Operational Research 1 Manufacturing GatorTRAX

Manufacturing Optimization Lesson Profile Contributors: UF IIE Members Subject: Operational Research Grade Level: 6 - 8 Additional Subjects: None Instructional Setting: Whole Class, Small group Student Population: At grade level General Description of Lesson: Students begin by being asked if any the question, what is linear programming? A brief explanation will be given to clarify what it means when we say linear programming. The lesson will focus on producing products, such as, bicycles, tricycles, or even unicycles. Each product requires specific materials that have an associated cost tied to it. There is a specific amount of capital/resources available to you. Each product you sell for a certain amount, but you can only sell a certain amount of any one product. What is the most cost efficient mix of materials to purchase? Lesson Standards Content Standards Strand/Domain: Manufacturing using Linear Programming Content Standards: Manufacturing using Linear Programming I. Students know that different products need a certain amount of materials in order to assemble it II. Students know how to infer the difference between cycles by the number of tires it has (i.e. three tires: tricycles; two tires: bicycles; one tire: unicycles). Objectives Objective(s) of lesson: Students will be able to identify the decision variables and their respective constraints in order to optimize a linear programming model. Students will be able to apply their knowledge of linear programming to be able to determine the most cost efficient mix of materials need to purchase so that they may either maximize their profit and/or minimize their cost.

Procedure

Time Required: 40 80minutes. Materials and Resources used by teachers and students: 1. Scrap sheets of paper for each group 2. Pencils for each group 3. A set of linear programming examples (1 or 2) used to explain, what is linear programming? 4. 2 or 3 Manufacturing problems for the groups to solve in order to win the small prizes associated with them 5. Dry Erase markers/Chalk for the teacher to use on the board for explaining the objective of the lesson and for writing down the manufacturing problems used for the game activity Preparation for Teacher: 1. Place students into equal groups 2. Brief Discussion about Linear programming 3. Go over 1 or 2 Optimization examples revolving around Manufacturing 4. Explain the rules of the game activity and begin Step-by-Step Teacher Procedure: PART ONE 1. Begin the lesson by telling the students that they will be playing a game activity where they will be able to apply what they will learn about optimizing manufacturing linear programming models in order to determine the most cost efficient mix of materials they will need to purchase in order to produce a final manufacturing product. 2. Begin explaining what is linear programming? And how it can be used to solve optimization problems, such as minimizing cost, and/or maximizing profit. [Formal definition of what is linear programming is located below] [A linear programming problem (LP) is an optimization problem for which we do the following: 1. We attempt to maximize (or minimize) a linear function of the decision variables. The function that is to be maximized or minimized is called the objective function. 2. The values of the decision variables must satisfy a set of constraints. Each constraint must be a linear equation or linear inequality. 3. A sign restriction is associated with each variable. For any variable xi, the sign restriction specifies that xi must be either nonnegative (xi or unrestricted in sign (urs).] 0) 3. After saying the formal definition of linear programming, go into doing the examples that are available to help further explain what linear programming is and its purpose. [Examples are located on separate sheet.] *Make sure to explain what decision variables are and how constraints affect the overall objective. [Decision Variables - the variables that completely describe the decisions to be made; Objective Function - The function to be maximized or minimized {(maximize (usually revenue or profit) or minimize (usually costs) some function of the decision variables.}; Constraints the restrictions that are placed upon the decision variables; Sign Restrictions - Can the decision variable only assume nonnegative values, or is the decision variable allowed to assume both positive and negative values;]

4. Ask the students, If they understand the concepts associated with linear programming? (Decision variables, constraints, maximize profit, minimize cost) If the students cant recall the answer, it is fine to restate what they are to them again. 5. Tell the students, that we will be getting ready to play a game activity where they will have the chance to answer 2 or 3 manufacturing optimization problems as a group with the chance to win a small prize for each question that their respective groups can answer correctly in the least amount of time. ---------Take a 10 min break if time permits----------

PART TWO 1. If it hasnt already been done, split the students up into equal groups so that they can get ready for the game activity to start. 2. Go over the rules of the Game Activity. [Rules of the activity are located below]. Rules for Game Activity:

I. Members are placed into equal groups II. The first group to correctly answer a problem wins a small prize associated with that problem III. Students are able to ask for assistance from a IIE/GatorTRAX member who is around but they
cant give the students the answers.

IV. Each group must assign a team member who will represent them by raising their hands when the V.
group has come up with an answer, the representative after being called upon must come up to the board and write the answer down. If the answer is correct, that group will receive the prize associated with that problem, if not they must go back and try again.

3. Write down the first Manufacturing problem on the board for the groups to begin attempting to solve the problem. The group that gets the answer for the problem receives the prize. 4. Continue on to the next problem until all 2 or 3 problems have been solved. 5. Once the game is over, go over a brief summary of the overall lesson and then commence. Assessment Assessment Type(s): Game Activity (Math League: Manufacturing Optimization) Assessment Plan: The students will break up into groups where they will be given 2 to 3 optimization problems, where they will have certain amount of resources given to them, these resources have certain stipulations/constraints associated with them. The objective is to see which team is able to answer each question in the least amount of time. A small prize will be given to a group for answer a question correctly in the least amount of time.