Population, sample, and what makes a sample random
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understand the distinction between a sample and a population, and appreciate the necessity for randomness in choosing samples; explain in simple terms why a given sampling method may be unsatisfactory.
The population is the entire group an investigation is actually about — every bulb a factory makes, every voter in a country. A sample is the subset actually measured. Testing the whole population (a census) is usually impossible: it can be too expensive, too slow, or — for destructive testing (crash-testing cars, measuring how long a bulb lasts until it fails) — it destroys the very items being studied. So a sample stands in for the population, and everything in the rest of this topic is about how much that stand-in can be trusted.
That trust depends entirely on randomness. A sample is random when every member of the population has a known (often equal) chance of being selected, independently of every other member's selection. Without this, a sample can look large and careful and still be systematically wrong — some part of the population is quietly over- or under-represented, and no amount of clever arithmetic afterwards fixes that.
A valid method for choosing a random sample
- Obtain a sampling frame — a complete list of the population, with no one missing and no one repeated.
- Assign each member a unique label (e.g. to , or fixed-length numeric codes).
- Generate random numbers (a table, or a calculator/computer), and read them off in groups matching the label length.
- Select the members whose labels are generated, rejecting any number outside the valid label range and any repeat of a label already chosen (unless sampling with replacement is intended).
Method described | The flaw |
|---|---|
Surveying only members of the school sports teams about sports facilities | Excludes everyone not on a team — their views may differ systematically from the group actually sampled |
Standing in one location (e.g. a music building) at one time of day and choosing whoever is there | Excludes anyone not in that location at that time — biased towards a particular sub-group, and towards whoever happens to be free then |
Giving a questionnaire only to people who choose to respond | Self-selection — people with strong opinions are more likely to respond than typical members of the population |
Sampling without a complete list of the population, or with some members impossible to reach | Undercoverage — anyone missing from the sampling frame has zero chance of selection, however "random" the selection from the list is |
The specific mechanism of exclusion or over-representation is what the mark scheme wants named, not just the word 'biased'. Every row above is the shape of a real 1-mark exam question — the first is reproduced, properly sourced, in this section's exercises.
Describing a flaw, and describing a fix
Ramesh plans to carry out a survey to find out what adults in his town think about local sports facilities. He chooses a random sample from the adult members of a tennis club and gives each of them a questionnaire. (i) Give a reason why this will not result in Ramesh having a random sample of adults who live in the town. (ii) Describe briefly a valid method that Ramesh could use to choose a random sample of adults in the town.
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(i) — identify who is systematically excluded. Every person sampled comes from the tennis club's membership, so anyone in the town who isn't a member — including anyone who dislikes or doesn't play tennis — has no chance at all of being chosen. The sample is biased towards people who like tennis, not a fair cross-section of the town.
This is the first row of the table above in a real exam's clothing: the club membership is the sub-group, and 'has no chance at all of being chosen' is the mechanism the mark is for.
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(ii) — describe a procedure that gives every adult in the town an equal chance, following the general method above: obtain a complete list of all adults living in the town (the sampling frame), assign each a unique number, and use random numbers to select the required sample size, rejecting any repeats.
Part (ii) is not a chance to say 'choose randomly' — the marks are for the three concrete stages: a complete list, unique numbers, random numbers with rejection.
(i) The sample only includes tennis club members, who are unrepresentative of (and exclude most of) the town's adults. (ii) List every adult in the town, number them, and select using random numbers.
When asked for a flaw, name specifically WHO is excluded or over-represented and why — 'not random' alone rarely scores; the context-specific group being missed is what earns the mark.
The mechanics of actually reading off the random numbers
"Use random numbers" is easy to say and easy to get wrong in the details. Two concrete methods are both examined directly, and each has its own place to slip up.
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Find the label width needed for the population size — e.g. a population of needs -digit labels, to (not -digit, since ).
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Split the digit string into non-overlapping groups of that width, reading strictly left to right — never re-use a digit in two different groups.
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Reject any group outside the valid label range, and reject any repeat of a label already accepted (unless sampling with replacement).
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Keep going until enough valid, distinct labels are found. A group of leftover digits shorter than the label width, at the very end of the string, is simply discarded.
Method A on a small invented population, before a real one
A population has members, numbered to . Using the random digit string find the first three valid, non-repeated member numbers.
