1/Chapter3

Engineering Design
 2/Chapter3

The engineering design process

Select best alternatives

Determine needs

Create specifications
Test

Develop plan
Manufacture

Perform block design

Deliver

Design each block

Step 2: Create
Specification
 Nonfunctional Requirements

• Operation Environment

❑Temperature conditions
❑Humidity conditions
❑Lighting conditions
 Nonfunctional Requirements

• Shape, size, weight

• Reliability
• Power Supply
• Power Consumption
• Production expense
• Production time
 Functional Requirements

• Protection function:
❑Is there any form to protect the
product from water, moisture?
• Display Function:
❑The order of display
❑List the order of effects
 Practice: Select best alternatives

Choose LEDs
Criterion Solution A Solution B Solution C
Price 1000 1500 1200
Reliability 1/2 1 1
Size to (1cm) nhỏ (0.5) vừa (0.7)
Appearance good so so (2) bad-looking
looking (3) (1)

𝜇 = 𝛼 ∗ 𝑃𝑟𝑖𝑐𝑒 + 𝛽 ∗ 𝑅𝑒𝑙𝑖𝑎𝑏𝑖𝑙𝑖𝑡𝑦 + 𝛾 ∗ 𝑆𝑖𝑧𝑒 + 𝜀 ∗ 𝐴𝑝𝑝𝑒𝑟𝑎𝑛𝑐𝑒

Normalize

Select min(muy)
Step 7: Testing
 Scientific Method
9/Chapter3

• Decide what phenomenon you wish to

investigate.

• Specify how you can manipulate the factor

• Hold all other conditions fixed
→ to insure that these extraneous conditions aren't
influencing the response you plan to measure.

• Measure your chosen response variable at

several (at least two) settings of the factor under
study.
 10/Chapter3

Scientific Method
• If changing the factor causes the phenomenon to
change

→ then you conclude that there is indeed a cause-and-

effect relationship at work.

• Everything is held constant except one factor

which is varied

• How many factors are involved when you do an

experiment?
 11/Chapter3

Scientific Method

• How many factors are involved when you do

an experiment?

❑Some say two

→perhaps this is a comparative experiment?

→Perhaps there is a treatment group and a

control group?

→If you have a treatment group and a control

group then in this case you probably only
have one factor with two levels.
 12/Chapter3

Game: What are the factors involved to

ensure a successful cake?

• Factors to influence the success

❑ Preheating the oven

❑ Baking time
❑ Ingredients
❑ Amount of moisture,
❑ Baking temperature, etc.
❑ Mixture…
 13/Chapter3

Game: What are the factors involved to

ensure a successful cake?

• To make the recipe a success, we need to

make the experiment

❑What parts of the recipe did they vary to make

the recipe a success
❑Now, should one keep all the factors involved
in the experiment at a constant level and just
vary one to see what would happen?
❑This is a strategy that works but is not very
efficient.
→ This is one of the concepts that we will
address in this course.
 Design of Experiments (DOE)
14/Chapter3

• All experiments are designed

experiments
❑Poorly designed or well-designed

• In production and quality control we

want to
❑Control the error
❑Learn as much as we can about
 the process
the underlying theory with the
resources at hand.
 Design of Experiments (DOE)
15/Chapter3

• Reduce time to design/develop new

products & processes
• Improve performance of existing
processes
• Improve reliability and performance of
products
• Achieve product & process robustness
• Perform evaluation of materials, design
alternatives, setting component &
system tolerances, etc.
 Design of Experiments (DOE)
16/Chapter3

• Every experiment design has

inputs.
• Inputs:
❑ iingredients such as flour,
sugar, milk, eggs,..
❑ Additional factors such as time
of baking, temperature,
geometry of the cake pan, etc.

Some of which you can control

and others that you can't
control.
• Output: texture, flavor,
height, size, or flavor…
 The Basic Principles of DOE
17/Chapter3

• Randomization → validity of experiment

❑To eliminate potential biases from the

conclusions
❑In a comparative experiment with two
treatments, include in your experimental
process the assignment of those
treatments by some random process
 18/C
hapt
er3

• Replication:
❑To estimate or control the uncertainty in
our results
achieve this estimate through
replication
❑To get a handle on how precise our
estimates are at the end

𝑠2
❑Our estimates of the mean become
𝑛
less variable as the sample size n
increases
 The Basic Principles of DOE
19/Chapter3

• Replication:
❑ Example: Design of PROPELLERS
 The Basic Principles of DOE
20/Chapter3

• Replication:
❑ Example: Design of PROPELLERS
 The Basic Principles of DOE
21/Chapter3

• Blocking
❑ A technique to include other factors in your experiment
which contribute to undesirable variation.
❑ to control sources of variation that will reduce error
variance
• For example: human studies
❑ gender
❑ Age
 Age and gender are often considered nuisance factors which
contribute to variability and make it difficult to assess
systematic effects of a treatment
 Using age and gender as blocking factors, you can avoid
biases that might occur due to differences between the
allocation of subjects to the treatments, and as a way of
accounting for some noise in the experiment.
 22/Chapter3

