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Imagine flipping a fair coin many times. Explain what should happen to the proportion of heads as the number of coin flips increases.

Short Answer

Expert verified
By the law of large numbers, as the number of flips increases, the proportion of heads should gradually approach the theoretical probability which, in the case of a fair coin, is 0.5 or 50%.

Step by step solution

01

Understanding the problem

A coin has two outcomes - \(Heads\) and \(Tails\) - both with equal probabilities given the coin is fair. Here, we are tasked to explain the behaviour of the proportion of heads as the number of coin flips increases.
02

Identifying the probabilities

Since the coin is fair, the quantum of probability for each outcome, \(Heads\) or \(Tails\), is 0.5.
03

Application of Law of Large Numbers

The law of large numbers in this case suggests that as the number of flips increases, the cumulative average of the outcomes tends to the expected value. In simpler terms, the proportion of heads would gradually approximate the true probability value, which is 0.5.
04

Conclusion

Hence, based on the law of large numbers, the proportion of heads should approach 0.5 (or 50%) as the number of coin flips increases. However, it's important to note that this doesn't imply that after getting a streak of one outcome, the other is 'due'. Each flip is considered an independent event.

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Key Concepts

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

Understanding Probability
Probability is a fundamental concept used to measure the likelihood of a particular event occurring. It's the backbone of statistical analysis and informs decisions in a wide range of fields, from science to finance. In essence, if we say that there's a probability of 0.5 for flipping heads on a coin, we mean that there is a 50% chance that this will be the outcome. Probability values range from 0 to 1, where 0 means an event is impossible, and 1 means it is certain to occur.

When flipping a fair coin, we expect heads and tails to be equally likely. This is expressed by probabilities of 0.5 for both outcomes, and over many flips, we expect to see roughly as many heads as tails. However, probabilities only tell us the expected likelihood in the long run and not the certainty of outcomes in the short term. For example, it is still possible, although unlikely, to flip heads several times in a row.
The Concept of Independent Events
Independent events are pivotal in understanding why probabilities operate the way they do. Two events are considered independent if the occurrence of one does not affect the probability of the other occurring.

Keeping the coin flip example in mind, each flip is an independent event. The coin doesn't 'remember' what happened on the previous flip; thus, the probability of getting heads remains 0.5 on every single flip, regardless of past outcomes. It's a common misconception to think that if a coin has landed on tails several times in a row, it is 'due' to land on heads. This is known as the gambler's fallacy. In reality, each flip is a fresh event with the same 0.5 probability for heads and 0.5 for tails. This element of independence is crucial for the law of large numbers to hold true.
Expected Value and the Law of Large Numbers
The expected value is the long-term average outcome of a random event if it is repeated many times. For a fair coin flip, the expected value for the number of heads is 0.5 per flip, since you're equally likely to get heads or tails.

The law of large numbers is a principle that says as you perform the same random experiment (like flipping a coin) over and over, the average of the results will get closer to the expected value. In our coin-flipping scenario, as the number of flips gets very large, the proportion of heads is expected to edge closer to 0.5, meaning that for a large number of flips, approximately half should be heads.

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Most popular questions from this chapter

A multiple-choice test has 30 questions. Fach question has three choices, but only one choice is correct. Using a random number table, which of the following methods is a valid simulation of a student who circles his or her choices randomly? Explain. (Note: there might be more than one valid method.) a. The digits 1,2 , and 3 represent the student's attempt on one question. All other digits are ignored. The 1 represents the correct choice, the 2 und 3 represent incorrect choices. b. The digits \(0,1,4\) represent the student's attempt on one question. All other digits are ignored. The 0 represents the correct choice, the 1 and 4 represent incorrect choices. c. Lach of the 10 digits represents the student's attempt on one question. The digits \(1,2,3\) represent a correct choice; \(4,5,6,7,8,9\) and 0 represent an incorrect choice.

Suppose all the days of the week are equally likely as birthdays. Alicia and David are two randomly selected, unrelated people. a. What is the probability that they were both born on Monday? b. What is the probability that Alicia OR David was born on Monday?

One of the authors did a survey to determine the effect of students changing answers while taking a multiple-choice test on which there is only one correct answer for each question. Some students erase their initial choice and replace it with another. It turned out that \(61 \%\) of the changes were from incorrect answers to correct and that \(26 \%\) were from correct to incorrect. What percentage of changes were from incorrect to incorrect?

A 2017 Pew Research poll asked people if they agreed with this statement: The United States hasn't gone far enough when it comes to giving women equal rights with men. \(42 \%\) of men agreed with the statement and \(57 \%\) of women agreed with the statement. Suppose these are accurate percentages. Now suppose a random man and woman meet. a. What is the probability that they both agree with the statement? b. What is the probability that neither believes with the statement? c. What is the probability that at least one of them agrees with the statement? d. What is the probability that only one of them agrees with the statement?

A college conducted a student survey to learn about commute patterns. Students were given a choice of three options: car, bus, or other. When looking at the survey results, \(42 \%\) of students responded "car," and \(23 \%\) responded "bus." Assuming all students answered this survey questions, what percentage of the students responded "other"?

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