MATLAB: An Introduction with Applications
MATLAB: An Introduction with Applications
6th Edition
ISBN: 9781119256830
Author: Amos Gilat
Publisher: John Wiley & Sons Inc
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Matrices
‘Matrices’ is the plural form of the word matrix, and it is basically a spreadsheet in the form of a box. In mathematics, various functions can be carried out with matrices. Generally, a matrix comes in the shape of a square or rectangle. The elements ar…
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Please label each part

**Part (b)** Calculate the least squares line. Put the equation in the form of: \( \hat{y} = a + bx \). (Round your slope to three decimal places and your intercept to the nearest whole number.) \[ \hat{y} = \underline{\hspace{2cm}} + \underline{\hspace{4cm}}x \] **Part (c)** Find the correlation coefficient \( r \). (Round your answer to four decimal places.) \[ r = \underline{\hspace{4cm}} \] What does it imply about the significance of the relationship? - \( \bigcirc \) The value does not make sense because it is within the scope of the model. - \( \bigcirc \) The value of \( r \) is significant; therefore, we can use the equation to make predictions. - \( \bigcirc \) The value of \( r \) is not significant; therefore, we cannot use the equation to make predictions. - \( \bigcirc \) There is no linear relationship; therefore, we cannot use the equation to make predictions. **Part (d)** For the class of **1929**, predict the total class gift. (Use your equation from part (b). Round your answer to two decimal places.) \[ \$ \underline{\hspace{4cm}} \] **Part (e)** For the class of **1963**, predict the total class gift. (Use your equation from part (b). Round your answer to two decimal places.) \[ \$ \underline{\hspace{4cm}} \] **Part (f)** For the class of **1860**, predict the total class gift. (Use your equation from part (b). Round your answer to two decimal places.) \[ \$ \underline{\hspace{4cm}} \] Why doesn’t this value make any sense? - \( \bigcirc \) The value of the prediction doesn't make sense because \( r \) is not significant; therefore, we cannot use the regression line to make predictions. - \( \bigcirc \) The value of the prediction doesn't make sense because it is too much money. - \( \bigcirc \) The value of the prediction doesn’t make sense because it is not possible for the total gift to be negative. - \( \bigcirc \) The value of the prediction doesn’t make sense because people didn’t attend school in
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Transcribed Image Text:**Part (b)** Calculate the least squares line. Put the equation in the form of: \( \hat{y} = a + bx \). (Round your slope to three decimal places and your intercept to the nearest whole number.) \[ \hat{y} = \underline{\hspace{2cm}} + \underline{\hspace{4cm}}x \] **Part (c)** Find the correlation coefficient \( r \). (Round your answer to four decimal places.) \[ r = \underline{\hspace{4cm}} \] What does it imply about the significance of the relationship? - \( \bigcirc \) The value does not make sense because it is within the scope of the model. - \( \bigcirc \) The value of \( r \) is significant; therefore, we can use the equation to make predictions. - \( \bigcirc \) The value of \( r \) is not significant; therefore, we cannot use the equation to make predictions. - \( \bigcirc \) There is no linear relationship; therefore, we cannot use the equation to make predictions. **Part (d)** For the class of **1929**, predict the total class gift. (Use your equation from part (b). Round your answer to two decimal places.) \[ \$ \underline{\hspace{4cm}} \] **Part (e)** For the class of **1963**, predict the total class gift. (Use your equation from part (b). Round your answer to two decimal places.) \[ \$ \underline{\hspace{4cm}} \] **Part (f)** For the class of **1860**, predict the total class gift. (Use your equation from part (b). Round your answer to two decimal places.) \[ \$ \underline{\hspace{4cm}} \] Why doesn’t this value make any sense? - \( \bigcirc \) The value of the prediction doesn't make sense because \( r \) is not significant; therefore, we cannot use the regression line to make predictions. - \( \bigcirc \) The value of the prediction doesn't make sense because it is too much money. - \( \bigcirc \) The value of the prediction doesn’t make sense because it is not possible for the total gift to be negative. - \( \bigcirc \) The value of the prediction doesn’t make sense because people didn’t attend school in
The data below reflects the 1991-92 Reunion Class Giving of SUNY Albany alumni. | Class Year | Average Gift | Total Giving | |------------|--------------|--------------| | 1922 | 41.67 | 125 | | 1927 | 60.75 | 1,215 | | 1932 | 83.82 | 3,772 | | 1937 | 87.84 | 5,710 | | 1947 | 88.27 | 6,003 | | 1952 | 76.14 | 5,254 | | 1957 | 52.29 | 4,393 | | 1962 | 57.80 | 4,451 | | 1972 | 42.68 | 18,093 | | 1976 | 49.39 | 22,473 | | 1981 | 46.87 | 20,997 | | 1986 | 37.03 | 12,590 | We will use the columns "Class Year" and "Total Giving" for all questions, unless otherwise stated. **Part (a):** The task is to predict the appearance of a scatter plot representing the data and then create such a plot. **Scatter Plot Options:** There are four potential scatter plots, each with "Class Year" on the x-axis and "Total Giving" on the y-axis. The values for "Total Giving" range from 0 to 20,000+, and "Class Year" spans from around 1930 to 1980. Each plot consists of purple dots representing the data points. Some plots display an apparent increasing trend over time, while others show varied patterns. The goal is to identify which plot most accurately represents the relationship between Class Year and Total Giving based on the provided data.
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Transcribed Image Text:The data below reflects the 1991-92 Reunion Class Giving of SUNY Albany alumni. | Class Year | Average Gift | Total Giving | |------------|--------------|--------------| | 1922 | 41.67 | 125 | | 1927 | 60.75 | 1,215 | | 1932 | 83.82 | 3,772 | | 1937 | 87.84 | 5,710 | | 1947 | 88.27 | 6,003 | | 1952 | 76.14 | 5,254 | | 1957 | 52.29 | 4,393 | | 1962 | 57.80 | 4,451 | | 1972 | 42.68 | 18,093 | | 1976 | 49.39 | 22,473 | | 1981 | 46.87 | 20,997 | | 1986 | 37.03 | 12,590 | We will use the columns "Class Year" and "Total Giving" for all questions, unless otherwise stated. **Part (a):** The task is to predict the appearance of a scatter plot representing the data and then create such a plot. **Scatter Plot Options:** There are four potential scatter plots, each with "Class Year" on the x-axis and "Total Giving" on the y-axis. The values for "Total Giving" range from 0 to 20,000+, and "Class Year" spans from around 1930 to 1980. Each plot consists of purple dots representing the data points. Some plots display an apparent increasing trend over time, while others show varied patterns. The goal is to identify which plot most accurately represents the relationship between Class Year and Total Giving based on the provided data.
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