200042 INTRODUCTION TO OPERATIONS RESEARCH

School of Computing, Engineering and Mathematics | Learning Guide

Autumn 2012

HOW TO USE THIS LEARNING GUIDE

ICON KEY
Reading
Activity
Important
information
Deadline
Online activity
Warning
Hint
Toolkit
Checklist

This Learning Guide supplements the Unit Outline and is designed to

help you navigate through the unit. It will help you focus on what you
need to do to prepare for the various assessment tasks throughout the
unit. You should consult the Learning Guide on a regular basis, as you
plan your study, as this guide contains information on how best to
prepare for each assessment task.
The Learning Guide also offers tips to assist you in developing the skills
and techniques of an effective, independent learner.
However, if you have any particular problems or issues regarding this
Unit, please take these up with the Unit Coordinator so that they may
be resolved as soon as possible. As an adult learner, it is expected
that you will be responsible for your own learning and take the
necessary and appropriate steps to ensure your success.
A standard set of icons is used throughout the learning guide to make
navigation easier. Use the icons to quickly identify important
information, things you need to do and hints for doing them.

STAFF
Unit Coordinator
Point of First contact

Dr Zhi Guo
Building ER, Room G14, Parramatta Campus
Phone: 9685 9283

Email: z.guo@uws.edu.au

CONSULTATION ARRANGMENTS
Parramatta

Tuesday 11:00 13:00 or by appointment.

Table of Contents
SECTION ONE:
ABOUT INTRODUCTION
RESEARCH

TO

OPERATIONS

SECTION FOUR:
LEARNING RESOURCES
Overview of learning resources

13

An introduction to this unit

Recommended Reading

14

Textbook

Other resources

14

Approach to Teaching

Overview of resources, assessments

and learning outcomes in this unit

SECTION TWO:
ASSESSMENT DETAILS

SECTION FIVE:
YOU AND THE UNIT
What is expected of you

15

Workload

15

Learning outcomes

Attendance

15

Assessment summary

Student engagement and participation

15

Assessment Criteria and Standards

Online learning

15

Assessment 1: Practical Participation

Student responsibilities and conduct

15

Overview

Details

Assessment 2: In-Class Tests (40%)

What you can expect from the teaching team 16

Staff responsibilities

Overview

Changes to unit as result of feedback 17

Details

Assessment 3: Final Examination (50%)

Policy and how it affects you

16

17

Overview

What is academic misconduct?

Details

What is non-academic misconduct? 19

Annotated Examples

6
Raising Concerns

SECTION THREE:
TEACHING ACTIVITIES
Schedule of activities

17

12

19

2 0 0 0 3 2

I N T R O D U C T I O N T O O P E R A T I O N S R E S E A R C H
A U T U M N 2 0 1 2 S E C T I O N O N E

About Introduction to Operations Research

An introduction to this unit
This unit introduces the ideas of systems and their mathematical modelling, with special reference to the
allocation, inventory, scheduling, queuing and other processes taking place within social systems. It introduces
modelling and heuristic problem solving techniques and goes on to introduce the standard techniques of
linear programming, network analysis, critical path analysis, inventory control and simulation. Throughout, an
emphasis is placed upon the mathematical development of algorithms and their computerisation.
Pre-requisites Only HSC Mathematics is assumed. However, this is a Level 2 Unit and therefore some
mathematical experience is expected. For instance, having done Discrete Mathematics would be quite helpful
(but is not assumed).

Textbook
D. Roper: An Introduction to Operations Research, UWS, 1994.

Approach to teaching
The unit will be divided into two parts:
Part I: Character and Methods of OR (Weeks 1-3)
We will consider the general character of OR by means of some typical example problems such
as the air-strike problem, the timetable problem, the regret matrix problem, the lemonade
problem, the jeep problem, the two machines problem, the road network problem, the dental
surgery problem and the travelling salesman problem (cf. D. Roper: Introduction to Operations
Research Part I).
The practicals for this part will deepen the understanding of these problems using practical questions as
well as introduce the use of computers for solving OR related problems.
Part II: Introduction to OR Models and Techniques (Weeks 4 - 14)
This part of the unit will focus on the different types of processes taking place within social
systems and on standard modelling and solving techniques. Specifically we will deal with
allocation models, network models, scheduling models, inventory models (cf. D. Roper:
Introduction to Operations Research Part II).
The practicals for this part will complement the lecture by practical exercises reinforcing the algorithmic
solutions discussed in the lecture. We will also use software tools for solving typical OR problems in practice.
There are two ingredients required for achieving the learning outcomes of this unit: understanding and
practice. Achieving the former is primarily the objective of the lectures, achieving the latter is primarily the
objective of the practical exercises and the practicals. You will need to make optimal use of both if you want
to complete this unit successfully.
1

