MATH 3 Engineering Data Analysis PDF

2020 Level 2
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SAMAR STATE UNIVERSITY Quality Management
Arteche Blvd., Catbalogan City, Philippines 6700
Office of the Vice President | Academic Affairs
SSU-OVPAA-FR-018
18-OCT-2022 REV. 11
COURSE SYLLABUS
I. Course Code : MATH 3
II. Course Descriptive Title : ENGINEERING DATA ANALYSIS
III. Credit Units/No. of Hrs. : Lecture: 3 units; 54 hours
IV. Course Pre-requisite/s : Math 1 (Calculus 1)
V. Academic Term and School Year : Second Semester, SY 2022-2023
VI. Vision, Mission and Quality Policy of SSU :
SSU Vision
A Transformative University Committed to Technology, Innovation and Service Excellence.

BOR No. 41 series 2014
SSU Mission
The University shall primarily provide advanced instruction and professional training in the arts, philosophy, social sciences, agriculture and fishery, forestry, science and
technology, engineering, education, law and other related fields. It shall also undertake research and extension services, and provide progressive leadership in its areas of
specialization.
Sec. 2. R.A. 9313

Quality Policy
Samar State University commits to provide and uphold service excellence in instruction, research and extension in conformity to legal and statutory requirements for continual
improvement and customer satisfaction.
BOR No. 80 series 2016
VII. College Goal
The College of Engineering aims to develop engineers who are aware of their role as frontline technocrats in technological; advancement and nation-building, equipped with
the necessary knowledge, expertise, and values, and prepared to face the challenges in the practice of the engineering profession, locally and globally.
Website: www.ssu.edu.ph
Contact us: (055) 530-0629 | info@ssu.edu.ph
Follow us on @ssucatbalogan 1st Philippine Higher Education Internationalization Awardee (2021)
2019 Top Patent Filer (2009-2019)
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VIII. Program Graduate Outcomes
Institutional Graduate Outcome Attributes Link to MV-CV
Common to All Programs in All Types of School

1. Articulate and discuss the latest developments in the specific field of practice. Communicator Excellence, Technology
2.
Communicate effectively in writing, speaking and presenting using culturally appropriate language. Communicator Excellence
3.
Work effectively in teams, in collaboration with other disciplines, and multicultural teams. Team Player Leadership
4.
Practice the profession in accordance with existing laws, social, moral and/ or ethical responsibility. Professional Discipline
5.
Act as a responsible citizen and show pride of being Filipino by preserving and promoting Filipino historical and cultural Nationalistic Discipline
heritage.
Common to State Universities
6. Demonstrate competence to conduct research. Competent Excellence, Innovation,
Technology
7. Demonstrate competence and commitment to develop appropriate technological services in response to national, Committed/ Service,
regional and local development. Service Oriented Technology
Common to Samar State University Graduates
8. Demonstrate ability to use innovative, creative and appropriate methods to meet the demands of the industry and/or Technology Provider Innovation, Technology
labor market.
9. Demonstrate ability to sustainably manage the resources available in the community. Resource Manager Service, Technology
10. Demonstrate ability to create scientific solutions and innovative concepts with creativity and critical mindedness. Solution Provider Excellence, Innovation
Creative/Critical
11. Demonstrate competence to translate challenges into opportunities. Risk Taker Excellence, Innovation
Change Agent
12. Demonstrate ability to engage in life-long learning with a passion to keep current with local, national and global Life Long Learner Excellence, Technology
developments.
Common to Civil Engineering Graduates
13. Apply knowledge of mathematics and science to solve complex civil engineering problems. Technology Provider Innovation, Technology
14. Apply techniques, skills, and modern engineering tools for engineering practice. Competent in problem Excellence
solving
15. Demonstrate ability to provide engineering solutions in a global/societal context to alleviate the socio-economic status of Leadership, Innovation Excellence, Leadership
the community.
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16. Design a system, component, or process to meet desired needs within realistic constraints such as economic, Creative, innovative, and Innovation and leadership
environmental, social, political, ethical, health and safety, manufacturability, and sustainability in accordance with leadership
standards.
17. Demonstrate and apply civil engineering and management principles as a member and/or leader in a team to manage Innovative, creative Innovation, excellence
projects in multidisciplinary environments.
IX. Program Objectives

