Ch 9 solutions

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REVISED
M09_REND6289_10_IM_C09.QXD

5/12/08

12:01 PM

Page 115

9

C H A P T E R

Linear Programming: The Simplex Method

TEACHING SUGGESTIONS
Teaching Suggestion 9.1: Meaning of Slack Variables.
Slack variables have an important physical interpretation and represent a valuable commodity, such as unused labor, machine time, money, space, and so forth.
Teaching Suggestion 9.2: Initial Solutions to LP Problems.
Explain that all initial solutions begin with X1 ϭ 0, X2 ϭ 0 (that is, the real variables set to zero), and the slacks are the variables with nonzero values. Variables with values of zero are called nonbasic and those with nonzero values are said to be basic.

Teaching Suggestion 9.3: Substitution Rates in a Simplex Tableau. Perhaps the most confusing pieces of information to interpret in a simplex tableau are “substitution rates.” These numbers should be explained very clearly for the first tableau because they will have a clear physical meaning. Warn the students that in subsequent tableaus the interpretation is the same but will not be as clear because we are dealing with marginal rates of substitution. Teaching Suggestion 9.4: Hand Calculations in a

Simplex Tableau.
It is almost impossible to walk through even a small simplex problem (two variables, two constraints) without making at least one arithmetic error. This can be maddening for students who know what the correct solution should be but can’t reach it. We suggest two tips:

1. Encourage students to also solve the assigned problem
by computer and to request the detailed simplex output.
They can now check their work at each iteration.
2. Stress the importance of interpreting the numbers in the
tableau at each iteration. The 0s and 1s in the columns of
the variables in the solutions are arithmetic checks and
balances at each step.
Teaching Suggestion 9.5: Infeasibility Is a Major Problem in Large LP Problems.
As we noted in Teaching Suggestion 7.6, students should be aware that infeasibility commonly arises in large, real-world-sized problems. This chapter deals with how to spot the problem (and is very straightforward), but the real issue is how to correct the improper formulation. This is often a management issue.

ALTERNATIVE EXAMPLES
Alternative Example 9.1: Simplex Solution to Alternative Example 7.1 (see Chapter 7 of Solutions Manual for formulation and graphical solution).

1st Iteration
Cj l
b

3
X1

9
X2

0
S1

0
S2

Quantity

S1
S2

1
1

4
2

1
0

0
1

24
16

Zj
Cj Ϫ Zj

0
0

Solution
Mix

0
3

0
9

0
0

0
0

0

3
X1

9
X2

0
S1

0
S2

⁄4
1
⁄2

1
0

⁄4
Ϫ1⁄2

0
1

6
4

⁄4
⁄4

9
0

9
⁄4
Ϫ9⁄4

0
0

54

2nd Iteration
Cj l
b
9
0

Solution
Mix
X2
S2

1

Zj
Cj Ϫ Zj

9

3

1

Quantity

This is not an optimum solution since the X1 column contains a positive value. More profit remains ($C\v per #1).
3rd/Final Iteration
Cj l Solution
b
Mix

3
X1

9
X2

0
S1

0
S2

Quantity

9
3

X2
X1

0
1

1
0

⁄2
Ϫ13⁄2

Ϫ ⁄2
23⁄2

4
8

Zj
Cj Ϫ Zj

3
0

9
0

⁄2
Ϫ ⁄2

⁄2
Ϫ3⁄2

60

1

3
3

1

3

This is an optimum solution since there are no positive values in the Cj Ϫ Zj row. This says to make 4 of item #2 and 8 of item #1 to get a profit of $60.
Alternative Example 9.2: Set up an initial simplex tableau,
given the following two constraints and objective function:
Minimize Z ϭ 8X1 ϩ 6X2
Subject to:

2X1 ϩ 4X2 ജ 8

3X1 ϩ 2X2 ജ 6
The constraints and objective function may be rewritten as:
Minimize ϭ 8X1 ϩ 6X2 ϩ 0S1 ϩ 0S2 ϩ MA1 ϩ MA2
2X1 ϩ 4X2 Ϫ 1S1 ϩ 0S2 ϩ 1A1 ϩ 0A2 ϭ 8
3X1 ϩ 2X2 ϩ 0S1 Ϫ 1S2 ϩ 0A1 ϩ 1A2 ϭ 6

115

REVISED
M09_REND6289_10_IM_C09.QXD

116

5/12/08

12:01 PM

CHAPTER 9

Page 116

LINEAR PROGRAMMING: THE SIMPLEX METHOD

The first tableau would be:
Cj l
b

Solution
Mix

8
X1

6
X2

0
S1

0
S2

M
A1...
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