INDUSTRIAL ENGINEERING PROGRAM

COURSE TITLE: OPERATIONS RESEARCH 1 (OPERES1)

1st Semester, Curriculum Year 2018-2019

Holy Angel University VMs

Vision: To become a role-model catalyst for countryside development and one of the most influential, best-managed Catholic universities in the Asia-Pacific
region.

Mission: To offer accessible quality education that transforms students into persons of conscience, competence, and compassion.

School of Engineering and Architecture VMs

Vision

A center of excellence in engineering and architecture education imbued with Catholic mission and identity serving as a role-model catalyst for countryside
development

Mission

The School shall provide accessible quality engineering and architecture education leading to highly competent professional; continually contribute to the
advancement of knowledge and technology through research activities; and support countryside development through environmental preservation and community
involvement.

Institutional Student Learning Outcomes (ISLOs)

1. Show effective communication

2. Demonstrate appropriate value and sound ethical reasoning
3. Apply critical and creative thinking
OPSRES1 | Operations Research 1
IE_OBE_Rev.5/2020
 4. Utilize civic and global learning
5. Use applied and collaborative learning
6. Employ aesthetic engagement
7. Show Information and Communication Technology (ICT) Literacy

Program Educational Objectives (PEOs)

Within a few years after graduation, graduates of our BS Industrial Engineering programs are expected to have:

1. Demonstrated technical competence, including design and problem-solving skills, as evidenced by:
 the sound technical designs and systems that conform with existing laws and ethical standards they produced
 the recognition and certification they received for exemplary achievement

2. Shown a commitment to life-long learning as evidenced by:

 the graduate degrees or further studies they pursue
 the professional certifications which are locally and internationally recognized they possess
 the knowledge and skills on recent technological advances in the field they continuously acquire

3. Exhibited success in their chosen profession evidenced by:

 the key level positions they hold or promotions they get in their workplace
 the good track record they possess
 the professional visibility (e.g., publications, presentations, patents, inventions, awards, etc.) they are involved with
 the international activities (e.g., participation in international conferences, collaborative research, employment abroad, etc.) they are engaged with
 the entrepreneurial activities they undertake

4. Manifested faithful stewardship as evidenced by:

 their participation in University-based community extension initiatives as alumni
 their contribution to innovations/ inventions for environmental promotion and preservation, and cultural integration
 their engagement in advocacies and volunteer works for the upliftment of the quality of life and human dignity especially the marginalized

OPSRES1 | Operations Research 1

IE_OBE_Rev.5/2020
Relationship of the Program Educational Objectives to the Mission of the School of Engineering & Architecture:
Industrial Engineering Program Educational Objectives (PEOs): Mission
The School shall provide The School shall continually The School shall support
Within a few years after graduation, the graduates of the BS accessible quality contribute to the countryside development
Industrial Engineering program should have: engineering and architecture advancement of knowledge through environmental
education leading to high and technology through preservation and community
professional competence. research activities. involvement.
1. Demonstrated professional competence, including design and
problem solving skills as evidenced by:
 the sound technical designs and systems that conform with

existing laws and ethical standards they produced
 the recognition and certification they received for exemplary
achievement
2. Shown a commitment to life-long learning evidenced by:
 the graduate degrees or further studies they pursue
 the professional certifications which are locally and

internationally recognized they possess
 the knowledge and skills on recent technological advances in
the field they continuously acquire
3. Exhibited success in their chosen profession evidenced by:
 the key level positions they hold or promotions they get in
their workplace
 the good track record they possess
 the professional visibility (e.g., publications, presentations,
patents, inventions, awards, etc.)  
 they are involved with international activities (e.g.,
participation in international conferences, collaborative
research, employment abroad, etc.)
 they are engaged with the entrepreneurial activities they
undertake
4. Manifested faithful stewardship evidenced by: 
OPSRES1 | Operations Research 1
IE_OBE_Rev.5/2020
  their participation in University-based community extension
initiatives as alumni
 their contribution to innovations/ inventions for environmental
promotion and preservation, and cultural integration
 their engagement in advocacies and volunteer works for the
upliftment of the quality of life and human dignity especially
the marginalized

