11 — 19 PROGRESSION Edexcel AS and A level Mathematics Statistics and Mechanics Year 1/AS OB vo ee11 — 19 PROGRESSION endorser edexcel ## Edexcel AS and A level Mathematics Statistics and Mechanics Year 1/AS Tees ets e Sort Caen OB vo eeContents @ contents Overarching themes Extra online content. STATISTICS. 1 1 12 13 14 15 2a 22 23 24 25 3a 32 33 34 35 41 42 5.1 52 Data collection Populations and samples Sampling Non-random sampling Types of data The large data set Mixed exercise 1 Measures of location and spread Measures of central tendency Other measures of location Measures of spread Variance and standard deviation Coding Mixed exercise 2 Representations of data Outliers Box plots Cumulative frequency Histograms Comparing data Mixed exercise 3 Correlation Correlation Linear regression Mixed exercise 4 Probability Calculating probabilities Venn diagrams 40 4 43 46 48 53 54 59 63 66 69 70 72 53 54 61 62 63 Ta 72 73 Th Mutually exclusive and independent events Tree diagrams Mixed exercise 5 Statistical distributions Probability distributions The binomial distribution Cumulative probabilities Mixed exercise 6 Hypothesis testing Hypothesis testing Finding critical values One-tailed tests Two-tailed tests Mixed exercise 7 Review exercise 1 MECHANICS 8 Modelling in mechanics 8.1 Constructing a model 82 Modelling assumptions 83 Quantities and units 8.4 Working with vectors Mixed exercise 8 9 Constant acceleration 9.1 Displacement-time graphs 9.2 Velocity-time graphs 9.3 Constant acceleration formulae 1 9.4 Constant acceleration formulae 2 9.5 Vertical motion under gravity Mixed exercise 9 5 78 83 84 88 o1 94 98 101 105 107 109 113 118 119 120 122 125 128 130 131 133 137 az 146 15210 10.1 10.2 10.3 10.4 10.5 10.6 1 1a 112 11.3 Forces and motion Force diagrams Forces as vectors: Forces and acceleration Motion in 2 dimensions Connected particles Pulleys Mixed exercise 10 Variable acceleration Functions of time Using differentiation Maxima and minima problems 156 157 160 162 166 169 173 17 181 182 185 186 11.4 Using integration 11,5 Constant acceleration formulae Mixed exercise 11 Review exercise 2 Exam-style practice: Paper 2 Appendix Answers Index Contents 188 191 193 197 201 204 209 231 iiiOverarching themes e Overarching themes The following three overarching themes have been fully integrated throughout the Pearson Edexcel AS and A level Mathematics series, so they can be applied alongside your learning and practice. 1. Mathematical argument, language and proof + Rigorous and consistent approach throughout + Notation boxes explain key mathematical language and symbols + Dedicated sections on mathematical proof explain key principles and strategies + Opportunities to critique arguments and justify methods 2, Mathematical problem solving ‘The Mathematical Problem-solving cycle + Hundreds of problem-solving questions, fully integrated - specify the problem 1 into the main exercises + Problem-solving boxes provide tips and strategies interpret results dina tewestin * Structured and unstructured questions to build confidence + Challenge boxes provide extra stretch L nT J represent information 3. Mathematical modelling * Dedicated modelling sections in relevant topics provide plenty of practice where you need it + Examples and exercises include qualitative questions that allow you to interpret answers in the context of the model * Dedicated chapter in Statistics & Mechanics Year 1/AS explains the principles of modelling in mechanics Finding your way around the book ‘Access an online digital edition using the code at the 8 Modelling in front of the book. mechanics Each chapter starts with a list of objectives The real world applications of the maths you are about to lear are highlighted at the start of the chapter with links to relevant questions in the chapter The Prior knowledge check helps make sure you are ready to start the chapterOverarching themes Exercise questions are = carefully graded so they increase in difficulty and gradually bring you up to exam standard Exercises are packed with exam-style questions to ensure you are ready for the exams Problem-solving boxes provide hints, tips and strategies, and Watch out boxes highlight areas where students often lose marks in their exams Exam-style questions are flagged with ©) Each chapterends Challenge boxes _—_Each section begins Step-by-step ene with a Mixed exercise give you a chance to with explanation worked examples ‘questions are flagged Summary of tacklesomemore