Variation lab day2
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The document provides reminders and information about an biology lab on variation and natural selection. It reminds students that the end of the semester is approaching and to check student views. It discusses combining class data on spinach leaf widths to analyze with larger sample sizes. It also defines key terms like adaptation, selection pressure, and variation and explains types of selection like directional, stabilizing, and disruptive selection. Students are asked questions about interpreting the class data set on spinach leaf widths.
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Variation lab day2
The document provides reminders and instructions for students regarding an upcoming lab experiment on variation and natural selection. It discusses combining class data and re-evaluating results with a larger data set. Key topics covered include variation, adaptation, selection pressures, artificial and natural selection, and examples of directional, stabilizing, and disruptive selection. Students are asked to analyze their combined data and consider possible selection pressures that could explain the shape of the class graph on spinach leaf variation.
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This document provides examples of testable problem statements for experiments involving raisins, soda, eggs, water, salt, and temperature. The examples follow criteria for a strong problem statement, including being readable, testable, and containing the six essential parts of a hypothesis. Sample statements ask how the amount of soda affects raisin movement; how many bubbles it takes to float a raisin for a minute; and whether changing the type of soda affects raisin movement. Other examples examine how much salt is needed to float an egg; what water temperature floats an egg; and whether the amount of egg cooking affects floating ability.
2. This exercise uses the dataset WholeFoods.” (a) Use Excel to.docx
2. This exercise uses the dataset “WholeFoods.”
(a) Use Excel to construct a relative histogram for store size. Does the distribution of store size appear to be skewed? If so, does it appear to be skewed to the right or to the left? Explain.
(b) Use Excel to calculate the following four measures of central tendency for store size: mean, median, midrange, and 5% trimmed mean (using the trimmed mean definition from the textbook). Do any of these measures of central tendency appear to not be appropriate for this particular dataset? Explain.
(c) Use Excel to calculate the following four measures of dispersion for store size: variance, standard deviation, mean absolute deviation, and coefficient of variation. Please provide brief and “to-the-point” comments on your results.
(d) According to Chebyshev’s Theorem, at least what percentage of the observations within a sample is supposed to lie within 1.5 sample standard deviations of the sample mean? Next, using Excel, please take the observations for store size in the Whole Foods dataset and confirm that this prediction holds within the Whole Foods sample dataset.
(e) Use Excel to calculate the first quartile, the third quartile, the midhinge, and interquartile range for store size. Next, use Excel to create a box plot graph for store size. (Note: Excel does not have a built-in function for creating a box plot. Your group will need to “figure out” how to do it. For example, the internet has many examples of how to create a box plot in Excel using column/bar charts. You may do either a “horizontal” box plot (i.e., a box plot with the “whiskers” pointing to the right and to the left) or a “vertical” box plot (i.e., a box plot with the “whiskers” pointing to the top and to the bottom).)
(f) Use Excel to calculate both inner fences (left and right) for store size, and then both outer fences (left and right) for store size. Based on these calculated values, are there any “outlier” stores in the data? Any “extreme outlier” stores in the data? If so, which stores are they? (Note: In answering this question, please use the definition of “outlier” and “extreme outlier” provided on page 144 of the textbook; please do not use the definition of “outlier” provided on pages 135-137 of the textbook.) (g) Use Excel to calculate skewness for the variable store size. Is store size skewed right or left? Does your answer corroborate the answer you provided in part 2(a) above?
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This document provides examples of testable problem statements for experiments involving raisins, soda, eggs, water, salt, and temperature. The examples follow criteria for a strong problem statement, including being readable, testable, and containing the six essential parts of a hypothesis. Sample statements ask how the amount of soda affects raisin movement; how many bubbles it takes to float a raisin for a minute; and whether changing the type of soda affects raisin movement. Other examples examine how much salt is needed to float an egg; what water temperature floats an egg; and whether the amount of egg cooking affects floating ability.
2. This exercise uses the dataset WholeFoods.” (a) Use Excel to.docx
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(a) Use Excel to construct a relative histogram for store size. Does the distribution of store size appear to be skewed? If so, does it appear to be skewed to the right or to the left? Explain.
(b) Use Excel to calculate the following four measures of central tendency for store size: mean, median, midrange, and 5% trimmed mean (using the trimmed mean definition from the textbook). Do any of these measures of central tendency appear to not be appropriate for this particular dataset? Explain.
(c) Use Excel to calculate the following four measures of dispersion for store size: variance, standard deviation, mean absolute deviation, and coefficient of variation. Please provide brief and “to-the-point” comments on your results.
