Chapter 3: Examining Relationships -...
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Chapter 3: Examining Relationships
3.1 Scatterplots 3.2 Correlation 3.3 Least-Squares
Regression
y = 3.9951x + 4.5711R2 = 0.9454
181920212223242526
3.5 4.0 4.5 5.0
Fiber Tenacity, g/den
Fa
bri
c T
ena
city
, lb
/oz/
yd^
2
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Relationship Between Fiber Tenacity and Fabric Tenacity
Fiber Tenacity,g/den
Fabric Tenacity,lb/oz/yd2
3.6 19.0
3.9 20.5
4.1 20.8
4.3 21.0
4.8 23.0
5.0 24.9
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Variable Designations
• Which variable is the dependent variable? – Our text uses the term response variable.
• Which variable is the independent variable? – Explanatory variable
• Note: Sometimes we do not have a clear explanatory-response variable situation … we may just want to look at the relationship between two variables.
• Problems 3.1 and 3.4, p. 123
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Scatterplot 1: Relationship Between Fiber Tenacity and Fabric Tenacity
181920212223242526
3.5 4.0 4.5 5.0
Fiber Tenacity, g/den
Fabr
ic T
enac
ity, l
b/oz
/yd^
2
Note placement of response and explanatory variables. Also note axes labels and plot title.
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Problem 3.6, p. 125
• Type data into your calculator. • Examining a scatterplot: – Look for the overall pattern and striking
deviations from that pattern. • Pay particular attention to outliers
– Look at form, direction, and strength of the relationship.
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Examining a Scatterplot, cont.
• Form – Does the relationship appear to be linear?
• Direction – Positively or negatively associated?
• Strength of Relationship – How closely do the points follow a clear form? – In the next section, we will discuss the correlation
coefficient as a numerical measure of strength of relationship.
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Scatterplot for 3.6
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Problem 3.9, p. 129
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Tips for Drawing Scatterplots
• p. 128
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0
10
20
30
40
50
60
60 70 80 90 100 110
Year (67=year 1967)
Inco
me
(Tho
usan
ds o
f Yea
r 20
00 D
olla
rs)
Black Hispanic White Asian
Adding a Categorical Variable to a Scatterplot
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Homework
• Reading: pp. 121-135
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Practice
• Problems: – 3.11 (p. 129) – 3.12 (p. 132) – 3.16 (p. 136)
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Figure 3.6, p. 136
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Which shows the strongest
relationship?
800
900
1000
1100
1200
1300
1400
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1600
30 40 50 60
200
600
1000
1400
1800
2200
0 20 40 60 80 100 120
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The two plots represent the same data!
• Our eye is not good enough in describing strength of relationship. – We need a method for quantifying the
relationship between two variables. • The most common measure of relationship is
the Pearson Product Moment correlation coefficient. – We generally just say “correlation coefficient.”
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Correlation Coefficient, r
• The correlation, r, is an average of the products of the standardized x-values and the standardized y-values for each pair.
⎟⎟⎠
⎞⎜⎜⎝
⎛ −⎟⎟⎠
⎞⎜⎜⎝
⎛ −−
= ∑= y
in
i x
i
syy
sxx
nr
111
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Correlation Coefficient, r • A correlation coefficient measures these characteristics of
the linear relationship between two variables, x and y.
– Direction of the relationship • Positive or negative
– Degree of the relationship: How well do the data fit the linear form being considered? • Correlation of (1 or -1) represents a perfect fit.
• Correlation of (0) indicates no relationship.
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Interpreting Correlation Coefficient, r
• Correlation Applet: http://www.duxbury.com/authors/mcclellandg/tiein/johnson/correlation.htm
• Facts about correlation – pp.143-144
• Correlation is not a complete description of two-variable data. We also need to report a complete numerical summary (means and standard deviations, 5-number summary) of both x and y.
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Exercise 3.25, p. 146
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Outlier, or influential point?
• Let’s enter the data into our calculators and calculate the correlation coefficient. The data are in the middle two columns of Table 1.10, p. 59. – r=?
• Now, remove the possible influential point. What happens to r?
