S2.4 - Hypothesis tests

Population, census and sample.; Students will be expected to know the advantages and Sampling unit, sampling frame. disadvantages associated with a census and a sample survey.

Use population, census and sample to connect the rule to the data and decision in the question.

This matters because population, census and sample determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply population, census and sample to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: Population, census and sample is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Concepts of a statistic and its sampling distribution.

Use concepts of a statistic and its sampling distribution to connect the rule to the data and decision in the question.

This matters because concepts of a statistic and its sampling distribution determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply concepts of a statistic and its sampling distribution to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: Concepts of a statistic and its sampling distribution is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Concept and interpretation of a Use of hypothesis tests for refinement of mathematical hypothesis test.; Null and alternative models. hypotheses.

Use concept and interpretation to connect the rule to the data and decision in the question.

This matters because concept and interpretation determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply concept and interpretation to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: Concept and interpretation is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Critical region.; Use of a statistic as a test statistic.

Use critical region to connect the rule to the data and decision in the question.

This matters because critical region determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply critical region to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: Critical region is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

One-tailed and two-tailed tests.

Use one-tailed and two-tailed tests to connect the rule to the data and decision in the question.

This matters because one-tailed and two-tailed tests determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply one-tailed and two-tailed tests to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: One-tailed and two-tailed tests is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Hypothesis tests for the parameter p Students are expected to know how to use tables to carry of a binomial distribution and for out these tests.; Questions may also be set not involving the mean of a Poisson distribution. tabular values.; Tests for the parameter p of a binomial distribution may involve the use of a normal approximation to calculate probabilities.

Use hypothesis tests for the parameter p to connect the rule to the data and decision in the question.

This matters because hypothesis tests for the parameter p determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply hypothesis tests for the parameter p to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: Hypothesis tests for the parameter p is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.