LEARNER GUIDE

DEPARTMENT OF
STUDY GUIDE
INDUSTRIAL ENGINEERING
DEPARTMENT
& OPERATIONS OF
MANAGEMENT
NDUSTRIAL ENGINEERING
& OPERATIONS MANAGEMENT

Faculty : ENGINEERING

INDEX

QUALIFICATION DIPLOMA IN INDUSTRIAL ENGINEERING

MODULE TITLE QUALITATIVE TECHNIQUE 1 (Metallurgical)
MODULE CODE EBQCO2A
NQF LEVEL 6
CESM CATEGORY 082801
TYPE OF LEARNING CORE SUBJECT (COMPULSORY)
FACULTY ENGINEERING AND TECHNOLOGY
DEPARTMENT INDUSTRIAL ENGINEERING & OPERATIONS MANAGEMENT
DATE REVISED 2020-02

INDEX

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1. WELCOME...................................................................................................................................... 3

2. CONTACT PERSONS..................................................................................................................... 3

3. RATIONALE FOR THIS MODULE.................................................................................................. 3

4. PREREQUISITES/LEARNING ASSUMED TO BE IN PLACE........................................................4

5. PRESCRIBED LEARNING MATERIAL.......................................................................................... 4

6. HOW TO MASTER THIS SUBJECT............................................................................................... 4

7. PURPOSE STATEMENT OF THIS QUALIFICATION....................................................................5

8. GRADUATE ATTRIBUTES............................................................................................................. 5

9. BREAKDOWN OF THE MODULE’S IN TERMS OF KNOWLEDGE AREAS.................................6

10. TEACHING METHODS AND ACTIVITIES EMPLOYED IN THIS MODULE...................................6

11. ASSESSMENT................................................................................................................................ 7

12. FORMATIVE ASSESSMENT DATES............................................................................................. 7

13. MODULE OBJECTIVES AND MODULE OUTCOMES...................................................................8

14. EVIDENCE OF ASSESSMENT OF OUTCOMES...........................................................................8

15. LEARNER WORK PROGRAM (PT = Prescribed Textbook)......................................................10

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 1. WELCOME

The Department of Industrial Engineering and Operations Management welcomes

you as a learner to the Faculty of Engineering and Technology at the Vaal
University of Technology. The department strives towards integration of existing
knowledge with new knowledge and to affords the learner the ability to:
• Think logically
• Gain knowledge in Industrial Engineering, specifically Qualitative Techniques
in order to make a positive contribution to the field of Industrial Engineering once you
have completed your studies.

2. CONTACT PERSONS

Office Telephone
Title Surname Email Address
number number
Mr Benga Ebouele [email protected]
RE-210 016 950 9087
(Lecturer) [email protected]
Ms M
RE-206 016 950 9287 [email protected]
Henning(Administrator)

3. RATIONALE FOR THIS MODULE

Quality Control is a combination of various statistical tools that should be

used effectively in various industries to make responsible decisions with
regards to statistical process control. Industrial statistics is not a list of facts,
formulae and terms that can be memorised. Instead it is the in-depth study of
how to understand processes and happenings, that are unknown, by using
numerical values to describe this behaviour. This requires practice,
experience and a paradigm that is probably much different to which you are
already used to. There is an urgent need for consistent practice of as many
examples and exercises as possible.
On completion of this module you should:
• be introduced to the various statistical tools;
• be equipped with the quality tools & techniques to make responsible
decisions.

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 4. PREREQUISITES/LEARNING ASSUMED TO BE IN PLACE
 MS Word and MS Excel

5. PRESCRIBED LEARNING MATERIAL

The following textbook and the content of this learning guide is the primary source of
your learning material.

Title: Quality Improvement 9th Edition

Author: Dale Besterfield
Publisher: Pearson
ISBN-13: 978-1-29202-230-7

6. HOW TO MASTER THIS SUBJECT

When you study Qualitative Techniques 1, you should:

 View the module plan a for bird’s eye view of what the module entails
 Page through the learning material accordingly to determine the organisation,
difficulty level and volume.
 Submit fully completed assignments/class exercises/mini assignments
according to the time agreed
 Ask questions relevant to the work;
 Take part in class discussions and class work;
 Keep your work up to date;
 Come to class fully prepared by going through the work to be covered during
the lecture before the time.

Remember the following:

 The topics are always the topics that the lecturer feels are most important.
 Take notes discussed in class during lecturer as some guidelines might be
given during a lecture.

