Week Three

Analyze Phase

Continuous Improvement

CLASSROOM WORKBOOK
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Week Three Table of Contents

ABOUT THIS WORKBOOK......................................................................................................5

Black Belt and Green Belt Training Modules..................................................................5

Activity Icons....................................................................................................................6

SIX SIGMA: INTRODUCTION TO WEEK THREE....................................................................7

Exercise 1.1: Measure Phase Review.............................................................................7

Exercise 1.2: Verifying Xs................................................................................................9

MODULE 2: ESTIMATION AND CI.........................................................................................11

Exercise 2.1A – Estimating a Population Mean (Large Samples)................................11

MODULE 3: HYPOTHESIS TESTING.....................................................................................15

Null and Alternative Hypothesis Discussion..................................................................15

Exercise 3.1: Null and Alternative Hypotheses.............................................................16
Exercise 3.2: Hypothesis Testing..................................................................................18
Exercise 3.3: Power and Sample Size..........................................................................23
Exercise 3.4: Hypothesis Testing II...............................................................................27

MODULE 4: CORRELATION AND SLR.................................................................................31

Correlation Coefficient Discussion................................................................................31

Exercise 4.1: Scatter Plot..............................................................................................32
Exercise 4.2: Minitab® Scatter Plot and Correlation Coefficient....................................34
Exercise 4.3: Simple Linear Regression Using Minitab ®...............................................36
Exercise 4.4: Adjusted R2 and Overall Significance......................................................38
Exercise 4.5: Predictions Using the Regression Model................................................40
Exercise 4.6: Model Adequacy......................................................................................41
Exercise 4.7: Residual Analysis....................................................................................42
Exercise 4.8: Complete Regression Analysis...............................................................44

MODULE 5: ANOVA................................................................................................................47

Exercise 5.1: One-Way ANOVA....................................................................................47

Exercise 5.2: One-Way ANOVA Using Minitab®...........................................................50

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 Exercise 5.3: Two-Way ANOVA....................................................................................52

MODULE 6: BASIC DOE.........................................................................................................55

Exercise 6.1: Analysis of Means...................................................................................55

Repetition, Replication Discussion................................................................................60
Exercise 6.2: Two-way Design Using Minitab®.............................................................61
Exercise 6.3: Planning a DOE.......................................................................................72

MODULE 7: FULL FACTORIAL DESIGNS............................................................................77

Exercise 7.1: Response Table for Means.....................................................................77

Exercise 7.2: y Hat Model: Protoype Cycle Time..........................................................80
Exercise 7.3: Full Factorial Analysis Using Minitab ®.....................................................81
Exercise 7.4: s Hat Model..............................................................................................97
Exercise 7.4: s Hat Model...........................................................................................115
Exercise 7.5: Complete Analysis.................................................................................117

MODULE 8: VERIFYING X’S................................................................................................121

Exercise 8.1: Verify Causes of an Undesirable Effect................................................121

Exercise 8.2: Exercise 8.2: Verify Xs – Your Project..................................................125
Exercise 8.3: Analyze Phase Workshop.....................................................................126

APPENDIX.............................................................................................................................129

Improvement Project Storyboard.................................................................................131

Z Table.........................................................................................................................133
F Tables.......................................................................................................................135
t Table..........................................................................................................................137
Hypothesis Testing Decision Trees.............................................................................138
ANALYZE Phase Major Tasks....................................................................................145

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Week 3: Analyze Phase Workbook About This Workbook

About This Workbook

Introduction
This workbook contains key learning points and reference instructions that will
assist in executing your Six Sigma projects.
You may find it helpful to follow along in the workbook as the instructor presents
the material. Be sure to take notes on topics of interest to you.
The table of contents will guide you to all exercises and reference sections.

Black Belt and Green Belt Training Modules

The chart below lists all the modules required to complete Black Belt and Green
Belt training:

Training Certificate Note: Training certificate is

presented after successful one of several requirements
completion of Week Five for BB/GB certification.

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Week 3: Analyze Phase Workbook About This Workbook

Activity Icons

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Week 3: Analyze Phase Workbook Module One: Introduction

Six Sigma: Introduction to Week Three

Exercise 1.1: Measure Phase Review

ASSIGNMENT:
Take the Measure Phase Quiz.

Record your quiz score: ____________%

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Week 3: Analyze Phase Workbook Module One: Introduction

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Week 3: Analyze Phase Workbook Module One: Introduction

Exercise 1.2: Verifying Xs

ASSIGNMENT:
For each example provided:
1. Is the suggested approach to
verifying the Xs, a good approach?
2. Why or why not?

EXAMPLE A:
A team plans to conduct an Optimization Experiment (DOE) to search for best Control Factor
nominal values. They plan to change the Control Factors (Xs) as shown in table, to see if the
change in each X produces a change in the Y.

MOLDING PROCESS
Settings during
Existing experiment
FACTOR fluctuation
LEVEL 1 LEVEL 2
Holding 300psi +/- 5psi 295psi 305psi
Pressure
Tool
100o +/- 10o 90o 110o
Temp.
Screw 40rpm +/- 5rpm 35rpm 45rpm
Speed

 Is the suggested approach for Example A appropriate? Why or why not?

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Week 3: Analyze Phase Workbook Module One: Introduction

EXAMPLE B:
A team suspects that the variation in vinyl thickness from a supplier causes variation in
resultant part dimensions. To verify this cause, the team plans to conduct capability analysis
on the supplier’s material (measuring vinyl thickness).

Process Capability of Vinyl Thickness

LSL USL

 Is the suggested approach for Example B appropriate? Why or why not?

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Week 3: Analyze Phase Workbook Module Two: Estimation and Confidence Intervals

Module 2: Estimation and CI

Exercise 2.1A – Estimating a Population Mean (Large Samples)

Part One: With Instructor

Introduction:
Example A: Seat Track Rolling Mill
 For a given seat track, there is a target inside dimension of 0.75 inches. You sample
49 seat tracks from the rolling mill and obtain the following results:
– Average of the sample =  = 0.741 inches
– Sample standard deviation = s= 0.017 inches

ASSIGNMENT:
Using the Seat Track example, work along with the Instructor to:
1. Perform the following computations by hand:
 Point estimate for Population mean.
 95% Confidence Interval around the estimate.
2. Interpret the results and answer the question.
3. Perform the same calculations using Minitab®.

 Is the process average, as it is running today, different from the target at the 95%
confidence level?

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Week 3: Analyze Phase Workbook Module Two: Estimation and Confidence Intervals

In Minitab®:

Using data found in column C1 of 2.1 “Estimating Population Mean.mtw: “

1. Compute Standard Deviation
• Select: Calc > Column Statistics > Standard Deviation (to calculate the standard
deviation).
2. Produce Confidence Interval
• Select: Stat > Basic Statistics > 1–Sample Z
• Under “Samples in columns” enter column containing data
• For “Standard deviation”, enter the computed standard deviation from above.
• Click OK
Note: The default is 95% confidence level (See Options)

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Week 3: Analyze Phase Workbook Module Two: Estimation and Confidence Intervals

Part Two: You Try It

Introduction:

Example B: Total Purchase Order Processing Time (in days)

 The department’s goal is to completely process all purchase orders within 30 days.
You track the total processing time for a sample of 100 purchase orders and obtain the
following results:
– Average of the sample = = 26.9 days
– Sample standard deviation = s = 4.9 days

ASSIGNMENT:
Using the Purchasing Order example (column 2 of 2.1
Estimating Population Mean.MTW), work in teams to:
1. Perform the following computations by hand:
 Point estimate for Population mean.
 95% Confidence Interval around the estimate.
2. Interpret the results and answer the question.
3. Perform the same calculations using Minitab®.

 Based on this sample, what is the estimated average processing time for all
purchase orders? Provide a 95% confidence interval for the estimate.

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Week 3: Analyze Phase Workbook Module Two: Estimation and Confidence Intervals

In Minitab®:

Using data found in column C2 of “2.1 Estimating Population Mean.mtw” (Purchase

Order example):“

1. Compute Standard Deviation

• Select: Calc > Column Statistics > Standard Deviation (to calculate the standard
deviation).
2. Produce Confidence Interval
• Select: Stat > Basic Statistics > 1–Sample Z
• Under “Samples in columns” enter column containing data
• For “Standard deviation”, enter the computed standard deviation from above.
• Click OK
Note: The default is 95% confidence level (See Options)

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Week 3: Analyze Phase Workbook Module Three: Hypothesis Testing

Module 3: Hypothesis Testing

Null and Alternative Hypothesis Discussion

Introduction:

Hiring Process:
 Historically, it has taken an average of 43 days to fill open clerical positions.
 After implementing improvements, new data was collected. The average is now 37
days. Workers claim the process has changed.

 What is the null hypothesis?

 What is the alternative hypothesis?

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Week 3: Analyze Phase Workbook Module Three: Hypothesis Testing

Exercise 3.1: Null and Alternative Hypotheses

ASSIGNMENT:
Review the examples:
1. Purchase Orders
2. Fabric Strength
3. Accounts Payable
4. Cure Time of Foam
For each example, state both the
Null and Alternative Hypotheses.
5.

\
Example 1: Purchase Orders
Two methods (A and B) exist for generating orders. You wish to discover whether or not
the methods are different in terms of the number of Purchase Orders generated with
errors.
Write the hypotheses in terms of proportions: PA represents the proportion of purchase
orders with errors from Method A; PB is the proportion with errors from Method B.

H0:

H1:

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Week 3: Analyze Phase Workbook Module Three: Hypothesis Testing

Example 2: Fabric Strength

You are testing samples of Fabric A to make sure it has an average tensile strength
greater than 75 lbs. per square inch.

H0:

H1:

Example 3: Accounts Payable

Accounts payable is experiencing a great deal of “indirect grief” associated with
payments. In other words, payment can’t be made without special handling – such as a
shipment arriving without an invoice.
A study was completed and new procedures are now being tested. We want to run a test
to determine if the number of invoices which involve grief have decreased. (Write the null
and alternative hypotheses in terms of proportions).

H0:

H1:

Example 4 – Cure Time of Foam

Handling of door panels prior to the foam (foam a) curing has caused imprints resulting in
rejections. To deal with this problem, we want to study the cure time of an alternative
foam (call it foam b). Does foam b take less time, on average, to cure?

H0:

H1:

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Week 3: Analyze Phase Workbook Module Three: Hypothesis Testing

Exercise 3.2: Hypothesis Testing

Introduction:

SITUATIONS FOR HYPOTHESIS TESTING

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Week 3: Analyze Phase Workbook Module Three: Hypothesis Testing

ASSIGNMENT:
There are four parts to this exercise.
(A, B, C and D)
Follow the instructions and answer
the questions for each section.

Part A:

Example:
After implementing process improvements, a team within IT is comparing the average
“Call Resolution Time” of the new process to the historical average of 7.8 hours.
They sampled 40 calls and obtained the following results:

Average of sample = 6.6 hours s = 0.7 hours

Is the new process average different than the historical average?

 What is an appropriate hypothesis test for this case? (See decision trees in Appendix.)

1. Establish the Alternative and Null Hypotheses:

H0:

H1:

2. Determine the level of significance, 

 = 0.05 (given)

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Week 3: Analyze Phase Workbook Module Three: Hypothesis Testing

3. Randomly select a representative sample of data. This was done.

Data is in Minitab® file: 3.2 Call ResTime.mtw.

