stats 108 assignment 3

Statistics 108 - Fall 2007

Department of statistics, university of california, davis, welcome to the homepage for statistics 108: regression analysis, information about r - thanks to michael mcassey for these materials.

• Installing R
• Getting Data into R
• Making a Scatterplot in R
• Simple Linear Regression in R
• Regression Inferences in R
• More Regression Inferences in R
• Diagnostics in R
• Transformations in R
• Conducting a Lack of Fit Test in R
• Matrices in R
• Multiple Regression in R
• Extra Sums of Squares in R
• Polynomial and Interaction Regression Models in R
• Model Selection in R

Additional R Resources: 100 page Introduction to R from the R website Practical Regression and Anova using R, by Julian Faraway

Syllabus, resources and material from class lectures.

• Publisher's website for the textbook (contains same material as the book CD)
• Powerpoint slides from Friday September 28 (as a pdf file)
• Review of Stat 13 from Friday October 5
• Height and Weight Example from October 10, with R output
• Data file used in October 10 example
• October 12 alcohol and tobacco example (illustrates outlier)
• October 12 seafood prices example (illustrates unequal variance)
• October 15 pictures of transformations on X
• R Code for Discussion 3, October 16 (pdf)
• R Code for Discussion 3, October 16 (Word)
• R Code for Discussion 4, October 23 (pdf)
• R Code for Discussion 4, October 23 (Word)
• Real Estate Example from October 26
• Transformed Real Estate Data Example from October 31 (Word format)
• Real Estate Example comparing models, Nov 5
• R Code for Discussion 6, November 6 (pdf)
• R Code for Discussion 6, November 6 (Word)
• Chug time example of quadratic model, Nov 9
• R Code for Discussion 7, November 13 (pdf)
• R Code for Discussion 7, November 13 (Word)
• Predicting height from mother's height - example using indicator variables, Nov 14
• Best subsets regression example, Nov 19
• R Code for Discussion 8, November 20 (pdf)
• R Code for Discussion 8, November 20 (Word)
• R Code for Discussion 9, November 27 (pdf)
• R Code for Discussion 9, November 27 (Word)
• Case Diagnostics for Real Estate Example, short version
• Case Diagnostics for Real Estate Example, all cases version
• R Code for Discussion 10, December 4 (pdf)
• R Code for Discussion 10, December 4 (Word)
• List of topics for review on Friday, December 7

Practice Exams and Exam Keys (posted after the exam) (Download Adobe Acrobat Reader to read these .pdf files)

• Practice Midterm Exam
• Practice Midterm Exam Key (An error was corrected in question 3d. It should have referred to the model in part b, not part c.)
• Midterm Exam Key
• Final Exam Sample Multiple Choice Questions
• Final Exam Key

Homework Solutions, posted after they are due (Download Adobe Acrobat Reader to read these .pdf files)

Assignment #1, Due Wed. October 10 R Code for HW1 (pdf) R Code for HW1 (Word) Assignment #2, Due Wed. October 17 Assignment #3, Due Wed. October 24 R Code for HW3 (pdf) R Code for HW3 (Word) Assignment #4, Due Wed. October 31 R Code and results for Exercise 5.24ab (pdf) Assignment #5, Due Wed. November 14 R Code for HW5 (pdf) R Code for HW5 (Word) Assignment #6, Due Wed. November 21 R Code for HW6 (pdf) R Code for HW6 (Word) Assignment #7, Due Wed. November 28 R Code for HW7 (pdf) R Code for HW7 (Word) Assignment #8, Due Wed. December 5  

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Homework assignments:.

STATS 108 : Statistics for Commerce

2021 semester one (1213) (15 points), course prescription, course overview.

