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 #3
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+2

If I choose four cards from a standard 52-card deck,with replacement, what is the probability that I will end up with all four Aces?

 

This question is poorly written. The primary defect is the phrase “end up with all four Aces,” which is a colloquialism as used here. The capital “A” in “Aces” is nonstandard, and gives ambiguous emphases to the word aces. Use of the word “all” could imply different suits for the four aces, rather than some combination of aces where one or more is repeated.  

 

This is a primer statistics question so a reasonable interpretation is:

If I choose four cards from a standard 52-card deck, with replacement, what is the probability that I will select four aces of different suits?

 

The phrase “with replacement” is an explicit standard variation in the sampling method. In this case, it means the card (no matter what it is) is replaced after it is drawn.  It’s also important to note that the deck or selection process remains randomized after the card is replaced.

 

A success in this experiment is four aces in four different suits.  Any other combination is a failure.

 

\(\dfrac{4}{52}*\dfrac{3}{52}*\dfrac{2}{52}*\dfrac{1}{52} =\dfrac{3}{913952} \)

This happens about (3) times per million attempts. It’s noteworthy that EP’s solution is correct and (mostly) matches this, which also happens about (3) times per million attempts. LOL

 

IF...

A success in this experiment is four aces without regard to the suit. 

\(\left(\dfrac{4}{52}\right)^4   =  \dfrac{1}{28561}\)

This happens about (35) times per million attempts.

 

 

GA

27 Sep 2021
 #3
avatar+2440 
+1
13 Sep 2021
 #5
avatar+2440 
+1

Hi Ron,

 

I definitely recognize your style. I have several lists with guests post links; though none have as many links as your file. The next closest are the BB (1-4) files, which I quit saving the links to years ago.  Most guest posters do not post for long, or they becomes members

 

I noticed your white dot early on. This made it very easy to confirm your posts, but about 3.5% of the posts I have in your list do not have this dot. So, either I’m wrongly attributing them to you, or you do not use the dot all time.  Also there are occasional posts on here that have a dot but do not seem like they belong to you.   

-----

 

Demands on my time have reduced my posting; although in the past few weeks I have made a few posts as a guest; I’ll collect my copyrights at some point, except for the posts I don’t want cluttering up my profile. 

Here are three threads:

https://web2.0calc.com/questions/likelihood-of-getting-a-yarborough

These threads have answers and troll post commentaries. 

https://web2.0calc.com/questions/help-geometry_140

There were two other troll posts; both of which were hidden. One was quite funny...

Along with the solution, I included an incidental commentary on WAT (Wrong Answer Troll) in this thread:

https://web2.0calc.com/questions/i-know-this-is-kind-of-easy-but-i-m-stuck

A guest comes along and “corrects” WAT’s wrong answer . . . with another wrong answer. I’m still debating whether it was WAT himself or just a random moron.   No escape!

 

-----

 

You are capable of answering more than easy questions. Your solution for this logic question is a well-written master piecehttps://web2.0calc.com/questions/plz-don-t-cosplay-as-me-that-was-really-rude  You’ve developed excellent tutoring skills in the past two years.  I think it amazing you can remember and remove the oxidation from your high school mathematics after decades.

 

There is a subjective element to classifying the difficulty of math questions.  The binary description “easy” or “hard” is too broad. If one knows how to solve them, then it’s easy; if not, then it’s hard.

 

Several years ago I coded a program to scan and perform statistical analysis on the questions asked on web2.0calc’s forum.

 

Subjective Question classes:

*Category (0) –Mr. BB Interest Rate questions or arcane questions optimally answered with

                         Monty Carlo style or tabulated, logical resolution computer code. 

*Category (1) – Informal, simple non-homework, or curiosity based math question.

*Category (2) – Formal, simple homework.

*Category (3) – Formal, intermediate homework.

*Category (4) – Formal, advanced homework.

*Category (5) – Formal, AoPS (or related) homework.

*Category (6) – Formal, basic and intermediate physics, engineering, or chemistry.   

