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Name the Relation, Part I For each of the following statements, explain whether you think the variables will have positive correlation, negative correlation, or no correlation. Support your opinion. (a) Number of children in the household under the age of 3 and expenditures on diapers (b) Interest rates on car loans and number of cars sold (c) Number of hours per week on the treadmill and cholesterol level (d) Price of a Big Mac and number of McDonald's French fries sold in a week (e) Shoe size and IQ

Short Answer

Expert verified
(a) Positive correlation. (b) Negative correlation. (c) Negative correlation. (d) No correlation. (e) No correlation.

Step by step solution

01

- Analyzing Relationship for Part (a)

Consider the relationship between the number of children in the household under the age of 3 and the expenditures on diapers. More children under age 3 likely lead to more spending on diapers because young children use diapers heavily.
02

Conclusion for Part (a)

This is a positive correlation. More children result in higher expenditures on diapers.
03

- Analyzing Relationship for Part (b)

Consider the relationship between interest rates on car loans and number of cars sold. Higher interest rates typically discourage consumers from taking loans, thus reducing the number of cars sold.
04

Conclusion for Part (b)

This is a negative correlation. Higher interest rates result in fewer car sales.
05

- Analyzing Relationship for Part (c)

Consider the relationship between the number of hours per week on the treadmill and cholesterol levels. Regular exercise generally helps in reducing cholesterol levels.
06

Conclusion for Part (c)

This is a negative correlation. More hours on the treadmill correspond to lower cholesterol levels.
07

- Analyzing Relationship for Part (d)

Consider the relationship between the price of a Big Mac and the number of McDonald's French fries sold in a week. The price of one product (Big Mac) is unrelated to the quantity sold of another product (French fries).
08

Conclusion for Part (d)

This is no correlation. The price of a Big Mac does not inherently affect the sale of French fries.
09

- Analyzing Relationship for Part (e)

Consider the relationship between shoe size and IQ. There is no evident logical connection between a person's shoe size and their intelligence quotient (IQ).
10

Conclusion for Part (e)

This is no correlation. Shoe size has no relation to IQ.

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Key Concepts

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

Positive Correlation
Positive correlation occurs when two variables move in the same direction. This means that as one variable increases, the other also increases. Let's consider an example:

Imagine the number of children under the age of 3 in a household and the expenditures on diapers. As the number of young children increases, parents need to buy more diapers. Therefore, both variables increase together. This is a classic example of positive correlation.

In mathematical terms, if we have variables X and Y, then a positive correlation means that when X increases, Y increases as well, and vice versa. The values of the correlation coefficient (denoted by \(\rho\) or \(\text{r}\)) are between 0 and 1, where values closer to 1 indicate a strong positive correlation.
Negative Correlation
Negative correlation occurs when two variables move in opposite directions. This means that as one variable increases, the other decreases. An example can help illustrate this concept:

Think about the relationship between interest rates on car loans and the number of cars sold. When car loan interest rates are high, fewer people are likely to buy cars because borrowing is more expensive. Therefore, as interest rates (one variable) increase, car sales (the other variable) decrease. This demonstrates a negative correlation.

In mathematical terms, if we have variables X and Y, a negative correlation means that when X increases, Y decreases, and vice versa. The correlation coefficient here ranges between 0 and -1, with values closer to -1 indicating a strong negative correlation.
No Correlation
No correlation means there is no relationship between two variables. Changes in one variable do not predict changes in the other. Let's look at some examples:

Consider the relationship between the price of a Big Mac and the number of McDonald's French fries sold in a week. There's no logical connection between the price of a Big Mac and how many French fries are bought. Therefore, these two variables are not correlated.

Another example is shoe size and IQ. There is no reason to believe that a person's shoe size has any impact on their Intelligence Quotient (IQ). Thus, these variables have no correlation. The correlation coefficient in this case is close to 0, indicating no correlation.
Analyzing Relationships
Analyzing relationships between variables is crucial in statistics to understand how they affect each other. This process involves identifying the type of correlation present—whether positive, negative, or none.

Here are steps to analyze relationships:

  • Identify the variables: Determine what two factors you are looking at.
  • Understand the context: Consider the logical or empirical basis for a relationship.
  • Examine the direction: Determine if the variables move together (positive correlation) or in opposite directions (negative correlation), or if there is no movement pattern (no correlation).
  • Use statistical tools: Apply scatter plots, correlation coefficients, and regression analysis for deeper insight.

