Quick Revision
The whole mid-term portion compressed to what you can read the night before — one block per unit, then the seven exam shapes, then the traps.
Read the seven exam shapes table below, then the traps at the bottom. Everything else on this page is context for those two sections.
If you have an hour, add the six formulas at the top of the Formula Sheet and one practice problem per slot.
The seven exam shapes
| Slot | Recognise it by | Do this | Marks |
|---|---|---|---|
| Q1 (a) | "a random sample of n … will yield a sample mean between A and B" | σx̄ = σ/√n → standardise both ends → the interval is symmetric, so double A(z) | 2 |
| Q1 (b) | "on average λ per [interval]" | Poisson. "none" → e^(−λ). "at least one" → 1 − e^(−λ) | 4 |
| Q2 (b) | "follows a normal distribution with mean … and SD …", no n | z = (x − μ)/σ. Part 1 spans the mean → add. Part 2 is a right tail → 0.5 − A(z) | 5 |
| Q3 (a) | A table of mean / median / mode / SD / skewness / kurtosis for two channels | Three paragraphs: shape from the three averages → consistency from SD + kurtosis → strategies tied to statistics | 5 |
| Q3 (b) | "how large a sample must … to be X% confident … within E" | Mean → n = (zσ/E)². Proportion → n = z²pq/E², p = 0.5 if unknown. Round up. | 5 |
| Q5 (a) | A classifier with a base rate and two accuracy rates, then "what is the probability it actually is…" | Define events → total probability → Bayes → one managerial insight sentence | 5 |
| Q5 (b) | "1. What is the standard error of the mean? 2. What is the probability that…" | Same as Q1 (a), but state σ/√n as its own numbered answer first | 5 |
31 marks. Both versions of each, worked in full →
Unit 1 — Descriptive Statistics I
Statistics is the science of learning from data. Descriptive summarises what you have; inferential generalises from a sample to a population. A descriptive value for a population is a parameter; for a sample it is a statistic.
Quantitative splits into discrete (countable) and continuous (measured). Qualitative splits into nominal (unordered categories) and rank (ordered 1…n). Qualitative gets a bar graph with gaps; quantitative gets a histogram with touching bars.
Frequency f · relative f/n (sums to 1.00) · percent (f/n)×100 (sums to 100). Pie slice angle = relative frequency × 360°.
Ungrouped: μ = Σx/N, x̄ = Σx/n. Grouped: Σfx / Σf, with x the class midpoint. An inclusive series need not be converted for the mean — but must be for median and mode.
Full notes: Unit 1 →
Unit 2 — Descriptive Statistics II
Divide by N for a population, n − 1 for a sample. It has nothing to do with how big the dataset is — only with whether it is everything you care about. Dividing by n − 1 makes s² an unbiased estimator of σ².
CV = (σ/x̄) × 100%. Use it whenever you must compare consistency across things with different means. Same mean? Comparing raw SDs is enough.
Mean < Median ≤ Mode → negative skew, long left tail of low values. In a satisfaction survey that is good news: most people are happy, a few are not. Mean > Median ≥ Mode → positive skew, long right tail.
K > 3 leptokurtic, tall and narrow → consistent. K < 3 platykurtic, flat and wide → inconsistent. K = 3 mesokurtic, the normal curve. Low SD + high kurtosis is the signature of a reliable service channel.
Chebyshev holds for any distribution: at least 75% inside μ ± 2σ, at least 89% inside μ ± 3σ. The empirical rule needs normality and buys precision: 68% / 95% / 99% at 1, 2 and 3σ.
Full notes: Unit 2 →
Unit 3 — Theories of Probability
Classical (equally likely outcomes, 1/n each) · relative frequency (from data: count ÷ total) · subjective (judgement).
A priori — before new information. Posterior — revised after it (what Bayes gives you). Marginal — unconditional, a single event. Joint — two events together.
"or" → addition: P(A∪B) = P(A) + P(B) − P(A∩B). "and" → multiplication: P(A∩B) = P(B)·P(A|B), or P(A)·P(B) if independent. Mutually exclusive ≠ independent — they are opposites.
Always 1 − P(none) = 1 − (1−p₁)(1−p₂)…(1−pₙ). Never add the individual probabilities.
Define events → list priors and conditionals → total probability P(A) → one branch ÷ P(A) → managerial insight. Watch the wording: "correctly classifies 90% of Low as Low" means the false-positive rate is 1 − 0.90; "incorrectly flags 20%" is the rate already.
Full notes: Unit 3 →
Unit 4 — Probability Distributions
Fixed n trials, two outcomes, constant p → binomial. An average rate per interval, no n → Poisson. A continuous measurement with μ and σ → normal. A binomial with large n → normal with the continuity correction.
