Syllabus in Eng

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HOLY ANGEL UNIVERSITY

SCHOOL OF ENGINEERING & ARCHITECTURE Department of General Engineering

COURSE OUTLINE: Syllabus in Engineering Data Analysis (ENGDATA) 2nd Semester, SY 2018-2019

Holy Angel University VMs

Vision: To become a role-model catalyst for countryside development and one of the most influential, best-managed Catholic universities in the Asia-Pacific region.

Mission: To offer accessible quality education that transforms students into persons of conscience, competence, and compassion.

School of Engineering and Architecture VMs

Vision

A center of excellence in engineering and architecture education imbued with Catholic mission and identity serving as a role-model catalyst for countryside development.

Mission

The School shall provide accessible quality engineering and architecture education leading to highly competent professional; continually contribute to the advancement of knowledge and technology through research activities; and support countryside development through environmental preservation and community involvement.

Institutional Student Learning Outcomes (ISLOs)

1. Show effective communication

2. Demonstrate appropriate value and sound ethical reasoning 3. Apply critical and creative thinking

4. Utilize civic and global learning

5. Use applied and collaborative learning 6. Employ aesthetic engagement

7. Show Information and Communication Technology (ICT) Literacy

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Program Educational Objectives (PEOs)

Within a few years after graduation, graduates of our Engineering programs are expected to have:

1. Demonstrated technical competence, including design and problem-solving skills, as evidenced by:

• the sound technical designs and systems that conform with existing laws and ethical standards they produced

• the recognition and certification they received for exemplary achievement 2. Shown a commitment to life-long learning as evidenced by:

• the graduate degrees or further studies they pursue

• the professional certifications which are locally and internationally recognized they possess

• the knowledge and skills on recent technological advances in the field they continuously acquire 3. Exhibited success in their chosen profession evidenced by:

• the key level positions they hold or promotions they get in their workplace

• the good track record they possess

• the professional visibility (e.g., publications, presentations, patents, inventions, awards, etc.)

• they are involved with international activities (e.g., participation in international conferences, collaborative research, employment abroad, etc.) they are engaged with

• the entrepreneurial activities they undertake 4. Manifested faithful stewardship as evidenced by:

• their participation in University-based community extension initiatives as alumni

• their contribution to innovations/ inventions for environmental promotion and preservation, and cultural integration

• their engagement in advocacies and volunteer works for the upliftment of the quality of life and human dignity especially the marginalized

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Relationship of the Program Educational Objectives to the Mission of the School of Engineering & Architecture:

Engineering Program Educational Objectives (PEOs):

Within a few years after graduation, the graduates of the Engineering program should have:

Mission The School shall provide

accessible quality

engineering and architecture education leading to high professional competence.

The School shall continually contribute to the

advancement of knowledge and technology through research activities.

The School shall support countryside development through environmental preservation and community involvement.

1. Demonstrated professional competence, including design and problem solving skills as evidenced by:

• the sound technical designs and systems that conform with existing laws and ethical standards they produced

• the recognition and certification they received for exemplary achievement

✓ ✓ ✓

2. Shown a commitment to life-long learning evidenced by:

• the graduate degrees or further studies they pursue

• the professional certifications which are locally and internationally recognized they possess

• the knowledge and skills on recent technological advances in the field they continuously acquire

✓ ✓ ✓

3. Exhibited success in their chosen profession evidenced by:

• the key level positions they hold or promotions they get in their workplace

• the good track record they possess

• the professional visibility (e.g., publications, presentations, patents, inventions, awards, etc.)

• they are involved with international activities (e.g., participation in international conferences, collaborative research, employment abroad, etc.) they are engaged with

• the entrepreneurial activities they undertake

✓ ✓ ✓

4. Manifested faithful stewardship evidenced by:

• their participation in University-based community extension ✓ ✓ ✓

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initiatives as alumni

• their contribution to innovations/ inventions for environmental promotion and preservation, and cultural integration

• their engagement in advocacies and volunteer works for the upliftment of the quality of life and human dignity especially the marginalized

Relationship of the Institutional Student Learning Outcomes to the Program Educational Objectives:

