4 Improve Designing Experiments v10 3

Improve Phase
Designing Experiments
M# 504
Designing Experiments
Welcome to Improve
Process Modeling: Regression
Advanced Process Modeling:

MLR Reasons for Experiments
Designing Experiments Graphical Analysis
Experimental Methods DOE Methodology
Full Factorial Experiments
Fractional Factorial Experiments
Wrap Up & Action Items
M# 505
OSSS LSS Black Belt v10.3 - Improve Phase 2 © Open Source Six Sigma, LLC
Project Status Review
• Understand our problem and it’s impact on the business. (Define)

• Established firm objectives/goals for improvement. (Define)
• Quantified our output characteristic. (Define)
• Validated the measurement system for our output characteristic.
(Measure)
• Identified the process input variables in our process. (Measure)
• Narrowed our input variables to the potential “X’s” through
Statistical Analysis. (Analyze)
• Selected the vital few X’s to optimize the output response(s).
(Improve)
• Quantified the relationship of the Y’s to the X’s with Y=f(x).
(Improve)
M# 505
Six Sigma Strategy
SIPOC
VOC
Project Scope
P-Map, X-Y,
(X1) (X2) (X3) (X4) (X8) (X11) (X9) FMEA
(X6) (X7) (X5) Capability
(X10)
(X4) (X1) (X11) Box Plot, Scatter
(X3)
(X8) Plots,
(X2) (X5) Regression
Fractional
(X5) (X3) Factorial
Full Factorial
(X11) Center Points
(X4)
M# 506
Reasons for Experiments
The Analyze Phase narrowed down the many inputs to a critical few,
now it is necessary to determine the proper settings for the vital few
inputs because:
– The vital few potentially have interactions.
– The vital few will have preferred ranges to achieve optimal results.
– Confirm cause and effect relationships among factors identified in
Analyze Phase (e.g. regression)
Understanding the reason for an experiment can help in selecting
the design and focusing the efforts of an experiment.
Reasons for experimenting are:
– Problem Solving (Improving a process response)
– Optimizing (Highest yield or lowest customer complaints)
– Robustness (Constant response time)
– Screening (Further screening of the critical few to the vital few X’s)
Design where you’re going - be sure you get there!

M# 506
Desired Results of Experiments
Problem Solving
– Eliminate defective products or services.
– Reduce cycle time of handling transactional processes.
Optimizing
– Produce a mathematical model to move the process response.
– Opportunity to meet differing customer requirements (specifications or
VOC).
Robust Design
– Provide consistent process or product performance.
– Desensitize the output response(s) to input variable changes including
NOISE variables.
– Design processes knowing which input variables are difficult to
maintain.
Screening
– Past process data is limited or statistical conclusions
prevented good narrowing of critical factors in Analyze
Phase. When it rains it POURS!
M# 507
DOE Models vs. Physical Models
What are the differences between DOE modeling and physical

models?
– A physical model is known by theory using concepts of physics,
chemistry, biology, etc...
– Physical models explain outside area of immediate project needs and
include more variables than typical DOE models.
– DOE describes only a small region of the experimental space.
The objective is to
minimize the response.
The physical model is
not important for our
business objective. The
DOE Model will focus in
the region of interest.
M# 507
Definition for Design of Experiments
Design of Experiments (DOE) is a scientific method of planning

and conducting an experiment that will yield the true cause and
effect relationship between the critical X variables and the Y
variables of interest.
DOE allows the experimenter to study the effect of many input

variables that may influence the product or process
simultaneously, as well as possible interaction effects (for
example synergistic effects).
The end result of many experiments is to describe the results

as a mathematical function.
Y = f (x)
The goal of DOE is to find a design that will produce the
information required at a minimum cost.
Properly designed DOE’s are more efficient experiments

M# 508
One Factor at a Time is NOT a DOE
One Factor at a Time (OFAT) is an experimental style but not a

planned experiment or DOE.
The graphic shows yield contours for a process that are unknown to
the experimenter.
Trial Pressure Temp Yield
Yield Contours Are 1 125 30 74
Unknown To Experimenter 75 2 125 31 80
3 125 32 85
4 125 33 92
80 5 125 34 86
6 130 33 85
Pressure (psi)
7 120 33 90
135 85
6
130 90
125
1 2 3 4 5 Optimum identified
95 with OFAT
120
7
True Optimum available

30 31 32 33 34 35 with DOE
Temperature (C)
M# 508
Types of Experimental Designs
The most common types of DOE’s are:

– Fractional Factorials (aka Screening DOEs)
• 4-15 input variables
– Full Factorials
• General Full Factorials
• 2k Full Factorials
• 2-5 input variables
– Response Surface Methods (RSM)
• 2-3 input variables Response
Surface
Full Factorial
Fractional Factorials
M# 509
Nomenclature for Factorial Experiments
The general notation used to designate a 2-level full factorial

design is given by:
– Where k is the number of input variables or factors.

