Q1.  The table below shows the current recorded from patch clamp experiments on potassium channels in cultured rabbit lacrimal gland cells at different stimulating membrane potentials.

Current (pA)	Membrane potentials (mV)
1.9	60
0.95	50
0.05	40
-0.9	30
-1.85	20
-2.8	10
-3.8	0
-4.8	-10
-5.7	-20
-6.65	-30
-7.6	-40
-8.6	-50

 

Draw an I – V curve. (8 marks)

Calculate the reversal potential. (2 marks)

Calculate the conductance of this ion channel. (6 marks)

 

 

 

 

 

Q2. A human red blood cell has a membrane surface area of about 81µm² and a membrane thickness of about 110 Aº. If the concentration of urea in the extracellular fluid is 1.6mM, and its intracellular concentration is 0.8mM, calculate the flux of urea in µmoles/sec across the red blood cell membrane. Assume that the diffusion coefficient of urea is 1 x 10^-8 cm²/sec. (10 marks)

 

Q3. During the course of a neurosurgical procedure a drug is applied to the surface of the brain in order to inhibit the activity of a group of neurons that lie 3mm below the surface. Approximately how long will it take the drug to diffuse from the surface to those neurons?  Assume the diffusion coefficient of the drug in brain tissue is         3 x 10^-4 cm²/sec. (6 marks)

 

Q4. Calculate the membrane potential (V_m) of a cell, given the following resistances and equilibrium potentials. Need to show all calculations. (12 marks)

E_K = – 94mV, R_K = 0.5 x 10⁶ Ω, E_Na = 66mV, R_Na = 0.5 x 10⁶ Ω

 

Q5. If E_K = -92 mV and V_M = -72 mV what will be the direction and magnitude of the ECDF? (4 marks)

 

Q6. If E_Na = 66 mV and V_M = -52 mV what will be the direction and magnitude of the ECDF? (4 marks)

 

Q7. Draw an I-V plot for two different non-voltage dependent ionic currents I_A and I_B under the following conditions:

·       When the conductance (g) is the same (2pS) for both ions A and B, but equilibrium potentials (-70mV for A, -50mV for B respectively) are different. Label the axes. (5 marks)

·       When the equilibrium potentials for both are the same            (-40mV) but they have different conductance’s (2pS for A, 4pS for B respectively). Label the axes. (5 marks)

 

Q8. A cell has a membrane potential of – 68 mV with the concentration of an ion [X⁺] inside (135mM) and concentration outside (8mM). What will be the direction and magnitude of the ECDF? (8 marks)

 

Q9. Consider a situation where K⁺ ion has an intracellular fluid (ICF) concentration of 320 mM and an extracellular fluid (ECF) concentration of 35 mM.  What will be the direction and magnitude of the ECDF acting on K⁺ at V_m = – 82 mV? (8 marks)

 

Q10. If ICF (K⁺) ion concentration is 165 mM, what ECF (K⁺) concentration is required for the condition of no net passive flux of K⁺ across the membrane at Vm = – 66 mV ? (6 marks)

 

 

 

 

Q11. What is the Donnan Effect? Two solutions are separated by a membrane permeable to sodium and chloride ions. The concentrations on side 1 are  sodium = 100 mM and proteins = 100mM and the concentrations on side 2 are sodium = 100 mM and      chloride = 100 mM.  At steady state approximate the concentrations of the different species and describe the different forces contributing to this steady state. (10 marks)

 

Q12. The concentration of carbon at 1 mm into the surface of the titanium slab is 0.25 kg/m³ and at 3 mm the concentration is 0.68 kg/m³. The temperature of the carburizing environment is 925 degrees Celsius, and the rate at which carbon is entering this 2 mm thick region is 1.27 x 10^-9 kg/(m²s). What is the diffusion coefficient for this particular treatment? (6 marks)

If an hypothesis is being tested which is predicting a directional difference, it is known as a

PSY 870: Module 6 Problem Set

Factorial (2 × 3) MANOVA

This study investigates whether there are differences in the outcomes of three different treatments for anxiety. The treatment conditions that are compared are treatment with medication, treatment with psychotherapy, and placebo (inactive pills). In addition, we want to see if gender of the client moderates the effects of the treatment. Every participant had been diagnosed with similar types and severity of anxiety disorders when they entered the study. Each participant was randomly assigned only to one of the three treatment conditions. After 12-weeks of treatment (or placebo), all participants completed two questionnaires to measure worry and general emotion. The higher the scores on these measures, the higher the anxiety level of the participant.

Directions:

The factorial MANOVA will combine what you have learned previously about

1.     Post hoc tests when you have more than two groups on an IV (one-way ANOVA),

2.     Main effects and interactions (factorial ANOVA), and

3.     Working with multivariate analyses of multiple DVs (one-way MANOVA).

 

Using the SPSS data file for Module 6 (located in Topic Materials), answer the following questions:

1.     What are the independent variables in this study? What are the dependent variables?

2.     Why is a factorial MANOVA appropriate to use for this research design?

3.     Did you find any errors that the researcher made when setting up the SPSS data file (don’t forget to check the variable view)? If so, what did you find? How did you correct it?

