Te Pāngarau me te Tauanga (Tauanga), Kaupae 3, 2014

Similar documents
Ahupūngao, Kaupae 1, 2013

Ngā Kōrero o Mua, Kaupae 2, 2008

Level 2 Mathematics and Statistics, 2016

Wetlands WATER QUALITY

Level 2 Business Studies, 2017

Growing and Learning with 5+ A Day

Level 3 Biology, 2016

Cambridge International Examinations Cambridge International General Certificate of Secondary Education

SENIOR VCAL NUMERACY INVESTIGATION SENIOR VCAL NUMERACY INVESTIGATION Only A Little Bit Over. Name:

Cambridge International Examinations Cambridge International General Certificate of Secondary Education

TOTAL INSTRUCTIONS TO CANDIDATES

wine 1 wine 2 wine 3 person person person person person

Thermal Properties and Temperature

Functional Skills Mathematics Assessment SAMPLE PAPER Level 2

Gateway Unit Standards and Resources

Review for Lab 1 Artificial Selection

Mathematics Examination Secondary Cycle One Year One June 2008 Student Booklet 2 Competency 2 and Competency 3 Situations Calculator allowed

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education

National 5 ADDITIONAL QUESTION BANK You have chosen to study: Statistics. Please choose a question to attempt from the following: Back to Unit 2 Menu

Cambridge International Examinations Cambridge International General Certificate of Secondary Education

F291. BUSINESS STUDIES An Introduction to Business ADVANCED SUBSIDIARY GCE. Monday 16 May 2011 Afternoon

Name: Adapted from Mathalicious.com DOMINO EFFECT

Business Statistics /82 Spring 2011 Booth School of Business The University of Chicago Final Exam

Fractions with Frosting

STA Module 6 The Normal Distribution

STA Module 6 The Normal Distribution. Learning Objectives. Examples of Normal Curves

We trust you will find this cook book useful.

5 Populations Estimating Animal Populations by Using the Mark-Recapture Method

HE WHAKAPUTANGA HIAHIA KI TE WHAKATŪ TOA STALLHOLDER EXPRESSION OF INTEREST INFORMATION BOOKLET

Concepts/Skills. Materials

Mathematics Guide

Tennessee Comprehensive Assessment Program TCAP. TNReady Grade 5 Math Part I PRACTICE TEST. Student Name. Teacher Name

GCSE 4091/01 DESIGN AND TECHNOLOGY UNIT 1 FOCUS AREA: Food Technology

Activity 10. Coffee Break. Introduction. Equipment Required. Collecting the Data

Economics 101 Spring 2019 Answers to Homework #1 Due Thursday, February 7 th, Directions:

Buying Filberts On a Sample Basis

Algebra 2: Sample Items

Assignment 60 Marks 1 March, 2018

Caffeine And Reaction Rates

Name: Class: Date: Secondary I- CH. 10 Test REVIEW. 1. Which type of thin-crust pizza was most popular?

Which of your fingernails comes closest to 1 cm in width? What is the length between your thumb tip and extended index finger tip? If no, why not?

Archdiocese of New York Practice Items

Word Problems: Mixtures

Biologist at Work! Experiment: Width across knuckles of: left hand. cm... right hand. cm. Analysis: Decision: /13 cm. Name

Mix it Up: Combining Liquids of Different Temperature

Lesson 23: Newton s Law of Cooling

Math Released Item Grade 5. Bean Soup M01289

Virginia Western Community College HRI 225 Menu Planning & Dining Room Service

How Many of Each Kind?

Name Date. Materials 1. Calculator 2. Colored pencils (optional) 3. Graph paper (optional) 4. Microsoft Excel (optional)

confidence for front line staff Key Skills for the WSET Level 1 Certificate Key Skills in Wines and Spirits ISSUE FIVE JULY 2005

Student Booklet 1. Mathematics Examination Secondary Cycle One Year One June Competency 2 Situations No calculator allowed

Cambridge International Examinations Cambridge International General Certificate of Secondary Education

Cambridge International Examinations Cambridge International General Certificate of Secondary Education

SYSTEMS OF LINEAR INEQUALITIES

GRADE: 11. Time: 60 min. WORKSHEET 2

Mentos very quickly and in huge quantities and shoot out of the bottle.

Restaurant Guide create your world.