2 0 0 0 3 2

I N T R O D U C T I O N T O O P E R A T I O N S R E S E A R C H
A U T U M N 2 0 1 2 S E C T I O N O N E

Overview of resources, assessments and learning outcomes in this unit

LEARNING
RESOURCES

Textbook

ASSESSMENT

LEARNING
OUTCOMES

WEEK DUE

In Class Tests (40%)

Class test 1 (20%)
Class test 2 (20%)

1 and 2
3 and 4
(see page 3)

Class test 1 - Week 6

Class test 2 - Week 12

Practical Participation (10%)

1,2,3 and 4
(see page 3)

Week 2 to 14

Final Examination (50%)

1,2,3 and 4
(see page 3)

Refer final examination

timetable

Lecture and tutorial

material

Learning guide

Library resources

vUWS

2 0 0 0 3 2

I N T R O D U C T I O N T O O P E R A T I O N S R E S E A R C H
A U T U M N 2 0 1 2 S E C T I O N T W O

Assessment Details
Learning outcomes and assessment
At the conclusion of this unit, students who have mastered all aspects will be able to:
1

understand and apply the methodology of Operations Research,

recognise allocation, inventory, scheduling and queuing problems and formulate appropriate
mathematical models,

recognise standard techniques of linear programming, network analysis, critical path analysis,
inventory control and simulation,

understand the mathematical development of algorithms and their implementation

Each of the assessment tasks has been designed to evaluate the extent to which you have achieved these
learning outcomes.

Assessment Summary
There are three main assessment activities in this unit.
Component

Weighting

Learning Outcomes

Practical Participation

10%

1,2,3 and 4

In - Class Tests

40%

1,2,3 and 4

Final Examination

50%

1,2,3 and 4

Note: In order to pass this unit, you must achieve an overall mark of at least 50%

Assessment Criteria and Standards

Criteria:
All assessment items in written tests consist of questions in one or several individual
parts. The questions in a test are in general not of equal value, but the amount of marks available for a
question reflects the length and difficulty of a complete solution. Each question will be marked
separately and the total marks obtained for all questions will be added.
The assessment criteria for each question are the correctness and the completeness of the solution given
by the student. Marks will, in general, not only be given for final answers, but for the argument leading
to a solution, so you must make sure that you show all working and fully explain and justify all steps of
your solution. A marking scheme, which is used consistently by all markers, indicates which steps attract
marks. If a mistake is made in one of the steps of a solution, or if a step is missing or not sufficiently
explained, an appropriate part of the marks for that step is deducted, depending on the severity of the
mistake or the omission. Examples of marking schemes are given in the following pages.

2 0 0 0 3 2

Standards:

I N T R O D U C T I O N T O O P E R A T I O N S R E S E A R C H
A U T U M N 2 0 1 2 S E C T I O N T W O

Your grade in an assessment item is determined by the percentage of the total marks for
the assessment you achieve, according to the following key.
Percentage of full marks

Grade

85% - 100%

H (High Distinction)

75% - 84%

D (Distinction)

65% - 74%

C (Credit)

50% - 64%

P (Pass)

0% - 49%

F (Fail)

Your final grade for the unit is determined by your total mark in the same way. Your total mark for this
unit will be computed as the weighted sum of the Practical Participation mark (10%), two Class Test
marks (2 x 20%) and the Final Exam mark (50%).