PEO 1 PEO 2 PEO 3 PEO 4

ISLO1: Show effective communication ✓ ✓ ✓ ✓

ISLO2: Demonstrate appropriate value and sound ethical reasoning ✓ ✓ ✓ ✓

ISLO3: Apply critical and creative thinking ✓ ✓ ✓ ✓

ISLO4: Utilize civic and global learning ✓ ✓ ✓ ✓

ISLO5: Use applied and collaborative learning ✓ ✓ ✓ ✓

ISLO6: Employ aesthetic engagement ✓ ✓ ✓ ✓

ISLO7: Show Information and Communication Technology (ICT) Literacy ✓ ✓ ✓ ✓

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Engineering Program Outcomes (POs)

After finishing the program students will be able to:

a. Apply knowledge of mathematics, physical sciences, and engineering sciences to the practice of Engineering.

b. Design and conduct experiments, as well as to analyze and interpret data.

c. Design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability, in accordance with standards.

d. Function on multidisciplinary teams.

e. Identify, formulate and solve engineering problems.

f. Have an understanding of professional and ethical responsibility.

g. Demonstrate and master the ability to listen, comprehend, speak, write and convey ideas clearly and effectively, in person and through electronic media to all audiences.

h. Have broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context.

i. Recognition of the need for, and an ability to engage in life-long learning and to keep current of the development in the field.

j. Have knowledge of contemporary issues.

k. Use the techniques, skills, and modern engineering tools necessary for engineering practice.

l. Have knowledge and understanding of engineering and management principles as a member and leader in a team, to manage projects and in multidisciplinary environments.

m. Engage in service-learning program for the promotion and preservation to local culture and tradition as well as to the community.

Relationship of the Engineering Program Outcomes to the Program Educational Objectives:

PEO 1 PEO 2 PEO 3 PEO 4

a. Apply knowledge of mathematics, physical sciences, and engineering sciences to the practice of

Engineering. ✓ ✓ ✓ ✓

b. Design and conduct experiments, as well as to analyze and interpret data. ✓ ✓ ✓ ✓

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c. Design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and

sustainability, in accordance with standards.

✓ ✓ ✓ ✓

d. Function on multidisciplinary teams. ✓ ✓ ✓ ✓

e. Identify, formulate and solve engineering problems. ✓ ✓ ✓ ✓

f. Have an understanding of professional and ethical responsibility. ✓ ✓ ✓ ✓

g. Demonstrate and master the ability to listen, comprehend, speak, write and convey ideas clearly

and effectively, in person and through electronic media to all audiences. ✓ ✓ ✓ ✓

h. Have broad education necessary to understand the impact of engineering solutions in a global,

economic, environmental, and societal context. ✓ ✓ ✓ ✓

i. Recognition of the need for, and an ability to engage in life-long learning and to keep current of the

development in the field. ✓ ✓ ✓ ✓

j. Have knowledge of contemporary issues. ✓ ✓ ✓ ✓

k. Use the techniques, skills, and modern engineering tools necessary for engineering practice. ✓ ✓ ✓ ✓

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l. Have knowledge and understanding of engineering and management principles as a member and

leader in a team, to manage projects and in multidisciplinary environments. ✓ ✓ ✓ ✓

m. Engage in service-learning program for the promotion and preservation to local culture and tradition

as well as to the community. ✓ ✓ ✓ ✓

Course Outcomes (COs)

1. Apply statistical methods in the analysis of data;

2. Design experiments involving several factors.

a b c d e f g h i j k l m

CO1. Apply statistical methods in the analysis of data; I E D

CO2. Design experiments involving several factors. I E E

I. Course Description : This course is designed for undergraduate engineering students with emphasis on problem solving related to societal issues that engineers and scientists are called upon to solve. It introduces different methods of data collection and the suitability of using a particular method for a given situation. The relationship of probability to statistics is also discussed, providing students with the tools they need to understand how "chance" plays a role instatistical analysis. Probability distributions of random variables and their uses are also considered, along with a discussion of linear functions of random variables within the context of their application to data analysis and inference. The course also includes estimation techniques for unknown parameters; and hypothesis testing used in making inferences from sample to population; inference for regression parameters and build models for estimating means and predicting future values of key variables under study. Finally, statistically based experimental design techniques and analysis of outcomes of experiments are discussed with the aid of statistical software.

