Topic 3 Part 4 [163 marks]

[2 marks]
1a.
Markscheme
If a quadrilateral is not a square (then) the four sides of the quadrilateral are not equal. (A1)(A1) (C2)

Note: Award (A1) for “if…(then)”, (A1) for the correct phrases in the correct order.

[2 marks]

Examiners report
There was confusion among some students about which was the inverse and converse of the given statement.

[2 marks]
1b.
Markscheme
If the four sides of the quadrilateral are equal (then) the quadrilateral is a square. (A1)(A1)(ft) (C2)

Note: Award (A1) for “if…(then)”, (A1)(ft) for the correct phrases in the correct order.

Note: Follow through in (b) if the inverse and converse in (a) and (b) are correct and reversed.

[2 marks]

Examiners report
There was confusion among some students about which was the inverse and converse of the given statement.

[2 marks]
1c.
Markscheme
The converse is not always true, for example a rhombus (diamond) is a quadrilateral with four equal sides, but it is not a square.
(A1)(R1) (C2)

Note: Do not award (A1)(R0).

[2 marks]

Examiners report
There was confusion among some students about which was the inverse and converse of the given statement. Part (c) was poorly
done with very few students able to provide an example that shows that the converse is not always true.
2a. [3 marks]
Markscheme

(A1)(A1)(A1) (C3)

Note: Award (A1) for each correct pair.

[3 marks]

Examiners report
This question was answered well.

2b. [1 mark]
Markscheme
0.7 × 0.1
7
= 0.07( 100 , 7%) (A1)(ft) (C1)

[1 mark]

Examiners report
This question was answered well.

2c. [2 marks]
Markscheme
0.3 × 0.8 + 0.07 (M1)
31
= 0.31( 100 , 31%) (A1)(ft)

Note: In (b) and (c) follow through from sensible answers only i.e. not a probability greater than one. (C2)

[2 marks]

Examiners report
A few students were unable to do part (c).
 [3 marks]
3a.
Markscheme

(A1)(A1)(A1) (C3)

Note: Award (A1) for a labeled Venn diagram with appropriate sets.
(A1) for 7, (A1) for 8 and 5.

[3 marks]

Examiners report
Part (a) was done well.

3b. [3 marks]
Markscheme
8

P (Spanish / one language only) = 8

20
(M1)(A1)(ft)
+ 5
20 20

Note: Award (M1) for substituted conditional probability formula, (A1) for correct substitution. Follow through from their Venn
diagram.

8
= 13
(0.615, 61.5%) (A1)(ft)

OR
8
P (Spanish / one language only) = 8+5
(A1)(ft)(M1)

Note: Award (A1) for their correct numerator, (M1) for correct recognition of regions. Follow through from their Venn diagram.

8
= 13
(0.615, 61.5%) (A1)(ft) (C3)

[3 marks]

Examiners report
Very few were able to answer (b).
 [3 marks]
4a.
Markscheme

(A1)(A1)(A1)

Note: Award (A1) for each correct number in the correct position.

[3 marks]

Examiners report
This part was successfully attempted by the great majority. The less familiar form of the Venn diagram seemed not to cause too many
problems, although a common mistake was the failure to add the 20 in set A in part (b). A surprising number seemed unfamiliar with
set notation in (d) and thus were not able to attempt this part.

[1 mark]
4b.
Markscheme
28 (A1)(ft)

Note: 20 + their 8.

[1 mark]

Examiners report
This part was successfully attempted by the great majority. The less familiar form of the Venn diagram seemed not to cause too many
problems, although a common mistake was the failure to add the 20 in set A in part (b). A surprising number seemed unfamiliar with
set notation in (d) and thus were not able to attempt this part.