4. Compute the P-value: the probability of obtaining the observed sample if the null
hypothesis is true.

Using Minitab®…
Select: Stat > Basic Statistics > 1-sample Z
Under “Samples in columns”, insert C1: Resolution Time

 What value should be entered for the test mean? ___________________________

 Under “Options”, are the defaults applicable in this case? ____________________

5. Compare the P-Value to  . Has the process improved? ____________________

Part B:

 Could you have used a 1-sample t test for the previous example? ____________

 Run the example using the 1-sample t test.

 Do you notice any differences? _______________________

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Week 3: Analyze Phase Workbook Module Three: Hypothesis Testing

Part C:

 For each application, identify:

 The type of data (Variable or attribute; If attribute: Binomial or Poisson), and

 The type of comparison (means, proportions, variances)

 Then match the application with the appropriate hypothesis test.

TYPE OF HYPOTHESIS TEST

APPLICATION DATA TYPE
COMPARISON (Choose from List below)
1. Verifying that a New
vs. Old weld tip
affects variation in
weld button diameter.
2. To determine if the
new average daily
production cost is less
than the historical
average of $19,000.
(60 days were
sampled).
3. To determine if the
average CA/CN cycle
time differs between
the GM and Ford
Business Units.
4. To determine if there
is a difference in the
rate of “First Time
Pass” Production
Validation tests,
between Door Panels
and Overhead
Systems.

A) 1-sample Z test
B) 2-sample t test
C) 2 proportions test
D) Test for Equal Variances

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Week 3: Analyze Phase Workbook Module Three: Hypothesis Testing

Part D:

1) Review the following application:

To demonstrate that Foam Formulation A is better than Foam Formulation B.

 Can you identify the appropriate hypothesis test? _______________________

 What information is missing? _______________________________________

2) Review the following description of a Null Hypothesis:

Null Hypothesis: Department A = Department B

 What is wrong with the description? __________________________________

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Week 3: Analyze Phase Workbook Module Three: Hypothesis Testing

Exercise 3.3: Power and Sample Size

ASSIGNMENT:
Follow along with instructor.
Minitab will be used to demonstrate
how power changes with risk, sample
size and the size of the difference we
would like to detect.

 Select Stat > Power and Sample Size > 1-Sample Z

 Enter the following information:

 Select OK

The following should appear in the session window (see next page):

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Week 3: Analyze Phase Workbook Module Three: Hypothesis Testing

 How does power change with sample size?

 How do changes in the difference affect power?

 Select Stat > Power and Sample Size > 1-Sample Z

 Enter the same information as before:

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Week 3: Analyze Phase Workbook Module Three: Hypothesis Testing

 Select Options…

 Change the significance level from 0.05 to 0.01

1. Select OK and OK

The following should appear in the session window:

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Week 3: Analyze Phase Workbook Module Three: Hypothesis Testing

2. How does changing alpha from 0.05 to 0.01 affect sample size?

3. Why?

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Week 3: Analyze Phase Workbook Module Three: Hypothesis Testing

Exercise 3.4: Hypothesis Testing II

Introduction:

Refer to the information provided in the introduction to Exercise 3.2, the previous exercise
(3.3) and the Hypothesis Testing Decision Trees provided in the Appendix.

ASSIGNMENT:
Your team will fire two types of balls on the catapult, keeping all
other factors constant. The goal is to determine if the average
distance traveled differs between the two types of balls.
Follow this process and document your answers:
1. What type of hypothesis test should be used?
2. What sample size is needed? (Use power = .90. Be
sure you can detect at least a 1 sigma difference.)
3. Collect the data.
4. Perform the statistical test.
5. State the statistical and the practical conclusions.

1. What type of hypothesis test should be used? (see Appendix)

2. What sample size is needed?

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Week 3: Analyze Phase Workbook Module Three: Hypothesis Testing

3. Data:

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Week 3: Analyze Phase Workbook Module Three: Hypothesis Testing

4. Perform the Statistical Test - Notes:

5. State the statistical and the practical conclusions:

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Week 3: Analyze Phase Workbook Module Three: Hypothesis Testing

Notes:

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Week 3: Analyze Phase Workbook Module Four: Correlation and SLR

Module 4: Correlation and SLR

Correlation Coefficient Discussion

1. The correlation coefficient, r, is

approximately (select one):
a.) 0.50
b.) 0.85
c.) 0.05

2. The correlation coefficient, r, is

approximately (select one):
d.) 0.00
e.) 0.70
f.) -0.70

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Week 3: Analyze Phase Workbook Module Four: Correlation and SLR

Exercise 4.1: Scatter Plot

Introduction:
A correlation exists between two variables when they are related to one another in some way.
A scatter plot is the graphical representation of paired (x,y) data. This type of graph is
appropriate when the values in one data set correspond to values in another data set, and
you wish to understand the relationship between the two.

ASSIGNMENT:
Review the example on the next page.
1. Plot the paired data, by hand.
2. Describe the relationship between
air pressure and wall thickness.

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Week 3: Analyze Phase Workbook Module Four: Correlation and SLR

A study was conducted to determine the relationship between blowing air pressure, x, and
wall thickness, y. Experimental data was gathered on four test pieces at each of five pre-
determined air pressure settings.

5.00
Wall
Air Pressure Thickness
2
kgf/cm mm 4.50
8.0 4.62
8.0 4.50
8.0 4.43 4.00
8.0 4.81
8.5 4.12
8.5 3.88 3.50
Wall Thickness (mm)

8.5 4.01
8.5 3.67
3.00
9.0 3.21
9.0 3.05
9.0 3.16 2.50
9.0 3.30
9.5 2.86
9.5 2.53 2.00
9.5 2.71
9.5 2.62
10.0 1.83 1.50
10.0 2.02
10.0 2.24
1.00
10.0 1.95
7.5 8.0 8.5 9.0 9.5 10.0 10.5
Air Pressure (x)

 Describe the relationship between air pressure and wall thickness:

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Week 3: Analyze Phase Workbook Module Four: Correlation and SLR

Exercise 4.2: Minitab® Scatter Plot and Correlation Coefficient

Introduction:

Minitab® can be used to create a Scatter Plot and compute a correlation coefficient.
To create a scatter plot:
Select: Graph > Scatter Plot > Simple
Insert y variable
Insert x variable
Click OK

To compute correlation coefficient and P-value:

Select: Stat > Basic Statistics > Correlation
Put both variables into the variables box.
Click OK

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Week 3: Analyze Phase Workbook Module Four: Correlation and SLR

ASSIGNMENT:

1. Use Minitab to create a Scatter Plot

using the data in 4.2 Wall Thickness.mtw
2. Compute the correlation coefficient.
3. Describe the relationship between air
pressure and wall thickness.

Correlation coefficient, r = _______________________

Describe the relationship between air pressure and wall thickness:

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Week 3: Analyze Phase Workbook Module Four: Correlation and SLR

Exercise 4.3: Simple Linear Regression Using Minitab®

Introduction:

Given a sample of paired data, the Regression Equation describes the relationship between
two variables. The graph of the regression equation is called the regression line (or best fit
line).

Minitab® can be used find the best fitting line (regression line):
Stat >Regression > Fitted line plot
Double click on columns to insert x and y variable data.
Click on Linear
Click OK

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Week 3: Analyze Phase Workbook Module Four: Correlation and SLR

ASSIGNMENT:
1. Use Minitab® to perform a regression
analysis using the data in 4.2 Wall
Thickness.mtw
2. Answer the question.
3. Save the file as a Minitab® project (MPJ)

 Is there convincing evidence of a linear relationship, i.e. can H 01= 0 be

rejected?

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Week 3: Analyze Phase Workbook Module Four: Correlation and SLR

Exercise 4.4: Adjusted R2 and Overall Significance

Introduction:
Basic ANOVA quantifies the variability in the y values.
The results are presented as:

Two important results from ANOVA are:

The coefficient of determination, R2, is the amount of the variation in y that is explained
by the regression line.
 For the case of one independent variable (X): R 2 = r2 where r is the correlation
coefficient.
 R2 = 1 means the regression equation provides a perfect fit for the sample data.
 R2 (Adjusted) is adjusted for the number of variables and sample size and is used
most often

Minitab® gives a P-value that is a measure of the overall significance of the regression
equation.
 A P-value < 0.10 indicates that the regression relationship is statistically significant.

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Week 3: Analyze Phase Workbook Module Four: Correlation and SLR

ASSIGNMENT:
1. Open your project file: 4.2 Wall
Thickness.mpj
2. Interpret the Adjusted R2 and P-value for
the air pressure vs. wall thickness data.

Select: Stat > Regression > Regression

Put thickness into the response box.
Put air pressure into the predictor box
Click OK

1. What % of the thickness variability is attributed to (caused by) the relationship to air
pressure?

2. Is the variability attributed to air pressure statistically significant?

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Week 3: Analyze Phase Workbook Module Four: Correlation and SLR

Exercise 4.5: Predictions Using the Regression Model

Introduction:
As long as a significant linear correlation exists, a regression equation can be used to
make predictions. Two quantities can be projected:

Predict the Predict the

mean value for y, my, y value
at a given x value. at a given x value.

Note: Do not use the model to predict my or y for x - values that fall outside the range of the data. The
model has been validated only within the range of the data.

ASSIGNMENT:
1. Open your project file: 4.2 Wall Thickness.mpj
2. For the air pressure versus wall thickness
example, predict y and y for the value of x = 9.

Using Minitab® to Predict y:

Select: Stat > Regression > Regression
Put thickness into the response box.
Put air pressure into the predictors box.
Click Options
Activate the prediction interval box.
Enter the value 9.
Click OK , OK

1. For x = 9 estimate y, with a 95% Confidence Interval.

Point estimate: y = ____________________

95% Confidence Interval: ________________ <y < _________________

2. For x = 9 predict the y value, with a 95% Prediction Interval.

Point estimate: y = _______________________

95% Prediction Interval: _____________< y < ____________

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Week 3: Analyze Phase Workbook Module Four: Correlation and SLR

Exercise 4.6: Model Adequacy

Introduction:
The validity of our predictions using the regression equation is dependent upon:
1. The adequacy of the model: The mathematical formula (model) selected fits the
data.
2. The distributions of the y values, at each x, are Normal.
3. The standard deviations of the y distributions are equal.

A Lack of Fit test can be run to check the model adequacy if there is at least one x value
for which there are two or more y values in the data set. The Lack of Fit Test checks
whether or not the shape of the line we’re testing (straight, quadratic, etc.) fits the shape
of the data.

Minitab® Can Check for Model Accuracy

Select: Stat > Regression > Regression
Fill in the response and predictor boxes, then click on Options.
From the options display click on Ö pure error.
From the options display, click on data subsetting.

ASSIGNMENT:
Check for model adequacy on the air pressure versus
wall thickness example: (4.2 Wall Thickness.mpj).

