Paper Reference. Statistics S3 Advanced/Advanced Subsidiary. Wednesday 17 June 2009 Morning Time: 1 hour 30 minutes

Similar documents
Paper Reference. Edexcel GCSE Mathematics (Linear) 1380 Paper 1 (Non-Calculator) Foundation Tier. Monday 6 June 2011 Afternoon Time: 1 hour 30 minutes

Mathematics (JUN14MS0401) General Certificate of Education Advanced Level Examination June Unit Statistics TOTAL.

EDEXCEL FUNCTIONAL SKILLS PILOT TEACHER S NOTES. Maths Level 2. Chapter 4. Working with measures

Algebra 1, Quarter 3, Unit 3.1. Line of Best Fit. Overview

HOLMER GREEN SENIOR SCHOOL CURRICULUM INFORMATION

EDEXCEL FUNCTIONAL SKILLS PILOT. Maths Level 2. Chapter 7. Working with probability

STA 225: Introductory Statistics (CT)

Paper 2. Mathematics test. Calculator allowed. First name. Last name. School KEY STAGE TIER

Level 1 Mathematics and Statistics, 2015

Edexcel GCSE. Statistics 1389 Paper 1H. June Mark Scheme. Statistics Edexcel GCSE

Tuesday 13 May 2014 Afternoon

GCSE Mathematics B (Linear) Mark Scheme for November Component J567/04: Mathematics Paper 4 (Higher) General Certificate of Secondary Education

Association Between Categorical Variables

Stacks Teacher notes. Activity description. Suitability. Time. AMP resources. Equipment. Key mathematical language. Key processes

POFI 2301 WORD PROCESSING MS WORD 2010 LAB ASSIGNMENT WORKSHEET Office Systems Technology Daily Flex Entry

GCE. Mathematics (MEI) Mark Scheme for June Advanced Subsidiary GCE Unit 4766: Statistics 1. Oxford Cambridge and RSA Examinations

Probability and Statistics Curriculum Pacing Guide

The Indices Investigations Teacher s Notes

We re Listening Results Dashboard How To Guide

PROFESSIONAL TREATMENT OF TEACHERS AND STUDENT ACADEMIC ACHIEVEMENT. James B. Chapman. Dissertation submitted to the Faculty of the Virginia

STAT 220 Midterm Exam, Friday, Feb. 24

Edexcel Gcse Maths 2013 Nov Resit

Mathematics subject curriculum

THE PENNSYLVANIA STATE UNIVERSITY SCHREYER HONORS COLLEGE DEPARTMENT OF MATHEMATICS ASSESSING THE EFFECTIVENESS OF MULTIPLE CHOICE MATH TESTS

Extending Place Value with Whole Numbers to 1,000,000

Simple Random Sample (SRS) & Voluntary Response Sample: Examples: A Voluntary Response Sample: Examples: Systematic Sample Best Used When

International Advanced level examinations

MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question.

CHALLENGES FACING DEVELOPMENT OF STRATEGIC PLANS IN PUBLIC SECONDARY SCHOOLS IN MWINGI CENTRAL DISTRICT, KENYA

Learning Microsoft Publisher , (Weixel et al)

S T A T 251 C o u r s e S y l l a b u s I n t r o d u c t i o n t o p r o b a b i l i t y

For international students wishing to study Japanese language at the Japanese Language Education Center in Term 1 and/or Term 2, 2017

American Journal of Business Education October 2009 Volume 2, Number 7

Math-U-See Correlation with the Common Core State Standards for Mathematical Content for Third Grade

CONSTRUCTION OF AN ACHIEVEMENT TEST Introduction One of the important duties of a teacher is to observe the student in the classroom, laboratory and

Learning Lesson Study Course

Alignment of Australian Curriculum Year Levels to the Scope and Sequence of Math-U-See Program

Introducing the New Iowa Assessments Mathematics Levels 12 14

Hardhatting in a Geo-World

Lecture 1: Machine Learning Basics

AGS THE GREAT REVIEW GAME FOR PRE-ALGEBRA (CD) CORRELATED TO CALIFORNIA CONTENT STANDARDS

Functional Skills Mathematics Level 2 assessment

Functional English 47251

The New York City Department of Education. Grade 5 Mathematics Benchmark Assessment. Teacher Guide Spring 2013

What the National Curriculum requires in reading at Y5 and Y6

COURSE DESCRIPTION PREREQUISITE COURSE PURPOSE

Evidence for Reliability, Validity and Learning Effectiveness

The following shows how place value and money are related. ones tenths hundredths thousandths

The Evolution of Random Phenomena

Focus of the Unit: Much of this unit focuses on extending previous skills of multiplication and division to multi-digit whole numbers.

Psychometric Research Brief Office of Shared Accountability

State University of New York at Buffalo INTRODUCTION TO STATISTICS PSC 408 Fall 2015 M,W,F 1-1:50 NSC 210

The Singapore Copyright Act applies to the use of this document.