4c. [1 mark]
Markscheme
59 (A1)(ft)
[1 mark]

Examiners report
This part was successfully attempted by the great majority. The less familiar form of the Venn diagram seemed not to cause too many
problems, although a common mistake was the failure to add the 20 in set A in part (b). A surprising number seemed unfamiliar with
set notation in (d) and thus were not able to attempt this part.
 [2 marks]
4d.
Markscheme
10 + 12 + 20 + 6 (M1)

Note: Award (M1) for use of the correct regions.

= 48 (A1)(ft)(G2)
OR
59 − 8 − 3 (M1)
= 48 (A1)(ft)
[2 marks]

Examiners report
This part was successfully attempted by the great majority. The less familiar form of the Venn diagram seemed not to cause too many
problems, although a common mistake was the failure to add the 20 in set A in part (b). A surprising number seemed unfamiliar with
set notation in (d) and thus were not able to attempt this part.

4e. [2 marks]
Markscheme
p ∧ ¬q (A1)(A1)

Note: Award (A1) for

∧, (A1) for both statements in the correct order.

[2 marks]

Examiners report
The work on logic also proved accessible to the great majority with a large number of candidates attaining full marks. The most
common errors were the omission of the “If” in the conditional statement in (b) and the inability to follow the implication in the truth
table in (c).

[3 marks]
4f.
Markscheme
If it is not snowing and the roads are open (then) we will go skiing. (A1)(A1)(A1)

Note: Award (A1) for “if…(then)”, (A1) for “not snowing and the roads are open”, (A1) for “we will go skiing”.

[3 marks]

Examiners report
The work on logic also proved accessible to the great majority with a large number of candidates attaining full marks. The most
common errors were the omission of the “If” in the conditional statement in (b) and the inability to follow the implication in the truth
table in (c).
 [3 marks]
4g.
Markscheme

(A1)(A1)(ft)(A1)(ft)

Note: Award (A1) for each correct column.

[3 marks]

Examiners report
The work on logic also proved accessible to the great majority with a large number of candidates attaining full marks. The most
common errors were the omission of the “If” in the conditional statement in (b) and the inability to follow the implication in the truth
table in (c).

[2 marks]
5a.
Markscheme
If the sun is shining then I will go swimming. (A1)(A1) (C2)

Note: Award (A1) for “if…then” and (A1) for correct order.

[2 marks]

Examiners report
The most common error was poor use of the “If...then” connective.

[2 marks]
5b.
Markscheme
Either the sun is not shining or I will go swimming. (A1)(A1) (C2)

Note: Award (A1) for both correct statements and (A1) for “either” “…or”.

[2 marks]

Examiners report
Confusion between “and” and “or” was rare, however, the use of implication in this part was a little too common.
 [1 mark]
5c.
Markscheme

(A1) (C1)

[1 mark]

Examiners report
Precise, correct terminology was expected in this part.

5d. [1 mark]
Markscheme
They are (logically) equivalent. (A1) (C1)

Note: Do not accept any other answers.

[1 mark]

Examiners report
[N/A]

6a. [2 marks]
Markscheme
4
24
( 16 ,0.167,16.7 %) (A1)(A1) (C2)

Note: Award (A1) for numerator, (A1) for denominator.

[2 marks]

Examiners report
The diagram caused some difficulty for some candidates, however the majority of candidates were successful.

[2 marks]
6b.

7
24
(0.292,29.2 %)
 Examiners report
The diagram caused some difficulty for some candidates, however the majority of candidates were successful in (a).
The term “difference” was well understood by the candidature.

[2 marks]
6c.
Markscheme
3
7
(0.429,42.9 %) (A1)(A1)(ft) (C2)

Note: Award (A1) for numerator (A1)(ft) for denominator, (ft) from their numerator in (b).

[2 marks]

Examiners report
The diagram caused some difficulty for some candidates, however the majority of candidates were successful in (a).

