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ch11Key

1.Aggregateplanningisintermediaterangecapacityplanningthattypicallycoversatime
horizonofonetothreemonths.
FALSE
Aggregateplanningcoversthemidterm,typicallytwoto12months.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1101Explainwhataggregateplanningisandhowitisuseful.
StevensonChapter11#1
TopicArea:Introduction

2.Thegoalofaggregateplanningistoachieveaproductionplanthatattemptstobalancethe
organization'sresourcesandmeetexpecteddemand.
TRUE
Thisisthegoalofaggregateplanning.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1101Explainwhataggregateplanningisandhowitisuseful.
StevensonChapter11#2
TopicArea:Introduction

3.Aggregateplannersareconcernedwiththequalityandquantityofexpecteddemand.
FALSE
Aggregateplannersareconcernedwiththequantityandtimingofexpecteddemand.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1101Explainwhataggregateplanningisandhowitisuseful.
StevensonChapter11#3
TopicArea:Introduction

4.Aggregateplanningisusedtoestablishgenerallevelsofemployment,output,andinventories
overanintermediaterangeoftime.
TRUE
Thisisthedomainofaggregateplanning.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1101Explainwhataggregateplanningisandhowitisuseful.
StevensonChapter11#4
TopicArea:Introduction

5.Theassignmentofworktospecificmachinesandpeopleareexamplesofaggregateplanning.
FALSE
Assigningworktospecificmachinesorpeopleisanexampleofdetailedscheduling.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1101Explainwhataggregateplanningisandhowitisuseful.
StevensonChapter11#5
TopicArea:Introduction

6.Theoutputfromaggregateplanningisadetailedbusinessplancoveringthenext2to12
months.
FALSE
Theoutputisanaggregateproductionplan.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1101Explainwhataggregateplanningisandhowitisuseful.
StevensonChapter11#6
TopicArea:Introduction

7.Demandcanbealteredinaggregateplanningbypromotionandproducingadditionalproduct
usingovertime.
FALSE
Thesearesupplyoptions.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Hard
LearningObjective:1102Identifythevariablesdecisionmakershavetoworkwithinaggregateplanningandsomeofthepossiblestrategies
theycanuse.
StevensonChapter11#7
TopicArea:Introduction

8.Capacitycanbemodifiedinaggregateplanningbypromotionandproducingadditional
productusingovertime.
FALSE
Promotionsdonotmodifycapacity.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Hard
LearningObjective:1102Identifythevariablesdecisionmakershavetoworkwithinaggregateplanningandsomeofthepossiblestrategies
theycanuse.
StevensonChapter11#8
TopicArea:Introduction

9.Organizationsfacingseasonalchangesindemandarepreventedfromusingaggregate
planningtechniques.
FALSE
Aggregateplanningcanaccommodateseasonalchangesindemand.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1102Identifythevariablesdecisionmakershavetoworkwithinaggregateplanningandsomeofthepossiblestrategies
theycanuse.
StevensonChapter11#9
TopicArea:Introduction

10.Seasonalityindemandhastheadvantageoflevelingoutrequirementsforourproductor
service.
FALSE
Seasonalityincreasesvariationinrequirements.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1102Identifythevariablesdecisionmakershavetoworkwithinaggregateplanningandsomeofthepossiblestrategies
theycanuse.
StevensonChapter11#10
TopicArea:Introduction

11.Alevelcapacitystrategyisalsoknownasachasedemandstrategy.
FALSE
Levelandchasestrategiesareoppositeapproaches.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1102Identifythevariablesdecisionmakershavetoworkwithinaggregateplanningandsomeofthepossiblestrategies
theycanuse.
StevensonChapter11#11
TopicArea:BasicStrategiesforMeetingUnevenDemand

12.Anadvantageofa"chase"strategyforaggregateplanningisthatinventoriescanbekept
relativelylow.
TRUE
Thechasestrategykeepsinventorieslow.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Medium
LearningObjective:1102Identifythevariablesdecisionmakershavetoworkwithinaggregateplanningandsomeofthepossiblestrategies
theycanuse.
StevensonChapter11#12
TopicArea:BasicStrategiesforMeetingUnevenDemand

13.Linearprogrammingmodelsyieldtheoptimalsolution.
TRUE
Linearprogrammingmodelscanfindanoptimalsolutionifoneexists.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1103Describesomeofthegraphicalandquantitativetechniquesplannersuse.
StevensonChapter11#13
TopicArea:TechniquesforAggregatePlanning

14.Ultimatelytheoverridingfactorinchoosingastrategyinaggregateplanningisoverallcost.
TRUE
Thetaskofaggregateplanningistostrikeabalancebetweendemandandcapacityatminimum
cost.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Hard
LearningObjective:1102Identifythevariablesdecisionmakershavetoworkwithinaggregateplanningandsomeofthepossiblestrategies
theycanuse.
StevensonChapter11#14
TopicArea:BasicStrategiesforMeetingUnevenDemand

15.Aggregateplannerscommonlyusetrialanderrormethodsindevelopingaggregateplans.
TRUE
Trialanderrorapproachescanleadtogoodsolutions.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1103Describesomeofthegraphicalandquantitativetechniquesplannersuse.
StevensonChapter11#15
TopicArea:TechniquesforAggregatePlanning

16.Theuseoftablesandchartsinaggregateplanningusuallyenablesplannerstoarriveatan
optimalplan.
FALSE
Suchsolutionsmaybegoodsolutions,butthey'reusuallynotoptimal.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Hard
LearningObjective:1103Describesomeofthegraphicalandquantitativetechniquesplannersuse.
StevensonChapter11#16
TopicArea:TechniquesforAggregatePlanning

17.Aggregateplannerstypicallyusemathematicaltechniquessuchaslinearprogrammingand
lineardecisionrulesforplanning.
FALSE
Bothqualitativeandquantitativeapproachesareusedinaggregateplanning.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1103Describesomeofthegraphicalandquantitativetechniquesplannersuse.
StevensonChapter11#17
TopicArea:TechniquesforAggregatePlanning

18.Disaggregatinganaggregateplanleadstoamasterschedule.
TRUE
Thisisanoutputoftheaggregateplanningprocess.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1101Explainwhataggregateplanningisandhowitisuseful.
StevensonChapter11#18
TopicArea:DisaggregatingtheAggregatePlan

19.Themasterscheduleindicatesthequantityandtimingfordeliveryofaproduct,butnotthe
datesproductionwillneedtostart.
TRUE
Requiredstartdatesdependonproducts'leadtimes.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1101Explainwhataggregateplanningisandhowitisuseful.
StevensonChapter11#19
TopicArea:DisaggregatingtheAggregatePlan

20.Departmentalbudgetingisanexampleofaggregateplanning.
TRUE
Thechallengeistogetrequirementsintobalancewithresources.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1101Explainwhataggregateplanningisandhowitisuseful.
StevensonChapter11#20
TopicArea:Introduction

21.Masterschedulersareemployedprimarilybyserviceorganizations.
FALSE
Masterschedulersareprimarilyemployedinmanufacturing.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1105Describethemasterschedulingprocessandexplainitsimportance.
StevensonChapter11#21
TopicArea:DisaggregatingtheAggregatePlan

22.Subcontracting'in'wouldapplytoperiodsinwhichourorganizationhasexcesscapacity.
TRUE
Subcontractinginwouldbesellingsomeavailablecapacity.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1102Identifythevariablesdecisionmakershavetoworkwithinaggregateplanningandsomeofthepossiblestrategies
theycanuse.
StevensonChapter11#22
TopicArea:BasicStrategiesforMeetingUnevenDemand

23.AvailabletopromiseinthefirstweekisequaltobeginninginventoryplusMPSquantity,if
any,lesscommittedcustomerordersbeforethenextMPSquantity.
TRUE
ThisistheATPcalculationforthefirstweek.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1105Describethemasterschedulingprocessandexplainitsimportance.
StevensonChapter11#23
TopicArea:TheMasterSchedulingProcess

24.Atimefenceinthemasterscheduleisusedtopreventunauthorizedpeoplefrommaking
changestotheschedule.
FALSE
Timefencesareusedtoensurethatfullconsiderationisgivenwhenschedulechangesarebeing
considered.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1105Describethemasterschedulingprocessandexplainitsimportance.
StevensonChapter11#24
TopicArea:TheMasterSchedulingProcess

25.Afterthefirstperiodoftheplanninghorizon,availabletopromiseiscomputedonlyfor
thoseperiodsinwhichthereisanMPSquantity.
TRUE
Afterthefirstweek,ATPvalueswillonlyoccurinperiodsinwhichthereareMPSquantities.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1105Describethemasterschedulingprocessandexplainitsimportance.
StevensonChapter11#25
TopicArea:TheMasterSchedulingProcess

26.Inthemasterproductionschedule,productionisplannedforthenextperiodwheneverthe
availabletopromisequantitybecomesnegative.
FALSE
Productionisplannedtobecompleteintheperiodinwhichtheprojectedonhandbecomes
negative.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Hard
LearningObjective:1105Describethemasterschedulingprocessandexplainitsimportance.
StevensonChapter11#26
TopicArea:TheMasterSchedulingProcess

27.Whichofthefollowingbestdescribesaggregateplanning?
A.thelinkbetweenintermediatetermplanningandshorttermoperatingdecisions
B.acollectionofobjectiveplanningtools
C.makeorbuydecisions
D.anattempttorespondtopredicteddemandwithintheconstraintssetbyproduct,processand
locationdecisions
E.manpowerplanning
Aworkablebalancebetweendemandandtheseconstraintsissought.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1101Explainwhataggregateplanningisandhowitisuseful.
StevensonChapter11#27
TopicArea:Introduction

28.Accommodatingpeakdemandsandeffectivelyusinglaborresourcesduringperiodsoflow
demandwouldbethegoalofaggregateplannersin
A.Manufacturing
B.Military
C.Archeology
D.Libraries
E.FinancialServices
Thesearetheconsiderationsinaggregateplanningforservicefirms.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Hard
LearningObjective:1101Explainwhataggregateplanningisandhowitisuseful.
StevensonChapter11#28
TopicArea:AggregatePlanninginServices

29.Aggregateplanningiscapacityplanningfor:
A.thelongrange
B.theintermediaterange
C.theshortrange
D.typicallyonetothreemonths
E.typicallyoneormoreyears
Theintermediaterangetypicallyrunsfromtwoto12months.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1101Explainwhataggregateplanningisandhowitisuseful.
StevensonChapter11#29
TopicArea:Introduction

30.Oneareatowhichaggregateplanningdecisionsrelateis:
A.jobsequencing
B.customerorderquantities
C.inventorylevels
D.location
E.layout
Differentaggregateplanningstrategiesaffectinventorylevelsdifferently.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Hard
LearningObjective:1101Explainwhataggregateplanningisandhowitisuseful.
StevensonChapter11#30
TopicArea:Introduction

31.Whichofthefollowingisaninputtoaggregateplanning?
A.beginninginventory
B.forecastsforeachperiodoftheschedule
C.customerorders
D.alloftheabove
E.quantitydiscounts
Allexceptquantitydiscountsareaggregateplanninginputs.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1102Identifythevariablesdecisionmakershavetoworkwithinaggregateplanningandsomeofthepossiblestrategies
theycanuse.
StevensonChapter11#31
TopicArea:Introduction

32.Essentially,theoutputofaggregateplanningisthe:
A.marketingplan
B.productionplan
C.roughcutcapacityplan
D.assignmentplan
E.materialrequirementsplan
Theproductionplanlargelyresultsfromtheaggregateplanningeffort.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Hard
LearningObjective:1101Explainwhataggregateplanningisandhowitisuseful.
StevensonChapter11#32
TopicArea:Introduction

33.Indoing"aggregateplanning"forafirmproducingpaint,theaggregateplannerswouldmost
likelydealwith:
A.justgallonsofpaint,withoutconcernforthedifferentcolorsandsizes
B.gallonsofpaint,butbeconcernedwiththedifferentcolorstobeproduced
C.gallons,quarts,pints,andallthedifferentsizestobeproduced
D.allthedifferentsizesandallthedifferentcolorsbysize
E.noneoftheabove
Theprincipleofaggregationisreflectedinthisanswer.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1102Identifythevariablesdecisionmakershavetoworkwithinaggregateplanningandsomeofthepossiblestrategies
theycanuse.
StevensonChapter11#33
TopicArea:Introduction

34.Aggregateplanningrequireswhichofthefollowinginformation?
A.aforecastofexpecteddemand
B.currentlevelsofinventory
C.(a)and(b)
D.policiesregardingemploymentlevels
E.alloftheabove
Alloftheseareinputsintotheaggregateplanningprocess.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1102Identifythevariablesdecisionmakershavetoworkwithinaggregateplanningandsomeofthepossiblestrategies
theycanuse.
StevensonChapter11#34
TopicArea:Introduction

35.Aggregateplannersattempttobalance:
A.demandandinventories
B.demandandcosts
C.capacityandinventories
D.capacityandcosts
E.capacityanddemand
Capacityanddemandareroughlybalancedinaggregateplanning.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1101Explainwhataggregateplanningisandhowitisuseful.
StevensonChapter11#35
TopicArea:Introduction

36.Whichofthefollowingisnotaninputtotheaggregateplanningprocess?
A.resourcesavailable
B.demandforecast
C.policiesonworkforcechanges
D.masterproductionschedules
E.costinformation
Themasterproductionscheduleisanoutputoftheaggregateplanningprocess.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Hard
LearningObjective:1102Identifythevariablesdecisionmakershavetoworkwithinaggregateplanningandsomeofthepossiblestrategies
theycanuse.
StevensonChapter11#36
TopicArea:Introduction

37.Whichoneofthefollowingwouldnotbeconsideredadecisionoptionforpurposesof
aggregateplanning?
A.inventorylevels
B.manpowerlevels
C.pricing
D.productioncosts
E.promotion
Productioncostswouldbeacriticalvariable,buttheywouldnotbeadecisionvariable.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Hard
LearningObjective:1102Identifythevariablesdecisionmakershavetoworkwithinaggregateplanningandsomeofthepossiblestrategies
theycanuse.
StevensonChapter11#37
TopicArea:BasicStrategiesforMeetingUnevenDemand

38.Whichofthefollowingisnotabasicoptionforalteringtheavailabilityofcapacityina
serviceenvironment?
A.overtime
B.hiring/layoff
C.parttime
D.inventory
E.Allofthesearebasiccapacityoptions.
Inventoryistypicallynotanoptioninservices.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Medium
LearningObjective:1102Identifythevariablesdecisionmakershavetoworkwithinaggregateplanningandsomeofthepossiblestrategies
theycanuse.
StevensonChapter11#38
TopicArea:AggregatePlanninginServices

39.Whichoneofthefollowingisnotabasicoptionforalteringdemand?
A.promotion
B.backordering
C.pricing
D.subcontracting
E.Allaredemandoptions.
Subcontractingisanoptionforalteringcapacity.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1102Identifythevariablesdecisionmakershavetoworkwithinaggregateplanningandsomeofthepossiblestrategies
theycanuse.
StevensonChapter11#39
TopicArea:Introduction

40.Oneoptionforalteringthepatternofdemandis:
A.backorders
B.overtime
C.parttimeworkers
D.inventories
E.subcontracting
Backorderingshiftsdemandtolatertimeperiods.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1102Identifythevariablesdecisionmakershavetoworkwithinaggregateplanningandsomeofthepossiblestrategies
theycanuse.
StevensonChapter11#40
TopicArea:Introduction

41.Whichofthefollowingwouldnotbeastrategyassociatedwithadjustingaggregatecapacity
tomeetexpecteddemand?
A.subcontract
B.varythesizeoftheworkforce
C.varytheintensityofworkforceutilization
D.allowinventorylevelstovary
E.usebackorders
Backordersdonotinvolveadjustingcapacity.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1102Identifythevariablesdecisionmakershavetoworkwithinaggregateplanningandsomeofthepossiblestrategies
theycanuse.
StevensonChapter11#41
TopicArea:BasicStrategiesforMeetingUnevenDemand

42.Oneoptionforalteringtheavailabilityofmanufacturingcapacityis:
A.pricing
B.promotion
C.backorders
D.inventories
E.noneoftheaboveapplytomanufacturingcapacity
Inventoryinvolvesusingcapacityfromearlierperiodstosatisfydemandinlaterperiods.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Medium
LearningObjective:1102Identifythevariablesdecisionmakershavetoworkwithinaggregateplanningandsomeofthepossiblestrategies
theycanuse.
StevensonChapter11#42
TopicArea:BasicStrategiesforMeetingUnevenDemand

43.Oneoptionforalteringtheavailabilityofcapacityis:
A.useofovertimeorslacktime
B.pricing
C.promotion
D.backorders
E.noneoftheabove
Overtimeorslacktimealterstheavailabilityofcapacity.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1102Identifythevariablesdecisionmakershavetoworkwithinaggregateplanningandsomeofthepossiblestrategies
theycanuse.
StevensonChapter11#43
TopicArea:Introduction

44.Inordertousethe"levelcapacitystrategy,"variationsindemandaremetby:
A.varyingoutputduringregulartimewithoutchangingemploymentlevels
B.varyingoutputduringregulartimebychangingemploymentlevels
C.(a)and(b)
D.usingcombinationofinventories,overtime,parttime,andbackorders
E.priceadjustments
Acombinationofinventories,overtime,parttime,andbackordersisthelevelstrategy.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1102Identifythevariablesdecisionmakershavetoworkwithinaggregateplanningandsomeofthepossiblestrategies
theycanuse.
StevensonChapter11#44
TopicArea:BasicStrategiesforMeetingUnevenDemand

