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Count the successes in a fixed number of independent trials, each with the same probability of success, and you have a random variable. It is the first named distribution in the course, and most of the marks come from knowing when it applies rather than from the arithmetic.
The big picture
The binomial matters because it is the bridge from probability to inference. Once you can compute the probability of an observed count under an assumed success rate, you can ask whether the observed count is surprising — and that question is exactly what a hypothesis test formalises in the next chapter. The four conditions are therefore not a checklist to recite: they are the assumptions the whole inference rests on, and when one fails the conclusion fails with it. Sampling without replacement is the case worth watching, because it breaks independence quietly.
What you'll be able to do
A binomial model requires all four of the following. There must be a of trials , decided in advance. Each trial has exactly , labelled success and failure. The trials are . And the probability of success is across trials.
Questions frequently describe a scenario and ask whether a binomial model is suitable. The answer is a check against these four, naming which one fails when it does.
The condition that most often fails is independence, and the standard cause is sampling from a small population — each selection changes the composition for the next, so shifts as you go.
Tip — When a model is rejected, name the specific failing condition and why. "Not binomial because the trials are not independent — the counters are not replaced" is the full answer.
The probability of exactly successes has three factors. There are ways to choose which trials succeed; each of those arrangements has probability for the successes and for the failures.
The binomial coefficient is what accounts for order. Three successes in five trials can happen in different arrangements, all equally likely, so a single arrangement’s probability is multiplied by 10.
The exponents must sum to : successes and failures account for every trial. If they do not add up, something has been miscounted.
Most questions ask about ranges rather than single values, and calculators provide the cumulative function . Translating the wording into cumulative form is the skill being tested.
"At most " is directly. "Fewer than " is , since takes whole-number values. "At least " is , and "more than " is .
A range is — subtract everything strictly below the lower limit, which means using rather than .
Tip — Because the binomial is discrete, "at least 8" and "more than 8" differ. Write out which values are included before reaching for the calculator.
The mean of a binomial is , which matches intuition: 20 trials at should give about 6 successes.
The variance is . It is largest when and shrinks towards zero as approaches 0 or 1 — which makes sense, since an almost-certain or almost-impossible event produces very consistent counts.
The standard deviation is the square root, and is used to judge whether an observed count is unusual — the idea the hypothesis-testing chapter formalises.
Note the variance uses , which peaks at . Uncertainty about the outcome of each trial is greatest when success and failure are equally likely, and that feeds straight through to the spread of the total.
Think like an examiner
Common misconceptions
Binomial
Stretch yourself
A multiple-choice test has 15 questions, each with 4 options. A student guesses every answer. Find the probability they get at least 6 correct, and comment on whether guessing is a viable strategy for a pass mark of 6.
Hint — Identify and first, then convert "at least 6" into cumulative form.
Questions students ask
Key takeaways
How this fits the course
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