Professional Documents
Culture Documents
Process Control
S6 - 1
Outline
S6 - 2
Learning Objectives
When you complete this supplement
you should be able to :
1. Explain the purpose of a control chart
2. Explain the role of the central limit theorem
in SPC
3. Build
S6 - 3
Learning Objectives
When you complete this supplement
you should be able to :
5. Build p-charts and c-charts
6. Explain process capability and compute Cp
and Cpk
7. Explain acceptance sampling
S6 - 4
S6 - 5
Variability is inherent
in every process
Natural or common
causes
Special or assignable
causes
S6 - 6
Common Causes
Common causes of variation are the purely
random, unidentifiable sources of variation that
are unavoidable with the current process. For
example, the time required to process
specimens at an intensive care unit lab in a
hospital will vary. If time is measured to
complete an analysis for a large no. of patients
and plotted the
results, the data would
tend to
form a pattern that can be
described as a distribution.
S6 - 7
Natural Variations
S6 - 8
Common Causes
Mean
n
i 1
x x
n 1
S6 - 9
Assignable Variations
S6 - 10
Assignable Causes
The green curve is the process distribution when only common
causes of variation are present. The red lines depict a change in
the distribution because of assignable causes. In Fig. 6.0(a) the
red line indicates that the process took more time than planned
in many of the cases, thereby increasing the average time of
each analysis.
Average
(a)
2014Location
Pearson Education, Inc.
Time
S6 - 6.0
11
Figure
Assignable Causes
An increase in the variability of the time for each case
affected the spread of the distribution.
Average
(b) Spread
Time
Figure
S6 - 6.0
12
Assignable Causes
The red line indicates that the process produced a
preponderance of the tests in less than average time.
A process is said to be in statistical control when the
location, spread, or shape of its distribution does not
change over time.
Average
(c) Shape
Time
Figure
6.0
S6 - 13
Samples
To measure the process, we take samples and
analyze the sample statistics following these
steps
Each of these
represents one
sample of five
boxes of cereal
# #
# # #
# # # #
# # # # # # #
Figure S6.1
2014 Pearson Education, Inc.
# # # # # # # # #
Weight
S6 - 14
Samples
To measure the process, we take samples and
analyze the sample statistics following these
steps
Frequency
Weight
Figure S6.1
2014 Pearson Education, Inc.
S6 - 15
Samples
To measure the process, we take samples and
analyze the sample statistics following these
steps
(c) There are many types of distributions, including the normal (bellshaped) distribution, but distributions do differ in terms of central
tendency (mean), standard deviation or variance, and shape
Frequency
Figure S6.1
Central tendency
Weight
2014 Pearson Education, Inc.
Variation
Weight
Shape
Weight
S6 - 16
Samples
To measure the process, we take samples and
analyze the sample statistics following these
steps
Prediction
Frequency
Weight
Figure S6.1
S6 - 17
Samples
To measure the process, we take samples and
analyze the sample statistics following these
steps
Prediction
Frequency
?
?? ??
?
?
?
?
?
?
?
?
?
??
??
?
Weight
Figure S6.1
S6 - 18
Control Charts
Constructed from historical data, the
purpose of control charts is to help
distinguish between natural variations
and variations due to assignable causes
S6 - 19
Process Control
Frequency
(a) In statistical
control and capable
of producing within
control limits
Upper control limit
Figure S6.2
S6 - 20
S6 - 21
x= = m
sx =
s
n
S6 - 22
Distribution of
sample means
=
Beta
Standard
deviation of
the sample
means
Normal
=sx =
s
n
Uniform
|
x=
Figure S6.3
S6 - 23
Sampling Distribution
Figure S6.4
Sampling
distribution of
means
Process
distribution of
means
x=m
(mean)
S6 - 24
S6 - 25
(AVG. OF 9
BOXES)
WEIGHT OF SAMPLE
WEIGHT OF SAMPLE
HOUR
(AVG. OF 9
BOXES)
HOUR
(AVG. OF 9
BOXES)
16.1
16.5
16.3
16.8
16.4
10
14.8
15.5
15.2
11
14.2
16.5
16.4
12
17.3
S6 - 26
Avg of 9 boxes
12
x= = 16 ounces
n=9
z=3
s = 1 ounce
S6 - 27
Avg of 9 boxes
12
x= = 16 ounces
n=9
z=3
s = 1 ounce
1
1
UCL x = x + zs x = 16 + 3
= 16 + 3 = 17 ounces
3
9
=
1
1
LCL x = x - zs x = 16 - 3
= 16 - 3 = 15 ounces
3
9
=
S6 - 28
Variation due
to assignable
causes
Out of
control
17 = UCL
Variation due to
natural causes
16 = Mean
15 = LCL
| | | | | | | | | | | |
1 2 3 4 5 6 7 8 9 10 11 12
Sample number
Out of
control
Variation due
to assignable
causes
S6 - 29
R=
where
i=1
S6 - 30
SAMPLE SIZE,
n
MEAN FACTOR,
A2
UPPER RANGE,
D4
LOWER RANGE,
D3
1.880
3.268
1.023
2.574
.729
2.282
.577
2.115
.483
2.004
.419
1.924
0.076
.373
1.864
0.136
.337
1.816
0.184
10
.308
1.777
0.223
12
.266
1.716
0.284
S6 - 31
UCL x = x= + A2 R
= 12 + (.577)(.25)