II. Course Credit : 3 Units

III. Prerequisite : CALCULUS 1(CALC1)

IV. Textbook : Walpole, Myers, Myers and Ye (2014). Probability and Statistics for Engineers and Scientists. 9^th Edition. Philippines: Pearson Education South Asia Pte. Ltd.

V. Requirements : Class Activities (include Individual and Group Works, Assignments, Recitations, Boardworks, Problem Sets and Case Study), Quizzes, Major Exams andFinal Output

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Learning Outline Week/

Hours Learning output Students output Topics

Core values Sub values

Methodology Evaluation/

Learning Assesment Week

1–3 9 hours

• Define statistics and learn its applications in the real world

• Differentiate descriptive and inferential statistics

• Identify the scales of measurements

• Know the methods of obtaining, collecting, analyzing, presenting and interpreting data

• Compare the methods of presenting data

• Learn how to construct the frequency

distribution table

• Solve for the data averages using the measures of central tendency namely mean, median and mode

• Measure the dispersion and skewness of data

• Locate the data using percentile, decile and quartile

• Apply statistics to engineering designs

• Recitation

• Board work

• Seatwork

• Assignment

1. Obtaining Data 1.1. Methods of Data Collection

1.2. Planning and Conducting Surveys 1.3. Planning and

Conducting Experiments:

Introduction to Design of Experiments

Integrity

Indicators: honesty, transparency and accountability Christ-

centeredness Indicators: respect to God and being faithful and prayerful Excellence Indicators:

analytical and critical thinking Societal responsibility Indicators:

compassion and involvement

• Class discussion conducted by the teacher

• Class activities given to the students

• Oral questioning by the teacher to the students provoking critical thinking

• Lectures presented in video or power point presentation

• Word problems solved on the board

• Quiz

• Problem Set

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Week 4-5 6 hours

• Know the definition and concepts of probability

• Identify problems involving counting principle, permutation and combination

• Recognize and

differentiate the rules in probability

• Apply counting rules and rules of probability in solving problems

• Seatwork

• Assignment

• Pair work

2. Probability

2.1. Sample Space and Relationships among Events

2.2. Counting Rules Useful in Probability 2.3. Rules of Probability

Integrity

• Pop Quiz

• Problem Set

Week 6-7 6 hours

• Learn the concept of random variables and probability distributions

• Compare discreet and continuous probability distributions

• Solve problems involving discreet probability distributions

• Pair work

• Board work

• Assignment

• Seatwork

3. Discreet Probability Distributions

3.1. Random Variables and their Probability Distributions

3.2. Cumulative Distribution Functions 3.3. Expected Values of Random Variables 3.4. The Binomial

Integrity

centeredness Indicators: respect

• Lectures presented

• Quiz

• Problem Set

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Distribution 3.5. The Poisson Distribution

to God and being faithful and prayerful Excellence Indicators:

analytical and critical thinking Community Indicators:

Respect for human dignity/life and care

in video or power point presentation

Week 7-8 6 hours

• Explain the concepts of continuous

probability distributions

• Differentiate discreet probability

distributions from continuous probability distributions

• Solve problems involving continuous probability

distributions

• Learn how to graph and find values in the normal distribution

• Describe normal and exponential

distributions

• Board work

• Case Study

4. Continuous Probability Distribution

4.1. Continuous Random Variables and their Probability

Distribution

4.2. Expected Values of Continuous Random Variables

4.3. Normal Distribution 4.4. Normal

Approximation to the Binomial and Poisson Distribution

4.5. Exponential Distribution

Integrity

Indicators: honesty, transparency and accountability Excellence Indicators:

Respect for human dignity/life and care Societal

responsibility

• Pop Quiz

• Problem set

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Indicators:

compassion and involvement Week

9 3 hours

• Learn and identify joint, marginal and conditional probability distributions

• Solve problems involving joint, marginal and

conditional probability distributions

• Know the linear and general functions of two or more random variables

• Recitation

• Seatwork

• Assignment

5. Joint Probability Distribution

5.1. Two or Random Variables

5.1.1. Joint Probability Distributions

5.1.2. Marginal

Probability Distribution 5.1.3. Conditional Probability Distribution 5.1.4. More than Two Random Variables 5.2. Linear Functions of Random Variables 5.3. General Functions of Random Variables

Integrity

analytical and critical thinking

• Major Examination

• Quiz

MIDTERM EXAMINATION Week

10 3 hours

• Learn the concepts of sampling distributions, point estimation of parameters.

