Test Bank for Intro Stats, 4/E 4th Edition : 0321891244

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0321891244

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 6-1

Chapter 6
Scatterplots, Association, and Correlation

Solutions to class examples:

1. Answers may vary. Here are some possibilities.
• Drug dosage and degree of pain relief
Answer: The association is likely to be strong, positive and curved. Assuming, of course,
that the drug is an effective pain reliever, as the dosage increases, the degree of pain relief
will increase. Eventually, the association is likely to level off, until no further pain relief
is possible, since the pain will be gone.
• Calories consumed and weight loss
Answer: The association is likely to be moderate, negative and linear. As fewer calories
are consumed, more weight is likely to be lost. The association will not be strong, since
some people lose weight easier than others, and there are other variables involved like
overall health, exercise and beginning weight.
• Hours of sleep and score on a test
Answer: The association is likely weak, positive and possibly linear. Generally, a well-
rested person is expected to score higher on a test. The relationship is weak, since there
are other variables involved. Maybe a person got less sleep because they were up
studying.
• Shoe size and grade point average
Answer: There is no association between shoe size and GPA. The scatterplot is likely to
be randomly scattered.
• Time for a mile run and age
Answer: The association between time for a mile run and age is likely to be moderate and
curved, with no dominant direction. The very young will likely have high run times. Run
times are likely to be the lowest for people in their late teens or early twenties. Older
people are likely to have high run times.
• Age of car and cost of repairs
Answer: The association between age of car and cost of repairs is positive, moderate, and
linear. As cars get older, they usually require more repairs.
2. Answers may vary.
3. Answers may vary depending on your data. A sample of a class worksheet based on
height/weight data is included, preceding the Chapter 6 quizzes.
4. See Class Example 4.
5. See Class Example 5.

Copyright © 2014 Pearson Education, Inc.

 6-2

6.
Think
U.S. Population
The variables are year and U.S. population, in millions of

Millions of people
people. Both variables are quantitative. The association
225
between year and population is strong, positive, and curved.
150
Population has been increasing over the last 200 years.
Furthermore, the rate of population growth has been increasing. 75
The U.S. population has been growing faster in more recent
years. We will attempt to straighten the scatter plot using a 1800 1880 1960
logarithmic re-expression and a square root re-expression. Year
Show

Logarithmic Square Root

Re-expression Re-expression
16
Log(population)

sqrt(population)

2.0 12
1.5 8
1.0 4

1800 1880 1960 1800 1880 1960

Year Year

Tell
The scatterplot of log(population) and year shows a strong, positive association, but it is still
curved. This is not a good re-expression. The scatterplot of square root of population and
year shows a strong, positive, more linear association. The square root re-expression
straightens the scatterplot well.

Supplemental Resources
On the following page is a sample of a worksheet that examines the relationship between
height and weight of some students, using association, correlation, regression and prediction.
It is designed to be used with the TI-83 graphing calculator, but you can easily adapt it to
your own data analysis package. You may also choose to collect and use your own data.

Copyright © 2014 Pearson Education, Inc.

 6-3

Statistics – Correlation, Regression, Prediction Worksheet Chapters 6 & 7

1. Below are heights and weights data for male and female Stat students. Create TI lists MHT,
MWT, FHT, FWT, and enter the data. You will need to keep these data for several days.
(Remember, to create a list: (1) put the cursor atop the names (L1,L2,...), then (2) space to the
right, and (3) type the new name in the blank space. You can then access these names via the
LIST NAMES menu.)

2. Is it reasonable to assume these data are drawn from populations that are normally
distributed? Check summary statistics and histograms for each variable.

3. a) Make a scatterplot for each gender (STAT PLOT, first plot type). Which is the explanatory
variable?
b) Describe the relationship (form, strength, direction, outliers, etc.) for each gender.

4. a) Calculate and interpret r for each gender.

b) What would you predict about the weight of
. . . someone of average height?
. . . a male 2 standard deviations above average in height.
. . . a female 1 standard deviation below average in height?
c) Explain how this illustrates the concept of regression toward the mean.
d) Calculate the coefficients of determination, r2, and interpret each in the context of this
relationship.

