| Exam Board | AQA |
|---|---|
| Module | AS Paper 2 (AS Paper 2) |
| Year | 2018 |
| Session | June |
| Marks | 6 |
| Paper | Download PDF ↗ |
| Mark scheme | Download PDF ↗ |
| Topic | Bivariate data |
| Type | Identify outliers or unusual points |
| Difficulty | Easy -1.2 This is a straightforward data interpretation question requiring identification of outliers from a scatter diagram and description of correlation. It involves basic statistical concepts (outliers, correlation) with no calculation, just visual interpretation and contextual explanation. Significantly easier than average A-level questions which typically require mathematical manipulation or problem-solving. |
| Spec | 2.02c Scatter diagrams and regression lines2.02d Informal interpretation of correlation2.02h Recognize outliers |
| Student | Practice (hours per week) | Practical exam score (out of 100) |
| Donovan | 50 | 64 |
| Vazquez | 6 | 71 |
| Higgins | 3 | 55 |
| Begum | 2.5 | 47 |
| Collins | 1 | 80 |
| Coldbridge | 4 | 61 |
| Nedbalek | 4.5 | 65 |
| Carter | 8 | 83 |
| White | 11 | 92 |
| Answer | Marks | Guidance |
|---|---|---|
| 18 (a) | Identifies Donovan | AO1.2 |
| Answer | Marks | Guidance |
|---|---|---|
| their performance in the exam. | AO2.2b | E1 |
| Identifies Collins | AO1.2 | B1 |
| Answer | Marks | Guidance |
|---|---|---|
| their performance in the exam. | AO2.2b | E1 |
| Answer | Marks |
|---|---|
| 18(b)(i) | Describes correlation correctly, at |
| Answer | Marks | Guidance |
|---|---|---|
| indicate strength | AO2.5 | B1 |
| Answer | Marks |
|---|---|
| 18(b)(ii) | Interprets correlation in context |
| Answer | Marks | Guidance |
|---|---|---|
| the exam the more you practised | AO3.2a | E1 |
| Answer | Marks | Guidance |
|---|---|---|
| Total | 6 | |
| Q | Marking Instructions | AO |
Question 18:
--- 18 (a) ---
18 (a) | Identifies Donovan | AO1.2 | B1 | First Outlier Donovan
Reason
A data entry error has been made
(should be 5 not 50)
Second outlier Collins
Reason
Naturally very able student.
Infers a reason for Donovan
a data entry error has been
made
Donovan gets
nervous/stressed under
exam conditions and
performed poorly in most
recent test
Donovan is not a very good
player despite a lot of
practice
Just started playing so
practised longer hours but
performed poorly in exam
External factors/illness
Accept other reasonable reason
linking Donovan’s practice time to
their performance in the exam. | AO2.2b | E1
Identifies Collins | AO1.2 | B1
Infers a reason for Collins
a data entry error has been
made
naturally very good piano
player so does little practice
‘Lucky’ test score
Accept other reasonable reason
linking Collins’s practice time to
their performance in the exam. | AO2.2b | E1
--- 18(b)(i) ---
18(b)(i) | Describes correlation correctly, at
least strong positive. Accept non
– linear correlation, but do not
accept numerical value to
indicate strength | AO2.5 | B1 | Strong Positive Correlation
--- 18(b)(ii) ---
18(b)(ii) | Interprets correlation in context
(as given in typical solution OE)
Do not accept the better you do in
the exam the more you practised | AO3.2a | E1 | Students who complete more
practice perform better in the exam
Total | 6
Q | Marking Instructions | AO | Marks | Typical Solution
Jennie is a piano teacher who teaches nine pupils.
She records how many hours per week they practice the piano along with their most recent practical exam score.
\begin{tabular}{|l|c|c|}
\hline
\textbf{Student} & \textbf{Practice (hours per week)} & \textbf{Practical exam score (out of 100)} \\
\hline
Donovan & 50 & 64 \\
\hline
Vazquez & 6 & 71 \\
\hline
Higgins & 3 & 55 \\
\hline
Begum & 2.5 & 47 \\
\hline
Collins & 1 & 80 \\
\hline
Coldbridge & 4 & 61 \\
\hline
Nedbalek & 4.5 & 65 \\
\hline
Carter & 8 & 83 \\
\hline
White & 11 & 92 \\
\hline
\end{tabular}
\begin{tikzpicture}[
x=0.18cm,
y=0.09cm,
font=\sffamily,
cross/.pic = {
\draw[thick] (-3.5pt, -3.5pt) -- (3.5pt, 3.5pt);
\draw[thick] (-3.5pt, 3.5pt) -- (3.5pt, -3.5pt);
}
]
% 1. Draw Axis Lines
\draw (0,0) -- (60,0);
\draw (0,0) -- (0,100);
% 2. X-axis Ticks and Labels
\foreach \x in {0, 10, 20, 30, 40, 50, 60} {
\draw (\x, 0) -- ++(0, -4pt) node[below] {\x};
}
% 3. Y-axis Ticks and Labels
\foreach \y in {0, 10, 20, 30, 40, 50, 60, 70, 80, 90, 100} {
\draw (0, \y) -- ++(-4pt, 0) node[left] {\y};
}
% 4. Axis Titles
\node[anchor=north, yshift=-22pt] at (30, 0) {Practice (hours per week)};
\node[anchor=east, align=left, xshift=-35pt] at (0, 50) {Practical \\ exam score \\ (out of 100)};
% 5. Data Points
\pic at (50, 64) {cross};
\pic at (6, 71) {cross};
\pic at (3, 55) {cross};
\pic at (2.5, 47) {cross};
\pic at (1, 80) {cross};
\pic at (4, 61) {cross};
\pic at (4.5, 65) {cross};
\pic at (8, 83) {cross};
\pic at (11, 92) {cross};
\end{tikzpicture}
\begin{enumerate}[label=(\alph*)]
\item Identify two possible outliers by name, giving a possible explanation for the position on the scatter diagram of each outlier. [4 marks]
\item Jennie discards the two outliers.
\begin{enumerate}[label=(\roman*)]
\item Describe the correlation shown by the scatter diagram for the remaining points. [1 mark]
\item Interpret this correlation in the context of the question. [1 mark]
\end{enumerate}
\end{enumerate}
\hfill \mbox{\textit{AQA AS Paper 2 2018 Q18 [6]}}