[3 marks]
7a.
Markscheme

Note: Award (A1) for each correct pair. (A3)

[3 marks]

Examiners report
The tree diagram was quite well answered by many students, but sometimes it was missing on many papers. It seemed they had it on
their examination paper because the subsequent questions were answered accurately. Conditional probability was of great difficulty to
many candidates.
7b. [2 marks]
Markscheme
77
0.7 × 0.88 = 0.616 ( 125 , 61.6 %) (M1)(A1)(ft)(G2)

Note: Award (M1) for multiplying the correct probabilities.

[2 marks]

Examiners report
The tree diagram was quite well answered by many students, but sometimes it was missing on many papers. It seemed they had it on
their examination paper because the subsequent questions were answered accurately. Conditional probability was of great difficulty to
many candidates.

[3 marks]
7c.
Markscheme
0.3 × 0.25 + 0.7 × 0.88 (M1)(M1)

Notes: Award (M1) for a relevant two-factor product, could be

S × NP OR
L × NP .
Award (M1) for summing 2 two-factor products.

691
P = 0.691 ( 1000 , 69.1 %) (A1)(ft)(G2)

Notes: (ft) from their answer to (b).

[3 marks]

Examiners report
The tree diagram was quite well answered by many students, but sometimes it was missing on many papers. It seemed they had it on
their examination paper because the subsequent questions were answered accurately. Conditional probability was of great difficulty to
many candidates.

[3 marks]
7d.
Markscheme
0.616
0.691
(M1)(A1)

Note: Award (M1) for substituted conditional probability formula, (A1) for correct substitution.

P = 0.891 ( 616
691
, 89.1 %) (A1)(ft)(G2)

[3 marks]

Examiners report
The tree diagram was quite well answered by many students, but sometimes it was missing on many papers. It seemed they had it on
their examination paper because the subsequent questions were answered accurately. Conditional probability was of great difficulty to
many candidates.
 [1 mark]
7e.
Markscheme
3 (A1)
[1 mark]

Examiners report
This question was well handled although part (d) proved too difficult for many candidates and demonstrated, overall, a poor level of
understanding of basic set notation. Students generally had the algebraic skills required to solve for x in part (e)(ii).

[2 marks]
7f.
Markscheme
For 5, 4, 7 (0) seen with no extra values (A1)
16 (A1)(G2)
[2 marks]

Examiners report
This question was well handled although part (d) proved too difficult for many candidates and demonstrated, overall, a poor level of
understanding of basic set notation. Students generally had the algebraic skills required to solve for x in part (e)(ii).

[2 marks]
7g.
Markscheme
They like (both) the Salseros (S) and they like the Bluers (B) (A1)(A1)

Note: Award (A1) for “and”, (A1) for the correct groups.

[2 marks]

Examiners report
This question was well handled although part (d) proved too difficult for many candidates and demonstrated, overall, a poor level of
understanding of basic set notation. Students generally had the algebraic skills required to solve for x in part (e)(ii).

[2 marks]
7h.

R ∩ B ∩ S′

R∩B
∩S ′
 Examiners report
This question was well handled although part (d) proved too difficult for many candidates and demonstrated, overall, a poor level of
understanding of basic set notation. Students generally had the algebraic skills required to solve for x in part (e)(ii).

[2 marks]
7i.
Markscheme
21 + 3x = 33 (M1)
x=4 (A1)(G2)
[2 marks]

Examiners report
This question was well handled although part (d) proved too difficult for many candidates and demonstrated, overall, a poor level of
understanding of basic set notation. Students generally had the algebraic skills required to solve for x in part (e)(ii).

7j. [1 mark]
Markscheme
17 (A1)(ft)
[1 mark]

Examiners report
This question was well handled although part (d) proved too difficult for many candidates and demonstrated, overall, a poor level of
understanding of basic set notation. Students generally had the algebraic skills required to solve for x in part (e)(ii).

[1 mark]
8a.
Markscheme
P(A ∩ B) = 0 (A1) (C1)
[1 mark]

Examiners report
This question proved to be difficult with many candidates unaware of the significance of mutually exclusive events in probability. A
significant number gave the answer to (b) as the answer to (a).