We live in an information age. Computers allow us to collect and store information in quantities that previously would never have been dreamt of. However, data is useless until people can start to make sense of it. If you’re interested in looking critically at numerical information without being misled, then Statistics could be the ideal subject for you. The purpose of this course is to provide students with an introduction to statistical investigation and analysis. This is a core course in all majors/pathways for Statistics. It is also a supporting course for many other subjects (e.g. Psychology, Economics, Finance, Mathematics, Computer Science, Geography, Biology, Sociology,…) The course covers some material similar to NCEA statistics but at a higher level and more advanced material is also covered. While some Year 13 statistics or mathematics is helpful, we do not assume or require that you have any formal background in statistics or mathematics. If you have a very weak background in mathematics, you may want to consider STATS 100 as an alternate course or as preparation before taking this course. Choosing your course. If you are studying for a BCom, BProp, BPlan or BArch you should enrol in STATS 108. If you are studying for a BSc, BA or other degrees you should enrol in STATS 101. If you are eligible, you may be able to take STATS 101 as a General Education course. In which case enrol in STATS 101G. Check the General Education regulations for more details.

Course Requirements

Capabilities developed in this course, learning outcomes.

• Identify the main components of a statistical investigation. (Capability 1 and 3)
• Identify the characteristics of welldesigned studies, critique strengths and weaknesses of study designs and data collections. (Capability 1, 2, 3, 4, 5 and 6)
• Use appropriate tools for exploratory data analysis. (Capability 1 and 3)
• Form and communicate conclusions from basic exploratory analysis. (Capability 1, 2, 4 and 5)
• Apply basic concepts of proportions. (Capability 1 and 3)
• Apply the basic concepts of statistical inference and choose appropriate inferential tools. (Capability 1 and 3)
• Form and communicate the results of statistical analysis output. (Capability 1, 2, 4 and 5)

Assessments

A minimum of 45% is required in the exam to pass, in addition to a minimum of 50% in overall mark.

Partial plussage applies to the test and exam. If the exam mark is higher than the test, the test counts 10% and the exam counts 60% instead.

Tuākana

1  –  Exploring Data     Exploratory data analysis: sources of data, types of data, data organisation, types of variables, types of plots, types of numerical summaries, feature spotting, describing and comparing variables, graphical techniques with software. Proportional reasoning: estimates, likely outcomes, conditional situations, independence, relative risk, two-way tables of counts, notation, plots. 2  –  Observational Studies and Experiments     Observational studies, experimentation, experimental design. 3  –  Randomisation Tests with Experiments     Randomisation tests for medians, means, proportions, differences between medians, differences between means, differences between proportions. 4  –  Polls and Surveys     Polls and surveys, random sampling. 5  –  Bootstrap Confidence Intervals     Bootstrap confidence intervals for medians, means, proportions, differences between medians, differences between means, differences between proportions. 6  –  Confidence Intervals (Normality-based)     Confidence intervals for population means and proportions and differences between means and proportions. 7  –  Hypothesis Testing     Tests for population means and proportions. Tests for the difference between two means.  Large sample comparisons of two proportions.    8  –  Data on Numeric Variables     Integrated treatment of problems involving batches of data. How do tools for exploring data, confidence intervals, and hypothesis tests work together? One-way analysis of variance.   Paired comparisons.   9  –  Data on Categorical Variables     Chi-square test and graphical methods for two-way tables of counts. 10 – Relationships between Numeric Variables: Regression and Correlation     Fitting straight lines by least-squares. Confidence intervals and tests for slope. Prediction intervals.  Residual plots.

Special Requirements

The online test will be held during the evening.

Workload Expectations

Delivery mode, campus experience or online.

This course is offered in two delivery modes:

Campus Experience

Lectures will be available as recordings. Other learning activities including tutorials will be available as recordings. Attendance on campus is not required for the test but is required for the exam. The activities for the course are scheduled as a standard weekly timetable.

Online (Recorded lecture only stream.)

Lectures will be only available as recordings. Other learning activities including tutorials will be available as recordings. Attendance on campus is not required for the test BUT IS required for the exam. The activities for the course are scheduled as a standard weekly timetable. Recorded lectures will be uploaded at the start of each week. Students can still access any on-campus support such as assistance room, lab support and optional tutorials. 

This course is available for remote students.

Learning Resources

Student feedback.

During the course Class Representatives in each class can take feedback to the staff responsible for the course and staff-student consultative committees.

