Vollmer Manufacturing Refrigeration Companies Essay
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
Vollmer Manufacturing Refrigeration Companies Essay
Answer 4 of 5 questions. All work must be shown to qualify for partial credit.
Vollmer Manufacturing makes three components for sale to refrigeration companies. The components are processed on two machines: a sharper and a grinder. The times (in minutes) required on each machine are as follows:
The sharper is available for 120 hours, and the grinder is available for 110 hours. No more than 200 units of component 3 can be sold, but up to 1000 units of each other components can be sold. In fact, the company already has orders for 600 units of component 1 that must be satisfied. The profit contributions for components 1, 2, and 3 are $8, $6, and $9, respectively.
Formulate this LP problem and make sure you define all the decision variables.
Transform your formulation to the Standard LP form.
The Excel Solver Solution to this problem is presented below. Identify and present the optimal solution and the values of the decision variables.
Find the slack and/or surplus variables.
Will the Sharper or the Grinder or both need more time? Explain.
Identify the ranges of optimality and the ranges of feasibility. Discuss them in relation to this problem. Hint: Do not give a general discussion on this question. You must be very specific and use all the results you now have.
Consider the following linear program
Max 3×1 + 2×2
1×1 + 1×2 < 10
3×1 + 1×2 < 24
1×1 + 2×2 < 16
And x1, x2 > 0.
Use Excel Solver to find the optimal solution to this problem. State the optimal values of x1, x2, and Z.
Assume that the objective function coefficient for x1 changes from 3 to 5. Does the optimal solution change?
Assume that the objective function coefficient for x1 remains 3, but the objective function coefficient for x2 changes from 2 to 4. Does the optimal solution change?
What are the shadow prices for these constraints?
What conclusions can you draw about changes to the right-hand side of constraint 2?
Identify the binding and non-binding constraints in this problem and explain.
The national mean annual salary for school administrator is $90,000 a year (The Cincinnati Enquirer, April 7, 2012). A school official took a sample of 25 school administrators in the state of Ohio to learn about salaries in that state to see if they differed from the national average.
Formulate hypotheses that can be used to determine whether the population mean annual administrator salary in Ohio differs from the national mean of $90,000.
The sample data for 25 Ohio administrators is contained in the file named Administrator. What is the p-value for the hypothesis test in part (a)?
At α = 0.05, can your null hypothesis be rejected? What is your conclusion?
Repeat the preceding hypothesis test using the critical value approach.
A recent issue of the AARP Bulletin reported that the average weekly pay for a woman with a high school degree is $520. Suppose you would like to determine if the average weekly pay for all working women is significantly greater than that for women with a high school degree. Data providing the weekly pay for a sample of 50 working women are available in the file named WeeklyPay. These data are consistent with the findings reported in the AARP article.
State the hypotheses that should be used to test whether the mean weekly pay for all women is significantly greater than the mean weekly pay for women with a high school degree.
Use the data in the file named WeeklyPay to compute the mean, the test statistic, and the p-value.
Use α = 0.05, what is your conclusion?
Repeat the hypothesis test using the critical value approach.
The monthly sales for Telco Batteries, Inc., were as follows in Table 1:
Table 1: Monthly Sales
Forecast January sales using each of the following:
A 4-month moving average.
Exponential smoothing using an alpha = 0.25
The trend projection model
Which of the forecast models is better and why?
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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