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Classroom Example for Gage RR

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  • #35042

    Ruddy
    Participant

    I am preparing a GB training and I am looking for a good (= simple to perform) classroom example or even better exercise for Gage R&R. Not an attribute one, I know the M&M example.

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    #97425

    BB
    Participant

    hi,
    i think you can give a good example of one guy shooting a dart at a dart board and he takes three chances. then the other guy takes three chances with the same darts, same distance and on the same board. take upto 5 guys.
    show them how they can reproduce and repeat the results and how far (may be distance in mm) each time they can vary within oneself and among themselves.
    i hope this helps. any way i liked your question.
    BB

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    #97428

    rathinakumar
    Participant

    What we normally do is have a set of ten or twenty
    a) grubscrews/allen screws
    b) o-rings
    c) 10 cent coins
    and some calibrated verniers and one  vernier with some error. In a class we use one type of part only.
    We divide the class into groups of 3 each.
    First we ask each participant in each group to measure dia. or thcikness /length of  each part
    and record three readings for each part by each person in Minitab.
    We then run a Gage R& R for each group and analyse the results. Since their will be some inexperienced /non-tech people in each group differences in readings are bound to occur. The group having the non-calibrated vernier will geta different result too.
    Hope this helps.

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    #97431

    Bob J
    Participant

    Hi Michael!
    We measure yarn for our variable R&R classroom exercise…  I have several sets of yarn snippets of varying length, 10 to a set with a masking tape label in the middle designating sample 1 to 10.  Some yarn snippets are cleanly cut and some are ragged.  All can be easily stretched.
    I then break the wave into a number of subgroups and given each subgroup a yarn set and a different measuring device (micrometer, caliper, ruler to 1/4″, machinest scale etc). 
    After each group completes the R&R we then can contrast SOPs, measuring devices, Operational definitions on how the measurement was taken, etc.  It usually is a good discussion….
    Hope this helps…
    Bob J

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    #97433

    Ruddy
    Participant

    Hi Bob,
    the idea with yarn is great! Very easy to prepare though difficult enough to measure, low cost and easy to carry with you.
    Thanks (to all) who offered help!
    With kind regards
    Michael

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    #97434

    Bob J
    Participant

    Michael,
    Thanks!     Glad to help…
    Good luck with the class!
    Bob J

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    #97438

    faceman
    Participant

    We have the students fill 10 clear plastic cups with water up to 1.5″ from the top +/- .5″.  Then we have 2 or 3 observers measure each cup 2 or 3 times and do the R&R.  Then compare R&R results and talk about SOPs and so on. 
    Usually works well.
    Good luck.

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    #97910

    Peter Örtlund
    Participant

    It might be slightly of topic for training, but I use this simple simulation in MiniTab to explain the impact of measurement errors. In basic it shows the risk of doing misinterprets due to measurement failures.
     
    The graph shows a theoretical difference between “True data” and “Measured data”. Of curse we never know the true values. But the graph indicates the risk to scrap good parts and let bad parts pass.
     
    name c1’true value’ c2 ‘measure error’ c3 ‘measure value’
     
     Random 500 ‘true value’;
     Normal 100.0 0.5.
     
     Random 500 ‘measure error’;
     Normal 0.0 0.5.
     
     let ‘measure value’=’true value’+’measure error’
     
     Plot ‘true value’*’measure value’;
     Symbol;
     Title “Example of measure error”;
      XYSame;
         XYMin 97.5;
         XYMax 102.5;
       ScFrame;
       ScAnnotation;
       Axis 1;
       Axis 2;
       Reference 1 100;
         Labels “Target”;
       Reference 2 100;
         Labels “Target”;
       Reference 1 99;
         Type 2;
         Color 2;
         Labels “LSL”;
       Reference 1 101;
         Type 2;
         Color 2;
         Labels “USL”;
       Reference 2 99;
         Type 2;
         Color 2;
         Labels “LSL”;
       Reference 2 101;
         Type 2;
         Color 2;
          Labels “USL”.
    /Peter Örtlund
     

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    #98023

    ALEK DE
    Participant

    Take 10 terminal blocks or similar pieces ( even same size 10 caps of pen will also do). Take three or four participants from the Class. Take 1 measurement tape & get all 10 items measured by all operators atleast 3 times. You will get both op to op variation & measurement variation. You need to have a statistical software like Minitab to perform Gage R&R . You wanted variable data hence this is my suggestion. Any clarification , pls write to me.
    Thanks
    Alek

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    #98100

    Bob Lozano
    Participant

    I use some PVC fittings from LASCO Fittings.  They are inexpensive and provide a good variability for the students to measure and for you to run the numbers on.  I have used MiniTab since my Black Belt training in 1999.  It works great.
    Bob

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