At the end of the course students will be invited to give feedback on the course and teaching through a tool called SET or Qualtrics. The lecturers and course co-ordinators will consider all feedback.

Your feedback helps to improve the course and its delivery for all students.

Digital Resources

Course materials are made available in a learning and collaboration tool called Canvas which also includes reading lists and lecture recordings (where available).

Please remember that the recording of any class on a personal device requires the permission of the instructor.

Academic Integrity

The University of Auckland will not tolerate cheating, or assisting others to cheat, and views cheating in coursework as a serious academic offence. The work that a student submits for grading must be the student's own work, reflecting their learning. Where work from other sources is used, it must be properly acknowledged and referenced. This requirement also applies to sources on the internet. A student's assessed work may be reviewed against online source material using computerised detection mechanisms.

The content and delivery of content in this course are protected by copyright. Material belonging to others may have been used in this course and copied by and solely for the educational purposes of the University under license.

You may copy the course content for the purposes of private study or research, but you may not upload onto any third party site, make a further copy or sell, alter or further reproduce or distribute any part of the course content to another person.

Inclusive Learning

All students are asked to discuss any impairment related requirements privately, face to face and/or in written form with the course coordinator, lecturer or tutor.

Student Disability Services also provides support for students with a wide range of impairments, both visible and invisible, to succeed and excel at the University. For more information and contact details, please visit the Student Disability Services’ website http://disability.auckland.ac.nz

Special Circumstances

If your ability to complete assessed coursework is affected by illness or other personal circumstances outside of your control, contact a member of teaching staff as soon as possible before the assessment is due.

If your personal circumstances significantly affect your performance, or preparation, for an exam or eligible written test, refer to the University’s aegrotat or compassionate consideration page https://www.auckland.ac.nz/en/students/academic-information/exams-and-final-results/during-exams/aegrotat-and-compassionate-consideration.html .

This should be done as soon as possible and no later than seven days after the affected test or exam date.

Learning Continuity

In the event of an unexpected disruption we undertake to maintain the continuity and standard of teaching and learning in all your courses throughout the year. If there are unexpected disruptions the University has contingency plans to ensure that access to your course continues and your assessment is fair, and not compromised. Some adjustments may need to be made in emergencies. You will be kept fully informed by your course co-ordinator, and if disruption occurs you should refer to the University Website for information about how to proceed.

Student Charter and Responsibilities

The Student Charter assumes and acknowledges that students are active participants in the learning process and that they have responsibilities to the institution and the international community of scholars. The University expects that students will act at all times in a way that demonstrates respect for the rights of other students and staff so that the learning environment is both safe and productive. For further information visit Student Charter https://www.auckland.ac.nz/en/students/forms-policies-and-guidelines/student-policies-and-guidelines/student-charter.html .

Elements of this outline may be subject to change. The latest information about the course will be available for enrolled students in Canvas.

In this course you may be asked to submit your coursework assessments digitally. The University reserves the right to conduct scheduled tests and examinations for this course online or through the use of computers or other electronic devices. Where tests or examinations are conducted online remote invigilation arrangements may be used. The final decision on the completion mode for a test or examination, and remote invigilation arrangements where applicable, will be advised to students at least 10 days prior to the scheduled date of the assessment, or in the case of an examination when the examination timetable is published.

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Statistics and Actuarial Science

Information for new graduate students in actuarial science, data science and statistics at the university of iowa..

Welcome New Graduate Students!

Information for NEW graduate students in Actuarial Science, Data Science and Statistics at the University of Iowa. 

Last Updated, May 30, 2024.                                   Additional  updates will be sent this summer!

Important Information for International Students

The Office of International Students and Scholars does an incredible job helping you settle into Iowa City and the University of Iowa.  They have webinars to help with:  

1. Getting Started and Making Travel Arrangements

2. Achieving Success: On-campus Involvement and Cultural Adjustment (undergraduate students)

3. Graduate Student Professionalization and Support

4. Understanding Orientation Expectations, Responsibilities, and Placement Tests (graduate students)

5. On-campus Housing Assignments and Move-in Tips (undergraduate students)

6. Student Employment

7. Money Matters - University Billing

Do you need to take the SPEC (Spoken Proficiency of English for the Classroom)?

