/*! This file is auto-generated */ .wp-block-button__link{color:#fff;background-color:#32373c;border-radius:9999px;box-shadow:none;text-decoration:none;padding:calc(.667em + 2px) calc(1.333em + 2px);font-size:1.125em}.wp-block-file__button{background:#32373c;color:#fff;text-decoration:none} Problem 28 The following data represent the... [FREE SOLUTION] | 91Ó°ÊÓ

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The following data represent the number of fish species living in various Andirondack Lakes and the \(\mathrm{pH}\) of the lakes. From chemistry, we know \(\mathrm{pH}\) is a measure of the acidity or basicity of a solution. Solutions with \(\mathrm{pH}\) less than 7 are said to be acidic. As pH increases, the solution is said to be less acidic. $$\begin{array}{lc|lc}\text { pH } & \text { Species } & \text { pH } & \text { Species } \\\\\hline 4.6 & 0 & 5.8 & 8 \\\\\hline 4.7 & 0 & 6 & 3 \\\\\hline 4.8 & 0 & 6.1 & 4 \\\\\hline 5 & 0 & 6.2 & 9 \\\\\hline 5 & 2 & 6.25 & 9 \\\\\hline 5.2 & 2 & 6.3 & 2 \\\\\hline 5.2 & 1 & 6.3 & 4 \\\\\hline 5.25 & 0 & 6.3 & 9 \\\\\hline 5.3 & 1 & 6.4 & 5 \\\\\hline 5.35 & 1 & 6.7 & 6 \\\\\hline 5.5 & 5 & 6.7 & 8 \\\\\hline 5.7 & 4 & 6.7 & 8 \\\\\hline 5.75 & 3 & 6.8 & 10\end{array}$$ (a) Draw a scatter diagram of the data treating \(\mathrm{pH}\) as the explanatory variable. (b) Determine the linear correlation coefficient between \(\mathrm{pH}\) and number of fish species. (c) Does a linear relation exist between \(\mathrm{pH}\) and number of fish species? (d) Find the least-squares regression line treating \(\mathrm{pH}\) as the explanatory variable. (e) Interpret the slope. (f) Is it reasonable to interpret the intercept? Explain. (g) What proportion of the variability in number of fish species is explained by \(\mathrm{pH} ?\) (h) Is the number of fish species in the lake whose \(\mathrm{pH}\) is 5.5 above or below average? Explain. (i) In part (g), you found the proportion of variability in number of fish species that is explained by the variability in \(\mathrm{pH}\). Can you think of other variables that might also explain the variability in the number of fish species?

Short Answer

Expert verified
Draw scatter plot and compute correlation coefficient; Check if linear relation exists; Find regression line; Interpret slope and intercept; Calculate R²; Compare values to average; Consider other variables.

Step by step solution

01

Draw a Scatter Diagram

Plot the pH values on the x-axis and the number of fish species on the y-axis. Each pair (pH, species) corresponds to a point on the scatter plot.
02

Calculate the Linear Correlation Coefficient

Use the formula for the Pearson correlation coefficient:\[ r = \frac{n\sum{(xy)} - \sum{x}\sum{y}}{ \sqrt{[n\sum{x^2} - (\sum{x})^2][n\sum{y^2} - (\sum{y})^2]} } \]where:- \(x\) is the pH value,- \(y\) is the number of fish species,- \(n\) is the number of data points.Use the given data to calculate the sums and then compute \(r\).
03

Determine if a Linear Relation Exists

Check the value of the correlation coefficient \(r\). If \(|r|\) is close to 1, a linear relation exists. Typically, values above 0.7 or below -0.7 indicate a strong correlation.
04

Find the Least-Squares Regression Line

Use the formulas for the slope \( b \) and intercept \( a \) of the regression line:\[ b = \frac{n\sum{(xy)} - \sum{x}\sum{y}}{n\sum{x^2} - (\sum{x})^2} \]\[ a = \frac{\sum{y} - b\sum{x}}{n} \]Once \( a \) and \( b \) are found, the equation of the regression line is:\[ y = a + bx \]
05

Interpret the Slope

The slope \( b \) represents the change in the number of fish species for each unit increase in pH.
06

Interpret the Intercept

The intercept \( a \) represents the expected number of fish species when the pH is 0. Evaluate whether this makes sense in the context of the problem.
07

Calculate the Proportion of Variability Explained by pH

The proportion of variability explained by pH is given by the coefficient of determination \( R^2 \), which is the square of the correlation coefficient \( r \).
08

Evaluate if Number of Fish Species for pH 5.5 is Above or Below Average

Use the regression line equation to predict the number of fish species when pH is 5.5. Compare the predicted value to the actual number of species at pH 5.5 to determine if it is above or below average.
09

Consider Other Variables

List other variables such as temperature, oxygen levels, or the presence of pollutants that might also explain variability in the number of fish species.

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Key Concepts

These are the key concepts you need to understand to accurately answer the question.