Assessment task 1: Practical Participation (10%)

Overview
This part of the assessment exposes students to the use of computers and various programs that can be
used to solve problems in the area of operations research.
Details
The philosophy behind this form of assessment is one of continuous learning. The approach aims to
help students commence their learning at the outset rather than delay learning until major assessment
events. Additionally, this form of assessment provides students with fast, regular feedback on their
understanding of different topic in Introduction to Operations Research thereby providing an
opportunity to address any areas of weakness.
This mark will be awarded by the tutor on the basis of your participation in the Practicals. Practicals are
intended to provide an opportunity for you to work on practical matters related to the unit, and to ask
questions.
This mark will be awarded to reflect the extent of your engagement with the work in the Practical.

Assessment task 2: In Class Tests

(40%)

Overview
The purpose of the Class Tests is to encourage continuous learning throughout the semester and to
provide feedback on the learning progress to students and the lecturer.
No replacement tests will be given. If Special Consideration is granted for a Class Test,
the weight of the missed test will be transferred to the Final Exam.

2 0 0 0 3 2

I N T R O D U C T I O N T O O P E R A T I O N S R E S E A R C H
A U T U M N 2 0 1 2 S E C T I O N T W O

Details

Test Number

Test Week

Weeks of Material Assessed

1 to 4

12

5 to 10

The Class Tests will be held in the first hour of the lecture of Week 6 and Week 12.
The Class Test will be a closed book written test of duration of 50 minutes. Only writing implements
and a non-programmable scientific calculator without graphical display or symbolic computation
capabilities will be allowed
Each class test will be worth 20%.

Assessment task 3: Final Examination(50%)

Overview
The aim of this assessment is to give students feedback on how well they demonstrate an understanding of
the topics and applications of Introduction to Operations Research
Details
The Final Exam is a 2 hour summative assessment, testing whether the learning outcomes of the unit
have been achieved.
It is a formal examination held in the Examination Period as a closed book examination, that is, only
writing implements and a non-programmable scientific calculator without graphical display or symbolic
computation capabilities will be allowed.
Questions in the Final Exam will in style and difficulty will be similar to Practical exercises and Class
Test questions
A student who misses the final exam without making a successful application for special
consideration to the student centre will receive an AF grade (Absent Fail).

2 0 0 0 3 2

I N T R O D U C T I O N T O O P E R A T I O N S R E S E A R C H
A U T U M N 2 0 1 2 S E C T I O N T W O

The following are annotated examples of the type of questions that could be asked in the class tests or
final examinations.
Annotated example 1: Two machine problem
Question (7 marks)
A number of jobs require processing times on two machines, a lathe and a milling machine. Each job
must be processed on the lathe before it can be processed on the milling machine. Once processing of a
job on a machine has started it cannot be interrupted until it is complete. The processing times in
minutes for each job on both machines are given in the following table.

Job Number
Machine

lathe

15

10

30

15

milling

20

20

25

Schedule the execution of all jobs on both machines so that total time until completion is minimised.
a)
b)
c)

Find the order in which the jobs are to be scheduled.

Draw a Gantt chart for this schedule.
Determine the total time until completion for this schedule.

Fully explain your answer and show all working.

Solution:
We can order the jobs on the lathe in the same order as the milling machine without increasing total
time. We use Johnson's algorithm. 1 mark
The shortest job time is 5 minutes: it is job 4 on the milling machine. Therefore, job 4 goes last. 1 mark
From the remaining jobs (1, 2 & 3), 10 minutes is the smallest time: it is job 2 on the lathe. Schedule job
2 first;
a)

The order of the jobs is 2, 1, 3, 4

b)

The Gantt chart is

Job 2

Job 1
Job 2

2 marks

2 marks
Job 3
Job 1

Job 4
Job 3

Job 4

c) The total time is 10 + 15 + 30 + 25 + 5 = 85. 1 mark

2 0 0 0 3 2

I N T R O D U C T I O N T O O P E R A T I O N S R E S E A R C H
A U T U M N 2 0 1 2 S E C T I O N T W O

Annotated example 2: Mathematical Induction

Question (6 marks)
Use mathematical induction to show that
1 + 21 + 22 + + 2n = 2n + 1 1
for all integers n with n 0

Solution:
Let P (n) be

1 + 21 + 22 + + 2n = 2n + 1 1

Basis step:

n = 0 LHS = 20 = 1
P (0) is true
1 mark

RHS = 20 + 1 1 = 2 1 = 1 = LHS

Inductive Step: We must prove that P(n) P(n + 1) for all n 0.