1. P-value for pure error Lack of Fit = ______________________________________

2. Statement regarding data subsetting Lack of Fit:______________________________

3. Interpret both LOF tests. To which test do you give the most weight? Why? Is the model a
good fit? Recall: The null hypothesis is that the model is adequate:

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Week 3: Analyze Phase Workbook Module Four: Correlation and SLR

Exercise 4.7: Residual Analysis

Introduction:
Analysis of residuals is a very effective way of checking the regression model.
The residual for a data point is its’ deviation (positive if above, negative if below) from the
regression “curve.”:
y
y = 0 + 1 x


e3
{
 }
{
e2

e1


If the selected model is adequate and the assumptions are satisfied then:
a) The residuals should behave like a sample from a Normal distribution and
b) When plotted versus x, the residuals should randomly fluctuate about zero.

Problems That a Residual Plot Can Identify:

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Week 3: Analyze Phase Workbook Module Four: Correlation and SLR

Residuals Analysis Using Minitab®

Select: Stat > Regression > Regression
Fill in the response and predictor boxes
Then click on Graphs
Enter C2 into the residuals versus variables box
Then click OK
Next, from the Regression display click on Storage
Click on Residuals, then OK
The residuals will be placed into the next empty column.
Run the regression program.

ASSIGNMENT:
Perform an analysis of residuals for the air pressure
versus wall thickness example. (4.2 Wall Thickness.mpj).

1. Does the resulting plot give any indication of problems? (Remember, a desirable
result would be random fluctuation and equal variability at each x value).

2. Run the normality check.

Select: Stat > Basic Statistics > Normality Test

Enter the column containing residuals into the variable box.
Click OK

3. P-value = _____________________________________

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Week 3: Analyze Phase Workbook Module Four: Correlation and SLR

Exercise 4.8: Complete Regression Analysis

ASSIGNMENT:
For the example to which your team is assigned:
Perform a complete Regression Analysis
including checking the model for adequacy and
analyzing the residuals.

Example A: Lumbar Pad

File “4.8 Complete Regression Analysis.mtw” has paired measurements of
x = bladder air pressure (p.s.i.) and
y = dimensional change in the lumbar pad position (inches)
1. Plot a scatter diagram. Is a linear relationship present?
2. Use “fitted line plot” to graph the best fit line.
3. Use “regression” to get:
a) Standard output
b) Lack of Fit test
c) Plot of residuals versus x
d) Prediction of  y for x = 5
e) Any observations (R) with large standardized residual or observations (X)
whose X value gives it large influence on y
f) Store residuals for the Normality test

4. Run the Normality test

5. Analyze the model:
What % of the total variability is explained by the model?____________________
Is the % explained significant?_________________________________________
Is the model adequate?_______________________________________________
Is the equal variability, normal distribution assumption for the y – distributions
satisfied?___________________________________________________________
6. For bladder pressure at 5 p.s.i., what is the estimated average dimensional change in
the bladder position?___________________________________________________
Example B: Interest Rate versus Homes Sold
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Week 3: Analyze Phase Workbook Module Four: Correlation and SLR

File 4.8 Complete Regression Analysis.mtw has 10 paired measurements of:

x = interest rate (in percent)
y = homes sold (1000’s)

1. Plot a scatter diagram. Is a linear relationship present?

2. Use “fitted line plot” to graph the best fit line.

3. Use “regression” to get:

a) Standard output
b) Plot of residuals versus x
c) Prediction of  y for x = 9.0
d) Store residuals for the Normality test

Run the Normality test

4. Analyze the model:

What % of the total variability is explained by the model?___________________________

Is the % explained significant?________________________________________________

Is the model adequate?_____________________________________________________

Any unusual observations?___________________________________________________

Is the equal variability, normal distribution assumption for the y – distributions

satisfied?_________________________________________________________________

For interest rate at 9.0%, what is the estimated average number of homes sold?__________

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Week 3: Analyze Phase Workbook Module Four: Correlation and SLR

Notes:

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Week 3: Analyze Phase Workbook Module Five: ANOVA

1 2 3
Observations 89 88 94
(yi) 84 77 79
81 87 85
87 92 84
79 81 88
Totals T1 = 420 T2 = 425 T3 = 430 T = 1275
Number n1 = 5 n2 = 5 n3 = 5 N = 15
Of
Observations

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Week 3: Analyze Phase Workbook Module Five: ANOVA

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Week 3: Analyze Phase Workbook Module Five: ANOVA

SS Between
MS Between  
df Between

SSWithin
MSWithin  
dfWithin

MS Between
FBetween  
MSWithin

F critical at alpha = 0.05 (95% confidence) – see F tables in the Appendix

Sum of Degrees of Mean

Squares Freedom Squares F Ratio
Source (SS) (df) (MS) (F)
Between Treatments
Within Treatments
Total

Your Conclusion:

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 k = number of
Week 3: Analyze Phase Workbook Module Five: ANOVA

Exercise 5.2: One-Way ANOVA Using Minitab®

Part One: With Instructor

ASSIGNMENT:
Using Minitab®., work along with the
instructor to conduct a one-way
ANOVA using the heat treating data,

a. Open a new Minitab® worksheet.(5.2 One-Way ANOVA.mtw)

b. Select: Stat > ANOVA > One-way…
Under “Response”, insert C1 : Hardness.
Under “Factor”, insert C2 : Treatment.
Select: Graphs
Check  Individual value plot
Click OK. Click OK again.

Hardness results obtained from samples made at each of the three treatment conditions
selected:

RESULTS OF ONE-WAY LAYOUT:

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Week 3: Analyze Phase Workbook Module Five: ANOVA

Part Two: You Try It

ASSIGNMENT:
1. Using Minitab®, conduct a One-Way ANOVA on
the Nylon Strength example from Exercise 5.1
2. Then answer the question.

Y = Impact Strength (in./lb)

THREE TYPES OF NYLON

1 2 3
1. 89 88 94
2. 84 77 79
3. 81 87 85
4. 87 92 84
5. 79 81 88

Minitab® Commands

Enter data into C3 (Label C3: Strength)

Enter nylon types into C4 (Label C4: Nylon)

Select: Stat > ANOVA > One-way…

Specify the columns containing the response (strength) and the factor (nylon).

Select: Graphs…

Check  Individual value plot

Click OK. Click OK again.

 Is there a difference between the three types of nylon, in terms of their average
strength?

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Week 3: Analyze Phase Workbook Module Five: ANOVA

Exercise 5.3: Two-Way ANOVA

Part One: With Instructor

ASSIGNMENT:
Using Minitab®, work along with the instructor to
create the ANOVA Table and graphs for the
Two-Way Heat Treating experiment.

Two-Way Layout
Draw Temperature
Oven Time 700 800 900
90 87 84
30’
87 85 87
95 87 79
60’
92 90 78
a. Data is found in columns C1, C2, and C3 of file:
5.3 Two Way ANOVA.mtw. Notice how the data is entered in Minitab ®.
b. To create the ANOVA Table,
Select: Stat > ANOVA > Two-way…
Under “Response:”, insert C3: Hardnes
Under “Row Factor:”, insert C1: Temp
Under “Column Factor:”, insert C2: Time
Click OK
c. To create the Main Effect Plots,
Select: Stat > ANOVA > Main Effects Plot…
Under “Response”, insert C3: Hardnes
Under “Factors”, insert C1 and C2: Temp and Time
Click OK
d. To create the Interaction graph,
Select: Stat > ANOVA > Interactions Plot…
Under “Response:”, insert C3: Hardnes
Under “Factors:”, insert C1 and C2: Time and Temp
Click OK

 What factor levels lead to the highest average hardness?

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Week 3: Analyze Phase Workbook Module Five: ANOVA

Part Two: You Try It

ASSIGNMENT:
Using Minitab, work on your own to
perform a Two-Way analysis of Variance
for the Order Filling Process example.
Then answer the questions.

Approach 1 Approach 2 Approach 3

(Manual) (Computerized) (Partially Computerized)
Less 1. 27 15 11
Experienced 2. 14 14 8
Processor 3. 22 12 11
(0-12 mos.) 4. 18 18 5
5. 10 20 12
6. 22 5 6
1. 8 11 9
More 2. 6 12 13
Experienced 3. 5 5 9
Processor 4. 11 9 14
(2yrs. - up) 5. 12 20 5
6. 20 12 4

a. Use Minitab® to create the ANOVA Table, Main Effects Plot, Interaction Plot, and Multi-
Vari chart that are shown on the following pages. Data is in columns C5, C6, and C7
of file: 5.3 Two Way ANOVA.mtw

b. Interpret the ANOVA Table and graphs.

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Week 3: Analyze Phase Workbook Module Five: ANOVA

1. Does the processing approach affect the average processing time? Defend your
answer.

2. Is the average processing time affected by the experience level of the processor?
Defend your answer

3. Is there an interaction (dependency) between approach and processor experience?

Defend your answer.

4. Which factor levels lead to the shortest average processing time?

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Week 3: Analyze Phase Workbook Module Six: Basic DOE

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Week 3: Analyze Phase Workbook Module Six: Basic DOE

A: Brand
B: Technician Brand 1 Brand 2
Technician 1 42 37
28 25
43 19
37 34
49 24
Technician 2 31 41
37 38
25 50
30 46
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19
Week 3: Analyze Phase Workbook Module Six: Basic DOE

Interaction Table :
A: Brand
B: Technician Brand 1 Brand 2 A1 A2
B1
Technician 1 42 37
28 25
43 19 B2
37 34
49 24
Technician 2 31 41
37 38
25 50
30 46
19 31

Interaction Graph:

42.0

40.0

38.0

36.0

34.0

32.0

30.0

28.0
~ A1 A2 ~

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Week 3: Analyze Phase Workbook Module Six: Basic DOE

Example 2: y = current draw (amps.)

A: Phosphor A 1  ______________
B: Glass Type 1 Type 2 A 2  ______________
Type 1 300 270
310 285 B1  __________ ____
295 290 B2  __________ ____
307 287
297 277 T  __________ _____
Type 2 260 220
240 225
235 230
250 230
240 220
Main Effects graph:

310

300

290

280

270

260

250

240

230

220
~ A1 A2 ~ B1 B2 ~

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Week 3: Analyze Phase Workbook Module Six: Basic DOE

Interaction Table :

A: Phosphor
B: Glass Type 1 Type 2
Type 1 300 270 A1 A2
310 285
B1
295 290
307 287
B2
297 277
Type 2 260 220
240 225
235 230
250 230
240 220

Interaction Graph:

310

300

290

280

270

260

250

240

230

220
~ A1 A2 ~

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Week 3: Analyze Phase Workbook Module Six: Basic DOE

Repetition, Replication Discussion

5 MINUTES

1. How does the method of collecting data (repetition vs. replication) affect the estimate
of experimental error?

2. Which method tends to give a better estimate of experimental error?

3. Which method is more costly?

4. Which method do you think is used more often in industrial experiments?

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Week 3: Analyze Phase Workbook Module Six: Basic DOE

Exercise 6.2: Two-way Design Using Minitab®

Introduction:

ASSIGNMENT:
Part One: With Instructor
1. Using Minitab®, follow along with the
instructor to produce the ANOVA Table and
graphs for the Heat Treating Experiment.
2. Answer the question: “Which factor levels
should be selected for maximum hardness?”

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Week 3: Analyze Phase Workbook Module Six: Basic DOE

Open Minitab®

Select: Stat > DOE > Factorial > Create Factorial Design...

Select: 2-level factorial (default generators) (2 to 15 factors)

Select: Number of factors: 2
Select: Designs...

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Week 3: Analyze Phase Workbook Module Six: Basic DOE

Select: Number of replicates: 2, Center points 0, Blocks 1

Select: OK
Select: Options...

