University of Central Florida Fractional Factorial Experiment Design Questions
Question Description
1-Krishnamoorthi discusses a variety of methods for working with experimentation when there are many factors to be considered, far more than the two or three that we use and demonstrate in class. These larger-scale experiments usually cant be carried out exhaustively against every permutation of factor level combinations. Some combination of mechanisms is needed to reduce the scale of the experimentation, while still allowing for significance and confidence to emerge in the results.
Explain the circumstances under which it might be necessary to reduce a design to a FRACTIONAL FACTORIAL experiment through some form of screening or blocking model. Provide an example (real or imagined) to illustrate your thinking, and explain the rationale that you would offer to management for why your example would still give valid results.
Response Guidelines
Your initial response to topics in this class should be roughly 100-250 words, due by Wednesday evening. In addition, respond to at least two other posts from others in this class by Friday evening, trying to emphasize responding to people who have expressed positions that are different from your own. Continue the dialogues with anyone who responds to your posts. Substantive posts and responses are those that further develop the topic and pursue understanding of the domain
2- Explain why, in a Design of Experiments (DOE), optimum settings improve as the number of levels in a full factorial experiment increases (for example, if a 3-factor/2-level is increased to a 3-factor/3-level). Provide examples to illustrate your reasoning.
Response Guidelines
Your response to topics in this class should be roughly 100-250 words. In addition, respond to at least two other posts from others in this class, trying to emphasize responding to people who have expressed positions or examples that are different from your own. Continue the dialogues with anyone who responds to your posts. Substantive posts and responses are those that further develop the topic and pursue understanding of the domain. Simple messages that offer agreement or simple encouragement are considered conversant, but are not considered substantive. See the discussion grading rubric in the syllabus for more guidance on discussion posting.
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