and key learning focus on the key with © key points difficult questions points types of questions you'll need to tackle Every few chapters a Review exercise helps you consolidate your learning with lots of exam-style questions Exam-style practice Mathematics AS Level Paper 2: Statistics and Mechanics Se acronis te A full AS level practice paper at the back of the book helps you prepare for the real thingExtra online content e Extra online content Whenever you see an Online box, it means that there is extra online content available to support you. SolutionBank SolutionBank provides a full worked solution for every question in the book. CLD cetveriesscurensae SE available in SolutionBank. Download all the solutions ——————- {aS a PDF or quickly find the solution you need online all the extra online content for free at: www.pearsonschools.co.uk/sm1maths You can also access the extra online content by scanning this QR viExtra online content Use of technology problems and consolidate your understanding. _graphically using technology. Use pre-made GeoGebra activities or Casio resources for a graphic calculator. GeeGebra GeoGebra-powered interactives gio Interact with the maths you are Explore the maths you are learning learning using GeoGebra's easy-to- and gain confidence in using a use tools graphic calculator Calculator tutorials Se ee eee eee Our helpful video tutorials will guide you through how to use to_access the function press: your calculator in the exams. They cover both Casio's scientific de Gav) @) Gar) @ and colour graphic calculators. GEEDD Work out each coefficient 8 Step-by-step guide with audio eT 5 instructions on exactly which pe reo a a buttons to press and what should upctions on Your calculator, appear on your calculator’s screenPublished by Pearson Education Limited, 8 Strand, London WC2R ORL. wna pearsonschoolsandfecalleges.co.uk Copies of oficial specifications for all Pearson qualifications may be found onthe website: ‘qualifications pearson.com “Text © Pearson Education Limited 2017 Edited by TeehSet Lid, Gateshead Typeset by Tech Set Lid, Gateshead Original illustrations © Pearson Education Limited 2017 over illustration Marcust@eka-arsts ‘The rights of Greg Atwood, an Bettson, Alan Clgg, il Oye, Jane Dye, Keith Gallick Susan Hooker Michael jennings, Jean Littlewood, Bronwen Moran, james Nicholson, Su Nicholson, Laurence Pateman,Kelth Pledger and Harry Smith tobe Identified as authors of this work have ‘been asserted by them in accordance with the Copyright Designs and Patents Act 1988, First published 2017 20191817 10987654321 British Library Cataloguing in Publication Data {catalogue record for this book s avaiable From the British Library (SON 978 1 292232539 Copyright notice All ight reserved. 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How much TV do you watch? O0-1hours 01-2 hours (3-4 hours Give two criticisms of the question and write an improved n. + GCSE Mathematics Rebecca records the shoe size, x, of the female students in her year. The results are given in the table. an | Number of ' students, the number of female students who f take shoe size 37 35 3 the shoe size taken by the smallest 36 17 starsat number of female students = a weather data from specific, the shoe size taken by the greatest dette Gis oa number of female students example of sampling. the total number of female students | 39 12 + Section 1.5 in the year. + GCSE Mathematics Meteorologists collect and analyse weather data to help them predict weather 38 34Chapter 1 @ Populations and samples © In statistics, a population is the whole set of items that are of interest. For example, the population could be the items manufactured by a factory or all the people in a town Information can be obtained from a population. This is known as raw data. ™ A census observes or measures every member of a population. ™ Asample is a selection of observations taken from a subset of the population which is used to find out information about the population as a whole. There are a number of advantages and disadvantages of both a census and a sample. ‘Advantages Disadvantages Itshould give a completely accurate result [+ Time consuming and expensive + Cannot be used when the testing process destroys the item + Hard to process large quantity of data Sample [+ Less time consuming and expensive than |+ The data may not be as accurate Census acensus + The sample may not be large enough + Fewer people have to respond to give