45.Inusingthe"chasestrategy"variationsindemandcouldbemetby:
A.varyingoutputduringregulartimewithoutchangingemploymentlevels
B.varyingoutputduringregulartimebychangingemploymentlevels
C.(a)and(b)
D.varyinginventorylevels
E.priceincreases
Changingemploymentlevelstovaryoutputisrepresentativeofachasestrategy.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1102Identifythevariablesdecisionmakershavetoworkwithinaggregateplanningandsomeofthepossiblestrategies
theycanuse.
StevensonChapter11#45
TopicArea:BasicStrategiesforMeetingUnevenDemand

46.Uncommittedinventoryiscalled
A.Availabletopromiseinventory
B.Freeinventory
C.Safetystock
D.Leadtimeinventory
E.Obsoleteinventory
Uncommittedinventoryisavailabletopromise.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1105Describethemasterschedulingprocessandexplainitsimportance.
StevensonChapter11#46
TopicArea:TheMasterSchedulingProcess

47.Aggregateplannersseektomatchsupplyanddemand:
A.atminimumoverallcost
B.bystayingwithincompanypolicy
C.(a)and(b)
D.keepinginventoriesataminimum
E.alloftheabove
Aggregateplansminimizecostsbutconformtocompanypolicies.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1101Explainwhataggregateplanningisandhowitisuseful.
StevensonChapter11#47
TopicArea:Introduction

48.Inpractice,themorecommonlyusedtechniquesforaggregateplanningare:
A.mathematicaltechniques
B.informaltrialanderrortechniques
C.(a)and(b)aboutequally
D.simulationmodels
E.linearprogrammingoptimization
Trialanderrortechniquesaremorecommonlyused.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1103Describesomeofthegraphicalandquantitativetechniquesplannersuse.
StevensonChapter11#48
TopicArea:TechniquesforAggregatePlanning

49.Themaindisadvantage(s)ofinformaltechniquesusedforaggregateplanningis(are):
A.theyareexpensivetodo
B.theymaynotresultinthebestplan
C.theytakealongtimetodo
D.theyrequireuseofacomputer
E.lackofformaleducationoftheplanners
Informalsolutionsmaynotbecostlyordifficult,buttheymaybelesslikelytoofferupthebest
plan.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Easy
LearningObjective:1103Describesomeofthegraphicalandquantitativetechniquesplannersuse.
StevensonChapter11#49
TopicArea:TechniquesforAggregatePlanning

50.InventoryinformationforfirmABC:

WhatistheexpectedinventoryattheendofApril,1999?
A.350
B.250
C.150
D.50
E.noneoftheabove
Theendinginventoryequalsthebeginningplusproductionminusexpecteddemand.

AACSB:Analytic
Blooms:Apply
Difficulty:Easy
LearningObjective:1104Prepareaggregateplansandcomputetheircosts.
StevensonChapter11#50
TopicArea:TechniquesforAggregatePlanning

51.InventoryinformationforfirmABC:

WhatwastheinventoryattheendofMarch,1999?
A.350
B.250
C.150
D.50
E.noneoftheabove
Beginninginventoryequalstheendinginventoryplusdemandminusproduction.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1104Prepareaggregateplansandcomputetheircosts.
StevensonChapter11#51
TopicArea:TechniquesforAggregatePlanning

52.Linearprogrammingtoproduceanaggregateplan:
A.willproducethebestplanifaccurateinputsareused
B.isthemostwidelyusedtechnique
C.(a)and(b)
D.willproduceaplanthatmaynotbethebestplan
E.requiresanexcelspreadsheet
Ifinputsarevalidandaccurate,linearprogrammingwillgiveanoptimalsolution.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Hard
LearningObjective:1103Describesomeofthegraphicalandquantitativetechniquesplannersuse.
StevensonChapter11#52
TopicArea:TechniquesforAggregatePlanning

53.Simulationtoproduceanaggregateplan:
A.willproducethebestplan
B.isthemostwidelyusedtechnique
C.both(a)and(b)
D.willproduceaplanthatmaynotbethebestplan
E.requiresaminimumof4iterationstobeaccurate
Simulationisnotguaranteedtoproduceanoptimalplan.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Hard
LearningObjective:1103Describesomeofthegraphicalandquantitativetechniquesplannersuse.
StevensonChapter11#53
TopicArea:TechniquesforAggregatePlanning

54.Whichtermismostcloselyassociatedwiththetermdisaggregation?
A.subcontracting
B.masterschedule
C.diversity
D.varyinginventorylevels
E.firingandlayingoff
Theaggregateplanisdisaggregatedintothemasterschedule.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1105Describethemasterschedulingprocessandexplainitsimportance.
StevensonChapter11#54
TopicArea:DisaggregatingtheAggregatePlan

55.Thedirectresultofdisaggregatingtheaggregateplanisthe:
A.marketingplan
B.productionplan
C.roughcutcapacityplan
D.masterschedule
E.materialrequirementsplan
Theaggregateplanisdisaggregatedintothemasterschedule.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1105Describethemasterschedulingprocessandexplainitsimportance.
StevensonChapter11#55
TopicArea:DisaggregatingtheAggregatePlan

56.Movingfromtheaggregateplantoamasterproductionschedulerequires:
A.roughcutcapacityplanning
B.disaggregation
C.suboptimization
D.strategyformulation
E.chasestrategies
Theaggregateplanisdisaggregatedintothemasterschedule.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Hard
LearningObjective:1105Describethemasterschedulingprocessandexplainitsimportance.
StevensonChapter11#56
TopicArea:DisaggregatingtheAggregatePlan

57.Thatportionofprojectedinventorywhichenablesmarketingtomakerealisticcommitments
aboutdeliverydatesfornewordersis:
A.beginninginventory
B.safetystockinventory
C.availabletopromiseinventory
D.highmargininventory
E.noneoftheabove
Availabletopromisevaluesarecalculatedtohelpmarketingmakerealisticcommitments.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1105Describethemasterschedulingprocessandexplainitsimportance.
StevensonChapter11#57
TopicArea:TheMasterSchedulingProcess

58.ProactiveandReactiveaggregateplanningstrategiesarebestassociatedwith:
A.InputandOutput
B.MakeandBuy
C.QuantitativeandQualitative
D.ExactandApproximate
E.DemandandCapacityoptions
Demandandcapacityarethetargetsofproactiveandreactiveaggregateplanningstrategies.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1102Identifythevariablesdecisionmakershavetoworkwithinaggregateplanningandsomeofthepossiblestrategies
theycanuse.
StevensonChapter11#58
TopicArea:BasicStrategiesforMeetingUnevenDemand

59.Amanagerhaspreparedaforecastofexpectedaggregatedemandforthenextsixmonths.
Developanaggregateplantomeetthisdemandgiventhisadditionalinformation:Alevel
productionrateof100unitspermonthwillbeused.Backordersareallowed,andtheyare
chargedattherateof$8perunitpermonth.Inventoryholdingcostsare$1perunitpermonthin
endinginventory.Determinethecostofthisplanifregulartimecostis$20perunitand
beginninginventoryiszero.

Theaggregateplanshouldlooklikethis:

Withcostsasfollows:

Totalcostofthisplanis$12,200.

Feedback:Productionremainsconstantinalevelaggregateplan.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1104Prepareaggregateplansandcomputetheircosts.
StevensonChapter11#59
TopicArea:BasicStrategiesforMeetingUnevenDemand

60.Giventheprojecteddemandsforthenextsixmonths,prepareanaggregateplanthatuses
inventory,regulartimeandovertime,andbackorders.Theplanmustwindupwithnounitsin
endinginventoryinPeriod6.Regulartimecapacityis150unitspermonth.Overtimecapacityis
20unitspermonth.Overtimecostis$30perunit,backordercostis$20perunit,inventory
holdingcostis$5perunit,regulartimecostof$20perunit,andbeginninginventoryiszero.

Theaggregateplanshouldlooklikethis:

Withcostsasfollows:

Totalcostofthisplanis$20,200.

Feedback:Overtimeandbackorderingareusedtoworkarounddemandcapacityimbalancesin
thisscenario.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1104Prepareaggregateplansandcomputetheircosts.
StevensonChapter11#60
TopicArea:BasicStrategiesforMeetingUnevenDemand

61.Useeitherthetransportationmethodorlinearprogrammingtodevelopanoptimum
aggregateplan,giventhefollowingdata:

Theoptimumaggregateplanforthisscenarioisasfollows:

Thetotalcostforthisplanis$5,320
Feedback:Thisisanoptimalsolutionfoundthroughlinearprogramming.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1104Prepareaggregateplansandcomputetheircosts.
StevensonChapter11#61
TopicArea:TechniquesforAggregatePlanning

62.Prepareamasterschedulebasedonthefollowinginformation:

Currentlythereare145unitsininventory.Policycallsforafixedorderquantityof250units.

Feedback:Thereareunitsavailabletopromiseinseveraltimeperiods.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1105Describethemasterschedulingprocessandexplainitsimportance.
StevensonChapter11#62
TopicArea:TheMasterSchedulingProcess

StevensonChapter11

63.Whatistotalforecasteddemand?
1,800units
Feedback:Simplyaddupdemandforecastsacrossthesixperiods.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1104Prepareaggregateplansandcomputetheircosts.
StevensonChapter11#63
TopicArea:BasicStrategiesforMeetingUnevenDemand

64.Whatistotalregulartimecapacity?
1,680units
Feedback:Multiplytheperperiodregulartimecapacity(280)bysix.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1104Prepareaggregateplansandcomputetheircosts.
StevensonChapter11#64
TopicArea:BasicStrategiesforMeetingUnevenDemand

StevensonChapter11

65.Howshouldovertimecapacitybeutilized?
40unitseachinperiods3,4,and5
Feedback:Thisrepresentsthebestuseofovertimecapacity.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1104Prepareaggregateplansandcomputetheircosts.
StevensonChapter11#65
TopicArea:BasicStrategiesforMeetingUnevenDemand

66.Whataretotalregulartimecosts?
$33,600
Feedback:Multiplyunitsproducedonregulartimebytheirregulartimecost.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1104Prepareaggregateplansandcomputetheircosts.
StevensonChapter11#66
TopicArea:BasicStrategiesforMeetingUnevenDemand

67.Whataretotalovertimecosts?
$3,600
Feedback:Multiplytheunitsproducedonovertimebytheirperunitovertimecost.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1104Prepareaggregateplansandcomputetheircosts.
StevensonChapter11#67
TopicArea:BasicStrategiesforMeetingUnevenDemand

68.Whataretotalcarryingcosts?
$520
Feedback:Foreveryunitininventoryattheendofaperiod,multiplybytheperunitperperiod
holdingcost.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1104Prepareaggregateplansandcomputetheircosts.
StevensonChapter11#68
TopicArea:BasicStrategiesforMeetingUnevenDemand

69.Whataretotalbackordercosts?
$400
Feedback:Foreveryunitbackordered,multiplybytheperunitbackordercost.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1104Prepareaggregateplansandcomputetheircosts.
StevensonChapter11#69
TopicArea:BasicStrategiesforMeetingUnevenDemand

70.Whataretotalcostsforeachperiod?
$5,680;$5,760;$6,980;$6,900;$7,200;$5,600
Feedback:Useappropriatecoststocalculatethesetotals.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1104Prepareaggregateplansandcomputetheircosts.
StevensonChapter11#70
TopicArea:BasicStrategiesforMeetingUnevenDemand

71.Whataretotalcostsforthesixperiods?
$38,120
Feedback:Useappropriatecoststocalculatethesetotals.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1104Prepareaggregateplansandcomputetheircosts.
StevensonChapter11#71
TopicArea:BasicStrategiesforMeetingUnevenDemand

Afirmhas43unitsofacertainproductonhand.Forecastsforthefirsttwoplanningperiodsare
20unitseach.Aproductionquantityof80unitsisplannedtobeavailableinperiod3.Customer
ordersare22forperiod1and17forperiod2.

StevensonChapter11

72.Whatistheprojectedonhandinventoryattheendofperiod2?
A.21
B.1
C.12
D.20
E.impossibletosaywithoutmoreinformation
ThePOHatendofperiod1is21.Subtractfromthistheforecasteddemandforperiod2.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1104Prepareaggregateplansandcomputetheircosts.
StevensonChapter11#72
TopicArea:TheMasterSchedulingProcess

73.Whatquantityisavailableforcommitmenttonewcustomersineitherofthefirsttwo
periods?
A.21
B.1
C.20
D.4
E.impossibletosaywithoutmoreinformation
Subtractfromthebeginningonhandinventory(43)thebookedordersuntilthethirdweek(39).

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1104Prepareaggregateplansandcomputetheircosts.
StevensonChapter11#73
TopicArea:TheMasterSchedulingProcess

Afirmhas56unitsofproductXonhand.Forecastsofdemandarefor20unitsperweek.An
MPSquantityof100unitsisplannedtoarriveinperiod3.Customerordersare24forperiod1,
18forperiod2,and15forperiod3.

StevensonChapter11

74.Whatistheprojectedonhandinventoryattheendofperiod2?
A.14
B.32
C.12
D.20
E.impossibletosaywithoutadditionalinformation
Subtracttheweek2forecast(20)fromtheweek1projectedendingonhand(32).

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1104Prepareaggregateplansandcomputetheircosts.
StevensonChapter11#74
TopicArea:TheMasterSchedulingProcess

75.WhatquantityisavailableforcommitmenttonewcustomerspriortothereceiptoftheMPS
quantityinweek3?
A.14
B.32
C.12
D.20
E.impossibletosaywithoutadditionalinformation.
Thereare56unitsinbeginninginventory,andbookedordersfor42unitsuntilthenextMPS
quantityreceipt.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1104Prepareaggregateplansandcomputetheircosts.
StevensonChapter11#75
TopicArea:TheMasterSchedulingProcess

76.Whentheopportunitycostoflostrevenueisrelativelyhigh,_________become(s)relatively
moreattractive.
A.Layoffs
B.Backorders
C.Excesscapacity
D.Disaggregation
E.BothBandC
Theexcesscapacitycostsdiminishinrelationtothepotentiallostrevenue.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Medium
LearningObjective:1102Identifythevariablesdecisionmakershavetoworkwithinaggregateplanningandsomeofthepossiblestrategies
theycanuse.
StevensonChapter11#76
TopicArea:BasicStrategiesforMeetingUnevenDemand

77.Themore__________demandis,themoretheaggregateplanwilltendtoreflectthe
____________strategy.
A.Stable;Level
B.Aggregated;Outsourcing
C.Variable;Chase
D.Complex;Uncommitted
E.BothAandC
Thesepurestrategiesreflectparticularunderlyingdemandpatterns.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Medium
LearningObjective:1102Identifythevariablesdecisionmakershavetoworkwithinaggregateplanningandsomeofthepossiblestrategies
theycanuse.
StevensonChapter11#77
TopicArea:BasicStrategiesforMeetingUnevenDemand

78.Inaservicesetting,theaggregateplanresultsinatimephasedprojectionof__________
requirements.
A.customer
B.staff
C.inventory
D.subcontracting
E.outsourcing
Staffrequirementsarethefocusofaggregateplanninginservices.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1101Explainwhataggregateplanningisandhowitisuseful.
StevensonChapter11#78
TopicArea:AggregatePlanninginServices

79.Whichofthefollowingdiffersbetweenaggregateplanninginservicesandaggregate
planninginmanufacturing?
A.uncertaintyindemand
B.costsofstoringinventory
C.theperishabilityofcapacity
D.costofovertime
E.costofhiring
Capacityisinherentlyperishableinservices.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Medium
LearningObjective:1101Explainwhataggregateplanningisandhowitisuseful.
StevensonChapter11#79
TopicArea:AggregatePlanninginServices

80.AtXYZCorp.,theaggregateplanningunitreflectsthefactthat50%ofitsoutputisproduct
versionA,30%isversionB,and20%isversionC.Supposethatoverthecomingyear
forecastedtotaldemand(inplanningunits)isfor10,400units.Oncetheproductionplanis
disaggregated,whatwilltheweeklyforecastforversionAbe(assume52weeksperyear)?
A.1000
B.200
C.400
D.100
E.50
Divide5,200(annualdemand)by52weeks.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1105Describethemasterschedulingprocessandexplainitsimportance.
StevensonChapter11#80
TopicArea:DisaggregatingtheAggregatePlan

81.Amasterproductionschedulequantityof300unitswillarriveinweek6.Weeklydemand
overweeks3through10isforecastedat50units.Atpresent,ordershavebeenbookedinvarious
quantitiesinweeks1,2,3and4.Whatistheavailabletopromiseforweek6?
A.50
B.6
C.300
D.100
E.Cannotbedeterminedwithoutprojectedonhandinformation
Noordersarebookedafterweek4,soall300unitsarrivinginweek6areavailabletopromisein
week6.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1105Describethemasterschedulingprocessandexplainitsimportance.
StevensonChapter11#81
TopicArea:Introduction

