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Acceptance Sampling

Plans

AQL
2007 Pearson Education

LTPD

Acceptance Sampling Plans


An inspection procedure used to determine whether
to accept or reject a specific quantity of materials.
acceptable quality level (AQL) The quality level
desired by the consumer.
producers risk (A) The risk that the sampling plan
will fail to verify an acceptable lots quality and,
thus, reject it (a type I error).
lot tolerance proportion defective (LTPD) The worst
level of quality that the consumer can tolerate.
consumers risk ( The probability of accepting a
lot with LTPD quality (a type II error).
2007 Pearson Education

Types of sampling plans


single-sampling plan A decision to accept or reject a lot
based on the results of one random sample from the lot.

double-sampling plan A plan in which management specifies


two sample sizes and two acceptance numbers; if the quality
of the lot is very good or very bad, the consumer can make a
decision to accept or reject the lot on the basis of the first
sample, which is smaller than in the single-sampling plan. If
the number of defects is between c1 and c2, the consumer
takes a second sample of size n2. If the combined number of
defects in the two samples is less than or equal to c2, the
consumer accepts the lot.
2007 Pearson Education

Types of sampling plans


sequential-sampling plan A plan in which the consumer
randomly selects items from the lot and inspects them one by
one.

2007 Pearson Education

Sequential Sampling Chart


8

Number of defectives

7
6
5

Reject

Continue sampling

3
2
1
0

2007 Pearson Education

Accept
|
10

|
20

|
|
|
|
30
40
50
60
Cumulative sample size

|
70

Sequential Sampling Chart


8

Number of defectives

7
6
5

Reject

Decision
to reject

Continue sampling

3
2
1
0

2007 Pearson Education

Accept
|
10

|
20

|
|
|
|
30
40
50
60
Cumulative sample size

|
70

Operating Characteristic
Curve

Probability of
acceptance

Ideal OC curve

Proportion defective
2007 Pearson Education

Operating Characteristic
Curve
Analysts create a graphic display of the performance of a
sampling plan by plotting the probability of accepting the lot
for a range of proportions of defective units. This graph, called
an operating characteristic (OC) curve, describes how
well a sampling plan discriminates between good and bad
lots
A typical OC curve for a single-sampling plan, plotted in red,
shows the probability a of rejecting a good lot (producers
risk) and the probability b of accepting a bad lot (consumers
risk). Consequently, managers are left with choosing a
sample size n and an acceptance number c to achieve the
level of performance specified by the AQL, , LTPD, and
2007 Pearson Education

Operating Characteristic
Curve

Probability of
acceptance

Ideal OC curve

Typical OC curve

Proportion defective
2007 Pearson Education

Operating Characteristic
Curve
1.0

Probability of
acceptance

Ideal OC curve

Typical OC curve

AQL
LTPD
Proportion defective
2007 Pearson Education

Drawing the OC Curve


The probability of accepting the lot equals the
probability of taking a sample of size n from a
lot with a proportion defective of p and finding
c or fewer defective items.
1. multiply p by the sample size n
2. find the value of np in the left column of the
table
3. move to the right until you find the column for c
4. record the value for the probability of
acceptance, Pa
2007 Pearson Education

Constructing an OC Curve
Example I.1
Probability of acceptance

1.0
0.9
0.8
0.7
0.6
0.5
0.4
0.3
0.2
0.1
0.0

|
|
1 2
(AQL)

|
3

|
4

|
5

|
|
6 7
(LTPD)

|
8

|
9

|
10

Proportion defective (hundredths)


2007 Pearson Education

Constructing an OC Curve
Example I.1
Probability of acceptance

1.0

Proportion
defective
(p)

0.9
0.8

np

Probability
of c or less
defects
(Pa)

0.7
0.6
0.5
0.4
0.3
0.2
0.1
0.0

|
|
1 2
(AQL)

|
3

|
4

|
5

|
|
6 7
(LTPD)

|
8

|
9

|
10

Proportion defective (hundredths)


2007 Pearson Education

n = 60
c=1
Comments

Constructing an OC Curve
Example I.1
Probability of acceptance

1.0
0.9
0.8

Proportion
defective
(p)

np

Probability
of c or less
defects
(Pa)

