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In order to practice law, lawyers must pass the bar exam. In California, the passing rate for first-time bar exam test takers who attended an accredited California law school was \(70 \%\). Suppose two test-takers from this group are selected at random. a. What is the probability that they both pass the bar exam? b. What is the probability that only one passes the bar exam? c. What is the probability that neither passes the bar exam?

Short Answer

Expert verified
The probability that both test-takers pass is \(49\%\), the probability that only one passes is \(42\%\), and the probability that neither passes is \(9\%\).

Step by step solution

01

Probability that Both Test-takers Pass

To find the probability that both test-takers pass the exam, simply multiply the probability of one passing the exam by itself, because these are independent events. So, it should be \(0.7 \times 0.7\), which equals \(0.49\) or \(49\%\).
02

Probability that Only One Test-taker Passes

To find the probability that only one test-taker passes the exam, multiply the probability of one passing the exam by the probability of one failing the exam, then multiply by 2, because the successful exam taker could be either the first or the second selected. So it should be \(2 \times 0.7 \times 0.3 = 0.42\) or \(42\%\).
03

Probability that Neither Test-taker Passes

To find the probability that neither test-taker passes the exam, multiply the probability of one failing the exam by itself, because these are independent events. So, it should be \(0.3 \times 0.3 = 0.09\), or \(9\%\).

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Key Concepts

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

Probability Calculations
Understanding probability is essential for a wide range of disciplines - from gaming and sports analytics to finance and law. Probability calculations give us a way to quantify the likelihood of various outcomes. In the context of the bar exam, for instance, we can calculate the probability of different scenarios occurring, such as both test-takers passing or failing.

The basic formula for probability is the number of desired outcomes divided by the total number of possible outcomes. In the sample problem with test-takers, we know the success rate, which directly gives us the probability of a single event. Multiplying these probabilities for independent events provides the likelihood of both events happening sequentially. This type of calculation can illuminate the chances of success or failure in various real-life scenarios, enabling better decision-making and risk assessment.

When approaching an exercise in probability, it's not just the calculations that are important, but understanding the logic behind the formulae. If a student can grasp the 'how' and 'why' of the probability formulas, applying them becomes much easier and more intuitive.
Independent Events in Probability
In probability theory, 'independent events' refer to scenarios where the outcome of one event does not influence the outcome of another. This concept is a cornerstone of probability calculations because it dictates how we calculate the combined probability of multiple events.

The bar exam example illustrates independent events perfectly. One candidate passing the bar does not affect the probability of another candidate passing or failing. This independence allows us to simply multiply the probabilities of the two events to find the combined probability. Understanding independence is critical for correctly applying probability rules and avoiding common misconceptions. In cases where events are not independent, such as drawing cards from a deck without replacement, the calculations would require a different approach.

Recognizing Independent Events

One key to mastering probability problems is to recognize when events are independent. In real life, this might not always be as clear-cut as in textbook examples. Developing the skill to discern independence is vital for accurate probability calculations in more complex scenarios.
Pass Rate Statistics
Pass rate statistics provide tangible data on the number of individuals who succeed in an examination or certification process relative to the total number who attempted. This particular statistic is often analyzed in professional fields, such as law, where passing a certification exam like the bar is a prerequisite for practice.

Having a clear understanding of pass rate statistics helps educators and institutions adjust their teaching strategies and resources to improve future pass rates. For students, these statistics can serve as motivation or a benchmark. Moreover, pass rate statistics are not about presenting a grim outlook for test-takers but rather to provide a realistic picture of the challenge ahead and to encourage focused and adequate preparation.

In probability exercises related to pass rates, like the bar exam problem, it's important to convey the real-world implications of these statistics. They are not just numbers; they represent individuals' futures in their chosen careers. By linking the abstract concept of probability with tangible outcomes, students can appreciate the significance of the subject matter more deeply.

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Most popular questions from this chapter

In 2017 the Pew Research Center asked young adults aged 18 to 29 about their media habits. When asked, "What is the primary way you watch television?" \(61 \%\) said online streaming service, \(31 \%\) said cable/satellite subscription, and 5\% said digital antenna. Suppose the Pew Research Center polled another sample of 2500 young adults from this age group and the percentages were the same as those in 2017 . a. How many would say online streaming services? b. How many would say cable/satellite subscription? c. How many would say cable/satellite subseription or digital antenna? d. Are the responses "online streaming service," "cable/satellite subscription," and "digital antenna" mutually exclusive? Why or why not?

Amultiple-choice test has 10 questions. Each question has four choices, but only one choice is correct. Which of the following methods is a valid simulation of a student who guesses randomly on each question. Explain. (Note: there might be more than one valid method.) a. Ten digits are selected using a random number tahle. Fach digit represents one question on the test. If the digit is even, the answer is correct. If the digit is odd, the answer is incorrect. b. The digits \(1.2,3.4\) represent the students attempt on one question. All other digits are ignored. The 1 represents a correct choice. The digits 2 , 3\. and 4 represent an incorrect choice. c. The digits \(1,2,3,4,5,6,7,8\) represent the student's attempt on one question. The digits 0 and 9 are ignored. The digits 1 and 2 represent a correct choice and the digits \(3,4,5,6,7,8\) represent an incorrect choice.

Roll a fair six-sided die five times, and record the number of spots on top. Which sequence is more likely? Explain.

About \(17 \%\) of American men have blue eyes and \(17 \%\) of American women have blue eyes. If we randomly select an American, are the event that the person has blue cyes and the event that the person is male independent?

When a certain type of thumbtack is tossed, the probability that it lands tip up is \(60 \%\), and the probability that it lands tip down is \(40 \%\). All possible outcomes when two thumbtacks are tossed are listed. U means the tip is Up, and D means the tip is Down. \(\begin{array}{llll}\text { UU } & \text { UD } & \text { DU } & \text { DD }\end{array}\) a. What is the probability of getting exactly one Down? b. What is the probability of getting two Downs? c. What is the probability of getting at least one Down (one or more Downs)? d. What is the probability of getting at most one Down (one or fewer Downs)?

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