Practice Correlation with authentic MYP MYP Extended Mathematics exam questions for both SL and HL students. This question bank mirrors Paper 1, 2, 3 structure, covering key topics like core principles, advanced applications, and practical problem-solving. Get instant solutions, detailed explanations, and build exam confidence with questions in the style of MYP examiners.
In the context of evaluating the limits of correlation, which of the following best describes a reason why a high value of the product-moment correlation coefficient, , might occur between two variables even if no causal relationship exists between them?
The Pearson product-moment correlation coefficient is a standardized measure of covariance. What specifically allows to be unit-free and restricted to the interval ?
True or False: If the Pearson correlation coefficient between two variables is , it guarantees that there is no relationship of any kind between the variables.
True or False: If , all the points in the scatter plot lie exactly on a straight line with a negative gradient.
Which of the following is NOT a required step in the organized workflow for computing from a table of paired values as described in the text?
A student group measures attitudes towards two different types of media and calculates a correlation of . Based on the textbook's discussion of 'Attitudes and Scores', what is the most likely conclusion?
Why is the Pearson correlation coefficient described as 'unit-free'?
Which of the following scenarios describes a 'third variable' explanation for correlation?
A study finds a strong correlation of between the number of hours students spend studying and their final exam scores. Why is it incorrect to conclude that more studying 'causes' higher scores based solely on this value?
A researcher observes a very high correlation () between the number of air conditioning units sold and the number of ice creams sold in a city. Which reason for correlation most likely explains this?
Practice Correlation with authentic MYP MYP Extended Mathematics exam questions for both SL and HL students. This question bank mirrors Paper 1, 2, 3 structure, covering key topics like core principles, advanced applications, and practical problem-solving. Get instant solutions, detailed explanations, and build exam confidence with questions in the style of MYP examiners.
In the context of evaluating the limits of correlation, which of the following best describes a reason why a high value of the product-moment correlation coefficient, , might occur between two variables even if no causal relationship exists between them?
The Pearson product-moment correlation coefficient is a standardized measure of covariance. What specifically allows to be unit-free and restricted to the interval ?
True or False: If the Pearson correlation coefficient between two variables is , it guarantees that there is no relationship of any kind between the variables.
True or False: If , all the points in the scatter plot lie exactly on a straight line with a negative gradient.
Which of the following is NOT a required step in the organized workflow for computing from a table of paired values as described in the text?
A student group measures attitudes towards two different types of media and calculates a correlation of . Based on the textbook's discussion of 'Attitudes and Scores', what is the most likely conclusion?
Why is the Pearson correlation coefficient described as 'unit-free'?
Which of the following scenarios describes a 'third variable' explanation for correlation?
A study finds a strong correlation of between the number of hours students spend studying and their final exam scores. Why is it incorrect to conclude that more studying 'causes' higher scores based solely on this value?
A researcher observes a very high correlation () between the number of air conditioning units sold and the number of ice creams sold in a city. Which reason for correlation most likely explains this?