- Geometry Independent Study Team Patton Creek
- Geometry Independent Study Team Patton Iii
- Geometry Independent Study Team Patton Oswalt
- Geometry Independent Study Team Patton Middle School
CONCEPT 1 – Independence
Thus defined added mass is dependent on both cylinder cross-sectional geometry and orientation but is independent of the fluid medium. The average added mass decreases from 1.52 at θ = 0°to a minimum of 1.20 at θ = 45°for the square cylinder but grows monotonically from 0.55 at θ = 0°to 4.90 at θ = 90°for the rectangular cylinder. New Releases. Radical Jewish Culture. New Japan. Oracles. Lunatic Fringe. Tzadik T-Shirts: Tzadik is dedicated to releasing the best in avant garde and experimental music, presenting a worldwide community of contemporary musician-composers who find it difficult or impossible to release their music through more conventional channels.
Say hello to customizable backgrounds!. When working with probabilities we often perform more than one event in a sequence this is called a compound probability. Compound probabilities are more complex than a single event probability to compute because the first event might affect the probability of the second event happening.
For example, the probability of getting a head on a single flip of a coin is ½. If you flip the coin and get a head, the second flip's probability of getting a head is still ½ because the results of the first flip does not in any way affect the second flip. The second flip has the exact same probability as if it was the first flip, ½. When the first action does not affect the second action's probability in any way the events are known to be INDEPENDENT.
In contrast, if you have a jar of cookies with 7 chocolate chip cookies and 3 peanut butter cookies the probability of getting a chocolate chip is 7/10 and the probability of getting a peanut butter cookie is 3/10. Is the probability of getting a peanut butter cookie still 3/10, if you first pick out a chocolate chip cookie and eat it? Of course not, the probability of getting a peanut butter cookie now is 3/9 because a chocolate chip cookie is gone from the jar. The second selection is affected by the first selection, thus these two events are NOT INDEPENDENT.
Definition: Two events, A and B, are independent if the fact that A occurs does not affect the probability of B occurring (or vice versa).
Some other examples of independent events are:
-- Getting a head after tossing a coin AND selecting a purple marble from a bag.
-- Getting on head after tossing a coin AND rolling a 2 on a single 20-sided die.
-- Choosing a jack from a deck of cards, replacing it, AND Autocad for mac 2018 folders are not available selfie paradise or hell. then choosing a king as the second card.
Geometry Independent Study Team Patton Creek
What is the probability of rolling a 6 AND then getting a head on a coin flip?
These two events are independent - the die could roll any number of times and it would in no way influence the flip of the coin. Let us use a set list, a tree and a Venn diagram to understand this problem.
To find the probability of two independent events that occur in sequence, find the probability of each event occurring separately, and then multiply the probabilities. This multiplication rule is defined symbolically below. Note that multiplication is represented by AND.
Geometry Independent Study Team Patton Iii
Understanding independence is critical to probability because we must always take into account how one event affects the next event.
CONCEPT 2 – Mutually Exclusive and Independence
A common misunderstanding is that independence is the same thing as being mutually exclusive. I get why this is confusing, to be independent in a typical English language context means to be alone or separate which is basically what we understand mutually exclusive to mean. This definition of independence is NOT the mathematical one. Independence is about whether one event affects another event's probability or not.
Mutually exclusive sets are those that don't share any elements and independent sets are those that don't impact each other's probabilities.
Mutually exclusive is about the sharing of elements,
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In the example to the right, event A and event B are NOT MUTUALLY EXCLUSIVE because there is an intersection between the two sets. But Events A and Event B are INDEPENDENT because P(A) · P(B) = (0.3)(0.5) = 0.15 P(A AND B) = 0.15 So here is one example where mutually exclusive and independence obviously are two different things!! |
CONCEPT 3 – Replacement and No Replacement
The terms replacement and no replacement get used a lot in compound probabilities problems because they describe what you did with the first thing that you selected… did you put it back or did you keep it?
P (Getting a green marble, replacing it, and getting a green marble) Independent
P (Picking a black queen, not replacing it, and getting an ace) Not Independent
These two words are HUGE clues as to whether the events are going to be independent or not.
REPLACEMENT | Because the item is replaced, it resets the event back to the original arrangement and no probabilities are altered. Thus REPLACEMENT tells us that the events are INDEPENDENT. |
NO REPLACEMENT | Because the item is NOT replaced, the probabilities are altered. Thus NO REPLACEMENT tells us that the events are NOT INDEPENDENT. |
Geometry Independent Study Team Patton Oswalt
CONCEPT 4 – Testing for Independence
We can use the formal relationship of P (A and B) = P(A) · P(B) to test independence. Here are three examples of how we could use probabilities to determine if they are independent of each other.
Example #1 P(A) = 0.8 P(B) = 0.4 P(A and B) = 0.2
Geometry Independent Study Team Patton Middle School
These are Not Independent because P(A) · P(B) = (0.8)(0.4) = 0.32 and this is not
the same as P(A and B) = 0.2 provided.