UCL = 12.144
= 12 + .144
= 12.144 ounces
LCL x = x= - A2 R
= 12 - .144
Mean = 12
From Table
S6.1
LCL = 11.856
= 11.856 ounces
2014 Pearson Education, Inc.
S6 - 32
11.5
UCL = 11.524
11.0
x = 10.959
10.5
11
13
15
17
LCL = 10.394
Sample Range
Range Chart
0.8
UCL = 0.6943
0.4
R = 0.2125
0.0 |
1
11
13
15
17
LCL = 0
S6 - 33
R Chart
S6 - 34
S6 - 35
UCL R = D4 R
= (2.115)(5.3)
= 11.2 pounds
UCL = 11.2
Mean = 5.3
LCL R = D3 R
= (0)(5.3)
= 0 pounds
2014 Pearson Education, Inc.
LCL = 0
S6 - 36
(Sampling mean is
shifting upward, but
range is consistent)
These
sampling
distributions
result in the
charts below
UCL
(x-chart detects
shift in central
tendency)
x-chart
LCL
UCL
R-chart
Figure S6.5
LCL
S6 - 37
(Sampling mean
is constant, but
dispersion is
increasing)
UCL
(x-chart indicates
no change in
central tendency)
x-chart
LCL
UCL
(R-chart detects
increase in
dispersion)
R-chart
Figure S6.5
LCL
S6 - 38
S6 - 39
S6 - 40
Common z Values
DESIRED CONTROL
LIMIT (%)
