/*! 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 2 In the least squares line \(\hat... [FREE SOLUTION] | 91Ó°ÊÓ

91Ó°ÊÓ

In the least squares line \(\hat{y}=5+3 x,\) what is the marginal change in \(\hat{y}\) for each unit change in \(x ?\)

Short Answer

Expert verified
The marginal change in \( \hat{y} \) for each unit change in \( x \) is 3.

Step by step solution

01

Understanding the Equation

Begin by examining the given least squares line equation: \( \hat{y} = 5 + 3x \). This equation represents the relationship between \( x \) and \( \hat{y} \).
02

Identify the Slope

In the equation \( \hat{y} = 5 + 3x \), identify the coefficient of \( x \), which is 3. This coefficient indicates how \( \hat{y} \) changes with respect to \( x \).
03

Understanding Marginal Change

The marginal change in \( \hat{y} \) for each unit change in \( x \) is defined as the slope of the line. In this equation, the marginal change is represented by the coefficient of \( x \), which is 3.

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.

Slope of a Line
The slope of a line is a fundamental concept in algebra that helps us understand how one variable changes with respect to another. It is often represented by the letter "m" in the linear equation format, which is typically written as \( y = mx + b \). In this linear equation form, \( m \) is the slope, and it indicates the rate at which \( y \) changes as \( x \) increases.
Consider the equation \( \hat{y} = 5 + 3x \). Here, the slope of the line is 3. This means for every increase of 1 unit in \( x \), \( \hat{y} \) increases by 3 units. The slope effectively gives us a gradient, showing how steep or flat the line is on a graph:
  • A positive slope, like 3, indicates the line is ascending or rising as you move from left to right.
  • A negative slope would show the line descending.
  • A slope of zero represents a flat horizontal line, showing no change in \( y \) as \( x \) changes.
Understanding the slope is crucial in many applications, especially when analyzing data using regression techniques.
Linear Equations
Linear equations like \( \hat{y} = 5 + 3x \) are among the simplest forms of equations used in mathematics and are foundational to understanding many complex concepts. They describe a straight line when plotted on a graph. These equations have two main components:
  • The coefficient of \( x \), which is also the slope of the line. It represents the rate at which \( y \) changes with respect to \( x \).
  • The constant term, often referred to as the y-intercept, which is the value of \( y \) when \( x \) equals zero, here it is 5.
What makes linear equations particularly useful is their predictability and simplicity. As long as you know the slope and the y-intercept, you can easily calculate \( y \) for any value of \( x \). This forms the basis for constructing models in various fields such as economics, biology, and engineering. Linear equations also pave the way for understanding and implementing more complex mathematical models involving variable interactions.
Marginal Change
Marginal change is an important concept used in statistics and economics to describe how a variable changes with respect to a small increment in another variable. In the context of linear equations, such as \( \hat{y} = 5 + 3x \), the marginal change in \( \hat{y} \) with respect to changes in \( x \) is represented by the slope of the line.
In this example, the marginal change is 3, which specifies that when \( x \) increases by 1 unit, \( \hat{y} \) increases by 3 units. This reflects the linear relationship between \( x \) and \( \hat{y} \). Marginal change can be thought of as incremental, helping us understand the immediate impact of small changes in one variable on another.
  • Marginal change can help businesses determine how increased production affects profit.
  • It can show economists how a change in one economic factor might influence another.
  • It allows us to make informed predictions and decisions based on linear models.
Overall, terms such as marginal cost, marginal revenue, or marginal utility all benefit from this simple yet powerful concept of marginal change, making it a pillar in analytical decision-making and assessments.

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

For a fixed confidence level, how does the length of the confidence interval for predicted values of \(y\) change as the corresponding \(x\) values become further away from \(\bar{x} ?\)

Suppose two variables are positively correlated. Does the response variable increase or decrease as the explanatory variable increases?

Please do the following. (a) Draw a scatter diagram displaying the data. (b) Verify the given sums \(\Sigma x, \Sigma y, \Sigma x^{2}, \Sigma y^{2},\) and \(\Sigma x y\) and the value of the sample correlation coefficient \(r\) (c) Find \(\bar{x}, \bar{y}, a,\) and \(b .\) Then find the equation of the least- squares line \(\hat{y}=a+b x\) (d) Graph the least-squares line on your scatter diagram. Be sure to use the point \((\bar{x}, \bar{y})\) as one of the points on the line. (e) Interpretation Find the value of the coefficient of determination \(r^{2} .\) What percentage of the variation in \(y\) can be explained by the corresponding variation in \(x\) and the least-squares line? What percentage is unexplained? Answers may vary slightly due to rounding. Cricket Chirps: Temperature Anyone who has been outdoors on a summer evening has probably heard crickets. Did you know that it is possible to use the cricket as a thermometer? Crickets tend to chirp more frequently as temperatures increase. This phenomenon was studied in detail by George W. Pierce, a physics professor at Harvard. In the following data, \(x\) is a random variable representing chirps per second and \(y\) is a random variable representing temperature ('F). These data are also available for download at the Online Study Center.Complete parts (a) through (e), given \(\Sigma x=249.8, \Sigma y=1200.6\) \(\Sigma x^{2}=4200.56, \Sigma y^{2}=96,725.86, \Sigma x y=20,127.47,\) and \(r \approx 0.835\) (f) What is the predicted temperature when \(x=19\) chirps per second?

