📘 Read Chapters 1 and 2 of this online Probability Textbook. 🍿 Watch Suraj's combinatoric problems. 💪 Build intuition for probability. 💪 Build intuition for conditional probability. 📘 Read Notes …

DSC 40A, the first course in the sequence, exposes students to the mathematical theory underlying fundamental topics in machine learning. Topics include empirical risk minimization, optimization, regression, classification, and discrete probability.

Unlike the first half of the course, where we had course notes written specifically for this class, we don’t have DSC 40A-specific notes for the second half of the class, because there are many high-quality resources available online that cover the same material. Below, you’ll find links to some of these resources.

Access study documents, get answers to your study questions, and connect with real tutors for DSC 40A :

热流式差示扫描量热仪基于塔式热流法原理设计，是一款通过程序温度控制下测量样品与参比样品之间单位时间内热流差（或功率差）随温度或时间变化的常规热分析仪器。 该产品使用毫克级样品量，可测量比热、玻璃化转变温度、熔点、结晶温度、结晶度、熔融焓、结晶焓、结晶动力学、热固性塑料的反应热、热固性塑料的反应动力学、胶凝转化率等基础数据。 广泛应用于高分子材料、生物医药、无机非金属材料、石油、金属材料、含能材料、食品工业等领域的热力学和动力学 …

dsc-40a基于塔式热流法原理设计，是一款通过程序温度控制下测量样品 与参比样品之间单位时间内热流差（或功率差）随温度或时间变化的常规 热分析仪器。

Lecture (s): TuTh 12:30-1:50PM (A), 2-3:20PM (B), Center Hall 212. The Final Exam is on Saturday from 8-11AM. There are several logistical details, which you should read about here. You will be assigned a seat, either in Center Hall 212 or 214, which you can look up here.

2023年8月4日 · DSC-40A是一款由仰仪开发的差示扫描量热仪新产品。 该产品使用毫克级样品量，可测定玻璃化转变温度、熔点、结晶温度、结晶度、熔融焓、结晶焓、结晶动力学、反应动力学参数、比热容、材料相容性和胶凝转化率等基础数据，广泛应用于高分子材料、生物医药、无机非金属材料、石油化工、金属材料、含能材料、食品工业等领域的热力学和动力学研究。 本文选取高分子材料和锂离子材料等典型样品，利用DSC曲线反映的各种参数信息，揭示热过程和热处理 …

DSC-40A基于塔式热流法原理设计，是一款通过程序温度控制下测量样品与参比样品之间单位时间内热流差随温度或时间变化的常规热分析仪器。 该产品使用毫克级样品量，可测量比热、玻璃化转变温度、熔点、结晶温度、结晶度、熔融焓、结晶焓、结晶动力学、热固性塑料的反应热、热固性塑料的反应动力学、胶凝转化率等基础数据。 广泛应用于高分子材料、生物医药、无机非金属材料、石油、金属材料、含能材料、食品工业等领域的热力学和动力学研究。 …… DSC差示扫描 …

But how do we learn from data? This is the central question of DSC 40A. We will see that virtually every rigorous learning method involves two steps: 1) turning the abstract problem of learning into a concrete math problem; and 2) solving that math problem. This quarter, we will see how to apply this fundamental approach in a variety of contexts.