[2 marks]
8b.
Markscheme
P(A ∩ B) = P(A) × P(B)
= 4
13
× 135 (M1)

Note: Award (M1) for product of two fractions, decimals or percentages.

20
P(A ∩ B) = 169
(= 0.118) (A1) (C2)

[2 marks]
 Examiners report
This question proved to be difficult with many candidates unaware of the significance of mutually exclusive events in probability. A
significant number gave the answer to (b) as the answer to (a).

[3 marks]
8c.
Markscheme
7
13
= 4
13
+ 135 − P(A ∩ B) (M1)(M1)

Notes: Award (M1) for

4
13
+ 135 seen, (M1) for subtraction of
7
13
shown.

OR
Award (M1) for Venn diagram with 2 intersecting circles, (A1) for correct probabilities in diagram.

2
P(A ∩ B) = 13
(= 0.154) (A1) (C3)

[3 marks]

Examiners report
This question proved to be difficult with many candidates unaware of the significance of mutually exclusive events in probability.
This part proved to be difficult for some but most of the candidates who used the formula were able to achieve full marks. Very few
candidates used Venn diagrams to answer this question.

[2 marks]
9a.
Markscheme
(i) m=1 (A1)
(ii) n=3 (A1) (C2)

Note: Award (A0)(A1)(ft) for

m = 18 ,n = 38 .

Award (A0)(A1)(ft) for m = 3, n = 1.

[2 marks]

Examiners report
The answers 1/8 and 3/8 were provided by many rather than 1 and 3. The conditional probability question was correctly answered
more often when the formula was used. A common incorrect answer to part (c) was 3/8 × 2/7.
 [2 marks]
9b.
Markscheme
3

P(B/R′ ) = 8
6
= 36 ( 12 ,50%,0.5) (M1)(A1)(ft) (C2)
8

Note: Award (M1) for correctly substituted conditional probability formula or for 6 seen as part of denominator.

[2 marks]

Examiners report
The answers 1/8 and 3/8 were provided by many rather than 1 and 3. The conditional probability question was correctly answered
more often when the formula was used. A common incorrect answer to part (c) was 3/8 × 2/7.

[2 marks]
9c.
Markscheme
P(B,B) = 38 × 38 = 9
64
(0.141) (M1)(A1)(ft) (C2)

Note: Award (M1) for product of two correct fractions, decimals or percentages.
(ft) from their answer to part (a) (ii).

[2 marks]

Examiners report
The answers 1/8 and 3/8 were provided by many rather than 1 and 3. The conditional probability question was correctly answered
more often when the formula was used. A common incorrect answer to part (c) was 3/8 × 2/7.

[5 marks]
10a.
Markscheme

(A1)(A1)(A1)(A1)(A1)

Note: Award (A1) for rectangle (U not required), (A1) for 3 intersecting circles, (A1) for 4 in central intersection, (A1) for 16, 3, 8
and (A1) for 33, 10, 7 (ft) if subtraction is carried out, or for S(56), Q(38) and R(22) seen by the circles.

[5 marks]
 Examiners report
Most candidates began the paper well by correctly drawing the Venn diagram and answering parts (b) and (c) correctly.

[2 marks]
10b.
Markscheme
100 − 81 (M1)
19 (A1)(ft)(G2)

Note: Award (M1) for subtracting their total from 100.

[2 marks]

Examiners report
Most candidates began the paper well by correctly drawing the Venn diagram and answering parts (b) and (c) correctly.

[3 marks]
10c.
Markscheme
33 + 10 + 7 (M1)

Note: Award (M1) for adding their values from (a).

50
( 100 ) × 100 % (A1)(ft)

50 % (50) (A1)(ft)(G3)
[3 marks]

Examiners report
Most candidates began the paper well by correctly drawing the Venn diagram and answering parts (b) and (c) correctly.