Z-VALUE (STANDARD
DEVIATION REQUIRED
FOR DESIRED LEVEL OF
CONFIDENCE
90.0
1.65
95.0
1.96
95.45
2.00
99.0
2.58
99.73
3.00
S6 - 41
Example
Control Charts
for Variables
S6 - 42
Control Charts
for Variables
Special Metal Screw
Sample
Number
1
2
3
4
5
1
0.5014
0.5021
0.5018
0.5008
0.5041
Example
2014 Pearson Education, Inc.
Sample
2
3
0.5022 0.5009
0.5041 0.5024
0.5026 0.5035
0.5034 0.5024
0.5056 0.5034
4
0.5027
0.5020
0.5023
0.5015
0.5039
_
x
S6 - 43
Control Charts
for Variables
Special Metal Screw
Sample
Number
1
2
3
4
5
1
0.5014
0.5021
0.5018
0.5008
0.5041
Example
2014 Pearson Education, Inc.
Sample
2
3
4
0.5022 0.5009 0.5027
0.5041 0.5024 0.5020
0.5026 0.5035 0.5023
0.5027 0.5009
0.5034 0.5024 0.5015
0.5056 0.5034 0.5039
R
x
0.0018 0.5018
0.0018
S6 - 44
Control Charts
for Variables
Special Metal Screw
Sample
Number
1
2
3
4
5
1
0.5014
0.5021
0.5018
0.5008
0.5041
Example
2014 Pearson Education, Inc.
Sample
2
3
4
0.5022 0.5009 0.5027
0.5041 0.5024 0.5020
0.5026 0.5035 0.5023
0.5027 0.5009
0.5034 0.5024 0.5015
0.5056 0.5034 0.5039
R
x
0.0018 0.5018
0.0018
S6 - 45
Control Charts
for Variables
Special Metal Screw
Sample
Number
1
2
3
4
5
1
0.5014
0.5021
0.5018
0.5008
0.5041
Example
2014 Pearson Education, Inc.
Sample
2
3
4
0.5022 0.5009 0.5027
0.5041 0.5024 0.5020
0.5026 0.5035 0.5023
0.5027 0.5009
0.5034 0.5024 0.5015
(0.5014 + 0.5022 +
0.50560.5009
0.5034
0.5039
+ 0.5027)/4
R
x
0.0018 0.5018
0.0018
0.5018
S6 - 46
Control Charts
for Variables
Special Metal Screw
Sample
Number
1
2
3
4
5
1
0.5014
0.5021
0.5018
0.5008
0.5041
Example
2014 Pearson Education, Inc.
Sample
2
3
0.5022 0.5009
0.5041 0.5024
0.5026 0.5035
0.5034 0.5024
0.5056 0.5034
4
0.5027
0.5020
0.5023
0.5015
0.5047
R=
R
0.0018
0.0021
0.0017
0.0026
0.0022
0.0021
=
x=
x
0.5018
0.5027
0.5026
0.5020
0.5045
0.5027
S6 - 47
Control Charts
for Variables
Control Charts Special Metal Screw
R-Charts
R = 0.0021
UCLR = D4R
LCLR = D3R
Example
5.1
2014 Pearson Education, Inc.
S6 - 48
Control Charts
for Variables
Size of
Sample
(n)
Factor for
LCL for
R-Charts
(D3)
Factor
UCL for
R-Charts
(D4)
2
3
4
5
6
7
8
9
10
1.880
1.023
0.729
0.577
0.483
0.419
0.373
0.337
0.308
0
0
0
0
0
0.076
0.136
0.184
0.223
3.267
2.575
2.282
2.115
2.004
1.924
1.864
1.816
1.777
Example
5.1
2014 Pearson Education, Inc.
S6 - 49
Control Charts
for Variables
Control Charts Special Metal Screw
R-Charts
R = 0.0021
UCLR = D4R
LCLR = D3R
Example
5.1
2014 Pearson Education, Inc.
S6 - 50
Control Charts
for Variables
Control ChartsSpecial Metal Screw
R-Charts
R = 0.0021
D4 = 2.282
D3 = 0
UCLR = D4R
LCLR = D3R
Example
5.1
2014 Pearson Education, Inc.
S6 - 51
Control Charts
for Variables
Control ChartsSpecial Metal Screw
R-Charts
R = 0.0021
D4 = 2.282
D3 = 0
UCLR = D4R
LCLR = D3R
UCLR = 2.282 (0.0021) = 0.00479 in.
Example
5.1
2014 Pearson Education, Inc.
S6 - 52
Control Charts
for Variables
Control ChartsSpecial Metal Screw
R-Charts
R = 0.0021
D4 = 2.282
D3 = 0
UCLR = D4R
LCLR = D3R
UCLR = 2.282 (0.0021) = 0.00479 in.
LCLR = 0 (0.0021) = 0 in.
Example
5.1
2014 Pearson Education, Inc.
S6 - 53
Control Charts
for Variables
Control ChartsSpecial Metal Screw
R-Charts
R = 0.0021
D4 = 2.282
D3 = 0
UCLR = D4R
LCLR = D3R
UCLR = 2.282 (0.0021) = 0.00479 in.
LCLR = 0 (0.0021) = 0 in.
Example
5.1
2014 Pearson Education, Inc.
S6 - 54
Example
S6 - 55
Control Charts
for Variables
Control ChartsSpecial Metal Screw
R = 0.0021
x== 0.5027
X-Charts
=
UCLx = x + A2R
LCL = x=- A R
x
Example
5.1
2014 Pearson Education, Inc.
S6 - 56
Control Charts
for Variables
3
1.023
=
4
0.729
UCL
x = x + A2R
5
0.577
=
LCL
R
6 x = x - A20.483
7
0.419
8
0.373
9
0.337
10
0.308
Example
5.1
2014 Pearson Education, Inc.
0
0
0
0
0.076
0.136
0.184
0.223
Factor
UCL for
R-Charts
(D4)