Linear Regression
Linear regression is a technique used to model and analyze the relationship between two variables. In this exercise, we are examining the relationship between the pH of various lakes (explanatory variable) and the number of fish species (response variable). The goal of linear regression is to find the best-fitting line that describes this relationship. This line can help us make predictions about one variable based on the value of the other. The linear regression line is represented by the equation: \[ y = a + bx \] where \(a\) is the intercept and \(b\) is the slope. The slope indicates the rate at which the response variable changes as the explanatory variable increases.
Correlation Coefficient
The correlation coefficient, often represented by \( r \), measures the strength and direction of the linear relationship between two variables. The value of \( r \) ranges from -1 to 1:
  • A value close to 1 indicates a strong positive correlation.
  • A value close to -1 indicates a strong negative correlation.
  • A value around 0 indicates no correlation.
In this exercise, we calculate \( r \) to see how strongly the pH of a lake is related to the number of fish species in it. A high absolute value of \( r \) (typically greater than 0.7) suggests a significant linear relationship.
Data Interpretation
Data interpretation involves analyzing the derived results to make meaningful conclusions. After plotting the scatter diagram and calculating the correlation coefficient, we can interpret these results to understand the relationship between pH and fish species. For instance, a strong positive correlation would suggest that as the pH increases (making the lake less acidic), the number of fish species tends to increase. Conversely, little to no correlation would imply that other factors might be influencing the number of fish species.
Least-Squares Method
The least-squares method is a standard approach in regression analysis to find the line of best fit. It minimizes the sum of the squares of the differences between observed values and the values predicted by the line. The goal is to make the predicted values as close as possible to the actual values. The slope \( b \) and intercept \( a \) of the regression line are calculated using formulas derived from minimizing these squared differences: \[ b = \frac{n\sum{(xy)} - \sum{x}\sum{y}}{n\sum{x^2} - (\sum{x})^2} \] \[ a = \frac{\sum{y} - b\sum{x}}{n} \] Using these, we get the equation of the regression line \( y = a + bx \).
Regression Analysis
Regression analysis is the broader statistical methodology encompassing linear regression, aimed at understanding relationships between variables. Beyond just identifying correlations, it helps predict values. In the context of this problem, regression analysis can help estimate the number of fish species for different pH levels. Through this analysis, we can generate predictions and validate the captured trends using real-world observations.
Statistical Variability
Statistical variability refers to the extent to which data points in a statistical distribution or dataset differ from each other. In the given exercise, it’s crucial to understand the variability in the number of fish species at different pH levels. This variability is captured by the coefficient of determination \( R^2 \), representing the proportion of the variance in the dependent variable that is predictable from the independent variable. An \( R^2 \) value closer to 1 indicates that a greater proportion of variance is explained by the pH variability, suggesting a more reliable model for prediction.

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Most popular questions from this chapter

Got Milk? Researchers Sharon Peterson and Madeleine Sigman-Grant wanted to compare the overall nutrient intake of American children (ages 2 to 19 ) who exclusively use skim milk instead of \(1 \%, 2 \%,\) or whole milk. The researchers combined children who consumed \(1 \%\) or \(2 \%\) milk into a "mixed milk" category. The following data represent the daily calcium intake (in \(\mathrm{mg}\) ) for a random sample of eight children in each category and are based on the results presented in their article "Impact of Adopting Lower-Fat Food Choices on Nutrient Intake of American Children," Pediatrics, Vol. \(100,\) No. \(3 .\) $$ \begin{array}{ccc} \text { Skim Milk } & \text { Mixed Milk } & \text { Whole Milk } \\ \hline 916 & 1024 & 870 \\ \hline 886 & 1013 & 874 \\ \hline 854 & 1065 & 881 \\ \hline 856 & 1002 & 836 \\ \hline 857 & 1006 & 879 \\ \hline 853 & 991 & 938 \\ \hline 865 & 1015 & 841 \\ \hline 904 & 1035 & 818 \\ \hline \end{array} $$ (a) Is there sufficient evidence to support the belief that at least one of the means is different from the others at the \(\alpha=0.05\) level of significance? Note: The requirements for a one-way ANOVA are satisfied. (b) If the null hypothesis is rejected in part (a), use Tukey's test to determine which pairwise means differ using a familywise error rate of \(\alpha=0.05 .\) (c) Draw boxplots of the three categories to support the analytic results obtained in parts (a) and (b).

Given the following ANOVA output, answer the questions that follow. \(\begin{array}{lrrrrr}\text { Source } & \text { df } & \text { SS } & \text { MS } & F & P \\ \text { Factor A } & 2 & 2269.8 & 1134.9 & 35.63 & 0.000 \\\ \text { Factor B } & 2 & 115.2 & 57.6 & 1.81 & 0.183 \\ \text { Interaction } & 4 & 1694.8 & 423.7 & 13.30 & 0.000 \\ \text { Error } & 27 & 860.0 & 31.9 & & \\ \text { Total } & 35 & 4939.8 & & & \end{array}\) (a) Is there evidence of an interaction effect? Why or why not? (b) Based on the \(P\) -value, is there evidence of a difference in the means from factor A? Based on the \(P\) -value, is there evidence of a difference in the means from factor \(\mathrm{B}\) ? (c) What is the mean square error?