• Know and apply the central limit theorem

• Board work

• Seatwork

• Assignment

6. Sampling Distributions and Point Estimation of Parameters

6.1. Point Estimation 6.2. Sampling Distribution and the Central Limit Theorem 6.3. General Concept of Point Estimation

6.3.1. Unbiased Estimator

6.3.2. Variance of a Point Estimator

Integrity

centeredness Indicators: respect to God and being faithful and prayerful

• Word problems

• Pop Quiz

• Problem Set

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6.3.3. Standard Error 6.3.4. Mean Squared Error of an Estimator

Excellence Indicators:

analytical and critical thinking

solved on the board

Week 11 3 hours

• Differentiate

confidence, prediction and tolerance intervals

• Solve problems using statistical intervals

• Recitation

• Board work

• Seatwork

7. Statistical Intervals 7.1. Confidence

Intervals: Single Sample 7.2. Confidence

Intervals: Multiple Samples

7.3. Prediction Intervals 7.4. Tolerance Intervals

Integrity

• Pop Quiz

• Problem Set

Week 12-13 6 hours

• Learn the concepts of inferential statistics

• Compare inferential statistics from

• Board work

• Assignment

• Case Study

8. Test of Hypothesis for a Single Sample

8.1. Hypothesis Testing 8.1.1. One-sided and

Integrity

Indicators: honesty, transparency and

• Class activities given

• Quiz

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descriptive statistics

• Formulate and test hypotheses

• Apply the steps or procedures in testing hypotheses

• Use the normal distribution in testing hypotheses

Two-sided Hypothesis 8.1.2. P-value in Hypothesis Tests 8.1.3. General

Procedure for Test of Hypothesis

8.2. Test on the Mean of a Normal Distribution, VarianceKnown

8.3. Test on the Mean of a Normal Distribution, VarianceUnknown 8.4. Test on the Variance and Statistical Deviation of a Normal

Distribution

8.5. Test on a Population Proportion

accountability Christ-

responsibility Indicators:

to the students

Week 14–15 6 hours

• Solve problems using statistical inference of two samples involving means, variances and the normal distribution

• Recitation

• Board work

• Assignment

9. Statistical Inference of Two Samples

9.1. Inference on the Difference in Means of Two NormalDistributions, Variances Known

9.2. Inference on the Difference in Means of

Integrity

centeredness

• Oral questioning by the teacher to the students provoking

• Quiz

• Pop Quiz

• Problem Set

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Two Normal

Distributions, Variances Unknown

9.3. Inference on the Variance of Two Normal Distributions

9.4. Inference on Two Population Proportions

Indicators: respect to God and being faithful and prayerful Excellence Indicators:

critical thinking

Week 16–18 9 hours

• Learn the concepts of linear regression and correlation

• Know and apply the empirical models

• Examine the least- squares approach

• Use t-test

• Apply analysis of variance in solving problems involving regression and correlation

• Learn how to predict new observations

• Recitation

• Seatwork

• Assignment

10. Simple Linear Regression and Correlation

10.1. Empirical Models 10.2. Regression:

Modelling Linear Relationships – The Least-Squares Approach 10.3. Correlation:

Estimating the Strength of Linear Relation 10.4. Hypothesis Tests in Simple Linear Regression

10.4.1. Use of t-tests 10.4.2. Analysis of Variance Approach to Test Significance of

Integrity

analytical and

• Major Exam

• Quiz

• Final Output

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Regression

10.5. Prediction of New Observations

10.6. Adequacy of the Regression Model 10.6.1. Residual Analysis

10.6.2. Coefficient of Determination 10.7. Correlation

critical thinking Community Indicators:

responsibility Indicators:

compassion and involvement FINAL EXAMINATION

References:

Proschan, Michael A. (2016). Essentials of Probability Theory for Statisticians. Boca Raton: CRC Press.

Hinders, Duane C. (2016). AP Statistics 2017. New York: McGraw-Hill.

Devore, Jay L. (2016). Probability and Statistics for Engineering and the Sciences: Student Solutions Manual. Australia: Cengage Learning.

