Quantitative Problem Solving 2016

Oxford Cambridge and RSA
Level 3 Certificate
Quantitative Problem Solving (MEI)
H867/01 Introduction to Quantitative Reasoning
Wednesday 18 May 2016 – Morning
Time allowed: 2 hours
* 6 0 0 1 0 8 3 0 3 3 *
You must have:

• the Insert (inserted)
You may use:
• a scientific or graphical calculator
* H 8 6 7 0 1 *
First name
Last name
Centre Candidate
number number
INSTRUCTIONS
• Use black ink. You may use an HB pencil for graphs and diagrams.
• Complete the boxes above with your name, centre number and candidate number.
• Answer all the questions.
• Write your answer to each question in the space provided.
• Additional paper may be used if required but you must clearly show your candidate
number, centre number and question number(s).
• Do not write in the barcodes.
• You are advised that an answer may receive no marks unless you show sufficient detail
of the working to indicate that a correct method is being used.
INFORMATION
• The total mark for this paper is 72.
• The marks for each question are shown in brackets [ ].
• This document consists of 20 pages.
• Final answers should be given to a degree of accuracy appropriate to the context.
© OCR 2016 [601/4782/9] OCR is an exempt Charity

DC (LK/JG) 128083/2 Turn over
2
BLANK PAGE
PLEASE DO NOT WRITE ON THIS PAGE
© OCR 2016
3
Answer all the questions.
1 Athletes in the decathlon take part in ten different events. Points are allocated in each event depending upon
how well they do. Shorter times are considered better in running events. Longer distances are considered
better in the long jump.
Ashton Eaton set a world record in 2015. He ran 100 m in 10.23 seconds and he jumped 7.88 metres in the
long jump. The table below shows statistics summarising the long term performance of decathletes in these
events:
Event Mean Standard deviation

100 m 10.99 s 0.25 s
Long jump 7.26 m 0.31 m
(Adapted from Cox and Dunn (2002) An analysis of decathlon data)
Calculate z-scores for Ashton Eaton’s performance in the two events. Should he have been awarded more
points in the 100 m or in the long jump event? Explain your reasoning clearly. [4]
© OCR 2016 Turn over

4
2 Vets use a model in which the mass of a rabbit is proportional to the cube of the circumference of its head.
This gives the formula
M = ah 3
where
• its mass is M kg
• the circumference of its head is h cm
• a is a constant for the type of rabbit in this question.
In order to estimate the value of a for a particular type of rabbit, a vet measured the mass and the head
circumference of 5 rabbits. The results are given in the table below.
Rabbit M h h3
Daniel 1.5 24 13 824
Theo 2.0 27
Alessia 2.6 28
Elsa 3.4 32
Asha 2.7 30 27 000
(i) Complete the final column of the table above. [1]
© OCR 2016
5
(ii) Plot the data on the grid below and draw a line of best fit. [3]
M
4.0
3.5
3.0
2.5
2.0
1.5
1.0 h3
10 000 15 000 20 000 25 000 30 000 35 000
(iii) Use your line of best fit to estimate the value of a. [2]
2 (iii)

6
(iv) Another rabbit has a head circumference of 36 cm and a mass of 6.1 kg. Use the vet’s model to
determine whether this rabbit is overweight or underweight. [3]
2 (iv)
(v) Give one reason why this model seems to be appropriate. [1]
2 (v)
© OCR 2016
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3 The UK government predicts that in the years from 2023 to 2027 inclusive the UK will produce 416 million
tonnes ± 4 % of carbon dioxide each year.
(i) What is the largest total amount of carbon dioxide the UK is predicted to produce in the five years
from 2023 to 2027? [3]
3 (i)
(ii) The UK is predicted to have a population of (66 ± 5) million in the period from 2023 to 2027. There is
a target of producing less than 6 tonnes of carbon dioxide per person per year. Given the prediction, is
this target certain to be met? Support your answer with relevant calculations. [4]
3 (ii)

8
4 An architect is designing a kitchen for student accommodation. He creates the scale drawing shown below.
WINDOW
HOB
SINK
1m
Health and safety regulations say that the hob must be more than 1 m away from the sink, as measured at
their closest points.
(i) How far is the sink away from the hob? Does it satisfy the health and safety regulations? [2]
4 (i)
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There are three constraints on where the hob can be placed.
• It must be on the worktop (shaded in the diagram below).