Assume that P(n) is true, that is, 1 + 2 + 22 + + 2n = 2n + 1 1

1 mark

We need to prove 1 + 2 + 22 + + 2n+1 = 2n + 2 1

LHS

= 1 + 2 + 22 + + 2n+1
= 1 + 2 + 22 + + 2n + 2n+1
= 2n + 1 1 + 2n + 1
by P(n)
n+1
=2x2
1
= 2n+2 1
= RHS

1 mark
1 mark
1 mark

This proves that P(n) implies P(n + 1). By mathematical induction P(n) is true for all non-negative
integers n.
1 mark

2 0 0 0 3 2

I N T R O D U C T I O N T O O P E R A T I O N S R E S E A R C H
A U T U M N 2 0 1 2 S E C T I O N T W O

Annotated example 3: Optimization Problem

Question (10 marks)
Consider the following optimisation problem:
Find the maximum value of the function
subject to the constraints

f(x, y) = 2x y
x0
y0
x+y8
x y + 1.5

for real numbers x and y.

a.
b.
c.

Draw a graph to represent this problem and show the feasible region
Using your graph from part a), or otherwise, find the maximum value of f(x, y)
Solve the problem with added restriction that x and y are integers.

In each part show all working and give reasons for your answers.
Solution

a.

2 marks

19 13
The feasible region is inside the quadrilateral with vertices (0, 0), (0, 8), (1.5, 0) and , 1 mark
4

b. According to the simplex method the maximum value will occur at a vertex of the feasible region
1 mark
f 0,0 0
f 0,8 8
f 1.5,0 3

19 13
The maximum value among the vertices is at , 2 marks
4

19 13
f , 6.25
4 4

The maximum value is 6.25 1 mark

2 0 0 0 3 2

I N T R O D U C T I O N T O O P E R A T I O N S R E S E A R C H
A U T U M N 2 0 1 2 S E C T I O N T W O

c. When x and y are integers then f(x, y) is an integer. Some of the contours on which f ( x, y) are
shown on the figure below, together with the integer lattice points (where x and y are integers). We see
that f(x, y) = 5 is the maximum integer value that intersects with the lattice, at x = 4, y = 3. 3 marks

f(x, y) = 2

f(x, y) = 4

f(x, y) = 5

Alternatively we can search the feasible region by fixing a value for x and running through feasible y.
The feasible points are {(0, 0), (0,1), , (0, 8), (1, 0), , (1, 7), (2, 1), , (2, 6), (3, 2), , (3, 5), (4, 3),
(4,4)} 2 marks.
The maximum value of f(x, y) on these points is f(4, 3) = 5 1 mark

2 0 0 0 3 2

I N T R O D U C T I O N T O O P E R A T I O N S R E S E A R C H
A U T U M N 2 0 1 2 S E C T I O N T W O

Annotated example 4: Two Phase Simplex Method

Question (6 marks)
Use the two-phase simplex method to solve the following linear program
Maximise
Subject to

z = x1 + 5 x 2 + 3 x 3
x1
+ 2x2 + x3
2x1
- x2
x1, x2, x3 0

Maximise
Subject to

r = R1 + R2
x1
+ 2x2 + x3
2x1
- x2
x1, x2, x3, R1, R2 0

=
=

3
4

Solution
Phase I

+ R1

+ R2

=
=

3
4
1 mark

Basic

x1

x2

x3

R1

R2

Solution

R1

R2

-1

Basic

x1

x2

x3

R1

R2

Solution

x2

0.4

0.4

-0.2

0.4

x1

0.2

0.2

0.4

2.2

Solving

2 marks
Phase II

Solving Tableau with original objective function

Basic

x1

x2

x3

Solution

x3

2.5

x1

-0.5

2 marks
Hence optimal solution is x1 = 2, x2 = 0, x3 = 1 and z = 5.

