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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

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