LAU - InE440 Advanced Statistics

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   Lebanese American UniversityINE 440School of Engineering Advanced Statistics Required  Department of Industrial and Mechanical Engineering 3 credits lectureEng405Course syllabusM. Dib Fall 2013Syllabus reared by! Micheline H. Dib e#ised! Sete$ber 2013 1Academic !atalog Description and !ourse rere#uisites Single factor e%eri$ents& rando$i'ed bloc(s& )atin s*uares& introduction to factorial designs&2( factorial bloc(ing and confounding& forecasting.  Prerequisites:  +,E331 -robability andStatistics. $!ourse Learning %utcomes he ob/ecti#e of the course is to de#elo the student abilities to! a& Describe ho to design e%eri$ents carry the$ out and analy'e the data they yield. b& nderstand the rocess of designing an e%eri$ent including factorial and fractional factorial designs. c& E%a$ine ho a factorial design allos cost reduction increases efficiency of e%eri$entation and re#eals the essential nature of a rocess& and discuss its ad#antages to those ho conductthe e%eri$ents as ell as those to ho$ the results are reorted. d& n#estigate the logic of hyothesis testing including analysis of #ariance and the detailed analysis of e%eri$ental data. e& For$ulate understanding of the sub/ect using real e%a$les including e%eri$entation in the social and econo$ic sciences. f&  ntroduce aguchi $ethods and co$are and contrast the$ ith $ore traditional techni*ues. g& )earn the techni*ue of regression analysis and ho it co$ares and contrasts ith other techni*ues studied in the course. h& nderstand the role of resonse surface $ethodology and its basic underinnings. i&  +ain an understanding of ho the analysis of e%eri$ental design data is carried out using the$ost co$$on softare ac(ages. on successfully co$leting this course the student ill be able to! ã -erfor$ and interret nalysis of ariance tests ã -erfor$ 6loc( Designs e%eri$ents ã -erfor$ )atin S*uare e%eri$ents ã -erfor$ 2( factorial designs ã Design and analy'e an e%eri$ent '(elationship of !ourse to rogram %utcomes ) %& 7a8 ability to aly (noledge of $ath science and engineering a.1 ly (noledge of linear algebraa.2   students ill study ho to aly $a/or theories and alications of Design of E%eri$ents 7D9E8 and statistical oti$i'ation in the industrial ord7b8E%ose students to #ariety of ays in order to shorten ti$e to e%eri$entation and oti$i'e outut hen running $any factors ith different #ariables b.1bility to design e%eri$ents b.1 bility to conduct e%eri$ents b.2 learn to areciate ractical industrial alications b.3 bility to increase roducti#ity and outut    7c8 his course is oriented $ainly for engineers fro$ all disciline. t is #eryi$ortant for industrial use and softare such as Design E%ert 7statease co$any8 iscrucial to integrate theoretical e%lanation ith real ti$e alications.c.1 Select targets:ly the creati#ity of statistical oti$i'ation. 7e8 n ability to identify for$ulate and sol#e engineering roble$s   e.1 E%a$ines the roble$ and identifies #ariables constraints and aroriate $easures of effecti#eness e.2 introduce learners to a large industry here D9E ill be a $a/or re*uest for the ne%t 30 years. e.3 ses analytical :nu$erical $ethods to generate solutions7i8t introduces students to -lanning E%eri$ents Control -roduction and large #olu$e $aniulation. 7(8 n ability to use the techni*ues s(ills and $odern engineering tools necessary for engineering ractice   (.1 9ti$i'ing -rocesses sing esonse Surface Methods (.2 se state of the art softare and e*ui$ent such as Design E%ert *!ontribution of course to meeting the professional component rofessional !omponent!redits Mathe$atics and 6asic Sciences0Engineering oic3+eneral Education0 5 !ourse %utline!ourse !ontent(elevant !hapters ntroduction to Design 9f E%eri$ents 7D9;8begin re#ie of basic statistical concetsChaters 1 < 2 Continue statistics re#ie& the t=test and confidence inter#alnalysis of #ariance 7,98Chater 3 ,9& $ultile co$arisons residuals and $odel ade*uacy chec(ing contrasts Chater 3Sa$le Si'eChater 3 ando$i'ed co$lete bloc( designsChater 4 C6Ds )atin s*uares etc.Chater 4ntroduction to factorial designsChater 5Factorials continued Chater 52 ( factorial designs introductionChater > 2 ( factorial designs continued 2 ( factorial designs continued6loc(ing and confounding in to=le#el factorial designsChater ? 6loc(ing and confounding continued2 (= fractional factorial designs introductionChater @2 (= fractional factorial designs continued& 2 (= fractional factorial designs continued 2 (= fractional factorial designs continued2 (= fractional factorial designs continued2 (= fractional factorial designs continued ando$ < $i%ed effects in factorials& #ariance co$onentsChater 12 ando$ < $i%ed effects in factorials continuedChater 12  !ourse !ontent(elevant !hapters ando$ < $i%ed effects in factorials continued)ast Class -eriod +(e#uired tools , soft-are , s.ills Software:  Students ill be ro#ided ith basic in class training on SS. fterards studentsare e%ected to learn on their on the effecti#e use of this softare /0etboo.2s3 Design and Analysis of Experiments  ?th edition by D.C. Montgo$ery Aohn Biley < Sons ,e or(1? 4Additional (eferences Design of E%eri$ents for Engineers and Scientists by Ai/u ntony Else#ier Science < echology6oo(s. 56rade Distribution he final grade ill be deter$ined based on the folloing ercentages!E%a$   uesday! 9ctober 2 2013 30E%a$   uesday! Dece$ber 1? 2013 30Final E%a$ .6. 40 176eneral !omments he student should be ready to a *ui' in any session. 11!ourse olicies ny handouts ill be brought to class the first ti$e. fter that it ill be your on resonsibilityto get a coy either fro$ $e or fro$ your class$ates.ll students $ust ta(e e%a$s as scheduled. Failure to ta(e an e%a$ or the final e%a$ during theassigned class eriod ill result in a grade of 'ero. f it is found according to ni#ersity ulesand egulations that a student is eligible for a $a(e u e%a$ the $a(e u e%a$ ill be $oredifficult than the regular e%a$. 1$6eneral (ules 8 (egulations ni#ersity ules and egulations regarding attendance and lagiaris$ aly.
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