Math 251/Buad427



Math 251/Buad427

Principles of Operations Research

Fall 2013

Meets: 2:00 – 2:50 MWF Room: Mad 353

Instructor: C. Peltier

Office: Mad 332 Phone 4498(H:232-4951) email cpeltier

Office Hours: M 1 - 2 T 10 - 11 W 3 - 4 TH 11 - 12 F 11 - 12 or see/call me to make an appointment

Text: Lawrence & Pasternack, Applied Management Science 2d Ed., John Wiley & Sons, 2002. Both the Text and the CD-Rom contain required materials for the course.

Additional notes (some topics not in text) available for download from the Blackboard site

References: available in the library

Hillier & Lieberman, Introduction to Operations Research (7th ed), McGraw-Hill, 2001

Turban & Meredith, Introduction to Management Science(5th ed), McGraw-Hill 1998

Tools: CD-ROM disk (comes with text) containing templates for use with Microsoft Excel, some data files, one chapter of text material.

You will be required to use Microsoft Excel and Maple for both assignments and tests [Instruction and templates provided].

Blackboard site (accessible through Saint Mary's homepage) will provide access to sample problem solutions, course notes, lists of assignments, necessary templates for necessary calculations, etc.

Course design:

In this course you will learn to use the basic tools of operations research - the quantitative models used in management decision-making. The focus is on developing and understanding the modeling techniques and knowing how to use solution techniques; computer software will be used extensively for implementing solution methods. This course is required for students in the Computational Mathematics and Management Information Systems programs, but is available (and should be accessible) to any student with the mathematical sophistication developed in Math 114 (Introduction to Statistics) or a year of calculus.

Significant non-mathematical contents of the course include explicit awareness of learning and problem-solving skills, the development of independent learning skills, and working in project groups. By the end of the course, you should be able to learn faster than you do now. You will be conscious of and able to assess your level of earning skills . We will make regular use of cooperative group learning, discovery learning, applied critical thinking, problem solving, and self assessment.

Topics:

I. Mathematical Programming, Linear programming and distribution models and extensions: [Text Chapters 1-3, part of 4], (5 weeks)

Linear Programming models: Constructing models, graphical solution, sensitivity analysis, unsolvable/unbounded/multiple optimum situations, spreadsheet models, slack, surplus, algebraic solution (sketch),

Integer Linear Programming, binary integer programming, mixed models

Transportation models: balanced, unbalanced, transshipment, northwest corner method, stepping-stone algorithm, facilities location.

Assignment models.

II. Network models: [Text Chapters 4,5] (4 weeks)

Flow and Connectivity models: networks, transportation networks, capacitated transportation networks, shortest path, maximal flow, traveling salesman problem, minimal spanning tree – spreadsheet and general algorithm solution

Project Planning: (These are predictive models, not optimization models) Project scheduling, activities, PERT/CPM, Excel model, Gantt charts, Resource leveling, Uncertain duration, Cost analyses spreadsheet and general algorithm methods

III. Inventory models: [Text: Chapter 8] (2 weeks)

Economic Order Quantity, safety stock, quantity discounts, production lot size, single-period inventory problem

IV. Markov chains [Chapter 12 – on CD](3 weeks) (Another group of predictive models)

Basic Markov processes, transition matrices, non-absorbing and absorbing states, limiting behavior , use in economic analysis

Course policies:

Attendance: Since you will often be working with your team in class, it is essential that you attend every meeting of the class to fulfill your role in the team. Test, quizzes, or in-class activities and project or homework deadlines missed because of absence will result in a grade of 0 unless the absence is excused (via the Advising office or discussion with me). In any case, you are responsible for material covered in any class meeting and for handing in work on time.

Assignments: You should expect to be working about 6-8 hours per week on this course outside of class. There will be a reading assignment to be completed before each class meeting - you will have trouble following the class if you do not do the reading. Written assignments (problems, computer exercises) will be due at class on the Monday after they are assigned. Projects must be submitted on the due date. Since most calculations will be carried out using computer software, most assignments can (and should) be submitted as email attachments. Written work will be collected, graded, and returned as an aid to your study. I encourage you to work together to learn the material, and to learn to use the software - but you must do your own work. Copying of results is never acceptable. In-class activities, including the assessment by the group, are due at the end of the class period. You will be assigned two team projects involving use of modeling techniques from the course.

Team Participation: There is a focus on working in teams in this course. A good portion of your working time - including some in-class time for learning activities - will be spent working with your team. You are expected to attend all sessions scheduled by your team. With your project report each team must include an effort report detailing each team member's actual contributions.

In-class learning activities: There will be a number of in-class learning activities (about one a week) to be carried out in your learning teams. Each team member will have a specific role [see below] to play in performing this activity, and the team will present a report and written work at the end of the activity. Each activity will also include several critical thinking questions [going beyond the specific task of the activity] to be answered by each team member in her learning journal. At the end of the activity, the team will hand in a report containing (at least)

1. table of contents(with heading showing date, team, members & roles, activity)

2. recorders report (including any written work products)

3. reflector's report (See Reflector's role description below, for content of this report)

4. Team's grade (0.0-5.0) for their teamwork on the activity (Based on the learning criteria listed on the activity and on the functioning of the team) If I agree with your self-assigned grade, I will double it; otherwise I will also assign a grade on the 0-5 scale and the team’s grade will be the sum of these. If the self-assigned grade is inflated, there will be a penalty taken in my grade.