The following data are taken from four different populations that are known to be normally distributed, with equal population variances based on independent simple random samples. $$ \begin{array}{cccc} \text { Sample 1 } & \text { Sample 2 } & \text { Sample 3 } & \text { Sample 4 } \\ \hline 110 & 138 & 98 & 130 \\ \hline 85 & 140 & 100 & 116 \\ \hline 83 & 130 & 94 & 157 \\ \hline 95 & 115 & 110 & 137 \\ \hline 103 & 101 & 104 & 144 \\ \hline 105 & 130 & 118 & 124 \\ \hline 107 & 123 & 102 & 139 \\ \hline \end{array} $$ (a) Test the hypothesis that each sample comes from a population with the same mean at the \(\alpha=0.05\) level of significance. That is, test \(H_{0}: \mu_{1}=\mu_{2}=\mu_{3}=\mu_{4}\). (b) If you rejected the null hypothesis in part (a), use Tukey's test to determine which pairwise means differ using a familywise error rate of \(\alpha=0.05\). (c) Draw boxplots of each set of sample data to support your results from parts (a) and (b).

The data in the table represent the number of corn plants in randomly sampled rows (a 17 -foot by 5 -inch strip ) for various types of plot. An agricultural researcher wants to know whether the mean number of plants for each plot type are equal. $$\begin{array}{lcccccc}\text { Plot Type } & {\text { Number of Plants }} \\\\\hline \text { Sludge plot } & 25 & 27 & 33 & 30 & 28 & 27 \\\\\hline \text { Spring disc } & 32 & 30 & 33 & 35 & 34 & 34 \\\\\hline \text { No till } & 30 & 26 & 29 & 32 & 25 & 29\end{array}$$ (a) Write the null and alternative hypotheses. (b) State the requirements that must be satisfied to use the oneway ANOVA procedure. (c) Use the following partial Minitab output to test the hypothesis of equal means at the \(\alpha=0.05\) level of significance $$\begin{aligned}&\text { One-way ANOVA: Sludge Plot, Spring Disc, No Till }\\\&\begin{array}{lrrrrr}\text { Source } & \text { df } & \text { SS } & \text { MS } & F & P \\\\\text { Factor } & 2 & 84.11 & 42.06 & 7.10 & 0.007 \\\\\text { Error } & 15 & 88.83 & 5.92 & & \\\\\text { Total } & 17 & 172.94 & & &\end{array}\end{aligned}$$ (d) Shown are side-by-side boxplots of each type of plot. Do these boxplots support the results obtained in part (c)? (e) Verify that the \(F\) -test statistic is 7.10 . (f) Verify the residuals are normally distributed.

Do gender and seating arrangement in college classrooms affect student attitude? In a study at a large public university in the United States, researchers surveyed students to measure their level of feeling at ease in the classroom. Participants were shown different classroom layouts and asked questions regarding their attitude toward each layout. The following data represent feeling-at-ease scores for a random sample of 32 students (four students for each possible treatment). $$ \begin{array}{lcc|cc|cc|cc} \hline && {\text { Tablet-Arm Chairs }} && {\text { U-Shaped }} & {\text { Clusters }} & & {\text { Tables with Chairs }} \\ \hline \text { Female } & 19.8 & 18.4 & 19.2 & 19.2 & 18.1 & 17.5 & 17.3 & 17.1 \\ \hline & 18.1 & 18.5 & 18.6 & 18.7 & 17.8 & 18.3 & 17.7 & 17.6 \\ \hline \text { Male } & 18.8 & 18.2 & 20.6 & 19.2 & 18.4 & 17.7 & 17.7 & 16.9 \\\ \hline & 18.9 & 18.9 & 19.8 & 19.7 & 17.1 & 18.2 & 17.8 & 17.5 \\ \hline \end{array} $$ (a) What is the population of interest? (b) Is this study an experiment or an observational study? Which type? (c) What are the response and explanatory variables? Identify each as qualitative or quantitative. (d) Compute the mean and standard deviation for the scores in the male/U-shaped cell. (e) Assuming that feeling-at-ease scores for males on the U-shaped layout are normally distributed with \(\mu=19.1\) and \(\sigma=0.8,\) what is the probability that you would observe a sample mean as large or larger than actually observed? Would this be unusual? (f) Determine whether the mean feeling-at-ease score is different for males than females using a two-sample \(t\) -test for independent samples. Use the \(\alpha=0.05\) level of significance. (g) Determine whether the mean feeling-at-ease scores for the classroom layouts are different using one-way ANOVA. Use the \(\alpha=0.05\) level of significance. (h) Determine if there is an interaction effect between the two factors. If not, determine if either main effect is significant. (i) Draw an interaction plot of the data. Does the plot support your conclusions in part (h)? (j) In the original study, the researchers sent out e-mails to a random sample of 100 professors at the university asking permission to survey students in their class. Only 32 respondents agreed to allow their students to be surveyed. What type of nonsampling error is this? How might this affect the results of the study?

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