In simple terms
A friendly intro before the formal notes — no formulas yet.
Probability as Updating What You Know
A probability is a measure of belief given the information you have. The moment you learn something new, that belief should change. Conditional probability is the rule for this update; Bayes' theorem is the same rule run backwards, letting you infer a hidden cause from an observed effect.
Picture the whole sample space as a room full of people. Asking is asking what fraction of the whole room satisfies A. Asking tells everyone who does NOT satisfy B to leave, then asks what fraction of the people REMAINING satisfy A. Conditioning shrinks the room. Bayes' theorem is what you use when the clue you observe (a positive test) is downstream of the thing you actually want to know (whether the disease is present) — you have to reason from effect back to cause.
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Name every event and write down every probability the question gives you, including the conditional ones.
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Decide what you are asked for: is it or its reverse ? They are almost never equal.
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If you need a denominator like , build it with the law of total probability: sum the probabilities of every path that ends in B.
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To reverse a conditional, apply Bayes: , which is just (one favourable path) divided by (all paths to B).
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Key formulas
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Full topic notes
Formal explanation with the rigour you need for the exam.
Conditional probability: shrinking the sample space
The notation , read 'the probability of given ', asks a specific question: among the outcomes in which is already known to have happened, what fraction also satisfy ? Conditioning on throws away every outcome outside and treats as the new, smaller universe of possibilities. To measure inside that universe, we take the outcomes in both and , namely , and divide by the size of the new universe, .
The bar is read as 'given'; everything to the right of it is assumed to have already happened.
is the probability that and both occur — the numerator is always the joint probability.
Rearranging gives the multiplication rule , the rule you use along tree branches.
Order matters: and answer different questions and are generally different numbers.
Independence, stated precisely
Independence has an intuitive meaning — learning that happened tells you nothing about whether happened — and an exact mathematical test. The two agree: if carries no information about , then conditioning on should not move the probability, so . Substituting this into the multiplication rule gives the symmetric form below, which is usually the cleanest to check because it needs no division.
Do not confuse independent with mutually exclusive — a very common slip. Mutually exclusive events cannot both happen, so ; if both have positive probability this forces , meaning they are actually strongly dependent. Independence is , which is a different condition entirely.
Tree diagrams and the law of total probability
Many questions describe events happening in stages, and give you conditional probabilities directly. A tree diagram is then the natural tool. The first set of branches shows the unconditional probabilities of the first stage; the second set shows conditional probabilities of the second stage given the first. Multiply along a path to get the joint probability of that whole path, and remember that the branches leaving any single node must sum to 1.
When an event can be reached by several mutually exclusive routes — say through or through its complement — its total probability is the sum of the probabilities of all routes that end in . This is the law of total probability, and it is exactly how we assemble the denominator we will need for Bayes' theorem.
More generally, for a partition of the sample space,
Bayes' theorem: reversing the condition
Very often we know a probability in one direction but need it in the other. A test tells us , but a patient wants . Bayes' theorem performs this reversal. It follows in one line from the fact that the joint probability can be written two ways, ; dividing by isolates the conditional we want.
The numerator is the single path you care about: prior likelihood, .
The denominator is all paths that end in , built with the law of total probability.
So Bayes is simply: (probability of the favourable path) (probability of every path to the evidence).
The prior (the base rate) sits in both numerator and denominator — never omit it.
For any reliability or medical-test question, draw the tree with the hidden 'true state' first (disease / no disease) and the observed 'evidence' second (positive / negative). Then the denominator is just the sum of the two paths ending in a positive, and the numerator is the one path that is both diseased and positive. Setting it up this way makes false positives visible and stops you from dividing by the wrong quantity.
Extending Bayes to more than two causes
Nothing changes when the evidence can arise from three or more mutually exclusive causes; the denominator simply gains more terms. If the causes partition the sample space as , then for any particular cause , . The recipe is unchanged: the numerator is the one path through , the denominator is the sum of all paths to .
Common mistakes examiners penalise
Swapping for . Quoting the test's sensitivity () as if it were the patient's risk () is the single most penalised error. Always check which way the bar points.
Neglecting the base rate. Leaving out the prior — reasoning from the test's accuracy alone — gives a wildly wrong posterior when the event is rare. The prior must appear in both numerator and denominator.
Building the denominator wrongly. . You must weight each conditional by its prior: .
Confusing mutually exclusive with independent. Mutually exclusive means ; independent means . For non-zero probabilities, mutually exclusive events are actually dependent.
Testing independence with the wrong equation. Independence is , not and not merely . State the correct condition and compare both sides.
Skipping the method lines. Writing only a final decimal forfeits the M marks. Show the total-probability sum and the Bayes ratio explicitly, so that method credit (and follow-through) is available even if the arithmetic slips.
Worked examples
See the formulas applied — reveal one step at a time, like the exam.
In a sixth form, 60% of students study Mathematics (), 35% study Physics (), and 20% study both.
(a) A student is chosen at random. Find the probability that the student studies Physics given that they study Mathematics. [2]
(b) Determine, with justification, whether the events 'studies Mathematics' and 'studies Physics' are independent. [2]
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Let , , .
A factory makes bolts on two machines. Machine I produces 70% of the bolts and Machine II produces the remaining 30%. Of Machine I's bolts, 4% are defective; of Machine II's bolts, 6% are defective. A bolt is selected at random from the day's production.
(a) Find the probability that the bolt is defective. [3]
(b) Given that the bolt is defective, find the probability it was made on Machine II. [3]
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Let and be the machines and the event 'defective'. Then
A disease affects 2% of a population. A test is 95% accurate for those with the disease and gives a false positive for 10% of those without it. Given that a person tests positive, find the probability that they actually have the disease. [5]
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Model answer: Let be 'has the disease' and be 'tests positive'. From the information:
An email filter classifies mail as spam or not. Historically 40% of incoming mail is spam. The filter flags 98% of spam and, mistakenly, 3% of legitimate mail. An email has just been flagged. Find the probability that it really is spam. [4]
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Let be 'spam' and be 'flagged'. Then
How it all connects
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Glossary
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Quick check
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Revision flashcards
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Conditional probability formula
, valid whenever . It re-scales the joint probability by the probability of the event you are conditioning on.
Key takeaways
Review these before you close the topic — retrieval beats re-reading.
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The bar is read as 'given'; everything to the right of it is assumed to have already happened.
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is the probability that and both occur — the numerator is always the joint probability.
- ✓
Rearranging gives the multiplication rule , the rule you use along tree branches.
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Order matters: and answer different questions and are generally different numbers.
Practice — then mark it
The whole point: a real Cambridge question, marked mark-by-mark.
Get a Paper 2 answer marked: a positive-test Bayes' theorem question
Get a Paper 2 answer marked: a positive-test Bayes' theorem question
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