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Week 3: Analyze Phase Workbook Module Six: Basic DOE

Select: Do not fold

Deselect: Randomize runs
Check: Store design in workheet
Select: OK
Select: Factors

Enter: Temp as Factor A in name column

Enter: Time as Factor B in name column
Leave default type as numeric
Select: OK
Select: OK

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Week 3: Analyze Phase Workbook Module Six: Basic DOE

Column C5 will now be named “Temp” with factor levels in its rows.
Column C6 will now be named “Time” with factor levels in its rows.
Type “Hardness” below C7 and then enter the test data as shown below:

C1 C2 C3 C4 C5 C6 C7
StdOrder RunOrder CenterPt Blocks Temp Time Hardness
1 1 1 1 -1 -1 90
2 2 1 1 1 -1 84
3 3 1 1 -1 1 95
4 4 1 1 1 1 79
5 5 1 1 -1 -1 87
6 6 1 1 1 -1 87
7 7 1 1 -1 1 92
8 8 1 1 1 1 78

Note that care must be taken to place the correct hardness value in the correct cell for the
proper combination of factor levels!

Select: Stat > DOE > Factorial > Analyze Factorial Design...

Select: Responses: Hardness

Select: Terms...

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Week 3: Analyze Phase Workbook Module Six: Basic DOE

Select: Selected Terms: A:Temp

B:Time
AB
Select: OK
Results... No Action
Select OK

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Week 3: Analyze Phase Workbook Module Six: Basic DOE

The following information appears in the session window:

Factorial Fit: Hardness versus Temp, Time

Estimated Effects and Coefficients for Hardness (coded units)

Term Effect Coef SE Coef T P

Constant 86.500 0.6614 130.78 0.000
Temp -9.000 -4.500 0.6614 -6.80 0.002
Time -1.000 -0.500 0.6614 -0.76 0.492
Temp*Time -6.000 -3.000 0.6614 -4.54 0.011

Analysis of Variance for Hardness (coded units)

Source DF Seq SS Adj SS Adj MS F P

Main Effects 2 164.00 164.00 82.000 23.43 0.006
2-Way Interactions 1 72.00 72.00 72.000 20.57 0.011
Residual Error 4 14.00 14.00 3.500
Pure Error 4 14.00 14.00 3.500
Total 7 250.00

At  = 0.10, Temp and Temp*Time are significant.

At  = 0.10, Time is not significant.

Select: Stat > DOE > Factorial > Factorial Plots...

Select:  Main Effects Plot

Select: Setup...

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Week 3: Analyze Phase Workbook Module Six: Basic DOE

Select: Responses: Hardness

Select: Selected: A:Temp
B:Time
Select: OK

Select:  Interaction Plot

Select: Setup...

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Week 3: Analyze Phase Workbook Module Six: Basic DOE

Select: Responses: Hardness

Select: Selected: A:Temp
B:Time
Select: OK
Select: OK

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Week 3: Analyze Phase Workbook Module Six: Basic DOE

The following Main Effects graph will be created:

The following Interaction Plot is also created:

Which factor levels should be selected for maximum hardness?

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Week 3: Analyze Phase Workbook Module Six: Basic DOE

Exercise 6.2: Two-way Design Using Minitab ®: Continued

Part Two: You Try It

ASSIGNMENT:
Part Two: You Try It
Open Minitab® file “6.2 Two-Way Design.mtb”.
On your own, use Minitab® to analyze the experiment
you analyzed with hand calculations in Exercise 6.1.

Remember:
1. Create the design
2. Enter the data (copy appropriate
column of data)
3. Analyze the experiment
4. Identify significant factors at  =
0.1

Notes:

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Week 3: Analyze Phase Workbook Module Six: Basic DOE

Exercise 6.3: Planning a DOE

Introduction
The Catapult
The manufacturer of the catapults would like their product to be capable of achieving any
target distance (travel distance of ball) with minimal variation (tolerance: + 2 inches).
Ideally, the catapult would function well in any environment when operated by all types of
users and with various types of balls.

ASSIGNMENT:
Work in your in-class “D-MAIC” Teams Remember, the more
For the catapult example provided: Control Factors, the
1. Identify / Brainstorm: greater the power to
minimize variation in
 CT Characteristics
travel distance!
 Measure of Intended Function
2. For the measure “y = travel distance”
brainstorm:
 Control Factors
 Noise Factors
2. Use the DOE Planning Worksheet
3. Add the output from this workshop to
your in-class D-MAIC project file.

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 DOE Planning Worksheet
Dept. / Process: _____________________________________

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Date: _____________________________________________
Week 3: Analyze Phase Workbook

Relevant Background:
_________________________________________________________________________

73
Output Characteristics:

What / How to measure

Specifications (y/n)Use as measure for experiment?
Module Six: Basic DOE

Analyze Phase Workbook.doc

 Black Belt: _____________________________________________

Essex, March 2014

Project Title: __________________________________________
Week 3: Analyze Phase Workbook

________________DOE Objective: ______________________________________________________________________________

___________________________________________________________________________________________________________

74
CT Characteristic
Module Six: Basic DOE

Analyze Phase Workbook.doc

Week 3: Analyze Phase Workbook Module Six: Basic DOE

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 Control Factors

If factor in DOE If not factor in DOE

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(y/n)

during

Strength of
experiment
LevelCurrent Proposed Level(s) At what level?How to hold constant?

impact on Y
in experiment?

Ease of change
Include as factor
Week 3: Analyze Phase Workbook

76
: Strong impact, Easy to change

Legend: : Moderate impact, Moderately easy to change

: Weak impact, Difficult to Change

Module Six: Basic DOE

Analyze Phase Workbook.doc

Week 3: Analyze Phase Workbook Module Six: Basic DOE

Control Factors

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Week 3: Analyze Phase Workbook Module Six: Basic DOE

Noise Factors

At what level?How to hold constant?

:Strong impact, Easy to change

:Moderate impact, Moderately easy to change

:Weak impact, Difficult to Change

If not factor in DOE
If factor in DOE

StrategyLevels to set

experiment
during

Legend:
If strong, will
counteract
Robustness/
Variation
reduction

Include as factor in
experiment? (y/n)

Ease to change during

experiment

Strength of impact on Y

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Week 3: Analyze Phase Workbook Module Six: Basic DOE

Noise Factors

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Week 3: Analyze Phase Workbook Module Six: Basic DOE

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 Planning Questions

1. Experimental Layout
ow many factors do we wish to include in the experiment? _______________________________________

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Week 3: Analyze Phase Workbook

1. Measurement System
What measurement system will be used? _____________________________________________________

81
______ 1. Data Collection
How many data values should we collect for each test combination? ________________________________
Module Six: Basic DOE

Analyze Phase Workbook.doc

Week 3: Analyze Phase Workbook Module Six: Basic DOE

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Week 3: Analyze Phase Workbook Module Seven: Full Factorial Designs

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Week 3: Analyze Phase Workbook Module Seven: Full Factorial Designs

Prototype Process Experiment:

 Complete the Mean Response table:

Factors B and C and the BC interaction show the strongest effects.

 Plot the Factor Effects:

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Week 3: Analyze Phase Workbook Module Seven: Full Factorial Designs

 Plot the Two-way Interaction Effects:

What are the strongest effects in the experiment?

Do any of the interactions appear to have an impact?

What factor levels provide minimum cycle time?

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Week 3: Analyze Phase Workbook Module Seven: Full Factorial Designs

Exercise 7.2: y Hat Model: Protoype Cycle Time

ASSIGNMENT:
Using hand calculations, create a y-hat
model with the Prototype Cycle Time data.

Response Table for Prototype Cycle Time:

Calculations for y-hat model:

 B   C   BC 
ŷ  y    B   C     BC
 2   2   2 
 ___   ___   ___ 
ŷ  ___    B   C     BC
 2   2   2 
ŷ  ___ ___ B ___ C ___ BC

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Week 3: Analyze Phase Workbook Module Seven: Full Factorial Designs

Exercise 7.3: Full Factorial Analysis Using Minitab®

Part One: With Instructor

ASSIGNMENT:
Using Minitab®, follow along with the
instructor to conduct a Full Factorial
Analysis on the Roll Forming data.

Step a: Create the Design and Add Data:

Open Minitab®
Select: Stat > DOE > Factorial > Create Factorial Design…

Select: Type of Design

 2-level factorial (default generators) (2 to 15 factors)
Select: Number of factors: 3
Select: Designs…

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Week 3: Analyze Phase Workbook Module Seven: Full Factorial Designs

SELECT: FULL FACTORIAL 8 FULL 2**3

Select: Number or replicates: 4
Select: OK
Select: Options…

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Week 3: Analyze Phase Workbook Module Seven: Full Factorial Designs

Select: Base for random data generator 12345 (For class example only)
Select: OK
Select: OK

The worksheet is created in random order. This is the order in which you would conduct the
experiment if you wish to replicate each combination of factors.
In order to enter data in the correct location, we need to display our worksheet in Standard
Order rather than Random Order.

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Week 3: Analyze Phase Workbook Module Seven: Full Factorial Designs

Select: Stat > DOE > Display Design

Select: Order for all points in the worksheet:

 Standard Order for design
Select: Units for factors:
 Coded Units
Select: OK

 Title Column C8 of the worksheet “Dim”

 Open “7.3 y-hat model.MTW” and copy column C1 “Dim” into Column C8 “Dim” of your
worksheet.
 Close “7.3 y-hat model.MTW.”

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Week 3: Analyze Phase Workbook Module Seven: Full Factorial Designs

The worksheet is shown below:

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Week 3: Analyze Phase Workbook Module Seven: Full Factorial Designs

Step b: Analyze the Experiment and Create the Model

Select: Stat > DOE > Factorial > Analyze Factorial Design…

Select: Response: Dim

Select: Results…

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Week 3: Analyze Phase Workbook Module Seven: Full Factorial Designs

Select: Display of Results

 Coefficients and ANOVA Table
Select: Display of Alias table
 Do not display
Select: OK
Select: OK

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Week 3: Analyze Phase Workbook Module Seven: Full Factorial Designs

The following information is displayed in the session window:

The significant terms at  = 0.10 (90% Confidence) are A & C.

We will re-run the analysis with only factors A & C included. This is termed “Pooling.” Pooling
is including weak effects in our estimate of error. Since weak effects are deemed insignificant
that means those effects could happen by chance. Therefore, weak effects can be
considered as random (or Residual) error.