5. a) Write an equation of the least squares line of best fit for each gender.
b) Check the residuals plots. Do you think that a line is a good model? Explain.
c) Explain what the slope of each line means in the context of this relationship.
d) Predict weights for : a 60” male; a 60” female; a 70” male;a 70” female
e) Predict the weight of a 7’2” male; of a 20” newborn baby girl. Comment on these results.

MALES FEMALES
HT(in) WT(lb) HT(in) WT(lb) HT(in) WT(lb) HT(in) WT(lb)
67 140 71 132 63 117 64 110
71 165 70 140 62 107 63 123
73 168 71 140 75 170 64 110
71 142 70 140 61 91 71 134
74 200 69 130 62 118 64 129
74 175 70 150 63 130 62 129
68 135 74 170 66 135 65 123
73 145 71 175 63 120 64.5 115
71 150 74 180 67 125 68.5 122
72 155 72 150 67 117 65.5 120
69 168 70 150 64 135 64 111
66 106 73 190 61 88 64 115
70 144

Copyright © 2014 Pearson Education, Inc.

 6-4

Chapters 6 & 7 – Worksheet Key – Correlation, Regression, and Prediction

1. Enter the data, or collect data from your own class, provided you have enough students to make meaningful
summaries.
2. 8 15 15 10
8
6
10 10
6
4
4
5 5
2 2

65.0 69.5 74.0 100 160 60.0 67.5 75.0 87.5 125.0 162.5
MHT MWT FHT FWT

Mean = 70.96 in Mean = 153.6 lbs Mean = 64.73 in Mean = 120.6 lbs
Median = 71 in Median = 150 lbs Median = 64 in Median = 120 lbs

All of the distributions are at least roughly unimodal and symmetric. There are several tall females, one of
which is also heavier than average. Since the means and medians are roughly the same, it seems reasonable that
these data are drawn from populations that are normally distributed.
3a. The explanatory variable is height. Height determines weight.
3b. There is a moderate, positive linear relationship between 200
male height and male weight. Taller males are generally 180
160

heavier. Likewise, there is a moderate, positive, linear 160

140

relationship between female height and female weight. M 140 F 120

W
W
Taller females are generally heavier. There is one female T 120 T 100
who is much taller and heavier than the others, but this
female’s attributes fit the overall pattern, although her 66 68 70 72 63 66 69 72

weight is a bit higher than we would expect. MHT FHT

4a. Males : r = 0.752 Females : r = 0.738

4b. Someone of average height is expected to be of average weight.
A male 2 SDs above the mean in height is expected to be 2(0.752) = 1.54 SDs above the mean in weight.
A female 1 SD below the mean height is expected to be 1(0.738) = 0.738 SDs below the mean in weight.
4c. The relationship between height and weight is not perfect. When making predictions, we are cautious when
straying too far away from the mean, because of this variability. When we back off in our predictions by
multiplying standard deviations by r, we are regressing towards the mean.
4d. 56.5% of the variability in Male Weight is explained by the linear model.
54.5% of the variability in Female Weight is explained by the linear model.
5a.   364.403  7.29993( MHT )
MWT   116.574  3.66384( FHT )
FWT
5b.
Males Females Both residuals plots appear
25.0 reasonably scattered. The linear
10 models are both appropriate,
Residual

12.5
Residual

0.0
0 although removing the heaviest
-12.5 -10 and two lightest females may
yield a better overall model.
120 135 150 165 112.5 137.5
predicted(M/M) predicted(F/F)

5c. According to the linear models, each additional inch in male height is associated with about 7.3 additional
pounds in weight, and each additional inch in female height is associated with about 3.7 additional pounds in
weight.
5d. 60” male: 73.6 lbs 60” female: 103.3 lbs 70” male: 146.6 lbs 70” female: 139.9 lbs.
5e. 7’2” male: 263.4 lbs 20” newborn baby girl: – 43.3 lbs
The weight of the male seems low. A male this tall would weigh much more. The weight of the newborn baby
girl is impossible. These models were designed to predict the weights of typical high school students, not the
very tall or babies. We wouldn’t expect these predictions to be accurate.

