Lab 6: Taxonomy

ANSWER KEY

Pre-Lab Questions

1. Use the following classifications to determine which organism is least related out of the three. Explain your rationale. (1 pts)

The Eastern Newt is the least related organism out of the three. While all three are classified into the same domain, kingdom, phylum and class the Eastern Newt is in a different order than the American Green Tree Frog and the European Fire-Bellied Toad.

2. How has DNA sequencing affected the science of classifying organisms? (1 pts)

DNA sequencing has allowed for the comparison of genes at the molecular level as opposed to physical traits at the organism level. Physical traits can be misleading when classifying how related two organisms are. DNA sequencing can also trace relatedness through generations and more accurately assess how closely related two organisms are.

3. You are on vacation and see an organism that you do not recognize. Discuss what possible steps you can take to classify it. (1 pts)

The organism’s physical features can be used to compare it to known organisms. Some physiological features can even possibly be used to help classify it.

Cla

Experiment 1: Dichotomous Key Practice Level American Green Tree

Fro  g 

European Fire-

Bellied Toadinomial Name

 Table 3: Dichotomous Key Results

(2 pts each)

Post-Lab Questions

1. What do you notice about the options of each step as they go from number one up. (1 pt)

The options become more and more specific.

2. How does your answer from question one relate to the Linnaean classification system? (1 pts)

The dichotomous key options became more and more specific as they came closer to identifying the organism just like the classification system starts as a broad category (i.e, animal kingdom) and becomes more specific until a unique species is classified (i.e., species).

Experiment 2: Classification of Organisms

The flow chart questions will lead you to the correct classification of the organisms into their respective kingdoms. Table 2, shown above, has an error in your lab manual–sunflowers do not have motility. Most of you saw the discrepancy and went with the answer you got from the flow chart. For the blanks in the completed table (above), that’s because those answers are variable, and not necessary to identify that organism using the given flow chart. (3 pts)

 

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Lab 6: Taxonomy

ANSWER KEY

Pre-Lab Questions

1. Use the following classifications to determine which organism is least related out of the three. Explain your rationale. (1 pts)

The Eastern Newt is the least related organism out of the three. While all three are classified into the same domain, kingdom, phylum and class the Eastern Newt is in a different order than the American Green Tree Frog and the European Fire-Bellied Toad.

2. How has DNA sequencing affected the science of classifying organisms? (1 pts)

DNA sequencing has allowed for the comparison of genes at the molecular level as opposed to physical traits at the organism level. Physical traits can be misleading when classifying how related two organisms are. DNA sequencing can also trace relatedness through generations and more accurately assess how closely related two organisms are.

3. You are on vacation and see an organism that you do not recognize. Discuss what possible steps you can take to classify it. (1 pts)

The organism’s physical features can be used to compare it to known organisms. Some physiological features can even possibly be used to help classify it.

Cla

Experiment 1: Dichotomous Key Practice Level American Green Tree

Fro  g 

European Fire-

Bellied Toadinomial Name

 Table 3: Dichotomous Key Results

(2 pts each)

Post-Lab Questions

1. What do you notice about the options of each step as they go from number one up. (1 pt)

The options become more and more specific.

2. How does your answer from question one relate to the Linnaean classification system? (1 pts)

The dichotomous key options became more and more specific as they came closer to identifying the organism just like the classification system starts as a broad category (i.e, animal kingdom) and becomes more specific until a unique species is classified (i.e., species).

Experiment 2: Classification of Organisms

The flow chart questions will lead you to the correct classification of the organisms into their respective kingdoms. Table 2, shown above, has an error in your lab manual–sunflowers do not have motility. Most of you saw the discrepancy and went with the answer you got from the flow chart. For the blanks in the completed table (above), that’s because those answers are variable, and not necessary to identify that organism using the given flow chart. (3 pts)

Post-Lab Questions

1. Did this series of questions correctly organize each organism? Why or why not? (2)

Yes. If the questions in the “tree” were answered correctly, each organism should end up in the correct kingdom.

