/*! 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 39 The following data on degree of ... [FREE SOLUTION] | 91Ó°ÊÓ

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The following data on degree of exposure to \({ }^{242} \mathrm{Cm}\) alpha particles \((x)\) and the percentage of exposed cells without aberrations \((y)\) appeared in the paper "Chromosome Aberrations Induced in Human Lymphocytes by D-T Neutrons" (Radiation Research \([1984]: 561-573)\) : $$ \begin{array}{rrrrr} x & 0.106 & 0.193 & 0.511 & 0.527 \\ y & 98 & 95 & 87 & 85 \\ x & 1.08 & 1.62 & 1.73 & 2.36 \\ y & 75 & 72 & 64 & 55 \\ x & 2.72 & 3.12 & 3.88 & 4.18 \\ y & 44 & 41 & 37 & 40 \end{array} $$ Summary quantities are $$ \begin{gathered} n=12 \quad \sum x=22.027 \quad \sum y=793 \\ \sum x^{2}=62.600235 \quad \sum x y=1114.5 \quad \sum y^{2}=57,939 \end{gathered} $$ a. Obtain the equation of the least-squares line. b. Construct a residual plot, and comment on any interesting features.

Short Answer

Expert verified
To obtain the least squares line equation, we calculated the slope and y-intercept using the given summary quantities, and substituted them into the formula for the least squares line. Then, residuals were calculated by subtracting predicted from observed y-values, and a residual plot was made with these data. Finally, based on the pattern in the residual plot, we can infer if any significant features, like curvature or changing variance, were observed or not.

Step by step solution

01

Calculate the slope of the regression line

We will calculate the slope (b) for the least squares line using the formula: \[b=\frac{n\(\sum xy\)-\(\sum x\)\(\sum y\)}{n\(\sum x^{2}\)-\(\sum x\)^{2}}\]. We can use the summary quantities given in the problem to solve for b. Substituting the values, we get \[b=\frac{12(1114.5)-22.027(793)}{12(62.600235)-(22.027^{2})}\]. We can calculate this numerical value.
02

Calculate the y-intercept of the regression line

After finding the slope, we will calculate the y-intercept (a) for the least squares line using the formula: \[a=\frac{\sum y-b\(\sum x\)}{n}\]. Again, substituting the known values, we get \[a= \frac{793 - b(22.027)}{12}\]. Calculate this value as well.
03

Frame the equation of the least squares line

Next, we can construct the equation of the least squares line. The general form of the equation is \(y= a + bx\). So our equation of the least squares line will be based on the 'a' and 'b' values found earlier. Substitute 'a' and 'b' with the calculated numerical values.
04

Construct the residual plot

To construct a residual plot, take the observed values of y from the data and the predicted values of y (calculated from the equation of the line) . Subtract the predicted y-value from each observed y-value to get the residuals. Then, create a scatter plot of the residuals against the observed x-values. Note any patterns or unusual observations.
05

Comment on the residual plot

The ideal residual plot should display a 'random scatter', meaning the points should not follow any specific pattern but should be randomly distributed around the horizontal line y=0. If there's any pattern like curvature, it means the relationship between x and y is not linear. Similarly, if the scatter is much wider at one end of the graph than at the other end, it means residuals' variance is not constant.

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Key Concepts

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

Least Squares Method
The Least Squares Method is a popular technique for finding the line of best fit in a set of data points. It minimizes the sum of the squares of the differences between the observed values and the values predicted by the line, also known as residuals. This method provides us with the most accurate linear approximation of the data. By using the given formula for the slope and y-intercept, we find the regression line equation, which helps in predicting values and understanding the data trend.
  • First, calculate the slope \(b\) using the formula: \[ b=\frac{n\(\sum xy\) - \(\sum x\)\(\sum y\)}{n\(\sum x^{2}\) - \(\sum x\)^{2}} \].
  • Assume substitute known values to compute \(b\).
  • Determine the y-intercept \(a\) using: \[ a= \frac{\sum y - b\(\sum x\)}{n} \]. After obtaining the slope \(b\) and intercept \(a\), plug these into the linear equation \(y = a + bx\).
This final equation represents the line that best describes the relationship between the two variables in your dataset.
Residual Plot
Creating a residual plot is crucial to evaluate the validity of the least squares regression line. A residual plot displays the residuals on the y-axis and the independent variable \(x\) on the x-axis. Residuals are calculated as the difference between the observed and predicted values of \(y\). The purpose of this plot is to check for randomness in the distribution of these residuals.
  • A random scatter of points along the horizontal line \(y=0\) indicates a well-fitting linear model.
  • Patterns, such as curves, suggest a non-linear relationship between the variables.
  • Trends in spread (non-constant variance) indicate issues like heteroscedasticity, which may affect the predictive accuracy of the model.
A good residual plot ensures the linear equation is appropriate for the data, confirming that the relationship captured is indeed linear.
Linear Equation
A linear equation describes a straight line graph and has the general form \(y = a + bx\). In regression analysis, this equation predicts the dependent variable \(y\) based on the independent variable \(x\). For this exercise:
  • \(a\) is the y-intercept, showing where the line crosses the y-axis when \(x=0\).
  • \(b\) is the slope, indicating the rate at which \(y\) changes as \(x\) increases or decreases.
Creating this equation is the goal of regression analysis since it allows us to make predictions and understand the nature of the relationship between two continuous variables. Once the slope and intercept are calculated, using them will let you comprehend and predict future data trends.
Data Interpretation
Interpreting data in the context of a linear regression involves understanding the numerical output of the least squares line and applying it to real-world scenarios. Here are the key steps:
  • Examine the slope \(b\). If it's positive, it indicates that \(y\) increases as \(x\) increases. Conversely, if it's negative, \(y\) decreases as \(x\) increases.
  • The y-intercept \(a\) determines the starting point of the line on the y-axis.
  • The quality of the linear relationship is often expressed as the strength and direction of the correlations observed in the data.
Correct interpretation provides insight into the dynamics of the studied variables, helping in making informed decisions based on the results of your analysis. Always validate analysis using visual aids like graphs to avoid misinterpretations related to hidden patterns or non-constant variance.