*Category (7) – Formal, advanced physics, engineering, or chemistry.   

*Category (8) – Formal, advanced collegiate mathematics or specialized math. (These are

                         very rare on this forum.)

*Category (9) – Social or non-math, Off Topic posts (includes posts with random characters).

https://web2.0calc.com/questions/who-noticed-this-post-by-admin#r4

----

Categories 2 through 8 are superlative in complexity.

Category (2) is generally elementary (up to grade 6 for US schools).

Category (3) is grades seventh through ninth

Category (4) is tenth through twelfth. This category also includes some first and second year collegiate math, which is taught in many high schools.    

 

Though not included in the list, Category (5) had three subcategories based on grade level corresponding to categories 2-4. AoPS questions are usually unique, and present questions at least one grade level ahead of the student’s grade. Generally, advanced AoPS questions enter well into the collegiate level. To teach AoPS math (whether online or in a classroom) for grades 2 through 7 requires at least a Master’s degree in mathematics. Teaching grades 8 through 12 requires a Ph.D. in mathematics.  The minimum requirements for AoPS tutors are to have completed or be in a final term of a four-year bachelor of mathematics or applied science degree, and have demonstrable skills in fourth year or higher collegiate mathematics. 

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My program works (mostly) reasonably well, with about 20% of the questions needing reclassified up or down one increment. Posts with multiple questions throw exceptions. Multiple questions are usually in the same category.  Misspellings that are not in a misspelled-list throw exceptions. Some of the questions composed by teachers indicate communication skills that are so poor I wonder if they really know more than the students they are trying to teach.

 

Many questions that are identified as chemistry are actually physics questions.   Engineering questions are usually so closely related to physics questions they are indistinguishable. Very few physics and chemistry questions are on here anymore.  

 

The original scans yielded 3.4 as the average question category.  A recent scan in October of 2020 gave 2.8 as the average –it would not surprise me if it’s down to 2.2 now.  It’s amazing how many brain-dead, elementary questions are posted on here now. One reason for the low average is the massive repetition of elementary questions from remediated students. Very few of these questions are posted by elementary students; they are posted by middle and high school students in remedial classes. 

 

The teachers of these brain-dead students send them here –in droves. This is especially so since Covid has reduced classroom time to near nothing. But this infusion started long before Covid became a pandemic. Some of these remediated students repeat the same class, over and over, until they age out. Others are moved along with artificially inflated grades.

 

Here are recent examples of brain-dead, elementary questions:

 

https://web2.0calc.com/questions/three-runners-adam-ben-and-charles 

This student needs a reading comprehension teacher, not a math teacher. 

 

This one is identified as “Advanced math”  https://web2.0calc.com/questions/advanced-math_1

It is advanced ...if you are in third grade. 

 

The irritation of having these students post their brain-dead questions on this forum gives credence to the thought that some of their teachers need intensive psychiatric care long before their careers would normally end.  Dumbness is not only contagious; continuous exposure can cause psychoses, suicidal ideation, and postal chaos. 

 

Some of these student s –those lacking academic skills in math, reading comprehension, and most other subjects will sometimes actually make it into a college or university. All public universities have quotas for various categories.  If necessary, universities will lower their admission standards while still selecting students who have a measurable probability of academic success. The artificially inflated grades help to move these poor students into the system. These exceptionally poor performing students are not common, but they do find their way in to university.

 

I run across one a couple of years ago while completing my master’s degree in psychology. I subbed for one my psychology professors while she attended a seminar. Normally I only taught the class on occasion as part of the master’s program, but this time I handled some of her academic appointments too. One of the appointments was the father of a failing student in an introductory psychology class, who made an appointment to plead for a passing grade for his son, who was a generally poor student on academic probation in his second year of eking out Ds and Cs in all his classes, except for the ones where he withdrew failing.  In this class, he was 6 points below the lowest score for a “D” grade.  She told me to handle it as I “see fit.”   I did.