Show full working
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Step 1 — find the label width. The population has members, so labels need digits: to .
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Step 2 — split the string into non-overlapping groups of 2, reading left to right.
Each digit is used exactly once. Sliding along one digit at a time to harvest more usable labels would make some members reachable in more ways than others, which destroys the equal chance that makes the sample random.
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Step 3 — work through the groups in order, checking range and repeats. : valid, within – — st member. : valid — nd member. : valid — rd member.
None of the first three groups needed rejecting here — the next steps in the real string would still need checking for out-of-range values (like 77) and repeats, exactly as the method box describes.
, , .
Work through a small invented string like this one first to build the habit of checking every group in order — the real exam question below has the added complexity of an out-of-range value and a repeat to catch.
The same method, from a real exam question
A club has members, numbered from to . Donash generates random digits, and his first are: The numbers of the first two members in the sample are and . Write down the numbers of the next two members in the sample.
Show full working
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Step 1 — find the label width. The population has members, so labels need digits: to .
The width is set by the LARGEST label, not by how many you need. 264 needs three digits, so every group is read as three digits — including 021, which is written with its leading zero.
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Step 2 — write the digit string with no gaps, and split into non-overlapping groups of 3.
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Step 3 — work through the groups in order, checking range and repeats. : valid, within – — this is the st member (matches the value given). : valid — nd member (also matches).
Confirming the working reproduces the two given values before continuing is a good check that the digit string has been split correctly.
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Step 4 — continue with the next groups. : within range, not a repeat — the rd member. : within range, but a repeat of the nd member already chosen — reject. : outside the range – — reject.
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Step 5 — the next valid, non-repeated group. : within range, not a repeat — the th member.
Write out the rejected groups as well as the accepted ones. The method marks are for showing the test being applied to every group in turn, so a bare pair of final answers throws them away.
and .
Work through every group in strict left-to-right order and state a reason (valid / out of range / repeat) for each one, even the ones you reject — skipping straight to the accepted values loses the method marks that reward showing the rejections.
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Multiply the random decimal by the population size .
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Round the result UP to the next whole number (never to the nearest, and never down) — rounding up is what makes member reachable at all, and keeps the labels running to rather than to .
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That whole number is the member label.
Method B on an invented population, before a real one
A population has members, numbered to . A random decimal generator gives . Find the member number this produces.
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Step 1 — multiply the random decimal by the population size.
Multiplying by 120 stretches the decimals across the whole range of member numbers. Nothing is rounded yet — rounding early is what loses the distinction the next step depends on.
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Step 2 — round up to the next whole number.
61.44 rounded to the nearest whole number would also give 61, not 62 — the rule 'round up' is deliberately different from ordinary rounding, and it matters here.
Member number .
Try this once with a decimal that would round the SAME way under 'round up' and 'round to nearest' (e.g. 0.98), and once like this one where the two rules disagree — it's the disagreement that the exam actually tests.
The same method, from a real exam question
Maroulla's calculator can generate random numbers between and inclusive, correct to 3 significant figures. She plans to use her calculator to choose a sample of members from the members in her health club. She numbers the members from to . Then she uses her calculator to generate some random numbers. She multiplies each random number by and rounds up to the next whole number to give the number of a member in the sample. This is called a 'member number'. Maroulla's first random number is . Find the member number that is produced by this random number.
Show full working
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Step 1 — multiply the random decimal by the population size.
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Step 2 — round up to the next whole number, since the rule says "round up", not "round to the nearest".
Everything else about this question — the 851 members, the 3-figure decimals — is scene-setting for the later parts; this part is a single multiply-and-round, worth one mark, and is deliberately the easy way in.
Member number .
Rounding 341.251 to the NEAREST whole number would also give 341, not 342 — always check which rounding rule the question actually states, since 'round up' and 'round to the nearest' agree only when the decimal part is 0.5 or more.
Running Method B backwards — and why it is not actually random
Method B looks fair, but it isn't — and the exam makes candidates prove that themselves, by running the method backwards.
The generator only ever produces decimals to a fixed number of places, so only finitely many decimals exist. Ask which of them land on a particular member , and the round-up rule answers directly: the product must be above (or it would round up to or lower) and at most (or it would round up past ). So
Count the available decimals inside that range and you have counted the ways member can be chosen. If different members give different counts, the members are not equally likely — and the method is not random.
