/*! 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 49 Multiple Choice: Select the best... [FREE SOLUTION] | 91Ó°ÊÓ

91Ó°ÊÓ

Multiple Choice: Select the best answer for Exercises A scatterplot of \(x=\) Super Bowl number and \(y=\) cost of a 30 -second advertisement on the Super Bowl broadcast (in dollars) shows a strong, positive, nonlinear association. A scatterplot of \(\ln (\) cost \()\) versus Super Bowl number is roughly linear. The least-squares regression line for this association is \(\widehat{\ln (\operatorname{cost})}=10.97+0.0971\) (Super Bowl number). Predict the cost of a 30 -second advertisement for Super Bowl 40 . (a) \(\$ 3\) (d) \(\$ 83,132\) (b) \(\$ 15\) (e) \(\$ 2,824,947\) (c) \(\$ 58,153\)

Short Answer

Expert verified
(e) $2,824,947

Step by step solution

01

Identify Given Information

We are given the equation for the least-squares regression line: \( \widehat{\ln(\text{cost})} = 10.97 + 0.0971 \times (\text{Super Bowl number}) \). We need to predict the cost when the Super Bowl number is 40.
02

Substitute Super Bowl Number

Substitute Super Bowl number 40 into the regression equation: \( \widehat{\ln(\text{cost})} = 10.97 + 0.0971 \times 40 \).
03

Calculate the Predicted Log Cost

Calculate the predicted \( \ln(\text{cost}) \) by performing the arithmetic: \[ \widehat{\ln(\text{cost})} = 10.97 + 0.0971 \times 40 = 10.97 + 3.884 = 14.854. \]
04

Convert from Logarithmic to Actual Cost

To find the cost, use the property \( \text{cost} = e^{\widehat{\ln(\text{cost})}} \). Calculate the actual cost:\[ \text{cost} = e^{14.854}. \]
05

Calculate Cost Using Exponential

Calculate \( e^{14.854} \) using a calculator to find the approximate cost in dollars. \( e^{14.854} \approx 2,824,947 \).
06

Select the Best Answer

Compare the computed cost to the options provided. The cost calculated, \( \$2,824,947 \), matches option (e).

Unlock Step-by-Step Solutions & Ace Your Exams!

  • Full Textbook Solutions

    Get detailed explanations and key concepts

  • Unlimited Al creation

    Al flashcards, explanations, exams and more...

  • Ads-free access

    To over 500 millions flashcards

  • Money-back guarantee

    We refund you if you fail your exam.

Over 30 million students worldwide already upgrade their learning with 91Ó°ÊÓ!

Key Concepts

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

Scatterplot Analysis
Scatterplots are a fundamental way to visually assess the relationship between two quantitative variables. In our context, we used a scatterplot to examine the association between the Super Bowl number and the cost of a 30-second advertisement. A scatterplot allows us to detect patterns, trends, and potential anomalies in data. In this exercise, the scatterplot showed a strong, positive, nonlinear relationship, indicating that as the Super Bowl number increases, the advertisement cost tends to increase as well.

Some key features to look at when analyzing a scatterplot include:
  • Direction: Indicates whether the relationship is positive or negative.
  • Form: Reveals if the relationship is linear or nonlinear.
  • Strength: Shows how closely the points fit the overall form, whether tightly clustered or more scattered.
  • Outliers: Points that deviate significantly from the overall pattern.
By converting the cost to its logarithmic form, we transformed a nonlinear pattern into a linear one, making it easier to apply linear regression techniques.
Least-Squares Regression
Least-squares regression is a method used to find the best-fitting line through a set of points in a scatterplot. The goal is to minimize the sum of the squares of the vertical distances (residuals) between the observed values and the line. In our scenario, the line is given by the equation \( \widehat{\ln(\text{cost})} = 10.97 + 0.0971 \times (\text{Super Bowl number}) \).

Key properties of the least-squares regression line include:
  • Best fit: Minimizes the sum of squared residuals, giving the most accurate predictions.
  • Slope: Represents the average change in the response variable for a one-unit change in the explanatory variable.
  • Intercept: The expected value of the response when the explanatory variable is zero, though not always meaningful by itself.
In practice, once we have our regression line, we can use it to make predictions, like estimating the advertisement cost for future Super Bowl events.
Logarithmic Transformation
Logarithmic transformation is a technique used to linearize data that exhibits a nonlinear relationship. By applying a logarithm to the data, we can better fit a linear model, like the least-squares regression line. In this case, the transformation turned a nonlinear association between the Super Bowl number and ad cost into a linear form \( \ln(\text{cost}) \).