Please sign and date here to indicate that you have read and agree to abide by the above mentioned stipulations. Student Name #4

MAMA SID'S PIZZA by Faith Goddard-Allen

Investigation 1: Ratios and Proportions and Investigation 2: Comparing and Scaling Rates

Functions Modeling Change A Preparation for Calculus Third Edition

HALF-YEARLY EXAMINATIONS 2016/2017

Missing value imputation in SAS: an intro to Proc MI and MIANALYZE

Structures of Life. Investigation 1: Origin of Seeds. Big Question: 3 rd Science Notebook. Name:

Business Studies

Investigation 1: Ratios and Proportions and Investigation 2: Comparing and Scaling Rates

Economics Homework 4 Fall 2006

A.P. Environmental Science. Partners. Mark and Recapture Lab addi. Estimating Population Size

2 nd Midterm Exam-Solution

0648 FOOD AND NUTRITION

Y9 EXAM. Mostly on Science techniques!

Pre-Test Unit 6: Systems KEY

Program Support Notes

The Biscuit Booklet. Name. Booklet design by Stephanie Howdle Calverton Primary School

Names Date Pd. Mentos Investigation

1ACE Exercise 2. Name Date Class

Test A. Science test. First name. Last name. School KEY STAGE 2 LEVELS 3 5. For marker s use only TOTAL

21st Century Skills! Math Writing Technology. Project Based Learning

0648 FOOD AND NUTRITION

Histograms Class Work. 1. The list below shows the number of milligrams of caffeine in certain types of tea.

Becket Keys A Level Business Bridging work

Did you know there are specific varieties of apples used to make applesauce?

Lab 2. Drug Abuse. Solubility and Colligative Properties of Solutions: Coffee, Soda, and Ice Cream

Multiple Imputation for Missing Data in KLoSA

Did you know that there are many different types of butter?

Functional Skills Mathematics Level 1 Sample Assessment Fill in your name, date of birth, registration number and centre name in the boxes below.

Fun melon Face watermelon.org/educators/host-watermelon-day.aspx OrEgOn HarvESt for ScHOOlS classroom ElEMEntS ElEMEntary ScHOOl Story time Seeds

food and drink Nutritionists advise us to eat at least 5 fruit or vegetable portions a day. What does a portion look like?

KEY. Chemistry End of Year Cornerstone Assessment: Part A. Experimental Design

MARK SCHEME for the May/June 2006 question paper 0648 FOOD AND NUTRITION

Georgia Department of Education Common Core Georgia Performance Standards Framework Student Edition Seventh Grade Mathematics Unit 3

Little Read 2013: Rules by Cynthia Lord

Joy the Baker Rationalizing in Baking

Going Strong. Comparing Ratios. to Solve Problems

Break down K cups. Faculty collection

Report to Zespri Innovation Company Ltd. An Analysis of Zespri s 2003 Organic Kiwifruit Database: Factors Affecting Production

Surname Other Names. Centre Number Candidate Number Candidate Signature

COMPARISON OF CORE AND PEEL SAMPLING METHODS FOR DRY MATTER MEASUREMENT IN HASS AVOCADO FRUIT

7.RP Cooking with the Whole Cup

Transcription:

See back cover for an English translation of this cover 91586M 915865 3Supervisor's Use Only Te Pāngarau me te Tauanga (Tauanga), Kaupae 3, 2014 91586M Te whakahāngai i ngā tuari tūponotanga hei whakaoti rapanga 9.30 i te ata Rāpare 20 Whiringa-ā-rangi 2014 Whiwhinga: Whā Paetae Kaiaka Kairangi Te whakahāngai i ngā tuari tūponotanga hei whakaoti rapanga. Te whakahāngai i ngā tuari tūponotanga mā te whakaaro whaipānga hei whakaoti rapanga. Te whakahāngai i ngā tuari tūponotanga mā te whakaaro waitara hōhonu hei whakaoti rapanga. Tirohia mehemea e ōrite ana te Tau Ākonga ā-motu (nsn) kei tō pepa whakauru ki te tau kei runga ake nei. Me whakautu e koe ngā pātai katoa kei roto i te pukapuka nei. Whakaaturia ngā mahinga KATOA. Me mātua riro mai i a koe te pukaiti o ngā Tikanga Tātai me ngā Papatau L3 STATMF. Ki te hiahia koe ki ētahi atu wāhi hei tuhituhi whakautu, whakamahia te (ngā) whārangi kei muri i te pukapuka nei, ka āta tohu ai i ngā tau pātai. Tirohia mehemea kei roto nei ngā whārangi 2 15 e raupapa tika ana, ā, kāore hoki he whārangi wātea. Hoatu te pukapuka nei ki te kaiwhakahaere hei te mutunga o te whakamātautau. TAPEKE Mā te kaimāka anake Mana Tohu Mātauranga o Aotearoa, 2014. Pūmau te mana. Kia kaua rawa he wāhi o tēnei tuhinga e tāruatia ki te kore te whakaaetanga a te Mana Tohu Mātauranga o Aotearoa.

