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  • CHE 425 622 F15 Intro Sheet

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    This document provides information about the CHE 425/622 course on Strategies for Process Improvement and Product Development. The key points are: 1. The course covers statistical design of experiments and data analysis methods for process and product development, including linear and nonlinear regression, screening designs, factorial designs, and response surface methodology. 2. Assignments, a midterm exam, and a final exam make up the grading. The textbook and course notes cover 10 chapters on relevant statistical topics. 3. Upon completing the course, students will be able to design experiments, analyze data, and apply experimental design principles to complex engineering problems involving process and product optimization.

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    CHE 425 622 F15 Intro Sheet

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    This document provides information about the CHE 425/622 course on Strategies for Process Improvement and Product Development. The key points are: 1. The course covers statistical design of experiments and data analysis methods for process and product development, including linear and nonlinear regression, screening designs, factorial designs, and response surface methodology. 2. Assignments, a midterm exam, and a final exam make up the grading. The textbook and course notes cover 10 chapters on relevant statistical topics. 3. Upon completing the course, students will be able to design experiments, analyze data, and apply experimental design principles to complex engineering problems involving process and product optimization.

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    © All Rights Reserved
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    222 views4 pages

    CHE 425 622 F15 Intro Sheet

    Uploaded by

    john
    This document provides information about the CHE 425/622 course on Strategies for Process Improvement and Product Development. The key points are: 1. The course covers statistical design of experiments and data analysis methods for process and product development, including linear and nonlinear regression, screening designs, factorial designs, and response surface methodology. 2. Assignments, a midterm exam, and a final exam make up the grading. The textbook and course notes cover 10 chapters on relevant statistical topics. 3. Upon completing the course, students will be able to design experiments, analyze data, and apply experimental design principles to complex engineering problems involving process and product optimization.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
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    of 4

    CHEMICAL ENGINEERING 425/622

    (CHE 425/622)
    Strategies for Process Improvement
    and Product Development
    Term

    F15

    Instructor Professor Alexander Penlidis, PEng, FCAE, FCIC


    Canada Research Chair (CRC) in Polymer Engineering
    Dept. of Chemical Engineering
    Rm: E6-5004
    Tel: 519-888-4567 Ext. 36634
    Eml: penlidis@uwaterloo.ca
    Office hours: Please set up via e-mail message
    Grading

    Assignments
    25% (includes a short project assignment for G); G
    refers to grad students; U refers to undergrad students)
    Mid-term
    15% (open book/notes)
    Final
    60% (open book/notes)

    Textbook
    (a) D.C. Montgomery (2009). Design and Analysis of Experiments
    (8th edition), Wiley: to complement lecture notes
    (b) Course Notes (to be handed out in class, Ch 1 to 10); Additional handouts
    may be distributed during lectures or via LEARN
    Teaching
    Assistant

    Ms. Alison Scott


    Rm: E6-5112
    Tel: 519-888-4567 Ext. 31665
    Eml: ajscott@uwaterloo.ca
    Office hours: Please set up via e-mail message

    Lecture Room [Lectures follow undergrad calendar for F15 term]


    Tuesday
    10:30 am-12:30 pm
    E6 2024
    Thursday
    10:30 am-12:30 pm
    E6 2024
    Academic Offences and Plagiarism
    The Senate of the University of Waterloo requires that all course descriptions
    contain material related to plagiarism and academic offences. The web
    addresses below describe relevant material and you are asked to read through
    this information carefully. If you have any questions, please ask your instructor.
    http://uwaterloo.ca/secretariat/policies-procedures-guidelines/policy-71
    http://uwaterloo.ca/engineering/current-undergraduate-students/academic-support

    pg 1

    Course Objectives
    The course will discuss the role of statistical design of experiments (and subsequent data
    analysis) for process/recipe improvement and product development (modeling and
    optimization). Topics will cover linear vs non-linear regression situations and model-based
    designs. Given the need for an experimental investigation, determine an optimal experimental
    design (and alternative scenarios). Screening designs, single and multifactor factorial
    designs, and response surface designs (combined with regression and analysis of variance
    principles) in aid of process understanding (key before we do anything else) and further
    process/product design.
    Very few undergrad or grad curricula cover this!
    Assignment problems and examples in notes/book are important to understand principles and
    techniques.
    Course Outline (10 chapters in course notes, covering the general themes that follow)
    1.
    Statistical Background
    Quick review of a typical 2nd year Engineering/Science introductory Statistics course
    2.

    Regression Analysis
    Linear regression with matrix calculus; analysis of variance; diagnostics/residuals

    3.

    Statistical Design of Experiments


    Overview

    4.

    Design/Analysis of Single Factor Experiments


    Randomization; replication; comparisons

    5.

    Blocking
    Paired comparisons

    6.

    Multifactor Experiments
    Two-level factorial experiments and related models

    7.

