Quantech (Syllabus)

Imus Institute College of Education, Arts and Sciences SY 2014-2015 Vision: An institute of academic excellence that produces God Centered, nationalistic, socially responsible, globally competitive, research oriented and technologically competent administrators, faculty, support staff and students Mission: Develop continuing programs of quality, relevant and affordable education Goals:

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Attend to the holistic development of the individual: mind, body, spirit, emotions. Perpetuates nationalistic ideals Assist in enhancing the range and quality of each individual’s pasrticipation in the basic functions of society. Develop technological competencies through awareness, use and application of appropriate technologies that will make them globally competitive. Enhance the appreciation and skills for scientific inquiry and research Be financially viable in order to support the needs of quality education.

Motto: “Scientia et Virtus” – “Academic Excellence and Moral Integrity” Core Values  Spirituality  Nationalism and Patriotism  Courage  Self-reliance  Social and environmental responsibility  Love and nurturing

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Compassion and respect for human dignity Solidarity and peace Integrity, truth and honesty

Spirituality. An inner path enabling a person to discover the essence of his/her being on the “deepest values and meaning by which people live” It emphasizes humanistic ideas on qualities such as love, compassion, patience, tolerance, forgiveness, contentment, responsibility, harmony and concern for others. Nationalism and Patriotism. A devotion to one’s country, showing respect and honor; gives more importance to unity by way of cultural background including language and heritage. Courage. Mental or moral strength to venture, persevere, and withstand danger, fear or difficulty. The quality of spirit that enables one to face danger or pain without showing fear. Self-reliance. Reliance on one’s own capabilities, judgment or resources, independence, being prepared for life challenges, financial, emotional and spiritual. Social and environmental responsibility. Accountability to one’s impact on the environmental and community welfare. Being food stewards of the environment, preserving and nurturing it for oneself and others, including future generations. Love and Nurturing. The act of encouraging, nourishing, and caring for someone or something. Compassion and Respect for Human Dignity. Feeling of deep sympathy and sorrow for another who is stricken by misfortune accompanied by strong desire to alleviate the suffering. Human life should be safeguarded. Each one of us should have the opportunity to be fully human, and that no one be a victim of prejudices or biases of any kind and that the interest of one not be sacrificed against the will for the good of another. Solidarity and Peace. Maintaining harmony among students and co-workers. Truth and Honesty. Being sincere, truthful, trustworthy, honorable and fair. Integrity. Being consistent in actions, values and methods, measures, principles, expectations and outcomes.

Course Title:

Quantitative Technique in Business

Course Code: MH

Units:

3

Hours/Week:

Course Description: This course seeks to: enhance the student’s ability to perform the quantitative analysis necessary, understand the usefulness and limitations of the methods, recognize situations where the methods can be applied beneficially, and be aware of the issues involved when utilizing the results of the analyses. Coverage is topical and includes review of basic statistics principles, regression analysis, time-series analysis, non-parametric statistics, and quantitative analysis techniques such as matrices, graphic linear inequalities, graphical sensitivity analysis, linear programming, simulation, optimization theory, decision analysis, and decision trees. The introduction of concepts via cases in decision making related to operations and strategies is preferred whenever appropriate. Specific Objectives: At the end of the course, the students are expected to: Cognitive Domain  Developing mathematical skills to arrive at correct calculations on credit, savings, purchases, and investments.  Enhancing the ability to make decisions based on an understanding of the mathematics and the money concepts involved.  Increasing the ability to manage resources with confidence; and  Raising awareness of the relation in the acquisition of resources to social responsibility. Affective:  Demonstrate appreciation and respect of the uniqueness of the individual learners and individual learning process, and the unique dynamics that occur in the learning process within a group of learner. Psychomotor:  Construct classroom assessment tools in measuring knowledge and thinking skills  Construct periodic/standardized tests  Demonstrate skills in utilizing and reporting test results  Apply statistical procedures in standardized tests  Grade students’ achievement accurately Competencies: As per CMO 039 s2007  

Prepare, analyze and evaluate reports, proposals, and concepts papers. Demonstrate the value of fairness, transparency, accountability, hard work, honesty, patience, diligence, innovativeness and risk taking.

6

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Perform quality work Participate actively in business associations and comply with their policies and obligations Demonstrate leadership qualities, civic-mindedness and responsible citizenship Conduct environmental scanning Explain the concepts, approaches, and techniques of environmental conservation Know and understand the country’s national development thrusts, concerns and socio-economic indicators.

Course Content:

Specific Objectives and Time Allotment

Student Learning Outcomes (SLO) Assessment Strategies

1- Student Manual, M/V Statement 1.1 Students should be able to recite the 1.1 Explain the Mission / Vision Statement of Mission / Vision statement of the Institute the Institute. 1.2 Students should be able to understand the 1.2 Discuss the Rules and Regulations as well Rules and Regulations of the school as the school policy. regarding the policy and guidelines.

1.1 Individual participation of the student recitation during discussion. 1.2 Recitation - student should be able to recite some of the school policy and regulations.

Evidence of Outcomes/Assessment Tools Rubrics on the students mastery of schools Mission/Vision statement. Rubrics on the students mastery of some policy and guidelines of the school.

