Mathematics 9709/62 — February/March 2025
Cambridge A-Level · Probability & Statistics 2 · worked solutions for every part, with the mark scheme
Topics Linear Combinations of Random Variables · Sampling and Estimation · Hypothesis Tests · The Poisson Distribution · Continuous Random Variables
The random variables and have the independent distributions and respectively.
Find .
Approach
Since and are independent normal random variables, their difference is also normal. Let . Find the mean and variance of , standardise the value , and then use the standard normal distribution table.
Working
Let . Because and are independent and normal, is normal.
So , and the standard deviation is .
Standardise:
From the standard normal table:
Answer
0.579
Walkthrough
We are given two independent normal random variables: and . The first number in each is the mean and the second is the variance. We need .
Because and are independent and normal, the linear combination is also normal. For a difference of two variables, the mean is the difference of the means, and the variance is the sum of the variances:
Thus , so its standard deviation is .
To find , standardise:
Then , which is to 3 significant figures.
Key Takeaways
- A linear combination of independent normal random variables is normal.
- For , the mean is .
- For independent variables, variances add: .
- To find a probability, standardise using and then use the standard normal table.
Common Mistakes
- Subtracting the variances instead of adding them. Even though we are subtracting , independence means the variances add.
- Using the variance as the standard deviation. The standard deviation is .
- Forgetting to standardise before using the normal table.
- Using the wrong tail: since the inequality is , we need the lower-tail probability .
- Rounding too early: keep and round to at the end.
Things to Be Careful About
- The variance of is , not .
- The standard deviation is , so the standardised value is .
- No continuity correction is needed because the normal distribution is continuous.
- The mark scheme allows standardisation with the student's own mean and variance values, but the final probability must be consistent with those values.
A researcher records the time, seconds, taken by adults to complete a questionnaire.
The results for a random sample of 60 adults who completed the questionnaire this year are summarised as follows.
Approach
Use the sample summaries to estimate the population mean with . For the variance, use the unbiased estimator
Working
Calculate the estimate of :
Now calculate the unbiased estimate of the variance:
First,
So
Answer
and , so the unbiased estimate of is as required.
hat(mu) = 61.3; s^2 = 14.44
Walkthrough
The question gives summary data from a random sample: , and .
We first estimate the population mean time by the sample mean:
For the variance, the sample variance with divisor is an unbiased estimator of the population variance. A convenient computational form is
Substitute , and .
The bracket simplifies as
Then
This matches the stated value, so the computation is consistent.
Key Takeaways
- An unbiased estimate of the population mean is the sample mean.
- To estimate population variance from a sample, use divisor .
- The identity is useful.
Common Mistakes
- Using instead of in the denominator.
- Arithmetic errors when dividing by .
- Treating as the population mean rather than an estimate.
Things to Be Careful About
- Keep enough decimal places while calculating; the final value should be exactly .
- Since the value is given in the question, the working must show the correct expression and clearly lead to that value.
In the past, the population mean time was 62.4 seconds.
Test at the 2% significance level whether the population mean time for this year is less than 62.4 seconds.
Approach
This is a one-tailed hypothesis test for a population mean, using a large sample so the sample mean is approximately normal. State the null and alternative hypotheses, standardise the sample mean, then compare with the 2% critical value.
Working
Let be the population mean time this year.
Use the test statistic
with , and :
The critical value for a 2% one-tailed test in the lower tail is
Compare:
Equivalently, the -value is , so the result is significant.
Reject .
Answer
There is sufficient evidence at the 2% significance level to suggest that the population mean time this year is less than 62.4 seconds, so the mean time has decreased.
Reject H0; there is sufficient evidence that the population mean time is less than 62.4 seconds.
Walkthrough
This is a hypothesis test about a population mean. The historical value is 62.4 seconds, and we want to know whether this year's mean is lower. Because the sample size is 60, we use the normal distribution for the sample mean.
Start by writing the hypotheses. Use the population mean and choose the alternative according to the claim:
The significance level is 2% and the alternative is one-sided (less than), so the critical region is the lower 2% tail of the standard normal distribution.
Use the sample mean and the unbiased variance estimate from part (a). The standard error of the sample mean is , so the test statistic is
Compare this with the critical value for a 2% one-tail test, . Since is further into the tail than , the result is significant.
Equivalently, the -value is , which is less than 0.02.