The Basic Principles of DOE

• Multi-factor Designs
❑ Multi-factor experimental designs: 2k designs, 3k designs,
response surface designs
❑ Contrary to the scientific method → The one factor at a
time method is a very inefficient way of making scientific
advances
❑ An experiment that simultaneously includes combinations
of multiple factors that may affect the outcome.
 23/Chapter3

The Basic Principles of DOE

• Cofounding
❑ Example 1:
 Let's say we are doing a medical study with drugs A and B.
 We put 10 subjects on drug A and 10 on drug B.
 If we categorize our subjects by gender, how should we
allocate our drugs to our subjects?
 24/Chapter3

The Basic Principles of DOE

• Cofounding
❑ Solutions for Example 1:

 Let's make it easy and say that there are 10 male and 10
female subjects.
 A balanced way of doing this study would be to put five males
on drug A and five males on drug B, five females on drug A
and five females on drug B.
 This is a perfectly balanced experiment such that if there is a
difference between male and female at least it will equally
influence the results from drug A and the results from drug B.
 25/Chapter3

The Basic Principles of DOE

• Cofounding
❑ Example 2:
 if patients were randomly assigned treatments as they came
in the door.
 At the end of the study they might realize that drug A had only
been given to the male subjects and drug B was only given to
the female subjects.
 We would call this design totally confounded.
 This refers to the fact that if you analyze the difference
between the average response of the subjects on A and the
average response of the subjects on B, this is exactly the
same as the average response on males and the average
response on females. You would not have any reliable
conclusion from this study at all.
 The difference between the two drugs A and B, might just as
well be due to the gender of the subjects, since the two
factors are totally confounded.
 Steps for Planning, Conducting and 26/Chapter3

Analyzing an Experiment

1. Recognition and statement of the problem

2. Choice of factors, levels, and ranges
3. Selection of the response variable(s)
4. Choice of design
5. Conducting the experiment
6. Statistical analysis
7. Drawing conclusions, and making
recommendations
 Steps for Planning, Conducting and 27/Chapter3

Analyzing an Experiment

• Choice of factors, levels, and ranges

❑ Experimental vs. Classification Factors

Experimental Factors
✓these are factors that you can specify (and
set the levels) and then assign at random as
the treatment to the experimental units.
✓Example: Temperature, level of an additive
fertilizer amount per acre
 Steps for Planning, Conducting and 28/Chapter3

Analyzing an Experiment

• Choice of factors, levels, and ranges

❑ Experimental vs. Classification Factors

Classification Factors
✓can't be changed or assigned, these come
as labels on the experimental units.
✓Example:
➔The age and sex of the participants are
classification factors which can't be
changed or randomly assigned.
➔But you can select individuals from
these groups randomly
 Steps for Planning, Conducting and 29/Chapter3

Analyzing an Experiment
• Choice of factors, levels, and ranges

❑ Quantitative vs. Qualitative Factors

Quantitative Factors - you can assign any
specified level of a quantitative factor.
✓Examples: percent or pH level of a
chemical.
Qualitative Factors - have categories which
are different types.
✓Examples: species of a plant or animal, a
brand in the marketing field, gender, - these
are not ordered or continuous but are
arranged perhaps in sets.
 Steps for Planning, Conducting and 30/Chapter3

Analyzing an Experiment
• Selection of the response variable(s)

❑ Microwave popcorns:
Factors: brand, time, power, height (on bottom
or raised)
Responses: taste (maximize), un-popped
kernels (minimize)

❑ Boiling water:
Factors: pan type, burner size, cover
Response: time to boil water
 Steps for Planning, Conducting and 31/Chapter3

Analyzing an Experiment
• Choice of design

❑ Design of an engineering system (for

hydraulics, soil mechanics..)

 5 input factors (A, B, C, D, and E)

 2 output responses (Y1 and Y2 ).
 Steps for Planning, Conducting and 32/Chapter3

Analyzing an Experiment

• Choice of design

❑Determine:

 The relative contribution of A, B, C, D, and E to the responses

Y and Y ;
1 2

 Which factors have a synergistic or antagonistic effect on the

responses;
 An equation that can be used to predict Y and Y given values
1 2

of the input factors; and

 What combination of the factors would maximize Y1 but
minimize Y2 ?
 Steps for Planning, Conducting and
33/Chapter3

Analyzing an Experiment
• Statistical analysis
❑ Example
 Steps for Planning, Conducting and
34/Chapter3

Analyzing an Experiment
• Statistical analysis
❑ Example
 Steps for Planning, Conducting and
35/Chapter3

Analyzing an Experiment
• Statistical analysis
❑ Example
 Steps for Planning, Conducting and
36/Chapter3

