Huey and Dunham (1987) measured the running speed of fence lizards, Sceloporus merriam, in Big Bend National Park in Texas. Individual lizards were captured and placed in a 2.3-meter raceway, where their running speeds were measured. Lizards were then tagged and released. The data from the researchers is presented in modified form below. The lizard collections have occurred over three different years to see if the sprint speed of tagged lizards is changing over time. Lizard Year One Year Two Year Three
1 1.43 1.37 1.60
2 1.56 1.30 1.71
3 1.64 1.36 1.83
4 2.13 1.54 1.92
5 1.96 1.82 1.09
6 1.89 1.79 2.06
7 1.72 1.72 1.86
8 1.80 1.80 1.78
9 1.87 1.87 2.04
10 1.61 1.88 2.13

The null hypothesis is that the mean of the lizard speed measurements are only different due to chance while the alternative hypothesis states that at least one year is different from the others.

Requried:
Calculate the ANOVA table below.

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step-by-step explanation:

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step-by-step explanation:

ratios represent a pattern or relationship that can be scaled.

equivalent ratios are pairs of ratios that represent the same relationship between quantities, and can be generated by multiplying or dividing both quantities in the ratio by the same factor.

in this lesson, students will use double number lines and ratio reasoning to solve ratio problems. by partitioning double number lines into proportionate intervals, students will build an understanding of equivalent ratio relationships as those that are generated by multiplying or dividing two related quantities by the same number. this lesson will build upon students' prior understanding of multiplicative comparisons, number line reasoning and equivalent fractions (while highlighting the difference between equivalent fractions and equivalent ratios); and will build toward future work in this unit on building ratio tables, and work in future grades in proportionality, scaling, and expressing and graphing linear functions.

step-by-step explanation:

ratios represent a pattern or relationship that can be scaled.

equivalent ratios are pairs of ratios that represent the same relationship between quantities, and can be generated by multiplying or dividing both quantities in the ratio by the same factor.

in this lesson, students will use double number lines and ratio reasoning to solve ratio problems. by partitioning double number lines into proportionate intervals, students will build an understanding of equivalent ratio relationships as those that are generated by multiplying or dividing two related quantities by the same number. this lesson will build upon students' prior understanding of multiplicative comparisons, number line reasoning and equivalent fractions (while highlighting the difference between equivalent fractions and equivalent ratios); and will build toward future work in this unit on building ratio tables, and work in future grades in proportionality, scaling, and expressing and graphing linear functions.