A Program Evaluation of Connecticut Project Learning Tree Educator Workshops

School Size and the Quality of Teaching and Learning

MASTER S THESIS GUIDE MASTER S PROGRAMME IN COMMUNICATION SCIENCE

Evidence-based Practice: A Workshop for Training Adult Basic Education, TANF and One Stop Practitioners and Program Administrators

Verification Program Health Authority Abu Dhabi

MMOG Subscription Business Models: Table of Contents

Julia Smith. Effective Classroom Approaches to.

Student s Edition. Grade 6 Unit 6. Statistics. Eureka Math. Eureka Math

Green Belt Curriculum (This workshop can also be conducted on-site, subject to price change and number of participants)

This document consists of 11 printed pages and 1 blank page.

Science Fair Project Handbook

Helping Your Children Learn in the Middle School Years MATH

Functional Skills Mathematics Level 2 sample assessment

4-3 Basic Skills and Concepts

Understanding and Interpreting the NRC s Data-Based Assessment of Research-Doctorate Programs in the United States (2010)

Houghton Mifflin Online Assessment System Walkthrough Guide

In how many ways can one junior and one senior be selected from a group of 8 juniors and 6 seniors?

A Model to Predict 24-Hour Urinary Creatinine Level Using Repeated Measurements

This scope and sequence assumes 160 days for instruction, divided among 15 units.

TIMSS ADVANCED 2015 USER GUIDE FOR THE INTERNATIONAL DATABASE. Pierre Foy

Loughton School s curriculum evening. 28 th February 2017

The lab is designed to remind you how to work with scientific data (including dealing with uncertainty) and to review experimental design.

Practices Worthy of Attention Step Up to High School Chicago Public Schools Chicago, Illinois

GCSE. Mathematics A. Mark Scheme for January General Certificate of Secondary Education Unit A503/01: Mathematics C (Foundation Tier)

Class Meeting Time and Place: Section 3: MTWF10:00-10:50 TILT 221

CHAPTER III RESEARCH METHOD

Professional Learning Suite Framework Edition Domain 3 Course Index

Cooper Upper Elementary School

16.1 Lesson: Putting it into practice - isikhnas

Grade 6: Correlated to AGS Basic Math Skills

Grade 2: Using a Number Line to Order and Compare Numbers Place Value Horizontal Content Strand

On-the-Fly Customization of Automated Essay Scoring

Shelters Elementary School

Numeracy Medium term plan: Summer Term Level 2C/2B Year 2 Level 2A/3C

Math 121 Fundamentals of Mathematics I

Fort Lewis College Institutional Review Board Application to Use Human Subjects in Research

STT 231 Test 1. Fill in the Letter of Your Choice to Each Question in the Scantron. Each question is worth 2 point.

Statewide Framework Document for:

Evaluation of Teach For America:

5 th September Dear Parent/Carer of Year 10 Students GCSE PE

Probability Therefore (25) (1.33)

Introduction to Causal Inference. Problem Set 1. Required Problems

Systematic reviews in theory and practice for library and information studies

12- A whirlwind tour of statistics

UW-Stout--Student Research Fund Grant Application Cover Sheet. This is a Research Grant Proposal This is a Dissemination Grant Proposal

Textbook Evalyation:

Transcription:

Centre No. Candidate No. Paper Reference(s) 6691/01 Edexcel GCE Statistics S3 Advanced/Advanced Subsidiary Wednesday 17 June 2009 Morning Time: 1 hour 30 minutes Materials required for examination Mathematical Formulae (Orange or Green) Paper Reference 6 6 9 1 0 1 Surname Signature Items included with question papers Nil Candidates may use any calculator allowed by the regulations of the Joint Council for Qualifications. Calculators must not have the facility for symbolic algebra manipulation, differentiation and integration, or have retrievable mathematical formulae stored in them. Initial(s) Examiner s use only Team Leader s use only Question Number Blank 1 2 3 4 5 6 7 8 Instructions to Candidates In the boxes above, write your centre number, candidate number, your surname, initials and signature. Check that you have the correct question paper. Answer ALL the questions. You must write your answer for each question in the space following the question. Values from the statistical tables should be quoted in full. When a calculator is used, the answer should be given to an appropriate degree of accuracy. Information for Candidates A booklet Mathematical Formulae and Statistical Tables is provided. Full marks may be obtained for answers to ALL questions. The marks for individual questions and the parts of questions are shown in round brackets: e.g. (2). There are 8 questions in this question paper. The total mark for this paper is 75. There are 20 pages in this question paper. Any pages are indicated. Advice to Candidates You must ensure that your answers to parts of questions are clearly labelled. You should show sufficient working to make your methods clear to the Examiner. Answers without working may not gain full credit. This publication may be reproduced only in accordance with Edexcel Limited copyright policy. 2009 Edexcel Limited. Printer s Log. No. M34278A W850/R6691/57570 8/4/4/3 *M34278A0120* Total Turn over