0.7
0
1
2
0.6
.05 .951 .999 1.000

.10 0.5.905
.995 1.000
.15 .861 .990 .999
0.4
.20 .819 .982 .999

.25 0.3.779
.974 .998
.30 0.2.741
.963 .996

.35 .705 .951 .994

.40 0.1.670
.938 .992
.45 0.0.638
|.925| .989
|
|
|
|
|
|
|
|
.50 .607 .910 .986
1 2 3
4 5
6 7 8
9 10
.55 .577
.894
.982
(AQL)
(LTPD)
.60 .549 .878 .977
Proportion
.65 .522 .861
.972 defective (hundredths)
np

2007 Pearson Education

n = 60
c=1
Comments

Constructing an OC Curve
Example I.1
Probability of acceptance

1.0
0.9
0.8

Proportion
Defective
(p)
0.01 (AQL)

np
0.6

Probability
of c or less
defects
(Pa)

0.7
0
1
2
0.6
.05 .951 .999 1.000

.10 0.5.905
.995 1.000
.15 .861 .990 .999
0.4
.20 .819 .982 .999

.25 0.3.779
.974 .998
.30 0.2.741
.963 .996

.35 .705 .951 .994

.40 0.1.670
.938 .992
.45 0.0.638
|.925| .989
|
|
|
|
|
|
|
|
.50 .607 .910 .986
1 2 3
4 5
6 7 8
9 10
.55 .577
.894
.982
(AQL)
(LTPD)
.60 .549 .878 .977
Proportion
.65 .522 .861
.972 defective (hundredths)
np

2007 Pearson Education

n = 60
c=1
Comments

Constructing an OC Curve
Example I.1
Probability of acceptance

1.0
0.9
0.8

Proportion
defective
(p)

np

Probability
of c or less
defects
(Pa)

0.01 (AQL)
0.6
0.878
0.7
np
0
1
2
0.6
.05 .951 .999 1.000

.10 0.5.905
.995 1.000
.15 .861 .990 .999
0.4
.20 .819 .982 .999

.25 0.3.779
.974 .998
.30 0.2.741
.963 .996

.35 .705 .951 .994

.40 0.1.670
.938 .992
.45 0.0.638
|.925| .989
|
|
|
|
|
|
|
|
.50 .607 .910 .986
1 2 3
4 5
6 7 8
9 10
.55 .577
.894
.982
(AQL)
(LTPD)
.60 .549 .878 .977
Proportion
.65 .522 .861
.972 defective (hundredths)

2007 Pearson Education

n = 60
c=1
Comments

Constructing an OC Curve
Example I.1
Probability of acceptance

1.0
0.9
0.8

Proportion
defective
(p)
0.01 (AQL)

np

Probability
of c or less
defects
(Pa)

0.6

0.878

0.7
0
1
2
0.6
.05 .951 .999 1.000

.10 0.5.905
.995 1.000
.15 .861 .990 .999
0.4
.20 .819 .982 .999

.25 0.3.779
.974 .998
.30 0.2.741
.963 .996

.35 .705 .951 .994

.40 0.1.670
.938 .992
.45 0.0.638
|.925| .989
|
|
|
|
|
|
|
|
.50 .607 .910 .986
1 2 3
4 5
6 7 8
9 10
.55 .577
.894
.982
(AQL)
(LTPD)
.60 .549 .878 .977
Proportion
.65 .522 .861
.972 defective (hundredths)
np

2007 Pearson Education

n = 60
c=1
Comments

Constructing an OC Curve
Example I.1
Probability of acceptance

1.0

Proportion
defective
(p)

0.9
0.8

0.01 (AQL)

0.7

np

Probability
of c or less
defects
(Pa)

0.6

0.878

0.6
0.5
0.4
0.3
0.2
0.1
0.0

|
|
1 2
(AQL)

|
3

|
4

|
5

|
|
6 7
(LTPD)

|
8

|
9

|
10

Proportion defective (hundredths)


2007 Pearson Education

n = 60
c=1
Comments

Constructing an OC Curve
Example I.1
Probability of acceptance

1.0
0.9
0.8
0.7
0.6
0.5
0.4
0.3
0.2
0.1
0.0

|
|
1 2
(AQL)

Proportion
defective
(p)

np

0.01 (AQL)
0.663 0.02
0.03
0.04
0.05
0.06 (LTPD)
0.07
0.308
0.08
0.09 0.199
0.10

0.6
1.2
1.8
2.4
3.0
3.6
4.2
4.8
5.4
6.0

|
3

|
4

|
5

|
|
6 7
(LTPD)

