By J. Hine
Exercises for part 2 forty two actual sciences and engineering forty two forty three organic sciences forty five Social sciences ideas to routines, part 1 forty seven actual sciences and engineering forty seven forty nine organic sciences forty nine Social sciences ideas to workouts, part 2 fifty one fifty one actual sciences and engineering fifty five organic sciences fifty eight Social sciences sixty two Tables 2 sixty two x - exams related to variances 2 63,64 x - one tailed checks 2 sixty five x - tailed checks F-distribution 66-69 Preface This undertaking all started a few years in the past while the Nuffield starting place kindly gave a provide for writing a professional grammed textual content to exploit with carrier classes in facts. The paintings performed by way of Mrs. Joan Hine and Professor G. B. Wetherill at tub college, including another aid at times through colleagues at bathtub college and in different places. trying out was once performed at a number of faculties and universities, and a few important reviews have been obtained, yet we really point out King Edwards university, bathtub, who supplied a few 6th formers as 'guinea pigs' for the 1st trying out, the Bishop Lonsdale university of schooling, and Bradford collage. 2 OUf pursuits within the textual content are to take scholars to using average t, F and X exams, with a few intro duction to regression, assuming no wisdom of information to begin, and to do that in this kind of means that scholars reach a point of realizing of the underlying reasoning. carrier classes are usually whatever of an issue to statistical data departments.
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Extra info for A Programmed Text in Statistics Book 4: Tests on Variance and Regression
15. In the diagram below we have plotted the scatter diagrams for the three sets ofdata. Results 1-5 20 III Q) III 5a. :: o 5 x x z 5 Age 39 la' 15 Results 1-10 20 1/1 GI 1/1 c: 8. c: L. 0 > 10 GI a; L. L. "- 0 5 0 z 5 Age 10 15 10 15 Results 1 -15 20 1/1 GI 1/1 c: a. 15 0 1/1 GI L. : L. e. we would expect the coefficient of correlation to (vary/remain constant) as n increases. more vary 16. On the scatter diagrams we have drawn in rough regression lines. It can be seen that the slopes of the three lines (are approximately/are not) the same.
The carbon content in a clay was estimated by different methods. Method A was direct and an accurate measurement; method B was indirect and an approximation. 9 Calculate the regression of the results obtained by method B on those obtained by method A. State the estimated regression coefficient. What interpretation would you place on this coefficient? Does this coefficient have the numerical value you would expect? Give reasons. 42 Correlation 1. A student obtained the following data concerning the amount of potassium bromide,y, which will dissolve in 100 gm of water at various temperatures, x.
We must now introduce a further fact. The numerical value of the constant B gives the degree of slope of the straight line. The following diagrams show straight lines and their corresponding values. 60 ---_......... - - - - - 8 = 0 1. The equation of a straight line is of the form y = ... and the slope is given by the constant .... y A = A +Bx 2. Similarly, the regression of x on y is given by y and so the slope of the regression line is given by the constant y + b(x-x) b (j/b/bx). 3. The constant b is known as the REGRESSION COEFFICIENT.
A Programmed Text in Statistics Book 4: Tests on Variance and Regression by J. Hine