and effectiveness of distractors for multiple choice items. Item difficulty indexes the percentage answering correctly, while discrimination compares performance between high- and low-scoring groups. Items are evaluated based on these metrics and may be retained, modified, or rejected from the test. Accumulating item analysis data over time allows improving test quality and item banks.
Analyzing and using test item data
Item analysis is used to evaluate test items and identify areas for improvement. It examines the difficulty level, discriminating power, and effectiveness of distractors for multiple choice items. Item difficulty is measured by the percentage answering correctly, and discrimination is measured by comparing the percentage of high-scoring vs low-scoring students answering correctly. Item analysis data can be used to identify weaknesses in student learning, determine if items should be retained, revised, or replaced, and improve the quality of future tests.
Al Nat Conf Assessment Topic
The University is reviewing its assessment approaches in light of new pedagogical methods enabled by technology. While the Open University allocates 50-60% of resources to assessment and feedback, students there undertake more assessment than comparable programs elsewhere. This is because degrees are built from individual courses, each with their own assessments, rather than assessing a whole qualification at once. eAssessment provides benefits like 24/7 availability and instant feedback, but there is variation in the number and type of assessments across different courses that could be made more consistent.
Assessment notes
The University is reviewing its assessment approaches in light of new pedagogical methods enabled by technology. While the Open University allocates 50-60% of resources to assessment and feedback, students there undertake more assessment than comparable programs elsewhere. This is because degrees are built from individual courses, each with their own assessments, rather than assessing a whole qualification at once. eAssessment provides benefits like 24/7 availability and instant feedback, but there is variation in the number and type of assessments across different courses that could be made more consistent.
Ob reading 3.2 evaluations
Columbia Southern University uses various evaluation tools to provide support and accountability for faculty, including classroom observations, end of course surveys, course setup checks, annual evaluations, and performance improvement plans if needed. Classroom observations are conducted twice a year and contain specific criteria faculty must meet while teaching. End of course surveys provide student feedback. Course setup checks ensure courses meet requirements, and annual evaluations cover faculty performance. A performance improvement plan can help faculty improve if they are struggling to meet expectations.
Explain how substances get across membranes and into the cell.Sol.pdf
Explain how substances get across membranes and into the cell.
Solution
The plasma membrane surrounding animal cells is where the exchange of substances inside and
outside of cells takes place. Some substances need to move from the extracellular fluid outside
cells to the inside of the cell, and some substances need to move from the inside of the cell to the
extracellular fluid. the plasma membrane is choosy about what substances can pass through it, it
is said to be selectively permeable. Selectively permeable or semipermeable means that only
certain substances are able to pass through the membrane. Transporting substances across the
plasma membrane can require that the cell use some of its energy. If energy is used, the transport
is called active. If molecules can pass through the plasma membrane without using energy, the
molecules are using passive transport.
ACTIVE TRANSPORT
Sometimes, the molecules are just too big to easily flow across the plasma membranes or
dissolve in the water so that they can be filtered through the membrane. In these cases, the cells
must put out a little energy to help get molecules in or out of the cell.
Osmosis
osmosis, the concentration of substances in the water is taken into consideration. If a solution is
isotonic, that means the concentrations of the substances (solutes) and water (solvent) on both
sides of the membrane are equal. If one solution is hypotonic, there is a lower concentration of
substances (and more water) in it when compared to another solution. If a solution is hypertonic,
there is a higher concentration of substances in it (and less water) when compared to another
solution. For example, the blood in your body contains a certain amount of salt. The normal
concentration is isotonic. If suddenly there is too high a concentration of salt, the blood becomes
hypertonic (too many salt molecules). This excess of salt forces water out of the blood cells in an
attempt to even things out. But the effect this action has is actually that of shrinking the blood
cells.
Does yeast have a post translation pathway for protein synthesisIf .pdf
Does yeast have a post translation pathway for protein synthesis?If so how does it work? Please
start explaining from nucleus transcription to translation in yeast with the promoters or genes that
are specific to yeast.
Solution
Yes, yeast has post translational pathway for protein synthesis.
The central dogma of molecular biology proposes that information flows from DNA to RNA
through the process of transcription and from RNA to protein through translation.
In eukaryotic cells like yeast cells, they posses phospholipid membranes allowing diverse
biochemical and metabolic activities to be carried out simultaneously in distinct subcellular
compartments.The membrane-bound organelles creates a requirement for the efficient targeting
of proteins, which are primarily synthesised by ribosomes located in the cytosol, to the
appropriate intracellular location.These proteins are first targeted to and translocated across the
membrane of the endoplasmic reticulum (ER). The tail-anchor (TA) proteins are located at the
C-terminus of the polypeptide.Therefore, by the time that the ER targeting signal is exposed to
cytosolic factors the polypeptide will be released from the ribosome and TA proteins are post-
translationally inserted into the ER membrane.Tail-anchored proteins are inserted by
TRC40/Get3.
A promoter is a DNA sequence that can recruit transcriptional machinery and lead to
transcription of the downstream DNA sequence. All the yeast promoters depend on the
availability of RNA polymerase holoenzyme, but is not affected by any transcriptional
regulators..
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Assignment 4Chapter 1010.1. In a t test for a single samp.docx
Assignment 4
Chapter 10
10.1. In a t test for a single sample, the sample's mean is compared to the population .
10.2. When we use a paired-samples t test to compare the pretest and posttest scores for a group of 45 people, the degrees of freedom (df) are _____.
10.3. If we conduct a t test for independent samples, and n1 = 32 and n2 = 35, the degrees of freedom (df) are _____.
10.4. A researcher wants to study the effect of college education on people's earning by comparing the annual salaries of a randomly-selected group of 100 college graduates to the annual salaries of 100 randomly-selected group of people whose highest level of education is high school. To compare the mean annual salaries of the two groups, the researcher should use a t test for ______.
10.5. A training coordinator wants to determine the effectiveness of a program that makes extensive use of educational technology when training new employees. She compares the scores of her new employees who completed the training on a nationally-normed test to the mean score of all those in the country who took the same test. The appropriate statistical test the training coordinator should use for her analysis is the t
test for ______.
