Abatch contains 37 bacteria cells. assume that 12 of the cells are not capable of cellular replication. six cells are selected at random, without replacement, to be checked for replication. round your answers to four decimal places (e. g. 98.7654). (a) what is the probability that all six cells of the selected cells are able to replicate? (b) what is the probability that at least one of the selected cells is not capable of replication?

a) There is a 9.52% probability that all cells are able to replicate.

b) There is a 90.48% probability that at least one cell is not capable of replication.

Step-by-step explanation:

This is a probability problem.

Probability

What you want to happen is the desired outcome.

Everything that can happen iis the total outcomes.

The probability is the division of the number of possible outcomes by the number of total outcomes.

In our problem, there is:

-A probability that a cell is capable of replication.

-A probability that a cell is not capable of replication.

(a) What is the probability that all six cells of the selected cells are able to replicate?

For each cell, there is a 67.57% probability that it is able to replicate. So, the probability that all cells are able to replicate is

(b) What is the probability that at least one of the selected cells is not capable of replication?

-Either all cells are capable of replication or at least one cell is not capable of replication.

-The sum of the probabilities is always 100%.

In (a), we found that the probability that all cells are able to replicate is 9.52%. So the probability of at least one cell not being capable of replication is

mx+89b(-98)nb

step-by-step explanation:

the results from a pre-test for students for the year 2000 and the year 2010 are illustrated in the box plot. what do these results tell us about how students performed on the 29 question pre-test for the two years?

if we compare only the lowest and highest scores between the two years, we might conclude that the students in 2010 did better than the students in 2010. this conclusion seems to follow since the lowest score of 8 in 2010 is greater in value than the lowest score of 6 in 2000. also, the highest score of 28 in 2010 is greater in value than the highest score of 27 in 2000.

but the box portion of the illustration gives us more detailed information. the middle bar in each box shows us that the median score of 20 in 2000 is greater in value than the median score of 17 in 2010. further, we note that the box and whiskers divide the illustration into four pieces. each of these four pieces represents the same portion of students. so, the upper half of the students in 2000 scored in the same score range as the upper one-fourth of the students in 2010, see the illustration at a score of 20.

by considering the upper one-fourth, upper half, and upper three-fourths instead of just the lowest and highest scores, we would conclude that the students as a whole did much better in 2000 than in 2010. we would conclude that as a whole the students in 2010 are less prepared than the students in 2000.

in this section, we discuss box-and-whisker plots and the five key values used in constructing a box-and-whisker plot. the key values are called a five-number summary, which consists of the minimum, first quartile, median, third quartile, and maximum.

step-by-step explanation: