/*! 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 45 Consider the following set of da... [FREE SOLUTION] | 91Ó°ÊÓ

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Consider the following set of data: $$ \begin{array}{lllllllll} \hline x & 2.2 & 3.7 & 3.9 & 4.1 & 2.6 & 4.1 & 2.9 & 4.7 \\ \hline y & 3.9 & 4.0 & 1.4 & 2.8 & 1.5 & 3.3 & 3.6 & 4.9 \\ \hline \end{array} $$ (a) Draw a scatter diagram of the data and compute the linear correlation coefficient (b) Draw a scatter diagram of the data and compute the linear correlation coefficient with the additional data point \((10.4,9.3) .\) Comment on the effect the additional data point has on the linear correlation coefficient. Explain why correlations should always be reported with scatter diagrams.

Short Answer

Expert verified
The initial correlation coefficient is computed as \(r\) without the new data point. Including the point \( (10.4, 9.3) \) changes \(r\), highlighting its influence. Scatter diagrams are crucial to understanding data relationships.

Step by step solution

01

- Organize the data

List the pairs of \(x, y\) values provided: \[ (2.2, 3.9), (3.7, 4.0), (3.9, 1.4), (4.1, 2.8), (2.6, 1.5), (4.1, 3.3), (2.9, 3.6), (4.7, 4.9) \]. Also, for part b, include the additional data point \[ (10.4, 9.3) \].
02

- Draw a scatter diagram (Part a)

On graph paper, or using software, plot each pair of \(x, y\) points as coordinates on a Cartesian plane for the given data points.
03

- Compute the linear correlation coefficient (Part a)

Use the formula for Pearson's correlation coefficient \(r\) to compute the correlation: \[ r = \frac{n(\sum{xy}) - (\sum{x})(\sum{y})}{\sqrt{[n\sum{x^2} - (\sum{x})^2][n\sum{y^2} - (\sum{y})^2]}} \]. Compute each sum required and plug them into the formula to find \(r\).
04

- Draw a scatter diagram (Part b)

On a new graph or using software, plot each pair of \(x, y\) points again, this time including the new data point \( (10.4, 9.3) \).
05

- Compute the linear correlation coefficient (Part b)

Recompute Pearson's correlation coefficient \(r\) using the updated set of data points, now including \( (10.4, 9.3) \). Make sure to incorporate the sums and values from the new data point.
06

- Analyze the effect of the added point

Compare the new correlation coefficient with the original one. Typically, a significant change indicates that the added data point has a strong influence on the correlation.
07

- Discuss the importance

Explain why visualizing data with scatter diagrams is essential. Scatter diagrams help identify the nature and strength of relationships between variables, and can reveal outliers or patterns that correlation coefficients alone may miss.

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Key Concepts

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

scatter diagram
A scatter diagram is a graphical representation of the relationship between two variables. Each point on the scatter diagram represents an individual data point from the dataset, with the x-coordinate corresponding to one variable and the y-coordinate corresponding to the other. For instance, if you have the data points (2.2, 3.9) and (3.7, 4.0), you'll plot these points on a Cartesian plane where 2.2 and 3.9 form one point and 3.7 and 4.0 form another.

Scatter diagrams help visualize how two variables might be correlated. If the points tend to cluster around a line (or curve), we can infer a type of relationship between the variables. If they are widely spread without a discernible pattern, the relationship might be weak or non-existent. Scatter diagrams are especially useful to quickly identify patterns or outliers within the data.
Pearson's correlation coefficient
Pearson's correlation coefficient (r) is a measure of the linear correlation between two variables. It takes a value between -1 and 1, where:
  • 1 indicates a perfect positive linear relationship.
  • -1 indicates a perfect negative linear relationship.
  • 0 indicates no linear relationship.

The formula to calculate Pearson's correlation coefficient is given by: \[ r = \frac{n(\sum{xy}) - (\sum{x})(\sum{y})}{\sqrt{[n\sum{x^2} - (\sum{x})^2][n\sum{y^2} - (\sum{y})^2]}} \]

Here, n is the number of data points, and the summations (\sum{xy}, \sum{x}, \sum{y}, \sum{x^2}, \sum{y^2}) are computed from the data points.

By applying this formula, you can determine how closely related the two variables are. It is crucial for understanding whether changes in one variable might predict changes in another.
data visualization
Data visualization plays a major role in understanding and interpreting data quickly and effectively. By converting data into graphical forms such as scatter diagrams, line graphs, bar charts, etc., one can see trends, patterns, and outliers that might be missed in raw data.

For example, by plotting a scatter diagram, you get a visual sense of the data distribution and the relationship between variables. If the points form a clear line pattern, this tells us there may be a strong linear relationship.

Visualizations make complex data more consumable and can support decision-making. They are essential for spotting new insights and for communicating those insights to others effectively.
outliers
Outliers are data points that significantly deviate from the other data points in a dataset. In a scatter diagram, outliers will appear far away from the cluster of other points.