2 Pātai Tuatahi (a) Ka taea te whakatauira te rahi o te matū whakakori (caffeine) i roto i tētahi kawhe inu kotahi mā tētahi tuari māori, me te toharite o te 115 mg me te ine mahora o te 10 mg. Me kī ka otahia e tētahi kiritaki kia toru ngā kawhe inu kotahi. Mā te Kaimāka anake Tātaihia te tūponotanga kei waenga i te 108 mg me te 122 mg te matū whakakori kei roto i ngā kawhe katoa e toru. Hōmai ngā whakapaenga hei whakaputa. (b) Ko te wā ka pā mai ngā pānga ki te tangata o te matū whakakori i roto i tana inu kawhe i muri i tana inumanga ka tāea te whakatauira mā tētahi taurangi matapōkere e whai uara i waenga i te 0 meneti me te 40 meneti. Ko te āhua nei ko te wā ka tino pā mai ngā pānga ki te tangata o te matū whakakori i roto i tana inu kawhe he 10 meneti. Mā te whakamahi i tētahi tauira tōtika, tātaihia te tūponotanga ka iti ake i te rima meneti, ka nui ake RĀNEI i te 10 meneti e rongo ai te tangata i te pānga o te matū whakakori i roto i tana inu kawhe. Te Pāngarau me te Tauanga (Tauanga) 91586M, 2014

3 Question One ASSESSOR S USE ONLY (a) The amount of caffeine in a single shot coffee can be modelled by a normal distribution, with mean 115 mg and standard deviation 10 mg. Suppose that a customer orders three single shot coffees. Calculate the probability that all three coffees contain between 108 mg and 122 mg of caffeine. Give any assumption(s) that need to be made. (b) The time it takes for a person to feel the effects of the caffeine in their coffee after they drink it can be modelled by a random variable that takes on values between 0 minutes and 40 minutes. The most likely time it takes a person to feel the effects of the caffeine in their coffee is 10 minutes. Using an appropriate model, calculate the probability that it will take less than five minutes OR more than 10 minutes for a person to feel the effects of the caffeine in their coffee. Mathematics and Statistics (Statistics) 91586, 2014

4 (c) Tata ki te 35% o ngā kawhe latte rahinga nui neke atu i te 405 ml miraka kei roto. Ka whakamahia e tētahi rangatira whare kawhe tētahi tuari māori me te toharite 400 ml ki te whakatauira i te rahinga o te miraka i roto i ngā latte rahinga nui. Mā te Kaimāka anake Mā te whakamahi i tēnei tauira, tātaihia te ōrautanga o ngā latte rahinga nui ka tāea te tūmanako he nui ake i te 410 ml o te miraka kei roto. Matapakihia kia kotahi te aukatinga ka tāea mēnā ka whakamahia te tuari māori hei whakatauira i te rahi o te miraka kei roto i tētahi latte rahinga nui. Te Pāngarau me te Tauanga (Tauanga) 91586M, 2014

(c) Around 35% of large size latte coffees contain more than 405 ml of milk. 5 A café owner uses a normal distribution with mean 400 ml to model the amount of milk used in large size lattes. ASSESSOR S USE ONLY Using this model, calculate the percentage of large size lattes that could be expected to contain more than 410 ml of milk. Discuss one potential limitation with using a normal distribution to model the amount of milk used in a large size latte. Mathematics and Statistics (Statistics) 91586, 2014

