Even more important, students should value both approaches. For example, students might obtain a result through the application of a theoretical model and validate that result through simulation. Although probability provides useful models for the solution of problems in fields such as medicine, physics, and economics, many of the problems in daily living also can be better understood from this perspective. Using a new method of shooting, she scored 9 out of her first 10 throws. This problem can be addressed within the core curriculum at increasing levels of abstraction.
Students repeat the experiment nine more times and determine the percentage of successes.
To obtain a better estimate of this probability, the results from the class would be pooled. Students develop and use a computer program with a random-number generator to run the experiment 1000 times and compute the ratio of successful trials. The probability of shooting at least nine baskets is .048. Even students who successfully completed work at levels 1 or 2 could discuss and then use a computer program based on their model. Once students have acquired an intuitive understanding of a random variable, they can extend the concept of the probability of an event to the development of a probability distribution.