Reversing the method on an invented population, before a real one
A generator produces random decimals to decimal places, from to inclusive. A population of members, numbered to , is sampled by multiplying each decimal by and rounding up. Find every random decimal that produces member , and every one that produces member .
Show full working
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Step 1 — write the range condition for member , with .
The strict < on the left and the ⩽ on the right are not decoration: 50d = 6 exactly rounds up to 6, so it belongs to member 6, while 50d = 7 exactly rounds up to 7 and belongs here.
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Step 2 — divide through by to get a range for itself.
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Step 3 — list the -d.p. decimals the generator can actually produce inside that range. and qualify; does not, because the inequality on the left is strict. So two decimals give member .
This is the step that decides the whole question — do not just state the interval, list the actual values the generator can produce inside it, because the count is what the argument rests on.
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Step 4 — repeat for member .
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Step 5 — list the available decimals in this range. The generator stops at , so is never produced, and is excluded by the strict inequality. Only survives — one decimal gives member .
The top member is always the loser: its range runs up to 1, but the generator's largest value falls short of 1, so part of its interval is unreachable.
Member comes from or (two ways); member comes only from (one way) — so the two members are not equally likely.
Always sanity-check a reversed range by multiplying back: 0.13 × 50 = 6.5 → 7 ✓ and 0.14 × 50 = 7 → 7 ✓, while 0.12 × 50 = 6 → 6 ✗. Two multiplications catch an off-by-one in the inequality immediately.
The same reversal, from the real exam question — and the conclusion it forces
Maroulla's calculator can generate random numbers between and inclusive, correct to 3 significant figures. She numbers the members of her health club from to , multiplies each random number by and rounds up to the next whole number to give a 'member number'. (b) Find all possible random numbers, correct to 3 decimal places, that would produce the following member numbers. (i) A member number of . (ii) A member number of . (c) Explain briefly how your answers to part (b) show that Maroulla's method does not produce a random sample.
Show full working
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Step 1 — (b)(i): write the range condition for , with .
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Step 2 — evaluate both endpoints to enough decimal places to decide the -d.p. values.
Three decimal places of accuracy is not enough at this stage — 0.798 sits between 0.7978… and 0.7991…, and rounding the endpoints first would hide exactly the values being counted.
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Step 3 — list the -d.p. decimals strictly inside that range. and both lie between and , so both produce member . Two random numbers give member .
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Step 4 — (b)(ii): repeat for .
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Step 5 — list the -d.p. decimals inside this range. Only lies between and — is below it and is above it. One random number gives member .
The two ranges are the same width — 1/851 each — yet one catches two of the generator's values and the other catches one. That is entirely an accident of where the finite grid of 3-d.p. decimals happens to fall.
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Step 6 — (c): turn the two counts into the conclusion the mark is for. Member can be produced in two ways out of the available random numbers, and member in only one, so The two members are not equally likely to be chosen, so the method does not give a random sample.
The mark scheme requires the answer to refer back to part (b) — a general remark like 'the method is biased' scores nothing here, because the two counts you just found ARE the evidence.
(b)(i) and . (b)(ii) only. (c) Member can be produced by two different random numbers but member by only one, so and are not equally likely to be chosen — the sample is therefore not random.
Part (c) is one mark for one sentence, but it must name the two specific member numbers from part (b) and say they are not equally likely. 'Not random because the method is flawed' is a restatement of the question, not an explanation.
Random digits and random decimals are not the only randomising devices examined — a fair dice or a set of fair coins is used just as often, to pick one person or one item from a handful. The test that decides whether any such device works is always the same one, and it is the definition of randomness, not a special rule:
every member of the population must end up with equal probability.
A device's outcomes are equally likely, so the only way to hand out equal probability is to split those outcomes into equal-sized groups, one group per member, using every outcome. Two consequences follow, and the exam tests both:
- if the number of outcomes divides exactly by the number of members, a single throw works — outcomes for people means outcomes each;
- if it doesn't divide exactly, the leftover outcomes must be rejected and re-thrown, never quietly absorbed into one member's group. Absorbing them is precisely what makes a method non-random.
Two coins are the trap: they give three results (, or heads) for three people, which looks like a perfect fit — but the three results are not equally likely in the first place.
An invented case where the outcomes don't divide evenly
One of four people , , , is to be chosen at random. Explain how a fair six-sided dice could be used to make the choice.
Show full working
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Step 1 — compare the number of outcomes with the number of people. The dice has equally likely outcomes and there are people. Since does not divide exactly by , no assignment of all six outcomes can give the four people equal shares.
Do this division first, every time: it decides immediately whether a single throw can work, and it is the only thing that separates this question from the version with three people.
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Step 2 — give each person one outcome, which is the largest equal share available.
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Step 3 — deal with the two leftover outcomes by rejecting them. If the dice shows or , make no choice and throw again, repeating until a score of to appears.
Rejection keeps every person on exactly one outcome out of the four that count, so each ends up with probability 1/4 — the re-throw costs time but costs nothing in fairness.
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Step 4 — check the probabilities really are equal. On each accepted throw the score is equally likely to be or , so each person has probability . Assigning and to and instead would have given those two probability against for and — not random.
Absorbing the spare outcomes is the tempting shortcut because it avoids re-throwing; it is also exactly the error the 'show this is not random' questions are built around.
Throw the dice: , , , ; if the score is or , ignore it and throw again. Each person then has probability .
A question that says 'using a SINGLE throw' is telling you the numbers do divide exactly — if your assignment needs a re-throw, you have misread either the number of outcomes or the number of members.
Showing a method is not random, by comparing probabilities
Emma needs to choose one person at random from three people, , and . She plans to throw two fair coins and note the number, , of heads. If is , she will choose . If is , she will choose . If is , she will choose . By considering probabilities, show that the choice made by this method is not random.
Show full working
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Step 1 — list the equally likely outcomes of the device itself, which are the four ordered results of two coins, not the three values of .
This is the whole question in one step: the three values of n are NOT the equally likely outcomes, and treating them as if they were is the misconception being tested.
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Step 2 — count how many of those four outcomes give each value of . comes only from ; comes from either or ; comes only from .
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Step 3 — turn the counts into probabilities.
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Step 4 — state the comparison the mark is for. but , so the three people are not equally likely to be chosen — indeed is twice as likely as either of the others. The choice is therefore not random.
The command 'by considering probabilities' is an instruction about the method of proof: one mark is for saying the probabilities are unequal, the other for the numerical values that show it, so both must appear.
, , , so has twice the chance of or of . The three probabilities are not equal, so the choice is not random.
Whenever a device's outcomes are combined (two coins into a count of heads, two dice into a total), the combined values are almost never equally likely — go back to the underlying equally likely outcomes and count them.
Your turn — randomising devices
- 19709/62 M/J 2025 Q1(a)1 mark
One of a group of three students is to be chosen at random. Explain how a single throw of a fair six-sided dice could be used to make the choice.
Stuck? Show hint
Six outcomes, three students — does 6 divide exactly by 3? If so, no re-throw is needed, and every outcome must be used.
Show solution
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outcomes shared between students gives outcomes each, with none left over — so a single throw is enough.
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Assign, for example, scores and to student , scores and to student , and scores and to student . Each student then has probability .
The mark scheme accepts any assignment, but insists it be unambiguous: if you describe it in words rather than by example you must say two different numbers per student AND that all six numbers are used.
AnswerE.g. –: choose student 1; –: choose student 2; –: choose student 3 — every outcome used, two per student, so each has probability .
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- 29709/63 M/J 2025 Q4(b)2 marks
Emma has to choose two people at random from three people , and . Describe how Emma could use a single throw of a fair six-sided dice to make this random choice.
Stuck? Show hint
How many different PAIRS can be chosen from three people? Count them first, then share the six outcomes out.
Show solution
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Identify what is being chosen. There are only three possible pairs: , and — equivalently, choosing a pair is the same as choosing which single person to reject.
Reframing 'choose two of three' as 'reject one of three' turns an unfamiliar question into the three-way choice of part (a); either framing scores, but you must commit to one and say which.
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Share the six outcomes equally between the three pairs, two each, using all six. E.g. or choose ; or choose ; or choose .
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Each pair then has probability , and only one throw is used.
More than one throw of the dice scores zero here — the question specifies a single throw, and since 3 divides 6 exactly, no rejection is needed.
AnswerThe three possible pairs are , , . E.g. or ; or ; or (equivalently, or reject , or reject , or reject ). Each pair has probability .