For example, the relationship between exercise (time on a treadmill) and health (cholesterol levels) generally shows a negative correlation, as more exercise leads to lower cholesterol levels.

By systematically analyzing relationships, you can draw meaningful insights and make informed decisions based on statistical data.

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Most popular questions from this chapter

(a) By hand, draw a scatter diagram treating \(x\) as the explanatory variable and y as the response variable. (b) Select two points from the scatter diagram and find the equation of the line containing the points selected. (c) Graph the line found in part (b) on the scatter diagram. (d) By hand, determine the least-squares regression line. (e) Graph the least-squares regression line on the scatter diagram. (f) Compute the sum of the squared residuals for the line found in part (b). (g) Compute the sum of the squared residuals for the leastsquares regression line found in part (d). (h) Comment on the fit of the line found in part (b) versus the least-squares regression line found in part ( \(d\) ). $$ \begin{array}{llllll} \hline x & 5 & 10 & 15 & 20 & 25 \\ \hline y & 2 & 4 & 7 & 11 & 18 \\ \hline \end{array} $$

Use the linear correlation coefficient given to determine the coefficient of determination, \(R^{2} .\) Interpret each \(R^{2}\) (a) \(r=-0.32\) (b) \(r=0.13\) (c) \(r=0.40\) (d) \(r=0.93\)

You Explain It! Study Time and Exam Scores After the first exam in a statistics course, Professor Katula surveyed 14 randomly selected students to determine the relation between the amount of time they spent studying for the exam and exam score. She found that a linear relation exists between the two variables. The least-squares regression line that describes this relation is \(\hat{y}=6.3333 x+53.0298\). (a) Predict the exam score of a student who studied 2 hours. (b) Interpret the slope. (c) What is the mean score of students who did not study? (d) A student who studied 5 hours for the exam scored 81 on the exam. Is this student's exam score above or below average among all students who studied 5 hours?

Attending Class The following data represent the number of days absent, \(x\), and the final grade, \(y,\) for a sample of college students in a general education course at a large state university. $$ \begin{array}{lllllllllll} \hline \begin{array}{l} \text { No. of } \\ \text { absences, } x \end{array} & 0 & 1 & 2 & 3 & 4 & 5 & 6 & 7 & 8 & 9 \\ \hline \begin{array}{l} \text { Final } \\ \text { grade, } y \end{array} & 89.2 & 86.4 & 83.5 & 81.1 & 78.2 & 73.9 & 64.3 & 71.8 & 65.5 & 66.2 \\ \hline \end{array} $$ (a) Find the least-squares regression line treating number of absences as the explanatory variable and final grade as the response variable. (b) Interpret the slope and \(y\) -intercept, if appropriate. (c) Predict the final grade for a student who misses five class periods and compute the residual. Is the final grade above or below average for this number of absences? (d) Draw the least-squares regression line on the scatter diagram of the data. (e) Would it be reasonable to use the least-squares regression line to predict the final grade for a student who has missed 15 class periods? Why or why not?

The time it takes for a planet to complete its orbit around the sun is called the planet's sidereal year. In 1618 , Johannes Kepler discovered that the sidereal year of a planet is related to the distance the planet is from the sun. The following data show the distances of the planets, and the dwarf planet Pluto, from the sun and their sidereal years. $$ \begin{array}{lcc} \text { Planet } & \begin{array}{l} \text { Distance from Sun, } x \\ \text { (millions of miles) } \end{array} & \text { Sidereal Year, } \boldsymbol{y} \\ \hline \text { Mercury } & 36 & 0.24 \\ \hline \text { Venus } & 67 & 0.62 \\ \hline \text { Earth } & 93 & 1.00 \\ \hline \text { Mars } & 142 & 1.88 \\ \hline \text { Jupiter } & 483 & 11.9 \\ \hline \text { Saturn } & 887 & 29.5 \\ \hline \text { Uranus } & 1785 & 84.0 \\ \hline \text { Neptune } & 2797 & 165.0 \\ \hline \text { Pluto } & 3675 & 248.0 \\ \hline \end{array} $$ (a) Draw a scatter diagram of the data treating distance from the sun as the explanatory variable. (b) Determine the correlation between distance and sidereal year. Does this imply a linear relation between distance and sidereal year? (c) Compute the least-squares regression line. (d) Plot the residuals against the distance from the sun. (e) Do you think the least-squares regression line is a good model? Why?

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