– 2 is the number of “levels” that will be used for each factor.
• Quantitative or qualitative factors can be used.
This is a 24 example (4 factors at 2 levels)

Factors (Coding) Temp (oF) Pressure (psi) Solvent Supplier Office Location
Low Factor (-1) 300 500 Fisher London
High Factor (+1) 350 600 Baker New Delhi
M# 509
Visualization of 2 Level Full Factorial
600 (-1,+1) (+1,+1)

300
Temp
350
22 Press
500
Press
600 500
Uncoded levels for factors (-1,-1) (+1,-1)
300F Temp 350F
T P T*P
-1 -1 +1 Four experimental runs:
+1 -1 -1 • Temp = 300, Press = 500
-1 +1 -1 • Temp = 350, Press = 500
+1 +1 +1 • Temp = 300, Press = 600
Coded levels for factors • Temp = 350, Press = 600
M# 510
Graphical DOE Analysis - The Cube Plot
Stop Angle Start

Angle
Consider a 23 design on a catapult...
Fulcrum
8.2 4.55 A B C Response
Run Start Stop Meters

Number Angle Angle Fulcrum Traveled
3.35 1.5 1 -1 -1 -1 2.10
2 1 -1 -1 0.90
Stop Angle
3 -1 1 -1 3.35
5.15 2.4 4 1 1 -1 1.50
5 -1 -1 1 5.15
6 1 -1 1 2.40
Fulcrum
7 -1 1 1 8.20
8 1 1 1 4.55
2.1 Start Angle 0.9
What are the inputs being manipulated in this design?

How many runs are there in this experiment?
M# 510
Graphical DOE Analysis - The Cube Plot
Open the MINITABTM worksheet “Catapult.mtw”

Stat > DOE > Factorial > Factorial Plots…
check Cube Plot box and click Setup…
select response and factors
Cube Plot (data means) for Distance
8.20 4.55
3.35 1.50
This graph is used by 1
the experimenter to
visualize how the What
response data is are Stop Angle 5.15 2.40
distributed across the
these? 1
experimental space.
Fulcrum
How do you read or 2.10 0.90
-1
interpret this plot? -1 1
-1
Start Angle
M# 511
Graphical DOE Analysis - The Main Effects Plot

check “Main Effects Plot” box and click “Setup…”
to select response and factors
This graph is used to see the

relative effect of each factor
on the output response.
Which factor’s main

effect has the
largest impact on
the output?
Hint: Check the slope! M# 511
Main Effects Plots’ Creation
Avg Distance at Low Setting of Start Angle: 2.10 + 3.35 + 5.15 + 8.20 = 18.8/4 = 4.70
Main Effects Plot (data means) for Distance
-1 1 -1 1 -1 1
5.2
4.4
Dist
3.6
2.8
2.0
Start Angle Stop Angle Fulcrum
Avg. distance at High Setting of Start Angle: 0.90 + 1.50 + 2.40 + 4.55 = 9.40/4 = 2.34
Run # Start Angle Stop Angle Fulcrum Distance
1 -1 -1 -1 2.10
2 1 -1 -1 0.90
3 -1 1 -1 3.35
4 1 1 -1 1.50
5 -1 -1 1 5.15
6 1 -1 1 2.40
7 -1 1 1 8.20
8 1 1 1 4.55
M# 512
Interaction Definition
Interactions occur when variables act together to impact the output

of the process. Interaction plots are constructed by plotting both
variables together on the same graph. They take the form of the graph
below. Note that in this graph, the relationship between variable “A”
and output Y changes as the level of variable “B” changes. When “B”
is at its high (+) level, variable “A” has almost no effect on Y. When “B”
is at its low (-) level, A has a strong effect on Y. The feature of
interactions is non-parallelism between the two lines.
High
B-
When B changes
Y from low to high,
with A at high,
Output
When B changes the output

from low to high, changes
with A at low, the dramatically.
output changes
B+
Low
very little.
A- A+
M# 512
Degrees of Interaction Effect
Some Interaction No Interaction Full Reversal

High High High
B- B-
B-
Y B+
B+ Y B+ Y
B+
Low Low Low
- A + - A + - A +
Strong Interaction Moderate Reversal
High High
B- B-
Y Y
B+
B+ B+
Low Low
- A + - A +
M# 513
Interaction Plot Creation
Interaction Plot (data means) for Distance

Start Angle
6.5
-1
1
5.5
4.5
Mean
3.5
2.5
(4.55 + 2.40)/2 = 3.48
1.5
(0.90 + 1.50)/2 = 1.20 -1 1