1. A telephone directory contains 50 000 names. A researcher wishes to select a systematic sample of 100 names from the directory. (a) Explain in detail how the researcher should obtain such a sample. (2) (b) Give one advantage and one disadvantage of (i) quota sampling, (ii) systematic sampling. (4) 2 *M34278A0220*

Question 1 continued Q1 (Total 6 marks) *M34278A0320* 3 Turn over

2. The heights of a random sample of 10 imported orchids are measured. The mean height of the sample is found to be 20.1 cm. The heights of the orchids are normally distributed. Given that the population standard deviation is 0.5 cm, (a) estimate limits between which 95% of the heights of the orchids lie, (b) find a 98% confidence interval for the mean height of the orchids. (3) (4) A grower claims that the mean height of this type of orchid is 19.5 cm. (c) Comment on the grower s claim. Give a reason for your answer. (2) 4 *M34278A0420*

Question 2 continued Q2 (Total 9 marks) *M34278A0520* 5 Turn over

3. A doctor is interested in the relationship between a person s Body Mass Index (BMI) and their level of fitness. She believes that a lower BMI leads to a greater level of fitness. She randomly selects 10 female 18 year-olds and calculates each individual s BMI. The females then run a race and the doctor records their finishing positions. The results are shown in the table. Individual A B C D E F G H I J BMI 17.4 21.4 18.9 24.4 19.4 20.1 22.6 18.4 25.8 28.1 Finishing position 3 5 1 9 6 4 10 2 7 8 (a) Calculate Spearman s rank correlation coefficient for these data. (5) (b) Stating your hypotheses clearly and using a one tailed test with a 5% level of significance, interpret your rank correlation coefficient. (5) (c) Give a reason to support the use of the rank correlation coefficient rather than the product moment correlation coefficient with these data. (1) 6 *M34278A0620*

Question 3 continued Q3 (Total 11 marks) *M34278A0720* 7 Turn over

4. A sample of size 8 is to be taken from a population that is normally distributed with mean 55 and standard deviation 3. Find the probability that the sample mean will be greater than 57. (5) 8 *M34278A0820*

Question 4 continued Q4 (Total 5 marks) *M34278A0920* 9 Turn over

5. The number of goals scored by a football team is recorded for 100 games. The results are summarised in Table 1 below. Number of goals Frequency 0 40 1 33 2 14 3 8 4 5 Table 1 (a) Calculate the mean number of goals scored per game. (2) The manager claimed that the number of goals scored per match follows a Poisson distribution. He used the answer in part (a) to calculate the expected frequencies given in Table 2. Number of goals Expected Frequency 0 34.994 1 r 2 s 3 6.752 4 2.221 Table 2 (b) Find the value of r and the value of s giving your answers to 3 decimal places. (3) (c) Stating your hypotheses clearly, use a 5% level of significance to test the manager s claim. (7) 10 *M34278A01020*

Question 5 continued *M34278A01120* 11 Turn over

Question 5 continued 12 *M34278A01220*

Question 5 continued Q5 (Total 12 marks) *M34278A01320* 13 Turn over

6. The lengths of a random sample of 120 limpets taken from the upper shore of a beach had a mean of 4.97 cm and a standard deviation of 0.42 cm. The lengths of a second random sample of 150 limpets taken from the lower shore of the same beach had a mean of 5.05 cm and a standard deviation of 0.67 cm. (a) Test, using a 5% level of significance, whether or not the mean length of limpets from the upper shore is less than the mean length of limpets from the lower shore. State your hypotheses clearly. (8) (b) State two assumptions you made in carrying out the test in part (a). (2) 14 *M34278A01420*

Question 6 continued Q6 (Total 10 marks) *M34278A01520* 15 Turn over

7. A company produces climbing ropes. The lengths of the climbing ropes are normally distributed. A random sample of 5 ropes is taken and the length, in metres, of each rope is measured. The results are given below. 120.3 120.1 120.4 120.2 119.9 (a) Calculate unbiased estimates for the mean and the variance of the lengths of the climbing ropes produced by the company. (5) The lengths of climbing rope are known to have a standard deviation of 0.2 m. The company wants to make sure that there is a probability of at least 0.90 that the estimate of the population mean, based on a random sample size of n, lies within 0.05 m of its true value. (b) Find the minimum sample size required. (6) 16 *M34278A01620*

Question 7 continued Q7 (Total 11 marks) *M34278A01720* 17 Turn over

8. The random variable A is defined as A = 4X 3Y where X ~ N(30, 3 2 ), Y ~ N(20, 2 2 ) and X and Y are independent. Find (a) E(A), (b) Var(A). (2) (3) The random variables Y 1, Y 2, Y 3 and Y 4 are independent and each has the same distribution as Y. The random variable B is defined as (c) Find P(B > A). B = 4 Y i i=1 (6) 18 *M34278A01820*

Question 8 continued *M34278A01920* 19 Turn over

Question 8 continued Q8 END (Total 11 marks) TOTAL FOR PAPER: 75 MARKS 20 *M34278A02020*