1 mark

10

2 0 0 0 3 2

I N T R O D U C T I O N T O O P E R A T I O N S R E S E A R C H
A U T U M N 2 0 1 2 S E C T I O N T W O

Annotated example 5: Minimal Spanning Trees

Question (7 marks)
A number of internet gateways are connected through (bidirectional) links as indicated in the following
diagram. The table gives the latency of each link.
Link
Latency
1-2
20 ms
1
2
3
1-4
100 ms
1-5
20 ms
1-6
20 ms
2-3
50 ms
2
7
10 ms
5
6
7
3-4
10 ms
3-7
10 ms
4-7
50 ms
4
5-6
10 ms
6-7
20 ms
Assuming the latency of the links is additive, we can compute the total latency of a connection between
two nodes as the sum of latencies of all involved links.
Construct a spanning tree for which the sum of latencies of the involved links is minimal. Fully justify
your answer.
Solution:
We will use Prims Algorithm to find a minimal spanning tree
1 mark
Begin with node 1 (it doesnt matter which node we start from). The minimal latency of an edge joining
node 1 to another node to 20 ms. Choose one of these nodes, say node 2.
Include the spanning tree {1, 2}.
1 mark
The minimal latency of an edge joining either nodes 1 and 2 to the rest of the network
is 10. Edge {2, 7} is one of these. Add to our tree this edge and node 7. Continuing in this manner we
add the following edge in the following order
{3, 7}
{3, 4}
{1, 5}
{5, 6}
3 marks
The sum of latencies is the weight of this minimal spanning tree we have constructed: 20 + 10 + 10 +10
+ 20 +10 = 80. There are many minimal spanning trees for this network
.
1

4
2 marks
11

2 0 0 0 3 2

I N T R O D U C T I O N T O O P E R A T I O N S R E S E A R C H
A U T U M N 2 0 1 2 S E C T I O N T H R E E

Teaching Activities
Schedule of activities
The Autumn teaching session begins on Monday, 27th February 2012. The intra-session break begins on 16th
April 2012.
HINT: Reading your textbook and lecture notes before lectures will make a big difference to your
performance in this unit.
Topics

Week

Date

29 - Feb

History and character of OR; Sample applications; Modelling example: "Small

Gods"

07 - Mar

Modelling example: Jeep problem , Lemonade Problem, Air - Strike Problem

Proof by Induction

14 - Mar

Modelling examples: Dental surgery scheduling problem, Two machines

problem. Heuristics; Modelling examples: Timetable problem, Travelling
Salesman problem

21 - Mar

Allocation Processes; Mathematical Programming

Linear Programming; Graphical Solution

28 - Mar

Linear Programming; Simplex Method

04 - Apr

Linear Programming; Duality & Sensitivity Analysis

11 - Apr

Linear Programming; Integer / Mixed Integer / Binary Programming

18 - Apr

No classes - Mid-session break

25 - Apr

No classes - Anzac Day / Easter Monday Public Holiday

10

02 - May

11

09 - May

12

16 - May

13

23 - May

Assessment

Class Test 1: at the start of

lecture; covers lecture
topics Weeks 1 - 4

Linear Programming; Integer / Mixed Integer / Binary Programming

Assignment problems; Hungarian method
Network models; Graphs and Digraphs; Weighted graphs; Spanning trees
Shortest paths; Network flows
Scheduling problems; Project scheduling

Class Test 2: at the start of

lecture; covers lecture
topics Weeks 5 - 10

Inventory problems

12

2 0 0 0 3 2

14

30 - May

I N T R O D U C T I O N T O O P E R A T I O N S R E S E A R C H
A U T U M N 2 0 1 2 S E C T I O N F O U R

Revision

Learning resources
Overview of learning resources
The following table is a quick look-up guide that summarizes the learning resources available in this unit.

Resource

Assessment 1:
Class tests
Attend the lectures to understand
the topic of the week and any
additional material not covered in
the textbook

Teaching Team

Attend
the
practical
to
understand how to complete
questions on each topic

Assessment 2:
Practical participation

Attend
the
practical
to
understand how to complete
questions on each topic

Consultation session times and

locations will be posted on vUWS

Library

Textbook

vUWS

Assessment 3:
Final Examination
Attend the lectures to understand
the topic of the week and any
additional material not covered in
the textbook
Attend
the
practical
to
understand how to complete
questions on each topic
Consultation session times and
locations will be posted on vUWS

There are many other relevant

texts that may prove useful and
will certainly contain additional
problems to be solved

There are many other relevant

texts that may prove useful and
will certainly contain additional
problems to be solved

There are many other relevant

texts that may prove useful and
will certainly contain additional
problems to be solved

See the library home page to get

help
from
a
Librarian
http://library.uws.edu.au/

See the library home page to get

help
from
a
Librarian
http://library.uws.edu.au/

See the library home page to get

help
from
a
Librarian
http://library.uws.edu.au/

Summarise the contents of each

topic. Note not the entire chapter
is examinable. Only material
covered in lecture will be in
exams.