• It must be more than 1 m from the sink.
• It must be more than 50 cm away from the window.
(ii) The same size and shape of hob must be used. On the diagram below, draw a possible position for
the hob. [3]
WINDOW
SINK
1m

10
5 A researcher is examining the effectiveness of a new test for diabetes. She tests 1000 people whose diabetes
status is already known. The results are summarised in the table below.
(i) Fill in the column and row totals in the table below. Use the data to estimate the proportion of people
who have diabetes. Give your answer in the form 1 in n where n is a whole number. [3]
Diabetes status
Diabetic Not diabetic Total
Positive 44 48
Test outcome Negative 4 904
Total 1000
5 (i)
(ii) A hospital serves a population of 300 000 people. The average cost of treating a patient who definitely
has diabetes is £2600 per year. Estimate, to the nearest million pounds, the amount that this hospital
spends on diabetes treatment each year. Show your reasoning. [4]
5 (ii)
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11
(iii) State one assumption you have used in your calculation in part (ii). [1]
5 (iii)
(iv) Use the data in the table to estimate the probability that someone with diabetes gets a positive result in
the test. [2]
5 (iv)
(v) Use the data in the table to estimate the probability that someone with a positive result has diabetes.
[2]
5 (v)
(vi) Is the researcher’s test useful in determining whether or not someone has diabetes? Use your results
from part (iv) and / or part (v) to support your argument. [1]
5 (vi)

12
6 The chart below shows the percentage of people in different age groups who reported that they used the
internet every day in 2006 and in 2013.
% 2006 2013
100
90
80
70
60
50
40
30
20
10
0
16–24 25–34 35–44 45–54 55–64 65+ All
(Source: ONS statistical bulletin, Internet Access, 2013)
(i) State two main points the chart above shows. [2]
6 (i)
The table below gives the numbers in the different age groups for 2013 and the percentages of them using
the internet daily.
Number of people in Percentage who use

Age
age group (million) the internet daily
16–24 7.4 88
25–34 8.7 84
35–44 8.5 80
45–54 9.0 76
55–64 7.3 67
65+ 11.1 37
© OCR 2016
13
(ii) Jean claims that a greater number of 16 to 24 year olds than 45 to 54 year olds use the internet daily.
Use the figures in the table on page 12 to determine if this claim is true, showing your working clearly.
[3]
6 (ii)
(iii) The chart has a category labelled ‘All’. It is 70% to the nearest whole number for 2013. Use the
information in the table to show how this figure was calculated. [5]
6 (iii)

14
7 The breaking load of materials is an important property used to determine their strength. The breaking load
of a strand of spider silk is approximately 10–3 kg. The breaking load of an iron wire of the same diameter as
the silk is approximately 5 ◊ 10–6 kg.
(i) How many times stronger than iron is spider silk? [2]
7 (i)
The graph below shows part of a specification provided by the manufacturers of a steel component of a
bridge. It shows the expected lifespan of the component at different temperatures and loads. The vertical
axis has a logarithmic scale.
1E+09
1E+08
1E+07
Expected Lifespan (Hours)
1E+06
1E+05
1E+04
–20° C
1E+03 0° C
20° C
60° C 40° C
1E+02
100 200 300 400 500 600 700 800 900 1000
Load (tonnes)
© OCR 2016
15
(ii) What is the expected lifespan of the component if it has a load of 400 tonnes at a temperature of 20 °C?
[2]
7 (ii)
(iii) An engineer wants this bridge component to last more than 2 years.
(A) How many hours are in 2 years? Give your answer to the nearest 10 000 hours. [2]
(B) The component is to operate at temperatures of 40 °C. Use the graph on page 14 to determine the
maximum load that can be exerted on the component if it is to last at least 2 years. [1]
7 (iii) (A)
7 (iii) (B)

16
8 For this question you may need to use information from the Insert.
Bronwyn wants to check her payslip to see if she is paying the correct amount of tax and national insurance.
Bronwyn’s gross annual salary is £24 000 in the tax year 2015/16. She pays £100 each month into a pension
scheme.
(i) Show that her income tax each year should be £2440. [2]
8 (i)
(ii) Find her monthly national insurance. [3]
8 (ii)
© OCR 2016
17
Some politicians have suggested introducing a new income tax system with a flat rate of 12% and no tax-
free allowance. Bronwyn decides to create a spreadsheet to see how this would affect her. She decides that
she will make the comparison without considering any pension payments.
A B C
1 Gross Current New
income income tax income tax
2 24000
3 25000
4 26000
5 27000
6 28000
7 29000
Bronwyn creates the spreadsheet shown above. The formula in cell C2 is
= A2 ) 0.12
(iii) Write down the formula in cell B2. [2]
8 (iii)
(iv) Fill in the values in each empty cell in the spreadsheet shown below. Two have been done for you. [3]
A B C
1 Gross Current New
income income tax income tax
2 24000 2680
3 25000
4 26000
5 27000
6 28000
7 29000 3480
(v) Between two of the consecutive incomes in column A in the spreadsheet above, the amount of income
tax paid in the two systems is the same. Which two incomes are these? [1]
8 (v)

18
(vi) Bronwyn is told that she will get a 2% pay rise next year. Assume that her pension contribution is fixed
at £100 per month and that the tax system is the same as in 2015/16. Find the percentage increase in the
amount of income tax she will pay. [5]
8 (vi)
END Of quESTION PAPER
© OCR 2016
19
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© OCR 2016
20