information about small sub- + Less data to process than ina census ‘groups of the population The size of the sample can affect the validity of any conclusions drawn. + The size of the sample depends on the required accuracy and available resources. + Generally, the larger the sample, the more accurate it is, but you will need greater resources. + If the population is very varied, you need a larger sample than if the population were uniform. + Different samples can lead to different conclusions due to the natural variation in a population. ™ Individual units of a population are known as sampling units. = Often sampling units of a population are individually named or numbered to form a list called a sampling frame. A supermarket wants to test a delivery of avocados for ripeness by cutting them in half. a Suggest a reason why the supermarket should not test all the avocados in the delivery. The supermarket tests a sample of 5 avocados and finds that 4 of them are ripe. They estimate that 80% of the avocados in the delivery are ripe. b Suggest one way that the supermarket could improve their estimate. a Testing all the avocados would mean that there were none left to sell b They could take a larger sample, for example 10 avocados. This would give a better estimate of the overall proportion of ripe avocados.Data collection 1 A school uses a census to investigate the dietary requirements of its students. a Explain what is meant by a census, b Give one advantage and one disadvantage to the school of using a census. 2 A factory makes safety harnesses for climbers and has an order to supply 3000 harnesses. The buyer wishes to know that the load at which the harness breaks exceeds a certain figure. a Suggest a reason why a census would not be used for this purpose. ‘The factory tests four harnesses and the load for breaking is recorded: 320kg -260kg = 240kg_~—«180kg b The factory claims that the harnesses are safe for loads up to 250 kg. Use the sample data to comment on this claim. € Suggest one way in which the company can improve their prediction, 3 Acity council wants to know what people think about its recycling centre. The council decides to carry out a sample survey to learn the opinion of residents. a Write down one reason why the council should not take a census. b Suggest a suitable sampling frame, € Identify the sampling units. 4 A manufacturer of microswitches is testing the reliability of its switches. It uses a special machine to switch them on and off until they break. a Give one reason why the manufacturer should use a sample rather than a census. ‘The company tests a sample of 10 switches, and obtains the following results: 23150 25071 19480 «22921-7455 b The company claims that its switches can be operated an average of 20000 times without breaking. Use the sample data above to comment on this claim. ¢ Suggest one way the company could improve its prediction. 5 A manager of a garage wants to know what their mechanics think about a new pension scheme designed for them, The manager decides to ask all the mechanics in the garage. a Describe the population the manager will use. b Write down the main advantage in asking all of their mechanics.Chapter 1 @® Sampling In random sampling, every member of the population has an equal chance of being selected. The sample should therefore be representative of the population. Random sampling also helps to remove bias from a sample. There are three methods of random sampling: + Simple random sampling + Systematic sampling + Stratified sampling © A simple random sample of size 1 is one where every sample of size 1 has an equal chance of being selected. To carry out a simple random sample, you need a sampling frame, usually alist of people or things. Each person or thing is allocated a unique number and a selection of these numbers is chosen at random. There are two methods of choosing the numbers: generating random numbers (using a calculator, computer or random number table) and lottery sampling, In lottery sampling, the members of the sampling frame could be written on tickets and placed into a ‘hat! The required number of tickets would then be drawn out. The 100 members of a yacht club are listed alphabetically in the club’s membership book. The committee wants to select a sample of 12 members to fill in a questionnaire. a Explain how the committee could use a calculator or random number generator to take a simple random sample of the members, b Explain how the committee