/*! 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 23 A basketball player shoots six f... [FREE SOLUTION] | 91Ó°ÊÓ

91Ó°ÊÓ

A basketball player shoots six free throws during a game. The sample space for counting the number she makes is (a) \(S=\) any number between 0 and 1 . (b) \(S=\) whole numbers 0 to 6 . (c) \(S=\) all sequences of six hits or misses, like HMMHHH.

Short Answer

Expert verified
(b) \( S = \) whole numbers 0 to 6.

Step by step solution

01

Understand the Sample Space Concept

A sample space is the set of all possible outcomes of a probabilistic experiment. In the case of the basketball player shooting free throws, it involves considering the possible outcomes of each shot.
02

Identify the Nature of Free Throws

For each free throw, there can be two outcomes: either the player makes the shot (hit, denoted by 'H') or misses the shot (miss, denoted by 'M'). This is important for defining the sample space.
03

Analyze Option (a)

Option (a) suggests the sample space, \( S \), includes any number between 0 and 1. This would be fitting for a continuous probability situation, such as a single probability value between 0 and 1, but not for counting discrete outcomes of free throws.
04

Analyze Option (b)

Option (b) states that \( S \) is the set of whole numbers from 0 to 6. This represents the number of successful free throws (0 to 6) she makes among her 6 attempts, counting the occurrences of makes only.
05

Analyze Option (c)

Option (c) defines \( S \) as all sequences of six outcomes, such as repeating 'H' and 'M' for each free throw. This represents the complete set of sequences of hits (H) and misses (M), capturing each unique combination of results for six throws.
06

Choose the Correct Sample Space

Since the exercise is about counting the number of successful free throws, the correct sample space should represent the possible number of successful throws, from none (0) to all (6). Thus, option (b) best fits this definition.

Unlock Step-by-Step Solutions & Ace Your Exams!

  • Full Textbook Solutions

    Get detailed explanations and key concepts

  • Unlimited Al creation

    Al flashcards, explanations, exams and more...

  • Ads-free access

    To over 500 millions flashcards

  • Money-back guarantee

    We refund you if you fail your exam.

Over 30 million students worldwide already upgrade their learning with 91Ó°ÊÓ!

Key Concepts

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

Sample Space
When we talk about a sample space in probability, we're referring to all the possible outcomes of a specific experiment. Imagine you're playing a game and you're trying your luck. The outcome of every 'try' or 'experiment' can be different. The sample space includes every possible path or result that can occur in that game.

In the context of our exercise with the basketball player, we're considering each free throw as an experiment. The player's task is to either make the shot or miss it. Our goal is to outline all potential outcomes across the six shots she takes. For our problem, the complete sample space is presented as the range of integers from 0 to 6, which marks the count of successful throws.

To understand this better:
  • We count outcomes (i.e., how many shots are made) not the exact sequence of hits and misses.
  • Each free throw can yield one of two results: a hit (H) or a miss (M). We're counting how many H's occur out of 6 attempts.
  • The numbers 0 to 6 (inclusive) are our sample space since these represent all total possible counts of successful throws.
Discrete Outcomes
Discrete outcomes in probability refer to outcomes that can be counted as distinct and separate entities. Think about counting apples in a basket; you can't have half an apple when counting whole apples- you either have one or you don't. In probability, discrete outcomes work similarly.

In our exercise where the basketball player takes six shots, each shot represents a clear outcome: making it (H) or missing it (M). This results in a discrete list of outcomes. We are interested in the total number of successful free throws, which is a whole number.
  • The possible successful outcomes are defined clearly: 0, 1, 2, 3, 4, 5, or 6 successful shots.
  • There's a finite number of outcomes, so we can list them. The nature of these outcomes is why they are considered 'discrete.'
  • This contrasts with a continuous outcome (like temperature or time) which can take any value in a range.
Binary Outcomes
Binary outcomes are like flipping a coin. For each free throw, the player can either make the shot or miss it. In probability terms, these are referred to as binary outcomes because there are two possible results for each trial.