Copyright Information
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whose work is used in this paper. To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced in the OCR Copyright
Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download from our public website (www.ocr.org.uk) after the live examination series.
If OCR has unwittingly failed to correctly acknowledge or clear any third-party content in this assessment material, OCR will be happy to correct its mistake at the earliest possible
opportunity.
For queries or further information please contact the Copyright Team, First Floor, 9 Hills Road, Cambridge CB2 1GE.
OCR is part of the Cambridge Assessment Group; Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a
department of the University of Cambridge.
© OCR 2016
Level 3 Certificate
H867/01 Introduction to Quantitative Reasoning
Insert
Wednesday 18 May 2016 – Morning

* 6 4 2 7 2 0 4 9 6 4 *
Time allowed: 2 hours
INFORMATION FOR CANDIDATES

• This Insert contains a copy of the pre-release material for use with the Question Paper.
• This document consists of 2 pages. Any blank pages are indicated.
INSTRUCTION TO EXAMS OFFICER/INVIGILATOR

• Do not send this Insert for marking; it should be retained in the centre or recycled.
Please contact OCR Copyright should you wish to re-use this document.
© OCR 2016 [601/4782/9]

DC (ST) 132819 Turn over
2
The UK tax system
A flat rate of tax is used in some countries. This means that everybody pays a fixed percentage of their entire
income.
The UK tax system is redistributive. This means that people with higher incomes pay a larger percentage of
their income in tax.
During the tax year 2015/16 in the UK you pay two different types of taxes when you earn money.
• income tax
• national insurance
For income tax the first £10 600 of a worker’s annual salary is called the tax free allowance. No income tax is
paid on this. Income between £10 600 and £42 385 is taxed at the basic rate of 20%. Income between £42 385
and £100 000 is taxed at the higher rate of 40%. Incomes above £100 000 have slightly more complicated rules.
National insurance is paid by most people at a rate of 12% on income between £8065 and £42 385. Any
additional income above £42 385 is taxed at a rate of 2%. No national insurance is paid on income below £8065.
All of these taxes may be reduced by taking part in a salary sacrifice scheme. This is where some money is paid
before tax into a recognised scheme, such as a pension. This lowers the amount of tax paid.
The income before tax is called the gross income. The income after tax and national insurance have been paid is
called the net income.
For example, Joanna has a gross income of £50 000. She would pay:
basic rate income tax on £31 785, which is £6357

higher rate income tax on the next £7615, which is £3046
basic rate national insurance on £34 320, which is £4118.40
higher rate national insurance on £7615, which is £152.30.
Her total tax bill is £13 673.70 and her net pay is therefore £36 326.30 per year or around £3027 per month.
If Joanna made a salary sacrifice of £5000 per year into a pension, her new higher rate of income tax and national
insurance would only be on £2615. Her new total tax bill is £11 573.70, so her new net monthly pay would be
about £2786.
Copyright Information
OCR is committed to seeking permission to reproduce all third-party content that it uses in its assessment materials. OCR has attempted to identify and contact all copyright holders
whose work is used in this paper. To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced in the OCR Copyright
Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download from our public website (www.ocr.org.uk) after the live examination series.
If OCR has unwittingly failed to correctly acknowledge or clear any third-party content in this assessment material, OCR will be happy to correct its mistake at the earliest possible
opportunity.
For queries or further information please contact the Copyright Team, First Floor, 9 Hills Road, Cambridge CB2 1GE.
OCR is part of the Cambridge Assessment Group; Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a
department of the University of Cambridge.
© OCR 2016 H867/01 Jun16

Level 3 Certificate
Unit H867/01 Introduction to quantitative reasoning
OCR Level 3 Certificate in Quantitative Problem Solving (MEI)
Mark Schemes for June 2016
Oxford Cambridge and RSA Examinations

OCR (Oxford Cambridge and RSA) is a leading UK awarding body, providing a wide range of
qualifications to meet the needs of candidates of all ages and abilities. OCR qualifications
include AS/A Levels, Diplomas, GCSEs, Cambridge Nationals, Cambridge Technicals,
Functional Skills, Key Skills, Entry Level qualifications, NVQs and vocational qualifications in
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invested back into the establishment to help towards the development of qualifications and
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This mark scheme is published as an aid to teachers and students, to indicate the requirements
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All examiners are instructed that alternative correct answers and unexpected approaches in
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demonstrated.
Mark schemes should be read in conjunction with the published question papers and the report
on the examination.
OCR will not enter into any discussion or correspondence in connection with this mark scheme.
© OCR 2016
H867/01 Mark scheme June 2016
Question Answer Marks Guidance

1 For 100m M1 Attempting to use z-scores (possibly implicitly)
A1 Needs full accuracy.

For long jump
A1
So 100m should score more points.
E1
[4]
3

2 i 13824 B1 at least 4 correct numbers (to 3sf or better)
19683 [1]
21952
32768
27000
2 ii G1 at least two correct points (within one square) – no ft
G1 all points correct (within one square) – no ft
G1ft Reasonable line of best fit
[3]
2 iii M1 needs some evidence, e.g. a triangle on graph. Do not allow for
gradient of line from (0,0) to a single point on the table
A1 ft their graph
[2]
2 iv M1 correct model used
A1 ft their value of
So the rabbit is overweight. E1 Must be consistent with working above.
[3]
4