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Exercises: Understanding Correlation
• Review “Facts about correlation,” pp. 143-144 • 3.34, 3.35, and 3.37, p. 149 • Reading: pp. 149-157
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Relationship Between Winding Tension and Yarn Elongation
y = -0.0759x + 9.4455R2 = 0.732
6.06.57.07.58.08.59.0
10 15 20 25 30 35Winding Tension, g
Elongation%
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24 (e)error yyresidual^
i =−=
Least Squares Regression
• Ultimately, we would like to predict elongation by using a more practical measurement, winding tension.
– A regression line, also called a line of best fit, was found.
• How was the line of best fit determined?
– Determine mathematically the distance between the line and each data point for all values of x.
– The distance between the predicted value and the actual (y) value is called a residual (or error).
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∑∑=
−=n
1i
2^
i2 )y(ye
• The best-fitting line is the line that has the smallest sum of e2 ... the least squares regression line! That is, the line of best fit occurs when:
minimum )y(yen
1i
2^
i2 =−=∑∑
=
Least Squares Regression: Line of Best Fit
• This could be done for each data point. If we square each residual and sum all of the squared residuals, we have:
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A Residual (Figure 3.11, p. 151)
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bxa +=^y
Least-Squares Regression Line
• With the help of algebra and a little calculus, it can be shown that this occurs when:
x
y
ssrb =
xbya −=
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Exercise 3.12, p. 132
• Is there a relationship between lean body mass and resting metabolic rate for females? – Quantify this relationship.
• Find the line of best fit (the least-squares regression, LSR).
• Use the LSR to predict the resting metabolic rate for a woman with mass of 45 kg and for a woman with mass of 59.5 kg.
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Interpreting the Regression Model
• The slope of the regression line is important for the interpretation of the data: – The slope is the rate of change of the response
variable with a one unit change in the explanatory variable.
• The intercept is the value of y-predicted when x=0. It is statistically meaningful only when x can actually take values close to zero.
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1- r2 = 0.28
R2: Coefficient of Determination
• Proportion of variability in one variable that can be associated with (or predicted by) the variability of the other variable.
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Exercise 3.45, p. 166
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Exercise 3.45, p. 166
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Residuals
• In regression, we see deviations by looking at the scatter of points about the regression line. The vertical distances from the points to the least-squares regression line are as small as possible, in the sense that they have the smallest possible sum of squares.
• Because they represent “left-over” variation in the response after fitting the regression line, these distances are called residuals.
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Examining the Residuals
• The residuals show how far the data fall from our regression line, so examining the residuals helps us to assess how well the line describes the data. – Residuals Plot
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Residuals Plot
• Let’s construct a residuals plot, that is, a plot of the explanatory variable vs. the residuals. – pp. 174-175
• The residuals plot helps us to assess the fit of the least squares regression line. – We are looking for similar spread about the line
y=0 (why?) for all levels of the explanatory variable.
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Residuals Plot Interpretation, cont.
• A curved or other definitive pattern shows an underlying relationship that is not linear. – Figure 3.19(b), p. 170
• Increasing or decreasing spread about the line as x increases indicates that prediction of y will be less accurate for smaller or larger x. – Figure 3.19(c), p. 171
• Look for outliers!
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Figures 3.19 (a-c), pp. 170-171
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How to create a residuals plot • Create regression model using your calculator. • Create a column in your STAT menu for residuals.
Remember that a residual is the actual value minus the predicted value:
residual = y ! y"
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Residuals Plot for 3.45
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HW
• Read through end of chapter • Problems: – 3.42 and 3.43 (parts a and b only), p. 165 – 3.46, p. 173
• Chapter 3 Test on Monday
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Regression Outliers and Influential Observations
• A regression outlier is an observation that lies outside the overall pattern of the other observations.
• An observation is influential for a statistical calculation if removing it would markedly change the result of the calculation. – Points that are outliers in the x direction of a scatterplot
are often influential for the least-squares regression line. • Sometimes, however, the point is not influential when it
falls in line with the remaining data points. – Note: An influential point may be an outlier in terms of
x, but we label it as “influential” if removing it significantly influences the regression.
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Practice Problems
• Problems: – 3.56, p. 179 – 3.74, p. 188 – 3.76, p. 189
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Preparing for the Test
• Re-read chapter. – Know the terms, big concepts.
• Chapter Review, pp. 181-182 • Go back over example and HW problems. • Study slides!