/*! This file is auto-generated */ .wp-block-button__link{color:#fff;background-color:#32373c;border-radius:9999px;box-shadow:none;text-decoration:none;padding:calc(.667em + 2px) calc(1.333em + 2px);font-size:1.125em}.wp-block-file__button{background:#32373c;color:#fff;text-decoration:none} Problem 13 Let \(S=\\{1,2,3,4,5,6\\}, E=\\{... [FREE SOLUTION] | 91Ó°ÊÓ

91Ó°ÊÓ

Let \(S=\\{1,2,3,4,5,6\\}, E=\\{2,4,6\\}\) \(\boldsymbol{F}=\\{1,3,5\\}\), and \(\boldsymbol{G}=\\{5,6\\}\). Are the events \(E\) and \(F\) complementary?

Short Answer

Expert verified
Yes, the events \(E\) and \(F\) are complementary as they have no common elements and together cover all the possible outcomes in the sample space \(S\).

Step by step solution

01

Identify the events and sample space

The events and the sample space provided are as follows: - Sample space: \(S = \{1, 2, 3, 4, 5, 6\}\) - Event E: \(E = \{2, 4, 6\}\) - Event F: \(F = \{1, 3, 5\}\)
02

Check if E and F have any common elements

In order to be complementary events, E and F should have no common elements. Let's check this: Common elements in E and F: \(E \cap F = \emptyset\) This means there are no common elements between E and F.
03

Check if E and F together cover all possible outcomes

In order to be complementary events, E and F should together cover all possible outcomes. Let's check this: Union of E and F: \(E \cup F = \{1, 2, 3, 4, 5, 6\}\) We can see that \(E \cup F\) is equal to the sample space S. This means E and F together cover all possible outcomes.
04

Conclusion

Since E and F have no common elements and they together cover all possible outcomes, we can conclude that events E and F are complementary events.

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Key Concepts

These are the key concepts you need to understand to accurately answer the question.

Set Theory
Set theory is a fundamental part of mathematics that deals with collections of objects, known as sets. A set is simply a collection of distinct items where order doesn't matter.
In our problem, we have specific sets such as the sample space \( S = \{1, 2, 3, 4, 5, 6\} \), and the events \( E = \{2, 4, 6\} \), \( F = \{1, 3, 5\} \), and \( G = \{5, 6\} \).
These sets represent collections of possible outcomes or events. In mathematics, operations such as union, intersection, and complement are used to analyze relationships between these sets, helping us to arrive at deeper insights, like determining if sets \( E \) and \( F \) are complementary.
Probability
Probability is the study of likelihood and uncertainty. It measures how likely an event is to occur. In the context of events and sample spaces, probability provides a way to quantify the uncertainty of different outcomes.
For any given event \( A \), its probability is calculated as the ratio of the number of favorable outcomes to the total number of possible outcomes in the sample space \( S \). Hence, \( P(A) = \frac{|A|}{|S|} \).
  • For event \( E \), \( P(E) = \frac{3}{6} = \frac{1}{2} \).
  • For event \( F \), \( P(F) = \frac{3}{6} = \frac{1}{2} \).
Understanding probability allows us to interpret and predict the chances of events happening, and it is essential when analyzing complementary events.
Sample Space
The sample space in probability and set theory is the set of all possible outcomes. It's the "universe" of outcomes that can occur when conducting an experiment.
In our example, the sample space is \( S = \{1, 2, 3, 4, 5, 6\} \), containing all potential results. Each number represents a different possible outcome.
For events \( E \) and \( F \) to be complementary, they must cover all elements of the sample space without overlapping.
  • The union of \( E \) and \( F \) resulted in the full sample space, \( E \cup F = \{1, 2, 3, 4, 5, 6\} = S \).
  • The intersection was empty, \( E \cap F = \emptyset \), indicating no overlap.
Thus, \( E \) and \( F \) are complementary because each outcome in \( S \) is covered by either \( E \) or \( F \), but not both.
Finite Mathematics
Finite mathematics encompasses all mathematical subjects that deal with a limited or finite set of elements. It includes topics such as set theory, probability, and their applications in various fields.
Working with finite sets, such as those in our exercise, involves using elements that are countable and limited in number.
Here, we dealt with finite sets representing possible outcomes and events. Events \( E \), \( F \), and the sample space \( S \), all had a limited number of elements illustrating concepts like complement, which are central to understanding finite mathematics.
  • This field helps in developing logical thinking and problem-solving skills.
  • It is commonly used in computer science, business, and statistics.
By examining finite collections of outcomes and their intersections and unions, we practice key concepts of finite mathematics.

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Most popular questions from this chapter

The chief loan officer of La Crosse Home Mortgage Company summarized the housing loans extended by the company in 2007 according to type and term of the loan. Her list shows that \(70 \%\) of the loans were fixed-rate mortgages \((F), 25 \%\) were adjustable-rate mortgages \((A)\), and \(5 \%\) belong to some other category \((O)\) (mostly second trust-deed loans and loans extended under the graduated payment plan). Of the fixed-rate mortgages, \(80 \%\) were 30 -yr loans and \(20 \%\) were 15 -yr loans; of the adjustable-rate mortgages, \(40 \%\) were 30 -yr loans and \(60 \%\) were 15 -yr loans; finally, of the other loans extended, \(30 \%\) were 20 -yr loans, \(60 \%\) were 10 -yr loans, and \(10 \%\) were for a term of 5 yr or less. a. Draw a tree diagram representing these data. b. What is the probability that a home loan extended by La Crosse has an adjustable rate and is for a term of 15 yr? c. What is the probability that a home loan cxtended by La Crosse is for a term of 15 yr?

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A study of the faculty at U.S. medical schools in 2006 revealed that \(32 \%\) of the faculty were women and \(68 \%\) were men. Of the female faculty, \(31 \%\) were full/ associate professors, \(47 \%\) were assistant professors, and \(22 \%\) were instructors. Of the male faculty, \(51 \%\) were full/associate professors, \(37 \%\) were assistant professors, and \(12 \%\) were instructors. If a faculty member at a U.S. medical school selected at random holds the rank of full/associate professor, what is the probability that she is female?

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