2 v Any sensible reason e.g. Points lie close to a straight line. E1
[1]
3 i M1 Adding on 4% by any method
A1
A1 Accept to 3sf
[3]
ii Attempting to find at least one CO2 per person ratio M1

Must be for 1 year
Allow C02 values between LB and UB or their 3i answer M1 Ft their 3i if used
Using valid population Allow figure for 5 year period
May be their only ratio
Selecting a pair of values for which their ratio exceeds 6 and M1 Conclusion clearly stated www
making a comparison with 6 Don’t allow if they state that exceeding 6 to nnes is meeting the
E1 target
Target is not certain to be met
[4]
Alternative method
Attempting to find at least limit for CO2 based on 6 tonnes per M1 Allow any value between LB and UB
person
M1
Using valid population
M1 Allow any value between UB and LB
Comparing a predicted CO2 that exceeds their limit with their
limit E1 Conclusion clearly stated
Target is not certain to be met [4]
5

4 i 0.75m B1
It does not satisfy the regulations
E1
[2]
4 ii Anywhere on the surface outside of the circles: B1 Entirely on blue surface
B1 More than 1m from sink (allow =1m from sink)
B1 More than 50cm from window (allow =0.5m from window)
[3]
6

5 i Totals 92, 908, 48, 952 B1
1000÷48 M1 Allow for 48÷1000
Which is about 1 in 21 or 1 in 20 A1
[3]
5 ii M1 Finding number with diabetes
A1 ft their ans 5i if used

Total cost
M1 Finding total cost
A1 Rounded to the nearest million
[4] ft their number of patients

5 iii e.g. Researcher’s results are relevant to area of the hospital. E1 Any relevant comment.
Everybody who is diabetic gets treatment. [1]

5 iv B1 Denominator
B1 Numerator
[2]
5 v B1 Denominator
B1 Numerator
[2]
5 vi Yes or no, supported by relevant comment e.g. since the probability of someone E1
with a positive result actually having diabetes is relatively low.
[1]
7

6 i - A larger percentage of people used the internet (daily)in 2013 B1 Allow any two distinct evaluative comments.
- The use is lower for older people
- Proportion using internet is increasing. B1
[2]
6 ii M1 attempt to work out both numbers
A1 at least one correct number

The claim is not true.
E1 Correct conclusion www.
[3]
6 iii M1 A1 attempt at a total number of people who use

internet daily
Total population 52 million M1 attempt to find total population
M1 divide by “52”
A1 art 70.1
[5]
8

7 i M1 Allow for
A1
[2]
7 ii or (hours) B1 For 2×
B1 Correct power of 10
[2]
7 iii A M1 Allow 365 or better.
A1 Answer rounded to nearest 10,000.
[2]
7 iii B 200 (tonnes) B1
[1]
9

8 i M1 For attempt to subtract both allowance and
pension (condone confusing annual and
monthly values)
A1 All numbers correct
N.b. allow going straight to monthly

calculations and scaling up.
[2]
8 ii M1 For attempt to subtract allowance and

pension only (condone confusing monthly
and annual values)
M1 applying a correct percentage to either

annual or monthly income with some
deductions
A1 art 147
[3]
8 iii B1 A2-10600 seen
B1 ( )*0.2 and starts with =

Do not allow for any formula containing
[2] B2
8 iv 2880 B1B1 At least one in each column correct

2880 3000
3080 3120 B1 All correct
3280 3240
3480 3360 [3]
3680
10

8 v £26 000 and £27 000 B1 FT their table (only if complete)
[1]
8 vi M1 using an appropriate method to increase

salary by 2%
M1 using their ‘24480’
A1 exact answer
M1 using their ‘2536’
A1 art 3.9
[5]
Alternative method Additional income M1 Attempting 2% of salary

Understanding all payable at basic rate
M1 (may be implied)
All payable at basic rate
Extra tax A1 using their ‘96’
M1 art 3.9
A1
[5]
11
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© OCR 2016
Level 3 Certificate
OCR Level 3 Certificate in Quantitative Problem Solving (MEI) H867
OCR Report to Centres June 2016

OCR (Oxford Cambridge and RSA) is a leading UK awarding body, providing a wide range of
qualifications to meet the needs of candidates of all ages and abilities. OCR qualifications
include AS/A Levels, Diplomas, GCSEs, Cambridge Nationals, Cambridge Technicals,
Functional Skills, Key Skills, Entry Level qualifications, NVQs and vocational qualifications in
areas such as IT, business, languages, teaching/training, administration and secretarial skills.
It is also responsible for developing new specifications to meet national requirements and the
needs of students and teachers. OCR is a not-for-profit organisation; any surplus made is
invested back into the establishment to help towards the development of qualifications and
support, which keep pace with the changing needs of today’s society.
This report on the examination provides information on the performance of candidates which it is
hoped will be useful to teachers in their preparation of candidates for future examinations. It is
intended to be constructive and informative and to promote better understanding of the
specification content, of the operation of the scheme of assessment and of the application of
assessment criteria.
Reports should be read in conjunction with the published question papers and mark schemes for
the examination.
OCR will not enter into any discussion or correspondence in connection with this report.
© OCR 2016
CONTENTS
OCR Level 3 Certificate
Level 3 Certificate in Quantitative Problem Solving (MEI) H867
OCR REPORT TO CENTRES
Content Page
01 Introduction to Quantitative Reasoning 4
02 Statistical Problem Solving 7

