Hypothesis tests for binomial and PoissonEdexcel International A Level Further Maths: Revision notes
Section 1
Setting up a test for a binomial or Poisson parameter
To test a claim about a binomial proportion , the test statistic is the number of successes in a sample of size . Under , . To test a claim about a Poisson mean , the test statistic is the number of events in a fixed interval. Under , . Always scale a Poisson mean to the interval being observed. A rate of per hour becomes for a -hour period.
Leaving the Poisson mean as the hourly rate when the sample covers a longer period. Define for the interval observed.
Section 2
Binomial tests using tables or a calculator
Two equivalent methods are used. Critical region method: find the largest region in the relevant tail whose probability is at most the significance level, then see whether the observed value is in it. Probability method: find the probability of a result at least as extreme as the one observed and compare it with the significance level. Example: , at . and , so the critical region is . If seeds germinate, reject . Cumulative binomial tables usually stop at . For , let : then for , which also gives .
Use the direction of . For use a lower tail . For use an upper tail .
Using for . It is .
Section 3
Poisson tests
Example: calls arrive at a mean of per hour. In hours there are calls and we test whether the rate has increased, at . , , where is the mean number of calls in hours. Under , . , so reject . There is sufficient evidence that the mean rate of calls has increased.
Section 4
Two-tailed tests
For or , the significance level is shared between the tails. At , each tail has . Find the probability in the tail on the same side as the observed value and compare it with (not ). Alternatively double that probability and compare with .
Comparing a one-tail probability with in a two-tailed test. Compare it with .
Section 5
Normal approximation for large samples
For large , such as , use under , with a continuity correction. Example: , observed , . , so . This is greater than , so do not reject . For a critical region, solve an inequality such as and then take the largest integer that satisfies it. Check that and are both greater than .
Percentage points: for in one tail, for in one tail, for in one tail.
Section 6
Writing the conclusion
State whether is rejected, then explain in the language of the question. Say 'sufficient evidence' or 'insufficient evidence', and name the parameter, for example 'the proportion of seeds that germinate is less than '. Do not say the claim is proved or disproved.
That's the notes covered.
Carry on to the next subtopic.
Exam questions on Hypothesis tests for binomial and Poisson
- A seed company claims that of its seeds germinate. A gardener plants seeds and suspects that the true proportion is lower. Let be the probability that a seed germinates and the number of the seeds that germinate. She tests against at the significance level. A calculator may be used.Exactly of the gardener's seeds germinate. State the conclusion of the test in context.2 marks
- Emergency calls to a fire station arrive at random, with a mean of per hour. After a new housing estate opens, the controller thinks that the rate of calls has increased. In a randomly chosen -hour period there are calls. Let be the mean number of calls in a -hour period and let be the number of calls in a -hour period. The test is at the significance level. A calculator may be used.Complete the test and state the conclusion in context.2 marks
- A national survey reports that of Year 13 students study after 10 pm. A school believes that its own proportion is different. In a random sample of of its Year 13 students, say that they study after 10 pm. Let be the proportion of the school's Year 13 students who study after 10 pm and the number in the sample who do. The school tests against at the significance level, using a normal approximation to the binomial distribution. A calculator may be used.Assuming is true, use a normal approximation to find .3 marks
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).