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Week 3: Analyze Phase Workbook Module Seven: Full Factorial Designs

Select: Ctrl e
(If you don’t see the dialogue box shown below, then select: Stat > DOE > Factorial >
Analyze Factorial Design…)

Select: Terms…

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Week 3: Analyze Phase Workbook Module Seven: Full Factorial Designs

Select: Selected Terms: A:A C:C

Select: OK
Select: OK

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Week 3: Analyze Phase Workbook Module Seven: Full Factorial Designs

The following information is displayed in the session window:

Note:
 A & C remain significant at  = 0.10.
 The T test values become larger than before (this is because standard error is
smaller due to the addition of the weak factors).
 The Residual Error, Adj MS was 0.061482 in the original analysis and is now
0.051118.
 The ANOVA table now includes a Lack of Fit Test. This test, in this instance, is
meaningless.
 The y-hat model can be specified from the “estimated Effects ad Coefficiets for
Dim” output.
Dim = 19.0509 + .1359A-.2041C

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Week 3: Analyze Phase Workbook Module Seven: Full Factorial Designs

To generate graphs:

Select: Stat > DOE > Factorial > Factorial Plots…

Select:  Main Effects Plot

Select: Setup…

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Week 3: Analyze Phase Workbook Module Seven: Full Factorial Designs

Select: Response: Dim

Select: Factors to Include in Plots
Selected: A:A C:C
Select: OK
Select: OK

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Week 3: Analyze Phase Workbook Module Seven: Full Factorial Designs

The following graphs should appear:

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Week 3: Analyze Phase Workbook Module Seven: Full Factorial Designs

To predict the mean response:

Select: Stat > DOE > Factorial > Analyze Factorial

Select: Prediction (we will predict, as an example, at Level 1 for A and Level 1 for C)

Fill in selected levels of

the factors to be used for
the prediction.
In this example, only enter
levels for A&C, even
though B is displayed.
Minitab knows that these
levels pertain to A&C
because they were the
only factors included in
the last analysis.

Predicted Response for New Design Points Using Model for Dim

Point Fit SE Fit 95% CI 95% PI

1 18.9828 0.0692 (18.8412, 19.1244) (18.4992, 19.4664)

The predicted mean dimension is 18.9828

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Week 3: Analyze Phase Workbook Module Seven: Full Factorial Designs

Exercise 7.3: Full Factorial Analysis Using Minitab®

Part Two: You Try It

ASSIGNMENT:
Use Minitab® to conduct Full Factorial
Analysis on the Prototype Cycle Time data.
(Data contained in column 2 of “7.3 y-hat
model.mtw”.)

Steps:

a. Create the Design & Add Data

Stat > DOE > Factorial > Create Factorial Design…
Add data from “7.3 y-hat model.MTW” – column C2, “Cycle.”
b. Analyze the Design
Stat > DOE > Factorial > Analyze Factorial Design…
Stat > DOE > Factorial > Factorial Plots
c. Write the equation for the y-hat model.
d. Select the settings that minimize Cycle Time, then predict the time
e. Save your work to a Minitab® project file.

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Week 3: Analyze Phase Workbook Module Seven: Full Factorial Designs

Exercise 7.4: s Hat Model

Part One: With Instructor

ASSIGNMENT:
Using Minitab®, follow along with instructor to find the
factors that affect variation in the Roll Forming
experiment. Create an s-hat model.

Step 1: Create an s-Hat model

Step 1a: Calculate and store standard deviations:

Open “Roll Form.MPJ” (your saved Minitab® project file from Exercise 7.3 - Part 1)

Select: Stat > DOE > Factorial>Preprocess Responses for Analyze Variability

Select  Compute for replicates in each response column.

Select “Dim” under Response.
Enter “StdDev” under Store Std Dev in.
Enter “Ndim” under Store Counts in.
Click OK.

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Week 3: Analyze Phase Workbook Module Seven: Full Factorial Designs

Worksheet should appear as shown:

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Week 3: Analyze Phase Workbook Module Seven: Full Factorial Designs

Step 1b: Analyze the Design and Factorial Plots:

Select: Stat > DOE > Factorial > Analyze Factorial Design

Select: Response: StdDev

Select: Terms…

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Week 3: Analyze Phase Workbook Module Seven: Full Factorial Designs

Select: Selected Terms:

A:A
B:B
C:C
AB
AC
BC
ABC

Select: OK
Select: OK

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Week 3: Analyze Phase Workbook Module Seven: Full Factorial Designs

The following information should appear in the session window:

Note:
 This analysis must be performed using coded units so that the comparison of
coefficients is fair.
 This analysis has no degrees of freedom for error. So no T-tests or P-values can
be computed.
 Strong factors are based on looking at the magnitudes of the coefficients.
 In this case factors A & B look strong.

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Week 3: Analyze Phase Workbook Module Seven: Full Factorial Designs

Select: Ctrl e

(If you don’t see the dialogue box shown below, then select: Stat > DOE > Factorial >
Analyze Factorial Design)

Select: Terms…

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Week 3: Analyze Phase Workbook Module Seven: Full Factorial Designs

Select: Selected Terms: A:A B:B

Select: OK
Select: OK

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Week 3: Analyze Phase Workbook Module Seven: Full Factorial Designs

The following information should appear in the session window:

Note:
 When the weak factors are included in the estimate of Residual Error, factors A & B
appear to be significant. While this is not a good test of significance, if these factors
did not appear significant, then we would question is they have strong affects on
standard deviation.
 Residual Error now has 5 degrees of freedom. That is one degree of freedom each
for C, AB, AC, BC and ABC.
 The s-hat model can be specified from the “Estimated Effects and Coeffiecients for
StdDev” output

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Week 3: Analyze Phase Workbook Module Seven: Full Factorial Designs

Select: Stat > DOE > Factorial > Factorial Plots…

Select:  Main Effects Plot

Select: Setup…

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Week 3: Analyze Phase Workbook Module Seven: Full Factorial Designs

Select: Responses: StdDev

Select: Factors to Include in Plots Selected: A:A B:B
Select: OK
Select: OK

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Week 3: Analyze Phase Workbook Module Seven: Full Factorial Designs

 Which levels of factors A & B would produce the least standard deviation?

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Week 3: Analyze Phase Workbook Module Seven: Full Factorial Designs

Step 1c: Make a prediction

Select: Stat > DOE > Factorial > Analyze Factorial Design
Select: Prediction

Fill in selected levels of

the factors to be used
for the prediction. Only
A and B are used even
though C is displayed.

Select: OK

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Week 3: Analyze Phase Workbook Module Seven: Full Factorial Designs

The following should appear in the session window:

The predicted standard deviation is 0.061641.

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Week 3: Analyze Phase Workbook Module Seven: Full Factorial Designs

Step 2: Use Y Hat & s Hat Equations to Adjust the Process

We know from the previous analysis that factors A, Roll #1 Clamp Pressure, and B, Angle on
Roll #6, should be set at their –1 levels, Position 1 & 90°, respectively, to assure minimum
standard deviation.

Now, assume that the manufacturer wants to set factor C, Pressure on finish rolls, at the low
(-1) level in order to extend roll life. Can factor C be set at the low (-1) level and still have the
process average at 19.05 mm?

(From the graphs, it can be seen that A at –1 would produce the smallest dimension when C
is at –1.)

Select: Stat > DOE > Factorial > Analyze Factorial Design

Select: Response: Dim

Select: Prediction

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Week 3: Analyze Phase Workbook Module Seven: Full Factorial Designs

Select: Factors: -1 -1

The following information is in the session window:

Predicted Response for New Design Points Using Model for Dim

Point Fit SE Fit 95% CI 95% PI

1 19.1191 0.0692 (18.9775, 19.2606) (18.6355, 19.6027)

 Although the target of 19.05 falls into the 95% CI, the goal is to have the fit (the point
estimate) equal 19.05. Does this happen at A –1 and C –1?

 How much will the pressure have to be increased in order to achieve a process average
of 19.05?

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Name column C11 “A Level” and column C12 “C Level”

Select: Calc > Make Patterned Data > Simple Set of Numbers…

Select: Store patterned data in: ‘C Level’

Select: From first value: -1
Select: To last value: 0
Select: In steps of: 0.05
Select: OK

Column C12, “C Level,” now has 21 values from –1 to 0 in 0.05 increments.

In Column C11, “A Level,” enter “-1” in row 1 and copy to fill 21 rows.

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Week 3: Analyze Phase Workbook Module Seven: Full Factorial Designs

The worksheet should be as shown:

Select: Stat > DOE > Factorial > Analyze Factorial Design
Select: Prediction…

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Week 3: Analyze Phase Workbook Module Seven: Full Factorial Designs

Select: Factors: ‘A Level’ ‘C Level’

Select: OK

The following information is in the session window:

Predicted Values for New Observations

New Obs Fit SE Fit 95.0% CI 95.0% PI

1 19.1191 0.0692 ( 18.9775, 19.2606) ( 18.6355, 19.6027)
2 19.1089 0.0681 ( 18.9696, 19.2481) ( 18.6259, 19.5918)
3 19.0987 0.0670 ( 18.9616, 19.2357) ( 18.6164, 19.5809)
4 19.0885 0.0659 ( 18.9536, 19.2233) ( 18.6068, 19.5701)
5 19.0783 0.0649 ( 18.9454, 19.2111) ( 18.5971, 19.5594)
6 19.0680 0.0640 ( 18.9372, 19.1989) ( 18.5875, 19.5486)
7 19.0578 0.0631 ( 18.9289, 19.1868) ( 18.5778, 19.5379)
8 19.0476 0.0622 ( 18.9204, 19.1749) ( 18.5680, 19.5272)
9 19.0374 0.0614 ( 18.9119, 19.1630) ( 18.5583, 19.5166)
10 19.0272 0.0606 ( 18.9032, 19.1513) ( 18.5485, 19.5060)
11 19.0170 0.0600 ( 18.8944, 19.1396) ( 18.5386, 19.4954)
12 19.0068 0.0593 ( 18.8855, 19.1281) ( 18.5288, 19.4849)
13 18.9966 0.0587 ( 18.8765, 19.1168) ( 18.5189, 19.4744)
14 18.9864 0.0582 ( 18.8673, 19.1055) ( 18.5089, 19.4639)
15 18.9762 0.0578 ( 18.8580, 19.0944) ( 18.4989, 19.4535)
16 18.9660 0.0574 ( 18.8486, 19.0834) ( 18.4889, 19.4431)
17 18.9558 0.0571 ( 18.8391, 19.0726) ( 18.4789, 19.4327)
18 18.9456 0.0568 ( 18.8294, 19.0619) ( 18.4688, 19.4224)
19 18.9354 0.0567 ( 18.8195, 19.0513) ( 18.4587, 19.4121)
20 18.9252 0.0566 ( 18.8095, 19.0409) ( 18.4485, 19.4019)
21 18.9150 0.0565 ( 18.7994, 19.0306) ( 18.4384, 19.3916)

 What value of C will produce a fit of 19.05?

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Week 3: Analyze Phase Workbook Module Seven: Full Factorial Designs

Exercise 7.4: s Hat Model

Part Two: You Try It

ASSIGNMENT:
Use Minitab® to find the factors that affect variation
in the Prototype Cycle Time data.

Remember: The objective in the prototype process experiment is to minimize the cycle
time.

The objective is sometimes achieved by driving the average as low as

possible.

However, if the variation is large in comparison to the average, then the

improvement can come from reducing the variation and then adjusting the
average.

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Steps:
a. Calculate and store standard deviations
Stat > DOE > Factorial > Preprocess Responses for Analyze Variability …
b. Analyze the Design
Stat > DOE > Factorial > Analyze Factorial Design
Stat > DOE > Factorial > Factorial Plots
c. Produce the s-hat model.

 Which factor(s) can be used to reduce variability?

 Considering the mean and variability together, what is your recommendation?

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Exercise 7.5: Complete Analysis

ASSIGNMENT:
1. For each example, use Minitab® to perform a
complete analysis of the data:
A. Analysis of means
• Find the factors and interactions
that affect the average output.
• Create a y-hat model.
B. Analysis of Standard Deviation
• Find the factors and interactions
that affect variation in the output.
2. Given the specified objective, identify the
optimum combination of factor levels.
3. Save your work as a Minitab® project file.

