Ch15_222-244 - 72106 CH15 GGS 3/30/05 2:30 PM Page 222 C H...

Info iconThis preview shows pages 1–2. Sign up to view the full content.

View Full Document Right Arrow Icon
222 T EACHING S UGGESTIONS Teaching Suggestion 15.1: There Are Many Kinds of Simulations. This chapter teaches the concepts of Monte Carlo simulation, but it also notes that there are many physical kinds of simulation mod- els as well. The idea of simulation is analogous whether we are conducting a wind tunnel simulation or a math simulation. Ask students to describe a series of real-world business applications in which a math model would be much better than playing with the actual operation of the Frm. Teaching Suggestion 15.2: Examples of Advantages of Simulation. Section 15-2 lists advantages of simulation. Have students provide an example of numbers 2, 5, 6, 7, 8, and 9 in order to be sure these points are made. Hospitals are especially good cases for number 6—“do not interfere with the real-world system.” Teaching Suggestion 15.3: Use of the Cumulative Probability Distribution in Setting Random Number Intervals. Some instructors go directly from probability distribution to ran- dom number intervals; others use ±igure 15.2 as an intermediate step. Teaching Suggestion 15.4: Starting the Random Number Intervals at 01 or 00. Either of these is okay, but the text starts at 01 so that the top of each range is the cumulative probability. Teaching Suggestion 15.5: Another Way to Generate Random Numbers. Excel and other spreadsheets make simulation a quick and rela- tively painless process compared to other methods. Teaching Suggestion 15.6: Use of Computers for Speedy Simulations. You can never point out enough how important computers are in the simulation process. Instead of conducting a simulation once or twice, with computers we can run it hundreds or thousands of times. This also ties in with the issue of time compression men- tioned earlier in the chapter. Teaching Suggestion 15.7: Relating Simulation Back to the Inventory Chapter. Students should start to see the relationship between simulation and most of the other techniques in the book. Because of all the EOQ limiting assumptions, simulation is an important tool. Teaching Suggestion 15.8: Gaming in Business Courses. One type of simulation that students have probably heard of is business gaming (often taught in a policy course). You can now tie the concept of random numbers into how those games operate. Teaching Suggestion 15.9: Outside Research Articles. This is a good chapter for students to Fnd down-to-earth published articles on a wide variety of applications. Ask each student to visit the library and Fnd a simulation application to share with the class. A LTERNATIVE E XAMPLES Alternative Example 15.1: The number of cars arriving at a self-service gasoline station during the last 50 hours of operation are as follows: The following random numbers have been generated: 44, 30, 26, 09, 49, 13, 33, 89, 13, 37. Simulate 10 hours of arrivals at this sta- tion. What is the average number of arrivals during this period?
Background image of page 1

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full DocumentRight Arrow Icon
Image of page 2
This is the end of the preview. Sign up to access the rest of the document.

This note was uploaded on 02/06/2012 for the course DSCI 3331 taught by Professor Michaelhanna during the Spring '11 term at UH Clear Lake.

Page1 / 23

Ch15_222-244 - 72106 CH15 GGS 3/30/05 2:30 PM Page 222 C H...

This preview shows document pages 1 - 2. Sign up to view the full document.

View Full Document Right Arrow Icon
Ask a homework question - tutors are online