Using a fun six sigma project to teach quality concepts, tools, and techniques

Abstract

Research has shown that students learn better if they are engaged in, and motivated to straggle with, their own learning [5]. For this reason, if no other, students appear to learn better if they work cooperatively in small groups to solve problems. Furthermore, learning quality engineering concepts, such as variation, using traditional methods can be challenging for many college students with no prior background. It makes it even more challenging when methods such as statistical process control, process capability analysis, and design of experiments are involved. This paper presents a Six Sigma project utilizing a catapult as a process with multiple controllable factors as input variables and the distance where a ball lands as the output (dependent variable). The aim is to minimize variation and attain a target distance. The Six Sigma improvement model: Define-Measure-Analyze-Improve-Control (DMAIC) was employed. Each member of the team assumed the role of a project leader for at least one of the DMAIC phases. In addition to applying quality tools manually, students also utilized a statistical software to analyze experimental data. Results show that students were able to take an existing process and make significant improvements in terms of reducing variation and centering the process using the tools and techniques learned in class throughout the semester. In their presentations and feedback, teams commented on how this learning-by-doing experience has helped them see how such tools can be used together.