(d) According to Chebyshev’s Theorem, at least what percentage of the observations within a sample is supposed to lie within 1.5 sample standard deviations of the sample mean? Next, using Excel, please take the observations for store size in the Whole Foods dataset and confirm that this prediction holds within the Whole Foods sample dataset.
(e) Use Excel to calculate the first quartile, the third quartile, the midhinge, and interquartile range for store size. Next, use Excel to create a box plot graph for store size. (Note: Excel does not have a built-in function for creating a box plot. Your group will need to “figure out” how to do it. For example, the internet has many examples of how to create a box plot in Excel using column/bar charts. You may do either a “horizontal” box plot (i.e., a box plot with the “whiskers” pointing to the right and to the left) or a “vertical” box plot (i.e., a box plot with the “whiskers” pointing to the top and to the bottom).)
(f) Use Excel to calculate both inner fences (left and right) for store size, and then both outer fences (left and right) for store size. Based on these calculated values, are there any “outlier” stores in the data? Any “extreme outlier” stores in the data? If so, which stores are they? (Note: In answering this question, please use the definition of “outlier” and “extreme outlier” provided on page 144 of the textbook; please do not use the definition of “outlier” provided on pages 135-137 of the textbook.) (g) Use Excel to calculate skewness for the variable store size. Is store size skewed right or left? Does your answer corroborate the answer you provided in part 2(a) above?
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• maintain homeostasis to maintain the conditions of an internal
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• have an evolutionary history and are adapted to a way oflife.
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relationships. Humans are mammals, a type of vertebrate in the
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1. It defines natural selection as the process where individuals vary, some variations are inherited, there is competition for limited resources, and individuals best suited to the environment survive and reproduce more successfully, passing on their traits.
2. It provides evidence for evolution and common descent, including homologous structures, the fossil record, geographic distribution of species, and similarities in early development.
3. It explains Darwin's theory of evolution by natural selection, where nature provides variation and natural selection determines which variations are most successful in each environment.
Transcription notes
Protein is made from amino acids that interact through bonding and folding. Proteins control traits like hair and skin color through the amount of melanin present. Blood carries oxygen using the protein hemoglobin. DNA contains genes and remains in the nucleus, while messenger RNA (mRNA) acts as an intermediary, traveling between the nucleus and cytoplasm to create proteins. Transcription involves DNA unzipping and mRNA being built from the DNA template. Translation occurs when mRNA leaves the nucleus and attaches to ribosomes to recruit transfer RNA (tRNA) and amino acids to build a protein chain.
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This document contains 8 genetics review problems involving inheritance of traits such as hair color, head shape, extra digits, blood type, skin pigmentation, earlobe attachment. The problems require determining genotypes and phenotypes of offspring based on information provided about the parents. They assess understanding of concepts like dominant/recessive traits, heterozygous/homozygous, Punnett squares, and calculating genotype and phenotype probabilities.
Genetics test review
This document contains multiple genetics questions about inheritance patterns in humans and other organisms. It asks the reader to determine expected phenotypic and genotypic ratios from given crosses, identify parental genotypes, and assign alleles to explain observed inheritance patterns. It also contains basic questions about genetics concepts like the number of chromosomes per cell and the definition of a gene.
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Variation lab day2
- 1. Reminders End of the semester is in a week a half! Check your student view Make an appointment with Miss Baker for make-up work! Re-take for Natural Selection Exam Due Friday
- 3. Purpose Why did we do this lab? What relevance does it have to your life?
- 7. How we look at our data: Did you all get measurements in cm? If you didn’t take all your measurements in cm, can you easily compare heights using different units of measurement? Why or why not? Did you all measure the apple circumferences the same way as neighboring groups from which you received data? How can you be sure? Why were our graphs so problematic? Do your graphs tell you anything with a degree of certainty about a population of spinach plants? Why or why not? Can we learn about selective pressures from our small amount of data? Why or why not? Why do we need a larger sample size?
- 9. Write down the total variation for spinach leaf width in the population in a data table in your lab and create a new graph.
- 10. Answer the questions in the end of your lab packet with the new data set.
- 11. You will have 15 minutes to do this!
- 16. Re-evaluating the data: What are some possible reasons (selection pressures) for the shape of the class spinach leaf graph? How could we test these hypotheses?
- 17. Make some predictions: If we saw the population of an apple-eating-insect grow in size, and we saw an apple fruit circumference size grow over time, what could we call this evolution pattern?
- 18. Definitions Adaptation-a trait that provides some type of advantage to organisms in the struggle for survival examples
- 21. Evolution is: Genetic change in population over time. These changes are seen in populations not in individuals