(2 hrs) 2. System of Linear Equations & Inequalities 2.1 Types with two variable 2.2 Properties of Inequalities 2.3 Types of Inequalities 2.4 Graphing Linear of Inequality

2.1 Students should be able to identify the principles of solving linear equations and inequalities 2.2 Should be able to solve linear equation by the four methods

2.1 Individual participation of the student recitation during discussion.

Rating of students result on their quiz performance. 2.2 Recitation

(8 hrs.) 2.3 Should be able to plot points in inequalities in two variables 2.4 Should be able to graph system of linear

Rubrics on the students mastery of the lesson presented

Rating of students results on their assignment / homework 2.3 Board work

equations. 2.4 Assignment 3. Linear Programming: Graphical Method 3.1 Maximization Problem 3.2 Minimization Problem 3.3 Maximization Problem Involving Mixed Constraints 3.4 Minimization Problem Involving Mixed Constraints 3.5 Special cases in Linear Programming Problems (8 hrs.)

4. Linear Programming: Simplex Method 4.1 Maximization Problem 4.2 Minimization Problem 4.3 Maximization Problem Involving Mixed Constraints 4.3 Irregular Type of Linear Programming Problem

3.1 Should be able to explain what Linear 3.1 Individual participation of the Programming student recitation during 3.2 Should Identify linear programming discussion. problems that are amenable to graphical solution. 3.3 Should be able to formulate linear 3.2 Recitation programming models. 3.4 Should define and explain terms such as optimal solution, feasible solution, extreme 3.3 Board work point, and redundant constraint. 3.5 Solve problems that have multiple solutions, infeasibility, and unbounded problems. 3.6 Solve linear programming problems graphically and interpret the solutions. 3.7 Describe different problem types that lend themselves to solutions using linear programming models. 4.1 Should distinguish the difference between simplex method and graphical method of linear programming. 4.2 Be able to Introduce the simplex method of linear programming 4.3 Should define and discuss all the elements in the simplex tableau in terms of their significance to the problem statement and

Rubrics on the students mastery of the lesson presented Rating of students result on their quiz performance. Rating of students results on their assignment / homework

4.1 Individual participation of the student recitation during discussion. 4.2 Recitation

Rubrics on the students mastery of the lesson presented

(8 hrs)

5. Transportation Model 5.1 Methods in establishing the initial feasible solution 5.2 Alternative Optional Solution 5.3 Unbalanced Transportation Method 5.4 Degenerate Case (8 hrs.)

6 Assignment Model 6.1 Minimization Problem 6.2 Maximization Problem 6.3 Unbalanced assignment Model 6.4 Degenerate Case

problem solutions. 4.5 Should interpret simplex solutions 4.6 Should discuss unbounded solutions, degeneracy, and multiple optimal solutions in terms of simplex method.

4.3 Board work

Rating of students results on their assignment / homework

5.1 Should identify a transportation problem 5.1 Individual participation of the and state its assumptions student recitation during 5.2 Be able to formulate the problem in a discussion. transportation model. 5.3 Generate an initial feasible solution by 5.2 Recitation Northwest Corner Rule, Minimum Cost Method and Vogel’s Approximation Method. 5.3 Board work 5.4 Solve degeneracy in the transportation model. 6.1 Should describe the nature of assignment model. 6.2 Should dentify the assignment problem and state its assumptions 6.3 Solve using Hungarian Method 6.4 Show how to handle unbalance and degeneracy in assignment model.

Rating of students result on their quiz performance.

6.1 Individual participation of the student recitation during discussion. 6.2 Recitation

Rubrics on the students mastery of the lesson presented Rating of students result on their quiz performance. Rating of students results on their assignment / homework

6.3 Board work

(8 hrs.) 7. Network Analysis 7.1 Critical Path Method 7.2 Program/Project Evaluation and Review Techniques 7.3 Considering Time-Cost Trade-Offs

7.1 Should be able to give the general description of PERT/CPM techniques 7.2 Able to construct Network diagram 7.3 Describe the purposes and advantages of PERT/CPM 7.4 Compute slacks on activities and on events.

7.1 Individual participation of the student recitation during discussion. 7.2 Recitation

Rubrics on the students mastery of the lesson presented Rating of students result on their quiz performance.

(8 hrs.)

7.5 Should demonstrate how to schedule projects involving resource limitations. 7.6 Should describe the issue of resource allocation and how it is handled. 7.7 Be able to analyze networks that have deterministic times and probabilistic times 7.8 Should describe activity crashing and solve simple problems.

8 Forecasting 8.1 Simple Moving Average 8.2 Weighted Moving Average 8.3 Adjustment Forecast 8.4 Forecast reliability (8 hrs.)

8.1 Should be able to lList all the types of the major forecasting approaches and their characteristics 8.2 Should be able to describe the need for forecasting and the role it plays in decision making 8.3 Should be able to describe the major qualitative forecasting method 8.4 Solve problems using exponential smoothing and moving average 8.5 Determine when a forecast can be improved and; 8.6 Discuss the main considerations in selecting forecasting techniques.

7.3 Board work

Rating of students results on their assignment / homework

Rubrics on the students mastery of the lesson presented

8.1 Individual participation of the student recitation during discussion.

Rating of students result on their quiz performance. Rating of students results on their assignment / homework

8.2 Recitation 8.3 Board work

Rubrics on the students mastery of the lesson presented Rating of students result on their quiz performance. Rating of students results on their assignment / homework

Requirement: Submission of a portfolio (suggested content) Quizzes to be administered at the end of every topic. Graded Assignment every week Major Exam (Prelim, Midterm & Final)

Interpretation of test result References: Books:  

Dr. Winston S. Sirug, Quantitative Technique for Business, (2011), Rex Bookstore, Manila, Philippines Edwin J. Loma, Quantitative Decision Models , (2009), Anvil Publishing Inc., Quezon City, Philippines

Journals

Electronic reference  http://www.scienpress.com/Journal_focus.asp

Prepared By: Eulogio T. Catalan, Jr., MBA

Faculty

Approved By:

Concepcion C. Libuit, Ph.D. Dean, Education Program, Imus Institute