could use a lottery sample to take a simple random sample of the members. ‘@ Allocate a number from 1 to 100 to each member of the yacht club, Use your calculator or a random number generator to generate 12 random numbers between 1 and 100. Go back to the original population and select the people corresponding to these numbers. b Write all the names of the members on (identical) cards and place them into a hat. Draw out 12 names to make up the sample of members. ® In systematic sampling, the required elements are chosen at regular intervals from an ordered list. For example, if a sample of size 20 was required from a population of 100, you would take every fifth person since 100 + 20=5. 4Data collection The first person to be chosen should be chosen at random. So, for example, if the first person chosen is number 2 in the list, the remaining sample would be persons 7, 12, 17 etc. ™ In stratified sampling, the population is divided into mutually exclusive strata (males and females, for example) and a random sample is taken from each. ‘The proportion of each strata sampled should be the same. A simple formula can be used to calculate the number of people we should sample from each stratum: number in stratum The number sampled ina stata = eee ation x overall sample size Gm A factory manager wants to find out what his workers think about the factory canteen fa The manager decides to give a questionnaire to a sample of 80 workers. It is thought that different age groups will have different opinions. There are 75 workers between ages 18 and 32. There are 140 workers between 33 and 47. ‘There are 85 workers between 48 and 62. a Write down the name of the method of sampling the manager should use. b Explain how he could use this method to select a sample of workers’ opinions. ‘a Stratified sampling b There are: 75 + 140 + 85 = 300 workers altogether. 75, . . 18-32: 35 * 80 = 20 workers. 140 . 59 = 1 38-47: 505 x 00 = 375 = 37 workers — 48-62: 2&5 x 80 = 228 ~ 23 workers 300 Number the workers in each age group. Use a random number table (or generator) to produce the required quantity of random numbers. Give the questionnaire to the workers corresponding to these numbers. Each method of random sampling has advantages and disadvantages. ‘Simple random sampling ‘Advantages Disadvantages «Free of bias + Not suitable when the population size or the Easy and cheap to implement for small sample size is large populations and small samples + Asampling frame is needed + Each sampling unit has a known and equal chance of selection woChapter 1 ‘Systematic sampling Advantages | Disadvantages + Simple and quick to use + Asampling frame is needed + Suitable for large samples and large + It can introduce bias if the sampling frame is populations not random Stratified sampling ‘Advantages Disadvantages + Sample accurately reflects the population _|+ Population must be clearly classified into structure distinct strata + Guarantees proportional representation of |+ Selection within each stratum suffers from groups within a population the same disadvantages as simple random sampling Sa 1 a The head teacher of an infant school wishes to take a stratified sample of 20% of the pupils at the school. The school has the following numbers of pupils. 40 60. 80 When describing advantages or Work out how many pupils in each age group will be in disadvantages of a particular the sample. sampling method, always refer b Describe one benefit to the head teacher of using a to the context of the question. stratified sample. 2. A survey is carried out on 100 members of the adult population of a city suburb. The population of the suburb is 2000, An alphabetical list of the inhabitants of the suburb is available. a Explain one limitation of using a systematic sample in this situation. b Describe a sampling method that would be free of bias for this survey. 3 A gym wants to take a sample of its members. Each member has a 5-digit membership number, and the gym selects every member with a membership number ending 000. a Is this a systematic sample? Give a reason for your answer. b Suggest one way of improving the reliability of this sample. 