P(X = r) = ⁿCr pʳ qⁿ⁻ʳ. Mean np, variance npq, SD √(npq). Define "success" in words before touching the formula.
P(X = x) = e^(−λ)λˣ/x!. Mean and variance both equal λ; SD = √λ. P(X = 0) = e^(−λ). P(X ≥ 1) = 1 − e^(−λ). Rescale λ to the interval the question asks about.
z = (x − μ)/σ. Bell shaped, symmetric, mean = median = mode, total area 1. Draw the curve, shade the region, then decide: one z negative and one positive → add; same sign → subtract.
Valid when np ≥ 5 and nq ≥ 5. Set μ = np, σ = √(npq), then apply the continuity correction: a single value k becomes k ± 0.5; an interval widens outward by 0.5 at each end.
Full notes: Unit 4 →
Unit 5 — Sampling Theory I
We want the parameter, but the population is too large to measure, so we estimate it with a statistic computed from a sample.
The probability distribution of the means of all possible samples of a given size from a population. Since x̄ varies from sample to sample, it is itself a random variable — with its own mean (μx̄ = μ) and its own SD (the standard error).
(1) μx̄ = μ always. (2) As n grows, the sampling distribution of x̄ approaches normality regardless of the population's shape. (3) Threshold n ≥ 30. This is what lets you put a z on a sample mean without knowing anything about the population.
σx̄ = σ/√n. It is the SD of the sampling distribution, not of the data. If the question is about a sample mean, this — not σ — goes in the denominator of z. That single confusion is the most expensive mistake available in this portion.
Multiply by √[(N−n)/(N−1)] when the sampling fraction n/N ≥ 0.05. If a question hands you N at all, use it and say why.
Full notes: Unit 5 →
Unit 6 — Sampling Theory II
μp̂ = p, and σp̂ = √(pq/n). Check np ≥ 5 and nq ≥ 5 before using the normal approximation — write the check down, it is a free method mark. Then z = (p̂ − p)/σp̂.
Error ∝ 1/√n. Quadruple n to halve the error; multiply n by 100 to cut it by ten. Past a point the extra precision is not worth the cost — which is why a national poll uses a few thousand people.
Precision = how close the estimate is (small E). Confidence = how sure you are it holds (large z). Raising one narrows the other, so a trade-off is unavoidable. A 99% interval is wider — more certain, less useful.
Mean: n = (zσ/E)². Proportion: n = z²pq/E², with p = 0.5 when unknown (maximum variability, hence the safest n). Always round up. The three drivers are σ, E and z — not the population size.
Full notes: Unit 6 →
The traps — read these last
- Dividing by σ instead of σ/√n when the question is about a sample mean. Worth 7 marks in both papers.
- Using 1.96 for 99% confidence. It is 2.576. The Final's Q3 (b) turns on this.
- Rounding sample size down. 600.25 → 601, never 600. n is a minimum.
- Adding probabilities for "at least one". Use 1 − P(none).
- Misreading the false-positive rate in a Bayes question. "Correctly classifies 90% of Low as Low" → subtract. "Incorrectly flags 20%" → do not.
- Forgetting the continuity correction in a normal approximation. P(X = k) becomes 0 without it.
- Not rescaling λ when the Poisson rate is per hour but the question asks about 30 minutes.
- Adding when you should subtract on the z table. Signs decide: one negative and one positive → add; same sign → subtract. Draw the curve first.
- Reading "negative skew" as bad news. In a satisfaction survey it means most customers are happy.
- Stopping at the number in Q3 (a) or Q5 (a). Both explicitly ask for a business implication. That sentence carries marks on its own.
- z table. Your class's table gives the area from 0 to z (max 0.4998). The official keys use the cumulative table (max 1.0000). Φ(z) = 0.5 + A(z). Pick one and stay in it. Both, side by side →
- Kurtosis. Your papers compare K against 3. Excel's
KURT()reports excess kurtosis and compares against 0. Use 3.
- Q1 (a) first — two marks, three lines, thirty seconds. Bank it.
- Q1 (b) — Poisson, two more lines.
- Then choose your four. Q3 and Q5 are the two questions with the most Units 1–6 content — Q3 (a) + Q3 (b) and Q5 (a) + Q5 (b) are each worth 10 marks and each has both halves inside the portion.
- Q2 (b) is in scope but Q2 (a) is not, so Q2 is only half-answerable from this portion.
- In every numerical answer: name the distribution, write the formula, draw the curve, box the number, say what it means.