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 7. PURPOSE STATEMENT OF THIS QUALIFICATION

The intended purpose of this qualification is to give the successful learner a

professional, vocational and sound understanding of the general theoretical
principles and their applications in the field of Industrial Engineering. The
qualification will be treated according to the policies and procedures of the
institution regarding assessment, moderation (including external moderation),
monitoring of learner progress in the qualification, provision for learner disputes
regarding assessment results and Recognition of Prior Learning (RPL).
The qualified learner will be able to register as a Professional Engineering
Technician with the Engineering Council of South Africa (ECSA).
VUT graduates meet the needs of surrounding environment. The Vaal Triangle
Region has many industries that employ graduates from VUT. The skills offered by
this qualification are sought after in related and relevant engineering disciples.
The normal duration of this programme is 3 years, including work-integrated
learning.

8. GRADUATE ATTRIBUTES

GRADUATE ATTRIBUTE EVIDENCE PROVIDED

1 Problem Solving N/A

2 Application of scientific and engineering  Assignment

knowledge
3 Engineering Design N/A
4 Investigations, experiments and data analysis N/A
5 Engineering methods, skills and tools, including  Assignment
information technology
6 Professional and technical communication N/A
9 Independent Learning Ability N/A

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 9. BREAKDOWN OF THE MODULE IN TERMS OF KNOWLEDGE
AREAS

KNOWLEDGE AREA CREDITS

Mathematical Sciences 2
Natural Sciences
Engineering Sciences 8
Design and Synthesis
Computing and Information Technology
Complementary Studies
Work-integrated Learning
TOTAL CREDITS FOR SUBJECT 10

10. TEACHING METHODS AND ACTIVITIES EMPLOYED IN

THIS MODULE

Lecturing
Lecturing lets the lecturer address the most people at once, in the most general
manner, while still conveying the information that he or she feels is most important,
according to the lesson plan. The lecturer must make constant and conscious effort
to become aware of student problems and engage the students to give verbal
feedback.

Demonstrating
Demonstrating is the process of teaching through examples. Demonstrations are
similar to written storytelling and examples in that they allow students to personally
relate to the presented information. Demonstrations help to raise student interest
and reinforce memory retention because they provide connections between facts
and real-world applications of those facts.

Collaborating
Collaboration allows students to actively participate in the learning process by talking
with each other and listening to others opinions. After some preparation and with
clearly defined roles, a discussion may constitute most of a lesson, with the teacher
only giving short feedback at the end or in the following lesson.

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Classroom discussion
The most common type of collaborative method of teaching in a class is classroom
discussion. It is the also a democratic way of handling a class, where each student is
given equal opportunity to interact and put forth their views.

Debriefing
The term “debriefing” refers to conversational sessions that revolve around the
sharing and examining of information after a specific event has taken place.

11. ASSESSMENT

Assessment takes place on a continuous basis by means of formative assessment

during the semester and a summative assessment at the end of the semester.

The formative assessments will comprise three semester tests and one group
assignment each weighing equally towards your year mark.

The year mark (YM) will be calculated as follows:

YM = 0.17(ST1) + 0.17(ST2) + 0.16(ST3) + 0.50(Ass1)

A final mark of 50% in the assignment is required for a pass.

12. FORMATIVE ASSESSMENT DATES

Assessment Date Scope % YM

Semester Test 1 TBA Chapter 1-5 17
Semester Test 2 TBA Chapter 6-9 17
Semester Test 3 TBA Handout Notes 16
Assignment TBA DMAIC (six sigma) 50
Total 100

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 13. MODULE OBJECTIVES AND MODULE OUTCOMES

Module Objective:
The objective of this module is to develop the necessary knowledge, understanding
and skills required for the student’s further learning towards becoming a competent
practicing Industrial Engineering Technician. It is intended to subsequently empower
candidate Engineering Technicians to demonstrate that they are capable of applying
their acquired skills and procedures put in place to ensure quality and accuracy of
collected data.

14. EVIDENCE OF ASSESSMENT OF OUTCOMES

Assessment Details
ECSA Graduate Attribute
2: Application of scientific and engineering knowledge
Learning outcome: Apply knowledge of mathematics, natural science and engineering
sciences to defined and applied engineering procedures, processes, systems and
methodologies to solve well-defined engineering problems.
Where is outcome developed? Graduate Attribute 2 will be developed in the Assignment

How is this outcome Students will be assessed in the form of assignment (written
developed? report should be provided)
What is satisfactory Student should demonstrate the ability to use mathematics,
performance? natural sciences and engineering sciences, supported by
established mathematical formulas, codified engineering
analysis, methods and procedures to solve well-defined
engineering problems.

What is the consequence of Student is offered the opportunity to repeat assessment

unsatisfactory performance? where attribute is tested and if student fails again then the
student has to repeat the module

Assessment Details
ECSA Graduate Attribute
5:Engineering methods, skills and tools, including Information Technology
Learning outcome: Use appropriate techniques, resources, and modern engineering tools
including information technology for the solution of well-defined engineering problems, with
an awareness of the limitations, restrictions, premises, assumptions and constraints.
Where is outcome Graduate Attribute 5 will be developed in the Assignment
developedd?