Copyright © 2014 Pearson Education, Inc.

 6-5

Statistics Quiz A – Chapter 6 Name__________________________

1. After conducting a survey of his students, a professor reported that “There appears to be a
strong correlation between grade point average and whether or not a student works.”
Comment on this observation.

2. The following scatterplot shows a relationship between x and y that results in a correlation
coefficient of r = 0. Explain why r = 0 in this situation even though there appears to be a
strong relationship between the x and y variables.
Scatterplot of y vs x
18

16

14

12

10
y

-5 -4 -3 -2 -1 0 1 2 3 4
x

Copyright © 2014 Pearson Education, Inc.

 6-6

3. The following scatterplot shows the relationship between the time (in seconds) it took men to
run the 1500m race for the gold medal and the year of the Olympics that the race was run in:
Scatterplot of Time vs Year
250

240
Time

230

220

210
1900 1910 1920 1930 1940 1950 1960 1970 1980 1990
Year

a. Write a few sentences describing the association.

b. Estimate the correlation. r=

4. Identify what is wrong with each of the following statements:

a. The correlation between Olympic gold medal times for the 800m hurdles and year is –
0.66 seconds per year.

b. The correlation between Olympic gold medal times for the 100m dash and year is -1.37.

c. Since the correlation between Olympic gold medal times for the 800m hurdles and 100m
dash is –0. 41, the correlation between times for the 100m dash and the 800m hurdles is
+0.41.

d. If we were to measure Olympic gold medal times for the 800m hurdles in minutes instead
of seconds, the correlation would be –0.66/60 = –0.011.

Copyright © 2014 Pearson Education, Inc.

 6-7

Statistics Quiz A – Chapter 6 – Key

1. After conducting a survey of his students, a professor reported that “There appears to be a
strong correlation between grade point average and whether or not a student works.”
Comment on this observation.

Correlation measures the strength of a linear association between two quantitative variables. Whether or not
a student works is a categorical variable, so correlation cannot be calculated between GPA and whether or
not a student works.

2. The following scatterplot shows a relationship between x and y that results in a correlation
coefficient of r = 0. Explain why r = 0 in this situation even though there appears to be a
strong relationship between the x and y variables.
Scatterplot of y vs x
18

16

14

12

10
y

-5 -4 -3 -2 -1 0 1 2 3 4
x

The correlation coefficient only measures the strength of linear associations. The relationship between x
and y that we see here is far from linear (in fact, it is a parabolic relationship).

Copyright © 2014 Pearson Education, Inc.

 6-8

3. The following scatterplot shows the relationship between the time (in seconds) it took men to
run the 1500m race for the gold medal and the year of the Olympics that the race was run in:
Scatterplot of Time vs Year
250

240
Time

230

220

210
1900 1910 1920 1930 1940 1950 1960 1970 1980 1990
Year

a. Write a few sentences describing the association.

There is a fairly strong, negative, linear relationship between the time (in seconds) it took men to run
the 1500m race for the gold medal and the year of the Olympics that the race was run in. It appears that
the gold medal times for the 1500m race have decreased over time.

b. Estimate the correlation. r= – 0.94

(answers between – 0.7 and – 0.98 are acceptable)

4. Identify what is wrong with each of the following statements:

a. The correlation between Olympic gold medal times for the 800m hurdles and year is –
0.66 seconds per year.

Correlation has no units.

b. The correlation between Olympic gold medal times for the 100m dash and year is –1.37.
Correlation has to be between –1 and +1.

c. Since the correlation between Olympic gold medal times for the 800m hurdles and 100m
dash is –0. 41, the correlation between times for the 100m dash and the 800m hurdles is
+0.41.
Correlation does not change if we reverse the role of the x and y variables.

d. If we were to measure Olympic gold medal times for the 800m hurdles in minutes instead
of seconds, the correlation would be –0.66/60 = –0.011.
Correlation does not change when we change units.

