How do you choose a representative sample from a population, and why does the method matter?
Describe and apply the main sampling methods, including simple random, systematic and stratified sampling, distinguish a sample from a population and a statistic from a parameter, and explain how a poor sampling method introduces bias.
A focused answer to the SQA Advanced Higher Statistics sampling content: the difference between a population and a sample and a parameter and a statistic, simple random, systematic and stratified sampling, how to carry each out, and how a poor sampling frame or method introduces bias.
Reviewed by: AI editorial process; not yet individually human-reviewed
Have a quick question? Jump to the Q&A page
Jump to a section
What this dot point is asking
Inference is the art of learning about a whole population from a sample, and that only works if the sample is representative. The SQA wants you to know the standard sampling methods, to carry each out, to use the right language (population and sample, parameter and statistic), and to explain how a careless choice of method or frame lets bias creep in.
Population, sample, parameter and statistic
Getting this vocabulary exactly right is worth easy marks and keeps the later inference clear.
The whole point of inference is that we rarely measure the population; we measure a sample, compute a statistic, and use it to estimate the unknown parameter, attaching a measure of uncertainty.
Simple random sampling
Simple random sampling is the benchmark against which other methods are judged.
Its strength is that it is unbiased and underpins the probability theory of inference. Its drawbacks are practical: it needs a complete numbered list (sampling frame) of the population, which may not exist, and the chosen members can be widely scattered and costly to reach.
Systematic sampling
Systematic sampling is a quick, ordered alternative.
Systematic sampling is easy to administer, especially on a production line or a queue, but it becomes biased if the list has a periodic pattern whose period matches the interval .
Stratified sampling
Stratified sampling guarantees that important subgroups are represented in proportion to their size.
Stratified sampling improves accuracy when the strata differ markedly, because it removes the chance that a simple random sample misses a subgroup. It needs the stratum sizes to be known in advance.
Try this
Q1. A population of is to give a systematic sample of . State the sampling interval. [1 mark]
- Cue. , so take every th member after a random start between and .
Q2. Explain one advantage of stratified over simple random sampling when a population has very unequal subgroups. [1 mark]
- Cue. Stratified sampling guarantees each subgroup is represented in proportion, so a small but important stratum cannot be missed by chance, which a simple random sample could do.
Exam-style practice questions
Practice questions written in the style of SQA exam questions on this dot point, with worked answer explainers. The year tag is the paper they imitate, not the source.
AH style: stratified3 marksA school has junior, middle and senior pupils. A stratified sample of size is taken. How many pupils should be selected from each group?Show worked answer →
The population is , and the sampling fraction is (1 mark).
Apply the fraction to each stratum: junior , middle , senior (1 mark).
The sample is junior, middle and senior pupils, totalling , in proportion to the strata (1 mark). Markers reward the sampling fraction, the per-stratum counts and a total that matches the required sample size.
AH style: method choice3 marksA factory line produces items continuously. A quality inspector wants a sample of items across a shift. Name a suitable sampling method, describe how to carry it out, and state one risk.Show worked answer →
Systematic sampling is suitable: choose a sampling interval (for example every th item) and a random start between and , then take every th item thereafter (2 marks).
It is simple to operate on a moving production line and spreads the sample evenly through the shift (this practicality is why it is chosen).
One risk: if the production has a periodic pattern matching the interval (for example a recurring fault every items), the systematic sample becomes biased because it repeatedly hits the same point in the cycle (1 mark). Markers reward the named method, the random-start procedure and the periodicity risk.
Related dot points
- Describe the sampling distribution of the sample mean, calculate its mean and standard error, and state and apply the central limit theorem to find probabilities for a sample mean.
A focused answer to the SQA Advanced Higher Statistics sampling distributions content: the sampling distribution of the sample mean, its expected value and standard error, the central limit theorem, and how to find probabilities for a sample mean by standardising.
- Calculate point estimates of a population mean and variance, construct and interpret confidence intervals for a population mean using the normal and Student's t-distributions, and construct a confidence interval for a population proportion.
A focused answer to the SQA Advanced Higher Statistics estimation content: point estimates of the population mean and variance, confidence intervals for a mean using the normal distribution and Student's t-distribution, the role of degrees of freedom, and confidence intervals for a population proportion.
- Describe the principles of experimental design, distinguish observational studies from designed experiments, identify sources of bias, and explain control, randomisation, replication and blocking when planning data collection.
A focused answer to the SQA Advanced Higher Statistics experimental design content: the difference between observational studies and designed experiments, control, randomisation, replication and blocking, the types of variable, and the common sources of bias that invalidate conclusions.
- Conduct a statistical investigation that draws together the skills of the course: pose a question, plan and collect data, select and apply appropriate analysis, and communicate justified conclusions with their limitations.
An overview of the statistical investigation in SQA Advanced Higher Statistics: how the skills of design, analysis and inference are combined to pose a question, collect and analyse data, and communicate justified conclusions with their limitations, as examined in the question papers.