Study programme 2022-2023 | Français | ||
Modèles et techniques d'optimisation | |||
Programme component of Bachelor's in Engineering (CHARLEROI) (day schedule) à la Faculty of Engineering |
Code | Type | Head of UE | Department’s contact details | Teacher(s) |
---|---|---|---|---|
UI-B3-IRCIVI-601-C | Compulsory UE | TUYTTENS Daniel | F151 - Mathématique et Recherche opérationnelle |
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Language of instruction | Language of assessment | HT(*) | HTPE(*) | HTPS(*) | HR(*) | HD(*) | Credits | Weighting | Term |
---|---|---|---|---|---|---|---|---|---|
| Français | 24 | 16 | 0 | 0 | 0 | 4 | 4.00 | 1st term |
AA Code | Teaching Activity (AA) | HT(*) | HTPE(*) | HTPS(*) | HR(*) | HD(*) | Term | Weighting |
---|---|---|---|---|---|---|---|---|
I-MARO-135 | Modèles et techniques d'optimisation | 24 | 16 | 0 | 0 | 0 | Q1 | 100.00% |
Programme component | ||
---|---|---|
UI-B1-IRCIVI-104-C Mathematics I |
Objectives of Programme's Learning Outcomes
Learning Outcomes of UE
study the numerical methods for solving the problem in which one seeks to minimize or maximize a linear real objective function submitted to linear equality or inequality constraints (both continuous and discrete cases are considered);understand the working of the optimization methods; choose the adequate method for solving a given optimization problem;be sensitive to the optimization problems existing in the industrial world;be aware of the growing complexity of the problems and the evolution of the optimization techniques.
UE Content: description and pedagogical relevance
Continuous linear programming (real variables) : Simplex algorithm; duality; dual algorithm;Integer linear programming (discrete variables) : Branch and Bound algorithm; Combinatorial optimization; extensions and problem modelling.Revised Simplex algorithm; treatment of bounded variables ; sensitivity analysis; modelling of linear problems; use of an optimization tool (Excel solver).
The teaching methods are likely to be adjusted according to the educational context
imposed by the health measures.
Prior Experience
Properties of vector spaces ; solving systems of linear equations
Type of Teaching Activity/Activities
AA | Type of Teaching Activity/Activities |
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I-MARO-135 |
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Mode of delivery
AA | Mode of delivery |
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I-MARO-135 |
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Required Reading
AA | Required Reading |
---|---|
I-MARO-135 | Copie de présentation - Modèles et techniques d'optimisation - D. Tuyttens |
Required Learning Resources/Tools
AA | Required Learning Resources/Tools |
---|---|
I-MARO-135 | Not applicable |
Recommended Learning Resources/Tools
AA | Recommended Learning Resources/Tools |
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I-MARO-135 | Not applicable |
Other Recommended Reading
AA | Other Recommended Reading |
---|---|
I-MARO-135 | Teghem, J., Programmation linéaire, Editions de l'ULB, Editions Ellipses, Bruxelles, 2003 Guéret C., Prins C. et Sevaux M. 2000, Programmation linéaire, Editions Eyrolles. |
Grade Deferrals of AAs from one year to the next
AA | Grade Deferrals of AAs from one year to the next |
---|---|
I-MARO-135 | Authorized |
Term 1 Assessment - type
AA | Type(s) and mode(s) of Q1 assessment |
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I-MARO-135 |
|
Term 1 Assessment - comments
AA | Term 1 Assessment - comments |
---|---|
I-MARO-135 | Written examination in person covering all parts of the course, including short questions on theory and some exercises. Part 1 : Theory and Part 2 : Exercises [=90% of the evaluation] and Part 3 : Modelling [=10% of the evaluation] The evaluation procedures are likely to be adjusted according to the educational/assessment context imposed by health measures. |
Resit Assessment - Term 1 (B1BA1) - type
AA | Type(s) and mode(s) of Q1 resit assessment (BAB1) |
---|---|
I-MARO-135 |
|
Term 3 Assessment - type
AA | Type(s) and mode(s) of Q3 assessment |
---|---|
I-MARO-135 |
|
Term 3 Assessment - comments
AA | Term 3 Assessment - comments |
---|---|
I-MARO-135 | Written examination in person covering all parts of the course, including short questions on theory and some exercises. Part 1 : Theory and Part 2 : Exercises [=90% of the evaluation] and Part 3 : Modelling [=10% of the evaluation] The evaluation procedures are likely to be adjusted according to the educational/assessment context imposed by health measures. |