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Example 1: Molding

y = Part Dimension (cm)

Objective: achieve a target dimension of 1.54 cm with minimal variation.

The factors are:

Factors Description (-1) Level (+1) Level

A Mold Temp 100° 150°
B Holding Time 15 sec. 30 sec.
C Back Pressure 400 psi 500 psi

Run A B C r1 r2 r3 r4
1. -1 -1 -1 1.39 1.48 1.38 1.41
2. +1 -1 -1 1.40 1.46 1.23 1.32
3. -1 +1 -1 1.56 1.58 1.57 1.55
4. +1 +1 -1 1.52 1.49 1.47 1.50
5. -1 -1 +1 1.56 1.60 1.60 1.54
6. +1 -1 +1 1.34 1.35 1.49 1.47
7. -1 +1 +1 1.47 1.50 1.51 1.56
8. +1 +1 +1 1.26 1.31 1.31 1.28

The data is found in CI of the worksheet “7.5 Complete Analysis.mtw”. The data is in
standard order.

The experimental objective is to find a combination of coded factor values that produce a
target of 1.54 with a minimum amount of variability.
1. Identify factors affecting the variability.
2. Identify factors affecting the mean.
3. Determine how to achieve the target with minimum variability and
4. Predict the amount of variability (standard deviation).

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Example 2: Consulting Firms

y = Quality Index
Objective: Maximize the Quality Index

The quality of work of consulting firms was studied. The effect of scope of business (internal
or some sub-contracting), firm size, and fee level on the quality index is to be analyzed.

The factors are:

Factors Description (-1) Level (+1) Level

A Scope Internal External
B Size Small Large
C Fee Low High

Run A B C r1 r2 r3
1. -1 -1 -1 78.0 79.9 74.9
2. +1 -1 -1 71.4 66.8 67.2
3. -1 +1 -1 75.2 77.3 81.4
4. +1 +1 -1 69.4 70.7 74.0
5. -1 -1 +1 89.0 84.6 84.8
6. +1 -1 +1 78.8 75.9 69.8
7. -1 +1 +1 96.2 97.7 97.0
8. +1 +1 +1 90.8 87.9 89.5

This data is found in C2, “Consult,” of the worksheet “7.5 Complete Analysis.MTW.” The data
is in standard order.

The experimental objective is to find a combination of coded factor values that maximize the
quality index. Predict the population mean () at the factor levels that produce the maximum
quality index. Also, predict the standard deviation at that level.

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Notes:

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Week 3: Analyze Phase Workbook Module Eight: Verifying Xs

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Week 3: Analyze Phase Workbook Module Eight: Verifying Xs

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Week 3: Analyze Phase Workbook Module Eight: Verifying Xs

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Week 3: Analyze Phase Workbook Module Eight: Verifying Xs

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Week 3: Analyze Phase Workbook Module Eight: Verifying Xs

Exercise 8.2: Exercise 8.2: Verify Xs – Your Project

ASSIGNMENT:
FOR YOUR PROJECT:
1. Review your complete list of potential
Xs, and the Xs to be investigated.
2. What approach makes the most sense
for your situation (DOE, verify causes
one at a time, or both)? Why?
3. Prepare to present on single PowerPoint
slide (or use Flip Chart page):
 Complete list of potential Xs
 Potential Xs you plan to investigate
 Selected verification approach

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Week 3: Analyze Phase Workbook Module Eight: Verifying Xs

Exercise 8.3: Analyze Phase Workshop

Introduction:

The purpose of Analyze Phase is to identify and verify critical Xs.

Output from Analyze Phase: Verified Xs that affect the Process Output

ASSIGNMENT:
Continuing the Catapult project you started in MEASURE
Phase:
Plan the DOE, 1. Brainstorm Factors that could affect “Travel
but don’t Distance”. Classify each factor as Control or
conduct it Noise. (Use your output from the “Planning DOE”
until next
workshop.
session.
2. Create statement of an Undesirable Effect.
Conduct C&E analysis. Identify the most likely
causes of the undesirable effect.
Conduct
these 3. For each suspected strong cause, verify that the
tests cause truly contributes to the undesirable effect.
Note: DOEs will be discussed more in Week 4.

Note: Save this workshop output!

You will be continuing this D-MAIC project.

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Week 2: Measure Phase Workbook Appendix

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Week 2: Measure Phase Workbook Appendix

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Week 2: Measure Phase Workbook Appendix

Improvement Project Storyboard

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Week 2: Measure Phase Workbook Appendix

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Week 2: Measure Phase Workbook Appendix

Z Table
Table 1 – z Table in Decimal beyond a given value (z from 0 to 6)

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Week 2: Measure Phase Workbook Appendix

Table 2 – z Table in Decimal beyond a given value (z from -6 to 0)

z table as proportion greater than a given z value (-6.00  z  0.00)

0.00 0.01 0.02 0.03 0.04 0.05 0.06 0.07 0.08 0.09
-6.00 0.999999999
-5.90 0.999999998 0.999999998 0.999999998 0.999999998 0.999999999 0.999999999 0.999999999 0.999999999 0.999999999 0.999999999
-5.80 0.999999997 0.999999997 0.999999997 0.999999997 0.999999997 0.999999998 0.999999998 0.999999998 0.999999998 0.999999998
-5.70 0.999999994 0.999999994 0.999999995 0.999999995 0.999999995 0.999999996 0.999999996 0.999999996 0.999999996 0.999999996
-5.60 0.999999989 0.999999990 0.999999990 0.999999991 0.999999991 0.999999992 0.999999992 0.999999993 0.999999993 0.999999994
-5.50 0.999999981 0.999999982 0.999999983 0.999999984 0.999999985 0.999999986 0.999999986 0.999999987 0.999999988 0.999999989
-5.40 0.999999967 0.999999968 0.999999970 0.999999972 0.999999973 0.999999975 0.999999976 0.999999977 0.999999979 0.999999980
-5.30 0.999999942 0.999999945 0.999999948 0.999999951 0.999999953 0.999999956 0.999999958 0.999999961 0.999999963 0.999999965
-5.20 0.999999900 0.999999905 0.999999910 0.999999915 0.999999920 0.999999924 0.999999928 0.999999932 0.999999935 0.999999939
-5.10 0.999999830 0.999999839 0.999999847 0.999999855 0.999999862 0.999999870 0.999999876 0.999999883 0.999999889 0.999999895
-5.00 0.999999713 0.999999727 0.999999741 0.999999754 0.999999767 0.999999779 0.999999790 0.999999801 0.999999811 0.999999821
-4.90 0.999999520 0.999999544 0.999999567 0.999999588 0.999999609 0.999999628 0.999999647 0.999999665 0.999999682 0.999999698
-4.80 0.999999206 0.999999244 0.999999281 0.999999316 0.999999350 0.999999382 0.999999412 0.999999441 0.999999469 0.999999495
-4.70 0.999998698 0.999998760 0.999998819 0.999998876 0.999998930 0.999998982 0.999999031 0.999999078 0.999999122 0.999999165
-4.60 0.999997885 0.999997985 0.999998079 0.999998170 0.999998256 0.999998339 0.999998417 0.999998492 0.999998564 0.999998632
-4.50 0.999996599 0.999996756 0.999996905 0.999997048 0.999997185 0.999997315 0.999997440 0.999997559 0.999997673 0.999997782
-4.40 0.999994583 0.999994827 0.999995061 0.999995284 0.999995498 0.999995703 0.999995898 0.999996086 0.999996264 0.999996436
-4.30 0.999991454 0.999991831 0.999992193 0.999992539 0.999992870 0.999993188 0.999993492 0.999993783 0.999994061 0.999994328
-4.20 0.999986646 0.999987223 0.999987777 0.999988308 0.999988817 0.999989304 0.999989772 0.999990220 0.999990649 0.999991060
-4.10 0.999979331 0.999980206 0.999981046 0.999981852 0.999982625 0.999983367 0.999984078 0.999984761 0.999985416 0.999986044
-4.00 0.999968314 0.999969626 0.999970887 0.999972098 0.999973261 0.999974378 0.999975451 0.999976481 0.999977470 0.999978420
-3.90 0.999951884 0.999953833 0.999955707 0.999957509 0.999959242 0.999960908 0.999962509 0.999964048 0.999965527 0.999966948
-3.80 0.999927628 0.999930493 0.999933251 0.999935906 0.999938461 0.999940919 0.999943285 0.999945562 0.999947752 0.999949858
-3.70 0.999892170 0.999896341 0.999900359 0.999904232 0.999907962 0.999911555 0.999915017 0.999918350 0.999921560 0.999924651
-3.60 0.999840854 0.999846865 0.999852663 0.999858254 0.999863647 0.999868846 0.999873859 0.999878692 0.999883351 0.999887842
-3.50 0.999767327 0.999775903 0.999784184 0.999792178 0.999799895 0.999807344 0.999814533 0.999821470 0.999828164 0.999834623
-3.40 0.999663019 0.999675135 0.999686844 0.999698160 0.999709094 0.999719659 0.999729865 0.999739724 0.999749247 0.999758445
-3.30 0.999516517 0.999533462 0.999549856 0.999565714 0.999581052 0.999595887 0.999610233 0.999624105 0.999637518 0.999650485
-3.20 0.999312798 0.999336262 0.999358984 0.999380986 0.999402289 0.999422914 0.999442878 0.999462202 0.999480905 0.999499004
-3.10 0.999032329 0.999064496 0.999095677 0.999125901 0.999155194 0.999183581 0.999211088 0.999237740 0.999263560 0.999288571
-3.00 0.998650033 0.998693692 0.998736057 0.998777162 0.998817040 0.998855724 0.998893246 0.998929637 0.998964929 0.998999149
-2.90 0.998134120 0.998192789 0.998249775 0.998305122 0.998358871 0.998411062 0.998461736 0.998510932 0.998558689 0.998605044
-2.80 0.997444809 0.997522864 0.997598756 0.997672537 0.997744260 0.997813974 0.997881730 0.997947576 0.998011558 0.998073724
-2.70 0.996532977 0.996635789 0.996735852 0.996833231 0.996927987 0.997020181 0.997109875 0.997197128 0.997281997 0.997364539
-2.60 0.995338778 0.995472853 0.995603474 0.995730718 0.995854658 0.995975369 0.996092924 0.996207393 0.996318845 0.996427351
-2.50 0.993790320 0.993963425 0.994132240 0.994296853 0.994457354 0.994613830 0.994766365 0.994915046 0.995059954 0.995201171
-2.40 0.991802471 0.992023745 0.992239749 0.992450589 0.992656367 0.992857185 0.993053143 0.993244339 0.993430871 0.993612833
-2.30 0.989275919 0.989555950 0.989829586 0.990096947 0.990358150 0.990613313 0.990862548 0.991105971 0.991343692 0.991575823
-2.20 0.986096601 0.986447466 0.986790661 0.987126322 0.987454580 0.987775567 0.988089412 0.988396244 0.988696189 0.988989373
-2.10 0.982135643 0.982570884 0.982997038 0.983414253 0.983822675 0.984222449 0.984613720 0.984996631 0.985371321 0.985737932
-2.00 0.977249938 0.977784475 0.978308376 0.978821799 0.979324905 0.979817852 0.980300797 0.980773894 0.981237299 0.981691164
-1.90 0.971283507 0.971933461 0.972571119 0.973196650 0.973810224 0.974412010 0.975002175 0.975580885 0.976148306 0.976704602
-1.80 0.964069734 0.964852162 0.965620555 0.966375089 0.967115942 0.967843287 0.968557300 0.969258155 0.969946026 0.970621086
-1.70 0.955434568 0.956367097 0.957283815 0.958184901 0.959070532 0.959940886 0.960796142 0.961636477 0.962462069 0.963273096
-1.60 0.945200711 0.946301077 0.947383870 0.948449263 0.949497431 0.950528549 0.951542794 0.952540341 0.953521368 0.954486051
-1.50 0.933192771 0.934478263 0.935744490 0.936991617 0.938219807 0.939429229 0.940620050 0.941792438 0.942946563 0.944082597
-1.40 0.919243289 0.920730109 0.922196112 0.923641445 0.925066257 0.926470700 0.927854925 0.929219087 0.930563344 0.931887852
-1.30 0.903199451 0.904902018 0.906582427 0.908240802 0.909877266 0.911491948 0.913084979 0.914656492 0.916206622 0.917735507
-1.20 0.884930268 0.886860491 0.888767499 0.890651383 0.892512238 0.894350161 0.896165253 0.897957619 0.899727366 0.901474606
-1.10 0.864333898 0.866500443 0.868643073 0.870761839 0.872856799 0.874928011 0.876975542 0.878999459 0.880999834 0.882976744
-1.00 0.841344740 0.843752345 0.846135756 0.848494980 0.850830029 0.853140919 0.855427672 0.857690314 0.859928875 0.862143390
-0.90 0.815939908 0.818588775 0.821213646 0.823814480 0.826391238 0.828943888 0.831472403 0.833976760 0.836456943 0.838912939
-0.80 0.788144666 0.791029974 0.793892006 0.796730665 0.799545861 0.802337508 0.805105527 0.807849842 0.810570386 0.813267094
-0.70 0.758036422 0.761148006 0.764237576 0.767304982 0.770350076 0.773372720 0.776372779 0.779350124 0.782304631 0.785236183
-0.60 0.725746935 0.729069152 0.732371166 0.735652770 0.738913765 0.742153956 0.745373154 0.748571176 0.751747842 0.754902979
-0.50 0.691462467 0.694974281 0.698468229 0.701944056 0.705401511 0.708840345 0.712260318 0.715661192 0.719042736 0.722404724
-0.40 0.655421697 0.659096986 0.662757237 0.666402148 0.670031420 0.673644759 0.677241874 0.680822481 0.684386299 0.687933051
-0.30 0.617911357 0.621719457 0.625515770 0.629299955 0.633071673 0.636830590 0.640576374 0.644308699 0.648027240 0.651731677
-0.20 0.579259687 0.583166134 0.587064387 0.590954073 0.594834824 0.598706274 0.602568057 0.606419814 0.610261186 0.614091818
-0.10 0.539827896 0.543795364 0.547758470 0.551716823 0.555670033 0.559617712 0.563559473 0.567494933 0.571423709 0.575345420
0.00 0.500000000 0.503989379 0.507978354 0.511966527 0.515953499 0.519938873 0.523922253 0.527903240 0.531881440 0.535856456