 

The father thought I was the professor, I could tell the he had handled his son’s problems all his life. He was well practiced.  The father told me how his son was the “best and brightest” of all his children. To which I replied “Your other children must be major fuckups.”   Rather than being offended, he just nodded, saying, “They are.” One is in prison and the other is in drug rehab—for the third time. However, his daughter is holding a steady job as a clerk at Wal-Mart.  To me, she sounded like the only one who’s not a fuckup.. 

 

Some people are just not academically inclined.  I advised him to look into trade schools or apprenticeship programs for his son. Or better yet, let his son do the looking himself. Despite my professor saying to handle it as I see fit, she still makes the final decision. I don’t know what she gave him for a final grade, but when I relayed the disposition of the appointment to her, she said reflectively, “I wish I had the balls to be that blunt. ...”

------

 

This forum helps these brain-dead homework-moochers artificially advance into the mainstream, by creating the illusion they have mastered elementary math. 

 

On the bright side, this forum has many students who genuinely learn and practice their math skills by tutoring others. Among recent new members are two very skilled student tutors: catmg & amygdaleon305. Students of this caliber show up occasionally, but unfortunately they usually do not stay around for long. 

 

GA

4 Sep 2021
 #3
avatar+2440 
+1

Related posts: https://web2.0calc.com/questions/help-geometry_140#r6

Nomination for the Fields MeTal: Category: Mind Numbingly Atrocious

27 Agu 2021
 #6
avatar+2440 
+2

Ok.... Here are some convincing reasons for my use of the adjective “atrocious,” and for your nomination for the Fields MeTal: “Mind Numbingly Atrocious” category. (You can see this identifying category by mousing over the emoji at the end of my first post,)

 

The question you attempted to answer is an introductory level geometry question. A moderately practiced student should be able to answer this question in about 5 to 7 minutes.  After composing the equations, solving, and checking, I then examined your solution.

 

At first glance your solution looked like a rambling string of hodgepodge equations. I’d never seen anything like this before. I thought perhaps you may have taken a unique, less traveled, solution path to contrast the sometimes hidden mathematical relationships that come to light while solving a problem. I also thought the six points on your post, which is a lot –even for a masterpiece solution, was for your wonderful unique solution.   

 

With a closer inspection, I examined the path and followed the circuitous route, which lead into left field, through cactus, bramble bushes, and a cesspool –the route was brutal, and then at the end where the result should be was a gaping hole. The hole wasn’t because you didn’t post the numeric answer, it’s because you wrote B=MCB, and MCB is not defined in your solution path.   I don’t know what was in that hole, but it wasn’t an answer. 

 

I spent 45 minutes analyzing your equations. Ten minutes into the process, my brain started overheating and going numb. I ignored the warning alarms and continued. At 45 minutes the thermal circuit breakers tripped and the higher functioning parts of me brain shut down. 

 

While I was unconscious, I dreamt I went to heII. Itwas a pretty good dream: while I was down there, I saw Sister Alice –she was my math teacher for 7th, 8th, and the first half of 9th grades.  Little devils were stabbing her with pitchforks inscribed with errant math equations –including one with your equation. I woke up to my cat laying on me, licking my face. I don’t think he was concerned about me; he just wanted some fermented tuna juice.

 

After giving my cat his fermented tuna juice, I returned to your solution. I noticed your equations had a similar aroma to the fermented tuna juice.

 

I decided to nominate your solution for the Fields MeTal Prize. For obvious reasons, I chose the “Mind-numbingly Atrocious” category.  If there was a Smells Like Fermented Fish Category, or Sour Orange Juice category I would have nominated it for those too. 

 

I doubt you will win, but you should get an honorable mention.

 

I sent a proposal to the Fields MeTal Board of Directors, suggesting a new category: Equations Worthy of Inscription on Pitchforks Used in HeII.

 ----

 

One more thing: you shouldn’t inflate the points on your posts. Doing that devalues the legitimate points given to you by others. 

 

 

GA

22 Agu 2021