10.6. As part of the process to develop two parallel forms of a questionnaire, the persons creating the questionnaire may administer both forms to a group of students, and then use a t test for ______ samples to compare
the mean scores on the two forms.
Circle the correct answer:
10.7. A difference of 4 points between two homogeneous groups is likely to be more/less statistically significant than the same difference (of 4 points) between two heterogeneous groups, when all four groups are taking completing the same survey and have approximately the same number of subjects.
a.
10.8. A difference of 3 points on a 100-item test taken by two groups is likely to be more/less statistically significant than a difference of 3 points on a 30-item test taken by the same two groups.
10.9 When a t test for paired samples is used to compare the pretest and the posttest means, the number of pretest scores is thesame as/different thanthe number of post-test scores.
10.10. When we want to compare whether females' scores on the GMAT are different from males' scores, we should use a t test for paired samples/independentsamples.
10.11 In studies where the alternative (research) hypothesis is directional, the critical values for a one tailedtest/two-tailed testshould be used to determine the level of significance (i.e., the p value).
10.12 When the alternative hypothesis is: HA: u1=u2, the critical values for onetailed test/two-tailedtest should be used to determine the level of statistical significance.
10.13. In a study conducted to compare the test scores of experimental and control groups, a 50-item test is administered to both groups at the end of the study. The mean of the experimental group on the test is 1 point h ...
Assessing Graduate Student Learning In Four Competencies Use Of A Common Ass...
This summary provides an overview of the University of Maryland University College's (UMUC) process for assessing graduate student learning outcomes.
The UMUC Graduate School currently uses a "3-3-3 model" to assess five student learning expectations across three stages of a student's program over three years. This involves using analytic rubrics to score student work from selected courses. While generally effective, this model is complex to administer and places extra workload on faculty.
The article then describes a pilot study of a new "C2 model" using a single common assignment scored with a combined rubric. This is intended to both simplify the assessment process and test a new assessment instrument. Initial pilot results found inter-rater
Grading System BEd notes first year.pptx
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- Under the marking system, students are given numerical marks that claim to precisely measure abilities but are flawed due to subjectivity and inability to capture human qualities.
- Grading involves placing students into broad ability bands represented by letter grades like A, B, C, etc. based on their performance relative to other students or by comparing to pre-defined standards.
A Study of Factors Influencing Selection of Management Colleges in India - A ...
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- Factor analysis identified 5 key factors that captured over 70% of the variation in responses: curriculum and image, intellectual level and placements, investment and exposure, alumni network, and location.
- ANOVA tests found no significant difference between gender or age groups in their responses to the 5 identified factors.
PSLE T-score
The document explains what a PSLE T-score is. It summarizes that a T-score standardizes raw exam scores across subjects by accounting for average score and standard deviation. It is calculated using a formula that sets the average score to 50 and compares individual scores to the average. The T-scores from each subject are added to calculate an aggregate score used to rank students. While grades are A* to F, a student with 3A* and 1A could be ranked lower than one with 1A* and 3As based on their total T-score aggregate.
Va 101 ppt
The document provides an overview of Ohio's value-added assessment and accountability system, including:
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2) It summarizes recent changes and enhancements to Ohio's value-added reports, including the addition of subjects, inclusion of student historical data across districts, and expanded report views.
3) It discusses the role of value-added analysis in Ohio's accountability system and teacher evaluations under new laws.
1.The stemplot below displays midterm exam scores for the 34 stud.docx
1. The stemplot below displays midterm exam scores for the 34 students taking a Calculus course. The highest possible test score was 100. The teacher declared that an exam grade of 65 or higher was good enough for a grade of “C” or better.
Reference: Ref 1-5
This stemplot is most similar to
A. reporting the five-point summary for the data, with the mean.
B. a histogram with class intervals 30 score < 40, 40 score < 50, etc.
C. a time plot of the data with the observations taken in increasing order.
D. a boxplot of the data.
2 The exam scores (out of 100 points) for all students taking an introductory Statistics course are used to construct the following boxplot.
Reference: Ref 2-3
About 25% of the students scores exceeded
A. 75.
B. 85.
C. 60.
D. 50.
3. A locomotive's “adhesion” is the locomotive's pulling force as a multiple of its weight. This is an important performance measure of a locomotive. A diesel locomotive model has adhesion which varies in actual use according to a Normal distribution with mean 0.37 and standard deviation 0.04.
The first quartile of the distribution of adhesion used is
A. 0.29.
B. 0.34.
C. 0.25.
D. 0.04.
4. The histogram below shows the average property damage in millions of dollars caused by tornadoes over a 50-year period in each of the states and Puerto Rico.
Reference: Ref 2-6
From the histogram, which of the following is true?
A. The mean is larger than the median.
B. It is impossible to compare the mean and median for these data.
C. The mean is smaller than the median.
D. The mean and median are approximately equal.
5. The histogram below shows the time visitors to a museum spent browsing an exhibit on a Saturday. There were 300 visitors that day. The following histogram is of the data collected.
Reference: Ref 1-3
The percent of visitors spending more than 85 minutes at the museum is closest to
A. about 5%.
B. about 30%.
C. over 40%.
D. about 20%.
6 Scores on the SAT verbal test in recent years follow approximately the N(515, 109) distribution.
How low must a student score to place in the bottom 5% of all students taking the SAT?
A. 301
B. 729
C. 336
D. 694
7. A company has three divisions and three conference rooms for meetings. To keep track of the use of their facilities, for each meeting held in the company, the division holding the meeting is recorded, the room for the meeting is recorded, and the length of time of the meeting is recorded. Which of the variables is quantitative?
A. the division holding the meeting
B. the conference room for the meeting
C. the length of time for the meeting
D. All of the above
8. A violin student records the number of hours she spends practicing during each of nine consecutive weeks.
6.2
5.0
4.3
7.4
5.8
7.2
8.4
1.2
6.3
Reference: Ref 2-1
Considering the smallest data value (1.2) and using the 1.5 × IQR rule, we would
A. classify the value 1.2 as an outlier because it is more than 1.5 × IQR's below the median.
B. classify the value 1.2.
Community College Surveyof Student EngagementSt. Petersb.docx
Community College Survey
of Student Engagement
St. Petersburg College
2015 Key Findings
Table of Contents
Key Findings: A Starting Point 2
Benchmarks of Effective Educational Practice 3
Aspects of Highest Student Engagement 4
Aspects of Lowest Student Engagement 5
2015 CCSSE Special-Focus Items 6
CCFSSE 8
1
Key Findings: A Starting Point
The Key Findings report provides an entry point for reviewing results from your administration of the 2015
Community College Survey of Student Engagement (CCSSE ). The report provides college-specific data in an
easy-to-share format including benchmark comparisons between the college, top-performing colleges, and the
CCSSE cohort. It also highlights aspects of highest and lowest student engagement at the college, as well as results
from five CCSSE special-focus items. Select faculty survey data are also highlighted.