In our basketball example, each attempted free throw can be a:
  • Hit ('H'), meaning the shot was successful.
  • Miss ('M'), meaning the player missed the basket.
Because the outcome is either/or, it simplifies our model of counting successes. We only look for how many 'H's occur out of a series of trials. This simplifies many real-world problems into a sequence of trials with only two possible results.

This forms the basis for the binary outcomes in the problem. Each outcome is independent of the others, meaning that one shot's result doesn't affect another. The role of the sample space is to account for all possible combinations of these binary outcomes across the six trials the player makes.

One App. One Place for Learning.

All the tools & learning materials you need for study success - in one app.

Get started for free

Most popular questions from this chapter

2 Sample space. In each of the following situations, describe a sample space for the random phenomenon. (a) A basketball player shoots four free throws. You record the sequence of hits and misses. (b) A basketball player shoots four free throws. You record the number of baskets she makes.

Education among young adults. Choose a young adult (aged 25-29) at random. The probability is \(0.10\) that the person chosen did not complete high school, \(0.27\) that the person has a high school diploma but no further education, and \(0.34\) that the person has at least a bachelor's degree. (a) What must be the probability that a randomly chosen young adult has some education beyond high school but does not have a bachelor's degree? (b) What is the probability that a randomly chosen young adult has at least a high school education?

Who gets interviewed? Abby, Deborah, Mei-Ling, Sam, and Roberto are students in a small seminar course. Their professor decides to choose two of them to interview about the course. To avoid unfairness, the choice will be made by drawing two names from a hat. (This is an SRS of size 2.) (a) Write down all possible choices of two of the five names. This is the sample space. (b) The random drawing makes all choices equally likely. What is the probability of each choice? (c) What is the probability that Mei-Ling is chosen? (d) Abby, Deborah, and Mei-Ling liked the course. Sam and Roberto did not like the course. What is the probability that both people selected liked the course?

Probability models? In each of the following sítuations, state whether or not the given assignment of probabilities to individual outcomes is legitimate, that is, satisfies the rules of probability. Remember, a legitimate model need not be a practically reasonable model. If the assignment of probabilities is not legitimate, give specific reasons for your answer. (a) Roll a six-sided die, and record the count of spots on the up-face: $$ \begin{gathered} \mathbf{P}(1)=0 \mathrm{P}(2)=1 / 6 P(3)=1 / 3 P(4)=1 / 3 P(5)=1 / 6 P(6)=0 \\\ P(1)=0 \quad P(2)=1 / 6 \quad P(3)=1 / 3 \\ P(4)=1 / 3 \quad P(5)=1 / 6 \quad P(6)=0 \end{gathered} $$ (b) Deal a card from a shuffled deck: $$ \begin{gathered} \mathrm{P}(\text { clubs })=12 / 52 P(\text { diamonds })=12 / 52 P(\text { hearts })=12 / 52 P(\text { spades })=16 / 52 \\ P(\text { clabs })=12 / 52 \quad P(\text { diamonis })=12 / 52 \\ P(\text { bearts })=12 / 52 \quad P(\text { spades })=16 / 52 \end{gathered} $$ (c) Choose a college student at random and record sex and enrollment status: \(P(\) female full-time \()=0.56 \mathrm{P}(\) male full-time \()=0.44 \mathrm{P}(\) female part- time \()=0.24 \mathrm{P}(\) male part-lime \()=0.17\)

Nickels falling over. You may feel that it is obvious that the probability of a head in tossing a coin is about \(1 / 2\) because the coin has two faces. Such opinions are not always correct. Stand a nickel on edge on a hard, flat surface. Pound the surface with your hand so that the nickel falls over. What is the probability that it falls with heads upward? Make at least 50 trials to estimate the probability of a head.

See all solutions

Recommended explanations on Math Textbooks

View all explanations

What do you think about this solution?

We value your feedback to improve our textbook solutions.

Study anywhere. Anytime. Across all devices.