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- 39709/63 M/J 2023 Q2(b)1 mark
A club has members, numbered from to . Donash generates random digits, and his first are , from which he takes the first four members of his sample. To obtain the numbers for members after the 4th member, Donash starts with the second random digit, , and obtains the numbers and . Explain why this method will not produce a random sample.
Stuck? Show hint
He has not generated any new digits — he is re-reading the same twenty. What does that do to the numbers he gets out, and to the members who never appear in that string at all?
Show solution
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Re-reading the same twenty digits produces numbers that are not independent of the ones already used — and are built entirely from digits that have already determined the first four members.
Independence is half the definition of a random sample, and it is the half this method breaks: nothing new is being generated, so the later selections are fixed by the earlier ones.
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Equivalently: only a finite number of digits is ever used, so the members whose numbers cannot be read out of that particular string have no chance at all of being selected.
Either reason earns the single mark, but a bare 'not random' or 'biased' does not — the mark scheme requires the reason, not the verdict.
AnswerThe numbers obtained are not independent of the numbers already used (only a finite set of digits is being recycled), so members whose numbers do not appear in that string can never be chosen.
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Describing a method as "not random" without saying which group is excluded or over-represented, and why
Name the specific people left out (or the specific people more likely to be included) — that mechanism is the actual answer
A correct diagnosis names a cause; 'it's biased' restates the symptom without identifying it.
Assuming a large sample is automatically a good sample
Size and randomness are separate properties — a huge but non-random sample is still unrepresentative
A biased sampling method doesn't average itself out by collecting more data from the same skewed source.
Splitting a digit string into overlapping groups (e.g. reusing the last digit of one group as the first digit of the next) to manufacture more valid labels
Groups must be non-overlapping — read strictly left to right, using each digit exactly once
Overlapping groups make some member numbers reachable in more ways than others, which breaks the equal-chance requirement for randomness even though every individual group still looks like a fair 3-digit number.
Sharing a device's leftover outcomes out among some of the members — e.g. giving and on a dice to two of four people so that no throw is ever wasted
Leftover outcomes must be rejected and re-thrown; every member keeps exactly the same number of outcomes
Absorbing the spares doubles those members' chances, which is the same equal-probability failure as the two-coins method — and it is the error the 'show this is not random' questions are written to catch.
Your turn
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A council wants to find out residents' opinions on a new park. They stand outside the park itself on a Tuesday morning and interview the first people who pass. Give a reason why this is unsatisfactory.
Stuck? Show hint
Think about who is more or less likely to be near the park on a weekday morning.
Show solution
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People near the park (and free on a weekday morning) are more likely to already use or support it than a typical resident — the sample excludes residents who don't visit the park, or who work during that time.
AnswerBiased towards people already near/using the park at that specific time; excludes residents who don't visit, or aren't free then.
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Describe briefly how a company could choose a random sample of employees from its employees, each already listed in a staff database numbered to .
Stuck? Show hint
You already have the sampling frame — the numbered list. What's left is generating and applying random numbers.
Show solution
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Generate random numbers (e.g. three-digit numbers from to ), rejecting any outside this range and any repeats, until distinct valid numbers are obtained; select the employees with those numbers.
AnswerUse random numbers from 001 to 340 (rejecting out-of-range values and repeats) to select 20 distinct employee numbers from the existing list.
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- 39709/63 M/J 2022 Q3(a)1 mark
Batteries of type are known to have a mean life of hours. It is required to test whether a new type of battery, type , has a shorter mean life than type batteries. Give a reason for using a sample rather than the whole population in carrying out this test.
Stuck? Show hint
What actually happens to a battery while its lifetime is being measured?
Show solution
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Measuring how long a battery lasts means running it until it fails, so every battery tested is destroyed — testing the whole population would leave nothing to sell.
This is destructive testing, and it is the strongest of the three accepted reasons because it is specific to the context rather than generic.
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The generic reasons are also accepted here: the population of type batteries is too large, or testing all of them would be too costly or too time-consuming.
AnswerThe batteries are unusable after testing (destructive testing) — or the population is too big / too costly / too time-consuming to test in full.
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- 49709/62 F/M 2025 Q6(a)1 mark
Nikki is investigating the views of students at her school about the school sports facilities. She plans to give a survey to a sample of students. Nikki's friend says, "This survey is about sports facilities, so you should choose a sample of students from the school sports teams." State, with a reason, whether you agree with Nikki's friend.