[2 marks]
10d.
Markscheme
P (own a cat given they own a bird)
= 12
22
(0.545, 116 ) (A1)(ft)(A1)(ft)

Note: Award (A1)(ft) for the numerator, (A1)(ft) for the denominator.

[2 marks]

Examiners report
Conditional probability has proved difficult for many candidates; only a very small part of the candidates scored full marks for this
part.
 [4 marks]
11a.
Markscheme
u1r4 = 324 (A1)
u1r = 12 (A1)
r3 = 27 (M1)
r=3 (A1)(G3)

Note: Award at most (G3) for trial and error.

[4 marks]

Examiners report
An easy ratio to find and the majority of candidates found r = 3, though many had trouble showing the appropriate method, thus
losing marks.

[3 marks]
11b.
Markscheme
4 × 39 = 78732 or 12 × 38 = 78732 (A1)(M1)(A1)(ft)(G3)

Note: Award (A1) for u1 = 4 if n = 9 , or u1 = 12 if n = 8, (M1) for correctly substituted formula.

(ft) from their (a).

[3 marks]

Examiners report
A fairly straightforward part for most candidates.

[3 marks]
11c.

k−1

th th
 Examiners report
The majority found k − 7; many without supporting work which lost them a mark. Where candidates had difficulty in this part, it was
generally a case of poor algebraic skills.

[3 marks]
11d.
Markscheme
If the number is even and the number does not end in zero, (then) the number is not a multiple of five. (A1)(A1)(A1)

Note: Award (A1) for “if…(then)”, (A1) for “the number is even and the number does not end in zero”, (A1) for the number is not a
multiple of 5.

[3 marks]

Examiners report
This question on logic was straightforward for most candidates who scored full marks for parts (a) and (b) (i). A few omitted the
brackets in part (b).

[4 marks]
11e.
Markscheme
(p ∧ ¬q) ⇒ ¬r (A1)(A1)(A1)(A1)
(A1) for
⇒, (A1) for
∧, (A1) for p and
¬q, (A1) for
¬r

Note: If parentheses not present award at most (A1)(A1)(A1)(A0).

[4 marks]

Examiners report
This question on logic was straightforward for most candidates who scored full marks for parts (a) and (b) (i). A few omitted the
brackets in part (b).
 [2 marks]
11f.
Markscheme
r ⇒ (¬p ∨ q) OR
r ⇒ ¬(p ∧ ¬q) (A1)(ft)(A1)(ft)

Note: Award (A1)(ft) for reversing the order, (A1) for negating the statements on both sides.
If parentheses not present award at most (A1)(ft)(A0).
Do not penalise twice for missing parentheses in (i) and (ii).

[2 marks]

Examiners report
Very poorly answered with many candidates scoring just one mark. The main error was to open the bracket and not use the “or”.

[2 marks]
12a.
Markscheme

(A2) (C2)

Notes: Award (A1) for three correct. Award (A0) for two or fewer correct.
[2 marks]

Examiners report
Parts (a) and (b) were well done by the vast majority of candidates.

[1 mark]
12b.
Markscheme
Mode = 6 (A1)(ft) (C1)
[1 mark]

Examiners report
Parts (a) and (b) were well done by the vast majority of candidates.

12c. [2 marks]
Markscheme
Median = 4.5 (M1)(A1)(ft) (C2)
Note: (M1) for attempt to order raw data (if frequency table not used) or (M1) halfway between 10th and 11th result.
[2 marks]
 Examiners report
Part (c) caused problems to many – with (1) the mean of the two grades not being taken (2) the mean being calculated instead of the
median.

[1 mark]
12d.
Markscheme
7
20
(0.35, 35%) (A1)(ft) (C1)

[1 mark]

Examiners report
Part (d) was successfully completed by those candidates who did the question by counting. Those who tried to use the probability
laws were not successful.
Much of the question could have been checked by inputting the data into the GDC.

[2 marks]
13a.
Markscheme

(A1)(A1)(ft) (C2)

Note: (A1) for each correct column.

