The objective for the course of evening school is to explain all the theories as simply as possible. Calculus appears only in the few classes where the argument is difficult to develop without it; but even those classes are designed so that a student without calculus also can follow. Similarly, examples rather than abstract concepts are used to introduce new material; while the theory is presented only after the student has gained the idea of the issue clearly and intuitively.The objective for the course of evening school is to explain all the theories as simply as possible. Calculus appears only in the few classes where the argument is difficult to develop without it; but even those classes are designed so that a student without calculate also can follow. Similarly, examples rather than abstract concepts are used to introduce new material; while the theory is presented only after the student has gained the idea of the issue clearly and intentionally.
For a one-semester course, this course provides and strikes a reasonable balance between the analytical, and quantitative approaches to the study of probability and statistics. And also, this material can enhance the students on the mathematical background for their engineering training, especially on the modeling issues of multifarious application or engineering fields.
For a one-semester course, this course provides and strikes a reasonable balance between the analytical, and quantitative approaches to the study of probability and statistics. And also, this material can enhance the students on the mathematical background for their engineering training, especially on the modeling issues of multifarious application or engineering fields.
Mario F. Triola, Elementary STATISTICS, Pearson-Addison Wesley
Mario F. Triola, Elementary STATISTICS, Pearson-Addison Wesley
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| MidtermMidterm Midterm |
30 | |
| FinalFinal Final |
40 | |
| AssignmentAssignment Assignment |
30 |
