Further Statistics 1: Type I and Type II errorsAQA A-Level Further Maths: Topic test
20 questions, 54 marks
AQA A-Level Further Maths
Further Statistics 1: Type I and Type II errors topic test
Total 54 marks
Name
Class
Date
- 1A coach company states that the probability that one of its coaches arrives late is . An inspector checks a random sample of 20 coaches and records the number, , that arrive late. She tests against and rejects if .(a)Which statement describes a Type I error in this context?[1 mark]
- AThe inspector concludes that the probability of a coach being late is when it is in fact greater than .
- BThe inspector concludes that the probability of a coach being late is less than when it is in fact .
- CThe inspector concludes that the probability of a coach being late is greater than when it is in fact .
- DThe inspector counts or more late coaches when fewer than were late.
(b)Find the probability that the inspector makes a Type I error.[1 mark]- A
- B
- C
- D
(c)In fact the probability that a coach is late is . Find the probability that the inspector makes a Type II error.[2 marks]Total for question 1: 4 marks
- 2The number of meteors visible per hour on a clear August night is modelled by . An astronomer claims that . A sceptic observes for one hour and tests against . She rejects if .(a)Which statement describes a Type II error in this context?[1 mark]
- AThe sceptic sees or more meteors, so rejects , when the true rate is per hour.
- BThe sceptic sees or more meteors, so rejects , when the true rate is greater than per hour.
- CThe sceptic sees or fewer meteors, so does not reject , when the true rate is per hour.
- DThe sceptic sees or fewer meteors, so does not reject , when the true rate is greater than per hour.
(b)In fact . What is the probability that the sceptic makes a Type II error?[1 mark]- A
- B
- C
- D
(c)Calculate the probability that the sceptic makes a Type I error.[2 marks]Total for question 2: 4 marks
- 3The daily output of a solar panel, in kWh, is normally distributed with standard deviation kWh. The supplier claims that the mean daily output is kWh. A customer takes a random sample of 16 days and tests against . She rejects if the sample mean .(a)Find the probability that the customer makes a Type I error.[3 marks](b)The true mean daily output is kWh. Find the probability of a Type II error and the power of the test.[4 marks]
Total for question 3: 7 marks
- 4A school council states that of students support a longer lunch break. A journalist asks a random sample of 12 students and records the number, , who support it. She carries out a two-tailed test of against at the significance level, using the largest critical region in each tail that has probability at most .(a)Find the critical region for the test and state the actual probability of a Type I error.[6 marks](b)In fact of the students support a longer lunch break. Find the power of the test. Comment on the power and suggest how it could be increased.[6 marks]
Total for question 4: 12 marks
- 5A pharmacist states that the probability that a patient taking a certain drug suffers a side effect is . In a trial, 40 randomly chosen patients take the drug and the number, , who suffer a side effect is recorded. A regulator tests against and rejects if .(a)Which statement about the probability of a Type I error in this test is correct?[1 mark]
- AIt is calculated using , which is .
- BIt is calculated using , which is .
- CIt is exactly , because that is the value of in .
- DIt cannot be found without knowing the true value of .
(b)The regulator changes the critical region to . How does this affect the probabilities of the two types of error, when the true value of is greater than ?[1 mark]- AThe probabilities of both types of error increase.
- BThe probabilities of both types of error decrease.
- CThe probability of a Type I error decreases and the probability of a Type II error increases.
- DThe probability of a Type I error increases and the probability of a Type II error decreases.
(c)Calculate the probability of a Type I error when the critical region is .[2 marks]Total for question 5: 4 marks
- 6The number of bees entering a hive in one minute is modelled by . A beekeeper states that in summer. A researcher believes the rate is lower after pesticide was used nearby. She counts the bees entering in one minute and tests against , rejecting if .(a)Find the probability that the researcher makes a Type I error.[1 mark]
- A
- B
- C
- D
(b)In fact . Find the probability that the researcher makes a Type II error.[1 mark]- A
- B
- C
- D
(c)The power of the test when is . Explain what this value means in context.[2 marks]Total for question 6: 4 marks
- 7The time taken to complete a laboratory assay is normally distributed with standard deviation minutes. A technician claims that the mean time is minutes. A manager takes a random sample of 25 assays and tests against . She rejects if the sample mean or .(a)Find the probability that the manager makes a Type I error.[3 marks](b)The true mean time is minutes. Find the probability of a Type II error and the power of the test.[4 marks]
Total for question 7: 7 marks
- 8Two separate tests are described. Test 1: The number of power cuts per month in a town is modelled by . The council states that . After an upgrade, an engineer observes one month and tests against at the significance level, using the largest critical region with probability at most . Test 2: The distance an electric scooter travels on a full charge, in km, is normally distributed with standard deviation km. The manufacturer claims that the mean distance is km. A consumer group tests against using the mean of a random sample of 36 scooters. It rejects if , where is chosen so that the probability of a Type I error is .(a)For Test 1, find the critical region and the actual probability of a Type I error. Then find the probability of a Type II error when in fact .[6 marks](b)For Test 2, find the value of . Hence find the power of the test when the true mean distance is km.[6 marks]
Total for question 8: 12 marks
End of questions
Written by the Exaim team, led by Shaun Daswani (Head of Upper Secondary, Improve ME Institute; MSc Financial Mathematics, Imperial College London; BSc, UCL) and Jason Daswani (operational lead, Improve ME Institute; LSE).