82.Whichofthefollowingstepsisnecessarytoensurethatamasterscheduleisvalid?
A.workerscheduling
B.orderpromising
C.inventorycounting
D.orderbooking
E.roughcutcapacityplanning
Roughcutcapacityplanninginsuresthatthemasterscheduleisreasonablyfeasible.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1105Describethemasterschedulingprocessandexplainitsimportance.
StevensonChapter11#82
TopicArea:Introduction

ch12Key

1.MRPworksbestiftheinventoryitemshavedependentdemand.
TRUE
MRPisbestfordependentdemandscenarios.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Easy
LearningObjective:1201DescribetheconditionsunderwhichMRPismostappropriate.
StevensonChapter12#1
TopicArea:AnOverviewofMRP

2.Lowlevelcodingrepresentsitemslessthan$18perunit.
FALSE
LowlevelcodingcodesitemsattheirlowestBOMlevels.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1202Describetheinputs;outputs;andnatureofMRPprocessing.
StevensonChapter12#2
TopicArea:MRPInputs

3.Independentdemandtendstobemore'lumpy'thandependentdemandmeaningthatweneed
largequantitiesfollowedbyperiodsofnodemand.
FALSE
Dependentdemandismorelumpy.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1201DescribetheconditionsunderwhichMRPismostappropriate.
StevensonChapter12#3
TopicArea:Introduction

4.Lumpydemandforcomponentsresultsprimarilyfromtheperiodicschedulingofbatch
production.
TRUE
Batchproductionleadstolumpydemandforcomponents.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1201DescribetheconditionsunderwhichMRPismostappropriate.
StevensonChapter12#4
TopicArea:Introduction

5.MRPisusedwithinmostMRPIIandERPsystems.
TRUE
MRPIIandERPsystemsincorporateMRP.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1205ExplainhowanMRPsystemisusefulincapacityrequirementsplanning.
StevensonChapter12#5
TopicArea:MRPII

6.Themasterproductionschedulestateswhichenditemsaretobeproduced,inadditiontowhen
andhowmany.
TRUE
ThesearecriticalinputsintoMRP.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1203Explainhowrequirementsinamasterproductionschedulearetranslatedintomaterialrequirementsforlowerlevel
items.
StevensonChapter12#6
TopicArea:MRPInputs

7.Netrequirementsequalgrossrequirementsminussafetystock.
FALSE
Ifsafetystockisrequired,netrequirementswillbehigher.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1203Explainhowrequirementsinamasterproductionschedulearetranslatedintomaterialrequirementsforlowerlevel
items.
StevensonChapter12#7
TopicArea:MRPProcessing

8.Themasterscheduleneedstobeforaperiodlongenoughtocoverthestackedorcumulative
leadtimenecessarytoproducetheenditems.
TRUE
Thisensuresthatmaterialsplanscanbeadequatelyformulated.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1203Explainhowrequirementsinamasterproductionschedulearetranslatedintomaterialrequirementsforlowerlevel
items.
StevensonChapter12#8
TopicArea:MRPInputs

9.Initially,amasterproductionscheduletheoutputfromMRPmaynotrepresentafeasible
schedule.
TRUE
Managementmustmakemoredetailedcapacityrequirementsplanningtodeterminewhether
thesemorespecificcapacityrequirementscanbemetandsomeadjustmentsinthemaster
productionschedulemayberequired.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1207DescribeMRPIIanditsbenefits.
StevensonChapter12#9
TopicArea:MRPII

10.MRP,consideringinventoryposition,billsofmaterial,openpurchaseordersandleadtimes
guaranteesafeasibleproductionplaniftheinputstoMRPareaccurate.
FALSE
MRPmayleadtoaninfeasibleproductionplanifcapacityrequirementsarenotconsidered.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Hard
LearningObjective:1207DescribeMRPIIanditsbenefits.
StevensonChapter12#10
TopicArea:MRPII

11.Thebillofmaterialsindicateshowmuchmaterialwillbeneededtoproducethequantitieson
agivenmasterproductionschedule.
FALSE
Thebillofmaterialsindicateshowmuchmaterialwillbeneededtoproduceoneunitoftheitem
inquestion.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Hard
LearningObjective:1202Describetheinputs;outputs;andnatureofMRPprocessing.
StevensonChapter12#11
TopicArea:MRPInputs

12.Abillofmaterialscontainsalistingofalltheassemblies,parts,andmaterialsneededto
produceoneunitofanenditem.
TRUE
Thebillofmaterialsindicateshowmuchmaterialwillbeneededtoproduceoneunitoftheitem
inquestion.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1202Describetheinputs;outputs;andnatureofMRPprocessing.
StevensonChapter12#12
TopicArea:MRPInputs

13.Thebillofmaterialscontainsinformationonleadtimesandcurrentinventorypositionon
everycomponentrequiredtoproducetheenditem.
FALSE
Inventoryrecordscontainthisinformation.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1202Describetheinputs;outputs;andnatureofMRPprocessing.
StevensonChapter12#13
TopicArea:MRPInputs

14.Theinventoryrecordscontaininformationonthestatusofeachitembytimeperiod.
TRUE
Inventoryrecordsalsocontaininformationonleadtimesandcurrentinventoryposition.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1202Describetheinputs;outputs;andnatureofMRPprocessing.
StevensonChapter12#14
TopicArea:MRPInputs

15.Anassemblytimechartindicatesgrossandnetrequirementstakingintoaccountthecurrent
availableinventory.
FALSE
Assemblytimechartshavetodowithcapacity,notinventory.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1207DescribeMRPIIanditsbenefits.
StevensonChapter12#15
TopicArea:MRPII

16.MRPIIdidnotreplaceorimprovethebasicMRP.
TRUE
MRPIIincorporatesbasicMRP.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1207DescribeMRPIIanditsbenefits.
StevensonChapter12#16
TopicArea:MRPII

17.ThegrossrequirementsatonelevelofanMRPplandeterminethegrossrequirementsatthe
nextlowerlevelcontinuingondowntothelowestlevelsshownonthebillofmaterial.
FALSE
Releasedorderquantitiesatoneleveldeterminegrossrequirementsatthenextlowerlevel.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Hard
LearningObjective:1203Explainhowrequirementsinamasterproductionschedulearetranslatedintomaterialrequirementsforlowerlevel
items.
StevensonChapter12#17
TopicArea:MRPProcessing

18.Thegrossrequirementsvalueforanygivencomponentisequaltothenetrequirementsof
thatcomponent'simmediateparentmultipliedbythequantityperparent.
FALSE
Releasedorderquantitiesfortheparentleadtogrossrequirementsofthechild.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Hard
LearningObjective:1202Describetheinputs;outputs;andnatureofMRPprocessing.
StevensonChapter12#18
TopicArea:MRPProcessing

19.Thetermpeggingreferstoidentifyingtheparentitemsthathavegeneratedagivensetof
materialrequirementsforapartorsubassembly.
TRUE
Peggingtiesitemstotheirparents.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1203Explainhowrequirementsinamasterproductionschedulearetranslatedintomaterialrequirementsforlowerlevel
items.
StevensonChapter12#19
TopicArea:MRPProcessing

20.AnetchangeMRPsystemisonethatisupdatedperiodicallybutnotlessfrequentlythan
onceaweek.
FALSE
Anetchangesystemisupdatedastransactionsoccur.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Hard
LearningObjective:1202Describetheinputs;outputs;andnatureofMRPprocessing.
StevensonChapter12#20
TopicArea:MRPProcessing

21.Onereasonthataccuratebillsofmaterialareimportantisthaterrorsatonelevelbecome
magnifiedatlowerlevelsbecauseofthemultiplicationprocessusedbyMRP.
TRUE
Smallhigherlevelerrorscanbemagnifiedintolargerlowerlevelerrors.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1206OutlinethepotentialbenefitsandsomeofthedifficultiesusershaveencounteredwithMRP.
StevensonChapter12#21
TopicArea:BenefitsandRequirementsofMRP

22.AregenerativeMRPsystemisonethatisupdatedcontinuouslyeverytimethereisa
schedulechange.
FALSE
Regenerativesystemsareupdatedperiodically.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Hard
LearningObjective:1202Describetheinputs;outputs;andnatureofMRPprocessing.
StevensonChapter12#22
TopicArea:MRPProcessing

23.OneoftheprimaryoutputreportsofMRPconcernschangestoplannedorders.
TRUE
ChangestoplannedorderscanbeoutputsfromMRPsystems.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1202Describetheinputs;outputs;andnatureofMRPprocessing.
StevensonChapter12#23
TopicArea:MRPOutputs

24.SafetytimeissometimesusedinMRPratherthansafetystockquantities.
TRUE
Safetytimeisasubstituteforsafetystock.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1202Describetheinputs;outputs;andnatureofMRPprocessing.
StevensonChapter12#24
TopicArea:OtherConsiderations

25.LotforlotorderinginMRPprovidescoverageforsomepredeterminednumberofperiods
usingforecasteddemandtoextendbeyondtheordersalreadyreceivedforthoseperiods.
FALSE
Thisisfixedperiodordering.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1203Explainhowrequirementsinamasterproductionschedulearetranslatedintomaterialrequirementsforlowerlevel
items.
StevensonChapter12#25
TopicArea:OtherConsiderations

26.MRPoutputreportsaredividedintotwomaingroupsdailyandweekly.
FALSE
Thetwogroupsareprimaryandsecondary.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1202Describetheinputs;outputs;andnatureofMRPprocessing.
StevensonChapter12#26
TopicArea:MRPOutputs

27.InMRP,EOQmodelstendtobelessusefulformaterialsatthelowestlevelsthanforupper
levelassembliesofthebillofmaterialssincehigherlevelassemblieshavelargerdollar
investments.
FALSE
EOQismoreusefulatlowerlevelssincelowerlevelitemsoftenhavelesslumpydemand.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Hard
LearningObjective:1202Describetheinputs;outputs;andnatureofMRPprocessing.
StevensonChapter12#27
TopicArea:OtherConsiderations

28.Loadreportsshowcapacityrequirementsfordepartmentsorworkcenterswhichmaybe
moreorlessthanthecapacityavailableinthatworkcenter.
TRUE
Loadreportsfacilitatetheformulationoffeasibleproductionschedules.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Hard
LearningObjective:1207DescribeMRPIIanditsbenefits.
StevensonChapter12#28
TopicArea:MRPII

29.ERPbeganinmanufacturingorganizationsbuthasspreadintoserviceorganizations.
TRUE
OvertimeERPhasspreadintoawidevarietyoforganizations.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1208DescribeERP;whatitprovides;anditshiddencosts.
StevensonChapter12#29
TopicArea:ERP

30.MRPIIissimplyanimprovedversionofMRPthatprocessesfasterandcanplanforalarger
numberofenditems.
FALSE
MRPIItakesintoaccountcapacityrequirements.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Hard
LearningObjective:1207DescribeMRPIIanditsbenefits.
StevensonChapter12#30
TopicArea:MRPII

31.LotforlotorderinginMRPeliminatestheholdingcostsforpartsthatarecarriedoverto
otherperiods.
TRUE
Lotforlotorderingminimizesholdingcosts.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1203Explainhowrequirementsinamasterproductionschedulearetranslatedintomaterialrequirementsforlowerlevel
items.
StevensonChapter12#31
TopicArea:OtherConsiderations

32.Capacityrequirementsplanning(CRP)isanimportantfeatureinMRP+.
FALSE
CRPisafeatureofMRPII.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1207DescribeMRPIIanditsbenefits.
StevensonChapter12#32
TopicArea:MRPProcessing

33.ProjectManagementapproachescanhelpinaconversiontoanERPsystem.
TRUE
ERPconversionscanbecomplexprojects.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1208DescribeERP;whatitprovides;anditshiddencosts.
StevensonChapter12#33
TopicArea:CapacityRequirementsPlanning

34.Aslongasaforecastisplusorminus10%,MRPworkswell.
FALSE
MRPneedsaccurateforecasts.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1206OutlinethepotentialbenefitsandsomeofthedifficultiesusershaveencounteredwithMRP.
StevensonChapter12#34
TopicArea:BenefitsandRequirementsofMRP

35.ERPrepresentsanexpandedefforttointegratestandardizedrecordkeepingthatshares
informationamongdifferentareasofanorganization.
TRUE
ERPisintendedtofacilitateconsistentdecisionmakingacrosstheorganization.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1208DescribeERP;whatitprovides;anditshiddencosts.
StevensonChapter12#35
TopicArea:ERP

36.Backflushingtakesplaceaftertheproductionhasbeencompleted.
TRUE
Recordsareupdatedbasedonenditemproduction.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1202Describetheinputs;outputs;andnatureofMRPprocessing.
StevensonChapter12#36
TopicArea:MRPOutputs

37.Beforeaschedulereceiptcantakeplace,andordermustbeplacedwithavendor.
TRUE
Ascheduledreceiptisanorderthathasalreadybeenplaced.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1203Explainhowrequirementsinamasterproductionschedulearetranslatedintomaterialrequirementsforlowerlevel
items.
StevensonChapter12#37
TopicArea:MRPOutputs

38.MRPreallydoesn'tapplytoservicessincerawmaterialisn'trequired.
FALSE
MRPcanbeusedinservices.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1204DiscussthebenefitsandrequirementsofMRP.
StevensonChapter12#38
TopicArea:MRPinServices

39.ERPimplementationrequiressupportandadirectmandatefromtheCEObecauseitimpacts
somanydifferentfunctionalareas.
TRUE
ERPimplementationisanorganizationwideinitiative.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1208DescribeERP;whatitprovides;anditshiddencosts.
StevensonChapter12#39
TopicArea:ERP

40.ERPautomatesthetasksinvolvedinperformingabusinessprocess,suchasorderfulfillment
andfinancialreporting.
TRUE
ERPextendsbeyondpurchasingandmaterialsmanagement.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1208DescribeERP;whatitprovides;anditshiddencosts.
StevensonChapter12#40
TopicArea:ERP

41.Whichofthefollowingmostcloselydescribesdependentdemand?
A.demandgeneratedbysuppliers
B.estimatesofdemandusingregressionanalysisofindependentvariables
C.deriveddemand
D.demandsplacedonsuppliersbytheircustomers
E.netmaterialrequirements
Dependentdemandresultsfromdecisionstoproduceparentitems.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1204DiscussthebenefitsandrequirementsofMRP.
StevensonChapter12#41
TopicArea:AnOverviewofMRP

42.ERPimplementationprobablywon'trequire:
A.crossfunctionalteams
B.justafewweekstoinstall
C.intensivetraining
D.highfundingforbothinitialcostandmaintenance
E.frequentupgradesafterinstallation
ERPimplementationcantakeyears.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Hard
LearningObjective:1208DescribeERP;whatitprovides;anditshiddencosts.
StevensonChapter12#42
TopicArea:ERP

43.Acomputerbasedinformationsystemdesignedtohandleorderingandschedulingof
dependentdemandinventoriesis:
A.computeraidedmanufacturing(CAM)
B.computerintegratedmanufacturing(CIM)
C.economicorderquantity(EOQ)
D.materialrequirementsplanning(MRP)
E.economicrunsize(ERS)
MRPistargetedtowarddependentdemandinventories.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1204DiscussthebenefitsandrequirementsofMRP.
StevensonChapter12#43
TopicArea:Introduction

44.ThedevelopmentandapplicationofMRPdependedupontwodevelopments:(1)the
recognitionofthedifferencebetweenindependentanddependentdemand,and(2):
A.computers
B.developmentoftheEOQmodel
C.inventorycontrolsystems
D.blanketpurchaseorders
E.theinternet
ComputertechnologymadeMRPfeasible.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1204DiscussthebenefitsandrequirementsofMRP.
StevensonChapter12#44
TopicArea:Introduction

45.TheoutputofMRPis:
A.grossrequirements
B.netrequirements
C.ascheduleofrequirementsforallpartsandenditems
D.inventoryreorderpoints
E.economicorderquantitiesandreorderpoints
MRPschedulespartandenditemrequirements.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1202Describetheinputs;outputs;andnatureofMRPprocessing.
StevensonChapter12#45
TopicArea:MRPOutputs

46.WhichoneofthefollowingisnotaninputinanMRPsystem?
A.plannedorderschedules
B.billofmaterials
C.masterproductionschedule
D.inventoryrecords
E.Allareinputs.
PlannedorderschedulesareoutputsfromMRP.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1202Describetheinputs;outputs;andnatureofMRPprocessing.
StevensonChapter12#46
TopicArea:MRPInputs

47.TheMRPinputstatingwhichenditemsaretobeproduced,whentheyareneeded,andwhat
quantitiesareneeded,isthe:
A.masterschedule
B.billofmaterials
C.inventoryrecords
D.assemblytimechart
E.netrequirementschart
Thisisthemasterschedule.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1202Describetheinputs;outputs;andnatureofMRPprocessing.
StevensonChapter12#47
TopicArea:MRPInputs

48.InanMRPmasterschedule,theplanninghorizonisoftenseparatedintoaseriesoftimes
periodscalled:
A.pegging
B.leadtimes
C.stackedleadtimes
D.timebuckets
E.firm,fixedandfrozen
Timebucketsarediscretetimeperiods.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1203Explainhowrequirementsinamasterproductionschedulearetranslatedintomaterialrequirementsforlowerlevel
items.
StevensonChapter12#48
TopicArea:MRPInputs

49.TheMRPinputlistingtheassemblies,subassemblies,parts,andrawmaterialsneededto
produceoneunitoffinishedproductisthe:
A.masterproductionschedule
B.billofmaterials
C.inventoryrecords
D.assemblytimechart
E.netrequirementschart
Thisisthebillofmaterials.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1202Describetheinputs;outputs;andnatureofMRPprocessing.
StevensonChapter12#49
TopicArea:MRPInputs

