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A-Level MathematicsYear 2022Q6

22   Question 6 continued _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Turn over 23   Question 6 continued Robert collected data about the performance of five teams that sometimes wore a red kit at the Euro 2004 men’s football competition. He awarded one point for a win, zero for a draw and minus one point for a loss (disregarding penalty shoot‑outs). He then found the average points scored when each team wore red and when they did not wear red. Opposing football teams never wear the same colour kit as each other. Robert’s results are shown in Figure 7. Total points Number of games Average points Team Wearing red Not wearing red Wearing red Not wearing red Wearing red Not wearing red Croatia 0 –1 1 2 0 –0.5 Czechia 1 2 1 4 1 0.5 England 1 0 1 3 1 0 Latvia –1 –1 2 1 –0.5 –1 Spain 1 –1 2 1 0.5 –1 [Data source: doi.org/10.1038/435293a] Figure 7 (b) Making any necessary assumptions, use the average points data in Figure 7 and a paired t-test to investigate Russell and Robert’s belief that wearing red may affect the success of a team. Make a full conclusion, in context, about any effect seen, or otherwise. (8) _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________

Paper Source:9st0-03-que-20220624.pdf

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Exam Specification Info

This question is part of the UK A-Level Mathematics syllabus. In the actual exam, structured questions typically require linking specific keywords to gain full marks. Applaa helps you drill these topics.

Syllabus levelAdvanced Level (A-Level)
SubjectMathematics
Official MarksVariable (2–6 marks)