HINT:

Yes, there are coding errors for Measures.

4.     Perform Initial Data Screening. What did you find regarding missing values, univariate outliers, multivariate outliers, normality?

HINT:

Revisit instructions from last module’s readings on how to compute Mahalanobis distance and then analyze for multivariate outliers.

5.     Perform a factorial MANOVA on the data. Before interpreting the multivariate results of the MANOVA, check outcomes that test other assumptions for this statistic: equality of covariance matrices (see Box’s Test) and sufficient correlation among the DVs (see Bartlett’s Test of Sphericity). Also check the results of the Levene’s Test of Equality of Error Variances to evaluate that assumption for the univariate ANOVAs that are run and show in the Tests of Between-Subjects Effects output. What have you found about whether the data meet these additional assumptions for the MANOVA and follow-up ANOVAs? Explain.

HINTS:

·      Once in the Options box, remember to check box for “Residual SSCP matrix” to get results for the Bartlett’s test.  

·      Also, remember to ask for post hoc tests for Treatment because there are more than two conditions. Profile plots also help with visualizing interactions.

 

6.     What are the outcomes of the multivariate tests (main effects and interaction)? Report either the Pillai’s Trace or Wilks’s Lambda for each result, as well as the associated F-value and its statistical significance. Use the following format for notation to report each result: Pillai’s Trace OR Wilks’ lambda = ____; F(df, df) = ____, p = ____.

HINTS:

·      Use Pillai’s trace if there are problems with heterogeneity of variance-covariance matrices for the DVs. Otherwise, Wilks’ lambda is fine.

·      Eta squared cannot be calculated from the information provided in the multivariate tests results.  

7.     Given the results of the multivariate tests, would you now move on to interpret the results of the Tests of Between-Subjects Tests? If yes, what are the results and what do they mean? (Report each of the results using the format of F(df, df) = _____, p = _____ , h² = _____.)

8.     Because one IV has more than two conditions, you would need to do post hoc tests if the overall F-value was statistically significant. If so, what results did you find?

9.     If you had a significant interaction effect, what follow-up tests do you need to perform to understand how gender moderates the effects of treatment? What are the results?

10.  Citing the results of your statistical analyses, what is the conclusion you can draw (and support) regarding research question that was posed in this research (see problem statement)?

HINT: Use the sample results write-up in the textbook to see what you should report and how to say it. Just substitute the correct language and values for the analyses you have done for this problem.

 

Links provided:

http://www.creativebloq.com/web-design/best-website-builder-8133804

or

http://www.p21.org/exemplar-program-case-studies/list-of-exemplar-schools

and

http://www.edutopia.org/schools-that-work

 

 

 

 

A number of important resources supporting the design, development, implementation, and evaluation of culturally relevant instructional experiences are available online. Throughout this course, you have had many opportunities to view a number of such resources. This assignment encourages you to reflect on the key concepts presented in the course through the creation of a web-based tool that you can use in the future to support your teaching efforts. The goal is to showcase several model schools or programs representing what you have learned thus far regarding culturally relevant practices, creativity, and innovation. A plethora of options exists as you search for model schools or programs. While the K-12 public school setting may be on the forefront of your mind, remember there are a variety of learning environments available, such as charter and private schools, technical programs, post-secondary education and training programs, schools and programs pertaining to the military, and more. Therefore, expand your search efforts to gain a well-rounded perspective to share in your website. The resource you create can also be shared with colleagues (as well as the public in general) to advocate for implementing a more culturally-relevant instructional approach to professional practice. 

A listing of good free tools you might choose to use as you develop your web-based tool (website) is presented in the Instructor Guidance. Each tool includes its own collection of help files and tutorials to support your creative endeavor.

Review the Week Four Instructor Guidance for detailed assistance about preparing for completing this assignment. Next, construct your assignment to meet the content and written communication expectations below.

Content Expectations

• Website Content (8 points): Create a website that includes each of the following items: 
  
  1. At least three schools and/or programs
  2. Details for each school or program presented on individual pages
  3. A link to the school or program
  4. Embedded or linked videos or photos
  5. A summary of why the school or program is innovative and/or unique
  6. The location and general demographic information about the students
  7. An analysis of the 21st century skills supported by the school or program
  8. Descriptions of how the learning experiences reflect culturally relevant pedagogy 
  9. Description of how the school and/or program promotes creativity in the classroom
  10. Description of how the school and/or program encourages teachers to be more creative in their approach to teaching
  11. Reference page

• Website Appearance (.5 points): The website is well organized, formatted with high-contrast colors, and includes a logical navigation structure among pages. 

Written Communication Expectations

• APA Formatting (.5 points): Format any references used according to APA style as outlined in the Ashford Writing Center. 
• Syntax and Mechanics (.5 points): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. 
• Source Requirement (.5 points): Reference three sources to provide compelling evidence to support ideas. All sources on the references page in the website need to be used and cited correctly within the body of the website