OCR Report to Centres–- June 2016
01 Introduction to Quantitative Reasoning

General Comments
This is the first time that this qualification was examined. Many candidates made a good effort
although some struggled with the large and small numbers in some of the questions. Several
areas not on GCSE, for example Normal distribution and weighted average seemed to cause the
most problems, as did the scale on the logarithmic graph. The question on income tax showed
great variability from centre to centre in preparing candidates using the pre-release material.
Core Mathematics is about communication as well as numerical answer and to do well,
candidates needed to write about the significance of the results of their calculations in the
context of the question.
Comments on Individual Questions:
Q1 Many good answers (3/4 marks) were seen from candidates who added and subtracted
multiples of the standard deviation from the mean to get an idea of how unusual the values were
in each event. To get the required level of accuracy, coding was needed. The final mark was
awarded to candidates who were able to draw the correct conclusion from their z-scores, even if
they were only given to the nearest integer.
Q2 (i) and (ii) Most candidates had correct values and accurate graphs with an appropriate line
of best fit.
Q2(iii) The link between the value of a and the gradient was not always understood. Only
answers obtained from the graph were acceptable. No marks were obtained by averaging the
data from the table.
Q2(iv) Many good answers were seen from candidates who used the value of h to predict the
mass of the rabbit and compare with the actual value and follow-through was allowed for an
incorrect value of a. Full marks could be obtained for comparing the point with half the value for
M and h3 with the line of best fit.
Q2(v) The best answers here explained that the appropriateness of the model depended on the
good correlation between M and h3 , or that the point fitted a straight line on the graph..
Q3(i) This question required a 4 increase followed by multiplying by 5. Many candidates

misunderstood what was required and multiplied by 1.045. Many worked out the value for one
year after the increase and did not multiply by 5.
Q3(ii) The real data in this question meant that almost every value for CO2 emissions and
population gave a figure in excess of 6. It was a situation in which upper bound for the ratio was
the most efficient way to answer but it was not required in the scheme. It was often not clear
what comparison candidates were making and should have been made explicit in their answer
that the figure they obtained exceed 6 (or 30 for a 5 year period). Equally valid answers were
obtained by calculating the emissions allowable for likely populations and comparing with the
actual emission predictions, but here also the comparison was often not written down.
Q4(i) Almost all candidates scored both marks here, although some made the judgement without
recording the value of distance they were using.
4
Q4(ii) There were many possible answers. Some candidates seemed only to consider distances
along the edges of the square and their answers would have been improved by using
compasses as they would in GCSE locus questions.
Q5(i) Only a few slips here in completing the table, but some candidates failed to extract the
correct two figures to make their answer for the proportion. Any errors here were followed
through and full marks were available in the next two parts for these candidates.
Q5(ii) Many good answers were seen here, but the final answer mark was lost if the answer was
not correctly rounded to the nearest million. No marks were given where candidates found the
cost of treating the whole population for diabetes. The word estimate caused some confusion.
Full marks could only be obtained from working with values as accurate as possible with only a
final answer rounded.
Q5(iii) The expected answer here assumed the same proportion of diabetics needing treatment
in the population as the trial. It is not necessary to assume that all treatments cost £2600, but
this answer was also awarded the mark as a sensible comment.
Q5(iv) and (v) Many good answers were seen here for conditional probability from a two-way
table. Some candidates were confused by the word “estimate” and rounded the figures from the
table before dividing.
Q5(vi) Useful and not useful with an appropriate comment were both allowed, and many
candidates had clearly seen the high success of the test where people were diabetic and the
high instance of false positives and gave balanced, sophisticated answers. Either comment on
its own gained full credit.
Q6(i) Only evaluative comments were credited here – answers which read the labels for the
axes, or a single value from the graph scored zero. Only one mark was awarded where the two
comments were very similar. Full credit could only be obtained by discussing the change over
time in one comment and the difference between age groups as another.
Q6(ii) Some candidates did not realise that it was necessary to calculate the number of people
represented by the two age groups and full credit was only given where both correct answers
and a valid comment had been made.
Q6(iii) This question required a weighted average to be calculated and full credit was only given
when it was clear from the work that the percentage had been found from 0.701… and had been
rounded to 70% to the nearest integer. Many candidates tried to answer this by finding the mean
of the numbers in the percentage column of the table, and did not use the fact that the given
answer did not agree to the nearest integer as a prompt to check their method.
Q7(i) Good solutions to this problem often came from candidates who used the numbers in
standard form as errors were often made in changing the numbers to decimals first. Calculator
technique may have let some candidates down. The method mark was given in cases where the
division was back to front, but writing 0.005 scored no marks without sight of the division
explicitly.
Q7(ii) Good answers were obtained by reading directly from the graph and recording the answer
in standard form. The notation on the axes caused confusion as did the logarithmic scale.
Q7(iii)(A) Calculations based on 52 weeks of 7 days, but not 12 months of 4 weeks, were
allowed. Many candidates lost a mark for not rounding or rounding incorrectly.
Q7(iii)(B) Good answers here were found by linking this question with Q7(iii)(A) and reading from
20 000 hours on the graph.
5
Q8 Many candidates had clearly been very well prepared for this question, making good use of
the pre-release material.
Q8(i) Candidates had to show the derivation of £12 200 taxable income and the 20% calculation
to get this amount. Some candidates did not show all the working required to establish a given
answer.
Q8(ii) Credit was only given for finding 12% of an amount which had some deductions made
from £24 000 It was clear that this had been practised when preparing for the exam with the pre-
release material
Q8(iii) Good answers were seen from candidates who had used the formula given in the
question as a template. Often the brackets were omitted.
Q8(iv) Many correct answers were seen.
Q8(v) This question required candidates to find the changeover from salaries which gave smaller
tax bills on one system than the other. Many noticed instead the answer £2880 occurred twice
but this received no credit.
Q8(vi) Set as a challenging multi-stage question, this was very well answered by many well-
prepared candidates. A common error was to use the wrong denominator in the calculation to
find the percentage change.
6
02 Statistical Problem Solving