50.Avisualdepictionofthesubassembliesandcomponentsthatareneededtoproduceand/or
assembleaproductiscalleda(n):
A.assemblytimechart
B.productstructuretree
C.MRPII
D.pegging
E.Ganttchart
Thisisaproductstructuretree.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1202Describetheinputs;outputs;andnatureofMRPprocessing.
StevensonChapter12#50
TopicArea:MRPInputs

51.TheMRPinputstoringinformationonthestatusofeachitembytimeperiod(e.g.,scheduled
receipts,leadtime,lotsize)isthe:
A.masterproductionschedule
B.billofmaterials
C.inventoryrecords
D.assemblytimechart
E.netrequirementschart
Inventoryrecordscontainthisinformation.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1202Describetheinputs;outputs;andnatureofMRPprocessing.
StevensonChapter12#51
TopicArea:MRPInputs

52.Whichoneofthefollowingmostcloselydescribesnetmaterialrequirements?
A.grossrequirementsamountonhandscheduledreceipts
B.grossrequirementsplannedreceipts
C.grossrequirementsorderreleases+amountonhand
D.grossrequirementsplannedorderreleases
E.grossrequirementsamountonhand+plannedorderreleases
Onhandandscheduledreceiptsmustbesubtractedfromgrossrequirements.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1203Explainhowrequirementsinamasterproductionschedulearetranslatedintomaterialrequirementsforlowerlevel
items.
StevensonChapter12#52
TopicArea:MRPProcessing

53.InMRP,"scheduledreceipts"are:
A.identicalto"plannedorderreceipts"
B.identicalto"plannedorderreleases"
C.openorders(thatis,orderedbeforethefirsttimebucket,butnotdeliveredyet)
D."netrequirements"
E.availabletopromiseinventory
Scheduledreceiptsareordersthathavealreadybeenplaced.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1202Describetheinputs;outputs;andnatureofMRPprocessing.
StevensonChapter12#53
TopicArea:MRPInputs

54.InMRP,underlotforlotordering,"plannedorderreceipts"are:
A.identicalto"scheduledreceipts"
B.identicalto"plannedorderreleases"
C.openorders(thatis,orderedbeforethefirsttimebucket,butnotdeliveredyet)
D."grossrequirements"
E.availabletopromiseinventory
Plannedreceiptswouldbeequaltoplannedreleasesunderanylotsizingrule.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1202Describetheinputs;outputs;andnatureofMRPprocessing.
StevensonChapter12#54
TopicArea:OtherConsiderations

55.Underlotforlot,ordersizesforcomponentpartsareessentiallydetermineddirectlyfrom
whichoneofthefollowing?
A.grossrequirements
B.netrequirements
C.economicorderquantity
D.grossrequirementsnetrequirements
E.netrequirementsamountonhand
Netrequirementswouldexactlyequalplannedreleases.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1203Explainhowrequirementsinamasterproductionschedulearetranslatedintomaterialrequirementsforlowerlevel
items.
StevensonChapter12#55
TopicArea:OtherConsiderations

56.InMRP,thegrossrequirementsofagivencomponentpartarecalculatedfrom:
A.netrequirements+amountonhand.
B.grossrequirementsoftheimmediateparent.
C.plannedordersoftheenditem.
D.netrequirementsofenditem.
E.plannedordersoftheimmediateparent.
Plannedordersforparentsdrivegrossrequirementsforchildren.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1203Explainhowrequirementsinamasterproductionschedulearetranslatedintomaterialrequirementsforlowerlevel
items.
StevensonChapter12#56
TopicArea:MRPProcessing

57.Theidentificationofparentitemsiscalled:
A.Paternity
B.Pegging
C.RequirementI.D.
D.Relationshiptracking
E.MasterScheduling
Pegginglinkschildrentoparents.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1202Describetheinputs;outputs;andnatureofMRPprocessing.
StevensonChapter12#57
TopicArea:MRPProcessing

58.PeriodicupdatingofanMRPsystemtoaccountforallchangeswhichhaveoccurredwithina
giventimeintervaliscalled:
A.pegging
B.plannedorderrelease
C.netchange
D.regenerative
E.exceptionreport
Regenerativesystemsareupdatedperiodically.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Hard
LearningObjective:1203Explainhowrequirementsinamasterproductionschedulearetranslatedintomaterialrequirementsforlowerlevel
items.
StevensonChapter12#58
TopicArea:MRPProcessing

59.AnMRPsystemwhoserecordsareupdatedcontinuouslyisreferredtoasa(n):
A.regenerativesystem
B.batchtypesystem
C.PlosslWrightsystem
D.netchangesystem
E.grosschangesystem
Netchangesystemsareupdatedastransactionsoccur.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Hard
LearningObjective:1203Explainhowrequirementsinamasterproductionschedulearetranslatedintomaterialrequirementsforlowerlevel
items.
StevensonChapter12#59
TopicArea:MRPProcessing

60.Whichistrueofanetchangesystem?
A.Itisabatchtypesystemwhichisupdatedperiodically.
B.Itisusuallyrunatthebeginningofeachmonth.
C.Thebasicproductionplanismodifiedtoreflectchangesastheyoccur.
D.Itisusedtoauthorizetheexecutionofplannedorders.
E.Itindicatestheamountandtimingoffuturechanges.
Netchangesystemsareupdatedastransactionsoccur.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Hard
LearningObjective:1203Explainhowrequirementsinamasterproductionschedulearetranslatedintomaterialrequirementsforlowerlevel
items.
StevensonChapter12#60
TopicArea:MRPProcessing

61.WhichoneofthefollowingmostcloselydescribestheMRPapproachthatisusedfor
componentsorsubassembliestocompensateforvariationsinleadtime?
A.pegging
B.safetystock
C.increasedordersizes
D.safetytime
E.lowlevelcoding
Safetytimeprovidesprotectionagainsttheeffectsofleadtimevariation.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Hard
LearningObjective:1206OutlinethepotentialbenefitsandsomeofthedifficultiesusershaveencounteredwithMRP.
StevensonChapter12#61
TopicArea:OtherConsiderations

62.Whichofthefollowinglotsizingmethodsdoesnotattempttobalanceordering(orsetup)
andholdingcosts?
A.economicorderquantity
B.economicrunsize
C.lotforlot
D.partperiod
E.alloftheabove
Lotforlotdoesnotattempttobalancethesecosts.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Hard
LearningObjective:1202Describetheinputs;outputs;andnatureofMRPprocessing.
StevensonChapter12#62
TopicArea:OtherConsiderations

63.WhenMRPIIsystemsincludefeedback,theyareknownas:
A.MRPIII
B.Enterpriseresourceplanning
C.CircularMRP
D.FeasibleMRP
E.ClosedLoopMRP
Thefeedbackhastodowithcapacity.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Hard
LearningObjective:1207DescribeMRPIIanditsbenefits.
StevensonChapter12#63
TopicArea:MRPII

64.ThemultiplicationprocessusedbyMRPtodeterminelowerlevelrequirementsiscalled:
A.timephasing
B.pegging
C.netting
D.projecting
E.exploding
Billsofmaterialareexplodedintogrossrequirementsforlowerlevelitems.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1203Explainhowrequirementsinamasterproductionschedulearetranslatedintomaterialrequirementsforlowerlevel
items.
StevensonChapter12#64
TopicArea:MRPProcessing

65._______ischoosinghowmanytoorderormake.
A.Quantitydetermination
B.Packagesizing
C.Lotsizing
D.Grouping
E.Aggregation
Lotsizingsetstheorderorbatchquantity.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1202Describetheinputs;outputs;andnatureofMRPprocessing.
StevensonChapter12#65
TopicArea:OtherConsiderations

66.WhichofthefollowingisnotusuallynecessaryinordertohaveaneffectiveMRPsystem?
A.acomputerandsoftware
B.anaccuratebillofmaterials
C.lotforlotordering
D.anuptodatemasterschedule
E.integrityoffiledata
MRPdoesnotdependonlotforlotordering.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1204DiscussthebenefitsandrequirementsofMRP.
StevensonChapter12#66
TopicArea:BenefitsandRequirementsofMRP

67.The_________ofERPmakesitvaluableasastrategicplanningtool.
A.Internetbase
B.RapidBatchcapability
C.Employeefocus
D.Realtimeaspect
E.Databasestructure
ERPprovidesrealtime,consistentguidancetodecisionmaking.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Hard
LearningObjective:1208DescribeERP;whatitprovides;anditshiddencosts.
StevensonChapter12#67
TopicArea:ERP

68.Arecentefforttoexpandthescopeofproductionresourceplanningbyinvolvingother
functionalareasintheplanningprocesshasbeen:
A.materialrequirementsplanning
B.capacityrequirementsplanning
C.manufacturingresourcesplanning
D.JustInTimeplanning
E.multifunctionalrelationshipsplanning
MRPIIbringsotherfunctionalareasintotheplanningprocess.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1207DescribeMRPIIanditsbenefits.
StevensonChapter12#68
TopicArea:MRPII

69.WhichstatementconcerningMRPIIisfalse?
A.Itisbasicallyacomputerizedsystem.
B.Itcanhandlecomplexplanningandschedulingquickly.
C.Itinvolvesotherfunctionalareasintheproductionplanningprocess.
D.Itinvolvescapacityplanning.
E.Itproducesaproductionplanwhichincludesallresourcesrequired.
MRPIIdoesn'tnecessarilyconsiderallproductionresources.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1207DescribeMRPIIanditsbenefits.
StevensonChapter12#69
TopicArea:MRPII

70.Whichoftheseitemswouldbemostlikelytohavedependentdemand?
A.Xboxbatteries
B.toytrains
C.flowers
D.chocolatechipcookies
E.wristwatches
XboxbatterieswouldonlybeneededifXboxconsoleswerebeingproduced.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1201DescribetheconditionsunderwhichMRPismostappropriate.
StevensonChapter12#70
TopicArea:Introduction

71.Whichoftheseproductswouldbemostlikelytohavedependentdemand?
A.refrigerators
B.automobileengines
C.televisions
D.brownies
E.automobiles
Engineswouldonlybenecessarywhenautomobileswerebeingproduced.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1201DescribetheconditionsunderwhichMRPismostappropriate.
StevensonChapter12#71
TopicArea:Introduction

72.Usingtheproducttreeshown,determinethefollowing:
(A)thequantityofcomponentKthatwillbeneededtoassemble80unitsofP,assumingnoon
handinventoryofanycomponentsexists.
(B)thequantityofcomponentKneededtoassemble80unitsofP,givenonhandinventoryof
30A's,50B'sand20C's.

A)[3KsperCx2CsperAx2AsperP]+[2KsperBx5BsperP]+[3KsperCx3Csper
P]=31KsperP.For80Ps,atotalof2,480Kswillbeneeded.
B)With30As,50Bsand20Csonhand,Krequirementsare:
[3KsperCx2CsperAx(2AsperP30As)]+[2KsperBx(5BsperP50Bs)]+[3Ks
perCx(3CsperP20Cs)];for80Ps,atotalof2,140Kswillbeneeded.
Feedback:Explodethebillofmaterial.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1203Explainhowrequirementsinamasterproductionschedulearetranslatedintomaterialrequirementsforlowerlevel
items.
StevensonChapter12#72
TopicArea:MRPProcessing

73.ThefollowingisalistofcomponentsrequiredtoproduceoneunitofenditemP:
P:2A's,3B's,3C's
A:5M's,2R's
B:1D,3N's.
C:1T,4N's
M:1N
DeterminethenumberofN'sthatwillbeneededtomake60P'sineachofthesecases:
(A)Therearecurrently10P'sonhand.
(B)Onhandinventoryconsistsof15P's,10A's,20B's,10C's,100N's,300T's,and200M's.
Theproductstructuretree:

A)[1NperMx5MperAx2AperP]+[3NperBx3BperP]+[4NperCx3CperP]=31
NperP.For60P,Nrequirementsare:[31NperPx(60P10OH)]=1,500N.
B)Atotalof945Nswillbeneeded.
Feedback:Explodethebillofmaterial.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1203Explainhowrequirementsinamasterproductionschedulearetranslatedintomaterialrequirementsforlowerlevel
items.
StevensonChapter12#73
TopicArea:MRPProcessing

74.Giventhefollowinginformation,constructaproducttreediagramanddevelopamaterial
requirementsplanthatwillleadto400unitsofproductPbeingavailableatthestartofweek7.

Feedback:ItemsCandDmustbeplannedlast.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1203Explainhowrequirementsinamasterproductionschedulearetranslatedintomaterialrequirementsforlowerlevel
items.
StevensonChapter12#74
TopicArea:MRPProcessing

75.DevelopamaterialrequirementsplanforenditemPanditscomponents,giventhetree
below.Assumethatallleadtimesareoneweek,andthatlotforlotorderingisusedexceptfor
itemF,whichisorderedinmultiplesof400units.
OnehundredunitsofPshouldbeavailableatthestartofweek4andatthestartofweek8.
Beginninginventoriesare:20P,100A,and200F.
Scheduledreceiptsare:800Fatthestartofweek1.

AllitemshavezerobalancesexceptF,whichcarries240unitsforwardfromperiod5.
Feedback:ItemFmustbeplannedlast.

AACSB:Analytic
Blooms:Apply
Difficulty:Hard
LearningObjective:1203Explainhowrequirementsinamasterproductionschedulearetranslatedintomaterialrequirementsforlowerlevel
items.
StevensonChapter12#75
TopicArea:MRPProcessing

76.Giventhefollowingdata,constructamaterialrequirementsplanwhichwillresultin100
unitsofParent#1(P1)atthebeginningofweek6,and200unitsofParent#2(P2)atthe
beginningofweek8:

ItemAhasanonhandbalanceof70unitsafterweek7,ItemBhasanonhandbalanceof150
unitsafterweek7,andItemChasanonhandbalanceof1,500unitsafterweek4.
Feedback:C'sgrossrequirementscomefromplannedreleasesforAandB.

AACSB:Analytic
Blooms:Apply
Difficulty:Hard
LearningObjective:1203Explainhowrequirementsinamasterproductionschedulearetranslatedintomaterialrequirementsforlowerlevel
items.
StevensonChapter12#76
TopicArea:MRPProcessing

77.EnditemAlpha'sproductstructuretreeandinventoryinformationareasfollows:

(A)If50unitsofAlphaaretobeassembled,howmanyadditionalunitsofSwillbeneeded?All
partscanbeorderedusinglotforlotordering,exceptM,whichmustbeorderedinmultiplesof
40units.[Hint:Youdon'tneedtodoanMRPplan.]
(B)Anorderfor100unitsofAlphaisscheduledtobeshippedatthestartofweek9.Whenisthe
earliestthatanyparticularcomponentmustbestartedsothattheorderforAlphawillbereadyto
ship?[Hint:Youdon'tneedtodoanMRPplan.]
A)GrossrequirementsforSare200units,leadingtonetrequirementsforSof100units.
B)AdditionalunitsofWwillhavetobestartedatthebeginningofweek1.
Feedback:If50unitsofAlphaaretobeassembled,thengrossrequirementsforKwillbe50and
grossrequirementsforMwillbe100.NetrequirementsforKwillbe20andnetrequirementsfor
Mwillbe70.Kisorderedlotforlot,soitsnetrequirementsleadtogrossrequirementsforSof
40units.Misorderedinmultiplesof40,soitsorderquantityof80unitswillleadtogross
requirementsforSof160units.
Thelongestsumofleadtimesis8(Alpha's2weeks+H's4weeks+W's2weeks).Thismeans
thatadditionalunitsofWwillhavetobestartedatthebeginningofweek1.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1203Explainhowrequirementsinamasterproductionschedulearetranslatedintomaterialrequirementsforlowerlevel
items.
StevensonChapter12#77
TopicArea:MRPProcessing

Refertothisproducttree:

StevensonChapter12

78.If17Psareneeded,andnoonhandinventoryexistsforanyitems,howmanyCswillbe
needed?
A.8
B.16
C.136
D.204
E.272
Explodetheseproductstructuretrees.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1203Explainhowrequirementsinamasterproductionschedulearetranslatedintomaterialrequirementsforlowerlevel
items.
StevensonChapter12#78
TopicArea:MRPProcessing

79.If17Psareneeded,andonhandinventoryconsistsof10As,15Bs,20Cs,12Ms,and5Ns,
howmanyCsareneeded?
A.48
B.144
C.192
D.212
E.272
FewerC'sareneededasaresultoftheseotheritemsbeingpresentinthesequantities.

AACSB:Analytic
Blooms:Apply
Difficulty:Hard
LearningObjective:1203Explainhowrequirementsinamasterproductionschedulearetranslatedintomaterialrequirementsforlowerlevel
items.
StevensonChapter12#79
TopicArea:MRPProcessing

80.If40Psareneeded,andonhandinventoryconsistsof15Psand10eachofallother
componentsandsubassemblies,howmanyCsareneeded?
A.340
B.350
C.380
D.400
E.590
NetrequirementsforCreflectstheseotheritemsbeingpresentinthesequantities.