[2 marks]

Examiners report
(a) was generally answered well.
 [2 marks]
13b.
Markscheme
It is not true that food or drinks may be taken into the cinema.
Note: (A1) for “it is not true”. (A1) for “food or drinks”.
OR
Neither food nor drinks may be taken into the cinema.
Note: (A1) for “neither”. (A1) for “nor”.
OR
No food and no drinks may be taken into the cinema.
Note: (A1) for “no food”, “no drinks”. (A1) for “and”.
OR
No food or drink may be brought into the cinema. (A2) (C2)
Note: (A1) for “no”, (A1) for “food or drink”. Do not penalize for use of plural/singular.

Note: the following answers are incorrect:

No food and drink may be brought into the cinema. Award (A1) (A0)
Food and drink may not be brought into the cinema. Award (A1) (A0)
No food or no drink may be brought into the cinema. Award (A1) (A0)
[2 marks]

Examiners report
(b) lack of precision in language led to many errors.

[2 marks]
13c.
Markscheme
¬p ∧ ¬q
Note: (A1) for both negations, (A1) for conjunction.
OR
¬(p ∨ q) (A1)(A1) (C2)
Note: (A1) for negation, (A1) for
p ∨ q in parentheses.
[2 marks]

Examiners report
(a) was generally answered well.
(b) lack of precision in language led to many errors.

[1 mark]
14a.
Markscheme
9 (A1) (C1)
[1 mark]
 Examiners report
This question was well attempted by the majority. The major error was the omission of the “
6” in the candidates’ calculations. Perhaps better positioning would have helped in this regard.

[1 mark]
14b.
Markscheme
12 (A1) (C1)
[1 mark]

Examiners report
This question was well attempted by the majority. The major error was the omission of the “
6” in the candidates’ calculations. Perhaps better positioning would have helped in this regard.

[2 marks]
14c.
Markscheme
8+3+9+6 (M1)
= 26 (A1) (C2)
Note: Award (A1) for
20 seen if answer is incorrect.
[2 marks]

Examiners report
This question was well attempted by the majority. The major error was the omission of the “
6” in the candidates’ calculations. Perhaps better positioning would have helped in this regard.

[2 marks]
14d.
Markscheme
5+2+3 (M1)
= 10 (A1) (C2)
Note: Award (A1) for
29 or
19 seen if answer is incorrect.
[2 marks]

Examiners report
This question was well attempted by the majority. The major error was the omission of the “
6” in the candidates’ calculations. Perhaps better positioning would have helped in this regard.
 [8 marks]
15a.
Markscheme
(i)
H0 = wearing of a seat belt and the time a driver has held a licence are independent. (A1)

Note: For independent accept 'not associated' but do not accept 'not related' or 'not correlated'

(ii)
2 (A1)
(iii)
98×45
200
= 22.05 = 22 (correct to the nearest whole number) (M1)(A1)(AG)

Note: (M1) for correct formula and (A1) for correct substitution. Unrounded answer must be seen for the (A1) to be awarded.

(iv)
χ2 = 8.12 (G2)

Note: For unrounded answer award (G1)(G0)(AP). If formula used award (M1) for correct substituted formula with correct
substitution (6 terms) (A1) for correct answer.

(v) “Does not accept

H0 ” (A1)(ft)
p-value < 0.05 (R1)(ft)

Note: Allow “Reject

H0 ” or equivalent. Follow through from their
χ2 statistic. Award (R1)(ft) for comparing the appropriate values. The (A1)(ft) can be awarded only if the conclusion is valid
according to the comparison given. If no reason given or if reason is wrong the two marks are lost.
[8 marks]