Bachelor of Science in Civil Engineering (BSCE)
1. Prepare for the planning, designing, constructing, managing and maintaining of (a) railways, roads, and bridges; (b) dams, reservoirs and hydraulic structures and systems; (c)
water and wastewater disposal; (d) buildings and foundations; and (e) other types of civil works used by man;
2. Take cognizance of their environment;
3. Gain knowledge of their professional responsibilities;
4. Gain knowledge on human, financial, physical, and resource managements;
5. Utilize their knowledge of arts, sciences, and engineering concepts;
6. Prepare for the graduate tasks, researches, and extension services;
7. Discharge all the duties and responsibilities inherent to SSU Alumni Association
X. 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 in statistical 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.
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XI. Course Outcomes and their Relationship to Program Outcomes
PROGRAM OUTCOMES
COURSE LEARNING OUTCOMES (CLOs)
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
1. Apply statistical methods in the analysis of data
I I I I
2. Design experiments involving several factors
I I I I
Key: I – Introductory E – Enabling D – Demonstrated
XII. Core Values to be Developed
Leadership, Excellence, Discipline, Service
XIII. Course Content

A. Preliminaries 2 hrs
1. SSU Vision
2. SSU Mission
3. College Goals
4. Discussion of course description and expected outcomes
5. Discussion of course policies, grading system
B. Obtaining Data 3 hrs
a. Methods of Data Collection
b. Planning and Conducting Surveys
c. Planning and Conducting Experiments: Introduction to Design of Experiments
C. Probability 3 hrs
a. Sample Space and Relationships among Events
b. Counting Rules Useful in Probability
c. Rules of Probability
D. Discreet Probability Distributions 4 hrs
a. Random Variables and their Probability Distributions
b. Cumulative Distribution Functions
c. Expected Values of Random Variables
d. The Binomial Distribution
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e. The Poisson Distribution

E. Continuous Probability Distribution 5 hrs
a. Continuous Random Variables and their Probability Distribution
b. Expected Values of Continuous Random Variables
c. Normal Distribution
d. Normal Approximation to the Binomial and Poisson Distribution
e. Exponential Distribution
F. Joint Probability Distribution 4 hrs
a. Two or Random Variables
a. Joint Probability Distributions
b. Marginal Probability Distribution
c. Conditional Probability Distribution
d. More than Two Random Variables
b. Linear Functions of Random Variables
c. General Functions of Random Variables
G. Sampling Distributions and Point Estimation of Parameters 4 hrs
a. Point Estimation
b. Sampling Distribution and the Central Limit Theorem
c. General Concept of Point Estimation
a. Unbiased Estimator
b. Variance of a Point Estimator
c. Standard Error
d. Mean Squared Error of an Estimator
MIDTERM EXAM 2 hrs
H. Statistical Intervals 3 hrs
a. Confidence Intervals: Single Sample
b. Confidence Intervals: Multiple Samples
c. Prediction Intervals
d. Tolerance Intervals
I. Test of Hypothesis for a Single Sample 4 hrs
a. Hypothesis Testing
a. One-sided and Two-sided Hypothesis
b. P-value in Hypothesis Tests
c. General Procedure for Test of Hypothesis
b. Test on the Mean of a Normal Distribution, Variance Known
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c. Test on the Mean of a Normal Distribution, Variance Unknown

d. Test on the Variance and Statistical Deviation of a Normal Distribution
e. Test on a Population Proportion
J. Statistical Inference of Two Samples 3 hrs
a. Inference on the Difference in Means of Two Normal Distributions, Variances Known
b. Inference on the Difference in Means of Two Normal Distributions, Variances Unknown
c. Inference on the Variance of Two Normal Distributions
d. Inference on Two Population Proportions
K. Simple Linear Regression and Correlation 6 hrs
1. Empirical Models
2. Regression: Modelling Linear Relationships – The Least-Squares Approach
3. Correlation: Estimating the Strength of Linear Relation
4. Hypothesis Tests in Simple Linear Regression
a. Use of t-tests
b. Analysis of Variance Approach to Test Significance of Regression
5. Prediction of New Observations
6. Adequacy of the Regression Model
a. Residual Analysis
b. Coefficient of Determination
7. Correlation
L. Multiple Linear Regression 3 hrs
a. Multiple Linear Regression Model
b. Hypothesis Test in Multiple Linear Regression
c. Prediction of New Observations
d. Model Adequacy Checking
3 hrs
M. Design and Analysis of Single Factor Experiments
a. Completely Randomized Single Factor Experiments
a. Analysis of Variance (ANOVA)
b. Multiple Comparisons following the ANOVA
c. Residual Analysis and Model Checking
d. Determining Sample Size
b. The Random-Effects Model
a. Fixed versus Random Factors
b. ANOVA and Variance Components
c. Randomized Complete Block Design
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a. Design and Statistical Analysis

b. Multiple Comparisons
c. Residual Analysis and Model Checking
N. Design of Experiments with Several Factors
a. Factorial Experiments 3hrs
b. Two-Factor Factorial Experiments
b1. Statistical Analysis of the Fixed-Effects Model
b2. Model Adequacy Checking
c. 2k Factorial Design
c1. Single Replicate
c2. Addition of Center Points
d. Blocking and Confounding in the 2k Design
e. Fractional Replication of the 2k Design
f. Response Surface Methods
FINAL EXAM __ 2 hrs___

54 hrs
XIV. Grading System

1. Major Examination (Midterm/Finals) 40%
2. Summative Test 25%
3. Class Participation 15%
4. Term Requirements 20%
100%
*TERM REQUIREMENTS
A Compilation of Problem Sets, Power Point Presentation and Encoded Output of Assigned Topic
XV. Required Reading
1. Moore, D. S., McCabe, G. P>, & Craig, B. A. (2012). Introduction to the practice of statitics (7 th ed.). Now York: W. H. Freeman
2. Razon, J. J. (2020). Math019A Engineering Data Analysis. Faculty CPE Department. https://doku.pub/download/math019a-engineering-data-analysis-nl2zrd8ok2l8
3. https://learnandteachstatistics.wordpress.com/2018/01/09/videos-for-teaching-and-learning-statistics/
XVI. Suggested Readings and References
1. Duaso, C. G. and Gillesania, D.I. T. (2017). Probability and Statistics (2nd Edition). Cebu DGPrint, Inc.
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XVII. Classroom Policies
General Classroom Policy
1. Classes will be delivered based on flexible-learning scheme. Classes will be based on the available resources of both the university and the students.
2. If the student is capable, the learning materials will all be available through the SSU Learning Management System (LMS) which can be accessed using the respective institutional
account of the students.
3. If the student is not capable of accessing the SSU LMS, feel free to contact the instructor for other possible options to deliver the learning needs of the students.
4. Students are expected to exhibit discipline, honesty, integrity and good conduct to go along with the new learning experience.
5. Students are required to regularly check the available communication platforms used in the delivery of instruction.
6. Students can contact the instructor at the prescribed platform. However, queries or questions will be entertained during the course regular schedule.
7. Be on time, be prepared, plan well, and remain on task.
8. Do not disrupt the class or teacher, or waste class time.
9. Be honest and respectful of ideas of people, and of their property.
10. Cheating is absolutely not allowed at all times. Anyone caught cheating will be automatically marked “Failed” in the course.
11. Students are encouraged to be resourceful and use these resources wisely. If by any means the student have an access to internet, it is required that he/she regularly visit their
accounts for additional resources. Observe proper computer ethics.
12. Students in the conduct of online class synchronous/asynchronous, are required to look for a safe and convenient place (with good internet connection).
13. Students are advised to ask questions/queries regarding course requirements, topics, and others related to the instruction.
14. Concerns and questions of the students will be addressed by raising their hand first and they are not allowed to talk unless they are told to do so.
15. Students are strictly to follow traffic regulations and signages within the college of engineering premises.
16. Students are mandated to stay in their seat throughout the class unless required to move.
17. Maintain a safe, orderly, and clean environment.
18. Student whose area found unclean will be marked absent during the class.
19. Mobile phones are strongly advised to be switched off during class especially during exams.
20. Refer to the Student’s Handbook for other university policies.
21. BY ALL MEANS, THE STUDENT HAS TO REACH OUT ITS FACULTY OR ADVISER THE WHOLE SEMESTER.
In the conduct of online class:

Students are advised to strictly follow the policies prescribed in the BOR Resolution No. 92, series of 2020 in the conduct of online classes.
22. Students must be in proper and decent attire while attending online classes
23. Students must use full name or real name on social media account for proper identification and for prompt admission during online classes
24. Turn camera on at all times, if applicable (i.e. when required by instructor/professor). Even when the camera is off, students must stay attentive and participative and face the
screen/camera in an upright position throughout the entire class session
25. Students must stay focused during the entire class discussion. Student should set the microphone into mute mode when it is not his/her turn to talk or if not recognized by the
instructor/professor to avoid disruption of classes
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26. Students must observe good manners and right conduct at all times. Students must be polite when asking for clarifications or in answering his/her instructor’s/professor’s and
classmates’ questions. All messages, either for instructors/professors or classmates must be in professional/educated manner and are well-written
27. Students must use concise, clear, specific, and formal language in asking questions and giving responses. Students must avoid using trendy or non-standard abbreviations and
jargons and be particular in using emoticons to show emotions
28. Students must give appropriate response to the person who generated the original message. Students must avoid replying to any message unless it is with a good purpose. No
student should respond when he/she is angry/upset to avoid delivery of derogatory words
29. Students must consider the audience or the recipients of the message. The content must be checked and proofread. Apply “think before you click” principle in replying, sending
or posting anything on social media or in any online platform. Evaluate the content and remember your purpose. (Is it helpful? Or is it worth sharing?)
30. Students must not publicize other person’s email address or contact number/s in adherence to Data Privacy Law
31. Students must be the authors and real owners of any course requirements. Plagiarism must be avoided and proper referencing and citation must be practiced at all times
32. Students must display honesty and value integrity at all times. It must be noted that all forms of cheating are prohibited during an online quiz and examination
33. Students must adhere to the provisions of the policies enumerated above.
XVIII. Consultation Hours
1:00-3:30 PM Tuesday (face to face)