3.267
2.575
2.282
2.115
2.004
1.924
1.864
1.816
1.777
S6 - 57
Control Charts
for Variables
Control ChartsSpecial Metal Screw
R = 0.0021
x== 0.5027
x-Charts
A2 = 0.729
=
UCLx = x + A2R
LCL = x=- A R
x
Example
5.1
2014 Pearson Education, Inc.
S6 - 58
Control Charts
for Variables
Control ChartsSpecial Metal Screw
R = 0.0021
x== 0.5027
x-Charts
A2 = 0.729
=
UCLx = x + A2R
LCL = x=- A R
x
S6 - 59
Control Charts
for Variables
Control ChartsSpecial Metal Screw
R = 0.0021
x== 0.5027
x-Charts
A2 = 0.729
=
UCLx = x + A2R
LCL = x=- A R
x
S6 - 60
x-Chart
Special Metal Screw
Example
2014 Pearson Education, Inc.
S6 - 61
x-Chart
Special Metal Screw
Example
2014 Pearson Education, Inc.
Defective/nondefective, good/bad,
yes/no, acceptable/unacceptable
S6 - 63
UCL p = p + zs p
LCL p = p - zs p
s p =
p 1- p
where
S6 - 64
NUMBER
OF
ERRORS
NUMBER
OF
ERRORS
FRACTION
DEFECTIVE
SAMPLE
NUMBER
.06
11
.06
.05
12
.01
.00
13
.08
.01
14
.07
.04
15
.05
.02
16
.04
.05
17
11
.11
.03
18
.03
.03
19
.00
10
.02
20
.04
FRACTION
DEFECTIVE
80
S6 - 65
1
2
Total number
of records
examined
6
.06
11
s p 3=
4
5
NUMBER
OF
FRACTION
SAMPLE
Total
number
of
errors
ERRORS
DEFECTIVE
NUMBER
5
.05
12
NUMBER
OF
80
=ERRORS
(100)(20)
6
1
(.04)(1- .04)
0
.00 (rounded
13up from .0196)
8
= .02
100
1
.01
14
7
4
.04
15
UCL
= p +.02
zs p = .04 +16
3(.02) = .104
2
p
5
.05
17
11
LCL
=
p
z
s
=
.04
3(.02)
=
0
p
p
FRACTION
DEFECTIVE
= .04
.06
.01
.08
.07
.05
.04
.11
.03
18
.03
.03
19
.00
10
.02
20
.04
80
S6 - 66
Fraction defective
UCLp = 0.10
p = 0.04
10
12
14
16
18
20
LCLp = 0.00
Sample number
S6 - 67
Fraction defective
Possible assignable
causes present
.11
.10
.09
.08
.07
.06
.05
.04
.03
.02
.01
.00
UCLp = 0.10
p = 0.04
10
12
14
16
18
20
LCLp = 0.00
Sample number
S6 - 68
S6 - 69
= 6+3 6
= 13.35
LCLc = c - 3 c
= 6-3 6
=0
2014 Pearson Education, Inc.
Number defective
UCLc = c + 3 c
UCLc = 13.35
14
12
10
8
6
4
c= 6
2
0 |
|
1 2
|
3
|
4
|
5
|
6
|
7
|
8
LCLc = 0
|
9
Day
S6 - 70
S6 - 71
VARIABLE DATA
USING AN x-CHART AND R-CHART
S6 - 72
ATTRIBUTE DATA
USING A P-CHART
1. Observations are attributes that can be categorized as good or bad (or
passfail, or functionalbroken), that is, in two states
2. We deal with fraction, proportion, or percent defectives
3. There are several samples, with many observations in each
ATTRIBUTE DATA
USING A C-CHART
1. Observations are attributes whose defects per unit of output can be
counted
2. We deal with the number counted, which is a small part of the possible
occurrences
3. Defects may be: number of blemishes on a desk; crimes in a year;
broken seats in a stadium; typos in a chapter of this text; flaws in a bolt
of cloth
2014 Pearson Education, Inc.
S6 - 73
Target
Figure S6.7
2014 Pearson Education, Inc.
S6 - 74
Target
S6 - 75
Target
S6 - 76
Target
S6 - 77
Target
Figure S6.7
2014 Pearson Education, Inc.
S6 - 78
Target
Figure S6.7
2014 Pearson Education, Inc.
S6 - 79
Process Capability
S6 - 80
S6 - 81
S6 - 82
213 207
=
= 1.938
6(.516)
S6 - 83
213 207
=
= 1.938
6(.516)
Process is
capable
S6 - 84
Cpk = minimum of
Upper
Lower
Specification x , , x Specification
Limit
Limit
3
3
S6 - 85
S6 - 86
(.251) - .250
Cpk = minimum of
,
(3).0005
S6 - 87
S6 - 88
New machine is
NOT capable
S6 - 89
Figure S6.8
Interpreting Cpk
Lower
specification
limit
Upper
specification
limit
S6 - 90
Acceptance Sampling
S6 - 91
Acceptance Sampling
improvement efforts
2014 Pearson Education, Inc.
S6 - 92
Operating Characteristic
Curve
S6 - 93
Keep whole
shipment
100
75
Return whole
shipment
50
25
|
0 | |
0 10 20
Cut-Off
|
30 40
50 60
70 80
90 100
% Defective in Lot
2014 Pearson Education, Inc.
S6 - 94
An OC Curve
Figure S6.9
Probability of
Acceptance
= 0.10
Consumers
risk for LTPD
|
0
|
1
|
2
|
3
|
4
|
5
AQL
Good
lots
|
6
|
7
|
8
Percent
defective
LTPD
Indifference
zone
Bad lots
S6 - 95
S6 - 96
Producer's risk ()
Consumer's risk ()
S6 - 97
n = 100, c = 2
S6 - 98
(Pd)(Pa)(N n)
where
Pd = true percent defective of the lot
Pa = probability of accepting the lot
S6 - 99
S6 - 100
Automated Inspection
Modern
technologies
allow virtually
100% inspection
at minimal costs
Not suitable for
all situations
S6 - 101
Upper
specification
limit
Process mean, m
2014 Pearson Education, Inc.
Thank you
S6 - 103