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Week 2: Measure Phase Workbook Appendix

F Tables
Table 4 – F Table:  = 0.05
 = 0.05 Degrees of Freedom in the Numerator
1 2 3 4 5 6 7 8 9 10 12 15 20 25 30 40 60 120 
1 161.4 199.5 215.7 224.6 230.2 234.0 236.8 238.9 240.5 241.9 243.9 245.9 248.0 249.3 250.1 251.1 252.2 253.3 254.3
2 18.51 19.00 19.16 19.25 19.30 19.33 19.35 19.37 19.38 19.40 19.41 19.43 19.45 19.46 19.46 19.47 19.48 19.49 19.50
3 10.13 9.55 9.28 9.12 9.01 8.94 8.89 8.85 8.81 8.79 8.74 8.70 8.66 8.63 8.62 8.59 8.57 8.55 8.53
4 7.71 6.94 6.59 6.39 6.26 6.16 6.09 6.04 6.00 5.96 5.91 5.86 5.80 5.77 5.75 5.72 5.69 5.66 5.63
5 6.61 5.79 5.41 5.19 5.05 4.95 4.88 4.82 4.77 4.74 4.68 4.62 4.56 4.52 4.50 4.46 4.43 4.40 4.36
6 5.99 5.14 4.76 4.53 4.39 4.28 4.21 4.15 4.10 4.06 4.00 3.94 3.87 3.83 3.81 3.77 3.74 3.70 3.67
7 5.59 4.74 4.35 4.12 3.97 3.87 3.79 3.73 3.68 3.64 3.57 3.51 3.44 3.40 3.38 3.34 3.30 3.27 3.23
8 5.32 4.46 4.07 3.84 3.69 3.58 3.50 3.44 3.39 3.35 3.28 3.22 3.15 3.11 3.08 3.04 3.01 2.97 2.93
9 5.12 4.26 3.86 3.63 3.48 3.37 3.29 3.23 3.18 3.14 3.07 3.01 2.94 2.89 2.86 2.83 2.79 2.75 2.71
10 4.96 4.10 3.71 3.48 3.33 3.22 3.14 3.07 3.02 2.98 2.91 2.85 2.77 2.73 2.70 2.66 2.62 2.58 2.54
11 4.84 3.98 3.59 3.36 3.20 3.09 3.01 2.95 2.90 2.85 2.79 2.72 2.65 2.60 2.57 2.53 2.49 2.45 2.40
Degrees of Freedom in the Denominator

12 4.75 3.89 3.49 3.26 3.11 3.00 2.91 2.85 2.80 2.75 2.69 2.62 2.54 2.50 2.47 2.43 2.38 2.34 2.30
13 4.67 3.81 3.41 3.18 3.03 2.92 2.83 2.77 2.71 2.67 2.60 2.53 2.46 2.41 2.38 2.34 2.30 2.25 2.21
14 4.60 3.74 3.34 3.11 2.96 2.85 2.76 2.70 2.65 2.60 2.53 2.46 2.39 2.34 2.31 2.27 2.22 2.18 2.13
15 4.54 3.68 3.29 3.06 2.90 2.79 2.71 2.64 2.59 2.54 2.48 2.40 2.33 2.28 2.25 2.20 2.16 2.11 2.07
16 4.49 3.63 3.24 3.01 2.85 2.74 2.66 2.59 2.54 2.49 2.42 2.35 2.28 2.23 2.19 2.15 2.11 2.06 2.01
17 4.45 3.59 3.20 2.96 2.81 2.70 2.61 2.55 2.49 2.45 2.38 2.31 2.23 2.18 2.15 2.10 2.06 2.01 1.96
18 4.41 3.55 3.16 2.93 2.77 2.66 2.58 2.51 2.46 2.41 2.34 2.27 2.19 2.14 2.11 2.06 2.02 1.97 1.92
19 4.38 3.52 3.13 2.90 2.74 2.63 2.54 2.48 2.42 2.38 2.31 2.23 2.16 2.11 2.07 2.03 1.98 1.93 1.88
20 4.35 3.49 3.10 2.87 2.71 2.60 2.51 2.45 2.39 2.35 2.28 2.20 2.12 2.07 2.04 1.99 1.95 1.90 1.84
21 4.32 3.47 3.07 2.84 2.68 2.57 2.49 2.42 2.37 2.32 2.25 2.18 2.10 2.05 2.01 1.96 1.92 1.87 1.81
22 4.30 3.44 3.05 2.82 2.66 2.55 2.46 2.40 2.34 2.30 2.23 2.15 2.07 2.02 1.98 1.94 1.89 1.84 1.78
23 4.28 3.42 3.03 2.80 2.64 2.53 2.44 2.37 2.32 2.27 2.20 2.13 2.05 2.00 1.96 1.91 1.86 1.81 1.76
24 4.26 3.40 3.01 2.78 2.62 2.51 2.42 2.36 2.30 2.25 2.18 2.11 2.03 1.97 1.94 1.89 1.84 1.79 1.73
25 4.24 3.39 2.99 2.76 2.60 2.49 2.40 2.34 2.28 2.24 2.16 2.09 2.01 1.96 1.92 1.87 1.82 1.77 1.71
26 4.23 3.37 2.98 2.74 2.59 2.47 2.39 2.32 2.27 2.22 2.15 2.07 1.99 1.94 1.90 1.85 1.80 1.75 1.69
27 4.21 3.35 2.96 2.73 2.57 2.46 2.37 2.31 2.25 2.20 2.13 2.06 1.97 1.92 1.88 1.84 1.79 1.73 1.67
28 4.20 3.34 2.95 2.71 2.56 2.45 2.36 2.29 2.24 2.19 2.12 2.04 1.96 1.91 1.87 1.82 1.77 1.71 1.65
29 4.18 3.33 2.93 2.70 2.55 2.43 2.35 2.28 2.22 2.18 2.10 2.03 1.94 1.89 1.85 1.81 1.75 1.70 1.64
30 4.17 3.32 2.92 2.69 2.53 2.42 2.33 2.27 2.21 2.16 2.09 2.01 1.93 1.88 1.84 1.79 1.74 1.68 1.62
40 4.08 3.23 2.84 2.61 2.45 2.34 2.25 2.18 2.12 2.08 2.00 1.92 1.84 1.78 1.74 1.69 1.64 1.58 1.51
60 4.00 3.15 2.76 2.53 2.37 2.25 2.17 2.10 2.04 1.99 1.92 1.84 1.75 1.69 1.65 1.59 1.53 1.47 1.39
120 3.92 3.07 2.68 2.45 2.29 2.18 2.09 2.02 1.96 1.91 1.83 1.75 1.66 1.60 1.55 1.50 1.43 1.35 1.25
 3.84 3.00 2.60 2.37 2.21 2.10 2.01 1.94 1.88 1.83 1.75 1.67 1.57 1.51 1.46 1.39 1.32 1.22 1.00

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Table 5 – F Table:  = 0.01

 = 0.01 Degrees of Freedom in the Numerator
1 2 3 4 5 6 7 8 9 10 12 15 20 25 30 40 60 120 
1 4052 4999 5404 5624 5764 5859 5928 5981 6022 6056 6107 6157 6209 6240 6260 6286 6313 6340 6366
2 98.50 99.00 99.16 99.25 99.30 99.33 99.36 99.38 99.39 99.40 99.42 99.43 99.45 99.46 99.47 99.48 99.48 99.49 99.50
3 34.12 30.82 29.46 28.71 28.24 27.91 27.67 27.49 27.34 27.23 27.05 26.87 26.69 26.58 26.50 26.41 26.32 26.22 26.13
4 21.20 18.00 16.69 15.98 15.52 15.21 14.98 14.80 14.66 14.55 14.37 14.20 14.02 13.91 13.84 13.75 13.65 13.56 13.46
5 16.26 13.27 12.06 11.39 10.97 10.67 10.46 10.29 10.16 10.05 9.89 9.72 9.55 9.45 9.38 9.29 9.20 9.11 9.02
6 13.75 10.92 9.78 9.15 8.75 8.47 8.26 8.10 7.98 7.87 7.72 7.56 7.40 7.30 7.23 7.14 7.06 6.97 6.88
7 12.25 9.55 8.45 7.85 7.46 7.19 6.99 6.84 6.72 6.62 6.47 6.31 6.16 6.06 5.99 5.91 5.82 5.74 5.65
8 11.26 8.65 7.59 7.01 6.63 6.37 6.18 6.03 5.91 5.81 5.67 5.52 5.36 5.26 5.20 5.12 5.03 4.95 4.86
9 10.56 8.02 6.99 6.42 6.06 5.80 5.61 5.47 5.35 5.26 5.11 4.96 4.81 4.71 4.65 4.57 4.48 4.40 4.31
10 10.04 7.56 6.55 5.99 5.64 5.39 5.20 5.06 4.94 4.85 4.71 4.56 4.41 4.31 4.25 4.17 4.08 4.00 3.91
11 9.65 7.21 6.22 5.67 5.32 5.07 4.89 4.74 4.63 4.54 4.40 4.25 4.10 4.01 3.94 3.86 3.78 3.69 3.60
Degrees of Freedom in the Denominator

