STTN122

Hoofstuk 6 / Chapter 6
Let wel: Die oefeninge waarvoor daar geen memorandums verskaf word nie hoef u nie te kan doen nie.
Note: The exercises for which no memorandums are provided you do not have to be able to do.
Vraag 1 / Question 1
1.1.

1.2.
Inflation rate (%) Divorce rate (per
( ) 1000 of
population) ( )
 , waar / where

Dit beteken dat daar ʼn sterk positiewe lineêre verband tussen die inflasiekoers en
egskeidingstempo is.
This means that there is a strong positive linear relationship between the inflation rate and
divorce rate.

1.3.

1.4.

1.5.
1.6. Interpolasie. lê binne die interval van waargenome -waardes.
Interpolation. lies within the interval of observed -values.

Vraag 2 / Question 2

2.1.

2.2. Ja, die korrelasiekoëffisiënt is naby aan een. Daar is dus ʼn sterk positiewe
reglynige verband tussen krag ( ) en verlenging ( ) wat beteken dat die reguitlyn gebruik kan
word vir sinvolle voorspelling.
Yes, the correlation coefficient is close to unity. There is a strong linear
relationship between force ( ) and expansion ( ) which means that the straight line can be
used to make sensible predictions.
2.3. , waar / where , met / with

Hierdie waarde impliseer dat 99.31% van die variasie in verlenging ( ) van ʼn kabel beskryf
word deur die krag ( ) daarop toegepas.
This value implies that 99.31% of the variation in expansion ( ) of a cable is explained by the
force ( ) applied upon it.
2.4.
2.5. Waargenome waarde / Observed value
Voorspelde waarde / Predicted value
Vraag 3 / Question 3
3.1.

Dit kan afgelei word dat daar ʼn positiewe lineêre verband tussen die prys van ʼn huis en sy
verhitbare vloeroppervlakte is.
It can be deduced that there is a positive linear relationship between the price of a house and
its heated floor area.
3.2. , waar / where

3.3.
3.4.
3.5. R68 514.37 styging in prys vir ʼn eenheidstoename in verhitbare vloerruimte ( ).
R68 514.37 increase in price for a unit increase in heated floor space ( ).
3.6.

Vraag 4 / Question 4
4.1.

Daar blyk ʼn positiewe lineêre verband te wees tussen die aantal ure studeer ( ) en die punt
behaal ( ) vir die Ekonomie eksamen.
There seems to be a positive linear relationship between the number of hours studied ( ) and
the mark obtained ( ) for the Economics exam.
4.2. , waar / where
4.3. Daar is ʼn sterk positiewe lineêre verband tussen die aantal ure studeer ( ) en die punt behaal
( ) vir die Ekonomie eksamen.
There is a strong positive linear relationship between the number of hours studied ( ) and the
mark obtained ( ) for the Economics exam.

4.4.

Voorspelling vir : / Prediction for :

4.5. Interpolasie. lê binne die interval van waargenome -waardes.

4.7. Die waarde van die afsnit impliseer dat al studeer ʼn student glad nie vir die
eksamen nie (d.i., ), hy steeds ʼn punt van 25.876% vir die eksamen sal behaal op
 algemene kennis. Die waarde van die helling impliseer dat vir elke ekstra uur wat
ʼn student studeer (d.i., vir ʼn eenheidstoename in ), hy 2.139% sal by kry op sy eksamenpunt.
So die marginale toename in die eksamenpunt ( ) vir ʼn eenheidstoename in aantal ure
studeer ( ) is 2.139%.
The value of the intercept implies that even if a student doesn’t study for the
exam at all (that is, ), he would still get a mark of 25.876% for the exam based on his
general knowledge. The value of the slope implies that for every extra hour the
student studies (that is, for a unit increase in ), he would get an additional 2.139% added to
his exam mark. So the marginal increase in exam mark ( ) for a unit increase in number of
hours studied ( ) is 2.139%.
4.8.
Number of hours Observed mark ( ) Predicted Mark ( ) Residual ( )
studied ( )

4.9.
 Die residue blyk ewekansig en eweredig versprei te wees om wat impliseer dat die
kleinste-kwadrate regressielyn die data goed beskryf. ʼn Moontlike uitskieter kan by
waargeneem word. / The residuals seem to be scattered randomly and evenly about
which implies that the least squares regression line describes the data well. A possible outlier
can be observed at .
Vraag 5 / Question 5
5.1.

5.2. , waar / where

5.3.
 Voorspelling vir : / Prediction for :

5.4.1. 0.582%
5.4.2. 5.82%
5.4.3. -2.91%

Vraag 6 / Question 6

6.1.

6.2.
6.3. , waar / where
, met / with

Hierdie waarde impliseer dat 99.21% van die variasie in ʼn student se finale punt ( ) verklaar
word deur die student se semesterpunt ( ).
This value implies that 99.21% of the variation in a student’s final score ( ) is explained by the
student’s semester score ( ).

Vraag 7 / Question 7

7.1.
7.2. , waar / where
, met / with

Hierdie waarde impliseer dat 97.4% van die variasie in gemiddelde aantal dae afwesig ( ) van
ʼn staatswerknemer verklaar word deur sy salaris ( ).
This value implies that 97.4% of the variation in the average number of absences ( ) of a state
employee is described by his salary ( ).
7.3. dae / days.
Vraag 8 / Question 8
8.1.

8.2. , waar / where

8.3.

Voorspelling vir : / Prediction for :