4 Ahead of sixth form wants to get the opinion of Year 12] Year 13 year 12 and year 13 students about the facilities Male 70 30 available in the common room. The table shows aaa 85 75 the numbers of students in each year. ‘a Suggest a suitable sampling method that might be used to take a sample of 40 students. b How many students from each gender in each of the two years should the head of sixth form ask?Data collection 5 A factory manager wants to get information about the ways their workers travel to work. There are 480 workers in the factory, and each has a clocking-in number. The numbers go from I to 480. Explain how the manager could take a systematic sample of size 30 from these workers. 6 The director of a sports club wants to take a sample of members. The members each have a unique membership number, There are 121 members who play cricket, 145 members who play hockey and 104 members who play squash. No members play more than one sport. a Explain how the director could take a simple random sample of 30 members and state one disadvantage of this sampling method. ‘The director decides to take a stratified sample of 30 members. b State one advantage of this method of sampling. € Work out the number of members who play each sport that the director should select for the sample. @® Non-random sampling ‘There are two types of non-random sampling that you need to know: + Quota sampling + Opportunity sampling = In quota sampling, an interviewer or researcher selects a sample that reflects the characteristics of the whole population. The population is divided into groups according to a given characteristic. The size of each group determines the proportion of the sample that should have that characteristic. As an interviewer, you would meet people, assess their group and then, after interview, allocate them into the appropriate quota. This continues until all quotas have been filled. f a person refuses to be interviewed or the quota into which they fit is full, then you simply ignore them and move on to the next person, ® Opportunity sampling consists of taking the sample from @EENEWD Opportunity people who are available at the time the study is sampling is sometimes called carried out and who fit the criteria you are looking for. convenience sampling. This could be the first 20 people you meet outside a supermarket on a Monday morning who are carrying shopping bags, for example. ‘There are advantages and disadvantages of each type of sampling. Quota sampling Advantages Disadvantages + Allows a small sample to still be |. Non-random sampling can introduce bias representative of the population + Population must be divided into groups, + No sampling frame required which can be costly or inaccurate Quick, easy and inexpensive + Increasing scope of study increases number Allows for easy comparison between different | of groups, which adds time and expense groups within a population [+ Non-responses are not recorded as suchChapter 1 Opportunity sampling ‘Advantages Disadvantages + Easy to carry out + Unlikely to provide a representative sample Inexpensive + Highly dependent on individual researcher OGz=x® 1 Interviewers in a shopping centre collect information on the spending habits from a total of 40 shoppers. a Explain how they could collect the information using: i quota sampling ii opportunity sampling b_ Which method is likely to lead to a more representative sample? 2 Describe the similarities and differences between quota sampling and stratified random sampling. 3 An interviewer asks the first 50 people he sees outside a fish and chip shop on a Friday evening about their eating habits. a What type of sampling method did he use? b Explain why the sampling method may not be representative. ¢ Suggest two improvements he could make to his data collection technique. 4A researcher is collecting data on the radio-listening habits of people in a local town. She asks the first 5 people she sees on Monday morning entering a supermarket. The number of hours per week each person listens is given below: 4.7 6 8 2 a Use the sample data to work out a prediction for the average number of hours listened per week for the town asa whole. b Describe the sampling method used and comment on the reliability of the data. ¢ Suggest two improvements to the method used. 5 Ina research study on the masses of wild deer in a particular habitat, scientists catch the first Smale deer they find and the first 5 female deer they find. a What type of sampling method are they using? b Give one advantage of this method. The masses of the sampled deer are listed below. Male (kg) | 75 | 80 | 90 | 85 | 82 Female (kg) | 67 | 72 | 75 | 68 | 65 ¢ Use the sample data to compare the masses of male and female wild deer. 4. Suggest two improvements the scientists could make to the sampling method.Data collection 6 The heights, in metres, of 20 ostriches are listed below: 1.8, 1.9, 2.3, 1.7, 2.1, 2.0, 2.5, 2.7, 2.5, 2.6, 2.3, 2.2, 2.4, 2.3, 2.2, 2.5, 1.9, 2.0, 2.2, 2.5 a Take an opportunity sample of size five from the data. EDD mreanpieotan b Starting from the second data value, take a systematic CORTE Sao TTS sample of size five from the data, ae NGLIa Lee LE € Calculate the mean height for each sample. first ive heights from thelist. 