Copyright © 2014 Pearson Education, Inc.

 6-9

Statistics Quiz B – Chapter 6 Name__________________________

1. After conducting a survey at a pet store to see what affect having a pet had on the condition
of the yard, a news reporter stated “There appears to be a strong correlation between the
owning a pet and the condition of the yard.” Comment on this observation.

2. On the axes below, sketch a scatterplot described:

a. a strong positive b. a weak negative
association association

3. A study by a prominent psychologist found a moderately strong positive association between

the number of hours of sleep a person gets and the person’s ability to memorize information.
a. Explain in the context of this problem what “positive association” means.

b. Hoping to improve academic performance, the psychologist recommended the school

board allow students to take a nap prior to any assessment. Discuss the psychologist’s
recommendations.

Copyright © 2014 Pearson Education, Inc.

 6-10

4. A common objective for many school administrators is to increase the number of students
taking SAT and ACT tests from their school. The data from each state from 2003 are
reflected in the scatterplot at the right.

a. Write a few sentences describing the association.

SAT Scores by State

1220
1180

Mean SAT Total

1140
1100
1060
1020
980
b. Estimate the correlation. r = 0 10 20 30 40 50 60 70 80 90
SATParticipation

c. If the point in the top left corner (4, 1215) were removed, would the correlation become
stronger, weaker, or remain about the same? Explain briefly.

d. If the point in the very middle (38, 1049) were removed, would the correlation become
stronger, weaker, or remain about the same? Explain briefly.

Copyright © 2014 Pearson Education, Inc.

 6-11

Statistics Quiz B – Chapter 6 – Key

1. After conducting a survey at a pet store to see what affect having a pet had on the condition
of the yard, a news reporter stated “There appears to be a strong correlation between the
owning a pet and the condition of the yard.” Comment on this observation.

The variables – owning a pet and condition of the yard – are both categorical variables. Correlation
cannot be calculated with categorical variables.

2. On the axes below, sketch a scatterplot described:

a. a strong positive b. a weak negative
association association

3. A study by a prominent psychologist found a moderately strong positive association between

the number of hours of sleep a person gets and the person’s ability to memorize information.
a. Explain in the context of this problem what “positive association” means.

A positive association means in general people who had more sleep were able to memorize more
information.

b. Hoping to improve academic performance, the psychologist recommended the school

board allow students to take a nap prior to any assessment. Discuss this reasoning.

The child psychologist is attributing association to cause and effect. There is an implication that more
sleep will cause better memorization, therefore causing an increase in assessments scores. Perhaps
people who had memorized more were able to sleep more restfully, or perhaps differences in brain
chemistry allowed some people to memorize more and to sleep more easily.

Copyright © 2014 Pearson Education, Inc.

 6-12

4. A common objective for many school administrators is to increase the number of students
taking SAT and ACT tests from their school. The data from each state from 2003 is reflected
in the scatterplot at the right.

a. Write a few sentences describing SAT Scores by State

the association. 1220
1180
There is a moderate, negative, linear

Mean SAT Total

association between the percent of 1140
students taking the SAT test and the
total SAT score. It appears that the 1100
states with a larger percentage of
1060
students taking the SAT test have
lower average total scores. 1020
980
0 10 20 30 40 50 60 70 80 90
SATParticipation
b. Estimate the correlation. r = – 0.76

(answers between – 0.6 and – 0.9 are acceptable)

c. If the point in the top left corner (4, 1215) were removed, would the correlation become
stronger, weaker, or remain about the same? Explain briefly.

If the point in the top left corner (4, 1215) were removed, the correlation would become stronger
because the remaining points show a pattern with slightly less scatter.

d. If the point in the very middle (38, 1049) were removed, would the correlation become
stronger, weaker, or remain about the same? Explain briefly.

