11 (This project should be solved in EXCEL using DATA ANALYSIS TOOLPAK ,functions and formulae as required. Please provide the screenshot of your EXCEL worksheet, especially the EXCEL output of three ANOVA scenarios, and also answer the questions) Each day, the average Canadian consumes excessive amounts of sodium - an average of 3,100 milligrams - more than double the adequate the intake. The adequate daily intake for a healthy adult is 1,200 mg to 1,500 mg of sodium according to Health Canada and the U.S. National Academy of Sciences (Institute of Medicine) and a tolerable upper intake level is 2,300 mg. Statistics Canada estimates the average Canadian consumes more than 3,100 mg of sodium daily, making the goal of between 1,200 mg and 2,300 mg a significant reduction. The health implications are extremely serious and include high blood pressure, heart attacks, and a range of other major health problems. Perhaps most disturbing is the fact most Canadians aren't even aware of this hidden health threat. About 80% of the salt we consume comes from processed foods, including fast foods, prepared meals, processed meats such as hot dogs and lunchmeats, canned soups, bottled dressings, packaged sauces, condiments such as ketchup and pickles, and salty snacks like potato chips. Scenario 1: A group of researchers were interested in comparing salt intake among four Canadian provinces. Five people were randomly selected from each of the four provinces and their sodium intake was measured in grams in a given day. The sample data is given in the following table: Queb ec 2.5 3.1 2.6 2.8 2.4 Ontario 2.9 2.7 3.2 3.0 2.2 Alber ta 2.8 3.2 3.2 2.9 3.3 British Columbia 2.6 2.7 2.9 2.9 3.1 (i) Identify the experimental design. (ii) Create the appropriate ANOVA table. (iii) Test the null hypothesis of no difference in the true mean amount of sodium for the four provinces. Use = 0.05. What conclusion can be drawn? Find and interpret the approximate p-value. (iv) Use Tukey's multiple comparison method to determine which means differ. Scenario 2: The following strategies help reduce added, unnecessary salt: Strategy 1: Cut down on prepared and processed foods. Strategy 2: Eat more fresh vegetables and fruits. Strategy 3: Reduce the amount of salt you add while cooking, baking, or at the table. Strategy 4: Experiment with other seasonings, such as garlic, lemon juice, and fresh or dried herbs. Strategy 5: Avoid using commercially softened water for drinking or cooking. TM Strategy 6: Look for the Health Check symbol on foods. Health Check is the Heart and Stroke Foundation's food information program, based on Canada's Food Guide. A number of people from the selected provinces were randomized to the above strategies for lowering the salt intake. Please note that the goal is to determine the difference among the six strategies in reducing added unnecessary salt. The data summarized in the following table were collected. Province Strategies Strategy 1 Strategy 2 Strategy 3 Strategy 4 Strategy 5 Strategy 6 Quebec 2.5 2.6 2.3 2.6 2.9 2.2 Ontario 2.7 2.7 2.5 2.4 2.6 2.3 Alberta 2.9 2.8 2.7 2.9 2.6 2.4 British Columbia 2.4 2.2 2.3 2.5 2.6 1.9 (i) What is the appropriate experimental design? (ii) What are the blocks? (iii) What are the treatments? (iv) Is blocking necessary for the problem? Justify your answer. Let = 0.05. (v)Determine whether is a significant difference among the six strategies in reducing added unnecessary salt. Test at = 0.05. Scenario 3: A researcher suspects that the effectiveness of the different strategies for lowering the amount of salt intake is affected by the education level of the subjects. Therefore, she used a 6 4 factorial design with three replicates in each cell to examine her conjecture. The data is summarized in the following table. Strategies Strategy 1 Strategy 2 Strategy 3 Strategy 4 Less than High School 2.5 2.7 3.2 2.6 2.3 2.3 2.9 3.1 3.0 2.6 2.9 Education High School LevelUniversity/Colle ge 2.7 2.9 2.8 2.1 2.9 2.5 2.7 2.8 2.5 2.7 2.4 2.3 2.7 2.4 2.9 2.6 2.4 2.3 2.4 2.9 2.5 2.3 Postgraduate 2.4 2.3 2.5 2.2 2.3 2.4 2.5 2.2 2.1 2.5 2.1 Strategy 5 Strategy 6 2.8 3.0 2.9 2.6 2.9 3.2 3.0 2.7 2.5 2.4 2.7 2.5 2.3 2.0 2.4 2.2 2.3 2.6 2.2 2.1 2.0 2.0 2.4 1.9 2.5 1.9 1.7 1.4 (i) Identify the experimental design. (ii) Do the data provide sufficient evidence to indicate an interaction between strategy and education level? Test using = 0.05. (iii) Test at the 5% level of significance whether there are differences among the means of each of the six strategies