Thus we reject and conclude in context that there is sufficient evidence that the population mean time this year is less than 62.4 seconds.
Key Takeaways
- Always state hypotheses in terms of the population mean .
- For a one-tailed test, use the one-tailed critical value (here the 2% tail on the lower side).
- Standardise the sample mean using the sample variance divided by the sample size.
- Reject or do not reject based on whether the test statistic falls in the critical region, or equivalently whether the -value is less than the significance level.
Common Mistakes
- Using a two-tailed test and comparing with 2.326 instead of 2.054.
- Writing that the mean time has decreased as a definite statement; the correct conclusion is that there is evidence that it has decreased.
- Forgetting the in the standard error.
- Not giving the conclusion in context.
Things to Be Careful About
- The test statistic is negative here because the sample mean is below the hypothesised mean; compare it with the negative critical value.
- The variance used is the estimate from part (a), not a known population variance.
- No continuity correction is needed for this test.
- Use at least 3 significant figures when stating the test statistic.
State, with a reason, whether it was necessary to use the Central Limit Theorem in your answer to part (b).
Approach
State whether the Central Limit Theorem is needed and give the reason.
Working
Yes. The sample size is large, but the population distribution of times is unknown, and we do not know that the times are normally distributed. Therefore, to justify using a normal distribution for the sample mean in part (b), we need the Central Limit Theorem.
Answer
Yes, because the population distribution of times is unknown / not stated to be normal.
Yes, because the population distribution of times is unknown (not stated to be normal).
Walkthrough
Part (b) uses a normal distribution for the sample mean. This is valid if the population is normal or if the sample is large enough for the Central Limit Theorem to apply. Here the population distribution of times is unknown: we have no information that the times are normally distributed. Therefore, with , the CLT is necessary to justify the normal approximation for .
Key Takeaways
The Central Limit Theorem allows us to treat the sample mean as approximately normal for large samples, even when the population distribution is unknown. This is the basis of the hypothesis test in part (b).
Common Mistakes
- Answering 'No' because the sample is large; the large sample is exactly why the CLT is applicable.
- Giving only 'because n is large' without mentioning that the population distribution is unknown. A complete reason should connect the large sample with the unknown parent distribution.
Things to Be Careful About
- If the population had been known to be normal, the CLT would not have been necessary. Since no such assumption is made, it is necessary.
- The mark scheme requires both the answer 'Yes' and a valid reason such as the population distribution of times is unknown / not normal.
The random variable has the distribution .
Approach
Since , we use the complement rule:
Then calculate using the Poisson formula.
Working
For ,
With :
Therefore
Answer
0.191
Walkthrough
We want the probability that a Poisson random variable with mean 1.5 takes a value of 3 or more. Because the Poisson distribution has no upper limit, it is easier to calculate the complement: the probability that is 0, 1 or 2, and subtract this from 1.
For each value , the Poisson formula gives . Adding the three probabilities gives . The mark scheme awards the method mark for setting up this sum and the accuracy mark for the final numerical value.
Key Takeaways
This question tests the ability to use the Poisson probability formula and to choose the complement when calculating an upper-tail probability. It also shows the importance of including all terms from 0 up to the boundary value.
Common Mistakes
- Forgetting to include when calculating .
- Using instead of .
- Rounding intermediate values too early, which can change the final 3-significant-figure answer.
Things to Be Careful About
The mark scheme allows one end error, but an unsupported correct answer scores only B1 rather than full marks, so all working should be shown. Use and keep enough decimal places until the final subtraction.
Find the probability that the sum of three independent values of is between 3 and 5 inclusive.
Approach
The sum of independent Poisson random variables is also Poisson, with parameter equal to the sum of the parameters. Let . Then . We need , so we add , and .
Working
Since independently,
Using :
Answer
0.529
Walkthrough
The sum of independent Poisson random variables is again Poisson, with parameter equal to the sum of the individual parameters. Here we have three independent values of , each with parameter 1.5, so their sum has parameter .
Because the question asks for the probability that the sum is between 3 and 5 inclusive, we need . Each probability is found from the Poisson formula with . The method mark is awarded for setting up this sum, and the accuracy mark for evaluating it correctly.
Key Takeaways
This question combines the Poisson sum property with the calculation of a range probability. It is important to recognise when a sum of independent Poisson variables can be treated as a single Poisson variable.
Common Mistakes
- Using instead of for the sum.