Examiners report
The first part of the question was relatively well done. The null hypothesis and the degrees of freedom were well answered by the
majority of the students. In the show that question some students used the GDC to find the expected values table and highlighted the
correct value
22.05. This procedure gained no mark; the expected value formula was expected to be used here. Also those who did use the formula
were expected to show the unrounded value
22.05 to gain full marks in this part question. Many lost the answer mark for not doing so. GDC was used by most of the students to
find the chi-squared test though some students attempted to find this value by hand which made them waste time. Correct values were
compared when deciding whether to accept or not the null hypothesis and follow through marks were awarded from their degrees of
freedom and chi-squared test when incorrect.
The second part was not as successful as the first one. Simple probability was well answered. Not all the students changed the
denominator to
45 for the second probability showing their weaknesses in conditional probability. It would have been useful for the students to use a
tree diagram to help them solve the last part of this question but very few did so. Some of those students that reached the last part of
the question forgot to add one of the three terms. Very few used the probability of the complement.
 [4 marks]
15b.
Markscheme
(i)
98
200
(= 0.49, 49%) (A1)(A1)(G2)

Note: (A1) for numerator, (A1) for denominator.

(ii)
15
45
(= 0.333, 33.3%) (A1)(A1)(G2)

Note: (A1) for numerator, (A1) for denominator.

[4 marks]

Examiners report
The first part of the question was relatively well done. The null hypothesis and the degrees of freedom were well answered by the
majority of the students. In the show that question some students used the GDC to find the expected values table and highlighted the
correct value
22.05. This procedure gained no mark; the expected value formula was expected to be used here. Also those who did use the formula
were expected to show the unrounded value
22.05 to gain full marks in this part question. Many lost the answer mark for not doing so. GDC was used by most of the students to
find the chi-squared test though some students attempted to find this value by hand which made them waste time. Correct values were
compared when deciding whether to accept or not the null hypothesis and follow through marks were awarded from their degrees of
freedom and chi-squared test when incorrect.
The second part was not as successful as the first one. Simple probability was well answered. Not all the students changed the
denominator to
45 for the second probability showing their weaknesses in conditional probability. It would have been useful for the students to use a
tree diagram to help them solve the last part of this question but very few did so. Some of those students that reached the last part of
the question forgot to add one of the three terms. Very few used the probability of the complement.

[6 marks]
15c.
Markscheme
(i)
98 97
200
× 199 = 0.239 (23.9%) (A1)(M1)(A1)(G3)

Note: (A1) for correct probabilities seen, (M1) for multiplying two probabilities, (A1) for correct answer.

(ii)
1 − 102
200
× 101
199
= 0.741 (74.1%) (M1)(M1)(A1)(ft)(G2)

Note: (M1) for showing the product, (M1) for using the probability of the complement, (A1) for correct answer. Follow through for
consistent use of with replacement.

OR
98 97 98
200
× 199 + 200 × 102
199
+ 102
200
98
× 199 = 0.741 (74.1%) (M1)(M1)(A1)(ft)(G2)

Note: (M1) for adding three products of fractions (or equivalent), (M1) for using the correct fractions, (A1) for correct answer. Follow
through for consistent use of with replacement.
[6 marks]
 Examiners report
The first part of the question was relatively well done. The null hypothesis and the degrees of freedom were well answered by the
majority of the students. In the show that question some students used the GDC to find the expected values table and highlighted the
correct value
22.05. This procedure gained no mark; the expected value formula was expected to be used here. Also those who did use the formula
were expected to show the unrounded value
22.05 to gain full marks in this part question. Many lost the answer mark for not doing so. GDC was used by most of the students to
find the chi-squared test though some students attempted to find this value by hand which made them waste time. Correct values were
compared when deciding whether to accept or not the null hypothesis and follow through marks were awarded from their degrees of
freedom and chi-squared test when incorrect.
The second part was not as successful as the first one. Simple probability was well answered. Not all the students changed the
denominator to
45 for the second probability showing their weaknesses in conditional probability. It would have been useful for the students to use a
tree diagram to help them solve the last part of this question but very few did so. Some of those students that reached the last part of
the question forgot to add one of the three terms. Very few used the probability of the complement.