Analyzing an Experiment
• Statistical analysis
❑ Example: Response Function
 37/Chapter3

Now, let design a paper helicopter

 Goal: Making a Better Paper
38/Chapter3

Helicopter
• Objectives:
❑ To increase the flight time: stay in the air for longer time

T0: The helicopter is dropped

Height
of 2m

T1: It hits the floor

❑ To analyze the main effects

 Goal: Making a Better Paper
39/Chapter3

Helicopter
• Influence factors:
❑ Paper type
❑ Rotor length
❑ Leg length
❑ Leg width
❑ Number of clips
❑ Wing shapes
 40/Chapter3

Assembly Instruction (1)

Step 1: Cut the paper to the width of

5cm

Step 2: Cut the paper the length of the

rotor length + leg length, and add 2cm
for the body

Step 3: Cut dotted lines at Leg A and

Leg C. The length of each cut is (5cm
– leg width)/2
 41/Chapter3

Assembly Instruction (2)

Step 4: Fold leg A onto leg B

Step 5: Fold leg C onto leg B

Step 6: Fold rotor A and rotor

B in opposite directions.
They should form 90°to the
body and be 180 away from
each other.

Step 7: For the paper clip

version: Add a paper clip to
the bottom of the leg
 42/Chapter3

Experiment Results

STT Rotor Leg Length Leg Width Paper Clip On Flight time
Length (second)

1 R1 L1 W1 Yes ?
2 R1 L2 W1 Yes ?
3 R1 L3 W1 Yes ?
4 …. … … … …
5 R2 Lpeak W1 Yes ?
6 R3 Lpeak W1 Yes ?
7 R4 Lpeak W1 Yes ?
8
9
10
 43/Chapter3

Experiment Results

STT Rotor Leg Length Leg Width Paper Clip On Flight time
Length (second)

1 R1 L1 W1 Yes ?
2 R1 L2 W1 Yes ?
3 R1 L3 W1 Yes ?

Flight time (S)

peak
Tpeak
y=f(x1)

L1 L2 L3 Lpeak Leg Length

Rotor length fixed
 44/Chapter3

Experiment Results

STT Rotor Leg Length Leg Width Paper Clip On Flight time
Length (second)

5 R2 Lpeak W1 Yes ?
6 R3 Lpeak W1 Yes ?
7 R4 Lpeak W1 Yes ?

Flight time (S)

peak
Tpeak
y=f(x2)

R1 R2 R3 Rpeak Rotator
Leg Length fixed (Lpeak) Length
 45/C
Sample Size Determination hapt
er3

• Finding the Smallest Sample Size Needed for a

Given Margin of Error and Confidence

❑want to calculate the smallest sample size

❑
need to create a 95% confidence interval
(CI) with a margin of error (E) of .01.
 Confidence Interval

• In case the standard deviation is know

known 𝜎:
➢ Sample Variance :

σ𝑛
𝑖=1 𝑥𝑖 −𝑋 2
❑s2 =
𝑛−1
𝑠
❑𝜀 = tn-1,1-𝛼
𝑛
2
❑ tn-1,1-𝛼 tra bảng:
2

Bảng giá trị phân vị

 Confidence Interval

• Confidence interval a confidence interval (CI) is

a type of interval estimate (of a population
parameter) that is computed from the observed
data.
• Độ tin cậy là xác suất để khi khảo sát một bộ mẫu
khác thì trung bình mẫu của bộ đó nằm trong
khoảng (lower,upper)
• 𝜀 là độ chính xác : 2𝜀 = upper – lower
➢ Công thức xác định:
• In case knowing standard deviation in advance:
𝜎 = 𝜎0:
𝜎0
❑𝜀 = .Z 1-
𝛼
𝑛
2

❑Z 1-
𝛼 : check the table
2
 48/C
Experiment Results hapt
er3
❖ Example:
• Consider data in the table: Flight time (t):
• Case 1:
σ16
𝑖=1 𝑡𝑖
➢µ= = 1.74
16
σ16
𝑖=1(𝑡𝑖 − µ)
2
➢ 𝜎 = sqrt( ) = 0.248
16
➢ CI = 95% => 1 – α = 0.95 =>
C𝐡𝐞𝐜𝐤 𝐭𝐡𝐞 𝐆𝐚𝐮𝐬𝐬𝐢𝐚𝐧 𝐭𝐚𝐛𝐥𝐞 𝐚𝐭 𝑍1− 𝛼 = Z0,975 = 1.96
2
➢ ɛ = 0,12 s
❖ Example
• case 2:
σ𝑛
𝑖=1 𝑡𝑖 −µ
2
➢ s2 = = 0.065427
𝑛−1
➢ CI = 95% => 1 – α = 0.95 => check the student
table: t15 ; 0.975 = 2.131
➢ Require ɛ = 0.05 => n = 118