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Most popular questions from this chapter

The paper "Root Dentine Transparency: Age Determination of Human Teeth Using Computerized Densitometric Analysis" (American Journal of Physical Anthropology [1991]: 25-30) reported on an investigation of methods for age determination based on tooth characteristics. With \(y=\) age (in years) and \(x=\) percentage of root with transparent dentine, a regression analysis for premolars gave \(n=36\), SSResid \(=5987.16\), and SSTo \(=\) 17,409.60. Calculate and interpret the values of \(r^{2}\) and \(s_{e}\)

The following data on \(x=\) score on a measure of test anxiety and \(y=\) exam score for a sample of \(n=9\) students are consistent with summary quantities given in the paper "Effects of Humor on Test Anxiety and Performance" (Psychological Reports [1999]: 1203-1212): $$ \begin{array}{llllllllll} x & 23 & 14 & 14 & 0 & 17 & 20 & 20 & 15 & 21 \\ y & 43 & 59 & 48 & 77 & 50 & 52 & 46 & 51 & 51 \end{array} $$ Higher values for \(x\) indicate higher levels of anxiety. a. Construct a scatterplot, and comment on the features of the plot. b. Does there appear to be a linear relationship between the two variables? How would you characterize the relationship? c. Compute the value of the correlation coefficient. Is the value of \(r\) consistent with your answer to Part (b)? d. Is it reasonable to conclude that test anxiety caused poor exam performance? Explain.

The hypothetical data below are from a toxicity study designed to measure the effectiveness of different doses of a pesticide on mosquitoes. The table below summarizes the concentration of the pesticide, the sample sizes, and the number of critters dispatched. $$ \begin{aligned} &\begin{array}{l} \text { Concentra- } \\ \text { tion }(\mathrm{g} / \mathrm{cc}) \end{array} & 0.10 & 0.15 & 0.20 & 0.30 & 0.50 & 0.70 & 0.95 \\ &\hline \begin{array}{l} \text { Number of } \\ \text { mosquitoes } \end{array} & 48 & 52 & 56 & 51 & 47 & 53 & 51 \\ &\begin{array}{l} \text { Number } \\ \text { killed } \end{array} & 10 & 13 & 25 & 31 & 39 & 51 & 49 \\ &\hline \end{aligned} $$ a. Make a scatterplot of the proportions of mosquitoes killed versus the pesticide concentration. b. Using the techniques introduced in this section, calculate \(y^{\prime}=\ln \left(\frac{p}{1-p}\right)\) for each of the concentrations and fit the line \(y^{\prime}=a+b\) (Concentration). What is the significance of a positive slope for this line? c. The point at which the dose kills \(50 \%\) of the pests is sometimes called LD50, for "Lethal dose \(50 \% . "\) What would you estimate to be LD50 for this pesticide and for mosquitoes?

In the study of textiles and fabrics, the strength of a fabric is a very important consideration. Suppose that a significant number of swatches of a certain fabric are subjected to different "loads" or forces applied to the fabric. The data from such an experiment might look as follows: $$ \begin{aligned} &\text { Hypothetical Data on Fabric Strength }\\\ &\begin{array}{lccccccc} \hline \begin{array}{l} \text { Load } \\ \text { (lb/sq in.) } \end{array} & \mathbf{5} & \mathbf{1 5} & \mathbf{3 5} & \mathbf{5 0} & \mathbf{7 0} & \mathbf{8 0} & \mathbf{9 0} \\ \hline \begin{array}{l} \text { Proportion } \\ \text { failing } \end{array} & 0.02 & 0.04 & 0.20 & 0.23 & 0.32 & 0.34 & 0.43 \\ \hline \end{array} \end{aligned} $$ a. Make a scatterplot of the proportion failing versus the load on the fabric. b. Using the techniques introduced in this section, calculate \(y^{\prime}=\ln \left(\frac{p}{1-p}\right)\) for each of the loads and fit the line \(y^{\prime}=a+b\) (Load). What is the significance of a positive slope for this line? c. What proportion of the time would you estimate this fabric would fail if a load of \(60 \mathrm{lb} / \mathrm{sq}\) in. were applied? d. In order to avoid a "wardrobe malfunction," one would like to use fabric that has less than a \(5 \%\) chance of failing. Suppose that this fabric is our choice for a new shirt. To have less than a \(5 \%\) chance of failing, what would you estimate to be the maximum "safe" load in \(\mathrm{lb} / \mathrm{sq}\) in.?

Exercise \(5.22\) gave the least-squares regression line for predicting \(y=\) clutch size from \(x=\) snout-vent length ("Reproductive Biology of the Aquatic Salamander \(A m\) phiuma tridactylum in Louisiana," Journal of Herpetology [1999]: \(100-105\) ). The paper also reported \(r^{2}=.7664\) and \(\mathrm{SSTo}=43,951 .\) a. Interpret the value of \(r^{2}\). b. Find and interpret the value of \(s_{e}\) (the sample size was \(n=14)\)

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