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Republic of the Philippines

PANGASINAN STATE UNIVERSITY


Lingayen, Pangasinan
MATHEMATICS DEPARTMENT
COURSE SYLLABUS
2
nd
semester, Academic Year 2012-2013
Course Number : Major ele ! Course T"#le : O$era#"o%s
Resear&
T"me 'rame : () &ours Cre*"#s : + u%"#s
Pre Re, : S#a# !-.
I/ VISION0 MISSION0 GOALS AND OB1ECTIVES
A/ PSU V"s"o%
he Pangasinan !tate "ni#ersity en#isions to become the ape$ of
academic e$cellence that produces globally competiti#e and morally upright
professionals in Pangasinan and the %locos region&
B/ PSU M"ss"o%
he Pangasinan !tate "ni#ersity 'ill pro#ide better ser#ice in
professional and technical training in the arts, sciences, humanities and
technology in the conduct of scienti(c research and technological studies and
community ser#ice&
P) 1*+,
C/ Cam$us M"ss"o%
he -ollege pro#ides .uality education in the arts, sciences, and
technology geared to'ards the de#elopment of the indi#iduals as an integral
instrument of change and ta/es leadership roles in research, e$tension and
production to ensure the de#elopment and transformation to a decent 'ay of
life for the people and the community it ser#es&
D/ Cam$us Goals a%* Obje#"2es
o pro#ide substance and directions to its mission, the college shall pursue the
follo'ing goals0
1& Promote .uality and rele#ant education designed to fully e$ploit indi#idual
potentials commensurate to the needs of the industry, economy and global
competiti#eness1
2& 2#ol#e and design rele#ant and responsi#e science and technology 3 based
curricular programs that de#elop intellectual competence, ci#ic and moral
responsibility, cultural integrity, economic acuity, and scienti(c perspecti#e1
3& 2nhance and strengthen faculty and sta4 capability building and de#elopment
on a continuing basis1
*& Protect and promote the 'elfare and interest of 5aculty members and
administrati#e sta4 in terms of a continuing program for salary increments
and other pecuniary bene(ts, social 'elfare and tenure1
6& 2$pand the conduct of research that generate ne' perspecti#es and insights
and ne' technologies and process appropriate to the needs and aspirations of
a de#eloping society and those 'hich the community en7oys distincti#e and
comparati#e ad#antage1
8& 2$pand educational opportunities to poor but e$ceptionally talented students
through #arious scholarship grants and (nancial assistance1
,& Pro#ide a conduci#e learning atmosphere through the pro#isions of #arious
student de#elopment ser#ices1
9& 2$pand and establish net'or/ of lin/ages 'ith other institutions both public
and pri#ate to generate and complement resources support, intensify impact
and strengthen academe 3 industry relations1 and
+& )e#elop, test, e#aluate and rationali:e institutional structures and
management systems and processes to enhance the e;ciency, cost 3
e4ecti#eness and responsi#e of the college<s programs and pro7ects&
E/ Pro3ram Obje#"2es
Objectives of the Bachelor of Science in Mathematics
he =! >athematics program has the follo'ing ob7ecti#es0
1& o prepare the student 'ho plans to ta/e immediately a math 3 oriented 7ob
and computer programming in business, industry or in the go#ernment&
2& o prepare the student 'ho has plans to teach math and computer up to the
7unior undergraduate le#el&
3& o prepare the student 'ho plans to ta/e up graduate studies either in math
or in computer or in applied math or related (elds&
II/ Course Desr"$#"o%: his course is an introduction to linear programming& %t
co#ers basic concepts, problem formulation, graphical solution for t'o- #ariable
problems, simple$ algorithm and other algorithms for special LP problems, duality
and sensiti#ity analysis& %n- class lectures and discussions are supplemented by
computer hands- on sessions&