Probability
of c or less
defects
(Pa)
0.878
0.663
0.463
0.308
0.199
0.126
0.078
0.048
0.029
0.017
0.048
|
8

|
9

|
10

Proportion defective (hundredths)


2007 Pearson Education

n = 60
c=1
Comments

= 1.000 0.878 = 0.122

= 0.126

Constructing an OC Curve
Example I.1
Probability of acceptance

1.0
0.9

0.878

0.8
0.7

0.663

0.6
0.5

0.463

0.4
0.308

0.3

0.199
0.126

0.2
0.1
0.0

|
|
1 2
(AQL)

|
3

|
4

|
5

|
|
6 7
(LTPD)

0.078
0.048
|
8

|
9

0.029
| 0.017
10

Proportion defective (hundredths)


2007 Pearson Education

Constructing an OC Curve
Example I.1
Probability of acceptance

1.0
0.9

0.878 = 0.122

0.8
0.7

0.663

0.6
0.5

0.463

0.4
0.308

0.3

0.199
0.126

0.2
0.1
0.0

= 0.126
|
|
|
1 2 3
(AQL)

|
4

|
5

|
|
6 7
(LTPD)

0.078
0.048
|
8

|
9

0.029
| 0.017
10

Proportion defective (hundredths)


2007 Pearson Education

Drawing the OC Curve

2007 Pearson Education

Drawing the OC Curve


Application I.1
Finding (probability of rejecting AQL quality:

Cumulative
Poisson
Probabilities

p = .03
np = 5.79
2007 Pearson Education

Pa = 0.965

= 1 .965 = 0.035

Drawing the OC Curve


Application I.1
Finding (probability of accepting LTPD quality:

Cumulative
Poisson
Probabilities

p = .08
np = 15.44
2007 Pearson Education

Pa = 0.10

= Pa = 0.10

Drawing the OC Curve

2007 Pearson Education

Drawing the OC Curve


Application I.1

2007 Pearson Education

Understanding Changes
in the OC Curve (with c = 1)

Probability of acceptance

1.0
0.9

Producers
Risk
(p = AQL)

0.8

0.7
0.6
0.5
0.4
0.3
0.2
0.1
0.0

|
|
1 2
(AQL)

|
3

|
4

|
5

|
|
6 7
(LTPD)

|
8

|
9

|
10

Proportion defective (hundredths)


2007 Pearson Education

Consumers
Risk
(p = LTPD)

Understanding Changes
in the OC Curve (with c = 1)

Probability of acceptance

1.0
0.9
0.7

Producers
Risk
(p = AQL)

0.6

60

0.122

0.8

0.5
0.4
0.3
0.2
0.1
0.0

|
|
1 2
(AQL)

|
3

|
4

|
5

|
|
6 7
(LTPD)

|
8

|
9

|
10

Proportion defective (hundredths)


2007 Pearson Education

Consumers
Risk
(p = LTPD)
0.126

Understanding Changes
in the OC Curve (with c = 1)

Probability of acceptance

1.0
0.9
0.7

Producers
Risk
(p = AQL)

0.6

60
80

0.122
0.191

0.8

0.5
0.4
0.3
0.2
0.1
0.0

|
|
1 2
(AQL)

|
3

|
4

|
5

|
|
6 7
(LTPD)

|
8

|
9

|
10

Proportion defective (hundredths)


2007 Pearson Education

Consumers
Risk
(p = LTPD)
0.126
0.048

Understanding Changes
in the OC Curve (with c = 1)

Probability of acceptance

1.0
0.9
0.7

Producers
Risk
(p = AQL)

0.6

60
80
100

0.122
0.191
0.264

0.8

0.5
0.4
0.3
0.2
0.1
0.0

|
|
1 2
(AQL)

|
3

|
4

|
5

|
|
6 7
(LTPD)

|
8

|
9

|
10

Proportion defective (hundredths)


2007 Pearson Education

Consumers
Risk
(p = LTPD)
0.126
0.048
0.017

Understanding Changes
in the OC Curve (with c = 1)

Probability of acceptance

1.0
0.9
0.7

Producers
Risk
(p = AQL)

0.6

60
80
100
120

0.122
0.191
0.264
0.332

0.8

0.5
0.4

Consumers
Risk
(p = LTPD)
0.126
0.048
0.017
0.006

0.3
0.2

principle: Increasing n while holding


c constant increases the producers risk and reduces

0.1
0.0

|
|
1 2
(AQL)

|
3

|
4

|
5

|
|
6 7
(LTPD)

|
8

|
9

|
10

Proportion defective (hundredths)