6 Pātai Tuarua (a) Ko te whakatau tata a tētahi rangatira whare kawhe he 30% o ngā inu kawhe latte ka mahia mai i te miraka mōmona iti. I roto i te kotahi wiki, i tuhia e te rangatira whare kawhe e hia ngā latte i mahia ki te miraka mōmona iti, ki tētahi atu momo miraka rānei, mō ngā huinga o ngā ota latte piritata e rima. Mā te Kaimāka anake Parahautia te whakamahinga o te tuari huarua hei whakatauira i te maha o ngā latte i roto i tētahi huinga o te 5 ka mahia mai i te miraka mōmona iti. Kua tīmata te rangatira whare kawhe ki te whakaputa i tētahi kauwhata e whakataurite ana i ngā raraunga i kohia (te tuari whakamātau e whakaaturia kaurukitia ana) me te tauira tuari haurua (te tuari ariā e whakaaturia ana ki te kikorangi). Whakaotihia te kauwhata mā te whakaatu i ngā uara e toe ana mō te tauira tuari huarua. 0.40 Te ōwehenga Proportion o ngā of huinga sets of o 5 te rima 0.35 0.30 0.25 0.20 0.15 0.10 0.05 0 0 1 2 3 4 5 Te maha o Number ngā latte of whai lattes miraka with mōmona trim milk iti per i ia set huinga of 5 o te rima Te Pāngarau me te Tauanga (Tauanga) 91586M, 2014

7 (iii) Matapakitia he aha te/ngā whakatau ka puta ki te rangatira whare kawhe mai i te kauwhata kua oti i te whārangi 6. Mā te Kaimāka anake (b) Ko te tau toharite o ngā ota ā-waea mō te kawhe i te hāora i whiwhi i te whare kawhe he 4.6. Mā te whakamahi i tētahi tauira tuari tūponotanga tōtika, tātaihia te tūponotanga e rua te mōrahi o ngā ota ā-waea mō te kawhe ka whiwhi i te whare kawhe i roto i tētahi hawhe hāora. Mō te whakamahi i te tuaritanga ka whakamahia i te wāhanga (b), me puta kia kotahi te whakapaenga, neke atu rānei. Tautohua kia kotahi te whakapaenga kei te hē pea, ā, matapakihia te take e pēnei ai. Te Pāngarau me te Tauanga (Tauanga) 91586M, 2014

8 Question Two ASSESSOR S USE ONLY (a) A café owner estimates that 30% of latte coffees are made with trim milk. Over a period of a week, the café owner has recorded how many lattes were made with trim milk or with other milk for sets of five consecutive latte orders. Justify the use of the binomial distribution to model the number of lattes in a set of 5 that are made with trim milk. The café owner has begun to produce a graph comparing the data collected (the experimental distribution shown shaded) and the binomial distribution model (the theoretical distribution shown in blue). Complete the graph by showing the remaining values for the binomial distribution model. 0.40 0.35 0.30 Proportion of sets of 5 0.25 0.20 0.15 0.10 0.05 0 0 1 2 3 4 5 Number of lattes with trim milk per set of 5 Mathematics and Statistics (Statistics) 91586, 2014

9 (iii) Discuss what conclusion(s) the café owner could draw from the completed graph on page 8. ASSESSOR S USE ONLY (b) The mean number of phone orders for coffee per hour received by the café is 4.6. Using a suitable probability distribution model, calculate the probability that the café receives at most two phone orders for coffee over any half-hour period. To apply the distribution used in part (b), at least one assumption needs to be made. Identify one such assumption that may be invalid, and discuss why this is the case. Mathematics and Statistics (Statistics) 91586, 2014