Promising Practices for Student Success
In each annual administration, CCSSE has included special-focus items to allow participating colleges and national
researchers to delve more deeply into areas of student experience and institutional performance of great interest to
the field. In the 2015 administration, some institutions opted to add special-focus items concentrated on community
college students’ participation in a defined collection of promising practices for which there is growing evidence of
effectiveness in improving student outcomes such as course completion and persistence. The results of these
findings are on pages 6-7 of this report.
Benchmark Overview by Enrollment Status
Figure 1 below represents your institution’s CCSSE benchmark scores by students’ enrollment status.
Figure 1
Less than full-time students
Full-time students
48.0
58.4
51.6
57.3
51.6
60.0
51.3
58.7
53.6
56.3
B
e
n
c
h
m
a
rk
S
c
o
re
s
20
30
40
50
60
70
80
90
Active and Collaborative
Learning
Student Effort Academic Challenge Student-Faculty
Interaction
Support for
Learners
2
Benchmarks of Effective Educational Practice
The CCSSE benchmarks are groups of
conceptually related survey items that address key
areas of student engagement. The five benchmarks
denote areas that educational research has shown to
be important to students’ college experiences and
educational outcomes. Therefore, they provide
colleges with a useful starting point for looking at
institutional results and allow colleges to gauge
and monitor their performance in areas that are
central to their work. In addition, participating
colleges have the opportunity to make appropriate
and useful comparisons between their performance
and that of groups of other colleges.
Performing as well as the national average or a
peer-group average may be a reasonable initial
aspiration, but it is important to recognize that
these averages are sometimes unacceptably low.
Aspiring to match and then exceed high-
performance targets is the stronger strategy.
Community colleges can differ dramatically on
such factor ...
LITR221 Quiz RubricExemplary LevelAccomplished L.docx
LITR221 Quiz
Rubric
Exemplary
Level
Accomplished
Level
Developing
Level
Beginning
Level
Points Earned
Analysis 20-16: Student
provides
significant, well
focused
analysis. At
least 75% of the
response is
original
analysis.
15-11: Student
offers original
interpretation
of the work and
makes strong
connections
that support a
clear and
focused thesis.
At least 50% of
the response is
original
analysis.
10-6: Student
provides some
insight into the
work, but ideas
do not delve
into a deeper
understanding
of the various
aspects of the
question.
5-0: Analysis is
lacking. Ideas
may be
underdeveloped
or supported by
inaccuracies.
/20
Support 20-16: Student
supports ideas
with cited
evidence from
the text. There
are at least
three pieces of
support,
appropriate in
length and
content.
15-11: Student
maintains a
balance of
analysis and
support. At
least two cited
examples are
used to
strengthen the
response.
10-6: Student
has provided
some support,
but it may not
be clearly
linked to the
thesis.
5-0: There is
little or no
evidence from
the text.
General
summary is the
only means of
support.
/20
Proofreading 5: Response
shows careful
proofreading.
4: There is
evidence of
proofreading.
However, some
minor errors
exist.
3-2: Some
errors impede
reading. Ideas
are occasionally
unclear due to
errors.
1-0: There is no
evidence of
proofreading.
Ideas are
unclear or
incomplete due
to proofreading
issues.
/5
Style 5: Response
shows careful
proofreading.
All sources are
properly cited,
both in-text and
in a work cited.
4: Sources are
cited, but there
may be errors
of style in
either the in-
text citation or
work cited.
3-2: Sources
are cited, but
inconsistently.
In-text citations
or works cited
may be
missing.
1-0: There is no
attempt to
adequately
credit sources.
/5
DataSee comments at the right of the data set.IDSalaryCompaMidpointAgePerformance RatingServiceGenderRaiseDegreeGender1Grade8231.000233290915.80FAThe ongoing question that the weekly assignments will focus on is: Are males and females paid the same for equal work (under the Equal Pay Act)? 10220.956233080714.70FANote: to simplfy the analysis, we will assume that jobs within each grade comprise equal work.11231.00023411001914.80FA14241.04323329012160FAThe column labels in the table mean:15241.043233280814.90FAID – Employee sample number Salary – Salary in thousands 23231.000233665613.31FAAge – Age in yearsPerformance Rating – Appraisal rating (Employee evaluation score)26241.043232295216.21FAService – Years of service (rounded)Gender: 0 = male, 1 = female 31241.043232960413.90FAMidpoint – salary grade midpoint Raise – percent of last raise35241.043232390415.31FAGrade – job/pay gradeDegree (0= BS\BA 1 = MS)36231.000232775314.31FAGender1 (Male or Female)Compa - salary divided by midpoint37220.956232295216.21FA42241.0432332100815.70FA3341.096313075513.60FB1836 ...
Excellence in teaching
Presentation at the ACA Seminar on 'World-Class. The brave new world of global higher education and research', Brussels, 15 October
Administering,scoring and reporting a test ppt
This document discusses administering, scoring, and reporting tests. It provides definitions for key terms like analysis, test, scoring, and report. It describes the important role of the test administrator in creating the right environment and putting students at ease. It discusses procedures for administering tests before, during, and after the test is completed. It also covers various methods for scoring tests including raw scores, percentile ranks, stanines, standard scores like z-scores and t-scores. Grading methods like letter grades, numbers, percentages, and checklists are also outlined. The document provides details on scoring essay questions, objective tests, and conducting item analysis to evaluate test quality. It emphasizes accurate and useful reporting of results to understand assessment
Choice based credit system Dr.Ravindra kshirsagar
Choice based credit system Dr.Ravindra kshirsagarDr.Ravindra Kshirsagar P.G Department of Zoology Modern College Ganeshkhind Pune
The document provides information about the Choice Based Credit System (CBCS) implemented by the University Grants Commission of India. It discusses key aspects of CBCS including:
- CBCS allows students to choose from a wide range of core, elective, skill enhancement courses and earn credits upon passing.