All students for whom English is not a first language (as self-reported on their admissions application) and who have first-time appointments as graduate teaching assistants (TAs) are required to go through a testing process to assess their effectiveness in speaking English before they are assigned assistantship responsibilities. Beginning in Fall 2024, there will be a new test to assess communication in English in a classroom context called SPEC (Spoken Proficiency of English in the Classroom).  This is replacing ESPA and ELPT.  Details will be coming soon.

Any graduate student who is included in the following categories needs to have their oral English proficiency tested by the TAPE Program:

• Students whose first language is not English (i.e., learned another language first) as self-reported on their admissions application, and
• Have been appointed as a Teaching Assistant

Exemptions (may change):

• Students with an official valid (within the last two years) iBT Listening score of 25 and an iBT Speaking score of 26.
• Undergraduate degrees and/or     
• Continuous attendance of English-language schools since the age of 12 (or younger)
• Students who served as teaching assistants at other institutions of higher learning in which the language of instruction is English, if they were listed as the instructor of record for a course or led a discussion section in English for at least one year, with a year defined as either two academic semesters or three academic quarters.
• Requests for exceptions regarding the SPEC  can be submitted for evaluation to a committee consisting of the Director of ESL Programs, the Associate Dean for Administrative Affairs in the Graduate College, and a representative from University Human Resources.

Requests for exemption and exceptions must come from the department by the deadline, not the student.   Deadlines to register students for the SPEC are:

• March 1  

NOT Exemptions:

• Students who come from a country where English is one of the official languages.
• Students who are U.S. permanent residents or U.S. citizens whose first language is not English.

Testing Procedures & Results

 To be announced soon!

Graduate/Professional International Students Important Dates

July 12, 2024:  Earliest date you may enter the U.S. in F-1 or J-1 status. August 11, 2024:  Latest date by which you should arrive in Iowa City August 12 - 16, 2024: International Student Orientation August 26, 2024:  Classes begin.

Housing Information for All Students

The department has a housing webpage, please let us know if you have any questions or concerns. If you are looking for a roommate, please let us know and we can update this web page!

Looking for housing options ?

All US citizens that are financially supported (TA, RA) need to be here on August 21.

All students will register for classes the week before classes start.  International students must complete the required Orientation Program before  they can register for classes.    

____________________

Fall Classes Advising will be August 19-23

All NEW UI students must meet with their advisor prior to registration.  There is no worry about getting into any of the classes we teach.  

• IF you are an Actuarial Science MS or PhD student you will need to meet with Professor Shyamalkumar.  Email him after August 12 at [email protected] to set a time to meet to discuss what classes to take, it may be on Zoom or in his office (233 Schaeffer Hall).
• IF you are a Data Science MS, Statistics MS, or PhD student you will need to meet with Professor Boxiang Wang.  Email him after August 12 at [email protected]  to set a time to meet to discuss what classes to take, it may be on Zoom or in his office (261 Schaeffer Hall).

New Graduate College Welcome and Orientation, August 21

The Graduate College Fall 2024 Graduate Student Orientation event will take place on Wednesday, August 21, 2024.  A registration form will be sent to your UI email sometime this early summer from the Graduate College. All new doctoral and master’s students are invited to attend.  

Financially Supported Graduate Students must come in person and present required documents for employment verification.   

• Details coming soon!

New Student Department Orientation, August 23 at 9 a.m., Room to be determined.

• All New Student Orientation —Group Introductions and General Policy Procedures.

New Supported Graduate Assistants Orientation, August 23 at 1 p.m., Room to be determined.

• Our Director of Graduate Studies will have a department review of expectations and your specific roles in our department. Teaching and grading assignments will be explained, as well as preparation, teaching tips, problems and questions, quizzes and exams, weekly meetings, grading, appropriate office use and the Sexual Harassment Prevention Education

Mailbox in 241 Schaeffer Hall 

All graduate students will have a mailbox in our main office.  The faculty do as well.  Please check your mailbox at least once a week!