8:00-10:30 AM Wednesday (in any mode)
XIX. Learning Plan
Course Time
Learning Intended Learning Outcome Frame Teaching-Learning Activities/
Content (Hour) Resources Assessment
Outcome (ILO) Strategies
(CLO) LEC LAB
1. Recite University Mantra, A. Preliminaries 2 • Laptop • Discussion
Vision, Mission, and Goals and a) SSU Vision • Student Manual • Lecture
Objectives b) SSU Mission • Syllabus
c) College Goals
d) Discussion of course
description and expected
outcomes
e) Discussion of course policies,
grading system
CLO 1 1. Identify the role that statistics B. Obtaining Data 3 • E-books • Self-Directed Learning • Problem Sets
can play in the engineering a. Methods of Data Collection Modular Approach
problem-solving process b. Planning and Conducting (Asynchronous)
Surveys
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2. Discuss the different methods c. Planning and Conducting • LMS-Moodle/Google • Interactive Learning and • Recitation/Long
that engineers use to collect Experiments: Introduction Classroom/ Google Brainstorming (Face-to- quiz/Summative
data to Design of Experiments Meet Face/Online) – A group of test
3. Discuss how probability and
probability models are used in • Laptop/Cellular phone students will be tasked to
engineering and science • Open Educational discuss on the topics under
Resources-OER’s this unit where there will also
• Text Books be exchange of ideas with the
• Created/Curated instructor to validate the
lecture videos information being discussed.
CLO 1 1. Discuss and describe sample C. Probability 3 • E-books • Self-Directed Learning • Problem Sets
spaces and events for random a. Sample Space and • LMS-Moodle/Google Modular Approach
experiments with graphs, tables, Relationships among Classroom/ Google (Asynchronous)
lists, or tree diagrams Events
2. Interpret probabilities and use Meet
b. Counting Rules Useful in
probabilities of outcomes to • Laptop • Interactive Learning and • Recitation/Long
Probability
calculate probabilities of events c. Rules of Probability • Open Educational Brainstorming (Face-to- quiz/Summative
in discrete sample spaces Resources-OER’s Face/Online) – A group of test
• Text Books students will be tasked to
discuss on the topics under
this unit where there will also
be exchange of ideas with the
instructor to validate the
information being discussed.
CLO 1 1. Discuss random variables D. Discrete Probability 4 • E-books • Self-Directed Learning • Quiz
2. Determine probabilities from Distributions • LMS-Moodle/Google Modular Approach • Summative Test
probability mass functions a. Random Variables and their Classroom/ Google (Asynchronous) • Problem Sets
and vice versa. Probability Distributions Meet
b. Cumulative Distribution
3. Calculate means and • Laptop • Interactive Learning and
Functions
variances for discrete
c. Expected Values of • Open Educational Brainstorming (Face-to-
random variables
Random Variables Resources-OER’s Face/Online) – A group of
4. Calculate probabilities, d. The Binomial Distribution • Text Books students will be tasked to
determine means and e. The Poisson Distribution discuss on the topics under
variances for each of the this unit and exchange of
ideas between the learners
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discrete probability and the instructor, to validate