Grading:

Two in-class tests (10/2and 11/8) 30%

Final examination (12/16 at 4:15 pm) 15%

Daily (individual) homework 20%

In-class activities (team) 15%

Projects(team) (10/9 and 11/15) 20%

The grading scale is based on: 60% < D < 70% < C < 80% < B < 90% < A, with + and - grades occupying the top and bottom 2% of the ranges (No A+ or D- grades).

Academic honesty policy: You should read the college's statement and policy on academic honesty printed under in the College Catalog (you are bound by it even if you don't read it), available on-line at . Any violation will result in a grade of 0 for the work involved and a note placed in the files of the Office of Academic Affairs. A second offense will result in failure in the course and notification to the Office of Academic Affairs.

In this course, no assistance (notes, friends, etc.) is permitted on any graded work unless explicit permission is given. For work done out of class, students are encouraged to work and study together, but each student is responsible for her own work and her own understanding. In particular, you must do your own work after any consultation. For more detail on the department policy, see

Disabilities policy: Any student who is eligible for accommodations to complete the requirements and expectations of this course because of a disability is invited to make her needs known to the instructor and should also contact Iris Giamo, in the Disability Resource Office (x4262) or e-mail igiamo@saintmarys.edu for an appointment to review documentation and arrange for appropriate and legal accommodations. Students who suspect they may have a disability are also encouraged to contact the Disabilities Resource Office.

Team Roles

In order to give attention to the learning and working process, there are four roles that must be filled in each team activity. Teams should rotate these roles weekly so that each member gains experience with each role.

Team Captain - Performs the Spokesperson/Planner role in a 3 person team.

-Keeps the group on task and makes sure everyone is having fun;

-Ensures that the group accomplishes the task within the allotted time;

-Encourages full participation by each group member;

-Ensures that all team members can articulate what has been learned;

-Ensures that the other group members perform within their roles;

-Represents the group in all interactions with the instructor.

Recorder

-Records group roles at beginning of activity;

-Takes notes of important points which come up during the activity;

-Ensures her words accurately reflect group consensus. Checks wording with the group when necessary;

-Prepares a written report of the group's decisions and discoveries during each activity (handed in with each activity).

Reflector

-Watches group process: what is going well, what is needs improvement, what can be done to improve the process (use constructive criticism);

-Writes down and reports orally her observations to the group when needed to help make the work go forward and help the group to function better.

-Prepares a written report and checks it out with the group during the end-of-activity assessment period. This will include:

1. Role [position], strength and area for improvement of each team member;

2. Greatest strength and area most in need of improvement for the team as a whole [as shown in this work]

-Reminds the team leader of her duties if necessary.

Spokesperson/Technology Specialist/Planner

-Comes up with a plan for accomplishing the group task.

-Retrieves information from various sources (computer, text, manuals...).

-Encourages risk-taking and critical thinking.

-Synthesizes other members' directions and reports results.

-Gives the group report orally at the end of the activity.

Note that all group members must fully participate in the learning exercise while performing their roles. All must really want the team to succeed.

Performance criteria for team roles

Team Captain

1.Keep the process enjoyable and rewarding;

2.Keep all team members performing within roles;

3.Keep the team focused;

4.Keep all team members involved in the problem-solving process;

5.Ensure that all team members can articulate what has been learned;

6.Time management;

7.Stress management;

8.Active learner and contributor;

9.Overall team performance;

10.Plan time for various tasks;

11.Set up meeting times and places, meeting length, deadlines;

12.Act as the objective internal mediator when interpersonal conflicts arise;

Recorder

1.Record names and group roles at beginning of class;

2.Record instructions at beginning of task;

3.Quality of listening and recording skills;

4.Legibly document the process, group decisions, and discoveries in the Recorder’s Journal;

5.Active learner and contributor;

6.Ability to control information flow;

7.Ability to re articulate concepts in alternative forms;

8.Ability to integrate and synthesize multiple ideas;

9.Ability to diagram and draw pictures;

10.Create and communicate algorithms;

11.Prepare the report for handing in at end of class;

Reflector

1.Ability to rephrase or reframe evaluations into constructive criticism;

2.Observation skills;

3.Reports strength, area for improvement, and insight in the Reflector's Journal;

4.Provide information about group interactions and process;

5.Active learner and contributor;

6.Intervene with observations about the process and strategies for change;

7.Remind team leader of duties;

8.Aquires sufficient evidence of behaviors and documentation to permit fair judgments to be made in the event of mediation and conflict resolution.

Spokesperson/Technology Specialist/Planner

1. Listening and communication skills;

2. Observation skills;

3. Experimental skills

4. Retrieving information from various sources;

5. Active learner and contributor;

6. Planning and management skills;

7. Critical thinking;

8. Collaborating;

9. Synthesizing;

10. Risk taking;

11. Computer skills;

12. Giving oral reports;

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