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A single random digit is selected using software or a random number table. a. State the sample space for the possible outcomes. b. State the probability for each possible outcome, based on what you know about the way random numbers are generated. c. Each outcome in a sample space must have probability between 0 and 1 , and the total of the probabilities must equal 1. Show that your assignment of probabilities in part b satisfies this rule.

Short Answer

Expert verified
a. Sample space: \( \{0, 1, 2, 3, 4, 5, 6, 7, 8, 9\} \). b. Probability of each digit is 0.1. c. Total probability is 1.

Step by step solution

01

Understanding the Requirement

We need to determine the sample space for a single random digit selected between 0 and 9, analyze the probability of each digit, and verify that these probabilities satisfy the total probability rule.
02

Declare the Sample Space

The sample space, denoted as \( S \), of the event consists of all possible outcomes when a single random digit is selected. Since the digits range from 0 to 9, we express the sample space as \( S = \{0, 1, 2, 3, 4, 5, 6, 7, 8, 9\} \).
03

Assign Probabilities to Each Outcome

Each digit from 0 to 9 has an equal chance of being selected. The probability \( P(x) \) for each digit is calculated based on the uniform distribution of the random selection. Since there are 10 possible outcomes, the probability for each outcome is \( P(x) = \frac{1}{10} = 0.1 \).
04

Check the Total Probability Rule

To satisfy the condition that the sum of all probabilities equals 1, compute the total probability: \( P(0) + P(1) + P(2) + P(3) + P(4) + P(5) + P(6) + P(7) + P(8) + P(9) = 0.1 + 0.1 + 0.1 + 0.1 + 0.1 + 0.1 + 0.1 + 0.1 + 0.1 + 0.1 = 1 \), confirming the rule is met.

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Key Concepts

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

Sample Space
In probability theory, the term "sample space" refers to the set of all possible outcomes of a probabilistic experiment. Imagine rolling a die. The sample space would include all potential results of that roll, which are the numbers 1 through 6. In the context of choosing a random digit from 0 to 9, the sample space is defined as all the numbers within that range.
In this exercise, when a single random digit is chosen, the sample space is described as \( S = \{0, 1, 2, 3, 4, 5, 6, 7, 8, 9\} \).
Understanding the sample space is crucial because it identifies every possible outcome that could result from an experiment. Each element in the sample space is referred to as a "sample point." Recognizing these sample points is the first step in determining the likelihood of various events occurring within that space.
Random Digits
Random digits are numbers selected from a given range, often used to simulate random events in processes or experiments. The selection of random digits is typically achieved through computational techniques or by using tables of random numbers.
By definition, each digit in the series has an equal likelihood of being chosen. This randomness is essential for ensuring that results are not biased.
In the exercise at hand, selecting a random digit from 0 to 9 implies that each digit could potentially be chosen, with each having the same opportunity of being picked as any other digit in the spectrum provided. Hence, the choice appears completely unpredictable and fair.
Random digits are a powerful tool in statistical analysis and various applications where objective fairness and impartiality are required, such as in lotteries, computer simulations, and randomized control trials in scientific research.
Uniform Distribution
Uniform distribution is a type of probability distribution where each outcome is equally likely. This is particularly simple when considering discrete values, such as picking a digit from 0 to 9. In this scenario, each number has the same probability, making the distribution uniform.
Consider the exercise where we pick a random digit out of 10 options. The distribution of possibilities is uniform because every digit from 0 to 9 has an equal chance of being selected. The probability of picking any specific digit \( x \) from these ten options is calculated as \( P(x) = \frac{1}{10} = 0.1 \).
Uniform distribution is fundamental not only in theoretical scenarios but also in practical applications involving fair random processes. It's essential for ensuring the fairness and equality of random selections, as it provides a straightforward and intuitive model for events with equally likely outcomes.

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Most popular questions from this chapter

A teacher announces a pop quiz for which the student is completely unprepared. The quiz consists of 100 true-false questions. The student has no choice but to guess the answer randomly for all 100 questions. a. Simulate taking this quiz by random guessing. Number a sheet of paper 1 to 100 to represent the 100 questions. Write a \(\mathrm{T}\) (true) or \(\mathrm{F}\) (false) for each question, by predicting what you think would happen if you repeatedly flipped a coin and let a tail represent a T guess and a head represent an F guess. (Don't actually flip a coin, but merely write down what you think a random series of guesses would look like.) b. How many questions would you expect to answer correctly simply by guessing? c. The table shows the 100 correct answers. The answers should be read across rows. How many questions did you answer correctly? d. The above answers were actually randomly generated by the Simulating the Probability of Head With a Fair Coin applet on the text CD. What percentage were true, and what percentage would you expect? Why are they not necessarily identical? e. Are there groups of answers within the sequence of 100 answers that appear nonrandom? For instance, what is the longest run of Ts or Fs? By comparison, which is the longest run of Ts or Fs within your sequence of 100 answers? (There is a tendency in guessing what randomness looks like to identify too few long runs in which the same outcome occurs several times in a row.)

In the opening scene of Tom Stoppard's play Rosencrantz and Guildenstern Are Dead, about two Elizabethan contemporaries of Hamlet, Guildenstern flips a coin 91 times and gets a head each time. Suppose the coin was balanced. a. Specify the sample space for 91 coin flips, such that each outcome in the sample space is equally likely. How many outcomes are in the sample space? b. Show Guildenstern's outcome for this sample space. Show the outcome in which only the second flip is a tail. c. What's the probability of the event of getting a head 91 times in a row? d. What's the probability of at least one tail, in the 91 flips? e. State the probability model on which your solutions in parts \(\mathrm{c}\) and \(\mathrm{d}\) are based.

Larry Bird, who played pro basketball for the Boston Celtics, was known for being a good shooter. In games during \(1980-1982,\) when he missed his first free throw, 48 out of 53 times he made the second one, and when he made his first free throw, 251 out of 285 times he made the second one. a. Form a contingency table that cross tabulates the outcome of the first free throw (made or missed) in the rows and the outcome of the second free throw (made or missed) in the columns. b. For a given pair of free throws, estimate the probability that Bird (i) made the first free throw and (ii) made the second free throw. c. Estimate the probability that Bird made the second free throw, given that he made the first one. Does it seem as if his success on the second shot depends strongly, or hardly at all, on whether he made the first?

The digits in \(9 / 11\) add up to \(11(9+1+1)\), American Airlines flight 11 was the first to hit the World Trade Towers (which took the form of the number 11), there were 92 people on board \((9+2=11)\), September 11 is the 254 th day of the year \((2+5+4=11)\), and there are 11 letters in Afghanistan, New York City, the Pentagon, and George W. Bush (see article by L. Belkin, New York Times, August 11,2002 ). How could you explain to someone who has not studied probability that, because of the way we look for patterns out of the huge number of things that happen, this is not necessarily an amazing coincidence?

Part of a student opinion poll at a university asks students what they think of the quality of the existing student union building on the campus. The possible responses were great, good, fair, and poor. Another part of the poll asked students how they feel about a proposed fee increase to help fund the cost of building a new student union. The possible responses to this question were in favor, opposed, and no opinion. a. List all potential outcomes in the sample space for someone who is responding to both questions. b. Show how a tree diagram can be used to display the outcomes listed in part a.

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