RATIONALE Probability theory and statisti equip an engineer to deal intelligently with variation and ik. Linte infix certain, and (gnering variably lads to poorly designed products, material fallures, poor quality, missed. scheides dnd poor ‘engineering economie decsions. Probability theory enables student to Both model land to understand the effet of variation on engineering processes. Stisice are Specialy important when ying to interpret the esl of oh experiment I one Of the most usc Branches of mathematical siencessit is the 4061 of choice Jor ‘esearch inmost of the octal cences ad enticing sip The goal ofthe course it provide a comprehensive inraducisn 9 al concepts in probability for tudents to gan proficiency in appli hee ence (8 laa anayis through basic atstea! toole and techniques, The facia 1e tindrstanding ond using sttstica methods in research and applications Understand the different methods of obtaining: data, + Explain the procedures in planning and conducting, surveys and experiments Probability is a branch of mathematics concemed with theories of uncertainty, ways of measuring uncertainty and the application of techniques involving uncertainty Statistics is a branch of mathematics that examine and investigate ways to process and analyzed, the “data gathered,RSET rtd ‘TWO MAJOR AREAS OF STATISTICS 1, Descriptive Statistics = “includes those methods ‘concermed with collecting, organizing, summarizing and presenting” data without drawing ‘inference about a large group. cect eer ees Ce ed Tries to make conclusions about Peery Pesaro eee ere AER sd ‘TWO MAJOR AREAS OF STATISTICS 2. Inferential Statistics -rofers {o those methods concermed with ‘the analysis of a subset of data leading to predictions and inferences about the entire set of data, ‘also called Inductive Statstice or Statistical Inference STATISTICAL TERMS FEE Sf tayo be ctneretion with wich swore concerned ion f sme ofthe element obi om the EV vaue decbing a charters of & sun ng. Sane a th SE nrc value decibing a chirceritic 2 mma rsd ae ample Statrstes or propeies whereby the members of * epee we Be fom a “TE acer tht changes ovaries aver ine for we x * ‘cet ibs or jets unde comedcraionTYPES OF VARIABLES 1. Qualitative Variables ~ measure a quality or charactetisfie-on each ‘experimental unit, Examples: eve color, gender 2. Quantitative Variables - measure a numerical quantity of amount-on ‘each experimental unit Examples: number of accidents, volume ina glass; weight of package a. Diserete variable - countable number of values Example: number of family members , Continuous variable - uncountable number of values Examples: rime, distance, volume, height v Z y Determine the tevet ier 7 ofmeasuremen for = each items. — ae = Z = y y y vane oy VARIABLES ACCORDING TO SCALE OF MEASUREMENT jominal- values represent categories with no inherent order Examples: Gender, Civil Status 2. Ordinal - values represent categories with inherent order (rankitg) Examples: Educational background, Quality of Service, Grades Interval - values represent ordered categories with equal intervals yetween them, Example: temperature = comparing the 2 variables. Consists of equal, ordered categories anchored by zero point that is not arbitrary but meaningful Example: employment size (diseree), length in cm (continuous) ACI RO RSS Ta Tey DATA GATHERING INSTRUMENTS, 1, QUESTIONNAIRES, 2. INTERVIEWS 3, EXPERIMENTS 4, OBSERVATIONSNCU Oe area cy How to Present Data? 1, Graphs 2. Table charts NCO ee ee cy Graphs for Qualitative Data To display distribution of data: Pie Chart - circular graph that shows how the measurements are distributed among the categories [one sector ofa circle is assigned to each category; the angle of each sector should be proportional to the proportion of ‘measurements (or relative frequency) in that category Angle relative frequency x 360°] Bar Chart - the height of the bar measures how often a particular category was observed Methods of Presenting Data tative Data, ~ what values ofthe variable have been measured “how often each values has occurred Three Measures available for this purpose 1. Frequeney - the number of times a score or group of score (cass) ‘occurs ina population or sample 2. Relative Frequency - the frequency of one score of group of sores divided by the total frequency ofall the observations Relative Frequency = frequency/n where nis the sum of frequencies 3.TThe percentage of measurement in each category DO Oey Sample Problem Ina summary concerning public eidcation, 400 school | osraxatna net oy administrators were asked to SEX fate the quality of education in eye the United” States. Theit responses are summarized as a follows: ee Construet both a Pie chart and Bar chart to describe the data, at “eo — a) fom | om | me > pe) ae | | Fic chart Oren autores cy DC ee Graphs for Quantitative Data Gephs for Quantiatve Data “what values ofthe variable have been messured ‘Deering ty te amount meee ie ech “how often cach values has occured aezon: Three Measures available for hs purpose He Chart - clays Yow he guy ‘ten 1, Frequency -the numberof times score or group of scare (lass) 2 Bar Char =e te hight of the Barta the orca pon rsp spot ry E re Frequency - the frequency of one score oF sroupof$cqres, | “Pesering ia by tne sees Fi divided by the total frequency ofall the observations. ee eT ce: Relaive Frequency = frequeneyn Sy, mins uayh eden isting) Sy ‘where nis the sum of requencis See Tine vr eo llectely peed 3:The percentage of measurement in cach category ola ca wit ri cao cs.v ACO Oe eae CSCO) KD 1) Methods of Data Collection KD + Collection ofthe datas the fist step in conducting tatstca inquiry + Inthe fc of enginserng, the thre bac mothods of collecting dat ats throvgh| + lesimply refers othe dats gathering, a systematic method of collecting and retrospective study, observational study and through» designed experiment measuring data fom diferent soures of information in onder o provide answers + A retospective stay would use the population or sample ofthe historical data to relevant questions. ‘which nd been archived over some period of ime, + This involves ecqiring information poblished literate, surveys trough + nan observational study, processor population is observed and disturbed as ite ‘questionnaires o interviews, experimentatons, documents and records, tests oF ‘possible, andthe quantes of interest are recorded. ‘examinations and other form of data gathering instruments + Ina designed experiment, deliberate or puposefil changes in the contollable + The person who conducts the inquiry i an investigatr, the one whe Bes i ‘arabes ofthe system or process is done. Te esulking system ouput data mst, colleting information isan enumerator and information i eollected om 3 ‘be observed, end an inference or decison abou which variables are responsible respondent. forthe observed change in output performance is made OU Eres EE ELCRO CSR + A.survey isa method of aking respondents some well-constructed questions Its + When designing a survey, the flowing steps are use ‘neice way of collecting information snd easy to administer wherein wide ‘arety of information canbe collected. The resarcher canbe focused and can es ee ie sick tothe questions tat intrest him and are necesary in is statistical nguicy or msifythe target population sample: Whom wil you ntervisi? WS Pe u mi oF sponds? What sampling method will you use? + Surveys canbe done through face-o-fce interviews or seliadminstered tough "), 3, Choose an interviewing metho: fcet-face interview, phone interview, seit i eeeaeee ‘administered paper survey, orntmet survey. |. Determine the objectives of your survey: What questions do you want to answe bethe 4, Decide what questions you wil askin what oder, and Dow to pase them 5. Conduct the interview and collect the information, 6, Analyze the results by making graphs and drwing conclusions.Neueac seis eeu Ua +n choosing the respondents, sampling technigus are necessary: Sampling is the proces of selecting units (e., people, organizations) fom a population of ample must be a representative of the target population The target Population the entre group a ressarher interested in the erovpabost which the rescarcher wishes to draw conclusions, There ace two ways of selecting sample: the non-probabili probability sampling. ampling and the (4) Planning and C + There are wo types of quota sampling: proportional and no propasonal + In proportional quota sampling the major characteristics ofthe population by sampling a proportional amount of each is eprescnted, + Forinstance i you know the population bas 40% women and 60% men, aad tht you vant afta sample sizeof 100, you wll continue sampling until you get those, percenages and then you wil sop + Non-proportional quota sampling i bit lst restrictive, In this method, minimum numberof sampled nisi each category is specified and not concerned With having numbers tht match the proportions inthe population + Nonsprobability sampling isso called judgment or subjective sampling This method is convenient and economical but the inferences mede based on the findings are not so reliable. The most common types of non-probebilty sampling are the + In convenience sampling, the researcher use a device in obtaining the information from the respendents which favors the researcher but can cause bias tothe respondents. e , Online Poll, surveying your fiend + In purposive sampling, the selection of respondents is predetermined according to the characteristic of intrest made by the researcher... interviewing group of ME students regring ME course rol ‘Sampling Method 1. Simple Random Sampling i 2. Stratified Random Sampling be ae 5 Systematic Random Sampling 4 Cluster Sampling 5. Slovin's Formula