This preview shows pages 1–2. Sign up to view the full content.
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 realworld 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 152 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 realworld 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 downtoearth 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
selfservice 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?
This preview has intentionally blurred sections. Sign up to view the full version.
View Full Document
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.
 Spring '11
 MichaelHanna

Click to edit the document details