III/ Course Obje#"2es:
A/ Ge%eral Obje#"2es
At the end of the course, the student should be able to0 At the end of the course, the student should be able to0
1& 1& present di4erent operations research techni.ues present di4erent operations research techni.ues
2& 2& gi#e appreciation of the practical use of the operations research gi#e appreciation of the practical use of the operations research
techni.ues& techni.ues&
3& 3& de#elop s/ills that 'ill enable them to study e4ecti#ely more de#elop s/ills that 'ill enable them to study e4ecti#ely more
ad#anced courses& ad#anced courses&
B/ S$e"4 Obje#"2es
!peci(cally, the students should be able to0
Co3%"#"2e: Co3%"#"2e:
1& 1& identify di4erent decision ma/ing alternati#es& identify di4erent decision ma/ing alternati#es&
2& 2& decide 'hat restrictions and appropriate ob7ecti#e criterion decide 'hat restrictions and appropriate ob7ecti#e criterion
for e#aluating the alternati#es& for e#aluating the alternati#es&
3& 3& construct mathematical model representing the three construct mathematical model representing the three
components of the operations research& components of the operations research&
*& *& determine the optimum feasible solutions of the operation determine the optimum feasible solutions of the operation
research problem& research problem&
6& 6& identify the di4erent operation research techni.ues identify the di4erent operation research techni.ues
8& 8& design and construct linear programming model& design and construct linear programming model&
,& ,& sol#e LP model graphically& sol#e LP model graphically&
9& 9& sol#e ma$imi:ation and minimi:ation problems sol#e ma$imi:ation and minimi:ation problems
+& +& determine feasible solution of the LP model& determine feasible solution of the LP model&
10& 10& use basic solution to sol#e general LP model and in standard use basic solution to sol#e general LP model and in standard
form& form&
11& 11& de(ne transportation and net'or/ models& de(ne transportation and net'or/ models&
12& 12& formulate transportation and net'or/ models& formulate transportation and net'or/ models&
13& 13& sol#e problems in#ol#ing transportation and net'or/ sol#e problems in#ol#ing transportation and net'or/
problems& problems&
1*& 1*& )etermine the optimum-shipping schedule& )etermine the optimum-shipping schedule&
16& 16& construct pro7ect net'or/ construct pro7ect net'or/
Ps5&omo#or: Ps5&omo#or:
1& 1& sol#e LP problems graphically& sol#e LP problems graphically&
2& 2& construct transportation model and net'or/ model& construct transportation model and net'or/ model&
3& 3& construct ob7ecti#e function and constraints of an LP model& construct ob7ecti#e function and constraints of an LP model&
*& *& illustrate and determine the critical path for a pro7ect illustrate and determine the critical path for a pro7ect
net'or/& net'or/&
6& 6& determine the shortest route for a gi#en pro7ect net'or/& determine the shortest route for a gi#en pro7ect net'or/&
8& 5ormulate LP problems&
,& )escribe the logic underlining the steps in the !imple$
method&
9& !ol#e LP problems by !imple$ method&
+& 5ormulate the dual problem and describe its economic
interpretation and interpret the LP solution&
10& "se the )ual !imple$ method to (nd the optimal solution of
an LP&
11& "se primal-dual computational formulas to (nd a solution of
an LP&
12& -onduct sensiti#ity analysis&
13& 5ormulate and sol#e the transportation and assignment
problems&
1*& )escribe and sol#e the minimal spanning tree, the shortest
path problem and the ma$imal ?o' problems&
A6e#"2e: A6e#"2e:
1& 1& sho' interest and en7oyment of the pursuit of operations sho' interest and en7oyment of the pursuit of operations
research& research&
2& 2& respond positi#ely to the use operations research respond positi#ely to the use operations research
techni.ues in practical situation& techni.ues in practical situation&
3& 3& 'or/ 'illing and cooperati#ely 'ith others& 'or/ 'illing and cooperati#ely 'ith others&
*& *& use cooperati#e e4orts and sho' 'illingness 'hen 'or/ing use cooperati#e e4orts and sho' 'illingness 'hen 'or/ing
'ith others& 'ith others&
6& 6& practice tolerance for the mista/es of others 'hen doing practice tolerance for the mista/es of others 'hen doing
problem sets& problem sets&
8& 8& sho' perse#erance, accuracy, initiati#e and creati#ity in sho' perse#erance, accuracy, initiati#e and creati#ity in
sol#ing problems& sol#ing problems&
,& ,& point out that creati#ity and initiati#e are #alued 'ithin point out that creati#ity and initiati#e are #alued 'ithin
mathematics education& mathematics education&
IV/ Re,u"reme%#s o7 #&e Course:
a& Regular attendance&
b& Acti#e participation in class&
c& !ubmissions of pro7ects @ papers&
d& Passing .ui::es, midterm and (nal e$am&
e& Aroup report @ acti#ities&
f& Laboratory @ hands 3on acti#ities&
V/ Course Ou#l"%e
Le#ures No/ o7
Hours
C&a$#er ! 8&a# "s O$era#"o%s Resear&9
3 hours
1&1 )e(nition of BR
1&2 he general optimi:ation problem
1&2&1 !ur#ey of application@ %ntro to some
classical LP models
1&2&2 he product mi$ problem
1&2&3 he diet problem
1&2&* he transportation problem
1&2&6 he ?uid bending problem
1&2&8 he caterer<s problem
C&a$#er . 8&a# "s L"%ear Pro3ramm"%39
, hours
2&1 )e(nition of linear programming
2&2 5ormulation of #erbal problems into LPs
2&3 Assumptions@ Limitations0
2&3&1 Proportionality
2&3&2 Additi#ity
2&3&3 )i#isibility
2&3&* Con negati#ity
2&3&6 -ertainty
2&3&8 !ingle ob7ecti#e
C&a$#er + Geome#r5 o7 LP "% T:o Var"ables
3 hours
3&1 Araphing of linear ine.ualities
3&2 he feasible region as a con#e$ polyhedral area
3&3 Aeometric interpretation of con#e$ combination
3&* he e$treme points
3&6 he ob7ecti#e function as a family of parallel lines
C&a$#er ) Re2"e: o7 L"%ear Al3ebra
* hours
*&1 !ystem of linear e.uations
*&2 -anonical forms
*&3 =asic solutions
*&* =asic feasible solution
*&6 )egenerate solutions
*&8 %nconsistent systems
*&, Pi#oting as a se.uence of elementary ro's operations
or a se.uence of algebraic substitutions
C&a$#er ( E,u"2ale%# 'ormula#"o%s o7 a% LP
3 hours
6&1 he use of slac/s and surpluses
6&2 Do' to handle #ariables 'ith no sign restrictions
6&3 he symmetric forms
6&* he standard form of an LP
6&6 he ad7oined form
6&8 he canonical forms
6&, he feasible canonical forms
6&9 ableau con#entions and notation
6&+ -on#ersion from ma$imi:ation to minimi:ation
6&1 rape:oidal rule
6&2 !impson<s rule
6&3 Aaussian integration
6&* 5inite di4erences