General Comments
This was the first examination of a new specification, which aims to give learners the
mathematical skills to tackle problems in a variety of authentic situations. On the whole, the
paper was quite well answered and the candidates were able to show what they could do. It was
pleasing to see that most candidates engaged with the contexts and obtained marks for
interpretation questions.
Most candidates seemed to have appropriate mathematical background and were able to deal
with calculations involving, for example, rates and averages.
Questions 4 to 6 were based on pre-release data. Most candidates were able to answer these
questions confidently and had had clearly benefitted from working with this material. The
majority also seemed familiar with using spreadsheets. It is hoped that, through using the pre-
release material in teaching, Centres will not only enable candidates to achieve a good result in
this qualification, but also equip them with skills needed to use mathematics in their other
subject, future study and employment.
Several of the questions asked the candidates to write a conclusion relating their statistical
calculations to the context explained at the start of the question. Learners should be encouraged
to re-read the entire questions to ensure that they are using the correct context.
Although this is a mathematics qualification, learners should be reminded of the importance of

using clear language and correct grammar in their answers. Many marks were unnecessarily lost
for ambiguous or hard-to-interpret explanations.
Comments on Individual Questions
Question No. 1
Many candidates scored highly on this question about sampling. In part (i), some candidates
failed to make two different points; for example, many wrote ‘On most days it is quicker to drive,
but sometimes walking is quicker’. When comparing two sets of data, often a good starting point
is to make one comment about the averages and one comment about the spread. In part (iii), a
minority of candidates made general comments about improving sampling, rather than focussing
on the information about walking and driving on different days.
Question No. 2
This question was about using the Normal distribution to interpret data. A few candidates
produced excellent answers, but overall this was the least well done question.
Part (i) asked them to recognise which sampling method was being used. Most candidates gave
the correct answer, although there seemed to be some misconceptions about what a ‘self-
selected sample’ is.
Part (ii) required using z-scores to compare given data to a normal distribution, and part (iii)
working with the mean of a whole group and a subset of it. Most candidates failed to develop an
effective strategy in either part.
In part (iv) candidates were expected to interpret their findings in the given context. It was
pleasing to see that most attempted this part even without completing the calculations in parts
(ii) and (iii). A significant minority did not clearly relate their conclusion to the context of the
7
question, which was about criticising a newspaper article. Acceptable comments could be either
about the article’s data collection methods, or about their interpretations of the conclusions.
Question No. 3
The context of this question was different bat species being threatened by an industrial
development, and the statistical technique required was the chi-squared test. Most candidates
were able to score many of the marks.
Part (i) asked for the null and alternative hypotheses. Many answered in terms of numbers of
bats rather than proportions of the different species.
In part (ii), the contingency table was generally completed well. Many candidates did not seem
aware of the fact that the chi-squared test does not work well with very small groups.
In part (iii) candidates had to carry out the chi-squared test. Although there were plenty of
mistakes, most candidates showed that they knew what they were trying to do.
The final part asked for an interpretation of the information they were given and the outcome of
the test. It was important to understand that the chi-squared test gave information about the
proportions rather than the number of bats of different species, but many candidates did not
make this clear.
Question No. 4
This was a question about birth rates, based on the pre-release data. Those who had worked
with the data clearly knew what to do and many scored full marks. The most common mistake
was to divide instead of multiply by the birth rate.
Question No. 5
Almost all candidates obtained some marks on this question about using spreadsheets in the