Example #2 P(A) = 0.6 P(B) = 0.5 P(A and B) = 0.3
These are Independent because P(A) · P(B) = (0.6)(0.5) = 0.30 and this is
the same as P(A and B) = 0.3 provided.
The same kind of test can occur but the information can be given in Venn diagram form.
Teacher Name | Year Hired | Responsibilities | Phone Ext | Education | |
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Castro, Lori | 2009 | PreK Instructional Aide/Mentored Teacher | castrol@pattonsprings.net | 2253 | Paraprofessional Certification Nine years of training and workshops for Early Childhood Development. As a child's first education experience,it is my responsibility to build a firm foundation for each child's future learning. To teach children basic academic and social skills, these skills include; letter recognition, phonics, phonemic awareness, reading and writing, simple addition, and subtraction, and problem solving. In addition to these tasks, I must plan lessons according to the state curriculum, and assess students according to different abilities of the students in the classroom. |
Davis, Cathy | 2014 | 2nd Grade Teacher Elementary UIL Director | davisc@pattonsprings.net | 2223 | South Plains College- Associate of Arts Degree, BS in Human Development Education: BS in Elementary Ed from Texas Tech |
Dziedzic, Sonya | 2018 | 5th ELAR/Social Studies 6th-8th ELA 8th Grade Sponsor Student Council Advisor JH Academic UIL Coordinator | dziedzics@pattonsprings.net | 2233 | MEd in Instructional Design and Technology -West Texas A&M University BGS General Studies -West Texas A&M University AS in Computer Science summa cum laude -Clarendon College |
Emsoff, Hannah | 2018 | Agricultural Science (9-12) FFA Advisor Sophomore Class Sponsor NHS Advisor | emsoffh@pattonsprings.net | 2226 | B.S. Animal Science Agricultural Education Sul Ross State University |
Gleghorn, Tommy | 2018 | Secondary Science | gleghornt@pattonsprings.net | 2234 | 1992 - BS Texas Tech University 2001 - M.ed Texas Tech University |
Gressett, Annie | 2017 | First Grade Instructional Aide/Mentored Teacher | gressetta@pattonsprings.net | 2236 | South Plains College Clarendon College |
Johnson, Eric | 2018 | Athletic Director Head Football (JH, HS) Head Basketball (JH,HS) Head Boys, Girls Tennis(JH, HS), Head Girls Track. | johnsone@pattonsprings.net | 2240 | B.A. Political Science Texas State University 2016 M.S. Public Administration 2016-Present |
Kidd, Stephanie | 2020 | High School English and Junior High Reading 6th grade sponsor | kidds@pattonsprings.net | 2231 | BS Southwestern Oklahoma State University, Industrial Engineering Technology, Manufacturing Specialization, 2002. Teacher Certification West Texas A&M University, 2007. MED West Texas A&M University, December 2020 |
Lemoine, Amber | 2018 | 4th Grade Teacher, Yearbook | lemoinea@pattonsprings.net | 2242 | B.S., McMurry University, Early Childhood Education |
Lihou, Jason | 2019 | Social Studies | lihouj@pattonsprings.net | 2248 | Schreiner University: Bachelor Degree History, Masters Degree Education |
Ramirez, Sandra | 1995 | Principal District Testing Coordinator 5th grade Math 5th grade Science | ramirezs@pattonsprings.net | 2228 | M.Ed.- Educational Leadership- 2018 University of North Texas- Denton, Texas B.S. - Multidisciplinary Studies - 1995 Texas Tech University - Lubbock, Texas Associate of Arts - 1993 South Plains College - Levelland, TX |
Turner, Cathey | 2020 | 7th/ 8th Math, Geometry, College Prep Math | turnerc@pattonsprings.net | Lubbock Christian University Bachelors in Interdisciplinary Studies | |
Valerio, Cassie | 2020 | 3rd Grade Teacher | valerioc@pattonsprings.net | 2237 | Liberty University-Associate of Arts Eastern New Mexico University-B.S. |
White, Bryan | 1996 | Superintendent | whiteb@pattonsprings.net | 2222 | BS Texas Tech University M.Ed. West Texas A&M University |
White, Deborah | 1996 | Secondary Math; Curriculum Director; Dual Credit Coordinator; Academic Adviser; HS UIL Academic Coordinator; GT Coordinator; NHS Adviser | whited@pattonsprings.net | 2235 | M.S. University of North Texas, Computer Education and Cognitive Systems, 2006; B.A. Texas Tech University, Mathematics, 1995 |
Zarate, Ruthie | 2000 | Kindergarten Instructional Aide/Mentored Teacher | zarateruth@pattonsprings.net | 2243 | Paraprofessional Certification Seventeen years of training and workshops for Early Childhood Development As a child's first education experience,it is my responsibility to build a firm foundation for each child's future learning. To teach children basic academic and social skills, these skills include; letter recognition, phonics, phonemic awareness, reading and writing, simple addition, and subtraction, and problem solving. In addition to these tasks, I must plan lessons according to the state curriculum, and assess students according to different abilities of the students in the classroom. |