Montgomery, Douglas C. (2014) Applied Statistics and Probability for Engineering. New Jersey: John Wiley.

Walpole, Ronald E. (2014). Essentials of Probability and Statistics for Engineers and Scientists. Harlow: Pearson Education.

Ross, Sheldon M. (2014). Introduction to Probability Models. United Kingdom: Academic Press.

Online references:

Retrieved from http://stattrek.com

Retrieved fromhttp://mathworld.wolfram.com Retrieved fromhttp://khanacademy.org Expectations from Students

Students are held responsible for meeting the standards of performance established for each course. Their performance and compliance with other course requirements are the bases for passing or failing in each course, subject to the rules of the University. The students are expected to take all examinations on the date scheduled, read the assigned topics prior to class, submit and comply with all the requirements of the subject as scheduled, attend each class on time and participate actively in the discussions.

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Furthermore, assignments such as reports, reaction papers and the like shall be submitted on the set deadline as scheduled by the faculty. Extension of submission is approved for students with valid reasons like death in the family, hospitalization and other unforeseen events. Hence, certificates are needed for official documentation. Students assigned by the University in extracurricular activities (Choral, Dance Troupe and Athletes) are excused from attending the class, however, said students are not excused from classroom activities that coincide the said University activities. Special quiz is given to students with valid reasons like death in the family, hospitalization and other unforeseen events. Hence, certificates are needed for official documentation. Likewise, special major examination is given to students with the same reasons above. Attendance shall be checked every meeting. Students shall be expected to be punctual in their classes. And observance of classroom decorum is hereby required as prescribed by student’s handbook.

Academic Integrity

It is the mission of the University to train its students in the highest levels of professionalism and integrity. In support of this, academic integrity is highly valued and violations are considered serious offenses. Examples of violations of academic integrity include, but are not limited to, the following:

1.Plagiarism – using ideas, data or language of another without specific or proper acknowledgment. Example: Copying text from the Web site without quoting or properly citing the page URL, using crib sheet during examination. For a clear description of what constitutes plagiarism as well as strategies for avoiding it, students may refer to the Writing Tutorial Services web site at Indiana University using the following link: http://www.indiana.edu/~wts/pamhlets.shtml. For citation styles, students may refer to http://www.uwsp.edu/psych/apa4b.htm.

2. Cheating – using or attempting to use unauthorized assistance, materials, or study aids during examination or other academic work. Examples: using a cheat sheet in a quiz or exam, altering a grade exam and resubmitting it for a better grade.

3. Fabrication – submitting contrived or improperly altered information in any academic requirements. Examples: making up data for a research project, changing data to bias its interpretation, citing nonexistent articles, contriving sources.

(Reference: Code of Academic Integrity and Charter of the Student Disciplinary System of the University of Pennsylvania at http://www.vpul.upenn.edu/osl/acadint.html).

Policy on Absences

1. Students should not incur absences of more than 20% of the required total number of class and laboratory periods in a given semester.

1.1. The maximum absences allowed per semester are:

For subjects held 1x a week, a maximum of 3 absences;

For subjects held 2x a week, a maximum of 7 absences; and For subjects held 3x a week, a maximum of 10 absences.

2. A student who incurs more than the allowed number of absences in any subject shall be given a mark of “FA” as his final rating for the semester, regardless of his performance in the class.

3. Attendance is counted from the first official day of regular classes regardless of the date of enrolment.

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Other Policies

• Departmentalized when it comes to major exams such as Midterms and Finals.

• Quizzes will be given at least after the discussion of every chapter.

• Drills, Exercises, Seat works, Projects, Recitation/Role playing will be given to the students and will be graded as part of class standing.

• Homework Policy will be given at the discretion of the faculty and will be graded as part of class standing.

Grading System (Campus ++):

Class Standing: 60%

Class Activities Final Output Quizzes Major Exams: 40%

Midterm Exam Final Exam

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Prepared by:

ENGR. HAZEL T. TIONGSON

Reviewed by:

ENGR. RECHELLE ANN M. GUNDRAN OBE Facilitator

ENGR. RICHARD L. FIGUEROA

Chairperson, General Engineering Department

Certified by:

DR. BONIFACIO V. RAMOS Director, University Library

Approved by:

DR. JAY JACK R. MANZANO

Dean, School of Engineering and Architecture