Solution Manual For Introductory Econometrics: A Modern Approach, 6th Edition

8 CHAPTER 2 The Simple Regression Model Table of Contents Teaching notes Solutions to Problems Solutions to Computer Exercises 9 10 17 © 2016 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use. 9 TEACHING NOTES This is the chapter where I expect students to follow most, if not all, of the algebraic derivations. In class, I like to derive at least the unbiasedness of the OLS slope coefficient, and usually, I derive the variance. At a minimum, I talk about the factors affecting the variance. To simplify the notation, after I emphasize the assumptions in the population model, and assume random sampling, I just condition on the values of the explanatory variables in the sample. Technically, this is justified by random sampling because, for example, E(u i |x 1 , x 2 , …, x n ) = E(u i |x i ) by independent sampling. I find that students are able to focus on the key assumption SLR.4 and subsequently take my word about how conditioning on the independent variables in the sample is harmless. (If you prefer, the appendix to Chapter 3 does the conditioning argument carefully.) Because statistical inference is no more difficult in multiple regression than in simple regression, I postpone inference until Chapter 4. (This reduces redundancy and allows you to focus on the interpretive differences between simple and multiple regression.) You might notice how, compared with most other texts, I use relatively few assumptions to derive the unbiasedness of the OLS slope estimator, followed by the formula for its variance. This is because I do not introduce redundant or unnecessary assumptions. For example, once SLR.4 is assumed, nothing further about the relationship between u and x is needed to obtain the unbiasedness of OLS under random sampling. Incidentally, one of the uncomfortable facts about finite-sample analysis is that there is a difference between an estimator that is unbiased conditional on the outcome of the covariates and one that is unconditionally unbiased. If the distribution of the ???? is such that they can all equal the same value with positive probability – as is the case with discreteness in the distribution – then the unconditional expectation does not really exist. Or, if it is made to exist, then the estimator is not unbiased. I do not try to explain these subtleties in an introductory course, but I have had instructors ask me about the difference. © 2016 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use. 10 SOLUTIONS TO PROBLEMS 2.1 (i) Income, age, and family background (such as number of siblings) are just a few possibilities. It seems that each of these could be correlated with years of education. (Income and education are probably positively correlated; age and education may be negatively correlated because women in more recent cohorts have, on average, more education; and number of siblings and education are probably negatively correlated.) (ii) Not if the factors we listed in part (i) are correlated with educ. Because we would like to hold these factors fixed, they are part of the error term. But if u is correlated with educ, then E(u|educ) ≠ 0, and so SLR.4 fails. 2.2 In the equation y = β 0 + β 1 x + u, add and subtract α 0 from the right hand side to get y = (α 0 + β 0 ) + β 1 x + (u − α 0 ). Call the new error e = u − α 0 , so that E(e) = 0. The new intercept is α 0 + β 0 , but the slope is still β 1 . n 2.3 (i) Let y i = GPA i , x i = ACT i , and n = 8. Then x = 25.875, y = 3.2125, ∑ (x i – x )(y i – y ) = i=1 n 5.8125, and ∑ (x i – x )2 = 56.875. From equation (2.19), we obtain the slope as β̂1 = i=1 5.8125/56.875 ≈ .1022, rounded to four places after the decimal. From (2.17), β̂ 0 = y – β̂1 x ≈ 3.2125 – (.1022)25.875 ≈ .5681. So we can write  = .5681 + .1022 ACT GPA n = 8. The intercept does not have a useful interpretation because ACT is not close to zero for the  increases by .1022(5) = .511. population of interest. If ACT is 5 points higher, GPA (ii) The fitted values and residuals — rounded to four decimal places — are given along with the observation number i and GPA in the following table: © 2016 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use. 11 i GPA 1 2.8  GPA û 2.7143 .0857 2 3.4 3.0209 .3791 3 3.0 3.2253 –.2253 4 3.5 3.3275 .1725 5 3.6 3.5319 .0681 6 3.0 3.1231 –.1231 7 2.7 3.1231 –.4231 8 3.7 3.6341 .0659 You can verify that the residuals, as reported in the table, sum to −.0002, which is pretty close to zero given the inherent rounding error.  = .5681 + .1022(20) ≈ 2.61. (iii) When ACT = 20, GPA n (iv) The sum of squared residuals, ∑ uˆi2 , is about .4347 (rounded to four decimal places), i =1 n and the total sum of squares, ∑ (y i – y )2, is about 1.0288. So the R-squared from the regression i=1 is R2 = 1 – SSR/SST ≈ 1 – (.4347/1.0288) ≈ .577. Therefore, about 57.7% of the variation in GPA is explained by ACT in this small sample of students.  = 109.49. 2.4 (i) When cigs = 0, predicted birth weight is 119.77 ounces. When cigs = 20, bwght This is about an 8.6% drop. (ii) Not necessarily. There are many other factors that can affect birth weight, particularly overall health of the mother and quality of prenatal care. These could be correlated with cigarette smoking during birth. Also, something such as caffeine consumption can affect birth weight, and might also be correlated with cigarette smoking. (iii) If we want a predicted bwght of 125, then cigs = (125 – 119.77)/( –.524) ≈ –10.18, or about –10 cigarettes. This is nonsense, of course, and it shows what happens when we are trying to predict something as complicated as birth weight with only a single explanatory variable. The largest predicted birth weight is necessarily 119.77. Yet, almost 700 of the births in the sample had a birth weight higher than 119.77. © 2016 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use. 12 (iv) 1,176 out of 1,388 women did not smoke while pregnant, or about 84.7%. Because we are using only cigs to explain birth weight, we have only one predicted birth weight at cigs = 0. The predicted birth weight is necessarily roughly in the middle of the observed birth weights at cigs = 0, and so we will under predict high birth rates. 2.5 (i) The intercept implies that when inc = 0, cons is predicted to be negative $124.84. This, of course, cannot be true, and reflects the fact that this consumption function might be a poor predictor of consumption at very low-income levels. On the other hand, on an annual basis, $124.84 is not so far from zero.  = –124.84 + .853(30,000) = 25,465.16 dollars. (ii) Just plug 30,000 into the equation: cons (iii) The MPC and the APC are shown in the following graph. Even though the intercept is negative, the smallest APC in the sample is positive. The graph starts at an annual income level of $1,000 (in 1970 dollars). MPC APC .9 MPC .853 APC .728 .7 1000 10000 20000 30000 inc 2.6 (i) Yes. If living closer to an incinerator depresses housing prices, then being farther away increases housing prices. (ii) If the city chooses to locate the incinerator in an area away from more expensive neighborhoods, then log(dist) is positively correlated with housing quality. This would violate SLR.4, and OLS estimation is biased. © 2016 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use. 13 (iii) Size of the house, number of bathrooms, size of the lot, age of the home, and quality of the neighborhood (including school quality), are just a handful of factors. As mentioned in part (ii), these could certainly be correlated with dist [and log(dist)]. 2.7 (i) When we condition on inc in computing an expectation, E(u|inc) = E( inc ⋅ e|inc) = inc ⋅ E(e|inc) = inc becomes a constant. So inc ⋅ 0 because E(e|inc) = E(e) = 0. (ii) Again, when we condition on inc in computing a variance, inc becomes a constant. So Var(u|inc) = Var( inc ⋅ e|inc) = ( inc ) Var(e|inc) = σ inc because Var(e|inc) = σ e2 . 2 2 e (iii) Families with low incomes do not have much discretion about spending; typically, a low-income family must spend on food, clothing, housing, and other necessities. Higher-income people have more discretion, and some might choose more consumption while others more saving. This discretion suggests wider variability in saving among higher income families. 2.8 (i) From equation (2.66),  n   n 2  β1 =  ∑ xi yi  /  ∑ xi  .  