Relationship of the Institutional Student Learning Outcomes to the Program Educational Objectives:
PEO 1 PEO 2 PEO 3 PEO 4
ISLO1: Show effective communication  
ISLO2: Demonstrate appropriate value and sound ethical reasoning  
ISLO3: Apply critical and creative thinking   
ISLO4: Utilize civic and global learning  
ISLO5: Use applied and collaborative learning    
ISLO6: Employ aesthetic engagement  
ISLO7: Show Information and Communication Technology (ICT) Literacy   

OPSRES1 | Operations Research 1

IE_OBE_Rev.5/2020
BS Industrial Engineering Program Outcomes (POs)
After finishing the program students will be able to:

a. Apply knowledge of mathematics, physical sciences, and engineering sciences to the practice of Industrial Engineering.
b. Design and conduct experiments, as well as to analyze and interpret data.
c. Design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical,
health and safety, manufacturability, and sustainability, in accordance with standards.
d. Function on multidisciplinary teams.
e. Identify, formulate and solve engineering problems.
f. Have an understanding of professional and ethical responsibility.
g. Demonstrate and master the ability to listen, comprehend, speak, write and convey ideas clearly and effectively, in person and through electronic media to
all audiences.
h. Have broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context.
i. Recognition of the need for, and an ability to engage in life-long learning and to keep current of the development in the field.
j. Have knowledge of contemporary issues.
k. Use the techniques, skills, and modern engineering tools necessary for engineering practice.
l. Have knowledge and understanding of engineering and management principles as a member and leader in a team, to manage projects and in
multidisciplinary environments.
m. Engage in service-learning program for the promotion and preservation to local culture and tradition as well as to the community.
n. Design, develop, implement and improve integrated systems that include people, materials, information, equipment and energy.

Relationship of the Engineering Program Outcomes to the Program Educational Objectives:

Industrial Engineering Student Outcomes (SOs)
PEO 1 PEO 2 PEO 3 PEO 4
At the time of graduation, BS Industrial Engineering program graduates should be able to:

a. Apply knowledge of mathematics, physical sciences, and engineering sciences to the practice of

Industrial Engineering.

b. Design and conduct experiments, as well as to analyze and interpret data. 

OPSRES1 | Operations Research 1

IE_OBE_Rev.5/2020
c. Design a system, component, or process to meet desired needs within realistic constraints such as
economic, environmental, social, political, ethical, health and safety, manufacturability, and 
sustainability, in accordance with standards.

d. Function on multidisciplinary teams. 

e. Identify, formulate and solve engineering problems. 

f. Have an understanding of professional and ethical responsibility. 

g. Demonstrate and master the ability to listen, comprehend, speak, write and convey ideas clearly

and effectively, in person and through electronic media to all audiences.

h. Have broad education necessary to understand the impact of engineering solutions in a global,

economic, environmental, and societal context.

i. Recognition of the need for, and an ability to engage in life-long learning and to keep current of the

development in the field.

j. Have knowledge of contemporary issues. 

k. Use the techniques, skills, and modern engineering tools necessary for engineering practice. 

OPSRES1 | Operations Research 1

IE_OBE_Rev.5/2020
l. Have knowledge and understanding of engineering and management principles as a member and

leader in a team, to manage projects and in multidisciplinary environments.

m. Ability to design, develop, implement and improve integrated systems that include people,

materials, information, equipment and energy.

n. Engage in service-learning program for the promotion and preservation to local culture and tradition

as well as to the community.

Code Descriptor Description

I Introductory Course An introductory course to an outcome
E Enabling Course A course that strengthens the outcome
D Demonstrative Course A course demonstrating an outcome

Course Outcomes (COs)

1. Discuss the Operations Research (OR) approach, its basic concepts, techniques and application areas.
2. Develop mathematical optimization models
3. Solve optimization models using the appropriate OR tools/techniques.
4. Interpret the results of computation as basis for recommending the best decision for a problem scenario.

a b c d e f g h i J k l m n
CO1. Discuss the Operations Research (OR) approach, its basic
I
concepts, techniques and application areas;
CO2. Develop mathematical optimization models; E
CO3. Solve optimization models using the appropriate OR
E
tools/techniques.
CO4. Interpret the results of computation as basis for recommending the
D
best decision for a problem scenario.