- Forgetting that "between 3 and 5 inclusive" includes 3, 4 and 5.
- Omitting one of the three probabilities or using the wrong factorial in the denominator.
Things to Be Careful About
The mark scheme notes that an unsupported correct answer scores only B1 B1, so show the full summation. It also allows one end error, but the final answer must be correct to 3 significant figures.
The sum of a large number, , of values of is denoted by . Using a suitable approximation, it was found that , correct to 3 significant figures.
Find the value of .
Approach
Each value of has mean and variance . For independent values, , so for large we approximate by a normal distribution with mean and variance . Apply a continuity correction to the boundary , standardise, and use the given upper-tail probability to find the corresponding -value. Then solve the resulting equation for .
Working
Since is the sum of independent variables,
For large , use the normal approximation:
With continuity correction, becomes , so standardise using :
The upper-tail probability corresponds to
Therefore
Let . Then and , so
Solving the quadratic in :
Thus
Answer
n = 200
Walkthrough
We are told that is the sum of a large number of independent values of , where . Since the sum of independent Poisson variables is Poisson, . For large , the Poisson distribution can be approximated by a normal distribution with the same mean and variance, so .
The event is discrete. With the continuity correction, we treat it as , so the boundary used for standardising is . The given probability is the upper tail, so we find the corresponding -value from the inverse normal distribution: .
We then standardise using the mean and standard deviation , set the result equal to , and solve for . Substituting turns the equation into a quadratic in . The positive root gives , so .
Key Takeaways
This question tests the normal approximation to the Poisson distribution, the continuity correction, and the use of inverse normal values. It also requires forming and solving a quadratic equation in a transformed variable such as .
Common Mistakes
- Omitting the continuity correction and using 330 instead of 330.5.
- Using the variance as the standard deviation instead of .
- Forgetting to reject the negative root when solving the quadratic.
- Rounding the -value or intermediate values too early.
Things to Be Careful About
The mark scheme accepts the normal approximation even if the continuity correction is omitted for the method marks, but the final accuracy mark depends on using . Keep enough precision in and in the quadratic coefficients to obtain .
The diagram shows the graph of the probability density function, , of a random variable . The graph is a straight line from to , where and are positive constants. Elsewhere, .
Approach
Since is a probability density function, the total area under its graph must equal . The graph from to is a straight line, so the region beneath it is a trapezoid whose area can be computed directly.
Working
The trapezoid has parallel sides of length and (the heights at and ) and width . Its area is
Setting this equal to :
Answer
b = 1 - a
Walkthrough
A probability density function must satisfy , which geometrically means the total area under its graph equals . The graph in this question is a straight-line segment from to , so the region beneath it (between and ) is a trapezoid. The two parallel sides have lengths and , and the perpendicular distance between them is . Using the trapezoid area formula gives area . Equating this to immediately gives .
Key Takeaways
- The total area under any PDF equals .
- For a linear PDF, the enclosed region is a trapezoid whose area is the average of the two endpoint heights multiplied by the width.
Common Mistakes
- Forgetting that a PDF must integrate to and trying to use some other normalisation.
- Computing the area as a triangle (forgetting one of the parallel sides).
Things to Be Careful About
- The PDF is non-zero only on , so the "total area" is just the area of the trapezoid, not anything beyond .
Approach
Find the equation of the line in terms of (using from the previous part), then evaluate and solve the resulting equation for .
Working
The line passes through and , so its slope is
Hence
The expectation is
Integrating:
Substituting the limits:
Setting :
Answer
a = 0.2
Walkthrough
With established, the line joining to has gradient , giving the linear PDF . The expectation of a continuous random variable is , so we need to compute . Expanding gives , and integrating term-by-term yields . Substituting the limits and produces . Setting this equal to the given gives a simple linear equation in whose solution is .
Key Takeaways
- For a linear PDF, , which is the first moment of the density.
- The gradient of a line through two known points gives the linear function directly.
- After integration, expectations in such problems reduce to straightforward linear equations.
Common Mistakes
- Forgetting to multiply by inside the integral — computing instead of .
- Sign errors when computing the gradient (subtracting in the wrong order).
- Mis-substituting the upper limit; the cube of is , not .
Things to Be Careful About
- The mark scheme's B1 step allows this line equation to have been seen in part (a)(i) — keep the form consistent.
- Equate to exactly; if you prefer working in fractions.