2. What additional questions would you ask to further categorize the items within the domains and kingdoms (Hint: think about other organisms in the kingdom and what makes them different than the examples used here)? (2 pts)

Your answers will vary, but you should have brainstormed other organisms that belong to each domain or kingdom. For example, fish are also in the animal kingdom – how do fish differ from bears (gills instead of lungs, live in water, etc.)? What makes types of protists different from each other (shape, form of motion, etc.)?

3. What questions would you have asked of the ones that you answered about when classifying the organisms? (2 pts)

Answers will vary.

Example:

· Bacteria: Is it a membrane bound organelle?

· Fungi: Is it a yeast or mold?

· Plantae: Does it have a cell wall?

· Animalia: Is it multicellular?

· Protista: Is it a eukaryote, but, not an animal, plant, or fungi?

 

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Lab Activity #13: Correlation and Regression

STAT 1350

Part 1: Restaurant Tips

billtipwww.lock5stat.com/statkeyFlorida Lakes (Mercury vs Ph)Restaurant Tips (Tip vs Bill)

1. First, let’s attempt to examine and describe the relationship between Bill and Tip. In the space below, comment on the form, direction, and strength of this relationship. If you want to, in StatKey, you can click on the “Show Regression Line” box on the right to see how far the data points fall from the regression line. 

·            Form:

·            Direction:

·            Strength:

1. Use the summary statistics you are given to construct the regression equation that will allow us to predict Tip based on Bill. Be sure to type it in equation below. We will come back to the equation later on in this activity.

1. Let’s focus now on the correlation between Bill and Tip. You should see this value among the Summary Statistics that are automatically computed. 
2. What is the value of the correlation? Please write or type this below.

1. What does the correlation coefficient tell you about the strength and direction of the relationship between Bill and Tip?

4.        Look carefully at the regression equation you wrote down in response to Question 2 above. Please answer the following questions based on this equation.

a.         What is the slope? Please write an interpretation of this value.

b.        What is the intercept? Again, please write an interpretation of this value.

c.         Suppose that George is a customer at the restaurant and his bill is $55.75. How much (in dollars) would we predict his tip to be?   

d.        Recall the value for the correlation that you found above.  Use this information to find the value of  r-squared. Write ths value below and explain how it should be interpreted. 

e.         What percent of the variability (or variation) in Tip can NOT be explained by the regression equation? 

f.           Suppose you learn of another customer, Lucy, who has a bill of $100. Why would we NOT want to use the regression equation to predict theamount of money Lucy will leave for a tip? 

5.        Suppose you are told that one customer’s data was accidentally left out of the data set. Peter had a bill of $35, and he left a tip of $15.  How do you think this one data value would change the correlation between the variables? Why? 

Part 2: More reasoning about scatterplots and correlation

6.        If you switch X and Y, the sign of the correlation changes. (Assume here that X and Y are quantitative variables)

a.         True                b. False

7.        Correlation is not affected by skewness and outliers.

a.         True                b. False

8.        The strength of a correlation depends on its sign, positive or negative

a.         True                b. False

9.        A coefficient of correlation of -0.96 indicates a very strong negative correlation.

a.         True                b. False

10.  If the correlation between total semester score and attendance is 0.85, then ____% of the variation in total semester score is explained by the regression equation.

a.         0.85%

b.        8.5%

c.         72.25%

d.        92.20%

11.  A professor examines the relationship between minutes studying and score on the midterm (out of 200 points) for students in his course using data from 320 randomly selected students. The data is presented in the scatterplot below. True or False: The correlation for this data set is in units of “points per minute studying.”

1. True
2. False

12.  In Florida, the pH levels and mercury levels of several lakes are measured. From these measurements, researchers construct a regression equation in order to predict mercury levels based on pH levels. The equation is: Predicted mercury level = 1.531 – 0.152(pH level).

It is found that this regression equation explains approximately 32% of the variability in mercury levels. Based on this information, the correlation between mercury level and pH level must be

a.         -0.152

b.        -0.32

c.         -0.57

d.        We cannot answer this based on the given information.