OPSRES1 | Operations Research 1

IE_OBE_Rev.5/2020
I. Course Description : The subject deals with the development and application of fundamental deterministic optimization models and various
solution methods. It includes quantitative modeling, formulation, analysis and interpretation of linear integer and non-integer
models and network flow problems.

II. Course Credit : 3 Units

III. Prerequisite : ADVMATH-IE

IV. Textbook : Anderson, D. R. (2019). An introduction to management science: Quantitative approaches to decision making. (14th Ed.).
Australia: Cengage Learning.

V. Requirements : Seatworks
Assignments
Boardwork
Case Studies
Written Exam

VI. Learning Outline

CO Core values Evaluation/

Week/ Student
Code Learning Output Topics / Course Content and Methodology Learning
Hours Output
Link Sub values Assessment

Wk 1 At the end of course OSPRES1 Subject Christ-  Subject orientation

3 hour or topic the student Orientation centeredness conducted by
will be able to:  Course outcomes Indicators: teacher.
 Learn the  Obedience and
importance of Classroom policies prayerfulness
subject through the  Attendance
course outcomes  Assignments Excellence
 Recognize the  Quizzes and major Indicators:
different classroom examinations  Competence,
policies  Case studies expertise,
 Get familiarized with  Critique analytical, and
and use the online  Subject final output logical
learning platforms to requirement
OPSRES1 | Operations Research 1
IE_OBE_Rev.5/2020
 be used in class  Grading System Societal
 Academic Dishonesty responsibility
Indicators:
Online Learning Platform  Commitment
 Canvas LMS and
 Zoom Cloud Meetings Involvement

Wk 2 CO1 At the end of course  Recitation Introduction Christ-  Media-supported  Answer Key
3 hours or topic the student  Origin and Development of centeredness lecture/ PowerPoint
will be able to: Operations Research Indicators: presentation  Assessment
 Define operations  OR approach and  Obedience and  Class discussions by Rubric is to
research, its origin methodology prayerfulness teachers and be used for
and development  OR Application Areas students (face-to- the
 Describe the OR Excellence face/online) evaluation of
approach and Indicators:  Interactive student- the
methodology  Competence, centered activities classroom
 Understand the OR expertise, like Think-Pair-Share, activities
application areas analytical, and Brainstorming, Buzz
and give real-life logical Session etc.
examples  Hands-on
Community demonstrations and
Indicators: exercises/ problem
 Solidarity and sets
Respect for  Coaching (special
others assistance provided
for students learning
Integrity difficulty in the
Indicators: course)
 Accountability,  Recitation
 Transparency  Written examinations
and Honesty  Alternative
summative
Societal assessments
responsibility (reflection papers/
Indicators: critical analysis)

OPSRES1 | Operations Research 1

IE_OBE_Rev.5/2020
  Commitment  Asynchronous
and teaching and learning
Involvement using Canvas LMS
Platform in providing
offline content
resources (readings,
lecture notes,
recorded lectures,
detailed guides, etc.,
in print or digital
format) and other
activities.
 Synchronous
teaching and learning
through webinars,
live broadcasts, chats
and teleconferences
for real-time teacher-
student engagement.

Wk 3 CO1 At the end of course  Seatwork Linear Programming (LP) Christ-  Media-supported  Answer Key
3 hours CO2 or topic the student  Assignment  Definition and centeredness lecture/ PowerPoint
CO3 will be able to:  Written exam Characteristics of the LP Indicators: presentation  Assessment
CO4  Define the concepts  Board Work Problem  Obedience and  Class discussions by Rubric is to
of linear  Problem Set  Mathematical prayerfulness teachers and be used for
programming modeling/Formulation of the students (face-to- the
 Outline the steps in LP Problem Excellence face/online) evaluation of
the formulation of Indicators:  Interactive student- the
linear programming  Competence, centered activities classroom
problems. expertise, like Think-Pair-Share, activities
 Solve and formulate analytical, and Brainstorming, Buzz
linear programming logical Session etc.
problems  Hands-on
Community demonstrations and
Indicators: exercises/ problem