AACSB:Analytic
Blooms:Apply
Difficulty:Hard
LearningObjective:1203Explainhowrequirementsinamasterproductionschedulearetranslatedintomaterialrequirementsforlowerlevel
items.
StevensonChapter12#80
TopicArea:MRPProcessing

BunnyHelpers,Inc.hasjustreceivedanorderfor100DeluxeEasterBaskets,whichmustbe
readyfordeliveryatthestartofweeksix.AnMRPplannerhaspreparedthefollowingtable
showingproductstructure,leadtimes(ordersarelotforlot),andquantitiesonhand:

EachDeluxeBasketcontainstwodarkchocolatetrufflesandfourcarvedchocolateeggs;
additionallyonebottleofAlkaSelzerisincludedforthosewhooverindulge.

StevensonChapter12

81.WhatisthenetrequirementforDarkChocolateTrufflestofillthisorder?
A.100
B.140
C.150
D.180
E.200
ExplodethebillofmaterialsanduseMRPprocessing.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1203Explainhowrequirementsinamasterproductionschedulearetranslatedintomaterialrequirementsforlowerlevel
items.
StevensonChapter12#81
TopicArea:MRPProcessing

82.WhenshouldanorderforCarvedChocolateEggsbereleased?
A.atthestartofweek2
B.atthestartofweek3
C.atthestartofweek4
D.atthestartofweek5
E.atthestartofweek6
ThisisoneweekbeforethefirstreceiptofCarvedChocolateEggsisrequired.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1203Explainhowrequirementsinamasterproductionschedulearetranslatedintomaterialrequirementsforlowerlevel
items.
StevensonChapter12#82
TopicArea:MRPProcessing

83.HowmanyDarkChocolateEggsshouldbeordered?
A.310
B.450
C.500
D.550
E.600
ThesearethenetrequirementsforDarkChocolateEggs.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1203Explainhowrequirementsinamasterproductionschedulearetranslatedintomaterialrequirementsforlowerlevel
items.
StevensonChapter12#83
TopicArea:MRPProcessing

84.Ifthefirmisusingafixedperiodlotsizeoftwoperiods,whatistheordersizeforthefirst
order?
A.120
B.200
C.280
D.160
E.150
Thisrepresentstwoweeksofnetrequirements.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1203Explainhowrequirementsinamasterproductionschedulearetranslatedintomaterialrequirementsforlowerlevel
items.
StevensonChapter12#84
TopicArea:MRPProcessing

85.Whichofthefollowingrepresentsanattempttobalancethebenefitsofstabilityagainstthe
benefitsofrespondingtonewinformation?
A.safetystock
B.safetytime
C.billsofmaterial
D.timefences
E.fixedperiodlotsizing
Timefencesattempttobalancethesetwofactors.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1206OutlinethepotentialbenefitsandsomeofthedifficultiesusershaveencounteredwithMRP.
StevensonChapter12#85
TopicArea:CapacityRequirementsPlanning

86.Comparingknownandexpectedcapacityrequirementswithprojectedcapacityavailabilityis
thejobof_______.
A.plannedreleases
B.loadreports
C.lotsizing
D.workloading
E.timefencing
Loadreportsconveythiscomparison.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1206OutlinethepotentialbenefitsandsomeofthedifficultiesusershaveencounteredwithMRP.
StevensonChapter12#86
TopicArea:CapacityRequirementsPlanning

87.ERP'sprimaryvaluecomesfromapplications________.
A.deployment
B.development
C.interfaces
D.integration
E.networking
IntegrationiswhereERPtrulyaddsvalue.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Easy
LearningObjective:1206OutlinethepotentialbenefitsandsomeofthedifficultiesusershaveencounteredwithMRP.
StevensonChapter12#87
TopicArea:ERP

88.NetrequirementsforcomponentJareasfollows:60unitsinweek2,40unitsinweek3,and
60unitsinweek5.Ifafixedperiod,twoperiodlotsizingmethodisused,whatwillbethe
quantityofthefirstplannedreceipt?
A.60units
B.120units
C.180units
D.Cannotbedetermined
E.Noneoftheabove
Thefirstplannedreceiptwillbefor100units.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1203Explainhowrequirementsinamasterproductionschedulearetranslatedintomaterialrequirementsforlowerlevel
items.
StevensonChapter12#88
TopicArea:OtherConsiderations

89.NetrequirementsforcomponentJareasfollows:60unitsinweek2,40unitsinweek3,and
60unitsinweek5.Ifafixedperiod,threeperiodlotsizingmethodisused,whatwillbethe
quantityofthefirstplannedreceipt?
A.60
B.100
C.160
D.Cannotbedetermined
E.Noneoftheabove
Thefirstplannedreceiptwillbeforperiods2,3and4.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1203Explainhowrequirementsinamasterproductionschedulearetranslatedintomaterialrequirementsforlowerlevel
items.
StevensonChapter12#89
TopicArea:OtherConsiderations

ch13Key

1.Oneimportantuseofinventoriesinmanufacturingistodecoupleoperationsthroughtheuseof
workinprocessinventories.
TRUE
Decouplingoperationsisanimportantuseofinventories.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1301Definetheterminventory;listthemajorreasonsforholdinginventories;andlistthemainrequirementsforeffective
inventorymanagement.
StevensonChapter13#1
TopicArea:TheNatureandImportanceofInventories

2.Theobjectiveofinventorymanagementistominimizethecostofholdinginventory.
FALSE
Theobjectiveofinventorymanagementistoallowsatisfactorycustomerservicewhilekeeping
costsdown.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1304Explaintheobjectivesofinventorymanagement.
StevensonChapter13#2
TopicArea:RequirementsforEffectiveInventoryManagement

3.Aretailstorethatcarriestwicetheinventoryasitscompetitorwillprovidetwicethecustomer
servicelevel.
FALSE
Thereisalimittohowhighservicelevelcango;ifthecompetitor'sservicelevelis90%,the
retailercan'tdoublethat.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1302Discussthenatureandimportanceofserviceinventories.
StevensonChapter13#3
TopicArea:TheNatureandImportanceofInventories

4.Theoverallobjectiveofinventorymanagementistoachievesatisfactorylevelsofcustomer
servicewhilekeepinginventorycostsreasonable.
TRUE
Thisistheoverallobjectiveofinventorymanagement.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1304Explaintheobjectivesofinventorymanagement.
StevensonChapter13#4
TopicArea:TheNatureandImportanceofInventories

5.Thetwomainconcernsofinventorycontrolrelatetothecostsandthelevelofcustomer
service.
TRUE
Thesearetheessentialfacetsofinventorycontrol.

AACSB:Analytic
Blooms:Apply
Difficulty:Easy
LearningObjective:1304Explaintheobjectivesofinventorymanagement.
StevensonChapter13#5
TopicArea:TheNatureandImportanceofInventories

6.Toprovidesatisfactorylevelsofcustomerservicewhilekeepinginventorycostswithin
reasonablebounds,twofundamentaldecisionsmustbemadeaboutinventory:thetimingand
sizeoforders.
TRUE
Thesearethefundamentaldecisionsregardinginventorycontrol.

AACSB:Analytic
Blooms:Apply
Difficulty:Easy
LearningObjective:1304Explaintheobjectivesofinventorymanagement.
StevensonChapter13#6
TopicArea:TheNatureandImportanceofInventories

7.IntheEOQformula,holdingcostsunder10%areexpressedaspercentages,above10%are
expressedasannualunitcosts.
FALSE
Holdingcostsareexpressedinmonetaryterms,whetherasasetvalueorasapercentageofthe
perunitcost.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1306DescribethebasicEOQmodelanditsassumptionsandsolvetypicalproblems.
StevensonChapter13#7
TopicArea:HowMuchtoOrder:EconomicOrderQuantityModels

8.DVDrecorderswouldbeanexampleofindependentdemanditems.
TRUE
ComponentsoftheDVDrecorderswouldbedependentdemanditems.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1301Definetheterminventory;listthemajorreasonsforholdinginventories;andlistthemainrequirementsforeffective
inventorymanagement.
StevensonChapter13#8
TopicArea:Introduction

9.Reorderpointmodelsareprimarilyusedfordependentdemanditems.
FALSE
Reorderpointmodelsareprimarilyusedforindependentdemanditems.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1309Describereorderpointmodelsandsolvetypicalproblems.
StevensonChapter13#9
TopicArea:ReorderPointOrdering

10.Anexampleofinventoryholdingcostisthecostofmovinggoodstotemporarystorageafter
receiptfromasupplier.
FALSE
Theseareorderingcosts.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Hard
LearningObjective:1306DescribethebasicEOQmodelanditsassumptionsandsolvetypicalproblems.
StevensonChapter13#10
TopicArea:RequirementsforEffectiveInventoryManagement

11.Decouplingoperationsappliestotherailroadindustry.
FALSE
Decouplingreferstobufferingoperationsinmanufacturing.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1301Definetheterminventory;listthemajorreasonsforholdinginventories;andlistthemainrequirementsforeffective
inventorymanagement.
StevensonChapter13#11
TopicArea:TheNatureandImportanceofInventories

12.Interest,insurance,andopportunitycostsareallassociatedwithholdingcosts.
TRUE
Theseareholdingcosts.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1306DescribethebasicEOQmodelanditsassumptionsandsolvetypicalproblems.
StevensonChapter13#12
TopicArea:RequirementsforEffectiveInventoryManagement

13.TheABCapproachinvolvesclassifyinginventoryitemsbyunitcost,withexpensiveitems
classifiedasA'itemsandlowcostitemsclassifiedasC'items.
FALSE
ABCapproachclassifiesinventoryaccordingtosomemeasureofimportance.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1305DescribetheABCapproachandexplainhowitisuseful.
StevensonChapter13#13
TopicArea:RequirementsforEffectiveInventoryManagement

14.Aninventorybufferaddsvalueandlowerscostinallsupplychains.
FALSE
Manybuffersincreasecostsacrosssupplychains.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1301Definetheterminventory;listthemajorreasonsforholdinginventories;andlistthemainrequirementsforeffective
inventorymanagement.
StevensonChapter13#14
TopicArea:TheNatureandImportanceofInventories

15.IntheABCapproach,Citemstypicallyrepresentabout15percentofthenumberofitems,
but60percentofthedollarusage.
FALSE
Citemstypicallyrepresentabout60percentofthenumberofitemsandabout15percentofthe
dollarusage.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1305DescribetheABCapproachandexplainhowitisuseful.
StevensonChapter13#15
TopicArea:RequirementsforEffectiveInventoryManagement

16.EOQinventorymodelsarebasicallyconcernedwiththetimingoforders.
FALSE
EOQmodelsareconcernedwiththesizeoforders.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1306DescribethebasicEOQmodelanditsassumptionsandsolvetypicalproblems.
StevensonChapter13#16
TopicArea:HowMuchtoOrder:EconomicOrderQuantityModels

17.Theaverageinventorylevelisinverselyrelatedtoordersize.
FALSE
Theaverageinventorylevelispositivelyrelatedtoordersize.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1306DescribethebasicEOQmodelanditsassumptionsandsolvetypicalproblems.
StevensonChapter13#17
TopicArea:HowMuchtoOrder:EconomicOrderQuantityModels

18.Theaverageinventorylevelandthenumberofordersperyearareinverselyrelated:Asone
increases,theotherdecreases.
TRUE
Theseareinverselyrelated.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1306DescribethebasicEOQmodelanditsassumptionsandsolvetypicalproblems.
StevensonChapter13#18
TopicArea:HowMuchtoOrder:EconomicOrderQuantityModels

19.TheEOQshouldberegardedasanapproximatequantityratherthananexactquantity.Thus,
roundingthecalculatedvalueisacceptable.
TRUE
Thetotalcostfunctionisrelativelyflat,soroundingcostslittle.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1306DescribethebasicEOQmodelanditsassumptionsandsolvetypicalproblems.
StevensonChapter13#19
TopicArea:HowMuchtoOrder:EconomicOrderQuantityModels

20.Carryingcostisafunctionofordersize;thelargertheorder,thehighertheinventory
carryingcost.
TRUE
Largerorderquantitiesleadtohigherinventorycarryingcost.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1304Explaintheobjectivesofinventorymanagement.
StevensonChapter13#20
TopicArea:HowMuchtoOrder:EconomicOrderQuantityModels

21.Understockinganinventoryitemisasuresignofinadequateinventorycontrol.
FALSE
Havinganoccasionalstockoutisnotnecessarilyasignofinadequateinventorycontrol.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Hard
LearningObjective:1301Definetheterminventory;listthemajorreasonsforholdinginventories;andlistthemainrequirementsforeffective
inventorymanagement.
StevensonChapter13#21
TopicArea:ReorderPointOrdering

22.Annualorderingcostisinverselyrelatedtoordersize.
TRUE
Annualorderingcostdecreasesasordersizeincreases.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1306DescribethebasicEOQmodelanditsassumptionsandsolvetypicalproblems.
StevensonChapter13#22
TopicArea:HowMuchtoOrder:EconomicOrderQuantityModels

23.ThetotalcostcurveisrelativelyflatneartheEOQ.
TRUE
ThusapproximatingtheEOQcanbeaverygoodsolution.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1306DescribethebasicEOQmodelanditsassumptionsandsolvetypicalproblems.
StevensonChapter13#23
TopicArea:HowMuchtoOrder:EconomicOrderQuantityModels

24.Becausepriceisn'tafactorintheEOQformula,quantitydiscountswon'taffectEOQ
calculations.
FALSE
Ifquantitydiscountsareoffered,theEOQmightvarybasedondifferentholdingcosts.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1308Describethequantitydiscountmodelandsolvetypicalproblems.
StevensonChapter13#24
TopicArea:HowMuchtoOrder:EconomicOrderQuantityModels

25.Inthequantitydiscountmodel,ifholdingcostsaregivenasapercentageofunitprice,a
graphofthetotalcostcurveswillhavethesameEOQforeachcurve.
FALSE
Totalcostcurveswilldifferacrossthepricelevels.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Hard
LearningObjective:1308Describethequantitydiscountmodelandsolvetypicalproblems.
StevensonChapter13#25
TopicArea:HowMuchtoOrder:EconomicOrderQuantityModels

26.Inthequantitydiscountmodel,theoptimumquantitywillalwaysbefoundonthelowest
totalcostcurve.
FALSE
Theoptimumquantitymightactuallybewhenthediscountispassedup.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Hard
LearningObjective:1308Describethequantitydiscountmodelandsolvetypicalproblems.
StevensonChapter13#26
TopicArea:HowMuchtoOrder:EconomicOrderQuantityModels

27.ROPmodelsindicatetomanagersthetimebetweenorders.
FALSE
ROPmodelsindicatewhen,withregardtoonhandinventory,ordersshouldbeplaced.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Hard
LearningObjective:1309Describereorderpointmodelsandsolvetypicalproblems.
StevensonChapter13#27
TopicArea:ReorderPointOrdering

28.WhentoordercanbecalculatedbytheROPandexpressedasaquantity.
TRUE
ROPmodelsindicatewhen,withregardtoonhandinventory,ordersshouldbeplaced.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1309Describereorderpointmodelsandsolvetypicalproblems.
StevensonChapter13#28
TopicArea:ReorderPointOrdering

29.TherateofdemandisanimportantfactorindeterminingtheROP.
TRUE
ThedemandratemultipliedbytheleadtimeisamajorpartoftheROP.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1309Describereorderpointmodelsandsolvetypicalproblems.
StevensonChapter13#29
TopicArea:ReorderPointOrdering

30.Theinventoryvalueofthesupplychainexceedstheinventoryvalueoftheorganization's
workinprocessinventory.
TRUE
Therecanberawmaterialsandfinishedgoodsinventoryattheorganization.Otherorganizations
inthesupplychainwillhaveinventories,too.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1301Definetheterminventory;listthemajorreasonsforholdinginventories;andlistthemainrequirementsforeffective
inventorymanagement.
StevensonChapter13#30
TopicArea:TheNatureandImportanceofInventories

31.Safetystockisheldbecauseweanticipatefuturedemand.
FALSE
Safetystockisheldbecauseweanticipatefluctuationsinfuturedemandorinleadtime.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1309Describereorderpointmodelsandsolvetypicalproblems.
StevensonChapter13#31
TopicArea:ReorderPointOrdering

32.Variabilityindemandand/orleadtimecanbecompensatedforbysafetystock.
TRUE
Safetystockcanbeusedtoaccommodatethese.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1309Describereorderpointmodelsandsolvetypicalproblems.
StevensonChapter13#32
TopicArea:ReorderPointOrdering

33.Solvingqualityproblemscanleadtolowerinventorylevels.
TRUE
Leaningouttheorganizationcanbefacilitatedbysolvingqualityproblems.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1301Definetheterminventory;listthemajorreasonsforholdinginventories;andlistthemainrequirementsforeffective
inventorymanagement.
StevensonChapter13#33
TopicArea:OperationsStrategy

34.ROPmodelsassumethatdemandduringleadtimeiscomposedofaseriesofdependentdaily
demands.
FALSE
ROPmodelsassumethatdemandduringleadtimeiscomposedofaseriesofindependentdaily
demands.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Hard
LearningObjective:1309Describereorderpointmodelsandsolvetypicalproblems.
StevensonChapter13#34
TopicArea:ReorderPointOrdering

35.Profitmarginstendtobeinverselyrelatedtoinventoryturns.
TRUE
Thisistypicallythecase.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Medium
LearningObjective:1304Explaintheobjectivesofinventorymanagement.
StevensonChapter13#35
TopicArea:TheNatureandImportanceofInventories