Office Desk Assignment

Nearly all supported students will have a desk in one of our offices.  The assignment priority (in this order) includes Ph.D. and Fellowship candidates, research assistants, half-time teaching assistants, quarter-time teaching assistants and lastly graders.  Having a desk is a privilege and should be used only for university business.  Office assignments will be given to students on, August 23.  Keys are checked out ONLY after that time.  Please remember to keep the rooms clean and take out all trash to the large bins in the main hallways.

Set-up your University of Iowa Email

All University of Iowa students are required to activate their assigned uiowa.edu email address, as all official communication from university offices are now sent via email, rather than hard copy. This address usually follows the pattern [email protected]   (However, often a number is also attached.) 

To activate the account:

• Log on to  MyUI
• Click on My UIowa / My Email / Request Email Account
• Complete the specified steps.

Students who prefer to maintain only their work or home email addresses can do so by routing the uiowa.edu email to a work or home account. To do so, follow these steps:

• Click on My UIowa / My Email / Update Email Routing Address

Important Notes:

• If your uiowa.edu email address is routed to a different account, you will  not  need to change your address in ICON, as your messages will already forward to your routed address.
• Log on to MYUI.
• Click on My UIowa / My Email / Email Account Filter bulk mail.
• Make sure that none of the categories are checked.

Required Graduate Assistants Teaching Courses:

• ONLINE CLASS Requirement: Sexual Harassment Prevention Edu.  Use your HawkID and password to log into Employee Self Service. Click the Personal tab, next (under Learning and Development) click on Sexual Harassment Prevention Edu., follow instructions.
• ONLINE CLASS Requirement:  Federal Educational Rights and Privacy Act (FERPA), Use your HawkID and password to log into Employee Self Service. Click the Personal tab, next (under Learning and Development) next click on Available Online Icon Courses, next FERPA Training, then click on View Details twice and the last click will be to Enroll in this ICON Course Session.
• A six-hour orientation program will be required of all students who are certified at level A or B and are teaching for the first time.  This orientation helps new teaching assistants understand the culture of the U.S. classroom and treats topics such as student expectations, teacher-student relationships, and understanding and answering student questions. Discussion focuses on suggestions for maximizing comprehensibility in spoken English. This course meets twice for 3 hours early in the semester. Both meetings are held in the evening.

Administrative Department Staff:

Professor aixin tan (until july 1, 2024).

Director of Graduate Studies, Statistics and Data Science Graduate Advisor: [email protected]   (319) 335-0821.

Professor Boxiang Wang (beginning July 1, 2024)

Director of Graduate Studies, Statistics and Data Science Graduate Advisor: [email protected] (319) 335-2294.

Professor N.D. Shyamalkumar

Actuarial Science Graduate Advisor:  [email protected]    (319) 335-1980

Margie Ebert

Academic Services Coordinator ,  [email protected]  (319) 335-2082

Heather Roth

Administrative Services Coordinator  [email protected]   (319) 335-0712

Tammy Siegel

Department Administrator ,  [email protected] , (319) 335-0706

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Three Observations From Guardians Loss To Rockies, 8-6

Tommy wild | may 27, 2024.

• Cleveland Guardians

The Cleveland Guardians ’ winning streak had to come to an end at some point. The Colorado Rockies were the ones to snap that streak on Monday taking down Cleveland, 8-6.

Here are a few of the big takeaways and observations from the Guardians' loss. 

Coors Field Affect

Coors Field has a notorious reputation for how the ball travels due to the high elevation of Denver. This effect was present from the very first inning.

Ryan McMahon hit a high fly ball to left fielder David Fry (who isn’t typically an outfielder) and he was tasked with tracking it down. He recorded the putout, but it was clear Fry was shocked by how the ball traveled.

Will Brennan also was a victim of this factor. Sean Bouchard hit a ball that ended up sailing over Brennan’s head in right field. Brennan’s first instinct was to take a step in, which would have been the right move at any other ballpark. However, this miscue allowed the Rockies to score their first run of the game. 

This will be a factor the Guardians have to consider through the next two games of the series.