OPSRES1 | Operations Research 1

IE_OBE_Rev.5/2020
 Solidarity and sets
Respect for  Coaching (special
others assistance provided
for students learning
Integrity difficulty in the
Indicators: course)
 Accountability,  Recitation
 Transparency  Written examinations
and Honesty  Alternative
summative
Societal assessments
responsibility (reflection papers/
Indicators: critical analysis)
 Commitment  Asynchronous
and teaching and learning
Involvement using Canvas LMS
Platform in providing
offline content
resources (readings,
lecture notes,
recorded lectures,
detailed guides, etc.,
in print or digital
format) and other
activities.
 Synchronous
teaching and learning
through webinars,
live broadcasts, chats
and teleconferences
for real-time teacher-
student engagement.

OPSRES1 | Operations Research 1

IE_OBE_Rev.5/2020
Wk 4-5 CO1 At the end of course  Seatwork Solution Approaches to LP Christ-  Media-supported  Answer Key
6 hours CO2 or topic the student  Assignment Problems centeredness lecture/ PowerPoint
CO3 will be able to:  Written exam  Graphical Method Indicators: presentation  Assessment
CO4  Solve LP problems  Board Work  Simplex Method: Big-M  Obedience and  Class discussions by Rubric is to
using the different  Problem Set Technique, Two-Phase prayerfulness teachers and be used for
methods – Method students (face-to- the
graphical, simplex  Matrix Approach to LP Excellence face/online) evaluation of
and matrix  Special Cases - Indicators:  Interactive student- the
approach. Degeneracy, Infeasibility,  Competence, centered activities classroom
 Understand special Alternative Optima, expertise, like Think-Pair-Share, activities
cases in linear Unbounded Solution analytical, and Brainstorming, Buzz
programming such logical Session etc.
as degeneracy,  Hands-on
infeasibility, Community demonstrations and
alternative optima Indicators: exercises/ problem
and unbounded  Solidarity and sets
solution Respect for  Coaching (special
others assistance provided
for students learning
Integrity difficulty in the
Indicators: course)
 Accountability,  Recitation
 Transparency  Written examinations
and Honesty  Alternative
summative
Societal assessments
responsibility (reflection papers/
Indicators: critical analysis)
 Commitment  Asynchronous
and teaching and learning
Involvement using Canvas LMS
Platform in providing
offline content
resources (readings,
lecture notes,

OPSRES1 | Operations Research 1

IE_OBE_Rev.5/2020
 recorded lectures,
detailed guides, etc.,
in print or digital
format) and other
activities.
 Synchronous
teaching and learning
through webinars,
live broadcasts, chats
and teleconferences
for real-time teacher-
student engagement.

6 PRELIM EXAMINATION

Wk 7-9 CO1 At the end of course  Seatwork Duality and Sensitivity Christ-  Media-supported  Answer Key
8 hours CO2 or topic the student  Assignment Analysis centeredness lecture/ PowerPoint
CO3 will be able to:  Written exam  Primal-Dual Relationship Indicators: presentation  Assessment
CO4  Discuss the basic  Board Work  Formulation and  Obedience and  Class discussions by Rubric is to
concept of primal-  Problem Set Interpretation of the Dual prayerfulness teachers and be used for
dual relationship Problem students (face-to- the
 Outline the steps in  Dual Simplex Method Excellence face/online) evaluation of
the formulation and  Sensitivity analysis Indicators:  Interactive student- the
interpretation of dual  Competence, centered activities classroom
problems. expertise, like Think-Pair-Share, activities
 Solve problems analytical, and Brainstorming, Buzz
using dual simplex logical Session etc.
method  Hands-on
 Understand the role Community demonstrations and
of sensitivity Indicators: exercises/ problem
analysis  Solidarity and sets
Respect for  Coaching (special
others assistance provided
for students learning
Integrity difficulty in the
Indicators: course)
OPSRES1 | Operations Research 1
IE_OBE_Rev.5/2020
  Accountability,  Recitation
 Transparency  Written examinations
and Honesty  Alternative
summative
Societal assessments
responsibility (reflection papers/
Indicators: critical analysis)
 Commitment  Asynchronous
and teaching and learning
Involvement using Canvas LMS
Platform in providing
offline content
resources (readings,
lecture notes,
recorded lectures,
detailed guides, etc.,
in print or digital
format) and other
activities.
 Synchronous
teaching and learning
through webinars,
live broadcasts, chats
and teleconferences
for real-time teacher-
student engagement.