36.Inthefixedorderintervalmodel,theordersizeisthesameforeachorder.
FALSE
Ordersizevariesfromordertoorderinafixedorderintervalmodel.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1303Explainperiodicandperpetualreviewsystems.
StevensonChapter13#36
TopicArea:HowMuchtoOrder:FixedOrderIntervalModel

37.Thefixedorderintervalmodelrequiresacontinuousmonitoringofinventorylevels.
FALSE
Thefixedorderintervalmodelleadstoperiodicmonitoringofinventorylevels.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1303Explainperiodicandperpetualreviewsystems.
StevensonChapter13#37
TopicArea:HowMuchtoOrder:FixedOrderIntervalModel

38.Discretestockinglevelsareusedwhenanorganizationdoesn'twantvisibilityofinventory
levels.
FALSE
Discretestockingreferstohavingtostockadiscretenumberofunits.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1310Describesituationsinwhichthesingleperiodmodelwouldbeappropriate;andsolvetypicalproblems.
StevensonChapter13#38
TopicArea:TheSinglePeriodModel

39.ThefixedorderintervalmodelrequiresalargeramountofsafetystockthantheROPmodel
forthesameriskofastockout.
TRUE
Fixedorderintervalstypicallycarrymoresafetystock.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Hard
LearningObjective:1303Explainperiodicandperpetualreviewsystems.
StevensonChapter13#39
TopicArea:HowMuchtoOrder:FixedOrderIntervalModel

40.Thesingleperiodmodelcanbeveryhelpfulindeterminingwhentoorder.
FALSE
Thesingleperiodmodelhelpsdeterminehowmanytoorder.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1310Describesituationsinwhichthesingleperiodmodelwouldbeappropriate;andsolvetypicalproblems.
StevensonChapter13#40
TopicArea:TheSinglePeriodModel

41.Thesingleperiodmodelcanbeveryhelpfulindetermininghowmuchtoorder.
TRUE
Thesingleperiodmodelhelpsdeterminehowmanytoorder.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1310Describesituationsinwhichthesingleperiodmodelwouldbeappropriate;andsolvetypicalproblems.
StevensonChapter13#41
TopicArea:TheSinglePeriodModel

42.Monitoringinventoryturnsovertimecanbeusedasameasureofperformance.
TRUE
Greaterturnoveroftenimpliesbetterperformance.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1304Explaintheobjectivesofinventorymanagement.
StevensonChapter13#42
TopicArea:TheNatureandImportanceofInventories

43.Asingleperiodmodelwouldbeusedmainlybyorganizationsgoingoutofbusiness.
FALSE
Thesingleperiodmodelappliestomanyregularlyoccurringcircumstances.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1310Describesituationsinwhichthesingleperiodmodelwouldbeappropriate;andsolvetypicalproblems.
StevensonChapter13#43
TopicArea:TheSinglePeriodModel

44.ThebasicEOQmodelignoresthepurchasingcost.
TRUE
OnlyifquantitydiscountsareoffereddoespurchasingcostenterintoEOQanalysis.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1306DescribethebasicEOQmodelanditsassumptionsandsolvetypicalproblems.
StevensonChapter13#44
TopicArea:HowMuchtoOrder:EconomicOrderQuantityModels

45.Whentheitemisofferedforresale,shortagecostsinthesingleperiodmodelcanincludea
chargeforlossofcustomergoodwill.
TRUE
Greaterlossofgoodwillwouldequatewithahighershortagecost.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1310Describesituationsinwhichthesingleperiodmodelwouldbeappropriate;andsolvetypicalproblems.
StevensonChapter13#45
TopicArea:TheSinglePeriodModel

46.Inthesingleperiodmodel,theservicelevelistheprobabilitythatdemandwillnotexceed
thestockinglevelinanyperiod.
TRUE
Ifdemandexceedsthestockinglevel,astockoutasoccurred.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1310Describesituationsinwhichthesingleperiodmodelwouldbeappropriate;andsolvetypicalproblems.
StevensonChapter13#46
TopicArea:TheSinglePeriodModel

47.Aquantitydiscountwilllowerthereorderpoint.
FALSE
Thereorderpointisindependentofquantitydiscounts.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Hard
LearningObjective:1308Describethequantitydiscountmodelandsolvetypicalproblems.
LearningObjective:1309Describereorderpointmodelsandsolvetypicalproblems.
StevensonChapter13#47
TopicArea:HowMuchtoOrder:EconomicOrderQuantityModels
TopicArea:ReorderPointOrdering

48.ItiscriticalthattheexactquantitycalculatedintheEOQmodelbeordered.
FALSE
Becausethetotalcostcurveisflat,modestroundingoftheEOQispermissible.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1306DescribethebasicEOQmodelanditsassumptionsandsolvetypicalproblems.
StevensonChapter13#48
TopicArea:HowMuchtoOrder:EconomicOrderQuantityModels

49.Safetystockeliminatesallstockouts.
FALSE
Safetystockonlyensuresthatagivenlikelihoodofstockouts.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1309Describereorderpointmodelsandsolvetypicalproblems.
StevensonChapter13#49
TopicArea:ReorderPointOrdering

50.Thecalculationofsafetystockrequiresknowledgeofdemandandleadtimevariability.
TRUE
Bothoftheseplayaroleinthecalculationofsafetystock.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1309Describereorderpointmodelsandsolvetypicalproblems.
StevensonChapter13#50
TopicArea:ReorderPointOrdering

51.Thetwobasicissuesininventoryarehowmuchtoorderandwhentoorder.
TRUE
Quantityandtimingarethetwobasicissuesininventorymanagement.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1301Definetheterminventory;listthemajorreasonsforholdinginventories;andlistthemainrequirementsforeffective
inventorymanagement.
StevensonChapter13#51
TopicArea:TheNatureandImportanceofInventories

52.Cyclecountingcanbeusedinmotorcycleinventorycontrol.
TRUE
Cyclecountingcanalsobeusedinautomobileinventorycontrol.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1301Definetheterminventory;listthemajorreasonsforholdinginventories;andlistthemainrequirementsforeffective
inventorymanagement.
StevensonChapter13#52
TopicArea:RequirementsforEffectiveInventoryManagement

53.UsingtheEOQmodel,thehigheranitem'scarryingcosts,themorefrequentlyitwillbe
ordered.
TRUE
Ascarryingcostsincrease,theoptimalorderquantitydecreases.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Hard
LearningObjective:1306DescribethebasicEOQmodelanditsassumptionsandsolvetypicalproblems.
StevensonChapter13#53
TopicArea:HowMuchtoOrder:EconomicOrderQuantityModels

54.Thecycletimerepresentsthetimebetweenreorderpointandreceiptoforder.
FALSE
Thecycletimerepresentsthetimebetweenorders.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1309Describereorderpointmodelsandsolvetypicalproblems.
StevensonChapter13#54
TopicArea:ReorderPointOrdering

55.Thecostofplacinganorderisafunctionofordersize.
FALSE
Thecostofplacinganorderistypicallyunrelatedtoordersize.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1306DescribethebasicEOQmodelanditsassumptionsandsolvetypicalproblems.
StevensonChapter13#55
TopicArea:HowMuchtoOrder:EconomicOrderQuantityModels

56.Allstockoutsmustbeavoided.
FALSE
Mostofthetimeitwouldbetoocostlytoavoidallstockouts.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Hard
LearningObjective:1309Describereorderpointmodelsandsolvetypicalproblems.
StevensonChapter13#56
TopicArea:ReorderPointOrdering

57.InthebasicEOQmodel,annualholdingcostisonehalfofthetotalannualcostforallitems
purchased.
FALSE
Annualholdingcostequalshalftheproductoftheorderquantityandtheperunitperyear
holdingcost.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1306DescribethebasicEOQmodelanditsassumptionsandsolvetypicalproblems.
StevensonChapter13#57
TopicArea:HowMuchtoOrder:EconomicOrderQuantityModels

58.Quantitydiscountsaregenerallygivenforlargenumberoforders.
FALSE
Quantitydiscountsaregivenforsmaller,butlarger,orders.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1308Describethequantitydiscountmodelandsolvetypicalproblems.
StevensonChapter13#58
TopicArea:HowMuchtoOrder:EconomicOrderQuantityModels

59.Thelargerthenumberofordersplaced,thelargertheaveragelevelofinventory.
FALSE
Moreordersmeanssmallerquantities,whichmeansloweraverageinventory.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1306DescribethebasicEOQmodelanditsassumptionsandsolvetypicalproblems.
StevensonChapter13#59
TopicArea:HowMuchtoOrder:EconomicOrderQuantityModels

60.WhichofthefollowingisnotoneoftheassumptionsofthebasicEOQmodel?
A.Annualdemandrequirementsareknownandconstant.
B.Leadtimedoesnotvary.
C.Eachorderisreceivedinasingledelivery.
D.Quantitydiscountsareavailable.
E.Alloftheabovearenecessaryassumptions.
InthebasicEOQmodelquantitydiscountsarenotavailable.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1306DescribethebasicEOQmodelanditsassumptionsandsolvetypicalproblems.
StevensonChapter13#60
TopicArea:HowMuchtoOrder:EconomicOrderQuantityModels

61.Whichofthefollowinginteractionswithvendorswouldpotentiallyleadtoinventory
reductions?
A.reduceleadtimes
B.increasesafetystock
C.lessfrequentpurchases
D.largerbatchquantities
E.longerorderintervals
Reducingleadtimeswouldhavetheeffectofreducingsafetystockrequirementsandtherefore
reducinginventories.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Hard
LearningObjective:1301Definetheterminventory;listthemajorreasonsforholdinginventories;andlistthemainrequirementsforeffective
inventorymanagement.
StevensonChapter13#61
TopicArea:OperationsStrategy

62.Anonlinearcostrelatedtoordersizeisthecostof:
A.interest
B.insurance
C.taxes
D.receiving
E.space
Receivingcostisanonlinearcostassociatedwithordersize.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Hard
LearningObjective:1306DescribethebasicEOQmodelanditsassumptionsandsolvetypicalproblems.
StevensonChapter13#62
TopicArea:HowMuchtoOrder:EconomicOrderQuantityModels

63.Inatwobininventorysystem,theamountcontainedinthesecondbinisequaltothe:
A.ROP
B.EOQ
C.amountinthefirstbin
D.optimumstockinglevel
E.safetystock
Thesecondbinequalstheamountneededduringleadtimeinadditiontoanysafetystock.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1309Describereorderpointmodelsandsolvetypicalproblems.
StevensonChapter13#63
TopicArea:ReorderPointOrdering

64.Whencarryingcostsarestatedasapercentageofunitprice,theminimumpointsonthetotal
costcurves:
A.Lineup
B.Equalzero
C.Donotlineup
D.Cannotbecalculated
E.Dependonthepercentageassigned
Curvesaren'tsymmetricalifholdingcostdiffersacrosspricebreaks.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Hard
LearningObjective:1308Describethequantitydiscountmodelandsolvetypicalproblems.
StevensonChapter13#64
TopicArea:HowMuchtoOrder:EconomicOrderQuantityModels

65.Dairyitems,freshfruitandnewspapersareitemsthat:
A.donotrequiresafetystocks
B.cannotbeorderedinlargequantities
C.aresubjecttodeteriorationandspoilage
D.requirethatpricesbeloweredeverytwodays
E.haveminimalholdingcosts
Deteriorationandspoilageincreaseholdingcosts.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1306DescribethebasicEOQmodelanditsassumptionsandsolvetypicalproblems.
StevensonChapter13#65
TopicArea:HowMuchtoOrder:EconomicOrderQuantityModels

66.Whichofthefollowingisleastlikelytobeincludedinordercosts?
A.processingvendorinvoicesforpayment
B.movingdeliveredgoodstotemporarystorage
C.inspectingincominggoodsforquantity
D.takinganinventorytodeterminehowmuchisneeded
E.temporarystorageofdeliveredgoods
Storagecostsareholdingcosts.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Hard
LearningObjective:1306DescribethebasicEOQmodelanditsassumptionsandsolvetypicalproblems.
StevensonChapter13#66
TopicArea:HowMuchtoOrder:EconomicOrderQuantityModels

67.InanABCsystem,thetypicalpercentageofthenumberofitemsininventoryforAitemsis
about:
A.10
B.30
C.50
D.70
E.90
ClassAitemsrepresentarelativelysmallportionofitems.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1305DescribetheABCapproachandexplainhowitisuseful.
StevensonChapter13#67
TopicArea:RequirementsforEffectiveInventoryManagement

68.IntheABCclassificationsystem,itemswhichaccountforfifteenpercentofthetotal
dollarvolumeforamajorityoftheinventoryitemswouldbeclassifiedas:
A.Aitems
B.Bitems
C.Citems
D.AitemsplusBitems
E.BitemsplusCitems
ThesewouldbeclassCitems.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1305DescribetheABCapproachandexplainhowitisuseful.
StevensonChapter13#68
TopicArea:RequirementsforEffectiveInventoryManagement

69.IntheABCclassificationsystem,itemswhichaccountforsixtypercentofthetotaldollar
volumeforfewinventoryitemswouldbeclassifiedas:
A.Aitems
B.Bitems
C.Citems
D.AitemsplusBitems
E.BitemsplusCitems
ThesewouldbeclassAitems.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1305DescribetheABCapproachandexplainhowitisuseful.
StevensonChapter13#69
TopicArea:RequirementsforEffectiveInventoryManagement

70.Thepurposeof"cyclecounting"isto:
A.countalltheitemsininventory
B.countbicyclesandmotorcyclesininventory
C.reducediscrepanciesbetweeninventoryrecordsandactual
D.reducetheft
E.count10%oftheitemseachmonth
Cyclecountingisintendedtoimproveinventoryrecordaccuracy.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1304Explaintheobjectivesofinventorymanagement.
StevensonChapter13#70
TopicArea:RequirementsforEffectiveInventoryManagement

71.TheEOQmodelismostrelevantforwhichoneofthefollowing?
A.orderingitemswithdependentdemand
B.determinationofsafetystock
C.orderingperishableitems
D.determiningfixedintervalorderquantities
E.determiningfixedorderquantities
TheEOQisafixedquantityapproach.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Medium
LearningObjective:1306DescribethebasicEOQmodelanditsassumptionsandsolvetypicalproblems.
StevensonChapter13#71
TopicArea:HowMuchtoOrder:EconomicOrderQuantityModels

72.WhichisnotatrueassumptionintheEOQmodel?
A.Productionrateisconstant
B.Leadtimedoesn'tvary
C.Nomorethan3itemsareinvolved
D.Usagerateisconstant
E.Noquantitydiscounts
EOQcanbeusedacrossmultipleitems.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Hard
LearningObjective:1306DescribethebasicEOQmodelanditsassumptionsandsolvetypicalproblems.
StevensonChapter13#72
TopicArea:HowMuchtoOrder:EconomicOrderQuantityModels

73.Inasupermarket,avendor'srestockingtheshelveseveryMondaymorningisanexampleof:
A.safetystockreplenishment
B.economicorderquantities
C.reorderpoints
D.fixedorderinterval
E.blanketordering
Thiswouldbeaweeklyintervalmodel.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1303Explainperiodicandperpetualreviewsystems.
StevensonChapter13#73
TopicArea:HowMuchtoOrder:FixedOrderIntervalModel

74.AcyclecountprogramwillusuallyrequirethatA'itemsbecounted:
A.daily.
B.onceaweek.
C.monthly.
D.quarterly.
E.morefrequentlythanannually.
ClassAitemsarecountedmorefrequently.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Hard
LearningObjective:1305DescribetheABCapproachandexplainhowitisuseful.
StevensonChapter13#74
TopicArea:RequirementsforEffectiveInventoryManagement

75.Ariskavoiderwouldwant______safetystock.
A.Less
B.More
C.Thesame
D.Zero
E.50%
Greaterriskaversionisassociatedwithmoresafetystock.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Easy
LearningObjective:1309Describereorderpointmodelsandsolvetypicalproblems.
StevensonChapter13#75
TopicArea:ReorderPointOrdering

76.InthebasicEOQmodel,ifannualdemanddoubles,theeffectontheEOQis:
A.Itdoubles.
B.Itisfourtimesitspreviousamount.
C.Itishalfitspreviousamount.
D.Itisabout70percentofitspreviousamount.
E.Itincreasesbyabout40percent.
TheEOQdoesnotincreaselinearlywithdemand.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Hard
LearningObjective:1306DescribethebasicEOQmodelanditsassumptionsandsolvetypicalproblems.
StevensonChapter13#76
TopicArea:HowMuchtoOrder:EconomicOrderQuantityModels

77.InthebasicEOQmodel,ifleadtimeincreasesfromfiveto10days,theEOQwill:
A.double
B.increase,butnotdouble
C.decreasebyafactoroftwo
D.remainthesame
E.noneoftheabove
TheEOQisindependentofleadtime.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1306DescribethebasicEOQmodelanditsassumptionsandsolvetypicalproblems.
StevensonChapter13#77
TopicArea:HowMuchtoOrder:EconomicOrderQuantityModels

78.InthebasicEOQmodel,anannualdemandof40units,anorderingcostof$5,andaholding
costof$1perunitperyearwillresultinanEOQof:
A.20
B.squarerootof200
C.200
D.400
E.noneofthese
UsethebaseEOQformula.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1306DescribethebasicEOQmodelanditsassumptionsandsolvetypicalproblems.
StevensonChapter13#78
TopicArea:HowMuchtoOrder:EconomicOrderQuantityModels