- Courses are assigned credits based on instruction hours. Students progress by earning credits at their own pace.
- Examinations follow a semester pattern with continuous internal and end-semester external assessments.
- Different faculties like Arts, Commerce, and Science have designed their CBCS curriculum accordingly, dividing courses and credits over six semesters of the undergraduate program.ASEE 2017 WORKSHOP SPECIFIC AND GENERIC PERFORMANCE INDICATORS FOR THE COMPRE...
This workshop aims to teach participants how to develop specific and generic performance indicators and rubrics to comprehensively assess student learning as defined by ABET outcomes. The workshop will cover mapping ABET outcomes to Bloom's three learning domains, analyzing outcomes with a model, and correlating outcomes, course objectives, and performance indicators for alignment of assessments and teaching strategies. Participants will learn through case studies with video examples and have hands-on practice developing indicators and rubrics to measure student performance related to outcomes. The goal is to present an effective approach for assessment that supports authentic outcomes-based education and continuous improvement.
Analyzing and using test item data
Item analysis is used to evaluate test items and identify areas for improvement. It examines the difficulty level, discriminating power, and effectiveness of distractors for multiple choice items. Item difficulty indexes the percentage answering correctly, while discrimination compares performance between high- and low-scoring groups. Items are evaluated based on these metrics and may be retained, modified, or rejected from the test.
Analyzing and using test item data
Item analysis is used to evaluate test items and identify areas for improvement. It examines the difficulty level, discriminating power, and effectiveness of distractors for multiple choice items. Item difficulty indexes the percentage answering correctly, while discrimination compares performance between high- and low-scoring groups. Items are evaluated based on these metrics and may be retained, modified, or rejected from the test. Accumulating item analysis data over time allows improving test quality and item banks.
Analyzing and using test item data
Item analysis is used to evaluate test items and identify areas for improvement. It examines the difficulty level, discriminating power, and effectiveness of distractors for multiple choice items. Item difficulty indexes the percentage answering correctly, while discrimination compares performance between high- and low-scoring groups. Items are evaluated based on these metrics and may be retained, modified, or rejected from the test. Accumulating item analysis data over time allows improving test quality and item banks.
Analyzing and using test item data
Item analysis is used to evaluate test items and identify areas for improvement. It examines the difficulty level, discriminating power, and effectiveness of distractors for multiple choice items. Item difficulty is measured by the percentage answering correctly, and discrimination is measured by comparing the percentage of high-scoring vs low-scoring students answering correctly. Item analysis data can be used to identify weaknesses in student learning, determine if items should be retained, revised, or replaced, and improve the quality of future tests.
Al Nat Conf Assessment Topic
The University is reviewing its assessment approaches in light of new pedagogical methods enabled by technology. While the Open University allocates 50-60% of resources to assessment and feedback, students there undertake more assessment than comparable programs elsewhere. This is because degrees are built from individual courses, each with their own assessments, rather than assessing a whole qualification at once. eAssessment provides benefits like 24/7 availability and instant feedback, but there is variation in the number and type of assessments across different courses that could be made more consistent.
Assessment notes
The University is reviewing its assessment approaches in light of new pedagogical methods enabled by technology. While the Open University allocates 50-60% of resources to assessment and feedback, students there undertake more assessment than comparable programs elsewhere. This is because degrees are built from individual courses, each with their own assessments, rather than assessing a whole qualification at once. eAssessment provides benefits like 24/7 availability and instant feedback, but there is variation in the number and type of assessments across different courses that could be made more consistent.
Ob reading 3.2 evaluations
Columbia Southern University uses various evaluation tools to provide support and accountability for faculty, including classroom observations, end of course surveys, course setup checks, annual evaluations, and performance improvement plans if needed. Classroom observations are conducted twice a year and contain specific criteria faculty must meet while teaching. End of course surveys provide student feedback. Course setup checks ensure courses meet requirements, and annual evaluations cover faculty performance. A performance improvement plan can help faculty improve if they are struggling to meet expectations.
Similar to The following table is a summary of randomly chosen student evaluati.pdf (20)
Assignment 4Chapter 1010.1. In a t test for a single samp.docx
Assignment 4Chapter 1010.1. In a t test for a single samp.docx
Assessing Graduate Student Learning In Four Competencies Use Of A Common Ass...
Assessing Graduate Student Learning In Four Competencies Use Of A Common Ass...
A Study of Factors Influencing Selection of Management Colleges in India - A ...
A Study of Factors Influencing Selection of Management Colleges in India - A ...
1.The stemplot below displays midterm exam scores for the 34 stud.docx
1.The stemplot below displays midterm exam scores for the 34 stud.docx
Community College Surveyof Student EngagementSt. Petersb.docx
Community College Surveyof Student EngagementSt. Petersb.docx
LITR221 Quiz RubricExemplary LevelAccomplished L.docx
LITR221 Quiz RubricExemplary LevelAccomplished L.docx
ASEE 2017 WORKSHOP SPECIFIC AND GENERIC PERFORMANCE INDICATORS FOR THE COMPRE...
ASEE 2017 WORKSHOP SPECIFIC AND GENERIC PERFORMANCE INDICATORS FOR THE COMPRE...
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Explain how substances get across membranes and into the cell.Sol.pdf
Explain how substances get across membranes and into the cell.
Solution
The plasma membrane surrounding animal cells is where the exchange of substances inside and
outside of cells takes place. Some substances need to move from the extracellular fluid outside
cells to the inside of the cell, and some substances need to move from the inside of the cell to the
extracellular fluid. the plasma membrane is choosy about what substances can pass through it, it
is said to be selectively permeable. Selectively permeable or semipermeable means that only
certain substances are able to pass through the membrane. Transporting substances across the
plasma membrane can require that the cell use some of its energy. If energy is used, the transport
is called active. If molecules can pass through the plasma membrane without using energy, the
molecules are using passive transport.