For instance, in the dataset given, the data point (10.4, 9.3) is an outlier compared to other points. It lies far beyond the other points and can drastically affect the statistical analysis, including Pearson's correlation coefficient.

Outliers are important because they can indicate anomalies, errors, or unique conditions that warrant further investigation. Identifying outliers helps in making more accurate interpretations and can prevent misleading conclusions from statistical analyses.
relationship between variables
Understanding the relationship between variables helps in making predictions and identifying patterns. Relationships can be:
  • Positive: Both variables increase together.
  • Negative: One variable increases while the other decreases.
  • Nonexistent: Changes in one variable do not correspond to changes in the other.

In our dataset, by initially plotting the data on a scatter diagram, we can examine the relationship between x and y variables. After calculating Pearson's correlation coefficient, we can quantify this relationship.

Reporting both the correlation coefficient and the scatter diagram offers a comprehensive view. The numerical coefficient captures the strength and direction of the linear relationship, while the scatter diagram provides the visual context, showing overall trends and potential outliers. This dual approach ensures a clearer and more accurate representation of the data.

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Most popular questions from this chapter

31\. Putting It Together: A Tornado Model Is the width of a tornado related to the amount of distance for which the tornado is on the ground? Go to www.pearsonhighered.com/sullivanstats to obtain the data file \(4_{-} 3_{-} 31\) using the file format of your choice for the version of the text you are using. The data represent the width (yards) and length (miles) of tornadoes in the state of Oklahoma in \(2013 .\) (a) What is the explanatory variable? (b) Explain why this data should be analyzed as bivariate quantitative data. (c) Draw a scatter diagram of the data. What type of relation appears to exist between the width and length of a tornado? (d) Determine the correlation coefficient between width and length. (e) Is there a linear relation between a tornado's width and its length on the ground? (f) Find the least-squares regression line. (g) Predict the length of a tornado whose width is 500 yards. (h) Was the tornado whose width was 180 yards and length was 1.9 miles on the ground longer than would be expected? (i) Interpret the slope. (j) Explain why it does not make sense to interpret the intercept. (k) What proportion of the variability in tornado length is explained by the width of the tornado? (I) Plot residuals against the width. Does the residual plot suggest the two variables are linearly related? (m) Draw a boxplot of the residuals. Are there any outliers? (n) A major tornado was 4576 yards wide that had a length of 16.2 miles. Is this an influential tornado? Explain.

In a recent Harris Poll, a random sample of adult Americans (18 years and older) was asked, "When you see an ad emphasizing that a product is 'Made in America,' are you more likely to buy it, less likely to buy it, or neither more nor less likely to buy it?" The results of the survey, by age group, are presented in the contingency table below. 3 $$\begin{array}{lrrrrr} & 18-34 & 35-44 & 45-54 & 55+ & \text { Total } \\ \hline \text { More likely } & 238 & 329 & 360 & 402 & 1329 \\\\\hline \text { Less likely } & 22 & 6 & 22 & 16 & 66 \\\\\hline \begin{array}{l}\text { Neither more } \\\\\text { nor less likely }\end{array} & 282 & 201 & 164 & 118 & 765 \\\\\hline \text { Total } & 542 & 536 & 546 & 536 & 2160\end{array}$$ (a) How many adult Americans were surveyed? How many were 55 and older? (b) Construct a relative frequency marginal distribution. (c) What proportion of Americans are more likely to buy a product when the ad says "Made in America"? (d) Construct a conditional distribution of likelihood to buy "Made in America" by age. That is, construct a conditional distribution treating age as the explanatory variable. (e) Draw a bar graph of the conditional distribution found in part (d). (f) Write a couple sentences explaining any relation between likelihood to buy and age.

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?

(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 ( \(d\) ). $$ \begin{array}{llllll} \hline x & 5 & 10 & 15 & 20 & 25 \\ \hline y & 2 & 4 & 7 & 11 & 18 \\ \hline \end{array} $$

You Explain It! \(\mathrm{CO}_{2}\) and Energy Production The leastsquares regression equation \(\hat{y}=0.7676 x-52.6841\) relates the carbon dioxide emissions (in hundred thousands of tons), \(y,\) and energy produced (hundred thousands of megawatts), \(x,\) for all countries in the world. Source: CARMA (www.carma.org) (a) Interpret the slope. (b) Is the \(y\) -intercept of the model reasonable? Why? What would you expect the \(y\) -intercept of the model to equal? Why? (c) The lowest energy-producing country is Rwanda, which produces 0.094 hundred thousand megawatts of energy. The highest energy-producing country is the United States, which produces 4190 hundred thousand megawatts of energy. Would it be reasonable to use this model to predict the \(\mathrm{CO}_{2}\) emissions of a country if it produces 6394 hundred thousand megawatts of energy? Why or why not? (d) China produces 3260 hundred thousand megawatts of energy and emits 3120 hundred thousand tons of carbon dioxide. What is the residual for China? How would you interpret this residual?

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