distributions presented the information being
5. Approximate probabilities for discussed.
some binomial and Poisson
distributions.
CLO 1 1. Calculate means and E. Continuous Probability 5 • E-books • Self-Directed Learning • Quiz
variances for continuous random Distribution • LMS-Moodle/Google Modular Approach • Summative Test
variables. a. Continuous Random Classroom/ Google (Asynchronous) • Problem Sets
2. Select an appropriate Variables and their
continuous probability Meet
Probability Distribution
distribution to calculate • Laptop • Interactive Learning and
b. Expected Values of
probabilities in specific Continuous Random • Open Educational Brainstorming (Face-to-
applications. Variables Resources-OER’s Face/Online) – A group of
3. Standardize normal random c. Normal Distribution • Text Books students will be tasked to
variables. discuss on the topics under
d. Normal Approximation to
the Binomial and Poisson this unit and exchange of
Distribution ideas between the learners
e. Exponential Distribution and the instructor, to validate
the information being
discussed.
CLO 1 1. Use joint probability mass F. Joint Probability Distribution 4 • E-books • Self-Directed Learning • Quiz
functions and joint probability a. Two or Random Variables • LMS-Moodle/Google Modular Approach • Summative Test
density functions to calculate i. Joint Probability Classroom/ Google (Asynchronous) • Problem Sets
probabilities Distributions
2. Calculate marginal and Meet
ii. Marginal Probability • Laptop • Interactive Learning and
conditional probability Distribution
distributions from joint probability • Open Educational Brainstorming (Face-to-
iii. Conditional Probability
distributions
Distribution Resources-OER’s Face/Online) – A group of
3. Use the multinomial • Text Books students will be tasked to
iv. More than Two
distribution to determine discuss on the topics under
Random Variables
probabilities
b. Linear Functions of this unit and exchange of
4. Interpret and calculate
covariances and correlations Random Variables ideas between the learners
between random variables c. General Functions of and the instructor, to validate
Random Variables
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discussed.
CLO 1 1. Compute and interpret the G. Sampling Distributions and 4 • E-books • Self-Directed Learning • Quiz
sample mean, sample variance, Point Estimation of • LMS-Moodle/Google Modular Approach • Summative Test
sample standard deviation, Parameters Classroom/ Google (Asynchronous) • Problem Sets
sample median, and sample a. Point Estimation
range Meet
b. Sampling Distribution and
3. Construct and interpret visual • Laptop • Interactive Learning and
the Central Limit Theorem
data displays, including the c. General Concept of Point • Open Educational Brainstorming (Face-to-
stem-and-leaf display, the Estimation Resources-OER’s Face/Online) – A group of
histogram, and the box plot • Text Books students will be tasked to
d. Unbiased Estimator
4. Explain the concept of random discuss on the topics under
e. Variance of a Point
sampling
Estimator this unit and exchange of
f. Standard Error ideas between the learners
g. Mean Squared Error of an and the instructor, to validate
Estimator the information being
discussed.
MIDTERM EXAM 2 hrs.
CLO 1 1. Construct confidence intervals H. Statistical Intervals 3 • E-books • Self-Directed Learning • Quiz
on the mean of a normal a. Confidence • LMS-Moodle/Google Modular Approach • Summative Test
distribution, using either the Intervals: Single Classroom/ Google (Asynchronous) • Problem Sets
normal Sample
distribution or the t distribution Meet
b. Confidence
method • Laptop • Interactive Learning and
Intervals: Multiple
2. Construct confidence intervals Samples • Open Educational Brainstorming (Face-to-
on the variance and standard c. Prediction Intervals Resources-OER’s Face/Online) – A group of
deviation • Text Books students will be tasked to
d. Tolerance Intervals
3. Explain the three types of discuss on the topics under
interval estimates: confidence
this unit and exchange of
intervals, prediction intervals,
and tolerance intervals ideas between the learners
and the instructor, to validate
discussed.
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CLO 1 1. Structure engineering I. Test of Hypothesis for a 4 • E-books • Self-Directed Learning • Quiz
CLO 2 decision-making problems as Single Sample • LMS-Moodle/Google Modular Approach • Summative Test
hypothesis tests a. Hypothesis Testing Classroom/ Google (Asynchronous) • Problem Sets
2. Test hypotheses on a • One-sided and Two-
population proportion Meet
sided Hypothesis •
3. Use the P-value approach for • Laptop Interactive Learning and
• P-value in Hypothesis
making decisions in hypotheses • Open Educational Brainstorming (Face-to-
Tests
tests Resources-OER’s Face/Online) – A group of
4. Compute power, type II error • General Procedure for
Test of Hypothesis • Text Books students will be tasked to
probability, and make sample discuss on the topics under
size selection decisions for tests b. Test on the Mean of a
Normal Distribution, this unit and exchange of
on means, variances, and
proportions Variance Known ideas between the learners
5. Use contingency table tests c. Test on the Mean of a and the instructor, to validate
Normal Distribution, the information being
Variance Unknown discussed.
d. Test on the Variance and
Statistical Deviation of a
Normal Distribution
e. Test on a Population
Proportion
CLO 1 1. Structure comparative J. Statistical Inference of Two 3 • E-books • Self-Directed Learning • Quiz
CLO 2 experiments involving two Samples • LMS-Moodle/Google Modular Approach • Summative Test
samples as hypothesis tests 1. Inference on the Classroom/ Google (Asynchronous) • Problem Sets
2. Test hypotheses and Difference in Means of
construct confidence intervals on Meet
Two Normal Distributions,
the difference in means of two • Laptop • Interactive Learning and
Variances Known
normal 2. Inference on the • Open Educational Brainstorming (Face-to-
Distributions Difference in Means of Resources-OER’s Face/Online) – A group of
