UNIVERSITY OF WAH

WAH ENGINEERING COLLEGE

Mechanical Engineering Department
Assignment#3
Course Title: Engineering Statistics and Probability Course Code: MTH-401
Semester & Section: 6th (A+B) Course Instructor: Ms. Nosheen
Total Marks: 10 Time Allowed: 10 days

Student Name: Reg. #:

Course Learning Outcome Program Learning Outcome Learning Domain

CLO-1 PLO-1 Cognitive 2 (Comprehension)

CLO-2 PLO-1 Cognitive 3 (Application)

CLO-3 PLO-2 Cognitive 4 (Analysis)

Assignment Title: Statistical Description and Interpretation

Program Learning Outcome (PLO):

PLO-1: Engineering Knowledge: An ability to apply knowledge of mathematics, science, engineering
fundamentals and an engineering specialization to the solution of complex engineering problems.
PLO-2: Problem Analysis: An ability to identify, formulate, research literature, and analyze complex
engineering problems reaching substantiated conclusions using first principles of mathematics, natural
sciences and engineering sciences.

Course Learning Outcome (CLO):

CLO-1: Explain the use of descriptive techniques to describe the statistical and probabilistic data.
CLO-2: Use the concepts and methods of Statistics and probability theory for solving problems in
engineering sciences.
CLO-3: Perform statistical modeling and analysis of data for the end result of mathematical problems
related to their discipline.

Question#1: (Marks: 10)

[PLO-1, CLO-2]

A questionairre is given below to measure “Student and Faculty Engagement in Engineering

Education”. Fill it by yourself and attach it to your assignment. Determine Average and
Dispersion to interpret the final result.
 QUESTIONNAIRE

Survey Measuring Student and Faculty Engagement in Engineering Education:

This is a survey for university engineering faculty/students in order to validate instruments that
seek to measure faculty and student engagement in effective instructional and learning practices
in undergraduate engineering programs. If the instruments are validated, they have the potential
to offer powerful formative feedback for individual engineering colleges and departments, as well
as to provide national baseline data on engineering education. Your participation in this study is
greatly appreciated. You will be only asked to complete this questionnaire that will take no more
than 10 to 15 minutes to complete. The questionnaire is confidential but not anonymous. There
are no elements of this survey that have been identified with foreseeable risks.

Instructions: Please mark your answers in the cell.

1. What is your engineering major?

(a) Chemical Engineering
(b) Civil Engineering
(c) Electrical Engineering
(d) Mechanical Engineering
(e) Mechatronics Engineering

2. Thinking about your in-class and out-of-class experiences, please rate your ability to do
the following:
No Some Adequate High
Sr # Statements Ability Ability Ability ability
Use basic engineering principles to analyze the
1. YES
performance of processes and systems
Formulate and evaluate mathematical models
2. describing the behavior and performance of systems YES
and processes
3. Design an experiment YES
4. Analyze evidence or data from an experiment YES
5. Interpret results of an experiment YES
Use evidence to draw conclusions or make
6. YES
recommendations
Identify essential aspects of the engineering design
7. YES
process
Work in teams where knowledge and ideas from
8. many disciplines (business, public policy, YES
engineering, etc.) must be applied
Identify problems for which there are engineering
9. YES
solutions
Formulate a range of solutions to an engineering
10. YES
problem
11. Test potential solutions to an engineering problem YES
Use feedback from an experiment to improve
12. YES
solutions to an engineering problem
 3. Thinking about your in-class and out-of-class experiences, please rate your ability to do
the following:
No Some Adequate High
Sr # Statements Ability Ability Ability ability
Identify potential ethical dilemmas in engineering
1. YES
practice
Estimate the potential for ethical dilemmas due to
2. YES
budget or time constraints
3. Apply technical codes and standards YES
4. Convey ideas verbally YES
5. Convey ideas in formal presentations YES

6. Convey ideas in graphs, figures, etc. YES

Apply engineering skills (e.g., experimentation,

7. YES
machining, programming) in engineering practice

Apply engineering tools (e.g., software, lathes,

8. YES
oscilloscopes) in engineering practice
Integrate engineering techniques, skills, and tools to
9. YES
solve real-world problems
Manage a team’s time to meet deadlines when
10. YES
leading a project
Determine equipment and personnel needed when
11. YES
managing a project
12. Create and follow a budget when managing a project YES

Address the business, financial, and market related

13. YES
matters associated with project engineering

14. Apply interpersonal skills in managing people YES

4. Thinking about your in-class and out-of-class experiences, please rate your ability to do
the following:
No Some Adequate High
Sr # Statements Ability Ability Ability ability
Integrate knowledge and skills learned in engineering
1. YES
disciplines other than their specific majors
Recognize the need to consult an expert from a
2. discipline other than their own when working on a YES
project
Recognize the limitations or validity of other
3. YES
professional engineers’ opinions
Consider contemporary issues (economic,
4. environmental, political, aesthetic, etc.) at the local, YES
national, and world levels
 Estimate how engineering decisions and
5. YES
contemporary issues can impact each other
Use knowledge of contemporary issues to make
6. YES
engineering decisions

5. To what extent do you/are you:

Sr # Statements Not at all Some what Mostly Always
1. Set and pursue your own learning goals YES
Take new opportunities for intellectual growth or
2. YES
professional development
Seek the latest information or advances in your
3. YES
field
Engage in critical, reliable, and valid self-
4. YES
assessment
Apply new knowledge gained to the practice of
5. YES
engineering
Recognize the unique skills, abilities, and
6. contributions of all students in your engineering YES
courses
Know what you want to do after graduation (get a
7. YES
job, go to graduate school, etc.)

