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Probability topics

Class time:

Names:

Student learning outcomes

  • The student will use theoretical and empirical methods to estimate probabilities.
  • The student will appraise the differences between the two estimates.
  • The student will demonstrate an understanding of long-term relative frequencies.

Do the experiment

Count out 40 mixed-color M&Ms® which is approximately one small bag’s worth. Record the number of each color in [link] . Use the information from this table to complete [link] . Next, put the M&Ms in a cup. The experiment is to pick two M&Ms, one at a time. Do not look at them as you pick them. The first time through, replace the first M&M before picking the second one. Record the results in the “With Replacement” column of [link] . Do this 24 times. The second time through, after picking the first M&M, do not replace it before picking the second one. Then, pick the second one. Record the results in the “Without Replacement” column section of [link] . After you record the pick, put both M&Ms back. Do this a total of 24 times, also. Use the data from [link] to calculate the empirical probability questions. Leave your answers in unreduced fractional form. Do not multiply out any fractions.

Population
Color Quantity
Yellow ( Y )
Green ( G )
Blue ( BL )
Brown ( B )
Orange ( O )
Red ( R )
Theoretical probabilities
With Replacement Without Replacement
P (2 reds)
P ( R 1 B 2 OR B 1 R 2 )
P ( R 1 AND G 2 )
P ( G 2 | R 1 )
P (no yellows)
P (doubles)
P (no doubles)

Note

G 2 = green on second pick; R 1 = red on first pick; B 1 = brown on first pick; B 2 = brown on second pick; doubles = both picks are the same colour.

Empirical results
With Replacement Without Replacement
( __ , __ ) ( __ , __ ) ( __ , __ ) ( __ , __ )
( __ , __ ) ( __ , __ ) ( __ , __ ) ( __ , __ )
( __ , __ ) ( __ , __ ) ( __ , __ ) ( __ , __ )
( __ , __ ) ( __ , __ ) ( __ , __ ) ( __ , __ )
( __ , __ ) ( __ , __ ) ( __ , __ ) ( __ , __ )
( __ , __ ) ( __ , __ ) ( __ , __ ) ( __ , __ )
( __ , __ ) ( __ , __ ) ( __ , __ ) ( __ , __ )
( __ , __ ) ( __ , __ ) ( __ , __ ) ( __ , __ )
( __ , __ ) ( __ , __ ) ( __ , __ ) ( __ , __ )
( __ , __ ) ( __ , __ ) ( __ , __ ) ( __ , __ )
( __ , __ ) ( __ , __ ) ( __ , __ ) ( __ , __ )
( __ , __ ) ( __ , __ ) ( __ , __ ) ( __ , __ )
Empirical probabilities
With Replacement Without Replacement
P (2 reds)
P ( R 1 B 2 OR B 1 R 2 )
P ( R 1 AND G 2 )
P ( G 2 | R 1 )
P (no yellows)
P (doubles)
P (no doubles)

Discussion questions

  1. Why are the “With Replacement” and “Without Replacement” probabilities different?
  2. Convert P (no yellows) to decimal format for both Theoretical “With Replacement” and for Empirical “With Replacement”. Round to four decimal places.
    1. Theoretical “With Replacement”: P (no yellows) = _______
    2. Empirical “With Replacement”: P (no yellows) = _______
    3. Are the decimal values “close”? Did you expect them to be closer together or farther apart? Why?
  3. If you increased the number of times you picked two M&Ms to 240 times, why would empirical probability values change?
  4. Would this change (see part 3) cause the empirical probabilities and theoretical probabilities to be closer together or farther apart? How do you know?
  5. Explain the differences in what P ( G 1 AND R 2 ) and P ( R 1 | G 2 ) represent. Hint: Think about the sample space for each probability.

Questions & Answers

what does preconceived mean
sammie Reply
physiological Psychology
Nwosu Reply
How can I develope my cognitive domain
Amanyire Reply
why is communication effective
Dakolo Reply
Communication is effective because it allows individuals to share ideas, thoughts, and information with others.
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Every time someone flushes a toilet in the apartment building, the person begins to jumb back automatically after hearing the flush, before the water temperature changes. Identify the types of learning, if it is classical conditioning identify the NS, UCS, CS and CR. If it is operant conditioning, identify the type of consequence positive reinforcement, negative reinforcement or punishment
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ARC
A child is a member of community not society elucidate ?
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Isn't practices worldwide, be it psychology, be it science. isn't much just a false belief of control over something the mind cannot truly comprehend?
Simon Reply
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namakula Reply
Skinner skipped the whole unconscious phenomenon and rather emphasized on classical conditioning
war
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Amesalu Reply
nature is an hereditary factor while nurture is an environmental factor which constitute an individual personality. so if an individual's parent has a deviant behavior and was also brought up in an deviant environment, observation of the behavior and the inborn trait we make the individual deviant.
Samuel
I am taking this course because I am hoping that I could somehow learn more about my chosen field of interest and due to the fact that being a PsyD really ignites my passion as an individual the more I hope to learn about developing and literally explore the complexity of my critical thinking skills
Zyryn Reply
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Jonathan
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Jonathan
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interpersonal relationships
Abdulfatai Reply
What would be the best educational aid(s) for gifted kids/savants?
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Saurabh
What are the treatment for autism?
Magret Reply
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Jharna
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Source:  OpenStax, Introductory statistics. OpenStax CNX. May 06, 2016 Download for free at http://legacy.cnx.org/content/col11562/1.18
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