ACTIVE TRANSPORT
Sometimes, the molecules are just too big to easily flow across the plasma membranes or
dissolve in the water so that they can be filtered through the membrane. In these cases, the cells
must put out a little energy to help get molecules in or out of the cell.
Osmosis
osmosis, the concentration of substances in the water is taken into consideration. If a solution is
isotonic, that means the concentrations of the substances (solutes) and water (solvent) on both
sides of the membrane are equal. If one solution is hypotonic, there is a lower concentration of
substances (and more water) in it when compared to another solution. If a solution is hypertonic,
there is a higher concentration of substances in it (and less water) when compared to another
solution. For example, the blood in your body contains a certain amount of salt. The normal
concentration is isotonic. If suddenly there is too high a concentration of salt, the blood becomes
hypertonic (too many salt molecules). This excess of salt forces water out of the blood cells in an
attempt to even things out. But the effect this action has is actually that of shrinking the blood
cells.
Does yeast have a post translation pathway for protein synthesisIf .pdf
Does yeast have a post translation pathway for protein synthesis?If so how does it work? Please
start explaining from nucleus transcription to translation in yeast with the promoters or genes that
are specific to yeast.
Solution
Yes, yeast has post translational pathway for protein synthesis.
The central dogma of molecular biology proposes that information flows from DNA to RNA
through the process of transcription and from RNA to protein through translation.
In eukaryotic cells like yeast cells, they posses phospholipid membranes allowing diverse
biochemical and metabolic activities to be carried out simultaneously in distinct subcellular
compartments.The membrane-bound organelles creates a requirement for the efficient targeting
of proteins, which are primarily synthesised by ribosomes located in the cytosol, to the
appropriate intracellular location.These proteins are first targeted to and translocated across the
membrane of the endoplasmic reticulum (ER). The tail-anchor (TA) proteins are located at the
C-terminus of the polypeptide.Therefore, by the time that the ER targeting signal is exposed to
cytosolic factors the polypeptide will be released from the ribosome and TA proteins are post-
translationally inserted into the ER membrane.Tail-anchored proteins are inserted by
TRC40/Get3.
A promoter is a DNA sequence that can recruit transcriptional machinery and lead to
transcription of the downstream DNA sequence. All the yeast promoters depend on the
availability of RNA polymerase holoenzyme, but is not affected by any transcriptional
regulators..
Determine whether the following statements about human ABO Wood group.pdf
Determine whether the following statements about human ABO Wood groups are true or
false._____ A child who is type o may have two type A parents _____A child who is type 0 may
have one type AB parent _____A child who is type B may have two type AB parents _____A
child who is type AB may have one type 0 parent Mary, who has blood type A, is not sure
whether her child was fathered by John or Tom. The child has type B blood John has blood type
O, and Tom has blood type AB. Can we determine which of these two men is more likely to be
the father? If so, slow or explain how. Suppose Mary pursues further genetic testing, and
discovers that her own genotype Is. If this is correct, why does it suggest that another mistake
was made at some point? Use a Punnett square to support your answer.
Solution
1. a) true
b) false
c) true
d) false
2. Tom is likely to be the father.
since, Mary has blood type A- genotype is AO or AA
JOhn has blood type O- genotype is O O
Tom has blood type AB- genotype is AB
thus it is not possible for AO OR AA crossed with OO to have a child with blood type B
while when crossed with AB it is possible to have a child with genotype BO which will be blood
type B.
3. here the results show that mary is homozygous for the allele A thus her genotype would be
AA thus it is likely that mary is not the mother of this child with blood group B.
Mary\'s genotype cossed with tom would provide these results which does not include IBIO or
IBIB which shloud be the genotype of the child.IAIA/IAIBIAIBIAIAIAIAIBIAIAIAIAIB.
Describe a similarity transformation that maps trapezoid WXYZ to tr.pdf
A similarity transformation maps trapezoid WXYZ to trapezoid PORS with a scale factor of -2, enlarging the image. The type of dilation is an enlargement since it creates a larger trapezoid PORS compared to the original trapezoid WXYZ.
blackboard.ecu edu Take Test Exam ll-Blou2300601201730 he map above .pdf
blackboard.ecu edu Take Test: Exam ll-Blou2300601201730 he map above shows the different
DF mutants algned, with the boxes 1-g) showing tha locations of the dit QUESTION 2 s points
Extra Credito save Answer During the course of experiments. Seymour Benzer discovered over
20.000 mutations in the T4 classified the mutations into two categories: 1) revertible mutants
(which result from bacteriophage. He from mutations). point mutations), and nonrevertible
mutants (which result Four riB partial deletion mutations were tested for their ability to
complement five rlB point mutants. Use the data in this to place the point mutants in order on the
rlig deletion gene maps below. (Note: A plus sign indicates complementation and a minus sign
indicates no complementation.) Point Deletion Deletion Deletion Deletion utant Mutant Mutant
Mutant Mutant D1 D2 D3 D1. D2 D3 D4. The map above shows the different DF mutants
aligned, with the boxes (e1-9) showing the locations of the different mutations A thru E Enter the
each DF mutant. This is an alignment, so the letters will be used more than once. On the correct
letter in the n umbered blanks provided unde hown for DF1, point mutation A is shown n its
correct location to get you started.
Solution
1)D
2)B
3)A
4)C
5)B
6)A,C
7)E
8)D
9)C
as these are the boxes which represent the mutants shown by the graphs in a given order..
Bitcoin as an Ethical Dilemma closing case (Question below article).pdf
Bitcoin as an Ethical Dilemma closing case (Question below article)
Bitcoin is an open-source, peer-to-peer digital currency introduced to the world on January 3,
2009, by developer Satoshi Nakamoto. The cryptocurrency is based on a protocol and software
that allows instant peer-to-peer transactions and worldwide payments with minimal costs. In its
few years of existence, bitcoin has seen unprecedented media coverage, a rollercoaster ride of
epic spikes and epic plunges, and adopters from major retailers to lemon stands (e.g., Amazon,
Target, Victoria\'s Secret, and Whole Foods). Bitcoin has also been covered by numerous major
news organizations (e.g., ABC, CNBC, Forbes, Fox News, Reuters) as the most popular form of
virtual currency.