12 9.33 6.93 5.95 5.41 5.06 4.82 4.64 4.50 4.39 4.30 4.16 4.01 3.86 3.76 3.70 3.62 3.54 3.45 3.36
13 9.07 6.70 5.74 5.21 4.86 4.62 4.44 4.30 4.19 4.10 3.96 3.82 3.66 3.57 3.51 3.43 3.34 3.25 3.17
14 8.86 6.51 5.56 5.04 4.69 4.46 4.28 4.14 4.03 3.94 3.80 3.66 3.51 3.41 3.35 3.27 3.18 3.09 3.00
15 8.68 6.36 5.42 4.89 4.56 4.32 4.14 4.00 3.89 3.80 3.67 3.52 3.37 3.28 3.21 3.13 3.05 2.96 2.87
16 8.53 6.23 5.29 4.77 4.44 4.20 4.03 3.89 3.78 3.69 3.55 3.41 3.26 3.16 3.10 3.02 2.93 2.84 2.75
17 8.40 6.11 5.19 4.67 4.34 4.10 3.93 3.79 3.68 3.59 3.46 3.31 3.16 3.07 3.00 2.92 2.83 2.75 2.65
18 8.29 6.01 5.09 4.58 4.25 4.01 3.84 3.71 3.60 3.51 3.37 3.23 3.08 2.98 2.92 2.84 2.75 2.66 2.57
19 8.18 5.93 5.01 4.50 4.17 3.94 3.77 3.63 3.52 3.43 3.30 3.15 3.00 2.91 2.84 2.76 2.67 2.58 2.49
20 8.10 5.85 4.94 4.43 4.10 3.87 3.70 3.56 3.46 3.37 3.23 3.09 2.94 2.84 2.78 2.69 2.61 2.52 2.42
21 8.02 5.78 4.87 4.37 4.04 3.81 3.64 3.51 3.40 3.31 3.17 3.03 2.88 2.79 2.72 2.64 2.55 2.46 2.36
22 7.95 5.72 4.82 4.31 3.99 3.76 3.59 3.45 3.35 3.26 3.12 2.98 2.83 2.73 2.67 2.58 2.50 2.40 2.31
23 7.88 5.66 4.76 4.26 3.94 3.71 3.54 3.41 3.30 3.21 3.07 2.93 2.78 2.69 2.62 2.54 2.45 2.35 2.26
24 7.82 5.61 4.72 4.22 3.90 3.67 3.50 3.36 3.26 3.17 3.03 2.89 2.74 2.64 2.58 2.49 2.40 2.31 2.21
25 7.77 5.57 4.68 4.18 3.85 3.63 3.46 3.32 3.22 3.13 2.99 2.85 2.70 2.60 2.54 2.45 2.36 2.27 2.17
26 7.72 5.53 4.64 4.14 3.82 3.59 3.42 3.29 3.18 3.09 2.96 2.81 2.66 2.57 2.50 2.42 2.33 2.23 2.13
27 7.68 5.49 4.60 4.11 3.78 3.56 3.39 3.26 3.15 3.06 2.93 2.78 2.63 2.54 2.47 2.38 2.29 2.20 2.10
28 7.64 5.45 4.57 4.07 3.75 3.53 3.36 3.23 3.12 3.03 2.90 2.75 2.60 2.51 2.44 2.35 2.26 2.17 2.06
29 7.60 5.42 4.54 4.04 3.73 3.50 3.33 3.20 3.09 3.00 2.87 2.73 2.57 2.48 2.41 2.33 2.23 2.14 2.03
30 7.56 5.39 4.51 4.02 3.70 3.47 3.30 3.17 3.07 2.98 2.84 2.70 2.55 2.45 2.39 2.30 2.21 2.11 2.01
40 7.31 5.18 4.31 3.83 3.51 3.29 3.12 2.99 2.89 2.80 2.66 2.52 2.37 2.27 2.20 2.11 2.02 1.92 1.80
60 7.08 4.98 4.13 3.65 3.34 3.12 2.95 2.82 2.72 2.63 2.50 2.35 2.20 2.10 2.03 1.94 1.84 1.73 1.60
120 6.85 4.79 3.95 3.48 3.17 2.96 2.79 2.66 2.56 2.47 2.34 2.19 2.03 1.93 1.86 1.76 1.66 1.53 1.38
 6.63 4.61 3.78 3.32 3.02 2.80 2.64 2.51 2.41 2.32 2.18 2.04 1.88 1.77 1.70 1.59 1.47 1.32 1.00

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t Table

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Hypothesis Testing Decision Trees

Hypothesis Testing decision Tree #1

Testing Equality of Population Mean

Application:
to a Specific Value
Type of Data: Variable (Continuous)
Has the average button diameter from the welder
Example:
changed from its historical value?

Start

Is
Yes
1-Sample Z-test
n > 30? Stat > Basic Statis tics > 1-Sample Z

No

Is
population 1-Sample Wilcoxon test
normally random sample from a continuous,
No
distributed? symmetric population
(Anderson- Stat > Nonparametrics > 1-Sample Wilcoxon
Darling)

Yes

1-Sample t-test
(reasonably robust
against normality assumption)
Stat > Basic Statistics > 1-Sample t

Example1.vsd 6-1-00

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Hypothesis Testing decision Tree #2

Testing Equality of Means

Application:
from Two Populations
Type of Data: Variable (Continuous)
Is the average button diameter from Welder A
Example:
different from that of Welder B?

Start

Are the Paired t-test

two samples Yes (samples from normal distribution)
dependent? Stat > Basic Statistics > Paired t

No

Do
n 1 and n 2
Yes
2-Sample Z-test
both exceed Stat > Basic Statistics > 2-Sample t
30?

No
2-Sample Mann Whitney
(independent, random variables from two
Are both populations with same shape, same variance)
populations Stat > Nonparametrics > Mann-Whitney
normally
No
distributed?
(Anderson- Note: If the two populations have different shapes
Darling) or different standard deviations, then use:
2-Sample t-test
without pooling variances
Yes

Equal
2-Sample t-test
Variances? No without pooling variances
(F-test) Stat > Basic Statistics > 2-Sample t
(Do not assume equal variances)

Yes

2-Sample t-test
with pooled variances
(re asonably robust against normality
assumption)
Stat > Basic Statistics > 2-Sample t
 Assume equal variances

Example2.vsd 6-1-00

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Hypothesis Testing decision Tree #3

Testing Equality of Means from

Application:
More than Two Populations
Type of Data: Variable (Continuous)
Do the average button diameters from
Example:
Welders A, B and C differ from one another?

Start

Are the One-Way Analysis of Variance

populations
normally (ANOVA)
Yes
distrubted? (reasonably robust against assumptions
(Anderson- of normality and equal variances)
Darling) Stat > ANOVA > One-way

Did the test show

significance?
No Stop
No

Tukey's test
Yes to conduct pairwise comparisons
Stat > ANOVA > One-way
Comparisons:  Tukeys

Do samples
Mood's Median test
contain outliers? Yes (independant, random samples from continuous
(Box Plot) distributions having same shape)
Stat > Nonparametrics > Mood's Median test

No

Note: Use Dunnett's Method if

Kruskal-Wallis comparing treatments to a control.
(independant, random samples
from continuous distributions
having same shape)
Stat > Nonparametrics > Kruskal-Wallis

Example3.vsd 6-1-00

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Hypothesis Testing decision Tree #4

Application: Testing Equality of Variances

Type of Data: Variable (Continuous)

Do the variances in button diameter
Example:
from the three welders differ from one another?

Start

Are the
populations
How many
populations are 2
normally
No
Levene's test
being compared? distributed? Stat > Basic Statistics > 2 Variances
(Anderson-
Darling)

Yes

More than 2
F-test
Stat > Basic Statistics >2 Variances

Are the
populations
normally
No
Levene's test
distributed? Stat > ANOVA > Test for Equal Variances
(Anderson-
Darling)

Yes

Note: The F-test and Bartlett's test are not robust

Bartlett's test against the normality assumption.
Stat > ANOVA > Test for Equal Variances

Example4.vsd 6-1-00

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Hypothesis Testing decision Tree #5

Testing Equality of Population

Application:
Proportions
Type of Data: Attribute (Discrete) - Binomial Distribution

Case 2:
Case 1:
Testing Equality of
Testing Population Proportion
Proportions from Two
Against a Specific Value
Populations
Example: Has the % defective rate
on Line 1 changed Example: Are Lines 1 and 2
from its historical value? running at the same
% defective rate?

Stat > Basic Statistics > 2-Proportions

Ho:P1=P2 no difference in popluation
Stat > Basic Statistics > 1-Proportion
proportions
MiniTab - Options select pooled p

Case 3:
Testing Equality of
Proportions from More than
Two Populations
Example: Are Lines 1, 2 and 3
running at the same
% defective rate?

Use Chi-Square test

MiniTab
Stat>Tables>Chi-square test

Example5.vsd 5-10-01

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Hypothesis Testing decision Tree #6

Testing Equality of Population

Application:
Defect Rates
Type of Data: Attribute (Discrete) - Poisson Distribution

1) Is the number of errors on invoices different

between Dept. A and Dept. B?
Examples:
2) Does the number of seat defects
differ among shifts 1, 2 and 3?

Comparing two Poission Comparing more than two Poisson

Distributions Distributions

Use 2 Sample t-test Use One-Way Analysis of Variance

Stat > Basic Stat > 2 Sample t Stat > ANOVA > One-way

Caution
No Extreme Outliers

Example 6.vsd 5-10-01

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Hypothesis Testing decision Tree #7

Application: Testing for Association

Type of Data: Attribute (Contingency Table Data)

Does the type of defect that occurs

Example:
depend on which product is being produced?

Chi-square test
Minitab:
Stat > Tables > Chi-square test

Example7.vsd 6-1-00

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ANALYZE Phase Major Tasks

The purpose of Analyze Phase is

to identify and verify critical x’s.

 Generate comprehensive list of potential x’s.

 Brainstorm factors that affect the process Y.
 Cause and Effect Analysis on an undesirable effect.
 Determine Xs to be tested (suspected strong contributors).
 Conduct tests to verify Xs (DOE, or individual hypothesis
tests).

Output from the Analyze Phase:

Verified Xs that affect the Process Output.

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