The answer
(a)(i)(a) \(\approx 43\) km/h
(b) \(\approx 7.5\) km/h
(ii) \(\approx 5\%\)
(iii) see below
(b)(i) \(\dfrac{17}{40}\)
(ii)(a) \(\dfrac{1}{316}\)
(ii)(b) \(\dfrac{102}{395}\)
O-Level E-Math 2017 Paper 2 Question 9 · Verified worked solution by the Genius Plus Academy teaching team
What this question tests
This is Question 9 of the O-Level E-Math 2017 Paper 2. It tests median & quartiles from a cf curve, in the Cumulative frequency / probability of combined events area. It is worth 12 marks: (a) 1 + 2 + 2 + 2, (b) 1 + 2 + 2. It is a worded / diagram-based question, so open your Ten-Year Series (TYS) or the official paper at this question, then follow our full worked solution below.
(a)(i)(a) Median \(=\) the 40th value (half of 80). Reading across from cumulative frequency 40, the median speed is about 43 km/h. (Read from graph.)
(b) Lower quartile \(=\) 20th value \(\approx 38\) km/h; upper quartile \(=\) 60th value \(\approx 45.5\) km/h. Interquartile range \(\approx 45.5 - 38 = 7.5\) km/h. (Read from graph.)
(ii) At a speed of 50 km/h the cumulative frequency is about 76, so about \(80 - 76 = 4\) cars exceeded 50 km/h. Percentage \(= \dfrac{4}{80} \times 100\% = 5\%\). (Read from graph; accept roughly 4 to 7%.)
(iii) Comparing the morning (curve) with the afternoon (box plot, with median \(\approx 41\), \(Q_1 \approx 34\), \(Q_3 \approx 42\)): (1) the afternoon median speed (\(\approx 41\) km/h) is a little lower than the morning median (\(\approx 43\) km/h), so on average cars were slightly slower in the afternoon; (2) the afternoon speeds are at least as spread out as the morning ones (afternoon interquartile range \(\approx 8\) km/h with a range reaching about 55 km/h), so the afternoon speeds are more varied. (Both comparisons read from the graphs.)
(b) Total cars \(= 34 + 17 + 13 + 11 + 5 = 80\).
(i) \(P(\text{no passengers}) = \dfrac{34}{80} = \dfrac{17}{40}\).
(ii) Two cars chosen at random (without replacement). (a) Both had four passengers (5 such cars): \(P = \dfrac{5}{80} \times \dfrac{4}{79} = \dfrac{20}{6320} = \dfrac{1}{316}\). (b) "More than two passengers" means 3 or 4 (\(11 + 5 = 16\) cars); "fewer than two" means 0 or 1 (\(34 + 17 = 51\) cars). The two chosen cars are one from each group, in either order: \[P = 2 \times \frac{16}{80} \times \frac{51}{79} = \frac{2 \times 16 \times 51}{80 \times 79} = \frac{1632}{6320} = \frac{102}{395}.\]
Answer: (a)(i)(a) \(\approx 43\) km/h
(b) \(\approx 7.5\) km/h
(ii) \(\approx 5\%\)
(iii) see below
(b)(i) \(\dfrac{17}{40}\)
(ii)(a) \(\dfrac{1}{316}\)
(ii)(b) \(\dfrac{102}{395}\)
Same structure, different numbers
Swap the constants, dress a quadratic as a length, hide a derivative inside an integral, and a student sees a brand new problem. The structure underneath is the same, and so is the method. Once a student can name the structure, a whole row of questions that look different start to open the same way.
That is where marks really leak: in choosing the method, not in the algebra that follows. We call it Lock and Key, name the lock, then the key follows.
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Genius Plus Academy · O-Level & IP Mathematics
Our O-Level E-Math tuition trains the same recognise-the-structure method these worked solutions show, taught by a team that has marked these papers for years. It runs within our weekly Secondary Math programme, Sec 1 to 4 and IP.
It is a median & quartiles from a cf curve question from Cumulative frequency / probability of combined events, worth 12 marks: (a) 1 + 2 + 2 + 2, (b) 1 + 2 + 2.
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