Use appropriate multiple regression software of your choice and enter the data. Note that the data are also available for download at the Companion Sites for this text. Medical: Blood Pressure The systolic blood pressure of individuals is thought to be related to both age and weight. For a random sample of 11 men, the following data were obtained: $$\begin{array}{ccc|ccc} \hline \begin{array}{c} \text { Systolic } \\ \text { Blood Pressure } \end{array} & \begin{array}{c} \text { Age } \\ \text { (years) } \end{array} & \begin{array}{c} \text { Weight } \\ \text { (pounds) } \end{array} & \begin{array}{c} \text { Systolic } \\ \text { Blood Pressure } \end{array} & \begin{array}{c} \text { Age } \\ \text { (years) } \end{array} & \begin{array}{c} \text { Weight } \\ \text { (pounds) } \end{array} \\ \hline x_{1} & x_{2} & x_{3} & x_{1} & x_{2} & x_{3} \\ \hline 132 & 52 & 173 & 137 & 54 & 188 \\ 143 & 59 & 184 & 149 & 61 & 188 \\ 153 & 67 & 194 & 159 & 65 & 207 \\ 162 & 73 & 211 & 128 & 46 & 167 \\ 154 & 64 & 196 & 166 & 72 & 217 \\ 168 & 74 & 220 & & & \\ \hline \end{array}$$ (a) Generate summary statistics, including the mean and standard deviation of each variable. Compute the coefficient of variation (see Section 3.2) for each variable. Relative to its mean, which variable has the greatest spread of data values? Which variable has the smallest spread of data values relative to its mean? (b) For each pair of variables, generate the sample correlation coefficient \(r\) Compute the corresponding coefficient of determination \(r^{2}\). Which variable (other than \(x_{1}\) ) has the greatest influence (by itself) on \(x_{1} ?\) Would you say that both variables \(x_{2}\) and \(x_{3}\) show a strong influence on \(x_{1}\) ? Explain your answer. What percent of the variation in \(x_{1}\) can be explained by the corresponding variation in \(x_{2}\) ? Answer the same question for \(x_{3}\) (c) Perform a regression analysis with \(x_{1}\) as the response variable. Use \(x_{2}\) and \(x_{3}\) as explanatory variables. Look at the coefficient of multiple determination. What percentage of the variation in \(x_{1}\) can be explained by the corresponding variations in \(x_{2}\) and \(x_{3}\) taken together? (d) Look at the coefficients of the regression equation. Write out the regression equation. Explain how each coefficient can be thought of as a slope. If age were held fixed, but a person put on 10 pounds, what would you expect for the corresponding change in systolic blood pressure? If a person kept the same weight but got 10 years older, what would you expect for the corresponding change in systolic blood pressure? (e) Test each coefficient to determine if it is zero or not zero. Use level of significance \(5 \% .\) Why would the outcome of each test help us determine whether or not a given variable should be used in the regression model? (f) Find a \(90 \%\) confidence interval for each coefficient. (g) Suppose Michael is 68 years old and weighs 192 pounds. Predict his systolic blood pressure, and find a \(90 \%\) confidence range for your prediction (if your software produces prediction intervals).

Wolf packs tend to be large extended family groups that have a well-defined hunting territory. Wolves not in the pack are driven out of the territory or killed. In ecologically similar regions, is the size of an extended wolf pack related to size of hunting region? Using radio collars on wolves, the size of the hunting region can be estimated for a given pack of wolves. Let \(x\) represent the number of wolves in an extended pack and \(y\) represent the size of the hunting region in \(\mathrm{km}^{2} / 1000 .\) From Denali National Park we have the following data. $$\begin{array}{l|ccccc}\hline x \text { wolves } & 26 & 37 & 22 & 69 & 98 \\\\\hline y \mathrm{km}^{2} / 1000 & 7.38 & 12.13 & 8.18 & 15.36 & 16.81 \\\\\hline\end{array}$$ Reference: The Wolves of Denali by Mech, Adams, Meier, Burch, and Dale, University of Minnesota Press. (a) Verify that \(\Sigma x=252, \Sigma y=59.86, \Sigma x^{2}=16,894, \Sigma y^{2}=787.0194\) \(\Sigma x y=3527.87,\) and \(r \approx 0.9405\) (b) Use a \(1 \%\) level of significance to test the claim \(\rho>0\) (c) Verify that \(S_{e} \approx 1.6453, a \approx 5.8309,\) and \(b \approx 0.12185\) (d) Find the predicted size of the hunting region for an extended pack of 42 wolves. (e) Find an \(85 \%\) confidence interval for your prediction of part (d). (f) Use a \(1 \%\) level of significance to test the claim that \(\beta>0\) (g) Find a \(95 \%\) confidence interval for \(\beta\) and interpret its meaning in terms of territory size per wolf.

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.