2007 Pearson Education

the consumers risk

Operating Characteristic
Curves (with c = 1)
Probability of acceptance

1.0
0.9

n = 60, c = 1

0.8
0.7

n = 80, c = 1

0.6

n = 100, c = 1

0.5
0.4

n = 120, c = 1

0.3
0.2
0.1
0.0

|
|
1 2
(AQL)

|
3

|
4

|
5

|
|
6 7
(LTPD)

|
8

|
9

|
10

Proportion defective (hundredths)


2007 Pearson Education

Understanding Changes
in the OC Curve (with n = 60)

Probability of acceptance

1.0
0.9
0.8

Producers
Risk
(p = AQL)

0.7

0.6
0.5
0.4
0.3
0.2
0.1
0.0

|
|
1 2
(AQL)

|
3

|
4

|
5

|
|
6 7
(LTPD)

|
8

|
9

|
10

Proportion defective (hundredths)


2007 Pearson Education

Consumers
Risk
(p = LTPD)

Understanding Changes
in the OC Curve (with n = 60)

Probability of acceptance

1.0
0.9
0.8
0.6

Producers
Risk
(p = AQL)

0.5

0.122

0.7

0.4
0.3
0.2
0.1
0.0

|
|
1 2
(AQL)

|
3

|
4

|
5

|
|
6 7
(LTPD)

|
8

|
9

|
10

Proportion defective (hundredths)


2007 Pearson Education

Consumers
Risk
(p = LTPD)
0.126

Understanding Changes
in the OC Curve (with n = 60)

Probability of acceptance

1.0
0.9
0.8
0.6

Producers
Risk
(p = AQL)

0.5

1
2

0.122
0.023

0.7

0.4
0.3
0.2
0.1
0.0

|
|
1 2
(AQL)

|
3

|
4

|
5

|
|
6 7
(LTPD)

|
8

|
9

|
10

Proportion defective (hundredths)


2007 Pearson Education

Consumers
Risk
(p = LTPD)
0.126
0.303

Understanding Changes
in the OC Curve (with n = 60)

Probability of acceptance

1.0
0.9
0.8
0.6

Producers
Risk
(p = AQL)

0.5

1
2
3

0.122
0.023
0.003

0.7

0.4
0.3
0.2
0.1
0.0

|
|
1 2
(AQL)

|
3

|
4

|
5

|
|
6 7
(LTPD)

|
8

|
9

|
10

Proportion defective (hundredths)


2007 Pearson Education

Consumers
Risk
(p = LTPD)
0.126
0.303
0.515

Understanding Changes
in the OC Curve (with n = 60)

Probability of acceptance

1.0
0.9
0.8
0.6

Producers
Risk
(p = AQL)

0.5

1
2
3
4

0.122
0.023
0.003
0.000

0.7

0.4
0.3
0.2
0.1
0.0

|
|
1 2
(AQL)

|
3

|
4

|
5

|
|
6 7
(LTPD)

0.126
0.303
0.515
0.726

demonstrate the following principle: Increasing


c while holding n constant decreases the producers
risk and increases the consumers risk

|
8

|
9

|
10

Proportion defective (hundredths)


2007 Pearson Education

Consumers
Risk
(p = LTPD)

Operating Characteristic
Curves (with n = 60)
n = 60, c = 1
n = 60, c = 2
n = 60, c = 3
n = 60, c = 4

Probability of acceptance

1.0
0.9
0.8
0.7
0.6
0.5
0.4
0.3
0.2
0.1
0.0

|
|
1 2
(AQL)

|
3

|
4

|
5

|
|
6 7
(LTPD)

|
8

|
9

|
10

Proportion defective (hundredths)


2007 Pearson Education

Improving sampling plan


Thus, to improve single-sampling acceptance plan, management
should increase the sample size, which reduces the consumers
risk, and increase the acceptance number, which reduces the
producers risk. An improved combination can be found by trial
and error using next Table I.1
Alternatively, a computer can be used to find the best
combination. For any acceptance number, the computer
determines the sample size needed to achieve the desired
producers risk and compares it to the sample size needed to
meet the consumers risk. It selects the smallest sample size that
will meet both the producers risk and the consumers risk. The
following table shows that a sample size of 111 and an acceptance
number of 3 are best. This combination actually yields a
producers risk of 0.026 and a consumers risk of 0.10 (not
shown).
2007 Pearson Education