i =1   i =1  Plugging in y i = β 0 + β 1 x i + u i gives  n   n   i =1   i =1  β1 =  ∑ xi ( β 0 + β1 xi + ui )  /  ∑ xi2  . After standard algebra, the numerator can be written as n n n β 0 ∑ xi +β1 ∑ x 2 + ∑ xi ui . =i 1 i =i 1 =i 1 Putting this over the denominator we can write β1 as  n   n   n   n   i =1   i =1   i =1   i =1  β1 = β 0  ∑ xi  /  ∑ xi2  + β 1 +  ∑ xi ui  /  ∑ xi2  . Conditional on the x i , we have  n   n  E( β1 ) = β 0  ∑ xi  /  ∑ xi2  + β 1  i =1   i =1  © 2016 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use. 14 because E(u i ) = 0 for all i. Therefore, the bias in β1 is given by the first term in this equation. n This bias is obviously zero when β 0 = 0. It is also zero when ∑ xi = 0, which is the same as x i =1 = 0. In the latter case, regression through the origin is identical to regression with an intercept. (ii) From the last expression for β1 in part (i) we have, conditional on the x i , −2 −2  n    n  n   n  Var( β1 ) =  ∑ xi2  Var  ∑ xi ui  =  ∑ xi2   ∑ xi2 Var(ui )   i =1   i =1   i =1   i =1  −2 n  n    n   =  ∑ xi2   σ 2 ∑ xi2  = σ 2 /  ∑ xi2  .  i =1   i =1   i =1  n n  n  (iii) From (2.57), Var( β̂1 ) = 2/  ∑ ( xi − x ) 2  . From the hint, ∑ xi2 ≥ ∑ ( xi − x ) 2 , and so i =1 i =1  i =1  n n i =1 i =1 Var( β1 ) ≤ Var( β̂1 ). A more direct way to see this is to write ∑ ( xi − x ) 2 = ∑ xi2 − n( x ) 2 , which n is less than ∑ xi2 unless x = 0. i =1 (iv) For a given sample size, the bias in β1 increases as x increases (holding the sum of the x 2 fixed). But as x increases, the variance of β̂ increases relative to Var( β ). The bias in β i 1 1 1 is also small when β 0 is small. Therefore, whether we prefer β1 or β̂1 on a mean squared error n basis depends on the sizes of β 0 , x , and n (in addition to the size of ∑ xi2 ). i =1 2.9 (i) We follow the hint, noting that c1 y = c1 y (the sample average of c1 yi is c 1 times the sample average of y i ) and c2 x = c2 x . When we regress c 1 y i on c 2 x i (including an intercept), we use equation (2.19) to obtain the slope: © 2016 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use. 15 From (2.17), we obtain the intercept as β0 = (c 1 y ) – β1 (c 2 x ) = (c 1 y ) – [(c 1 /c 2 ) β̂1 ](c 2 x ) = c 1 ( y – β̂1 x ) = c 1 β̂ 0 ) because the intercept from regressing y i on x i is ( y – β̂1 x ). (ii) We use the same approach from part (i) along with the fact that (c1 + y ) = c 1 + y and (c2 + x) = c 2 + x . Therefore, (c1 + yi ) − (c1 + y ) = (c 1 + y i ) – (c 1 + y ) = y i – y and (c 2 + x i ) – (c2 + x) = x i – x . So c 1 and c 2 entirely drop out of the slope formula for the regression of (c 1 + y i ) on (c 2 + x i ), and β = β̂ . The intercept is β = (c + y ) – β (c + x) = (c 1 + y ) – β̂ (c 2 + 1 1 0 1 1 2 1 x ) = ( y − βˆ1 x ) + c 1 – c 2 β̂1 = β̂ 0 + c 1 – c 2 β̂1 , which is what we wanted to show. (iii) We can simply apply part (ii) because log(= c1 yi ) log(c1 ) + log( yi ) . In other words, replace c 1 with log(c 1 ), replace y i with log(y i ), and set c 2 = 0. (iv) Again, we can apply part (ii) with c 1 = 0 and replacing c 2 with log(c 2 ) and x i with βˆ0 − log(c2 ) βˆ1 . log(x i ). If βˆ0 and βˆ1 are the original intercept and slope, then β1 = βˆ1 and β= 0 2.10 (i) This derivation is essentially done in equation (2.52), once (1/ SSTx ) is brought inside the summation (which is valid because SSTx does not depend on i). Then, just define wi = di / SSTx . E[( βˆ1 − β1 )u ] , we show that the latter is zero. But, from part (i), (ii) Because Cov( βˆ= 1, u ) ) ( n n  E[( βˆ1 − β= wi ui u  = w E(ui u ). Because the ui are pairwise uncorrelated ∑ 1 )u ] =E  ∑ i 1 = i 1 i   (they are independent),= 0, i ≠ h ). Therefore, E(ui u ) E( = ui2 / n) σ 2 / n (because E(ui u= h) 2 = wi E(ui u ) ∑ = w (σ 2 / n= = ) (σ / n)∑ i 1 wi 0. ∑i 1= = i 1 i n n n and plugging in y =β 0 + β1 x + u (iii) The formula for the OLS intercept is gives βˆ = ( β + β x + u ) − βˆ x = β + u − ( βˆ − β ) x . 0 0 1 1 0 1 1 (iv) Because βˆ1 and u are uncorrelated, Var( βˆ ) = Var(u ) + Var( βˆ ) x 2 = σ 2 / n + (σ 2 / SST ) x 2 = σ 2 / n + σ 2 x 2 / SST , 0 x 1 x which is what we wanted to show. (v) Using the hint and substitution gives = Var( βˆ0 ) σ 2 [( SSTx / n ) + x 2 ] / SSTx ( ) ( ) n n = σ 2  n −1 ∑ i 1 = xi2 − x 2 + = x 2  / SSTx σ 2 n −1 ∑ i 1 xi2 / SSTx .   © 2016 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use. 16 2.11 (i) We would want to randomly assign the number of hours in the preparation course so that hours is independent of other factors that affect performance on the SAT. Then, we would collect information on SAT score for each student in the experiment, yielding a data set {( sati , hoursi ) : i = 1,…, n} , where n is the number of students we can afford to have in the study. From equation (2.7), we should try to get as much variation in hoursi as is feasible. (ii) Here are three factors: innate ability, family income, and general health on the day of the exam. If we think students with higher native intelligence think they do not need to prepare for the SAT, then ability and hours will be negatively correlated. Family income would probably be positively correlated with hours, because higher income families can more easily afford preparation courses. Ruling out chronic health problems, health on the day of the exam should be roughly uncorrelated with hours spent in a preparation course. (iii) If preparation courses are effective, β1 should be positive; other factors equal, an increase in hours should increase sat. (iv) The intercept, β 0 , has a useful interpretation in this example: because E(u) = 0, β 0 is the average SAT score for students in the population with hours = 0. 2.12 (i) I will show the result without using calculus. Let ??� be the sample average of the ???? and write n )2 ∑ ( yi − b0= n ∑ [( y − y ) + ( y − b )] 2 =i 1 =i 1 n 2 i =i 1 =i 1 = = 0 i n n ∑ ( y − y ) + 2∑ ( y − y )( y − b ) + ∑ ( y − b ) 0 =i 1 i n 2 0 n ∑ ( yi − y )2 + 2( y − b0 )∑ ( yi − y ) + n( y − b0 )2 =i 1 =i 1 = n ∑ ( y − y ) + n( y − b ) 2 i =1 2 0 i n Where we use the fact (see Appendix A) that ∑ ( yi − y ) = 0 always. The first term does not i =1 depend on b0 , and the second term, n( y − b0 ) , which is nonnegative, is clearly minimized when 2 b0 = y . n (ii) If we define u= yi − y , then = ∑ ui i n ∑ ( y − y ) , and we already used the fact that this =i 1 =i 1 i sum is zero in the proof in part (i). © 2016 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use. 17 SOLUTIONS TO COMPUTER EXERCISES C2.1 (i) The average prate is about 87.36, and the average mrate is about .732. (ii) The estimated equation is  prate = 83.08 + 5.86 mrate n = 1,534, R2 = .075. (iii) The intercept implies that, even if mrate = 0, the predicted participation rate is 83.08 percent. The coefficient on mrate implies that a one-dollar increase in the match rate – a fairly large increase – is estimated to increase prate by 5.86 percentage points. This assumes, of course, that this change prate is possible (if, say, prate is already at 98, this interpretation makes no sense). ˆ = 83.08 + 5.86(3.5) = 103.59. (iv) If we plug mrate = 3.5 into the equation, we get prate This is impossible, as we can have at most a 100 percent participation rate. This illustrates that, especially when dependent variables are bounded, a simple regression model can give strange predictions for extreme values of the independent variable. (In the sample of 1,534 firms, only 34 have mrate ≥ 3.5.) (v) mrate explains about 7.5% of the variation in prate. This is not much and suggests that many other factors influence 401(k) plan participation rates. C2.2 (i) Average salary is about 865.864, which means $865,864 because salary is in thousands of dollars. Average ceoten is about 7.95. (ii) There are five CEOs with ceoten = 0. The longest tenure is 37 years. (iii) The estimated equation is  log( salary ) = 6.51 + .0097 ceoten n = 177, R2 = .013. We obtain the approximate percentage change in salary given ∆ceoten = 1 by multiplying the coefficient on ceoten by 100, 100(.0097) = .97%. Therefore, one more year as CEO is predicted to increase salary by almost 1%. C2.3 (i) The estimated equation is © 2016 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use. 18  = 3,586.4 – .151 totwrk sleep n = 706, R2 = .103. The intercept implies that the estimated amount of sleep per week for someone who does not work is 3,586.4 minutes, or about 59.77 hours. This comes to about 8.5 hours per night. (ii) If someone works two more hours per week, then ∆totwrk = 120 (because totwrk is  = –.151(120) = –18.12 minutes. This is only a few minutes measured in minutes), and so ∆ sleep = a night. If someone were to work one more hour on each of five working days, ∆ sleep –.151(300) = –45.3 minutes, or about five minutes a night. C2.4 (i) Average salary is about $957.95, and average IQ is about 101.28. The sample standard deviation of IQ is about 15.05, which is pretty close to the population value of 15. (ii) This calls for a level-level model:  = 116.99 + 8.30 IQ wage n = 935, R2 = .096. An increase in IQ of 15 increases predicted monthly salary by 8.30(15) = $124.50 (in 1980 dollars). IQ score does not even explain 10% of the variation in wage. (iii) This calls for a log-level model:  log( wage) = 5.89 + .0088 IQ n = 935, R2 = .099.  wage) = .0088(15) = .132, which is the (approximate) proportionate If ∆IQ = 15, then ∆log( change in predicted wage. The percentage increase is therefore approximately 13.2. C2.5 (i) The constant elasticity model is a log-log model: log(rd) = β 0 + β1 log(sales) + u, where β1 is the elasticity of rd with respect to sales. (ii) The estimated equation is © 2016 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use. 19  log( rd ) = –4.105 + 1.076 log(sales) n = 32, R2 = .910. The estimated elasticity of rd with respect to sales is 1.076, which is just above one. A one percent increase in sales is estimated to increase rd by about 1.08%. C2.6 (i) It seems plausible that another dollar of spending has a larger effect for low-spending schools than for high-spending schools. At low-spending schools, more money can go toward purchasing more books, computers, and for hiring better qualified teachers. At high levels of spending, we would expend little, if any, effect because the high-spending schools already have high-quality teachers, nice facilities, plenty of books, and so on. (ii) If we take changes as usual, we obtain ∆math10 = β1∆ log(expend ) ≈ ( β1 /100)(%∆expend ), just as in the second row of Table 2.3. So, if %∆expend = β1 /10. 10, ∆math10 = (iii) The regression results are  math10 = −69.34 + 11.16 log(expend ) = n 408, = R 2 .0297.  (iv) If expend increases by 10 percent, math 10 increases by about 1.1 percentage points. This is not a huge effect, but it is not trivial for low-spending schools, where a 10 percent increase in spending might be a fairly small dollar amount. (v) In this data set, the largest value of math10 is 66.7, which is not especially close to 100. In fact, the largest fitted values is only about 30.2. C2.7 (i) The average gift is about 7.44 Dutch guilders. Out of 4,268 respondents, 2,561 did not give a gift, or about 60 percent. (ii) The average mailings per year is about 2.05. The minimum value is .25 (which presumably means that someone has been on the mailing list for at least four years), and the maximum value is 3.5. (iii) The estimated equation is  = gift 2.01 + 2.65 mailsyear = n 4,268, = R 2 .0138. © 2016 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use. 20 (iv) The slope coefficient from part (iii) means that each mailing per year is associated with – perhaps even “causes” – an estimated 2.65 additional guilders, on average. Therefore, if each mailing costs one guilder, the expected profit from each mailing is estimated to be 1.65 guilders. This is only the average, however. Some mailings generate no contributions, or a contribution less than the mailing cost; other mailings generated much more than the mailing cost. (v) Because the smallest mailsyear in the sample is .25, the smallest predicted value of gifts is 2.01 + 2.65(.25) ≈ 2.67. Even if we look at the overall population, where some people have received no mailings, the smallest predicted value is about two. So, with this estimated equation, we never predict zero charitable gifts. C2.8 There is no “correct” answer to this question because all answers depend on how the random outcomes are generated. I used Stata 11 and, before generating the outcomes on the xi , I set the seed to the value 123. I reset the seed to 123 to generate the outcomes on the ui . Specifically, to answer parts (i) through (v), I used the sequence of commands set obs 500 set seed 123 gen x = 10*runiform() sum x