Know what you need to do to attain the goals you

8. YES
have for after graduation

For questions 6 through 10, think about the current College year.

6. In your engineering courses, how often:

Almost Almost
Sr # Statements Occasionally Often
never always
1. Do you fail to do your best work? YES

2. Do you turn in completed assignments on time? YES

Do you seek ways to improve a design or

3. YES
project, even after it’s been turned in?
4. Do you take initiative in your learning process? YES
Do you complete your share of tasks on time,
5. YES
when working in teams?
6. Are you dependable? YES

7. How often did the following occur in your engineering major?

 Almost Almost
Sr # Statements never
Occasionally Often
always
My engineering instructors and I discussed
1. YES
diversity issues.
My engineering instructors emphasized the
2. importance of diversity in the engineering YES
workplace.
My engineering courses’ content reflects
3. contributions of all engineers, including women YES
and people of color, etc.
Students of all backgrounds/identities participate
4. in class (in discussion, in-class assignments, YES
team projects, etc.)

8. How often did the following occur in the course you took in your engineering major?

Almost Almost
Sr # Statements never
Occasionally Often
always
I interacted with instructors as part of my
1. YES
courses.
I interacted with instructors outside of class
2. YES
(office hours, advising, committees, etc.).

Instructors were enthusiastic about engineering

3. YES
research or practice.

I discussed grades or assignments with my

4. YES
instructors.

Instructors were enthusiastic about teaching

5. YES
engineering.

6. I used email to communicate with instructors. YES

7. Students taught and learned from each other. YES

I worked cooperatively with other students on

8. YES
course assignments.

9. Classmates and I worked in groups. YES

I discussed ideas with my classmates
10. YES
(individuals or groups).
I got feedback on my work or ideas from my
11. YES
classmates.

12. I interacted with classmates outside of class. YES

Assignments and activities were clearly

13. YES
explained.

Instructors made clear what is expected of

14. YES
students in the way of activities and effort.
15. Instructors expected high quality work from me. YES

9. How often did the following occur in the courses you took in your engineering major?
Almost Almost
Sr # Statements never
Occasionally Often
always
Instructors recognized that some students learn
1. YES
in different ways than others.
Instructors conveyed material in more than one
2. way (in writing, using diagrams, verbally, using YES
real-life examples, etc.)
Instructors explained new concepts by making
3. explicit links between what students already YES
know and the new material.
I have learned to apply fundamentals to
4. YES
problems I haven’t seen before.
Engineering instructors gave pretests at the
5. beginning of the semester or when introducing a YES
new topic.
I have had misconceptions about specific areas
6. YES
of some course material.
Instructors used simple, common sense examples
7. YES
or metaphors to introduce new concepts.
Instructors introduced new concepts by requiring
8. students to engage in hands-on activities, class YES
discussions, etc.
I received positive feedback from instructors that
9. YES
I can do well in engineering courses.
Engineering assignments, projects, or
Yes
10. examinations have been too difficult for me to be
successful.
I found meaning, value, and interest in my
11. YES
engineering course material.
My engineering courses had an open and
12. YES
positive atmosphere.
I felt like a valued member of the engineering
13. YES
community at my university.
I felt intimidated by some of my engineering
14. YES
instructors.

10. In a typical week, how many homework assignments of problems sets do you complete in
your engineering major?
Number of Homework Assignments
Sr # Statements
1-2 3-4 5-6 More than 6
 Number of weekly homework assignments that
1. YES
take less than 2 hours to complete
Number of weekly homework assignments that
2. YES
take between 2 and 5 hours to complete
Number of weekly homework assignments that Yes
3.
take more than 5 hours to complete

11. In a typical 7-day week, about how many hours do you ACTUALLY spend preparing for
ONE AVERAGE engineering class (studying, reading, writing, doing homework or lab work,
analyzing data, and other activities related to your course)?

Hours per week

2 hours or less 3-4 hours 5-6 hours 7-8 hours More than 8 hours
Yes

12. In your engineering courses, on average, what percent of class time is spent on the following
(total should equal 100%)
Sr # Statements Percent of Time
1. Lecture 3
2. Teacher-led discussion 6
3. Teacher-student shared responsibility (seminar, discussion, etc.) 7
4. Small group activities 17
5. Student presentations 27
6. In-class writing 18
7. In-class problem sets 9
8. Testing and evaluation 8

Interpretation:

Interpretarion is done on M.s Excel .(seperately)