13.  Suppose an algebra professor found that the correlation between study time (in hours) and exam score

(out of 100) is r = .80, and the regression equation was found to be: Predicted exam score = 20 + 4(study

 

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Lab Assignment 2: Advanced Encryption Standard (AES)

Due in week 9 and worth 120 points.

Instructions

• Download the lab worksheet here.
• Complete the lab according to the lab instructions provided on the lab worksheet.
• Submit the lab worksheet as an attachment in the online course shell.
• Capture a screen shot as you complete each one of the lab steps and paste it in the designated spot below each step.

Example:Step 1:Lab Assignment 2: Advanced Encryption Standard (AES)

Due Week 9 and worth 120 points

This exercise uses the Advanced Encryption Standard (AES). The United States National Institute of Standards and Technology (NIST) adopted AES as Federal Information Processing Standards Publications 197 (FIPS PUB 197) in 2001. AES supports key lengths of 128, 192, and 256 bits; JavaScrypt uses 256 bit keys exclusively.

For this exercise, you will need to use two (2) different e-mail accounts (i.e., your Strayer email account and your personal email account). You will be creating an encrypted message and sending it from your first e-mail account to your second e-mail account.

Instructions

• Capture a screen shot as you complete each one of the lab steps and paste it in the designated spot below each step.

Example:

Step 1:

If there is a question in a step, your response should be included directly under the screen shot of that step.

• Submit the lab worksheet as an attachment in the online course shell.

Lab Steps:

1. Go to the JavaScrypt Encryption and Decryption page, located at  http://www.fourmilab.ch/javascrypt/javascrypt.html

<paste screen shot here>

2. Create a key and enter it into the text box under the “Key” section. (The text option button under the textbox should be selected.) Next, click the “Generate” command button. Copy the contents of the “Key” text box to a notepad file because you will need it later.

<paste screen shot here>

3. Then, go to the “Plain Text”” box immediately underneath the “Key” text box and enter text that you want to encrypt. (The “Codegroup” option button under the textbox should be selected.) Click the “Encrypt” command button.

<paste screen shot here>

4. Look at the “Cipher Text” text box located below the “Encrypt” command button. Explain what is there.

<paste screen shot here>

5. Login to your second e-mail account and open a new email.

<paste screen shot here>

6. Copy the contents of the “Cipher Text” text box into the body of the email that you will be sending to your second email account.

<paste screen shot here>

7. Clear the contents of each of the “Key,” “Plain Text,” and “Cipher Text” text boxes.

<paste screen shot here>

8. Send the email from your first email account to your second email account.

<paste screen shot here>

9. Go to your second email account and open the email that you sent to yourself. Copy the encrypted message and paste it into the “Cipher Text” text box at http://www.fourmilab.ch/javascrypt/javascrypt.html. Click the “Decrypt” command button.

<paste screen shot here>

10.  Look back in the “Plain Text” text box. What do you see? Discuss what happened.

<paste screen shot here>

11.  Now, enter the key (plain or encrypted) into the “Key” text box. Which key did you enter? Can you enter the plain (unencrypted) key or do you have to use the encrypted one in order for the contents of the encrypted “Cipher Text” text box to be unencrypted and displayed in the “Plain Text” text box? Provide a rationale for your response.

<paste screen shot here>

12.  If a person does not have the original encrypted key, can he or she encrypt the original key that he or she entered in the “Key” text box? Provide a rationale for your response. Note:No screen shot is needed for this step.

13.  Explain the differences, if any, between using AES encryption versus a DES one. Note:No screen shot is needed for this step. 

14.  Why do many consider AES encryption more secure than DES?  Provide a rationale for your response.Note:No screen shot is needed for this step. there is a question in a step, your response should be included directly under the screen shot of that step.

Click here to view the grading rubric.

 

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#include&lt;iostream&gt;using namespace std;double getTax(double amount);int main() {double number;cout &lt;&lt; &quot;Enter the income: &quot;;cin &gt;&gt; number; } cout &lt;&lt; &quot;Tax:…

 

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