Summarise the contents of each

topic. Note not the entire chapter
is examinable. Only material
covered in lecture will be in
exams.

Summarise the contents of each

topic. Note not the entire chapter
is examinable. Only material
covered in lecture will be in
exams.

Lecture notes will be made

available.

Lecture notes will be made

available.

Lecture notes will be made

available.

13

2 0 0 0 3 2

I N T R O D U C T I O N T O O P E R A T I O N S R E S E A R C H
A U T U M N 2 0 1 2 S E C T I O N F O U R

Recommended reading
Textbook

D. Roper: An Introduction to Operations Research, UWS, 1994.

There are many other relevant texts that may complement the material in the
lectures and textbook.
For instance,

References

F. S. Hillier & G. J. Lieberman, Introduction to Operations Research,

McGraw Hill.

F. S. Hillier & M. S. Hillier, Introduction to Management Science, McGraw

Hill.

W. L. Winston, Operations Research, Brooks/Cole.

Other resources

University life

Find out about life outside the lecture theatre news and events, service and facilities, career
information and more!
http://www.ued.edu.au/currentstudents/current_students/university_life
This is your entry to all aspect of e-learning at UWS, including this units vUWS site.

E-Learning

http://www.uws.edu.au/currentstudents/current_students/using_uws_online_systems/elearning
Students are expected to consult vUWS at least twice a week, as all announcements will be made
via vUWS and teaching material will be regularly updated and posted online.

Disability Service

Students with a disability should visit:

http://www.uws.edu.au/currentstudents/current_students/getting_help/disability_services
This site provides information on pre-requisites, co-requisites and other matters concerning how

Course and Unit your course is structured

Rules

http://www.uws.edu.au/students/stuadmin/enrolments/enrolmentrequirements

Student Learning The Student Learning Unit (SLU) organises and runs a variety of programs and courses to
develop students' academic literacy, mathematics and study skills, and participates in many
Unit
collaborative projects with Schools to enhance the academic achievement of UWS students.
Policies

Policies This site includes the full details of policies that apply to you as a UWS student.
http://www.uws.edu.au/policies/a-z

14

2 0 0 0 3 2

I N T R O D U C T I O N T O O P E R A T I O N S R E S E A R C H
A U T U M N 2 0 1 2 S E C T I O N F I V E

You and this Unit

What is expected of you
Workload
This unit is a 10 credit point unit and will require your full and continuous attention to maintain the highest
possible grades. It is expected that you will spend at least 10 hours each week (on average) which includes the
four (4) contact hours per week. It will be essential for you to keep up with the assigned core questions so
that you are properly prepared for each assessment task.
Attendance
Students are expected to attend the three (3) - hour lecture and a one (1) - hour practical each week.
Student engagement and participation
Students are expected to attend lectures and participate in all practicals during the semester. To gain full
benefit of the practical, students need to attempt the questions prior to the practical and come along to the
practicals willing to actively engage in the practical activities.
Online Learning
Students should access the units vUWS sire and check their student email account at least twice a week.
Access to the units vUWS site is only available to students who are enrolled in the unit. Student enrolment
can be cancelled for failure to meet financial obligations to the University, e.g. failure to pay library fines. If the
students do not have access or find that access is lost, they should contact the Student Centre to check
enrolment.
Students can also contact E-Learning Support
http://www.uws.edu.au/students/onlinesupport/home .

for

Students,

using

the

following

link:

Student responsibilities and conduct

Student
responsibilities

Familiarise yourself with University policies on assessments and examinations.

