Statistical modellingEdexcel International A Level Maths: Revision notes
Section 1
What a statistical model is
A mathematical model is a simplified description of a real situation that can be analysed using mathematics. In probability and statistics the model usually describes a situation using a random variable and a rule for its probabilities. For a fair six-sided die, for . A model cannot capture everything about reality. It works by making assumptions that simplify the situation.
Describing the model as 'correct' or 'wrong'. Models are more or less suitable, and always simplify.
Section 2
The modelling cycle
Modelling follows a cycle:
- Observe a real problem and decide what to find out.
- Devise a model, stating assumptions and simplifying.
- Use the model to make predictions (for example, expected frequencies).
- Compare the predictions with real data or the real situation.
- Refine the model if the comparison is poor, and repeat.
- Report the findings, with the limits of the model.
In an exam, name the step you are performing, such as 'compare the observed frequencies with the model'.
Section 3
Typical assumptions
Common modelling assumptions in probability are:
- outcomes are equally likely (a fair die, a fair coin, a random selection)
- trials are independent (one result does not affect the next)
- the probability is constant from trial to trial. For a spinner with five equal sectors, the model assumes that each sector is equally likely. For a bus that is late with probability on any day, the model assumes constant probability and independence between days.
Stating an outcome, such as 'it is late 3 times', as an assumption. Assumptions are about how the situation behaves.
Section 4
Using a model: expected and relative frequency
If an experiment is carried out times and the model gives probability to an outcome, the expected frequency is . The relative frequency is . Example: a spinner modelled by is spun 200 times. The expected frequency of a 3 is . If a 3 occurs 41 times, the relative frequency is , close to . With more trials, relative frequencies usually settle close to the model's probabilities, so large samples give better evidence.
Compare observed with expected by finding differences, then comment on whether they look small and unpatterned.
Section 5
Evaluating and refining a model
To judge a model, compare its predictions with data. Small, patternless differences are consistent with random variation, so the model is reasonable. Large or systematic differences suggest it is unsuitable, and you should say which assumption may fail (for example, days not independent). Always comment in the context of the question. Refinements include changing probabilities, dropping an assumption such as independence, or collecting more data. Advantages of models: cheap, quick, allow predictions and 'what if' tests. Limitations: they simplify, so predictions can be wrong if the assumptions are unrealistic.
Concluding that a model is proved correct because one data set fits it. Agreement gives support, not proof.
That's the notes covered.
Carry on to the next subtopic.
Exam questions on Statistical modelling
- A game designer models the result of a single spin of a spinner that has five sectors, numbered 1 to 5.In 200 spins a 3 occurs 41 times. Comment on whether this result supports the model.2 marks
- A bus company states that its 08:15 bus is late with probability 0.15 on any day. A commuter uses this statement as a model for the number of late buses over 20 weekdays.Find the number of late buses that the model predicts over the 20 days. In fact the bus was late on 9 of the 20 days. Comment on the suitability of the model.2 marks
- A teacher models the score on one roll of a die by for . A student rolls the die 60 times. The scores 1, 2, 3, 4, 5 and 6 occur 7, 12, 9, 11, 8 and 13 times respectively.(i) State the expected frequency of each score under the model. (ii) Find the relative frequency of the score 6 from the student's data.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).