context of data about the world population. There were many fully correct answers.
In part (i) most candidates were able to describe the necessary spreadsheet procedures,
although the descriptions were sometimes not sufficiently clear or detailed to score full marks.
There were also some careless mistakes, such as failing to round the mean as required in the
question.
Part (ii) was about the fact that the populations of a large majority of the world's countries are
below the mean with just a few (dominated by China and India) above it. Most candidates
understood the focus of the question but many of them found it difficult to express it and so the
final mark was often lost.
Question No. 6
This was another long question in which candidates needed to combine information from several
different parts to reach the final conclusion. Most candidates understood the thrust of the
question and there were a fair number of high scores. A few, however, seemed unfamiliar with
the work required.
Part (i) required a criticism of an initial sample and most candidates gave a correct and concise
answer. In part (ii) candidates were presented with a different sample and had to explain how it
was obtained. This was well answered, although some forgot that for a stratified sample, we
need to state the starting point as well as the interval.
Part (iii) involved carrying out the Spearman's rank test for correlation. Very few candidates gave
the one-sided alternative hypothesis (ie negative association) that the context required.
However, most went on to obtain some or many of the remaining marks. Some candidates made
a mistake of taking the rankings for all countries from the pre-release data rather than those for
the particular sample.
8
In part (iv) there was a scatter diagram covering all countries in the world and candidates had to
interpret this by identifying three particular countries. Familiarity with the pre-release material
was clearly helpful in answering this question.
Part (v) produced many correct answers, although some talked about the sampling techniques
rather than the conjecture.
9
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© OCR 2016
GCE Mathematics (MEI)
Max Mark a b c d e u
4751 01 C1 – MEI Introduction to advanced mathematics (AS) Raw 72 63 57 52 47 42 0
UMS 100 80 70 60 50 40 0
4752 01 C2 – MEI Concepts for advanced mathematics (AS) Raw 72 56 49 42 35 29 0
UMS 100 80 70 60 50 40 0
(C3) MEI Methods for Advanced Mathematics with
4753 01 Raw 72 58 52 47 42 36 0
Coursework: Written Paper
4753 02 Raw 18 15 13 11 9 8 0
Coursework: Coursework
4753 82 Raw 18 15 13 11 9 8 0
Coursework: Carried Forward Coursework Mark
UMS 100 80 70 60 50 40 0
4754 01 C4 – MEI Applications of advanced mathematics (A2) Raw 90 64 57 51 45 39 0
UMS 100 80 70 60 50 40 0
FP1 – MEI Further concepts for advanced mathematics
4755 01 Raw 72 59 53 48 43 38 0
(AS)
UMS 100 80 70 60 50 40 0
FP2 – MEI Further methods for advanced mathematics
4756 01 Raw 72 60 54 48 43 38 0
(A2)
UMS 100 80 70 60 50 40 0
FP3 – MEI Further applications of advanced mathematics
4757 01 Raw 72 60 54 49 44 39 0
(A2)
UMS 100 80 70 60 50 40 0
(DE) MEI Differential Equations with Coursework: Written
4758 01 Raw 72 67 61 55 49 43 0
Paper
4758 (DE) MEI Differential Equations with Coursework: Raw 18 15 13 11 9 8 0
02
Coursework
(DE) MEI Differential Equations with Coursework: Carried
4758 82 Raw 18 15 13 11 9 8 0
Forward Coursework Mark
UMS 100 80 70 60 50 40 0
4761 01 M1 – MEI Mechanics 1 (AS) Raw 72 58 50 43 36 29 0
UMS 100 80 70 60 50 40 0
4762 01 M2 – MEI Mechanics 2 (A2) Raw 72 59 53 47 41 36 0
UMS 100 80 70 60 50 40 0
UMS 100 80 70 60 50 40 0
UMS 100 80 70 60 50 40 0
4766 01 S1 – MEI Statistics 1 (AS) Raw 72 59 52 46 40 34 0
UMS 100 80 70 60 50 40 0
4767 01 S2 – MEI Statistics 2 (A2) Raw 72 60 55 50 45 40 0
UMS 100 80 70 60 50 40 0
UMS 100 80 70 60 50 40 0
UMS 100 80 70 60 50 40 0
4771 01 D1 – MEI Decision mathematics 1 (AS) Raw 72 48 43 38 34 30 0
UMS 100 80 70 60 50 40 0
4772 01 D2 – MEI Decision mathematics 2 (A2) Raw 72 55 50 45 40 36 0
UMS 100 80 70 60 50 40 0
4773 01 DC – MEI Decision mathematics computation (A2) Raw 72 46 40 34 29 24 0
UMS 100 80 70 60 50 40 0
(NM) MEI Numerical Methods with Coursework: Written
4776 01 Raw 72 55 49 44 39 33 0
Paper
4776 (NM) MEI Numerical Methods with Coursework: Raw 18 14 12 10 8 7 0
02
Coursework
(NM) MEI Numerical Methods with Coursework: Carried
4776 82 Raw 18 14 12 10 8 7 0
Forward Coursework Mark
UMS 100 80 70 60 50 40 0
4777 01 NC – MEI Numerical computation (A2) Raw 72 55 47 39 32 25 0
UMS 100 80 70 60 50 40 0
4798 01 FPT - Further pure mathematics with technology (A2) Raw 72 57 49 41 33 26 0
Published: 17 August 2016 Version 1.0 1