Guardians Need To Get Josh Naylor Going

Cleveland’s offense has been rolling over the last few weeks, but Josh Naylor continues to find himself in a slump. He was 3-for-38 over the last 10 games coming into Monday and went 0-for-5 in the series opener. 

The Guardians need to figure out a way to get him going if they want their winning ways to be sustainable. 

Familiar Struggles For Xzavion Curry

Xzavion Curry looked sharp through the first three innings and his first time through the Rockies’ order. However, once the fourth inning came around he struggled with his command and Colorado took advantage of it scoring six runs in the inning.

The long ball has also been an issue for Curry this season. He gave up a three-run homer to Charlie Blackmon in the fourth inning on Sunday and also gave up one to Mark Vientos in his start against the New York Mets last week.

This isn’t an issue exclusive to the last two starts in the Big Leagues. He’s also given up 11 home runs over his seven starts at Triple-A this season.

Mets designate Jorge Lopez for assignment after…

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Sports MLB New York Mets

Subscriber only, mets designate jorge lopez for assignment after tossing glove in stands and postgame curse-filled rant: source.

López was ejected in the top of the eighth inning of the Mets’ 10-3 loss to the Los Angeles Dodgers after arguing with third base umpire Ramon DeJesus about a check swing call on Freddie Freeman. He then tossed his glove into the stands and gave an expletive-filled postgame address to the media.

However, what did matter was what he said when asked if he had talked to manager Carlos Mendoza or president of baseball operations David Stearns. He was not cut because of his actions on the field that led to his ejection, but for being untruthful in his postgame remarks.

When asked if Stearns or anyone from the team had talked to him after the incident, López quickly said no.

“I haven’t talked to him,” he said.

According to a source, Stearns and Mendoza had talked to López and informed him that his actions were unprofessional. It’s unclear when they talked to him, but the Mets did hold a team meeting following the game. Several players spoke, with Brandon Nimmo and Francisco Lindor saying most of the team said something. However, when asked if López spoke, Lindor declined to cite specific players out of respect for their privacy.

López did not apologize for his actions.

“No, I don’t regret it,” he said. “I think I’ve been looking [like] the worst teammate in the whole f—king MLB, so whatever happens, happens. Whatever they want to do. I’ll be here tomorrow if they want me, or whatever they want to do.”

As it turns out, he will not be at Citi Field on Thursday.

The right-hander was already frustrated after allowing two inherited runners to score and giving up a two-run home run to Shohei Ohtani one batter before Freeman.

With the Dodgers up 9-3, López was behind in the count 2-1 and threw a slider to Freeman, which he clearly thought was strike 2. But DeJesus said Freeman checked his swing and home plate umpire Adrian Johnson called ball 3.

At some point, DeJesus ejected López and the two began jawing on the field. Catcher Tomas Nido tried to tell the officiating crew that the pitcher had not said anything. Mendoza ran from the dugout and tried to talk to the umpires while an angry López walked toward the dugout and lobbed his glove over the netting and into the stands.

“Look, whenever you go into a stretch like this, you’re gonna see some emotions from players or from anybody in here, but what we saw today out of Lopey, that was unacceptable,” Mendoza said. “We will address that internally here.”

There is some debate about what López said about the team. A native Puerto Rican, the 31-year-old’s first language is not English. However, the team’s Spanish translator was standing by in case he needed help. It sounded as though López said the Mets were the “worst team,” in the league, and when asked to clarify if that was what he said, López said, “Probably.”

It became a messy situation.

“I don’t know, it looked embarrassing, you know, their faces,” López said. “I’m proud to be here every day. So is it the worst thing to be out? You know, I don’t care, I don’t care. It’s just a bad look.”

López said he’s frustrated “overall,” both with his pitching and with the team’s performance. He said he is not unhappy with his usage. The Mets have used him often, with his 28 appearances tied for the second-most in the league. He’s gone 1-2 with a 3.12 ERA in that span.

Last year, the Minnesota Twins placed him on the 15-day injured list for a mental health rest. It was a decision he said the team made , but he found his time away to be beneficial.

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