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91Ó°ÊÓ

Consider a chance experiment that consists of selecting a student at random from a high school with 3,000 students. a. In the context of this chance experiment, give an example of two events that would be mutually exclusive. b. In the context of this chance experiment, give an example of two events that would not be mutually exclusive.

Short Answer

Expert verified
a) Examples of mutually exclusive events include selecting a student from the Science Club and selecting a student from the Arts Club as no student can be a member of both clubs. b) An example of non-mutually exclusive events could be selecting a student taking Math and selecting a student taking Chemistry, as a student could be taking both classes at the same time.

Step by step solution

01

Define context and find example of mutually exclusive events

Consider the scenario where a student is selected at random from a pool of 3,000 students. Suppose there are two clubs in the high school: The Science Club and The Arts Club, which no student is a member of both. The act of selecting a student belonging to the Science Club and the act of selecting a student belonging to the Arts Club are mutually exclusive, because a student cannot be a member of both clubs.
02

Find example of non-mutually exclusive events

Continue with the above scenario, let's consider two courses: Math and Chemistry. It's possible for a student to take both courses at the same time. Hence, the event of randomly picking a student taking Math and the event of randomly picking a student taking Chemistry are not mutually exclusive, a student can be enrolled in both of these courses simultaneously.

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Key Concepts

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

Mutually Exclusive Events
Mutually exclusive events are situations in probability where the occurrence of one event means the other cannot happen. If you picture a high school selecting one student out of 3,000, think of events as distinct, like choosing a student who's **only** involved in one activity. For example, suppose there are two exclusive clubs: the Science Club and the Arts Club. If these clubs have no overlapping members, then picking a student who is in the Science Club cannot possibly mean choosing one from the Arts Club as well. This is because no student is in both clubs. Therefore, these two events cannot occur together.
When you consider real-life situations, mutually exclusive events often simplify calculations. This is because the occurrence of one event provides certainty about the non-occurrence of the other. In probability terms, for mutually exclusive events A and B, \(P(A \text{ and } B) = 0\).
Whenever you see one event blocking the chance of another, think of mutually exclusive events.
Non-Mutually Exclusive Events
Non-mutually exclusive events occur in cases where events can happen at the same time. In a student's day, many such instances occur. For example, imagine the high school scenario again. Consider two subjects: Math and Chemistry.
A student can quite easily attend both classes during the school year. Therefore, the event of selecting a student taking Math and selecting a student taking Chemistry might involve overlapping students. These events **can** happen simultaneously because one does not prevent the other.
In mathematical terms, for non-mutually exclusive events A and B, we use the formula \(P(A \text{ or } B) = P(A) + P(B) - P(A \text{ and } B)\) to avoid over-counting students who are in both classes. This formula ensures accurate probability calculations accounting for any overlap between the events. Whenever you can see that doing one thing doesn't stop you from doing another, that's a case of non-mutually exclusive events.
Chance Experiment
A chance experiment is any action where the outcome is uncertain. In daily life, there are countless opportunity instances of chance experiments, from tossing a coin to drawing a name from a hat or, in this case, selecting a student from a high school with 3,000 students.
In probability, the significance of chance experiments cannot be overstated. They lay the groundwork for determining the likelihood of various events occurring, based on different conditions.
  • The concept of a random mechanism is crucial. A chance experiment must be impartial, giving all possibilities a fair opportunity.
  • Typically, chance experiments lack predictable outcomes, adding variability to the results.
Consider selecting a student at random from a large high school; the process itself is the chance experiment.
Each student's chance of being selected is equal, making it a fundamental part of probability and statistics explorations. In summary, anytime you have an uncertain outcome that you want to analyze, you are dealing with a chance experiment.

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Most popular questions from this chapter

A Gallup survey found that \(46 \%\) of women and \(37 \%\) of men experience pain on a daily basis (San Luis Obispo Tribune, April 6,2000 ). Suppose that this information is representative of U.S. adults. If a U.S. adult is selected at random, are the events selected adult is male and selected adult experiences pain on a daily basis independent or dependent? Explain.

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Suppose you want to estimate the probability that a randomly selected customer at a particular grocery store will pay by credit card. Over the past 3 months, 80,500 payments were made, and 37,100 of them were by credit card. What is the estimated probability that a randomly selected customer will pay by credit card?

A professor assigns five problems to be completed as homework. At the next class meeting, two of the five problems will be selected at random and collected for grading. You have only completed the first three problems. a. What is the sample space for the chance experiment of selecting two problems at random? (Hint: You can think of the problems as being labeled \(\mathrm{A}, \mathrm{B}, \mathrm{C}, \mathrm{D},\) and \(\mathrm{E} .\) One possible selection of two problems is \(\mathrm{A}\) and \(\mathrm{B}\). If these two problems are selected and you did problems \(\mathrm{A}, \mathrm{B}\) and \(\mathrm{C}\), you will be able to turn in both problems. There are nine other possible selections to consider.) b. Are the outcomes in the sample space equally likely? c. What is the probability that you will be able to turn in both of the problems selected? d. Does the probability that you will be able to turn in both problems change if you had completed the last three problems instead of the first three problems? Explain. e. What happens to the probability that you will be able to turn in both problems selected if you had completed four of the problems rather than just three?

Roulette is a game of chance that involves spinning a wheel that is divided into 38 equal segments, as shown in the accompanying picture. A metal ball is tossed into the wheel as it is spinning, and the ball eventually lands in one of the 38 segments. Each segment has an associated color. Two segments are green. Half of the other 36 segments are red, and the others are black. When a balanced roulette wheel is spun, the ball is equally likely to land in any one of the 38 segments. a. When a balanced roulette wheel is spun, what is the probability that the ball lands in a red segment? b. In the roulette wheel shown, black and red segments alternate. Suppose instead that all red segments were grouped together and that all black segments were together. Does this increase the probability that the ball will land in a red segment? Explain. c. Suppose that you watch 1000 spins of a roulette wheel and note the color that results from each spin. What would be an indication that the wheel was not balanced?

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