Wk 9-11 CO1 At the end of course  Seatwork Integer Linear Programming Christ-  Media-supported  Answer Key
7 hours CO2 or topic the student  Assignment (ILP) centeredness lecture/ PowerPoint
CO3 will be able to:  Written exam  Concepts and Formulation Indicators: presentation  Assessment
CO4  Define the basic  Board Work of ILP Problems  Obedience and  Class discussions by Rubric is to
concepts integer  Problem Set  Solution Approaches - prayerfulness teachers and be used for
linear programming Graphical, Implicit students (face-to- the
 Outline the steps in Enumeration, Branch and Excellence face/online) evaluation of
formulating Integer Bound Algorithm, Gomory's Indicators:  Interactive student- the

OPSRES1 | Operations Research 1

IE_OBE_Rev.5/2020
 linear programming Cutting Plane Algorithm  Competence, centered activities classroom
problems expertise, like Think-Pair-Share, activities
 Solve problems analytical, and Brainstorming, Buzz
using different logical Session etc.
approaches like  Hands-on
Graphical, Implicit Community demonstrations and
Enumeration, Brand Indicators: exercises/ problem
and Bound  Solidarity and sets
algorithm, and Respect for  Coaching (special
Gomory’s Cutting others assistance provided
Plane algorithm for students learning
Integrity difficulty in the
Indicators: course)
 Accountability,  Recitation
 Transparency  Written examinations
and Honesty  Alternative
summative
Societal assessments
responsibility (reflection papers/
Indicators: critical analysis)
 Commitment  Asynchronous
and teaching and learning
Involvement using Canvas LMS
Platform in providing
offline content
resources (readings,
lecture notes,
recorded lectures,
detailed guides, etc.,
in print or digital
format) and other
activities.
 Synchronous
teaching and learning
through webinars,
live broadcasts, chats

OPSRES1 | Operations Research 1

IE_OBE_Rev.5/2020
 and teleconferences
for real-time teacher-
student engagement.

12 MIDTERM EXAMINATION

Wk 13-15 CO1 At the end of course  Seatwork Special Types of LP Models: Christ-  Media-supported  Answer Key
9 hours CO2 or topic the student  Assignment Modeling and Solution centeredness lecture/ PowerPoint
CO3 will be able to:  Written exam Algorithms Indicators: presentation  Assessment
CO4  Define the concepts  Board Work  Transportation Model  Obedience and  Class discussions by Rubric is to
of the special types  Problem Set  Transshipment Model prayerfulness teachers and be used for
of LP models like  Assignment Model students (face-to- the
Transportation Excellence face/online) evaluation of
model, Indicators:  Interactive student- the
transshipment  Competence, centered activities classroom
model and expertise, like Think-Pair-Share, activities
assignment model analytical, and Brainstorming, Buzz
 Outline the steps in logical Session etc.
solving  Hands-on
transportation, Community demonstrations and
transshipment, and Indicators: exercises/ problem
assignment  Solidarity and sets
problems Respect for  Coaching (special
 Solve problems others assistance provided
involving for students learning
transportation, Integrity difficulty in the
transshipment, and Indicators: course)
assignment models  Accountability,  Recitation
 Transparency  Written examinations
and Honesty  Alternative
summative
Societal assessments
responsibility (reflection papers/
Indicators: critical analysis)
 Commitment  Asynchronous
and teaching and learning
OPSRES1 | Operations Research 1
IE_OBE_Rev.5/2020
 Involvement using Canvas LMS
Platform in providing
offline content
resources (readings,
lecture notes,
recorded lectures,
detailed guides, etc.,
in print or digital
format) and other
activities.
 Synchronous
teaching and learning
through webinars,
live broadcasts, chats
and teleconferences
for real-time teacher-
student engagement.