Two Normal Distributions, • Text Books students will be tasked to
Variances Unknown discuss on the topics under
3. Inference on the Variance this unit and exchange of
of Two Normal ideas between the learners
Distributions and the instructor, to validate
4. Inference on Two
Population Proportions
discussed.
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CLO 1 1. Use simple linear regression K. Simple Linear Regression 4 • E-books • Self-Directed Learning • Quiz
CLO 2 for building empirical models to and Correlation • LMS-Moodle/Google Modular Approach • Summative Test
engineering and scientific data a. Empirical Models Classroom/ Google (Asynchronous) • Problem Sets
2. Explain how the method of b. Regression: Modelling
least squares is used to estimate Meet
Linear Relationships – The
the parameters in a linear • Laptop • Interactive Learning and
Least-Squares Approach
regression model c. Correlation: Estimating the • Open Educational Brainstorming (Face-to-
3. Analyze residuals to Strength of Linear Relation Resources-OER’s Face/Online) – A group of
determine if the regression d. Hypothesis Tests in • Text Books students will be tasked to
model is an adequate fit to the discuss on the topics under
Simple Linear Regression
data or to see if
e. Use of t-tests this unit and exchange of
any underlying assumptions are
violated f. Analysis of Variance ideas between the learners
4. Test statistical hypotheses Approach to Test and the instructor, to validate
and construct confidence Significance of Regression the information being
intervals on regression model g. Prediction of New discussed.
parameters Observations
5. Use the regression model to h. Adequacy of the
make a prediction of a future Regression Model
observation and construct an i. Residual Analysis
appropriate prediction interval on j. Coefficient of
the future observation Determination
6. Use simple transformations to k. Correlation
achieve a linear regression
model
7. Apply the correlation model
CLO 1 1. Use multiple regression L. Multiple Linear Regression 3 • E-books • Self-Directed Learning • Quiz
CLO 2 techniques to build empirical a. Multiple Linear Regression • LMS-Moodle/Google Modular Approach • Summative Test
models to engineering and Model Classroom/ Google (Asynchronous) • Problem Sets
scientific data b. Hypothesis Test in Multiple
2. Discuss how the method of Meet
Linear Regression
least squares extends to fitting • Laptop • Interactive Learning and
c. Prediction of New
multiple regression models Observations • Open Educational Brainstorming (Face-to-
d. Model Adequacy Checking Resources-OER’s Face/Online) – A group of
• Text Books students will be tasked to
discuss on the topics under
this unit and exchange of
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and the instructor, to validate
discussed.
CLO 2 1. Design and conduct M. Design and Analysis of 4 • E-books • Self-Directed Learning • Quiz
engineering experiments Single Factor Experiments • LMS-Moodle/Google Modular Approach • Summative Test
involving a single factor with an a. Completely Randomized Classroom/ Google (Asynchronous) • Problem Sets
arbitrary number Single Factor Experiments Meet
of levels i. Analysis of Variance
2. Explain how the analysis of • Laptop • Interactive Learning and
(ANOVA)
variance is used to analyze the ii. Multiple Comparisons • Open Educational Brainstorming (Face-to-
data from these experiments following the ANOVA Resources-OER’s Face/Online) – A group of
3. Assess model adequacy with • Text Books students will be tasked to
iii. Residual Analysis and
residual plots discuss on the topics under
Model Checking
4. Use multiple comparison
iv. Determining Sample Size this unit and exchange of
procedures to identify specific
differences between means b. The Random-Effects Model ideas between the learners
5. Make decisions about sample i. Fixed versus Random and the instructor, to validate
size in single-factor experiments Factors the information being
6. Discuss the difference ii. ANOVA and Variance discussed.
between fixed and random Components
factors c. Randomized Complete
7. Estimate variance Block Design
components in an experiment i. Design and Statistical
involving random factors Analysis
ii. Multiple Comparisons
iii. Residual Analysis and
Model Checking
1. Design and conduct N. Design of Experiments with 4 • E-books • Self-Directed Learning • Quiz
engineering experiments Several Factors • LMS-Moodle/Google Modular Approach • Summative Test
involving several factors using a. Factorial Experiments Classroom/ Google (Asynchronous) • Problem Sets
the factorial design approach. b. Two-Factor Factorial
Meet
2. Know how to analyze and Experiments
interpret main effects and b1. Statistical Analysis of • Laptop • Interactive Learning and
interactions. the Fixed-Effects Model • Open Educational Brainstorming (Face-to-
b2. Model Adequacy Resources-OER’s Face/Online) – A group of
Checking
Page 15 of 17
2020 Level 2
Recognition for
Proficiency In
SSU-OVPAA-FR-018
18-OCT-2022 REV. 11
3. Discuss how the ANOVA is c. 2k Factorial Design • Text Books students will be tasked to
used to analyze the data from c1. Single Replicate discuss on the topics under
these experiments. c2. Addition of Center this unit and exchange of
4.Assess model adequacy with Points
residual plots. d. Blocking and Confounding
5.Know how to use the two-level in the 2k Design and the instructor, to validate
series of factorial designs. e. Fractional Replication of the the information being
6. Explain how two-level factorial 2k Design discussed.
designs can be run in blocks. f. Response Surface Methods
7.Design and conduct two-level
fractional factorial designs.
8.Test for curvature in two-level
factorial designs by using center
points.
9.Use response surface
methodology for process
optimization experiments.
FINAL EXAM 2 hrs
Sub-total (Midterm) 27 hrs.
Sub-total (Finals) 27 hrs.
Grand Total 54 hrs.
Page 16 of 17
2020 Level 2
Recognition for
Proficiency In
SSU-OVPAA-FR-018
18-OCT-2022 REV. 11
XX. Additional Topics as Suggested by the Students