Fulcrum
Run # Start Angle Stop Angle Fulcrum Distance

1 -1 -1 -1 2.10
2 1 -1 -1 0.90
3 -1 1 -1 3.35
4 1 1 -1 1.50
5 -1 -1 1 5.15
6 1 -1 1 2.40
7 -1 1 1 8.20
8 1 1 1 4.55
M# 513
Graphical DOE Analysis - The Interaction Plots

Check “Interaction Plot” box and click “Setup…”
to input response and factors
Interaction Plot for Distance

When you select more than two Data Means
variables, MINITABTM generates an -1 1 -1 1
Start
Interaction Plot which allows you to 6
Angle
look at all factor interactions 4
-1
Star t A ngle 1
simultaneously. The plot at the
2
upper right shows the effects of Start
Angle on Y at the two different levels 6
Stop
Angle
of Fulcrum. The red dashed line 4
-1
Stop A ngle 1
shows the effects of Fulcrum on Y
2
when Start Angle is at its high level.
The black solid line represents the
effects of Fulcrum on Y when Start
Fulcr um
Angle is at its low level. M# 514
Graphical DOE Analysis - The Interaction Plots

Check “Interaction Plot” box, click “Setup..” button, then click “Options...” button
Check this option for

these additional plots
Interaction Plot for Distance

The plots at the lower left in Data Means
-1 1
the graph below (outlined in 6
Start
blue) are the “mirror image” 4

Angle
-1
Star t A ngle 1
plots of those in the upper 2
right. It is often useful to 6

Stop
Angle
look at each interaction in Stop A ngle
4
-1
1
both representations. 2
6
Fulcrum
-1
1
4
Fulcr um
-1 1 -1 1 M# 514
DOE Methodology
1. Define the Practical Problem

2. Establish the Experimental Objective
3. Select the Output (response) Variable
4. Select the Input (independent) Variables
5. Choose the Levels for the Input Variables
6. Select the Experimental Design
7. Execute the experiment and Collect Data
8. Analyze the data from the designed experiment and draw
Statistical Conclusions
9. Draw Practical Solutions
10. Validate the experimental results
11. Implement Solutions
M# 515
Generate 2-level Full Factorial Designs in MINITABTM
Stat > DOE > Factorial > Create Factorial Design…

A 23 Full Factorial
design will result in 8
experimental runs.
Full Factorial
Experimental Designs
are always Green!
M# 515
Create Three Factor 2-level Full Factorial Design
Stat > DOE > Factorial > Create Factorial Design…
M# 516
M# 516
M# 517
Three Factor 2-level Full Factorial Design
Hold on! Here we go….

M# 517
Summary
At this point, you should be able to:
• Determine the reason for experimenting
• Describe the difference between a physical model and a DOE model
• Explain an OFAT experiment and its primary weakness
• When shown a Main Effects Plot and Interaction Plot, determine

which effects and interactions may be significant.
• Create a Full Factorial Design
M# 518

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Improve Phase

Process Modeling: Regression

Advanced Process Modeling:

Designing Experiments Graphical Analysis

Experimental Methods DOE Methodology

Full Factorial Experiments

Fractional Factorial Experiments

Wrap Up & Action Items

• Understand our problem and it’s impact on the business. (Define)

Design where you’re going - be sure you get there!

What are the differences between DOE modeling and physical

Design of Experiments (DOE) is a scientific method of planning

DOE allows the experimenter to study the effect of many input

The end result of many experiments is to describe the results

Properly designed DOE’s are more efficient experiments

One Factor at a Time (OFAT) is an experimental style but not a

True Optimum available

The most common types of DOE’s are:

The general notation used to designate a 2-level full factorial

– Where k is the number of input variables or factors.

This is a 24 example (4 factors at 2 levels)

600 (-1,+1) (+1,+1)

300F Temp 350F

Stop Angle Start

Run Start Stop Meters

What are the inputs being manipulated in this design?

Open the MINITABTM worksheet “Catapult.mtw”

Cube Plot (data means) for Distance

Stat > DOE > Factorial > Factorial Plots…

This graph is used to see the

Which factor’s main

Interactions occur when variables act together to impact the output

When B changes the output

Some Interaction No Interaction Full Reversal

Interaction Plot (data means) for Distance

(0.90 + 1.50)/2 = 1.20 -1 1

Run # Start Angle Stop Angle Fulcrum Distance

Stat > DOE > Factorial > Factorial Plots…

Interaction Plot for Distance

Stat > DOE > Factorial > Factorial Plots…

Check this option for

Interaction Plot for Distance

blue) are the “mirror image” 4

right. It is often useful to 6

1. Define the Practical Problem

Stat > DOE > Factorial > Create Factorial Design…

Stat > DOE > Factorial > Create Factorial Design…

Hold on! Here we go….

At this point, you should be able to:

• Determine the reason for experimenting

• Describe the difference between a physical model and a DOE model

• Explain an OFAT experiment and its primary weakness

• When shown a Main Effects Plot and Interaction Plot, determine

• Create a Full Factorial Design

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