4 State, with reasons, which sampling method is likely to be more reliable. @® Types of data = Variables or data associated with numerical observations are called quantitative variables or quantitative data. For example, you can give a number to shoe size so shoe size is a quantitative variable. ® Variables or data associated with non-numerical observations are called qualitative variables or qualitative data. For example, you can't give a number to hair colour (blonde, red, brunette). Hair colour is a qualitative variable. ® Avariable that can take any value in a given range is a continuous variable. For example, time can take any value, e.g. 2 seconds, 2.1 seconds, 2.01 seconds etc. ™ Avariable that can take only specific values in a given range is a discrete variable, For example, the number of girls in a family is a discrete variable as you can't have 2.65 gi a family. Large amounts of data can be displayed in a frequency table or as grouped data. ™ When data is presented in a grouped frequency table, the specific data values are not shown, The groups are more commonly known as classes. © Class boundaries tell you the maximum and minimum values that belong in each class. ‘© The midpoint is the average of the class boundaries. ‘© The class width is the difference between the upper and lower class boundaries. The lengths, x mm, to the nearest mm, of the forewings of a random sample of male adult butterflies are measured and shown in the table. Length of ‘Number of forewing (mm) butterflies, f 30-31 2 32.33 2s 34.36 30 37-39 1BChapter 1 a State whether length is i quantitative or qualitative ii discrete or continuous. b Write down the class boundaries, midpoint and class width for the class 34-36. 2 | Quantitative Be careful when finding class © Continweis ‘boundaries for continuous data, The data values, have been rounded to the nearest mm, so the (ass boundaries 33.5 mm, 36.5 mm eee ares eee upper class boundary for the 30-31 mm class is Midpoint = 4(33.5 + 36.5) = 35mm 315mm. Class width = 36.5 - 33.5 = 3mm Oa 1 State whether each of the following variables is qualitative or quantitative. a Height of a tree b Colour of car ¢ Time waiting in a queue 4 Shoe size Names of pupils in a class 2 State whether each of the following quantitative variables is continuous or discrete. a Shoe size b Length of leaf ¢ Number of people on a bus d Weight of sugar ¢ Time required to run 100m f Lifetime in hours of torch batteries 3 Explain why: a “Type of tree’ is a qualitative variable b ‘The number of pupils in a class’ is a discrete quantitative variable ¢ ‘The weight of a collie dog’ is a continuous quantitative variable. 4 The distribution of the masses of two-month-old lambs is shown in the grouped frequency table. Mass, m (kg) | Frequency eee. s EEBD The ciass boundaries are given using l3 o Py =| .}¢|2 2] 2|é 2 & e e z 2 2 = z 2 2 = i glae]2| gl ze|2] 4 e ¢ z z & é 2 z 2) 2/3) 2 2) 2) 2) 2 g/ 2/2] 8 g/ 2/2]: E 2 2 & E 2 2 E a a4|4]|4]4 4 &4|4|4]|4 ovmerois | 89 | wo | sa | is ovosros | 121 | 06 | 41) 1s ozoe201s | 10.7 | tw | 89 | a7 owoo201s | 154 | 16 | 18 oxos20is | 120 | 0 | wo | 8 osisno1s | 158 | 0 v1 | 9 osoerois | 7 | 0 | 2s} 7 osoon01s | 161 | 08 | 144] 6 osienois | 150 | 0 39 | 9 osiosnois | 196 | w | 53] 9 ooosrois | 1.6 | tw | s4 | 17 oonsn01s | 145 | 0 | 123) 12 ommsn01s | 126 | 0 | 139 | 10 omo205 | 140 | 0 | 131] 5 osmsz0is | 94 | 0 | 97 | 7 osios201s | 140 | w | 64) 7 osoe201s | 9.7 | o | a1 | s osoenois | 4 | 0 2s | 10 1ooer201s | 11.0 | 0 | 146 | 4 tosis | 14.3 | 0 72 | 10 © 3 a Work out the mean of the daily total sunshine for the first 10 days of June 2015 in: i Leeming ii Heathrow. b Work out the range of the daily total sunshine for the first 10 days of June 2015 in: i Leeming ii Heathrow. LLLID state in your answer ‘whether Leeming is north or south of Heathrow. ¢ Supraj says that the further north you are, the fewer the number of hours of sunshine. State, with reasons, whether your answers to parts a and b support this conclusion, 14