The value , calculated from a sample of size , whose estimator has expected value equal to the population variance .
An estimator whose expected value equals the population parameter it estimates, so that over all possible samples it neither overestimates nor underestimates on average.
Describes a system with and no damping term, whose auxiliary equation has purely imaginary roots
Describes a damped system whose auxiliary equation has complex roots with negative real part (
An approximation that is less than the true value it approximates.
The property that the mean number of events per unit of time or space stays the same throughout the period or region being modelled, so that the mean number in any interval is proportional to the interval's size.
The event that occurs or occurs or both occur; it contains every outcome that is in , in or in both.
A single set of values of the unknowns that satisfies every equation in a system, with no other set of values doing so.
The circle of radius 1 with its centre at the origin of a coordinate grid.
The square with vertices , , and
A vector with magnitude 1.
The set of everything being considered in a problem, written ; in probability it is the sample space, the set of all possible outcomes.
An equilibrium point from which trajectories starting close to it move away as increases; for this happens when at least one eigenvalue is positive or the eigenvalues are complex with positive real part.
A question that the respondent answers freely in their own words, with no answer options given.
The boundary above which a number would no longer round to the recorded value; for a value rounded to the nearest unit , it is the rounded value plus , and the true value is strictly less than it.
The value at the top end of a class interval, which is the boundary it shares with the next class.
The value below which three quarters (75%) of the data lie when the data are arranged in order; it is written .
Criterion E of the exploration, worth 6 marks, which assesses whether the mathematics is relevant to the aim and at the level of the course, how correct it is, and how much knowledge and understanding of it the student demonstrates; it has separate SL and HL versions.