    Multifactor Experiments
    Two-level fractional factorials and screening designs

    8.

    a)

    Nonlinear Regression (level of detail will depend on available time)

    b)

    Other Special Topics (as time permits)


    Response surfaces; central composite designs; variable transformations;
    Evolutionary Operation (EVOP); etc.

    Assignment Policy (6 assignments for U; 7 for G)


    Assignments will be due at the end of class at instructor-designated deadlines (almost every
    two weeks). These will be graded and returned to you in class (usually within 7-10 days).
    Problem solutions should be legible, well organized and easy to follow (to be taken into
    account during grading). Late assignments will not be accepted, unless you have notified me
    in advance before the due date (with a justification).
    Mid-term Exam
    Mon, Oct 19, 2015, 7:00-8:50 pm, E6-2024, 2022, 4022. Open book/notes.
    pg 2

    Course Learning Outcomes (related to CEAB Graduate Attributes and course


    accreditation; see also Graduate Attributes Table below; numbers in brackets
    correspond to the numbered outcomes of the Table)
    After completion of this course, students will be able to:
    Estimate confidence and prediction intervals and construct ANOVA tables (variance
    decomposition) in both regression and design of experiments situations (1, 2)
    Be fluent with advanced linear regression situations (correlation, prediction, analysis of
    residuals, model comparisons, model diagnostic checks); same with nonlinear regression
    situations (joint confidence regions to describe parameter uncertainty, design of experiments
    for nonlinear mechanistic models, D-optimality and other related optimal measures) (3, 4, 5)
    Differentiate between design scenarios vs data analysis (randomization, replication, blocking)
    (6, 7, 8)
    Design single factor experiments: data analysis, multiple comparisons, comparison-wise vs
    experiment-wise error, with and without blocking of (lurking) stochastic variables (3, 4, 5, 9)
    Design multifactor experiments: emphasis on 2-level full and fractional factorial designs,
    assessing significance of factor and factor interaction effects, confounding of effects, benefits
    of orthogonal designs, estimation of process error, selection of best design fraction,
    screening designs to generate process information (3, 4, 5, 9)
    Use response surface methodology to identify optimal operating conditions: central
    composite designs, polynomial models, generalized lack-of-fit tests (3, 4, 5, 9)
    Address questions like: why apply experimental designs, what if experiments are not
    designed, what if experiments do not go as planned, what if results are unexpected, empirical
    observations vs meaningful physico-chemical interpretations, what is next (6, 7, 8, 12)

    pg 3

    Graduate Attributes
    As defined by the Canadian Engineering Accreditation Board (CEAB), listed below as a
    reference:
    Outcome
    1. A knowledge
    base for
    engineering
    2. Problem
    analysis

    Definition
    Demonstrated competence in university level mathematics, natural
    sciences, engineering fundamentals, and specialized engineering
    knowledge appropriate to the program.
    An ability to use appropriate knowledge and skills to identify, formulate,
    analyze, and solve complex engineering problems in order to reach
    substantiated conclusions.
    3. Investigation An ability to conduct investigations of complex problems by methods that
    include appropriate experiments, analysis and interpretation of data, and
    synthesis of information in order to reach valid conclusions.
    4. Design
    An ability to design solutions for complex, open-ended engineering
    problems and to design systems, components or processes that meet
    specified needs with appropriate attention to health and safety risks,
    applicable standards, economic, environmental, cultural and societal
    considerations.
    5. Use of
    An ability to create, select, apply, adapt, and extend appropriate
    engineering
    techniques, resources, and modern engineering tools to a range of
    tools
    engineering activities, from simple to complex, with an understanding of
    the associated limitations.
    6. Individual
    An ability to work effectively as a member and as a leader in teams,
    and team work
    preferably in a multi-disciplinary setting.
    7.
    An ability to communicate complex engineering concepts within the
    Communication profession and with society at large. Such abilities include reading,
    skills
    writing, speaking and listening, and the ability to comprehend and write
    effective reports and design documentation, and to give and effectively
    respond to clear instructions.
    8.
    An understanding of the roles and responsibilities of the professional
    Professionalism engineer in society, especially the primary role of protection of the public
    and the public interest.
    9. Impact of
    An ability to analyze social and environmental aspects of engineering
    engineering on activities. Such abilities include an understanding of the interactions that
    society and the engineering has with the economic, social, health, safety, legal, and
    environment
    cultural aspects of society; the uncertainties in the prediction of such
    interactions; and the concepts of sustainable design and development
    and environmental stewardship.
    10. Ethics and
    An ability to apply professional ethics, accountability, and equity.
    equity
    11. Economics
    An ability to appropriately incorporate economics and business practices
    and project
    including project, risk and change management into the practice of
    management
    engineering, and to understand their limitations.
    12. Life-long
    An ability to identify and to address their own educational needs in a
    learning
    changing world to sufficiently maintain their competence and contribute to
    the advancement of knowledge.

    pg 4

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