At the same time, ethical concerns exist with this new digital currency. The coupling of no
regulations, virtually free movement of value, and a Ponzi scheme–like system have led
renowned economist Paul Krugman to suggest that “bitcoin is evil.” At the basic level, Krugman
says that “to be successful, money must be both a medium of exchange and a reasonably stable
store of value.” He continues to say that “it remains completely unclear why bitcoin should be a
stable store of value.” Joining in the discussion, Charlie Stross, the British writer of science
fiction, says that “bitcoin looks like it was designed as a weapon intended to damage central
banking and money issuing banks, with a Libertarian political agenda in mind—to damage
states\' ability to collect tax and monitor their citizens\' financial transactions.”
What is the difference between bitcoin and normal currency, such as the U.S. dollar? Bitcoin is
an unregulated peer-to-peer digital currency that is not backed by any other commodity such as
gold or silver. Bitcoins exist almost entirely in the digital, online world, although some bitcoins
have actually been privately minted. The U.S. dollar, like many other stable currencies, are paper
or coin currency issued by a national reserve–type bank (in the United States, it is the Federal
Reserve Bank). This means that dollars are really Federal Reserve Notes that are printed or
minted at the U.S. Bureau of Engraving and Printing. The dollar is so-called fiat money, which
means that dollars derive their value from the U.S. government regulation or law. Interestingly,
the United States decided in 2014 that bitcoins will be taxed as property, not currency, for
International Revenue Services (IRS) purposes. The IRS defined bitcoin as a “convertible
currency that can be used as a medium of exchange, a unit of account, and/or a store of value.”
Technically, Bitcoin with a capitalized “B” refers to the technology and network associated with
the currency, while bitcoin with a lower case “b” refers to the actual currency. The philosophy
underlying the bitcoin is complete mistrust in authority or control—basically a perfectly
stateless, market-based approach, with no country or region-level bank intervention. It is .
2. This seasons flu virus is spreading based on a logistic functio.pdf
2. This season\'s flu virus is spreading based on a logistic function. For a town of 50,000 people,
they initially had 500 people infected. One month later, 1000 people were infected.
a) Write the logistic function that models the spread of the flu. (6 pts)
b) At what point will the spread of the virus begin to slow down (2 pts)
c) How many people will be affected when the spread begins to slow down (2 pts)
Solution.
^^^Q2. Discuss about Header Node And also write a program fo.pdf
^^^
Q2. Discuss about Header Node?
And also write a program for unordered single linked list and linked implementation of
QUEUE?
Solution
Header node:
Sometimes it is desire to keep an extra node at the front of a List. Such a node doesn’t represent
an item in the List and is called a Header Node or a List Header. The Information field of such
Header node might be unused but the Next field maintains the first node address. More often the
information of such a node could be used to keep Global Information about the Entire List.
One of the applications of Header node is the information portion of the Header node contains
the number of nodes (not including Header) in the List. In this Structure the Header must be
adjusted the total number of nodes when we apply addition or deletion operation on the List. We
can directly obtained the total number of nodes without traversing the entire List.
By using this application, we can develop Data Structure Stack easily. Since Header node
information field maintains the number of elements that the Stack contains.
Another application is we can simply develop the Data Structure Queue. Until now, two external
pointers, Front & Rear, were necessary for a List to represent a Queue. However, now only a
single external pointer is sufficient to maintain a Queue that is Head node. Because the Header
node next field behave like a Front and information field of Header node maintains last node
address so that it is behave like a Rear .
Another possibility for the use of the information portion of a List Header is as a pointer
to a Curr node in the List during a traversal process. This would be eliminate the node for an
external pointer during traversal.
#include
#include
#include
#include
struct node
{
char info;
struct node *next;
};
typedef struct node sl;
void display(sl *);
sl * create(sl *root)
{
sl *curr,*new;
char val;
printf(\"\ Enter $ to STOP --- Otherwise Continue : \");
fflush(stdin);
scanf(\"%c\",&val);
while(val != \'$\')
{
new=(sl *) malloc(sizeof(sl));
new->info = val;
new->next = NULL;
if(root == NULL)
root = new;
else
{
curr = root;
while( curr->next != NULL )
curr = curr->next;
curr->next = new;
}
printf(\" Enter $ to STOP --- Otherwise Continue : \");
fflush(stdin);
scanf(\"%c\",&val);
}
printf(\"\ The Created Linked List Is \ \");
display(root);
return root;
}
sl * delete(sl *root,char val)
{
sl *temp,*curr,*rear;
curr = root;
rear = NULL;
while( curr != NULL && val != curr->info )
{
rear = curr;
curr = curr->next;
}
if(curr == NULL)
{
if( rear == NULL)
{
printf(\"\ Linked List is Empty\");
printf(\"\ Deletion is not Possible \");
}
else
{
printf(\"\ deleted Node does not exist in List\");
printf(\"\ Deletion is not Possible \");
}
}
else
{
if( rear == NULL)
{
temp = root;
root = root->next;
}
else
{
temp = curr;
rear->next = curr->next;
}
printf(\"\ Node is deleted \");
printf(\"\ Deleted Node information is %c\",temp->info);
free(temp);
}
display(root);
return root;
}
sl * insert(sl *root,char va.
Write the code segments to create a monitor that has the same behavi.pdf
Write the code segments to create a monitor that has the same behavior as a semaphore.
Monitor semaphore {
//initialization
// synchronization condition variable
// methods
wait ( )
signal ( )
}
Solution
I assume the code is to be written in Java as no language is specified. The solution is below:
public class Monitor_Semaphore {
private int count;
//initialize
public Semaphore (int init)
{
count = init;
}
//signal
synchronized public void S() {
count++;
notify();
}
//wait
synchronized public void W()
throws InterruptedException {
while (count == 0) wait();
count--;
}
public void Method1(){
W();
//critical section
S();
}
}.
Which of the following is NOT a rationale for using mRNA intermed.pdf
Which of the following is NOT a rationale for using mRNA intermediates in gene expression?
to preserve its original, pristine copy of the gene DNA lacks the necessary information for
protein production. to amplify the response to its changing needs to connect the information
(DNA) with protein-producing organelles (ribosomes)
Solution
Answer b) DNA lacks the necessary information for protein production.