[2 marks]
16a.
Markscheme
Either Sean is at school or Sean is playing a game on his computer but not both. (A1)(A1) (C2)
Note: (A1) for ‘either ... or but not both’ (A1) for correct statements. ‘Either’ can be omitted.
[2 marks]

Examiners report
The common error in part (a) was not to include “but not both” and for (b), to give the inverse rather than the converse. The first
column in the table (not
q) was well done but a number of candidates answered the implication incorrectly.

[2 marks]
16b.
Markscheme
If Sean is not playing a game on his computer then Sean is at school. (A1)(A1) (C2)
Note: (A1) for ‘If ... then’ (A1) for correct propositions in the correct order.
[2 marks]

Examiners report
The common error in part (a) was not to include “but not both” and for (b), to give the inverse rather than the converse. The first
column in the table (not
q) was well done but a number of candidates answered the implication incorrectly.

[2 marks]
16c.
Markscheme

(A1)(A1)(ft) (C2)

Note: (A1) for each correct column.

[2 marks]
 Examiners report
The common error in part (a) was not to include “but not both” and for (b), to give the inverse rather than the converse. The first
column in the table (not
q) was well done but a number of candidates answered the implication incorrectly.

[3 marks]
17a.
Markscheme

(A3) (C3)

Notes: (A3) for correct histogram, (A2) for one error, (A1) for two errors, (A0) for more than two errors.
Award maximum (A2) if lines do not appear to be drawn with a ruler.
Award maximum (A2) if a frequency polygon is drawn.
[3 marks]

Examiners report
A surprising number of the candidates did not appear to have brought a ruler/straight edge and so lost a mark in this question as they
were asked to draw a histogram which means the lines must be drawn using a ruler/straight edge. Some candidates drew a frequency
polygon. Parts (b) and (c) were generally answered well though
20/35 was seen occasionally in part (c).

17b. [1 mark]

Markscheme
Modal group = 3800 ⩽ w < 4000 (A1) (C1)
[1 mark]

Examiners report
A surprising number of the candidates did not appear to have brought a ruler/straight edge and so lost a mark in this question as they
were asked to draw a histogram which means the lines must be drawn using a ruler/straight edge. Some candidates drew a frequency
polygon. Parts (b) and (c) were generally answered well though
20/35 was seen occasionally in part (c).

[2 marks]
17c.
Markscheme
3
Probability = 35
(0.0857, 8.57%) (A1)(A1) (C2)

Note: (A1) for correct numerator (A1) for correct denominator.

[2 marks]
 Examiners report
A surprising number of the candidates did not appear to have brought a ruler/straight edge and so lost a mark in this question as they
were asked to draw a histogram which means the lines must be drawn using a ruler/straight edge. Some candidates drew a frequency
polygon. Parts (b) and (c) were generally answered well though
20/35 was seen occasionally in part (c).

18a. [4 marks]

Markscheme
(i)

(A3)

Note: Award (A1) for

p ∧ q column correct, (A1)(ft) for
¬(p ∧ q) column correct, (A1) for last column correct.

(ii) Yes. (R1)(ft) (C4)

Note: (ft) from their second and the last columns. Must be correct from their table.
[4 marks]

Examiners report
This question was well answered by many of the candidates. It is an area of the syllabus that is well taught and many managed to get
a follow through mark even though one of the columns in the table might have been incorrect.

18b. [2 marks]

Markscheme
p∨ q. (A1)(A1) (C2)
−−
Note: Award (A1) for
p … q, (A1) for
−. Accept
∨
−
(p ∨ q) ∧ ¬(p ∧ q) or
(p ∨ q) ∧ (¬p ∨ ¬q).
[2 marks]

Examiners report
This question was well answered by many of the candidates. It is an area of the syllabus that is well taught and many managed to get
a follow through mark even though one of the columns in the table might have been incorrect.

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