Stuck? Show hint
The population Nikki cares about is all students at the school, not just the sporty ones. Who does the friend's sample leave out?
Show solution
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Answer the yes/no part explicitly first: no. The friend's method samples only students already in sports teams, so every student not in a team has no chance of being chosen.
A reason with no verdict, or a verdict with no reason, is not enough — the single mark needs both halves, and 'No' is the half candidates often leave out.
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Give the reason in terms of the views being measured. Students who play in teams are likely to have different views about the sports facilities from students who do not, so the sample is not representative of the school.
AnswerNo — the views of students in sports teams may differ from those of other students, so the sample is biased and not representative of all students at the school.
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- 59709/62 F/M 2024 Q1(b)1 mark
The lengths, cm, of a sample of insects of a certain type were summarised as , , . Part (a) gave the unbiased estimates and . State a necessary condition for the estimates found in part (a) to be reliable.
Stuck? Show hint
The arithmetic in part (a) is unarguable — so what is the assumption it silently rests on?
Show solution
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Nothing in the calculation itself can fail; what the estimates depend on is how the insects were obtained. They must be a random sample of the population.
This is the single idea this whole section exists to establish: every estimate and every confidence interval later in the topic assumes a random sample, and a non-random one makes the arithmetic meaningless rather than merely imprecise.
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Equivalent wordings that score: the values must have been randomly selected; the sample should be representative of the population; all values should have had an equal chance of being selected; the sample must be unbiased; the insect lengths must be independent of one another.
AnswerThe sample must be a random sample (equivalently: representative / unbiased / every value equally likely to be selected).
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- 69709/62 F/M 2022 Q1(b)1 mark
The lengths, in millimetres, of a random sample of rods made by a certain machine are . Part (a) gave the unbiased estimates mm and mm². Give a statistical reason why these estimates may not be reliable.
Stuck? Show hint
The question already tells you the sample was random, so randomness is not the issue here. What else about the sample is stated?
Show solution
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The question states the sample is random, so the previous exercise's answer is unavailable — the only remaining statistical objection is the sample size: is small.
These two 1-mark stems look identical and have opposite answers, so read the stem for the word 'random' before answering: if it is present, the answer is the sample size; if it is absent, the answer is randomness.
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and are not fixed numbers — they change with every sample — and a small sample makes the estimate jump around more, as §02 will show.
The mark scheme accepts 'small sample' on its own, but will NOT accept 'not representative' unless it is qualified — an unqualified representativeness claim is treated as the symptom, not a statistical reason.
AnswerThe sample is small (), so the estimates are subject to a large sampling variation.
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The rest of this note
Can you do all of these?
Random sampling needs every member an equal/independent chance — describe the concrete frame-label-random number procedure, not just the word 'random'
A randomising device is fair only if every member ends up with an equal number of outcomes — any outcomes left over must be rejected and re-thrown, never absorbed into one member's share
Var(X̄) = σ²/n — always divide the population variance by n before taking a square root for the standard error
Use the exact 'population normal ⟹ X̄ normal' result only when the population is actually stated to be normal; otherwise justify with the CLT and a large n
Divide by n − 1, never n, when finding an unbiased estimate of a population variance
'95% confidence' describes the long-run success rate of the method across repeated samples — not the probability that this one interval contains μ
A confidence interval for a mean says nothing about individual population values — check what quantity a question is actually asking about
A proportion's confidence interval uses the sample proportion p̂ inside its own standard error, never a claimed or hypothesised value of p
Interval width is twice the margin of error — halve a given width before equating it to z × standard error
z is always the two-tailed value: Φ(z) = ½(1 + c) for a confidence level c, so 93% gives Φ⁻¹(0.965) = 1.811, not Φ⁻¹(0.93) = 1.476
Going backwards from an interval to its confidence level, finish with α = 100(2Φ(z) − 1) — stopping at Φ(z) gives the one-tailed area, not the confidence level
When coding with y = x − a, add a back for the mean but never for the variance — a shift moves the centre and leaves the spread alone
To judge a claim, say whether the tested value lies inside the interval and hedge ('unlikely to be true') — quoting only an endpoint, or saying 'it lies outside', scores nothing
Explaining the CLT: 'the population is not normal' says why it was NEEDED; 'the sample is large' says why it is ALLOWED — read which one the question asks for