A random variable has probability density function given by
Find the value of such that .
Approach
Express as a definite integral of the given PDF, evaluate it using the fact that is even, and solve the resulting trigonometric equation for .
Working
Setting this equal to :
Since (from the support of the PDF):
Answer
c = π/6
Walkthrough
For a continuous random variable, a probability is the integral of the PDF over the relevant interval. The PDF here is on , so . Because is an even function, we can write , or more directly . Setting and taking in (the only relevant range from the PDF's support) gives .
Key Takeaways
- A probability for a continuous random variable is the area under the PDF between two limits.
- is even, so integrals symmetric about can be written as twice the integral from .
- When inverting , choose the principal value within the support of the PDF.
Common Mistakes
- Forgetting the factor of in the PDF and solving instead.
- Choosing the wrong branch of the inverse sine, e.g. , which is outside the support of .
- Using degrees instead of radians (the PDF is defined in radians).
Things to Be Careful About
- The support of the PDF is , so the valid range for is .
Amir believes that 20% of the students at his college are left-handed. His friend believes that the true proportion, , is less than 20%. Amir plans to use the binomial distribution to test the null hypothesis, , against the alternative hypothesis, .
He decides to choose 35 students at random. If 3 or fewer of these students are left-handed, Amir will reject his belief.
Approach
Under , the number of left-handed students in the sample is . Amir rejects when . The significance level is the probability of rejecting when is true:
Working
Using the binomial distribution with and :
The four terms are the probabilities that exactly 0, 1, 2 and 3 students are left-handed.
Answer
The significance level is , or 6.05%.
0.0605 (6.05%)
Walkthrough
Under the null hypothesis , the number of left-handed students among the 35 chosen has a binomial distribution . Amir's decision rule is to reject if . The significance level of the test is the probability of rejecting when is actually true, so we need using . This is the sum of the probabilities of exactly 0, 1, 2 and 3 left-handed students. Each term has the form . Adding the four calculated probabilities gives , so the test has significance level 6.05%.
Key Takeaways
A significance level is the probability of rejecting a true null hypothesis. For a binomial test with rejection region , it is the lower-tail binomial probability under . The calculation requires summing all probabilities in the rejection region.
Common Mistakes
- Omitting the term and starting from ; the rejection region is , so must be included.
- Using or the complement tail instead of .
- Giving an unsupported answer of 6.05% without showing the binomial calculation; the method mark may not be awarded.
- Rounding each term to too few decimal places before adding, which can change the final answer.
Things to Be Careful About
The significance level must be calculated under , not under the sample result. The final value corresponds to 6.05%. The mark scheme accepts 6.05%, 6.1% or 6%, and also accepts values in the range 6.05% to 14.3% if a different valid method is used, but the standard binomial calculation gives 0.0605.
Approach
A Type I error occurs when is rejected even though it is true. Under Amir's decision rule, this probability is exactly the significance level found in part (a).
Working
From part (a), under :
This is the same as the significance level because the rejection region is .
Answer
The probability of a Type I error is .
0.0605
Walkthrough
A Type I error is rejecting a true null hypothesis. Amir's decision rule rejects when . Since part (a) computed under the assumption that is true, that probability is literally the probability of a Type I error. Therefore no new binomial calculation is needed; it is exactly the significance level 0.0605.
Key Takeaways
The probability of a Type I error and the significance level are the same quantity. It is the probability of falling in the critical/rejection region under the null hypothesis.
Common Mistakes
- Adding a probability of 0.2 again or using 3/35.
- Not realising the result follows directly from part (a).
- Confusing a Type I error with a Type II error.
Things to Be Careful About
If the answer in part (a) were different under an accepted follow-through method, use that value. The value must be given to 3 significant figures.
It is now given that the true value of is 0.05.
Find the probability of a Type II error.
Approach
A Type II error occurs when is not rejected even though is true. Now the true proportion is , so . Since Amir rejects when , failing to reject means . Therefore:
Working
Under :
Therefore:
Answer
The probability of a Type II error is .
0.0958
Walkthrough
Now we use the true value , so has distribution . A Type II error occurs when the null hypothesis is false but Amir fails to reject it. Amir rejects when , so failing to reject means . We first compute by adding the probabilities of exactly 0, 1, 2 and 3 left-handed students, using . The sum is . The probability of the complementary event, , is .
