• 沒有找到結果。

義守大學 93 學年度博士班入學招生考試試題 系所別

N/A
N/A
Protected

Academic year: 2021

Share "義守大學 93 學年度博士班入學招生考試試題 系所別"

Copied!
1
0
0

加載中.... (立即查看全文)

全文

(1)

義守大學 93 學年度博士班入學招生考試試題

系所別 工業工程與管理學系 考試日期 93/07/03

考試科目 高等統計學 總頁數 1

※ 此為試題卷,考生請於答案卷上作答。

※ 本考科不可使用計算機、不可使用字典。

1. Find the maximum likelihood estimator of θ for , x>0, based on a random sample of size n. (20%)

e x

x

f( |θ)=θ θ

2. If the percentage of defective parts turned out by a workman during two consecutive weeks was 7 and 9 percent, respectively, and if 500 parts were turned out during each of these weeks, would the inspector be justified in claiming that quality had slipped? (15%)

3. If X and Y are independent random variables, show that the curve of regression, if it exists, will be a horizontal straight line. What is the equation of the line? (15%)

4. Derive the least squares equations for fitting a curve of the type

x ax b y= +

to a set of n points in the x, y plane. (20%)

5. In the two-factor factorial design,

(a) Please show that SST=SSA+SSB+SSAB+SSE. (20%)

第 1 頁 (b) Construct the ANOVA table. (10%)

參考文獻

相關文件

During these two years of secondment, problems arose when devising the examples of STEM learning and teaching activities from central mathematics curriculum that supported

1.9 Chapters 3 to 7 cover the concerns and suggestions received and elaborate on our support measures covering the five proposed actions, including enhancing schools’

If the students are very bright and if the teachers want to help prepare these students for the English medium in 81, teachers can find out from the 81 curriculum

112 學年度身心障礙學生升學

2-1 註冊為會員後您便有了個別的”my iF”帳戶。完成註冊後請點選左方 Register entry (直接登入 my iF 則直接進入下方畫面),即可選擇目前開放可供參賽的獎項,找到iF STUDENT

• 102學年度以後入學 者:每學期必修 專題討論 至少通過2學期 至少通過2學期 至少通過4學期 碩/博士論文

The development of IPv6 was to a large extent motivated by the concern that we are running out of 4-byte IPv4 address space.. And indeed we are: projections in- dicate that the

The results revealed that (1) social context, self-perception, school engagement, and academic achievement were antecedents of dropping out; (2) students’ self-factor was a