Common uses and benefits of logarithmic transformation include:
  • Linearization: Facilitates easier application of linear regression methods.
  • Variance stabilization: Reduces heteroscedasticity (unequal spread of residuals) and makes data adhere more closely to statistical assumptions.
  • Rescaling data: Handles exponential growth patterns and enhances interpretability.
After the transformation, we calculated the logarithm of the cost, enabling precise predictions using the linear regression line, which were then transformed back for interpretation.
Predictive Modeling
Predictive modeling is the process of using statistical techniques to predict future outcomes based on historical data. This approach involves developing a model that accounts for the relationship between variables, which, in this exercise, allowed us to estimate the cost of a Super Bowl advertisement.

Key elements of predictive modeling include:
  • Data preparation: Collection, cleaning, and transformation.
  • Model selection: Choosing the appropriate statistical or mathematical model, like a linear regression.
  • Model evaluation: Assessing accuracy and making improvements as needed.
In our scenario, once we had the regression equation \( \widehat{\ln(\text{cost})} = 10.97 + 0.0971 \times 40 \), we substituted the Super Bowl number to predict the log of the cost. Then, we converted this value back from its logarithmic form using the exponential function to obtain the final cost prediction, which matched the given answer.

One App. One Place for Learning.

All the tools & learning materials you need for study success - in one app.

Get started for free

Most popular questions from this chapter

Exercises 25 to 28 refer to the following setting. Does the color in which words are printed affect your ability to read them? Do the words themselves affect your ability to name the color in which they are printed? Mr. Starnes designed a study to investigate these questions using the 16 students in his AP \(^{\text {R }}\) Statistics class as subjects. Each student performed two tasks in a random order while a partner timed: ( 1 ) read 32 words aloud as quickly as possible, and ( 2 ) say the color in which each of 32 words is printed as quickly as possible. Try both tasks for yourself using the word list below $$ \begin{array}{llll} \text { YELLOW } & \text { RED } & \text { BLUE } & \text { GREEN } \\ \text { RED } & \text { GREEN } & \text { YELLOW } & \text { YELLOW } \\ \text { GREEN } & \text { RED } & \text { BLUE } & \text { BLUE } \\ \text { YELLOW } & \text { BLUE } & \text { GREEN } & \text { RED } \\ \text { BLUE } & \text { YELLOW } & \text { RED } & \text { RED } \\ \text { RED } & \text { BLUE } & \text { YELLOW } & \text { GREN } \\ \text { BLUE } & \text { GREEN } & \text { GREEN } & \text { BLUE } \\ \text { GREEN } & \text { YELLOW } & \text { RED } & \text { YELLOW } \end{array} $$ Color words (4.2) Let's review the design of the study. (a) Explain why this was an experiment and not an observational study. (b) Did Mr. Starnes use a completely randomized design or a randomized block design? Why do you think he chose this experimental design? (c) Explain the purpose of the random assignment in the context of the study. The data from Mr. Starnes's experiment are shown below. For each subject, the time to perform the two tasks is given to the nearest second. $$ \begin{array}{cccccc} \hline \text { Subject } & \text { Words } & \text { Colors } & \text { Subject } & \text { Words } & \text { Colors } \\ 1 & 13 & 20 & 9 & 10 & 16 \\ 2 & 10 & 21 & 10 & 9 & 13 \\ 3 & 15 & 22 & 11 & 11 & 11 \\ 4 & 12 & 25 & 12 & 17 & 26 \\ 5 & 13 & 17 & 13 & 15 & 20 \\ 6 & 11 & 13 & 14 & 15 & 15 \\ 7 & 14 & 32 & 15 & 12 & 18 \\ 8 & 16 & 21 & 16 & 10 & 18 \\ \hline \end{array} $$

Refer to the following setting. Yellowstone National Park surveyed a random sample of 1526 winter visitors to the park. They asked each person whether he or she owned, rented, or had never used a snowmobile. Respondents were also asked whether they belonged to an environmental organization (like the Sierra Club). The two-way table summarizes the survey responses. $$ \begin{array}{lcrr} \hline & {2}{c} {\text { Environmental Clubs }} & \\ { } & \text { No } & \text { Yes } & \text { Total } \\ \text { Never used } & 445 & 212 & 657 \\ \text { Snowmobile renter } & 497 & 77 & 574 \\ \text { Snowmobile owner } & 279 & 16 & 295 \\ \text { Total } & 1221 & 305 & 1526 \\ \hline \end{array} $$ Snowmobiles (11.2) Do these data provide convincing evidence at the \(5 \%\) significance level of an association between environmental club membership and snowmobile use for the population of visitors to Yellowstone National Park? Justify your answer.

Refer to the following setting. About 1100 high school teachers attended a weeklong summer institute for teaching \(\mathrm{AP}^{(\mathrm{(R)}}\) classes. After hearing about the survey in Exercise \(52,\) the teachers in the \(\mathrm{AP}^{(R)}\) Statistics class wondered whether the results of the tattoo survey would be similar for teachers. They designed a survey to find out. The class opted to take a random sample of 100 teachers at the institute. One of the questions on the survey was Do you have any tattoos on your body? (Circle one) YES \(\quad\) NO Tattoos (4.1) One of the first decisions the class had to make was what kind of sampling method to use. (a) They knew that a simple random sample was the "preferred" method. With 1100 teachers in 40 different sessions, the class decided not to use an SRS. Give at least two reasons why you think they made this decision. (b) The AP Statistics class believed that there might be systematic differences in the proportions of teachers who had tattoos based on the subject areas that they taught. What sampling method would you recommend to account for this possibility? Explain a statistical advantage of this method over an SRS.

Killing bacteria Expose marine bacteria to X-rays for time periods from 1 to 15 minutes. Here are the number of surviving bacteria (in hundreds) on a culture plate after each exposure time: \(^{21}\) $$ \begin{array}{cccc} \hline \text { Time } t & \text { Count } y & \text { Time } t & \text { Count } y \\ 1 & 355 & 9 & 56 \\ 2 & 211 & 10 & 38 \\ 3 & 197 & 11 & 36 \\ 4 & 166 & 12 & 32 \\ 5 & 142 & 13 & 21 \\ 6 & 106 & 14 & 19 \\ 7 & 104 & 15 & 15 \\ 8 & 60 & & \\ \hline \end{array} $$ (a) Make a reasonably accurate scatterplot of the data by hand, using time as the explanatory variable. Describe what you see. (b) A scatterplot of the natural logarithm of the number of surviving bacteria versus time is shown below. Based on this graph, explain why it would be reasonable to use an exponential model to describe the relationship between count of bacteria and time. (c) Minitab output from a linear regression analysis on the transformed data is shown below. $$ \begin{aligned} &\begin{array}{lllll} \text { Predictor } & \text { Coef } & \text { SE Coef } & \text { T } & \text { P } \\ \text { Constant } & 5.97316 & 0.05978 & 99.92 & 0.000 \\ \text { Time } & -0.218425 & 0.006575 & -33.22 & 0.000 \end{array}\\\ &\begin{array}{lll} S=0.110016 & R-S q=98.8 \frac{8}{6} & R-S q(a d j)=98.7 \% \end{array} \end{aligned} $$ Give the equation of the least-squares regression line. Be sure to define any variables you use. (d) Use your model to predict the number of surviving bacteria after 17 minutes. Show your work.

Light through the water Some college students collected data on the intensity of light at various depths in a lake. Here are their data: \begin{tabular}{cc} \hline Depth (m) & Light intensity (lumens) \\ 5 & 168.00 \\ 6 & 120.42 \\ 7 & 86.31 \\ 8 & 61.87 \\ 9 & 44.34 \\ 10 & 31.78 \\ 11 & 22.78 \\ \hline \end{tabular} (a) Make a reasonably accurate scatterplot of the data by hand, using depth as the explanatory variable. Describe what you see. (b) A scatterplot of the natural logarithm of light intensity versus depth is shown below. Based on this graph, explain why it would be reasonable to use an exponential model to describe the relationship between light intensity and depth. (c) Minitab output from a linear regression analysis on the transformed data is shown below. $$ \begin{array}{lcccc} \text { Predictor } & \text { Coef } & \text { SE Coef } & \text { T } & \text { P } \\ \text { Constant } & 6.78910 & 0.00009 & 78575.46 & 0.000 \\ \text { Depth }(\mathrm{m}) & -0.333021 & 0.000010 & -31783.44 & 0.000 \\ \mathrm{~S}=0.000055 & \mathrm{R}-\mathrm{Sq}=100.0 \% & \mathrm{R}-\mathrm{Sq}(\mathrm{adj})=100.0 \% \end{array} $$ Give the equation of the least-squares regression line. Be sure to define any variables you use. (d) Use your model to predict the light intensity at a depth of 12 meters. Show your work.

See all solutions

Recommended explanations on Math Textbooks

View all explanations

What do you think about this solution?

We value your feedback to improve our textbook solutions.

Study anywhere. Anytime. Across all devices.