10 Pātai Tuatoru (a) E whakaatu ana te tūtohi i raro nei i te tuari tūponotanga o te taurangi matapōkere N, te maha o ngā ota mō ngā kawhe hei kawe atu mā tētahi kiritaki. Mā te Kaimāka anake n 1 2 3 4 5 P(N = n) 0.49 0.31 0.1 0.08 0.02 Tātaihia te tau toharite o ngā kawhe hei kawe atu i otahia e ngā kiritaki. Ka whiwhi ngā kiritaki katoa i tētahi paepae pepamārō hei kawe atu i ā rātou kawhe. Ko te utu mō te mahi i ia kawhe, tae atu ki ngā rauemi me te mahi, he $1.80. Ko te utu o tētahi paepae pupuri i ngā kawhe tae atu ki te rua he $0.20. Ko te utu o tētahi paepae pupuri i ngā kawhe e toru tae atu ki te rima he $0.40. Tātaihia te utu e tūmanakohia ana mō ia ota kawhe kawe atu. (b) He pātara kei te kiripaepae o te whare kawhe mā ngā kiritaki hei tuku whakaaro ki tētahi kaupapa aroha o te rohe. Kāore te whare kawhe i te mōhio e hia te moni ka tukuna mai i ia wā e ia kiritaki, ēngari ko te nui e tūmanakohia kei waenga i te 50 heneti me te rima tāra. Mā te whakamahi i tētahi tauira tōtika, whakatauhia te rahinga mōrahi ka tūmanakohia e te toa kawhe kāore e ekehia e ngā whakaaro a ngā kiritaki 80%. Te Pāngarau me te Tauanga (Tauanga) 91586M, 2014

11 Mā te Kaimāka anake Parahautia tō tīpakotanga o te tauira tuari tūponotanga tōtika. (c) I tuhia e tētahi kamupene hoko pīni kawhe te maha o ngā toronga i tana paetukutuku i roto i ngā wāhanga wā 15 meneti i roto i ngā marama e rua kua hipa. I kitea e te kamupene o aua wāhanga wā e 96%, kotahi te toronga ki te paetukutuku i te iti rawa. Tātaihia te tūponotanga neke atu i te 10 ngā toronga ki te paetukutuku i roto i tētahi wāhanga wā 30 meneti. Te Pāngarau me te Tauanga (Tauanga) 91586M, 2014

12 Question Three ASSESSOR S USE ONLY (a) The table below shows the probability distribution of the random variable N, the number of takeaway coffees ordered by a customer. n 1 2 3 4 5 P(N = n) 0.49 0.31 0.1 0.08 0.02 Calculate the mean number of takeaway coffees ordered by customers. All customers are given a cardboard tray to carry their takeaway coffees. The cost to make each coffee, including the cost of the materials and labour, is $1.80. The cost of a tray that can hold up to two coffees is $0.20. The cost of a tray that can hold three to five coffees is $0.40. Calculate the expected cost of each takeaway coffee order. (b) A café has a jar on the front counter for customers to give money for a local charity. The café is not sure how much each customer will give each time, but expects an amount between 50 cents and five dollars. Using an appropriate model, determine the maximum amount that the café would expect 80% of customers to donate less than. Mathematics and Statistics (Statistics) 91586, 2014

13 ASSESSOR S USE ONLY Justify your selection of an appropriate probability distribution model. (c) A company that sells coffee beans recorded the number of visits to its website in 15-minute periods over the last two months. The company found that in 96% of such periods, there was at least one visit to the website. Calculate the probability that the website will receive more than 10 visits in any given 30-minute period. Mathematics and Statistics (Statistics) 91586, 2014

14 Tau pātai He puka anō mēnā ka hiahiatia. Tuhia te (ngā) tāu pātai mēnā e hāngai ana. Mā te Kaimāka anake Te Pāngarau me te Tauanga (Tauanga) 91586M, 2014

15 Question number Extra paper if required. Write the question number(s) if applicable. ASSESSOR S USE ONLY Mathematics and Statistics (Statistics) 91586, 2014

English translation of the wording on the front cover Level 3 Mathematics and Statistics (Statistics), 2014 91586 Apply probability distributions in solving problems 9.30 am Thursday 20 November 2014 Credits: Four 91586M Achievement Achievement with Merit Achievement with Excellence Apply probability distributions in solving problems. Apply probability distributions, using relational thinking, in solving problems. Apply probability distributions, using extended abstract thinking, in solving problems. Check that the National Student Number (nsn) on your admission slip is the same as the number at the top of this page. You should attempt all the questions in this booklet. Show ALL working. Make sure that you have the Formulae and Tables Booklet L3 STATMF. If you need more space for any answer, use the page(s) provided at the back of this booklet and clearly number the question. Check that this booklet has pages 2 15 in the correct order and that none of these pages is blank. You must hand this booklet to the supervisor at the end of the examination. New Zealand Qualifications Authority, 2014. All rights reserved. No part of this publication may be reproduced by any means without the prior permission of the New Zealand Qualifications Authority.