- Sam surveys people outside a gym about how often they exercise. Explain why the sample may be biased.[1]
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To find out what the whole school thinks about the canteen, you could ask every student — or ask a well-chosen and draw conclusions about the . Sampling saves time and money, but only if the sample is representative. Choosing badly produces , and no amount of careful calculation afterwards can fix it.
The big picture
Every statistical conclusion depends on how the data were collected. A survey of people leaving a gym will overestimate how much the town exercises; a phone poll during working hours misses people at work. Spotting and explaining bias like this is a regular OCR question.
At Higher tier, capture–recapture uses a sample in a clever way: mark some animals, release them, and use the proportion marked in a later sample to estimate the total population.
Video by corbettmaths. The video’s own board label is retained; follow the specification reference and scope notes on this lesson for assessed content.
Viewing focus: Distinguish between a population and a sample
After watching, attempt these questions before opening the answers. You can also use the written lesson below.
After watching 1: A survey of every member of a population is called a:
Census. It includes everyone.
After watching 2: Which sample is most likely to be biased when surveying a town’s shopping habits?
People in one shop on a Saturday. It over-represents that shop’s customers.
What you'll learn
The is the whole group being studied. A is part of it. A census surveys everyone.
Samples are cheaper and quicker, but give less certain conclusions. Larger samples are generally more reliable.
A sample is if it reflects the population’s make-up.
A sample is if some members of the population are more likely to be included than others, in a way that affects the results.
Common causes: sampling at a particular time or place, using volunteers, too small a sample, or leading questions.
To reduce bias, use a random method, a larger sample, and ask neutral questions.
Tip — When explaining bias, refer to the specific context: say who is over- or under-represented and why.
In a , every member of the population has an equal chance of selection — for example, numbering everyone and using a random number generator.
In a , the population is split into groups (strata), and each group is sampled in proportion to its size.
Number from each group .
A club has 900 members, of whom 180 are juniors. A stratified sample of 50 is taken. How many juniors should be in it?
Capture a sample, mark them and release them. Later, capture a second sample and count how many are marked.
Assume the proportion marked in the second sample equals the proportion marked in the whole population: .
So the population estimate is , where is the number first marked, the size of the second sample and the number marked in it.
30 fish are caught, marked and released. Later, 40 fish are caught and 6 are marked. Estimate the population.
The method assumes the population does not change between samples, that marks are not lost, and that marked animals mix back in randomly. If any assumption fails, the estimate is unreliable — and OCR often asks you to name one.
Think like an examiner
Sampling
Watch out for these
Stretch yourself
A scientist marks 60 birds and releases them. A week later she catches 75 birds, of which 9 are marked. Estimate the population, and explain one reason why the actual population might be larger than the estimate.
Hint — Use . Then think about what happens if marked birds leave the area.
Questions students ask
Key takeaways
Exam-style questions
3 original questions · 6 marks, written to match the style and mark allocation of the real papers. Work on paper, then open the mark scheme and tick the marks you earned — method marks count even if the final answer slips.
A school has 280 Year 9, 300 Year 10 and 220 Year 11 students. A stratified sample of 40 is taken.
Unlimited practice
A new question every time, marked instantly, with a full worked solution. Aim for a streak of five, then move up a level.
Generating a question…
Check the assessed scope and practical or mathematical requirements.
An external explanation or interactive activity to use alongside the lesson. It may include extension material.
Close the notes and answer from memory. Revisit any explanation you cannot yet reconstruct.
Test yourself
Answer a few questions, then review anything you missed.
Start with the quiz above to check the key ideas. You can also choose another topic from the practice library.