Reason - This is not true because DNA contains all the necessary information required to code
all the proteins. the same information is being transcribed on mRNA molecule during
transcription process and the same information is translated into an amino acid sequence from
mRNA into protein. in fact, DNA contains all the necessary information for protein production..
Which elements are in series and which are in parallel in Figure P1.3.pdf
Which elements are in series and which are in parallel in Figure P1.39? b. What is the
relationship between i_a and i_e? c. Given that i_b = 8 A, and i_c = -2 A, determine the values of
i_a and i_d.
Solution
Elements are in series-A-E,C-D...
A,E and C,D is parallel with B
ia ie are equall,but opposite in magnitude(ie) ia=-ie
ia+ic=ib;
ia=ib-ic= 8-(-2)=10A
where ic=-id so id=-(-2)=2A.
What domain is horizontal gene transfer most common within Multiple .pdf
What domain is horizontal gene transfer most common within? Multiple choice Horizontal gene
transfer is common to all domains. Archaea Bacteria Bacteria and Eukarya Eukarya
Solution
Horizontal gene transfer is a mechanism by which short DNA fragments are transferred between
organisms by direct uptake from environment (not via reproduction).
It is most common in prokaryotes, although it occurs in other domains also.
Horizontal gene transfer is a mechanism by which short DNA fragments are transferred between
organisms by direct uptake from environment (not via reproduction).
It is most common in prokaryotes, although it occurs in other domains also.Ans: c- bacteria.
This problem is based on the B92 method of quantum key distri.pdf
This problem is based on the \"B92\" method of quantum key distribution. See Physics World.
May 1999. Photons are directed at a polaroid sheet held by Alice. The Transmission Axis (TA)
of Alice\'s sheet is either vertical (V) or at 45degree. When Alice wants to send a \"1\" bit she
uses the 45degree orientation and when she wants to send a \"0\" bit she uses the V orientation.
Some distance away Bob has two polaroid sheets. His polaroid TA can be either horizontal (H)
or at -45degree. When Bob uses his H sheet he assigns a \"1\" bit to any photon he observes.
When Bob uses his -45degree sheet he assigns a \"0\" bit to any photon he observes. For each of
the two types of photons that Alice can send make a table showing what Bob sees with each of
his two polaroid orientations. For each case give the probability that Bob sees a photon. Bob
and Alice keep the bits for which Bob saw a photon and they use these as the key. In this method
they never discuss the polaroid orientations but just note the cases where Bob observed a photon.
Show that for the kept subset of bits Bob and Alice agree on the bit values. Alice and Bob
choose their polaroid sheets at random. What fraction of bits sent by Alice will be seen by Bob
and therefore used? What happens if an evesdropper Eve, places a polaroid sheet (for example
in the H direction) between Alice and Bob. What fraction of photons will Alice and Bob agree
on now?
Solution
If Alice and Bob use the sheets at random, Bob would see 50% of bits sent by Alice on an
average.
if a polaroid with H direction is placed in between Alice and Bob, he would see a photon always.
The phtons coming out of the intermdiate would be alinged along H, which can be consdiered as
composed of +45 and -45. Thus Bob will always see a photon, whether he uses H sheet or -45
sheet.AliceAliceBobBobBob.Porb.V0H000-4511+451H111-4500.
The _ operator can be used to determine a variable address The variab.pdf
The _ operator can be used to determine a variable address The variable declared inside a
structure declaration are called _. The _ operator allows us to access structure members Multiple
Choices - Select the best answer and write it In the blank. Functions prototype are terminated
with a semicolon. False True Many functions may have local variables with the same name.
False True the execution of this program segment and write the outputs accordingly.
Solution
1) The address operator can be used to determine a variable\'s address
2) The variables declared inside a structure declaration are called members
3) The dot operator allows you to access structure members.
1) Functions prototype are terminated with a semicolon
True
2) Many functions may have local variables with the same name
True.
The main difference between passive and active transport is the spec.pdf
The main difference between passive and active transport is the specificity of the target
molecule involved. the requirement for ATP. various gradient and osmotic pressures within the
cell. the ability to maintain voltage across the membrane. diffusion versus membrane protein
mediated transport. Co-transport occurs when active transport of a solute indirectly drives
transport of another solute. 2 ions are transported in opposite directions across the membrane. a
proton pump makes ATP. the voltage across the membrane suddenly changes. only during
photosynthesis in plants. Match the following terms Phagocytosis Cell pooping. (_____)
Pinocytosis Ingesting big particles. (_____) Exocytosis Cell sipping. (_____)
Solution
Answers :
Question number 6 : The correct answer is B ( The requirement of ATP)
Explanation : Passive transport is a type of transport in which ions or molecule move across a
membrane down the concentration gradient. It doesnot uses any metabolic energy for this
purpose. There are three types of passive transport which includes osmosis, simple diffusion and
facilitated diffusion. In contrast to passive transport, active transport uses metabolic energy such
as ATP to move an ion or a molecule against their concentration gradient (from a region of lower
concentration to regions of higher concentration). Example of active transporter : Na+ K+
ATPase pump..
The opposite movement of supination is ___. Pronation flexion exte.pdf
The opposite movement of supination is ___. Pronation flexion extension opposition
circumduction The lateral malleolus is part of which bone? Fibula Humerus Femur Patella
Tibia The glenoid cavity is part of which bone? Humerus ulna scapule ilium clavicle
Solution
Ans. 1) Pronation (it is the opposite movement of supination).
2.) Fibula (Lateral malleolus is part of fibula).
3.) Humerus (Glenoid cavity is part of humerous)..
The latter or final stages of an RNA based heriditary world were lik.pdf
The latter or final stages of an RNA based heriditary world were likely dominated by
a. cellularized RNA heredity systems using ribosomes for the syntheis of proteins
b. DNA based cells with nuclei
c. RNA oligonucleotides experimenting with self replication
d. RNA based cells with ribosomes but without nuclei
e. cellularized RNA heredity systems experimenting with additional ribozymes for the synthesis
of proteins
Solution
Finak stages of RNA based hereditary world were likely dominated by
e. cellularized RNA heredity systems experimenting with additional ribozymes for the synthesis
of proteins.
The synthesis of new protreins at the final stage will lead to the inheritance of new traits..