Key Takeaways
The probability of a Type II error is calculated under the true alternative proportion, not under the null hypothesis. It is the probability that the sample result falls outside the rejection region when is true. Here the rejection region is , so the fail-to-reject region is .
Common Mistakes
- Using again; a Type II error must be calculated under the true value .
- Computing and giving 0.9042 directly instead of taking the complement .
- Forgetting to include all terms to .
- Giving an unsupported final answer of 0.0958; the working method should be shown to earn the method mark.
Things to Be Careful About
The mark scheme awards a mark for using , a method mark for the correct cumulative sum and complement, and the final accuracy mark for . Depending on rounding, 0.0957 is also accepted. Give the final probability to 3 significant figures.
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."
Approach
Assess whether choosing students only from sports teams gives a representative sample of all students at the school.
Working
Students who are in sports teams are likely to have a different view of the sports facilities than students who do not take part in school sport. Sampling only from sports teams would therefore be biased and not representative of the whole school.
Answer
No, because the sample would be biased and not representative of all students.
No, because the sample would be biased and not representative of all students
Walkthrough
Nikki's friend suggests choosing a sample only from students in school sports teams. A good sample must be representative of the whole population of students. Students who are in sports teams are likely to have different opinions about the sports facilities than students who are not in sports teams. Therefore the sample would be biased and not representative.
Key Takeaways
- A sample must be representative of the population.
- Choosing a subgroup can introduce bias.
- A reason must be given, not just a yes/no answer.
Common Mistakes
- Saying 'yes' because sports teams are relevant.
- Giving a reason that does not mention bias or representativeness.
- Not stating 'no' explicitly.
Things to Be Careful About
- The mark scheme allows 'No' with any sensible reason, including 'biased', 'not random', or 'not representative'.
- The question asks for a reason, so a bare 'No' may not earn the mark.
Nikki chooses an appropriate random sample of 60 students. She finds that 45 of these students think that the sports facilities are good.
Calculate an approximate 95% confidence interval for the proportion of students who think that the sports facilities are good.
Approach
Use the normal approximation for a confidence interval for a population proportion, , with for a 95% confidence level.
Working
The sample proportion is
The standard error is
The margin of error is
So the confidence interval is
Answer
0.640 to 0.860 (or 0.64 to 0.86)
Walkthrough
We are given a sample of 60 students and 45 of them think the facilities are good. The sample proportion is . For a 95% confidence interval we use . The standard error of the proportion is . After calculating the standard error, we multiply by to get the margin of error and then add and subtract it from to obtain the interval.
Key Takeaways
- The confidence interval for a proportion is .
- For a 95% confidence level, .
- The interval must be given as a range, not a single value.
Common Mistakes
- Using but forgetting .
- Using the wrong -value, such as 1.645 or 2.576.
- Not rounding to 3 significant figures.
- Giving only one endpoint instead of the full interval.
Things to Be Careful About
- The mark scheme awards the first mark for the formula, the second for , and the third for the correct interval.
- The correct interval is to (3 sf).
- Write the answer as an interval, not as a single number.
For a different investigation, Nikki uses another large random sample to calculate a 99% confidence interval and an % confidence interval.
The width of the 99% confidence interval is double the width of the % confidence interval.
Calculate the value of .
Approach
For a confidence interval, the width is proportional to the -value. Find the -value for a 99% interval, halve it for the interval, then convert that -value back to the central probability.
Working
For a 99% confidence interval, the upper tail probability is , so
Since the width of the 99% interval is double the width of the interval,
Now
The central probability for the interval is
Therefore
So (or ).
Answer
x = 80.2% (or 80%)
Walkthrough
The width of a confidence interval is proportional to the -value because the margin of error is standard error. For a 99% confidence interval, the upper tail probability is , so . Since the 99% interval is twice as wide as the interval, the -value for the interval is half of , which is . Then . The central probability for a confidence level is , so it is . Multiplying by 100 gives , so .
Key Takeaways
- Width is proportional to the -value, not to the confidence level directly.
- To find the -value for a confidence level, use the inverse normal function.
- To convert a -value back to a confidence level, use .
Common Mistakes
- Using instead of .
- Not halving the -value.
- Forgetting to convert the central probability to a percentage.
- Using for a 99% confidence level.
Things to Be Careful About
- The mark scheme allows as a possible starting point.
- The final value can be to or .
- The answer must be expressed as a percentage.