______________________________________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________________________________
_______________________________________________________________________________
Prepared by:
ENGR. NOEL S. PALOMAS

Instructor, College of Engineering
Peer Reviewed:
ENGR. GLADYS C. DELA CRUZ _______________________________ GLADY C. OPRE, RPm, LPT

Instructor, College of Engineering Area Chairperson GAD Coordinator
Examined and Endorsed:
ENGR. APRILLE ELLEN E. QUEBADA ENGR. GLADYS C. DELA CRUZ ENGR. HEBE C. UY ENGR. ADRIAN U. GADIN
Program Chairperson CIMRC Chairperson Quality Assurance Coordinator Associate Dean
Approved:
ENGR. MEDDY S. MANGARING

Dean, College of Engineering
Date Approved: _______________________
Page 17 of 17

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2020 Level 2

A Transformative University Committed to Technology, Innovation and Service Excellence.

Sec. 2. R.A. 9313

VIII. Program Graduate Outcomes

Institutional Graduate Outcome Attributes Link to MV-CV

Common to All Programs in All Types of School

IX. Program Objectives

XI. Course Outcomes and their Relationship to Program Outcomes

XII. Core Values to be Developed

Leadership, Excellence, Discipline, Service

XIII. Course Content

e. The Poisson Distribution

c. Test on the Mean of a Normal Distribution, Variance Unknown

a. Design and Statistical Analysis

FINAL EXAM __ 2 hrs___

XIV. Grading System

XV. Required Reading

XVI. Suggested Readings and References

XVII. Classroom Policies

General Classroom Policy

In the conduct of online class:

XVIII. Consultation Hours

1:00-3:30 PM Tuesday (face to face)

XIX. Learning Plan

discrete probability and the instructor, to validate

the information being

ideas between the learners

Sub-total (Midterm) 27 hrs.

Sub-total (Finals) 27 hrs.

Grand Total 54 hrs.

XX. Additional Topics as Suggested by the Students

ENGR. NOEL S. PALOMAS

ENGR. GLADYS C. DELA CRUZ _______________________________ GLADY C. OPRE, RPm, LPT

Examined and Endorsed:

ENGR. MEDDY S. MANGARING

Date Approved: _______________________

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FINAL EXAM 2 hrs_