C&a$#er ; T&e S"m$le< Al3or"#&m
* hours
8&1 A simple illustration
8&2 he 5undamental heorem of LP and its proof
8&3 he details of the algorithm itself1 ho' to start
8&* he possible entrance rules
8&6 he e$it rule Eminimum ratio testF
8&8 est of optimality1 ho' to end
8&, Guestions of uni.ueness
8&9 he need for the non degeneracy assumption
C&a$#er = T&e T:o> P&ase S"m$le< Me#&o*
3 hours
,&1 Arti(cial #ariables
,&2 Phase % as a test of feasibility
,&3 Phase % and algebraic redundancy
,&* he =ig > method
C&a$#er ? T&e Re2"se* S"m$le< Me#&o*
3 hours
C&a$#er @ Dual"#5 "% LP
* hours
1&1 he concept of duality
1&2 )ual linear programs in symmetric form
1&3 )uality theorems
1&* Do' to deri#e the solution of an LP from that of its dual

C&a$#er !- Se%s"#"2"#5 A%al5s"s
2 hours
C&a$#er !! Parame#r" Pro3ramm"%3
2 hours
C&a$#er !. I%#e3er Pro3ramm"%3
* hours
C&a$#er !+ S$e"al Pur$ose Al3or"#&ms
* hours
13&1 ransportation problem
13&2 Assignment problem
13&3 >a$imal ?o' problem
13&* ra#eling salesman problem

C&a$#er !) Com$u#er A$$l"a#"o%
2 hours

To#al %umber o7 &ours ()
&ours
Note: ime allotment includes the periodic e$ams and chapter tests&
VI/ TEACHING A LEARNING STRATEGIES
1& Lecture discussions
2& Readings on topics related to the lesson
3& =rainstorming
*& =ac/ground /no'ledge probes
6& !elf-paced instruction
8& Aroup !tudy
,& -lass )emonstration
9& Ans'ering Problem !ets
VII/ BASES 'OR EVALUATING PER'ORMANCE
+& >id-erm and 5inal 2$ams *0H
10& -hapter ests 30H
11& Problem !ets 10H
12& Recitation@-lass Participation 20H
To#al: !--B
VIII/ INSTRUCTIONAL MATERIALS
13& >ath Iournals
1*& %nternet
IC/ RE'ERENCES
BOODS
5rederic/ !& Dillier J Aerald I& Lieberman, I%#ro*u#"o% #o O$era#"o%s
Resear&0 >cAra'-Dill0 =oston >A1 +th, 2010
Aass/ L"%ear Pro3ramm"%3 EMe#&o*s a%* A$$l"a#"o%sF
Aillet& I%#ro*u#"o% #o O$era#"o%s Resear& EA om$u#er> Or"e%#e*
A$$roa& F
Damdy A& aha, O$era#"o%s Resear&: A% I%#ro*u#"o%0 Prentice Dall1 +th&
2dition, 2011
!hrader, -harles R& E2008F& H"s#or5 o7 O$era#"o%s Resear&&, in the "nited
!tates Army,& 2008

Kayne Kinston, O$era#"o%s Resear&: A$$l"a#"o%s a%* Al3or"#&ms,
)u$bury Press1*th& 2:dition, 2003



Prepared by0
DR/ GLORIA '/ DOMANTAY
Professor
Recommending Appro#al0
DR/ GLORIA '/ DOMANTAY0 P&/ D
-hairperson, >athematics )epartment
Coted0
'E S/ SORIANO0 E*/ D/
Associate )ean
Appro#ed0
NELIA C/ RESULTAY0 E*/ D/
-A>P"! 2L2-"%M2 )%R2-BR