79.InthebasicEOQmodel,ifD=60permonth,S=$12,andH=$10perunitpermonth,EOQ
is:
A.10
B.12
C.24
D.72
E.144
UsethebaseEOQformula.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1306DescribethebasicEOQmodelanditsassumptionsandsolvetypicalproblems.
StevensonChapter13#79
TopicArea:HowMuchtoOrder:EconomicOrderQuantityModels

80.InthebasicEOQmodel,ifannualdemandis50,carryingcostis$2,andorderingcostis$15,
EOQisapproximately:
A.11
B.20
C.24
D.28
E.375
UsethebaseEOQformula.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1306DescribethebasicEOQmodelanditsassumptionsandsolvetypicalproblems.
StevensonChapter13#80
TopicArea:HowMuchtoOrder:EconomicOrderQuantityModels

81.WhichofthefollowingisnottrueforEconomicProductionQuantitymodel?
A.Usagerateisconstant.
B.Productionrateexceedsusagerate.
C.Runsizeexceedsmaximuminventory.
D.Therearenoorderingorsetupcosts.
E.Averageinventoryisonehalfmaximuminventory.
ThereareorderingorsetupcostsintheEPQmodel.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1307Describetheeconomicproductionquantitymodelandsolvetypicalproblems.
StevensonChapter13#81
TopicArea:HowMuchtoOrder:EconomicOrderQuantityModels

82.Giventhesamedemand,setup/orderingcosts,andcarryingcosts,theEOQcalculatedusing
incrementalreplenishmentwillbe____________ifinstantaneousreplenishmentwasassumed:
A.greaterthantheEOQ
B.equaltotheEOQ
C.smallerthantheEOQ
D.greaterthanorequaltotheEOQ
E.smallerthanorequaltotheEOQ
TheEPQwillbesmallerthantheEOQ.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Medium
LearningObjective:1307Describetheeconomicproductionquantitymodelandsolvetypicalproblems.
StevensonChapter13#82
TopicArea:HowMuchtoOrder:EconomicOrderQuantityModels

83.Theintroductionofquantitydiscountswillcausetheoptimumorderquantitytobe:
A.smaller
B.unchanged
C.greater
D.smallerorunchanged
E.unchangedorgreater
Quantitydiscountscannotmaketheoptimumquantitybesmaller.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Hard
LearningObjective:1308Describethequantitydiscountmodelandsolvetypicalproblems.
StevensonChapter13#83
TopicArea:HowMuchtoOrder:EconomicOrderQuantityModels

84.Afillrateisthepercentageof_____filledbystockonhand.
A.Shipments
B.Demand
C.Inventory
D.Safetystock
E.Leadtime
Thefillrateisthepercentageofdemandfilleddirectlyfromonhandinventory.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1309Describereorderpointmodelsandsolvetypicalproblems.
StevensonChapter13#84
TopicArea:HowMuchtoOrder:FixedOrderIntervalModel

85.Inthequantitydiscountmodel,withcarryingcoststatedasapercentageofunitpurchase
price,inorderfortheEOQofthelowestcurvetobeoptimum,itmust:
A.havethelowesttotalcost
B.beinafeasiblerange
C.betotheleftofthepricebreakquantityforthatprice
D.havethelargestquantitycomparedtootherEOQ's
E.noneoftheabove
Ifnotfeasible,thatquantitywillhavetobeadjustedupwardandthentotalcostcalculated.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Hard
LearningObjective:1308Describethequantitydiscountmodelandsolvetypicalproblems.
StevensonChapter13#85
TopicArea:HowMuchtoOrder:EconomicOrderQuantityModels

86.Whichoneofthefollowingisnotgenerallyadeterminantofthereorderpoint?
A.rateofdemand
B.lengthofleadtime
C.leadtimevariability
D.stockoutrisk
E.purchasecost
Purchasecostdoesnotenterintoreorderpointcalculations.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1309Describereorderpointmodelsandsolvetypicalproblems.
StevensonChapter13#86
TopicArea:ReorderPointOrdering

87.Ifnovariationsindemandorleadtimeexist,theROPwillequal:
A.theEOQ
B.expectedusageduringleadtime
C.safetystock
D.theservicelevel
E.theEOQplussafetystock
TheROPwillbethedemandratetimestheleadtime.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1309Describereorderpointmodelsandsolvetypicalproblems.
StevensonChapter13#87
TopicArea:ReorderPointOrdering

88.Ifaveragedemandforaninventoryitemis200unitsperday,leadtimeisthreedays,and
safetystockis100units,thereorderpointis:
A.100units
B.200units
C.300units
D.600units
E.700units
TheROPwillbethesafetystockaddedtotheproductofthedemandrateandtheleadtime.

AACSB:Analytic
Blooms:Apply
Difficulty:Easy
LearningObjective:1309Describereorderpointmodelsandsolvetypicalproblems.
StevensonChapter13#88
TopicArea:ReorderPointOrdering

89.Whichoneofthefollowingisimpliedbya"leadtime"servicelevelof95percent?
A.Approximately95percentofdemandduringleadtimewillbesatisfied.
B.Approximately95percentofinventorywillbeusedduringleadtime.
C.Theprobabilityis95percentthatdemandduringleadtimewillexactlyequaltheamounton
handatthebeginningofleadtime.
D.Theprobabilityis95percentthatdemandduringleadtimewillnotexceedtheamounton
handatthebeginningofleadtime.
E.noneoftheabove
AstockonlyoccursifdemandduringleadtimeexceedstheROP.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Hard
LearningObjective:1309Describereorderpointmodelsandsolvetypicalproblems.
StevensonChapter13#89
TopicArea:ReorderPointOrdering

90.Whichoneofthefollowingisimpliedbyan"annual"servicelevelof95percent?
A.Approximately95percentofdemandduringleadtimewillbesatisfied.
B.Theprobabilityis95percentthatdemandwillexceedsupplyduringleadtime.
C.Theprobabilityis95percentthatdemandwillequalsupplyduringleadtime.
D.Theprobabilityis95percentthatdemandwillnotexceedsupplyduringleadtime.
E.Noneoftheabove.
Theannualservicelevelisusuallygreaterthanthecycleservicelevel,andthustheriskofa
stockoutduringleadtimeismuchsmallerthan5percent.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Hard
LearningObjective:1309Describereorderpointmodelsandsolvetypicalproblems.
StevensonChapter13#90
TopicArea:ReorderPointOrdering

91.Dailyusageisexactly60gallonsperday.Leadtimeisnormallydistributedwithameanof
10daysandastandarddeviationof2days.Whatisthestandarddeviationofdemandduringlead
time?
A.60x2
B.60timesthesquarerootof2
C.60timesthesquarerootof10
D.60x10
E.noneoftheabove
Thestandarddeviationofdemandduringleadtimeisthesquarerootofsquareddemandtimes
thesquaredstandarddeviationofleadtime.

AACSB:Analytic
Blooms:Apply
Difficulty:Hard
LearningObjective:1309Describereorderpointmodelsandsolvetypicalproblems.
StevensonChapter13#91
TopicArea:ReorderPointOrdering

92.Leadtimeisexactly20dayslong.Dailydemandisnormallydistributedwithameanof10
gallonsperdayandastandarddeviationof2gallons.Whatisthestandarddeviationofdemand
duringleadtime?
A.20x2
B.20x10
C.2timesthesquarerootof20
D.2timesthesquarerootof10
E.noneoftheabove
Thestandarddeviationofdemandduringleadtimeequalsthedailystandarddeviationof
demandtimesthesquarerootoftheleadtime.

AACSB:Analytic
Blooms:Apply
Difficulty:Hard
LearningObjective:1309Describereorderpointmodelsandsolvetypicalproblems.
StevensonChapter13#92
TopicArea:ReorderPointOrdering

93.Allofthefollowingarepossiblereasonsforusingthefixedorderintervalmodelexcept:
A.Supplierpolicyencouragesuse.
B.Groupingorderscansaveinshippingcosts.
C.TherequiredsafetystockislowerthanwithanEOQ/ROPmodel.
D.Itissuitedtoperiodicchecksofinventorylevelsratherthancontinuousmonitoring.
E.Continuousmonitoringisnotpractical.
Safetystockishigherinafixedorderintervalmodel.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Medium
LearningObjective:1303Explainperiodicandperpetualreviewsystems.
StevensonChapter13#93
TopicArea:HowMuchtoOrder:FixedOrderIntervalModel

94.Whichoftheseproductswouldbemostapttoinvolvetheuseofasingleperiodmodel?
A.goldcoins
B.hammers
C.freshfish
D.calculators
E.frozencorn
Theperishabilityoffreshfishmakesitmoreappropriateforasingleperiodmodel.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Easy
LearningObjective:1310Describesituationsinwhichthesingleperiodmodelwouldbeappropriate;andsolvetypicalproblems.
StevensonChapter13#94
TopicArea:TheSinglePeriodModel

95.Inasingleperiodmodel,ifshortageandexcesscostsareequal,thentheoptimumservice
levelis:
A.0
B..33
C..50
D..67
E.noneofthese
Theratioofshortagecosttoshortageplusexcesscostis0.5.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1310Describesituationsinwhichthesingleperiodmodelwouldbeappropriate;andsolvetypicalproblems.
StevensonChapter13#95
TopicArea:TheSinglePeriodModel

96.Inasingleperiodmodel,ifshortagecostisfourtimesexcesscost,thentheoptimumservice
levelis___percent.
A.100
B.80
C.60
D.40
E.20
Theratioofshortagecosttoshortageplusexcesscostis0.8.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1310Describesituationsinwhichthesingleperiodmodelwouldbeappropriate;andsolvetypicalproblems.
StevensonChapter13#96
TopicArea:TheSinglePeriodModel

97.Inthesingleperiodmodel,ifexcesscostisdoubleshortagecost,theapproximatestockout
risk,assuminganoptimumservicelevel,is___percent.
A.100
B.67
C.50
D.33
E.5
Theratioofshortagecosttoshortageplusexcesscostis0.67.

AACSB:Analytic
Blooms:Apply
Difficulty:Hard
LearningObjective:1310Describesituationsinwhichthesingleperiodmodelwouldbeappropriate;andsolvetypicalproblems.
StevensonChapter13#97
TopicArea:TheSinglePeriodModel

98.If,inasingleperiodinventorysituation,theprobabilitiesofdemandbeing1,2,3,or4units
are.3,.3,.2,and.2,respectively.Iftwounitsarestocked,whatistheprobabilityofsellingboth
ofthem?
A..5
B..6
C..7
D..8
E.noneofthese
Bothunitswillbesoldifdemandisfor2,3or4units.

AACSB:Analytic
Blooms:Apply
Difficulty:Hard
LearningObjective:1310Describesituationsinwhichthesingleperiodmodelwouldbeappropriate;andsolvetypicalproblems.
StevensonChapter13#98
TopicArea:TheSinglePeriodModel

99.Themanagementofsupplychaininventoriesfocuseson:
A.internalinventories
B.externalinventories
C.bothinternalandexternalinventories
D.safetystockelimination
E.optimizingreorderpoints
Supplychaininventoryinvolvesbothinternalandexternalinventories.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1301Definetheterminventory;listthemajorreasonsforholdinginventories;andlistthemainrequirementsforeffective
inventorymanagement.
StevensonChapter13#99
TopicArea:OperationsStrategy

100.Anoperationsstrategyforinventorymanagementshouldworktowards:
A.increasinglotsizes
B.decreasinglotsizes
C.increasingsafetystocks
D.decreasingservicelevels
E.increasingorderquantities
Iflotsizescanbereduced,operationsbecomeleaner.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1304Explaintheobjectivesofinventorymanagement.
StevensonChapter13#100
TopicArea:OperationsStrategy

101.Cyclestockinventoryisintendedtodealwith________.
A.excesscosts
B.shortagecosts
C.stockouts
D.expecteddemand
E.quantitydiscounts
Cyclestockisintendedtodealwithexpecteddemand,whilesafetystockisintendedtoreduce
stockoutsresultingfromdemanduncertainty.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1301Definetheterminventory;listthemajorreasonsforholdinginventories;andlistthemainrequirementsforeffective
inventorymanagement.
StevensonChapter13#101
TopicArea:InventoryOrderingPolicies

102.Anoperationsstrategywhichrecognizeshighcarryingcostsandreducesorderingcostswill
resultin:
A.unchangedorderquantities
B.slightlydecreasedorderquantities
C.greatlydecreasedorderquantities
D.slightlyincreasedorderquantities
E.greatlyincreasedorderquantities
Processeswillbeleanedleadingtosmallerorderquantities.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1304Explaintheobjectivesofinventorymanagement.
StevensonChapter13#102
TopicArea:OperationsStrategy

103.Theneedforsafetystockscanbereducedbyanoperationsstrategywhich:
A.increasesleadtime
B.increasesleadtimevariability
C.increaseslotsizes
D.decreasesorderingcosts
E.decreasesleadtimevariability
Reducedleadtimevariabilitywillreducethesizeofsafetystocks.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Medium
LearningObjective:1309Describereorderpointmodelsandsolvetypicalproblems.
StevensonChapter13#103
TopicArea:OperationsStrategy

104.Ifaveragedemandforanitemis20unitsperday,safetystockis50units,andleadtimeis
fourdays,theROPwillbe:
A.20
B.50
C.70
D.80
E.130
Multiplythedemandratebytheleadtimeandaddthesafetystock.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1309Describereorderpointmodelsandsolvetypicalproblems.
StevensonChapter13#104
TopicArea:ReorderPointOrdering

105.WithanABCsystem,anitemthathadahighdemandbutalowannualdollarvolume
wouldprobablybeclassifiedas:
A.A
B.B
C.C
D.noneofthese
LowdollarvolumeitemstendtobeclassifiedasCitems.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1305DescribetheABCapproachandexplainhowitisuseful.
StevensonChapter13#105
TopicArea:RequirementsforEffectiveInventoryManagement

106.Thefixedorderintervalmodelwouldbemostlikelytobeusedforthissituation:
A.Acompanyhasswitchedfrommassproductiontoleanproduction.
B.Productionisdoneinbatches.
C.Sparepartsareorderedwhenanewmachineispurchased.
D.Groupingorderscansaveshippingcosts.
E.noneofthese
Iforderingcostscanbesavedbygroupingorders,thefixedorderintervalmodelisespecially
attractive.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Hard
LearningObjective:1303Explainperiodicandperpetualreviewsystems.
StevensonChapter13#106
TopicArea:HowMuchtoOrder:FixedOrderIntervalModel

107.Whichitemwouldbeleastlikelytobeorderedunderafixedorderintervalsystem?
A.textbooksatacollegebookstore
B.autopartsatanassemblyplant
C.cardsatagiftshop
D.cannedpeasatasupermarket
E.noneofthese
Autopartsatanassemblyplantwouldbeunlikelycandidatesforafixedorderintervalsystem.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Medium
LearningObjective:1303Explainperiodicandperpetualreviewsystems.
StevensonChapter13#107
TopicArea:HowMuchtoOrder:FixedOrderIntervalModel

108.Whichoneofthesewouldnotbeafactorindeterminingthereorderpoint?
A.theEOQ
B.theleadtime
C.thevariabilityofdemand
D.thedemandorusagerate
E.allarefactors
TheROPisindependentoftheEOQ.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Hard
LearningObjective:1309Describereorderpointmodelsandsolvetypicalproblems.
StevensonChapter13#108
TopicArea:ReorderPointOrdering

109.Acarrentalagencyuses96boxesofstaplesayear.Theboxescost$4each.Itcosts$10to
orderstaples,andcarryingcostsare$0.80perboxonanannualbasis.
Determine:
(A)theorderquantitythatwillminimizethesumoforderingandholdingboxesofstaples
(B)theannualcostoforderingandcarryingtheboxesofstaples
D=96boxes/year
S=$10
H=$.80perboxyear

Feedback:UsetheEOQandthetotalannualcostformula.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1306DescribethebasicEOQmodelanditsassumptionsandsolvetypicalproblems.
StevensonChapter13#109
TopicArea:HowMuchtoOrder:EconomicOrderQuantityModels

110.Aservicegarageuses120boxesofcleaningclothsayear.Theboxescost$6each.Ordering
costis$3andholdingcostis10percentofpurchasecostperunitonanannualbasis.
Determine:
(A)Theeconomicorderquantity
(B)Thetotalcostofcarryingthecloths(excludingpurchaseprice)
(C)Theaverageinventory
D=120boxesperyear
S=$3
H=.10($6)=$.60perboxyear
A)

B)
C)

Feedback:UsetheEOQ,totalannualcostandaverageinventoryformulas.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1306DescribethebasicEOQmodelanditsassumptionsandsolvetypicalproblems.
StevensonChapter13#110
TopicArea:HowMuchtoOrder:EconomicOrderQuantityModels

111.Ashopthatmakescandlesoffersascentedcandle,whichhasamonthlydemandof360
boxes.Candlescanbeproducedatarateof36boxesperday.Theshopoperates20daysa
month.Assumethatdemandisuniformthroughoutthemonth.Setupcostis$60forarun,and
holdingcostis$2perboxonamonthlybasis.
Determinethefollowing:
(A)theeconomicrunsize
(B)themaximuminventory
(C)thenumberofdaysinarun
Thedailyusagerate(u)is18boxes.Thedailyproductionrate(p)is36boxes.
A)