set seed 123 gen u = 6*rnormal() sum u gen y = 1 + 2*x + u reg y x predict uh, resid gen x_uh = x*uh sum uh x_uh gen x_u = x*u sum u x_u (i) The sample mean of the xi is about 4.912 with a sample standard deviation of about 2.874. (ii) The sample average of the ui is about .221, which is pretty far from zero. We do not get zero because this is just a sample of 500 from a population with a zero mean. The current sample is “unlucky” in the sense that the sample average is far from the population average. The sample standard deviation is about 5.768, which is nontrivially below 6, the population value. (iii) After generating the data on yi and running the regression, I get, rounding to three decimal places, βˆ0 = 1.862 and βˆ1 = 1.870 © 2016 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use. 21 The population values are 1 and 2, respectively. Thus, the estimated intercept based on this sample of data is well above the population value. The estimated slope is somewhat below the population value, 2. When we sample from a population our estimates contain sampling error; that is why the estimates differ from the population values. (iv) When I use the command sum uh x_uh and multiply by 500, I get, using scientific notation, sums equal to 4.181e-06 and .00003776, respectively. These are zero for practical purposes and differ from zero only due to rounding inherent in the machine imprecision (which is unimportant). (v) We already computed the sample average of the ui in part (ii). When we multiply by 500 the sample average is about 110.74. The sum of xi ui is about 6.46. Neither is close to zero, and nothing says they should be particularly close. (vi) For this part I set the seed to 789. The sample average and standard deviation of the xi are about 5.030 and 2.913; those for the ui are about −.077 and 5.979. When I generated the yi and run the regression I get βˆ0 = .701 and βˆ1 = 2.044 . These are different from those in part (iii) because they are obtained from a different random sample. Here, for both the intercept and slope, we get estimates that are much closer to the population values. Of course, in practice we would never know that. C2.9 (i) In 1996, 1,051 counties had zero murders. Out of 2,197 counties, 31 counties had at least one execution and the largest number of executions is 3. (ii) The estimated equation is ?????????????? = 5.46 + 58.56 ?????????? ?? = 2197, ??2 = 0.0439. (iii) The slope coefficient on execs implies that if the number of executions increases by one, the estimated number of murders increases largely by about 59. No, the estimated equation does not suggest a deterrent effect of capital punishment. (iv) The smallest number of murders can be predicted by the equation is 5.46, that is about 5 murders. The residual for a county with zero executions and zero murders is -5.46. (v) This simple linear regression equation predicts that if the number of executions increases by one, the estimated number of murders increases largely by about 59, which means capital punishment does not have a deterrent effect on murders — capital punishment is not discouraging people from doing murders. The sign and magnitude of the estimate +58.56 makes us suspect that the error term u and the © 2016 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use. 22 independent variable execs are correlated. Therefore, the regression model is not well suited for prediction. C2.10 (i) The number of students in the sample is 7,430. The mean of math12 is about 52.13 and mean of read12 is about 51.77. The standard deviations of math12 and read12 are about 9.46 and 9.41, respectively. (ii) The estimated equation is � = 15.153 + 0.714 ????????12 ??????ℎ12 ?? = 7430, ??2 = 0.5047. (iii) No. The intercept does not have a meaningful interpretation because the reading test score is not close to zero for the population of interest. (iv) No. ??2 = 0.5047 implies that about 50.47% variation in math score is explained by reading score. (v) If we run the regression of read12 on math12, we obtained almost similar results as the regression of math12 on read12. So it is better to hire more reading and math tutors. © 2016 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.