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Please provide the step by step calculation for these questions.
Biology 280; Spring 2019 Homework 1a 1.3) Childrens food choices. (Page 13) Do popular cartoon characters on food packages influence childrens food choices? A study asked 40 young children (ages four to six) to taste graham crackers presented in a package either with or without a popular cartoon character, and to indicate whether the two foods tasted the same or one tasted better. Unknown to the children, the crackers were the same both times. Here are the findings. Number of Children Taste Preference Without character Taste the same With character Percent 7.5 37.5 15 55.0 Present these data in a well-labeled bar graph. Would it also be correct to make a pie chart? What do the data suggest about the influence of cartoon characters on graham cracker preference in young children? 1.5) Healing of Skin Wounds. (Page 16) Biologists studying the healing of skin wounds measured the rate at which new cells closed a razor cut made in the skin of an anesthetized newt. Here are the sorted data from 18 newts, measured in micrometers (millionths of a meter) per hour. 11 12 14 18 22 22 23 23 26 27 28 29 30 33 34 35 35 40 Make a histogram of the healing rates using classes of width 5 micrometers/hour starting at 10 micrometers/hour. (Make this histogram by hand even if you have software, to be sure you understand the process. You may want to compare your histogram with your softwares choice.) 1.24) Eating Habits. (Page 32) You are preparing to study the eating habits of elementary school children. Describe two categorical variables and two quantitative variables that you might record for each child. Give the units of measurements for the quantitative variables.
1.26) Deaths among young people. (Page 32) Here are the number of deaths among persons aged 15 to 24 years in the Unted States in 2010 due to the leading causes of death for this a 12,015; homicide, 4651; suicide, 4559; cancer, 1594; heart disease, 984; congenital defects, 401. ge group: accidents, (a) Make two bar graphs of these data, one with bars ordered alphabetically (by death type) and the other with bars from tallest to shortest. Comparisons are easier if you order the bars by height. (b) What additional information do you need to make a pie chart? 3.4) Chickadee alarm calls. (Page 69) The black-capped chickadee (Poecile atricapilla) is a small songbird commonly found in the northern United States and Canada. Chickadees often live in cooperative flocks, using a complex language to communicate about food sources and predator threats. In an experiment, researchers recorded chickadee vocalizations in an aviary when presented with predators of various sizes. The following data represent the average number of D notes per chickadee warning call for each type of predator, along with the predator wingspan (in centimeters). Predator Number of wingspan D noted Predator Number Predator Pygmy owl Saw-whet Owl Kestrel Merlin Coopers hawk Short-eared owl Prairie falcon (cm) per call Predator 31.2 38.8 57.6 60.6 80.6 89.2 3.96 Gyrfalcon 4.09 Peregrine falcon 2.76 Red-tailed hawk 3.04 Great horned owl 3.18 Great gray owl 2.28 Rough-legged hawk 138.0 2.20 wingspan (cm) 115.1 120.0 120.0 120.4 132.2 of D notes per call 2.25 2.80 2.56 2.46 2.06 1.36 109.9 Plot the number of D notes per call (response) against the predator wingspan (explanatory). 3.5) Chickadee alarm calls, continued. (Page 71) Describe the form, direction, and strength of the relationship between the number of D notes per call and the predator wingspan, as displayed in your plot from Exercise 3.4. What does the relationship suggest about chickadee warning calls?
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