How is this outcome Students will be assessed in the form of assignment (written

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assessed? report should be provided)
What is satisfactory
performance?  The method, skill or tool is assessed for applicability
and limitations against the required result;
 The method, skill or tool is applied correctly;
 Results produced by the method, skill or tool are
assessed
 Relevant computer applications are selected and used
e.g. MS Word & MS Excel
What is the consequence of Student is offered the opportunity to repeat assessment
unsatisfactory performance? where attribute is tested and if student fails again then the
student has to repeat the module

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 15. LEARNER WORK PROGRAM (PT = Prescribed Textbook)

Learning Unit Learning Study Work Assessment / Evidence

Outcomes Material Required
1. Introduction To Quality At the end of this learning unit, learners Chapter 1 &  Read through Semester Test 1
Improvement should apply the following techniques: 5 Chapter
 Define quality, quality control, quality  Do Exercises
improvement, statistical quality control, at back of
quality assurance and process chapter
 Describe FMEA, QFD, ISO9000,
ISO14999, Benchmarking, TPM,
Quality Design, Products Liability and
IT
 Pareto Diagram.
 Cause and Effect Diagram.
 Check Sheets.
 Process Flow Diagram.
 Scatter Diagram.
 Histogram.
 Failure Mode and Effect Analysis
 Quality Function Deployment

2. Lean Enterprise At the end of this learning unit, learners Chapter 2  Read through Semester Test 1
should: Chapter & Assignment
 Define value-added & non- added  Do Exercises
activities at back of
 Describe lean fundamentals chapter
 Implement a learn enterprise  Group
Discussions

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Learning Unit Learning Study Work Assessment / Evidence
Outcomes Material Required
3. Six Sigma At the end of this learning unit, learners Chapter 3  Read through Assignment
should: Chapter
 Understand the concept of 6 sigma  Group
statistics Discussions
 Apply DMAIC project Method  Do Exercises
at back of
chapter
4. Fundamentals of At the end of this learning unit learners Chapter 4  Read through Semester Test 1
Statistics should be able to: Chapter
 Calculate & Effectively use  Do Exercises
measures of central tendencies, at back of
dispersion & interrelationships chapter
 Understand the concept of normal
curves & the relationship to the
mean & standard Deviation.
 Calculate various tests of normality
 Know difference between variables
& Attributes

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Learning Unit Learning Study Work Assessment / Evidence
Outcomes Material Required
5. Control Charts for At the end of this learning unit the learners Chapter 6  Read through Semester Test 2
Variables should be able to: Chapter
 Define variation.  Do Exercises
 Describe 3 categories of variation. at back of
 Describe the four sources of chapter
variation
 Name the objectives (functions) of
variable control charts.
 Apply the X-R control chart
technique.
 Explain how the quality
characteristics to be controlled is
chosen.
 Define a rational subgroup.
 Discuss the factors (guidelines)
which determine subgroup
samples.
 Determine 3 - control limits by
using Table B
 Revise the control limits until the
process is considered stable.
 Apply the X-s control chart
technique.
 State when the s chart is preferred
to the R chart and why
 Define state of control.
 Define a natural pattern of
deviation.
 Define a type I and type II error.
 State the advantages of a process
in control.
 Define the process capability.
 Explain what can be done if the
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Learning Unit Learning Study Work Assessment / Evidence
Outcomes Material Required
6. Control Charts for At the end of this chapter, students should Chapter 9  Read through Semester Test 2
Attributes be able to: Chapter
• Define and explain the  Do Exercises
difference between nonconformity at back of
and defect. chapter
• Name the two types of non-
conforming charts and state when
each is used.
• Discuss the objectives of
non-conforming charts.
• Name the steps in the p-
chart technique.
• Apply the p-chart technique.
• Explain what should be
done in applying the p-chart
technique if the subgroup sizes
vary.
• Apply the np-chart
technique.
• State the main limitation of
the np-chart.
• Name the two types of non-
conformities charts and state
when each is used.
• Discuss the objectives of
non-conformities charts.
• Name the steps in the c-
chart technique.
• Apply the c-chart technique.
• Apply the u-chart technique.
• Recognise which one of the
four attribute charts is applicable
to a certain problem.

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 7. Fundamentals of At the end of this learning unit learners Chapter 8  Read through Semester Test 2
Probability should be able to: Chapter
 Define probability frequency and  Do Exercises
the 7 basic theorems at back of
 Identify different discrete and chapter
continuous probability
 Calculate probability of non-
conforming units
 Know hypergeometric,binomial and
poisson distribution

8. Hypothesis Testing At the end of this learning unit learners Handout  Read through Semester Test 3
should be able to: notes the given
 Be able to test an assumption if it’s notes
true or not  Do Exercises
 Calculate proportion tests at the back of
 Calculate two population fraction the provided
tests notes
 Calculate paired observations from
paired data

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