Ensure that you understand the requirements, including timetables, for examinations and other
assessment tasks, and understand the assessment requirements and note the submission date and
seek assistance from the lecturer and/or unit coordinator when needed.
Ensure they have obtained from their lecturer or via the Web copies of relevant unit outlines by
the second week of the teaching session.
Regularly and actively participate in scheduled educational activities (such as lectures, practicals,
practical, on line discussions.
When completing student feedback questionnaires, give honest, helpful and courteous feedback
to their lecturer(s).
Make every effort to undertake the work required to successfully complete their units of study.
Seek timely assistance with problems as needed from university student services (e.g. counselling,
15

2 0 0 0 3 2

I N T R O D U C T I O N T O O P E R A T I O N S R E S E A R C H
A U T U M N 2 0 1 2 S E C T I O N F I V E

disabilities, learning development in the Office of the Dean of Students) or relevant staff within
the School (e.g. Lecturer, Unit Coordinator, Head of Program ).
Submit their own work and material for assignments and other assessment tasks, i.e. do not
plagiarise or cheat and understand the serious consequences of indulging such behaviour by
familiarising themselves with the University's Misconduct - Student Academic Misconduct Policy.

Student conduct Attend all lectures, practicals, practicals and practicals, as failure to attend and actively participate
is often the main cause for low grades.
and behaviour
Respect the needs of other students who are participating in any class activities.
Not indulge in any behaviour that disrupts the teaching and learning environment, or negatively
affects fellow students and university staff, and understand the University will take action against
such behaviour as outlined in the Misconduct - Student Non-Academic Misconduct Policy.
Switch off your mobile phone before entering lecture, practical or practical
Attempt to first resolve problems or issues at the local level (e.g. within the School, Student
Centres) before using the formal University complaint and grievance processes.
Treat university property with due care and report any damaged or broken equipment.
Behave appropriately, outside of University property when undertaking education related
activities or representing the university (e.g. placement, practicum, project work).

What is expected from the teaching team

Academic staff carry out their teaching responsibilities under the authority of the Executive Dean and Head of
School. The responsibilities are outlined below.
Staff
responsibilities

Treat all students and staff equitably, with courtesy and respect, and adhere to the University's
Code of Conduct and Federal and State Government legislative requirements.
Prepare thoroughly for each teaching session.
Be on time for each lecture and practical.
Be available to assist students during the consultation times.
Assess students work fairly, objectively and consistently
Provide students with appropriate, helpful and explanatory feedback on all work submitted for
assessment.
Make reasonable accommodation in assessment tasks and examinations for students with special
requirements
Report immediately, any issues or concerns related to student academic and non-academic
misconduct to the relevant authority, according to the UWS Misconduct Policy

Sometimes the best laid plans do go astray! In the unlikely occurrence of this happening, you will be notified
about any changes to the scheduled activities, at least 24-hours in advance (if possible), via an announcement
on vUWS.

Changes to unit as a result of student feedback

16

2 0 0 0 3 2

I N T R O D U C T I O N T O O P E R A T I O N S R E S E A R C H
A U T U M N 2 0 1 2 S E C T I O N F I V E

The University values student feedback in order to improve the quality of its educational programs. As a result
of student feedback, the following changes and improvements to this unit have recently been made:

Duration of final exam has been reduced from 3 hours to 2 hours

Weight of final exam has been reduced from 60% to 50%

Policy and how it affects you

The University has a number of policies that relate to teaching and learning. Important policies affecting
students include

Assessment Policy
Examinations Policy
Special Consideration Policy
Review of Grade Policy
Assessment Practice Fundamental Code
Misconduct Student Academic Misconduct Policy (see extract of the policy below under the
heading "What is Academic Misconduct?")
Misconduct Student Non-academic Misconduct Policy
Enrolment Policy (includes a section on the UWS Student Email Account)
Bullying Prevention Policy and Guidelines
Sexual Harassment Prevention Policy

There are two policies that relate to misconduct academic and non-academic misconduct. Breaches of these
policies can have very serious consequences. It is essential that you are familiar with these policies and how to
avoid misconduct of any type.
What is Academic Misconduct?
Academic Misconduct may involve plagiarism, collusion or cheating. Plagiarism involves submitting or
presenting work in a unit as if it were the student's own work when, in fact, it was not. Collusion includes
inciting, assisting, facilitating, concealing or being involved in plagiarism, cheating or other academic
misconduct with others. Cheating includes dishonest conduct (or attempted dishonest conduct) in exams.
For the full definition of academic misconduct and the consequences of such behaviour, you are advised to
read the Misconduct Student Academic Misconduct Policy in its entirety, refer to:
http://policies.uws.edu.au/view.current.php?id=00051
The School of Computing, Engineering and Mathematics definitions of Minor and Substantial
Breaches of the UWS Academic Misconduct policy are below:
Plagiarism

Minor breach: A minor breach occurs when the weighting of the assessment task is less than 10%,

and less than 20% of the work submitted is taken from another source without reference to the original
source or author.