Acceptance Sampling Plan


Data
AQL Based
Acceptance
Number
0
1
2
3
4
5
6
7
8
9
10
2007 Pearson Education

Expected
Defectives
0.0509
0.3552
0.8112
1.3675
1.9680
2.6256
3.2838
3.9794
4.6936
5.4237
6.1635

LTPD Based

Sample
Size

Expected
Defectives

Sample
Size

5
36
81
137
197
263
328
398
469
542
616

2.2996
3.8875
5.3217
6.6697
7.9894
9.2647
10.5139
11.7726
12.9903
14.2042
15.4036

38
65
89
111
133
154
175
196
217
237
257

average outgoing quality


(AOQ) The expressed
proportion of defects that
the plan will allow to pass.

rectified inspection
The assumption that all defective items
in the lot will be replaced with good
items if the lot is rejected and that any
defective items in the sample will be
replaced if the lot is accepted.

Average outgoing quality (percent)

Average Outgoing Quality

1.6
1.2
0.8
0.4
0
|
1

|
2

|
3

|
4

|
5

|
6

|
7

Defectives in lot (percent)


2007 Pearson Education

|
8

Average Outgoing Quality

np

0.01
0.02
0.03
0.04
0.05
0.06
0.07
0.08

1.10
2.20
3.30
4.40
5.50
6.60
7.70
8.80

Probability
of Acceptance
(Pa)

Estimate the
probabilities of
acceptance for portion
defective values from
0.01 to 0.08
in steps of 0.01

2007 Pearson Education

Average outgoing quality (percent)

Proportion
Defective
(p)

King uses rectified inspection


1.6Noise

for its single-sampling plan with

n = 110, c = 3, N = 1000
0.974
1.2
0.819
0.581 = (0.603 + 0.558)/2
0.359
0.8
0.202 = (0.213 + 0.191)/2
For p = 0.01:
0.01(0.974)(1000 110)/1000 = 0.0087
0.105
For p==(0.055
0.02:
0.02(0.819)(1000 110)/1000 = 0.0146
0.052
0.048)/2
0.4+
For p = 0.03:
0.03(0.581)(1000 110)/1000 = 0.0155
0.024
For p = 0.04:
0.04(0.359)(1000 110)/1000 = 0.0128
For p = 0.05:
0 0.05(0.202)(1000 110)/1000 = 0.0090
For p = 0.06:
0.06(0.105)(1000 110)/1000 = 0.0056
For p = 0.07:
0.07(0.052)(1000 110)/1000 = 0.0032
|
|
| | 110)/1000
|
| = 0.0017
|
|
For p = 0.08:
0.08(0.024)(1000
1
2
3 4
5 6
7 8
Defectives in lot (percent)

Average Outgoing Quality


Example I.2
np

0.01
0.02
0.03
0.04
0.05
0.06
0.07
0.08

1.10
2.20
3.30
4.40
5.50
6.60
7.70
8.80

Probability
of Acceptance
(Pa)

Average outgoing quality (percent)

Proportion
Defective
(p)

1.6

1.2
0.974
0.819
0.581 = (0.603 + 0.558)/2
0.8
0.359
0.202 = (0.213 + 0.191)/2
0.105
0.4+
0.052 = (0.055
0.048)/2
0.024
0
|
1

|
2

|
3

|
4

|
5

|
6

|
7

Defectives in lot (percent)


2007 Pearson Education

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8

yst can calculate AOQ to estimate


mance of the plan over a range of
possible
tion defectives in order to judge
he plan will provide an acceptable
. value
of protection. The maximum
average outgoing quality over all
possible
f the proportion defective is called
verage outgoing quality limit
(AOQL). If the
eems too high, the parameters of
plan must be modified until an
acceptable .
AOQL is achieved.

Average Outgoing Quality


Average outgoing quality (percent)

Example I.2
1.6
1.2
0.8
0.4
0
|
1

|
2

|
3

|
4

|
5

|
6

|
7

Defectives in lot (percent)


2007 Pearson Education

|
8

Average Outgoing Quality


Average outgoing quality (percent)

average outgoing quality limit


(AOQL) The maximum value of the
average
outgoing quality over all possible
values
of the proportion defective.

Example I.2
1.6

AOQL

1.2
0.8
0.4
0
|
1

|
2

|
3

|
4

|
5

|
6

|
7

Defectives in lot (percent)


2007 Pearson Education

|
8

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