A female carrier of Tay-Sachs wants to have a child with a male carri.pdf
A female carrier of Tay-Sachs wants to have a child with a male carrier for Tay-Sachs. Tay-
Sachs is inherited in an autosomal recessive manner. Using the letters \"T\" and T fill out the
following table.
Solution
Autosomal recessive conditions are associated with non sex chromosomes and the disease allele
must be present in homozygous condition to inflict the disease. Tay-Sachs is a sphingolipidoses
associated with mutation in the HEXA gene situated on the chromosome 15. A defective copy of
both the allele for HEXA gene will lead to Tay sachs. Lets say that the wild type HEXA gene is
T and defective gene is t.
genotype of Mother - Tt; phenotype of mother- carrier
genotype of father-Tt; phenotype of father- carrier
Cross between the two:
Parents: Tt X Tt
offsprings: TT; Tt; Tt; ttFemaleMaleGenotypeTT; Tt; Tt; ttTT; Tt; Tt; ttPhenotypeNormal;
carrier; carrier; affectedNormal; carrier; carrier; affectedGenotypes of sperm/ovaSame as the
individualsame as the individual.
So I dont understand explicit equations. Whats the formula and how.pdf
So I don\'t understand explicit equations. Whats the formula and how are they different than
recursive?
Solution
in explicit formula we just need to know the term number to find any term of the sequence
whereas in recursive formula each term is defined by its preceding term.so to find any term of
the sequence we must know the preceding term
lets understand by an example
let a sequence be 1, 4 , 7 , 10 ...
a1 = 1 , difference between 2 terms = 3
for explicit formula
an = a1 + (n-1)*3
we just need to plug the value of n to get any term of the sequence
for recursive formula
an+1 = an + 3
to get any term of the sequence we need to know the preceding term
for eaxample
to find a3 we plug n = 2
a2+1 = a2 + 3
a3 = a2+ 3
tehrefore we need to know a2 term to get a3 term.
Sapling Learning Select the statements that explain why duplication i.pdf
Sapling Learning Select the statements that explain why duplication is a driving force for
evolution and the generation of genes. variations can occur when random fixed mutations are
introduced into a new chromosomal Duplication of a gene segment always results in novel
phenotypes. Duplicated genes provide extra copies of DNA that are not constrained by an
essential function. Genes duplicate then diverge from the original sequence to create novel genes
and
Solution
Statement No. 1, 3 and 4 justify the fact that Gene duplication driving force behind Evolution.
1) Occurence of fixed mutation in new genotypic environment result may result into deletion of
another gene function or enhancement of gene responsible for a particular phenotype. this
enhancement (example curvature of spine and straightening of posture) or deletion (example
disappearance of tail) can be beneficial to the organism and is passed to future generations thus
leading to evolution of new species.
2) Duplicate copies of DNA, after a period of time, are often rendered redundant and are no
longer constrained by any essential function. These redundant copies often result in acquiring
new function and lead to evolution.
3) Gene duplication, followed by their divergence leads to formation of novel genes and take part
in evolution.
4) Novel gene generation result may from interaction between two different genes. However, it is
not always that duplication of a gene will always result in new phenotypes.
Thus, Statement 1,3 and 4 are true to the statement that gene duplication result into evolution and
generation of new genes..
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Does yeast have a post translation pathway for protein synthesisIf .pdf
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Which of the following is NOT a rationale for using mRNA intermed.pdf
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Which elements are in series and which are in parallel in Figure P1.3.pdf
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A female carrier of Tay-Sachs wants to have a child with a male carri.pdf
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The simplified electron and muon model, Oscillating Spacetime: The Foundation...
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How to Build a Module in Odoo 17 Using the Scaffold Method
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The following table is a summary of randomly chosen student evaluati.pdf
- 1. The following table is a summary of randomly chosen student evaluations of faculty at a university over a three-year period. The researcher is interested in whether the distribution of evaluations differs by faculty rank. Rank Evaluation Assistant Professor Associate Professor Professor Total Above Average 44 36 34 114 Below Average 31 29 51 111 Total 75 65 85 225 Which of the following correctly characterizes the p-value? a. p-value < .01 b. .01 < p-value < .025 c. .025 < p-value < .05 d. .05 < p-value < .10 e. p-value > .10
- 2. Do the above data provide evidence at the .025 level that evaluation and faculty rank are dependent? a. yes b. no c. cannot be determined d. maybe? e. Pie Rank Evaluation Assistant Professor Associate Professor Professor Total Above Average 44 36 34 114 Below Average 31 29 51 111 Total 75 65 85 225 Solution
- 3. The following table is a summary of randomly chosen student evaluations of faculty at a university over a three-year period. The researcher is interested in whether the distribution of evaluations differs by faculty rank. Rank Evaluation Assistant Professor Associate Professor Professor Total Above Average 44 36 34 114 Below Average 31 29 51 111 Total 75 65 85 225 Chi-Square Test Observed Frequencies Column variable Calculations Row variable Assistant Professor Associate Professor Professor Total fo-fe Above Average 44
- 4. 36 34 114 6 3.0667 -9.0667 Below Average 31 29 51 111 -6 -3.0667 9.0667 Total 75 65 85 225 Expected Frequencies Column variable Row variable Assistant Professor Associate Professor Professor Total (fo-fe)^2/fe Above Average 38 32.9333 43.0667 114 0.9474 0.2856 1.9088 Below Average
- 5. 37 32.0667 41.9333 111 0.9730 0.2933 1.9604 Total 75 65 85 225 Data Level of Significance 0.025 Number of Rows 2 Number of Columns 3 Degrees of Freedom 2 Results Critical Value 7.3778 Chi-Square Test Statistic 6.3683 p-Value 0.0414 Do not Reject the null hypothesis Which of the following correctly characterizes the p-value? a. p-value < .01 b. .01 < p-value < .025 c. .025 < p-value < .05
- 6. d. .05 < p-value < .10 e. p-value > .10 Do the above data provide evidence at the .025 level that evaluation and faculty rank are dependent? a. yes b. no c. cannot be determined d. maybe? e. Pie Rank Evaluation Assistant Professor Associate Professor Professor Total Above Average 44 36 34 114 Below Average 31 29 51 111 Total 75 65 85
- 7. 225