If the point in the very middle (38, 1049) were removed, the correlation would remain about the same;
this point does not contribute much to the scatter.

Copyright © 2014 Pearson Education, Inc.

 6-13

Statistics Quiz C – Chapter 6 Name __________________________

1. After conducting a marketing study to see what consumers thought about a new tinted
contact lens they were developing, an eyewear company reported, “Consumer satisfaction is
strongly correlated with eye color.” Comment on this observation.

2. On the axes below, sketch a scatterplot described:

a. a strong negative b. a strong association, c. a weak but
association but r is near 0 positive association

3. A school board study found a moderately strong negative association between the number of
hours high school seniors worked at part-time jobs after school hours and the students’ grade
point averages.
a. Explain in this context what “negative association” means.

b. Hoping to improve student performance, the school board passed a resolution urging
parents to limit the number of hours students be allowed to work. Do you agree or
disagree with the school board’s reasoning. Explain.

Copyright © 2014 Pearson Education, Inc.

 6-14

4. Researchers investigating the

association between the size and 80
strength of muscles measured the
forearm circumference (in inches) of 70
20 teenage boys. Then they measured
the strength of the boys’ grips (in
S 60
pounds). Their data are plotted at the t
right. r
n 50
g
t
h 40

10 11 12 13 14
Circum
a. Write a few sentences describing
the association.

b. Estimate the correlation. r = ________

c. If the point in the lower right corner (at about 14” and 38#) were removed, how would
the correlation become stronger, weaker, or remain about the same?

d. If the point in the upper right corner (at about 15” and 75#) were removed, would the
correlation become stronger, weaker, or remain about the same?

Copyright © 2014 Pearson Education, Inc.

 6-15

Statistics Quiz C – Chapter 6 – Key

1. After conducting a marketing study to see what consumers thought about a new tinted
contact lens they were developing, an eyewear company reported, “Consumer satisfaction is
strongly correlated with eye color.” Comment on this observation.

There may be an association between customer satisfaction and eye color, but these are both categorical
variables so they cannot be “correlated.”

2. On the axes below, sketch a scatterplot described:

a. a strong negative b. a strong association, c. a weak but
association but r is near 0 positive association

3. A school board study found a moderately strong negative association between the number of
hours high school seniors worked at part-time jobs after school hours and the students’ grade
point averages.
a. Explain in this context what “negative association” means.

Students who worked more hours tended to have lower grades.

b. Hoping to improve student performance, the school board passed a resolution urging
parents to limit the number of hours students be allowed to work. Do you agree or
disagree with the school board’s reasoning. Explain.
They are mistakenly attributing the association to cause and effect. Maybe students with low grades are
more likely to seek jobs, or maybe there is some other factor in their home life that leads both to lower
grades and to the desire or need to work.

Copyright © 2014 Pearson Education, Inc.

Test Bank for Intro Stats, 4/E 4th Edition : 0321891244

6-16

4. Researchers investigating the

association between the size and 80
strength of muscles measured the
forearm circumference (in inches) of 70
20 teenage boys. Then they measured
the strength of the boys’ grips (in
S 60
pounds). Their data are plotted at the t
right. r
n 50
g
t
h 40

10 11 12 13 14
Circum
a. Write a few sentences describing
the association.

There is a moderate, positive, linear association between forearm circumference and grip strength
among these boys. In general, the larger their forearms, the stronger their grip. One boy in particular
had very large forearms and a very strong grip. There was one outlier—the boy with the second largest
forearms had one of the weakest grips.

b. Estimate the correlation.

Actually r = 0.652 – any guess between 0.5 and 0.8 is pretty good.

c. If the point in the lower right corner (at about 14” and 38#) were removed, how would
the correlation become stronger, weaker, or remain about the same?

The correlation would become stronger.

d. If the point in the upper right corner (at about 15” and 75#) were removed, would the
correlation become stronger, weaker, or remain about the same?

The correlation would become weaker.

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