Substantial breach definition: A substantial breach occurs when:

17

2 0 0 0 3 2

I N T R O D U C T I O N T O O P E R A T I O N S R E S E A R C H
A U T U M N 2 0 1 2 S E C T I O N F I V E

1. The weighting of the assessment task is more than 10%, and 20% or more of the work submitted is
taken from another source without reference to the original source.
2. If a student has been found to have already committed an act of plagiarism and warned about it,
whether it is a minor or substantial breach, then the next allegation will be treated as a substantial
breach.
Cheating
1. Dishonest or attempted dishonest conduct during an examination, for example speaking to other
candidates or otherwise communicating with them, leaving answer papers exposed for other students to
view and/or copy or attempting to view another students solutions, would be deemed as minor.
However, if this behaviour continued after the student had been asked to desist, then the breach would
be treated as substantial.
2. Bringing into the examination room any textbook, notebook, memorandum, other written material
or mechanical or electronic device (including mobile phones), or any item not authorised by the
examiner would be treated as minor. However, if the student does not surrender the unauthorised item,
then a substantial breach would have occurred.
3. Writing an examination or part of it, or consulting any person or materials outside the confines of the
examination room without permission to do so, would constitute a substantial breach.
4. Cheating in take-home examinations, which includes, but it not limited to: making notes, papers or
answers in connection with the examination (in whatever form) to others without the permission of the
relevant lecturer; receiving answers, notes or papers in connection with the examination (in whatever
form) from another student, or another source without the permission of the relevant lecturer; and the
unauthorised collaboration with another person or student in the formulation of an assessable
component of work constitutes a substantial breach.
Other Academic Misconduct
1. Tampering or attempts to tamper with examination scripts, class work, grades or class records, will
be regraded as substantial.
2. Failure to abide by the directions of an academic member of staff regarding the individuality of work
to be handed in, will, in the first instance be treated as minor. However, any reoccurrence of such
behaviour will be regarded as substantial.
3. Acquisition, attempted acquisition, possession or distribution of examination materials or
information without the authorisation of the academic member of staff will be regarded as substantial.
4. Impersonation of another student in an examination or other class assignment will be regarded as
substantial.
5. Falsification or fabrication of practical or laboratory reports will be regarded as substantial.
6. Non-authorised use of tape recording of lectures will be regarded as minor, except where the student/s
has been asked to desist and refuses to comply. This continued abuse will be regarded as substantial.
There are many resources to help you avoid academic misconduct. The library staff can help you with
referencing and the Student Learning Unit can assist with academic writing and plagiarism. If you are unsure
about any of your work you should also ask your tutor or lecturer for advice and feedback.
18

2 0 0 0 3 2

I N T R O D U C T I O N T O O P E R A T I O N S R E S E A R C H
A U T U M N 2 0 1 2 S E C T I O N F I V E

What is Non-academic Misconduct?

Non-academic misconduct includes unlawful activities and crimes, falsifying documents (like a medical
certificate or academic records), harassing other students (or staff), stealing or damaging university property
(like library books or computers) and disrupting other students or staff. These are just some of the types of
non-academic misconduct and while these things are rare they do happen. If you believe you have been the
victim of non-academic misconduct or you are aware of any academic misconduct it is very important that
you report it.
You should report all matters of academic misconduct directly to your Head of Program.

Raising Concerns
If you have a concern about this unit please contact the unit coordinator in the first instance. If you would
prefer to speak to someone else you are advised to contact your Head of Program (see the online handbook
to identify your Head of Program and their contact details http://handbook.uws.edu.au/hbook/).
More information about resolving complaints is available on the UWS
http://uws.clients.squiz.net/opq/planning_and_quality/complaints_management_and_resolution

website.

The University also has a confidential Complaints Handling department (see link above for contact details).
You may contact this department of the University at any time however we would appreciate the opportunity
to resolve this directly first.

19