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Hypothesis testing conceptsEdexcel International A Level Further Maths: Subtopic test

10 questions, 27 marks

Edexcel International A Level Further Maths

Hypothesis testing concepts

Total 27 marks

Name

Class

Date

  1. 1
    A coin is suspected of being biased towards heads. It is tossed 2020 times and XX is the number of heads. Let pp be the probability of heads on one toss.
    (a)
    Which pair of hypotheses should be used to test the suspicion?
    [1 mark]
    • AH0:p=0.5, H1:p≠0.5\mathrm{H}_0:p=0.5,\ \mathrm{H}_1:p\ne0.5
    • BH0:p>0.5, H1:p=0.5\mathrm{H}_0:p>0.5,\ \mathrm{H}_1:p=0.5
    • CH0:p=0.5, H1:p<0.5\mathrm{H}_0:p=0.5,\ \mathrm{H}_1:p<0.5
    • DH0:p=0.5, H1:p>0.5\mathrm{H}_0:p=0.5,\ \mathrm{H}_1:p>0.5
    (b)
    In this test, the random variable XX is called the
    [1 mark]
    • Acritical region
    • Bsignificance level
    • Ctest statistic
    • Dsampling frame
    (c)
    At the 5%5\% significance level, the critical region is X≥15X\ge15. Explain what is meant by the critical region, and state the conclusion if 1616 heads are observed.
    [2 marks]

    Total for question 1: 4 marks

  2. 2
    Before a timetable change, the number of late arrivals at an airport gate each day was modelled by a Poisson distribution with mean 44. After the change, the manager wants to test whether the mean number λ\lambda of late arrivals per day is different, using the number XX of late arrivals on a randomly chosen day.
    (a)
    Which pair of hypotheses should the manager use?
    [1 mark]
    • AH0:λ=4, H1:λ>4\mathrm{H}_0:\lambda=4,\ \mathrm{H}_1:\lambda>4
    • BH0:λ=4, H1:λ≠4\mathrm{H}_0:\lambda=4,\ \mathrm{H}_1:\lambda\ne4
    • CH0:λ≠4, H1:λ=4\mathrm{H}_0:\lambda\ne4,\ \mathrm{H}_1:\lambda=4
    • DH0:X=4, H1:X≠4\mathrm{H}_0:X=4,\ \mathrm{H}_1:X\ne4
    (b)
    The test is carried out at the 5%5\% significance level. This means that 5%5\% is
    [1 mark]
    • Athe probability that H0\mathrm{H}_0 is true
    • Bthe probability that H1\mathrm{H}_1 is true
    • Cthe probability of rejecting H0\mathrm{H}_0 when H0\mathrm{H}_0 is actually true
    • Dthe probability of not rejecting H0\mathrm{H}_0 when H1\mathrm{H}_1 is true
    (c)
    The manager says that the test is being used to refine the model. Explain how the test helps to refine the model.
    [2 marks]

    Total for question 2: 4 marks

  3. 3
    A teacher gives a pupil 2020 true/false questions to test whether the pupil is just guessing. Let XX be the number of questions answered correctly and pp the probability that the pupil answers a question correctly. The teacher tests H0:p=0.5\mathrm{H}_0:p=0.5 against H1:p≠0.5\mathrm{H}_1:p\ne0.5 at the 5%5\% significance level, with 2.5%2.5\% in each tail. A calculator may be used.
    (a)
    Find the critical region for the test.
    [3 marks]
    (b)
    Find the actual significance level of the test. The pupil answers 1414 questions correctly. State the conclusion in context.
    [4 marks]

    Total for question 3: 7 marks

  4. 4
    A weaver's cloth has faults occurring at random at a mean rate of 2.52.5 per 1010 m length. After servicing a machine, the supplier claims that the rate of faults has fallen. To test this, a 3030 m length of cloth is inspected and the number XX of faults is recorded. The test is at the 5%5\% significance level. A calculator may be used.
    (a)
    (i) Write down suitable hypotheses, defining the parameter used.
    (ii) Explain why the test is one-tailed.

    (iii) Find the critical region for the test.
    [6 marks]
    (b)
    Exactly 33 faults are found in the 3030 m length.
    (i) Use the critical region from the
    5%5\% test to state the conclusion in context.
    (ii) A colleague proposes a
    10%10\% significance level instead. Find the critical region for this test and state the conclusion.
    (iii) Comment on the two conclusions.
    [6 marks]

    Total for question 4: 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).