UMS 100 80 70 60 50 40 0
GCE Statistics (MEI)

G241 01 Statistics 1 MEI (Z1) Raw 72 59 52 46 40 34 0
UMS 100 80 70 60 50 40 0
UMS 100 80 70 60 50 40 0
UMS 100 80 70 60 50 40 0
GCE Quantitative Methods (MEI)

G244 01 Introduction to Quantitative Methods MEI Raw 72 58 50 43 36 28 0
G244 02 Introduction to Quantitative Methods MEI Raw 18 14 12 10 8 7 0
UMS 100 80 70 60 50 40 0
G245 01 Statistics 1 MEI Raw 72 59 52 46 40 34 0
UMS 100 80 70 60 50 40 0
G246 01 Decision 1 MEI Raw 72 48 43 38 34 30 0
UMS 100 80 70 60 50 40 0
Level 3 Certificate and FSMQ raw mark grade boundaries June 2016 series
For more information about results and grade calculations, see www.ocr.org.uk/ocr-for/learners-and-parents/getting-your-results
Level 3 Certificate Mathematics for Engineering

Max Mark a* a b c d e u
H860 01 Mathematics for Engineering
This unit has no entries in June 2016
H860 02 Mathematics for Engineering
Level 3 Certificate Mathematical Techniques and Applications for Engineers

Max Mark a* a b c d e u
H865 01 Component 1 Raw 60 48 42 36 30 24 18 0
Level 3 Certificate Mathematics - Quantitative Reasoning (MEI) (GQ Reform)
H866 01 Introduction to quantitative reasoning Raw 72 55 47 39 31 23 0
H866 02 Critical maths Raw 60 47 41 35 29 23 0
Overall 132 111 96 81 66 51 0
Level 3 Certificate Mathematics - Quantitive Problem Solving (MEI) (GQ Reform)

H867 01 Introduction to quantitative reasoning Raw 72 55 47 39 31 23 0
H867 02 Statistical problem solving Raw 60 40 34 28 23 18 0
Overall 132 103 88 73 59 45 0
Advanced Free Standing Mathematics Qualification (FSMQ)

6993 01 Additional Mathematics Raw 100 59 51 44 37 30 0
Intermediate Free Standing Mathematics Qualification (FSMQ)

6989 01 Foundations of Advanced Mathematics (MEI) Raw 40 35 30 25 20 16 0

Version Details of change
Correction to Overall grade boundaries for H866
1.1
Correction to Overall grade boundaries for H867

Quantitative Problem Solving 2016

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Oxford Cambridge and RSA

You must have:

© OCR 2016 [601/4782/9] OCR is an exempt Charity

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Event Mean Standard deviation

(Adapted from Cox and Dunn (2002) An analysis of decathlon data)

© OCR 2016 Turn over

Daniel 1.5 24 13 824

Asha 2.7 30 27 000

(i) Complete the final column of the table above. [1]

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• It must be on the worktop (shaded in the diagram below).

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Diabetic Not diabetic Total

Test outcome Negative 4 904

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(Source: ONS statistical bulletin, Internet Access, 2013)

Number of people in Percentage who use

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(ii) Find her monthly national insurance. [3]

Bronwyn creates the spreadsheet shown above. The formula in cell C2 is

(iii) Write down the formula in cell B2. [2]

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END Of quESTION PAPER

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Oxford Cambridge and RSA

Wednesday 18 May 2016 – Morning

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Oxford Cambridge and RSA

© OCR 2016 H867/01 Jun16

Unit H867/01 Introduction to quantitative reasoning

OCR Level 3 Certificate in Quantitative Problem Solving (MEI)

Mark Schemes for June 2016

Oxford Cambridge and RSA Examinations

Question Answer Marks Guidance

A1 Needs full accuracy.

Question Answer Marks Guidance

G1 all points correct (within one square) – no ft

G1ft Reasonable line of best fit

2 iv M1 correct model used

So the rabbit is overweight. E1 Must be consistent with working above.

Question Answer Marks Guidance

3 i M1 Adding on 4% by any method

ii Attempting to find at least one CO2 per person ratio M1

Target is not certain to be met [4]

Question Answer Marks Guidance

4 ii Anywhere on the surface outside of the circles: B1 Entirely on blue surface

B1 More than 1m from sink (allow =1m from sink)

B1 More than 50cm from window (allow =0.5m from window)

Question Answer Marks Guidance

1000÷48 M1 Allow for 48÷1000