16-17 CO1 At the end of course  Seatwork Network Models Christ-  Media-supported  Answer Key
6 hours CO2 or topic the student  Assignment  Definition centeredness lecture/ PowerPoint
CO3 will be able to:  Written exam  Shortest Route Algorithms Indicators: presentation  Assessment
CO4  Define the concepts  Board Work  Minimal Spanning Tree  Obedience and  Class discussions by Rubric is to
of networks and  Problem Set Algorithm prayerfulness teachers and be used for
networking  Maximal Flow Algorithm students (face-to- the
techniques  Project Management: PERT Excellence face/online) evaluation of
 Define the concepts and CPM Indicators:  Interactive student- the
of shortest route,  Competence, centered activities classroom
minimal spanning expertise, like Think-Pair-Share, activities
tree, and maximal analytical, and Brainstorming, Buzz
flow algorithms logical Session etc.
 Outline the steps in  Hands-on
solving shortest Community demonstrations and
route, minimal Indicators: exercises/ problem
spanning tree, and  Solidarity and sets
maximal flow Respect for  Coaching (special

OPSRES1 | Operations Research 1

IE_OBE_Rev.5/2020
 problems others assistance provided
 Solve problems for students learning
involving shortest Integrity difficulty in the
route, minimal Indicators: course)
spanning tree, and  Accountability,  Recitation
maximal flow  Transparency  Written examinations
algorithms and Honesty  Alternative
 Identify the concepts summative
and use of PERT to Societal assessments
plan and control responsibility (reflection papers/
projects Indicators: critical analysis)
 Outline the steps in  Commitment  Asynchronous
constructing a PERT and teaching and learning
network. Involvement using Canvas LMS
 Define the concepts Platform in providing
of critical path offline content
method resources (readings,
 Show the use of lecture notes,
CPM in the planning recorded lectures,
and control of detailed guides, etc.,
projects in print or digital
 Outline the steps in format) and other
determining the activities.
critical path  Synchronous
 Solve problems teaching and learning
involving PERT and through webinars,
CPM live broadcasts, chats
and teleconferences
for real-time teacher-
student engagement.

18 FINAL EXAMINATION

OPSRES1 | Operations Research 1

IE_OBE_Rev.5/2020
References:

Anderson, D. R. (2019). An introduction to management science: Quantitative approaches to decision making. (14th Ed.).
Australia: Cengage Learning.
Cobb & Douglas (2018). Operations research. Forest Hills, NY: Willford Press.
Hillier, F. (2015). Introduction to operations research (10th ed.). New York: McGraw-Hill Education.
Render, B., Stair, T. et.al. (2015). Quantitative analysis for management (12th ed.). Boston: Pearson Education Inc.
San Cristobal Mateo, J. R. (2015). Management science, operations research and project management: modelling, evaluation,
scheduling, monitoring. England: Gower.
Rardin, R. (2017). Optimization in operations research 2nd ed. Boston: Pearson.
San Pedro, L. S.L. (2017). Operations research for business management. Manila: Unlimited Books Library Services & Publishing
Sirug, W. (2015). Basic quantitative methods for business: an introduction to operations research/management science (revised).
Intramuros: Mindshapers Co.
Taha, H.A. (2017). Operations research: an introduction (10th ed.) England: Pearson Education Limited

Online References:

Books 24x7
AccessEngineering
EBSCODantzig,

E-book:

G.B. (2016). Linear programming and extensions. Retrieved from eBook Collection (EBSCOhost) database.
Truma, Y. (2014). Linear programming: Theory, algorithms and applications. Retrieved from eBook Collection (EBSCOhost)
database.

OPSRES1 | Operations Research 1

IE_OBE_Rev.5/2020
Expectations from Students

Students are held responsible for meeting the standards of performance established for each course. Their performance and compliance with other course
requirements are the bases for passing or failing in each course, subject to the rules of the University. The students are expected to take all examinations on the
date scheduled, read the assigned topics prior to class, submit and comply with all the requirements of the subject as scheduled, attend each class on time and
participate actively in the discussions.

Furthermore, assignments such as reports, reaction papers and the like shall be submitted on the set deadline as scheduled by the faculty. Extension of
submission is approved for students with valid reasons like death in the family, hospitalization and other unforeseen events. Hence, certificates are needed for
official documentation. Students assigned by the University in extracurricular activities (Choral, Dance Troupe and Athletes) are excused from attending the class,
however, said students are not excused from classroom activities that coincide the said University activities. Special quiz is given to students with valid reasons
like death in the family, hospitalization and other unforeseen events. Hence, certificates are needed for official documentation. Likewise, special major examination
is given to students with the same reasons above. Attendance shall be checked every meeting. Students shall be expected to be punctual in their classes. And
observance of classroom decorum is hereby required as prescribed by student’s handbook.

Academic Integrity

It is the mission of the University to train its students in the highest levels of professionalism and integrity. In support of this, academic integrity is highly valued and
violations are considered serious offenses. Examples of violations of academic integrity include, but are not limited to, the following:

1. Plagiarism – using ideas, data or language of another without specific or proper acknowledgment. Example: Copying text from the Web site without quoting or
properly citing the page URL, using crib sheet during examination. For a clear description of what constitutes plagiarism as well as strategies for avoiding it,
students may refer to the HAU Student Handbook 2019-2020, Table of Offenses and Corresponding Sanctions B.7. For citation styles, students may refer to
APA Style 6th Edition.

2. Cheating – using or attempting to use unauthorized assistance, materials, or study aids during examination or other academic work. Examples: using a cheat
sheet in a quiz or exam, altering a grade exam and resubmitting it for a better grade. For the Policy in Cheating, students may refer to the HAU Student
Handbook 2019-2020, Appendix I.

3. Fabrication – submitting contrived or improperly altered information in any academic requirements. Examples: making up data for a research project, changing
data to bias its interpretation, citing nonexistent articles, contriving sources. Student may refer to HAU Student Handbook 2019-2020, Table of Offenses and
Corresponding Sanctions B.7.

OPSRES1 | Operations Research 1

IE_OBE_Rev.5/2020
Policy on Absences

1. Students should not incur absences of more than 20% of the required total number of class and laboratory periods in a given semester.
a. The maximum absences allowed per semester are:
For subjects held 1x a week, a maximum of 3 absences;
For subjects held 2x a week, a maximum of 7 absences; and
For subjects held 3x a week, a maximum of 10 absences.
2. A student who incurs more than the allowed number of absences in any subject shall be given a mark of “FA” as his final rating for the semester, regardless
of his performance in the class.
3. Attendance is counted from the first official day of regular classes regardless of the date of enrolment.

Other Policies

 Departmentalized when it comes to major exams such as Prelim, Midterms and Finals.
 Minimum of two (2) quizzes for every one (1) unit course will be given per semester.
 Drills, Exercises, Seat works, Projects, Recitation/Role playing will be given to the students and will be graded as part of class standing.
 Homework Policy will be given at the discretion of the faculty and will be graded as part of class standing.

Grading System (Campus ++):

Class Standing: 60%

 Seatworks  Critiques
 Assignments  Case Studies
 Boardwork  Final Output (Research)
 Quizzes
Major Exams: 40%

Date Date
Prepared By: Reviewed By: Checked By: Certified By: Approved By:
Prepared: Effectivity:

Maria Elena Y. Engr. Ruselle Melani B. Cabrera, PIE Dr. Bonifacio V. Ramos Dr. Filipina I. De Guzman
May 2020 May 2020 Timbang, PIE Andrew P. Manalang Chairperson, Industrial Director, Dean, School of Engineering
Faculty OBE Facilitator Engineering Program University Library and Architecture

OPSRES1 | Operations Research 1

IE_OBE_Rev.5/2020