B)
C)

Feedback:UsetheEPQandImaxformulas.DaysperrunistheEPQdividedbytheproduction
rate.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1307Describetheeconomicproductionquantitymodelandsolvetypicalproblems.
StevensonChapter13#111
TopicArea:HowMuchtoOrder:EconomicOrderQuantityModels

112.EstimateddemandforgoldfilledlocketsatSam'sBargainJewelryandHousewaresis2,420
locketsayear.ManagerVeronicaWintershasindicatedthatorderingcostis$45,andthatthe
followingpricescheduleapplies:1to599lockets,$.90each;600to1,199lockets,$.80each;
and1,200ormore,$.75each.Whatordersizewillminimizetotalcostifcarryingcostis$.18per
locketonanannualbasis?
D=2,420locketsperyear
S=$45
H=$.18perlocket

Hence,themostattractiveorderquantityis1,200units.
Feedback:Sincethefirstcalculatedquantityisintherangeoffeasibilityfor$.80perunit,
comparethetotalcostof1,100@$.80eachwiththetotalcostof1,200@$.75each.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1308Describethequantitydiscountmodelandsolvetypicalproblems.
StevensonChapter13#112
TopicArea:HowMuchtoOrder:EconomicOrderQuantityModels

113.Supposethatyouarethemanagerofaproductiondepartmentthatuses400boxesofrivets
peryear.Thesupplierquotesyouapriceof$8.50perboxforanordersizeof199boxesorless,
apriceof$8.00perboxforordersof200to999boxes,andapriceof$7.50perboxforanorder
of1,000ormoreboxes.Youassignaholdingcostof20percentofthepricetothisinventory.
Whatorderquantitywouldyouuseiftheobjectiveistominimizetotalannualcostsofholding,
purchasing,andordering?Assumeorderingcostis$80/order.
D=400boxesperyear
S=$80
H=.20P

Thus,thebestchoiceistobuy200perorderatapriceof$8.00perunit.
Feedback:Thelowestcurvewithitsminimuminthefeasiblerangeis$8.00,whereQ=200.
Hence,comparethetotalcostof200@$8.00eachandthetotalcostof1,000@$7.50each.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1308Describethequantitydiscountmodelandsolvetypicalproblems.
StevensonChapter13#113
TopicArea:HowMuchtoOrder:EconomicOrderQuantityModels

114.Theoperatorofaconcessionatadowntownlocationestimatesthathewillsell400bagsof
circuspeanutsduringamonth.Carryingcostsare17percentofunitpriceandorderingcostis
$22.Thepricescheduleforbagsofpeanutsis:1to199,$1.00each;200to499,$.94each;and
500ormore$.87each.Whatordersizewouldbemosteconomical?
D=400bagsperyear
S=$22
H=.17P

Thus,thebestchoiceistobuy500perorderatapriceof$.87perunit.
Feedback:ThelowestcurvewithafeasibleEOQisthe$.94curve.Hence,comparetotalcostof
332bags@$.94eachwiththetotalcostof500@$.87each.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1308Describethequantitydiscountmodelandsolvetypicalproblems.
StevensonChapter13#114
TopicArea:HowMuchtoOrder:EconomicOrderQuantityModels

115.Adrycleaningfirmusesanaverageof20gallonsofcleaningfluidaday.Usagetendstobe
normallydistributedwithastandarddeviationoftwogallonsperday.Leadtimeisfourdays,
andthedesiredservicelevelis92percent.Whatamountofsafetystockisappropriateifafixed
ordersizeof600gallonsisused?
=20gallonsperday; =2gallonsperday
LT=4days
SL=92percent(Z=1.41)

Feedback:MultiplyanappropriateZvaluebythestandarddeviationofdemandandthesquare
rootoftheleadtime.

AACSB:Analytic
Blooms:Apply
Difficulty:Hard
LearningObjective:1309Describereorderpointmodelsandsolvetypicalproblems.
StevensonChapter13#115
TopicArea:ReorderPointOrdering

116.SupposethatusageofcookingoilatHarry'sFishFryisnormallydistributedwithan
averageof15gallons/dayandastandarddeviationoftwogallons/day.Harryhasjustfiredthe
managerandtakenoveroperatingtherestauranthimself.Harryhasaskedyoutohelphimdecide
howtoreordercookingoilinordertoachieveaservicelevelwhichisseventimestheriskof
stockout(7/8).Leadtimeiseightdays.Assumethatcookingoilcanbeorderedasneeded.
=15gallonsperday; =2gallonsperday
LT=8days
SL=7/8=87.5percent(Z=1.15)
Forthecontinuousreviewsystem,thecorrectreorderpointshouldbe:

Feedback:UsethebasicROPformula.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1309Describereorderpointmodelsandsolvetypicalproblems.
StevensonChapter13#116
TopicArea:ReorderPointOrdering

117.Abakery'suseofcornsweetenerisnormallydistributedwithameanof80gallonsperday
andastandarddeviationoffourgallonsperday.Leadtimefordeliveryofthecornsweeteneris
normalwithameanofsixdaysandastandarddeviationoftwodays.Ifthemanagerwantsa
servicelevelof99percent,whatreorderpointshouldbeused?
Fora99percentservicelevel,theappropriatezvalueis2.33.Giventhis,thereorderpoint
shouldbe:

Feedback:UsethebasicROPformula.

AACSB:Analytic
Blooms:Apply
Difficulty:Hard
LearningObjective:1309Describereorderpointmodelsandsolvetypicalproblems.
StevensonChapter13#117
TopicArea:ReorderPointOrdering

118.Amanagerreorderslubricantwhentheamountonhandreaches422pounds.Averagedaily
usageis45pounds,whichisnormallydistributedwithastandarddeviationofthreepoundsper
day.Leadtimeisninedays.Whatistheriskofastockout?
=45lbs.perday;

=3lbs.perday;LT=9days

IftheROPis422,thismeansthesafetystock

isequalto17units.

Ifthesafetystockequals17units,thensolvingforz,weget

Azvalueof1.89impliesthattheprobabilityofastockoutis.0294,sotheriskofastockoutis
about3percent.
Feedback:Giventhereorderpoint,solveforZ,theninterprettheprobabilityassociatedwiththat
Z.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1309Describereorderpointmodelsandsolvetypicalproblems.
StevensonChapter13#118
TopicArea:ReorderPointOrdering

119.Giventhefollowinginformation:
Orderquantity=300; =20units;desiredleadtimeservicelevel=.86.
Find:
(A)theexpectednumberofunitsshortpercycle
(B)theannualservicelevel
A)E(n)=E(z)
;foraleadtimeservicelevelof.8599,E(z)=.071.
Thus,E(n)=.071(20units)=1.42.
B)1SLannual=
=.0047
SolvingforSLannual,wegetSLannual=1.0047=.9953or99.53%
Feedback:Usecycleandannualservicelevelapproaches.

AACSB:Analytic
Blooms:Apply
Difficulty:Hard
LearningObjective:1309Describereorderpointmodelsandsolvetypicalproblems.
StevensonChapter13#119
TopicArea:ReorderPointOrdering

120.Acompanycanproduceapartitusesinanassemblyoperationattherateof50anhour.
Thecompanyoperateseighthoursaday,300daysayear.Dailyusageofthepartis300parts.
Thecompanyusestheparteveryday.Therunsizeis6,000parts.Theannualholdingcostis$2
perunit,andsetupcostis$100.
(A)Howmanyrunsperyearwilltherebe?
(B)Whileproductionisoccurring,howmanypartsperdayarebeingaddedtoinventory?
(C)Assumingthatproductionbeginswhentherearenopartsonhand,whatisthemaximum
numberofpartsininventory?
(D)Themachineisdedicatedtothisproduct.Everysooften,preventivemaintenance,which
requiressixworkingdays,mustbeperformedonit.Doesthisinterruptproductioncycles,oris
thereenoughtimebetweencyclestoperformthemaintenance?Explain.
(A)Annualdemand=(300parts/day)x(300days/yr.)=90,000parts/yr.
Annualdemand/Runquantity=90000/6000=15runs/yr.
(B)Inventorybuildup=pu=400300=100parts/day.
(C)Productiontakes15days:6000parts/400parts/day=15days.
Buildupis100parts/dayx15days=1500parts.
(D)Usageis300parts/dayfor6days=1800parts,butmaximuminventoryisonly1500parts.
Yes,itwouldinterruptproduction.
Feedback:UseEPQformulasandinterpret.

AACSB:Analytic
Blooms:Apply
Difficulty:Hard
LearningObjective:1307Describetheeconomicproductionquantitymodelandsolvetypicalproblems.
StevensonChapter13#120
TopicArea:HowMuchtoOrder:EconomicOrderQuantityModels

121.Theinjectionmoldingdepartmentofacompanyuses40poundsofapowderaday.
Inventoryisreorderedwhentheamountonhandis240pounds.Leadtimeaveragesfivedays.It
isnormallydistributedandhasastandarddeviationoftwodays.Whatistheprobabilityofa
stockoutduringleadtime?

=5days; =2
Asonaverage200poundsareneededduringleadtime,aROPof240poundsimpliesasafety
stockof40pounds.With
probabilityofastockoutof.3085.

,thezvalueis0.5.Thisimpliesa

Feedback:SolveforZ,andthenfindthecumulativeprobabilityassociatedwiththatZ.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1309Describereorderpointmodelsandsolvetypicalproblems.
StevensonChapter13#121
TopicArea:ReorderPointOrdering

122.Ashopownerusesareorderpointapproachtorestockingacertainrawmaterial.Leadtime
issixdays.Usageofthematerialduringleadtimeisnormallydistributedwithameanof42
poundsandastandarddeviationof4pounds.Whenshouldtherawmaterialbereorderedifthe
acceptableriskofastockoutis3%?
LT=6days
Expecteddemandduringleadtime=42pounds
Standarddeviationofleadtimedemand=4pounds
z=1.88forSLof1.00.03
ROP=expecteddemandduringleadtime+z

=252+1.88(4)=259.52pounds.
Feedback:UsethebasicROPformula.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1309Describereorderpointmodelsandsolvetypicalproblems.
StevensonChapter13#122
TopicArea:ReorderPointOrdering

123.Themanagerofabakeryordersthree'caketogo'weddingcakeseverySaturdayto
accommodatelastminutepurchases.DemandforthecakescanbedescribedbyaPoisson
distributionthathasameanof2.Thecakescost$10eachtoprepare,andtheysellfor$26each.
Anycakesthathaven'tbeensoldbytheendofthedayaresoldforhalfpricethenextday.
Usually,halfofthosearesoldandtherestaretossed.Whatstockinglevelwouldbe
appropriate?
Cs=$26$10=$16
Ce=$10.5($13)=$3.50
SL=
=.82
ForPoissonwithmean=2.0,thisfallsbetween.677and.857.
Therefore,stock3cakes.
Feedback:Stockuntilthecumulativeprobabilityofdemandfirstexceedsthisratio.

AACSB:Analytic
Blooms:Apply
Difficulty:Hard
LearningObjective:1310Describesituationsinwhichthesingleperiodmodelwouldbeappropriate;andsolvetypicalproblems.
StevensonChapter13#123
TopicArea:OperationsStrategy

124.Amanagerhasjustreceivedarevisedpriceschedulefromavendor.Whatorderquantity
shouldthemanageruseinordertominimizetotalcosts?AnnualDemandis120units,ordering
costis$8,andannualcarryingcostis$1perunit.

Becausethisisinthe4059range,compareTCofQ=44@$13,Q=60@$12,andQ=90@
$11:

Feedback:TheEOQforthe4059rangeisthelowestfeasibleEOQ.Comparethisquantity's
totalcosttothetotalcostofminimumquantitiesinthelowerpriceranges.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1308Describethequantitydiscountmodelandsolvetypicalproblems.
StevensonChapter13#124
TopicArea:HowMuchtoOrder:EconomicOrderQuantityModels

Amanufactureriscontemplatingaswitchfrombuyingtoproducingacertainitem.Setupcost
wouldbethesameasorderingcost.Theproductionratewouldbeaboutdoubletheusagerate.

StevensonChapter13

125.ComparedtotheEOQ,theeconomicproductionquantitywouldbeapproximately:
A.thesame
B.20percentlarger
C.40percentlarger
D.20percentsmaller
E.40percentsmaller
TheEPQwillbelargerthantheEOQ.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Hard
LearningObjective:1307Describetheeconomicproductionquantitymodelandsolvetypicalproblems.
StevensonChapter13#125
TopicArea:HowMuchtoOrder:EconomicOrderQuantityModels

126.ComparedtotheEOQ,themaximuminventorywouldbeapproximately:
A.70percenthigher
B.30percenthigher
C.thesame
D.30percentlower
E.70percentlower
MaximuminventoryissmallerunderanEPQthananEOQ.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Hard
LearningObjective:1307Describetheeconomicproductionquantitymodelandsolvetypicalproblems.
StevensonChapter13#126
TopicArea:HowMuchtoOrder:EconomicOrderQuantityModels

ThemanageroftheQuickStopCornerConvenienceStore(whichnevercloses)sellsfourcases
ofSteinbeereachday.Ordercostsare$8.00perorder,andSteinbeercosts$.80persixpack
(eachcaseofSteinbeercontainsfoursixpacks).Ordersarrivethreedaysfromthetimetheyare
placed.Dailyholdingcostsareequaltofivepercentofthecostofthebeer.

StevensonChapter13

127.AtwhatpointshouldhereorderSteinbeer?
A.0casesremaining
B.4casesremaining
C.12casesremaining
D.16casesremaining
E.20casesremaining
Usethebasicreorderpointwithnodemanduncertainty.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1306DescribethebasicEOQmodelanditsassumptionsandsolvetypicalproblems.
StevensonChapter13#127
TopicArea:HowMuchtoOrder:EconomicOrderQuantityModels

128.Ifheweretoorder16casesofSteinbeeratatime,whatwouldbethelengthofanorder
cycle?
A.0.25days
B.3days
C.1day
D.4days
E.20days
Dividetheorderquantitybythedemandratetogetthelengthofanordercycle.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1306DescribethebasicEOQmodelanditsassumptionsandsolvetypicalproblems.
StevensonChapter13#128
TopicArea:HowMuchtoOrder:EconomicOrderQuantityModels

129.Ifheweretoorder16casesofSteinbeeratatime,whatwouldbetheaverageinventory
level?
A.4cases
B.12cases
C.8cases
D.20cases
E.16cases
Dividetheorderquantitybytwo.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1306DescribethebasicEOQmodelanditsassumptionsandsolvetypicalproblems.
StevensonChapter13#129
TopicArea:HowMuchtoOrder:EconomicOrderQuantityModels

130.Ifheweretoorder16casesofSteinbeeratatime,whatwouldbethedailytotalinventory
costs,EXCLUDINGthecostofthebeer?
A.$2.00
B.$4.00
C.$1.28
D.$3.28
E.$2.56
Multiplytheaverageinventorybytheholdingcost.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1306DescribethebasicEOQmodelanditsassumptionsandsolvetypicalproblems.
StevensonChapter13#130
TopicArea:HowMuchtoOrder:EconomicOrderQuantityModels

131.WhatistheeconomicorderquantityforSteinbeer?
A.8cases
B.11cases
C.14cases
D.20cases
E.32cases
UsethebasicEOQformula.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1306DescribethebasicEOQmodelanditsassumptionsandsolvetypicalproblems.
StevensonChapter13#131
TopicArea:HowMuchtoOrder:EconomicOrderQuantityModels

AnnChovies,ownerofthePerfectPastaPizzaParlor,uses20poundsofpepperonieachdayin
preparingpizzas.Ordercostsforpepperoniare$10.00perorder,andcarryingcostsare4cents
perpoundperday.Leadtimeforeachorderis3days,andthepepperoniitselfcosts$3.00per
pound.

StevensonChapter13

132.Atwhatpointshouldshereorderpepperoni?
A.20poundsremaining
B.40poundsremaining
C.60poundsremaining
D.80poundsremaining
E.100poundsremaining
Multiplythedemandratebytheleadtime.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1309Describereorderpointmodelsandsolvetypicalproblems.
StevensonChapter13#132
TopicArea:ReorderPointOrdering

133.Ifsheweretoorder80poundsofpepperoniatatime,whatwouldbethelengthofanorder
cycle?
A.0days
B.0.25days
C.3days
D.4days
E.5days
Dividetheorderquantitybythedemandrate.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1306DescribethebasicEOQmodelanditsassumptionsandsolvetypicalproblems.
StevensonChapter13#133
TopicArea:HowMuchtoOrder:EconomicOrderQuantityModels

134.Ifsheweretoorder80poundsofpepperoniatatime,whatwouldbetheaverageinventory
level?
A.20pounds
B.40pounds
C.60pounds
D.80pounds
E.100pounds
Dividetheorderquantitybytwo.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1306DescribethebasicEOQmodelanditsassumptionsandsolvetypicalproblems.
StevensonChapter13#134
TopicArea:HowMuchtoOrder:EconomicOrderQuantityModels

135.Ifsheweretoorder80poundsofpepperoniatatime,whatwouldbethetotaldailycosts,
includingthecostofthepepperoni?
A.$60.00
B.$63.20
C.$64.00
D.$64.10
E.$65.00
Addtheholdingcosttotheorderingcostandthecostofthepepperoni.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1306DescribethebasicEOQmodelanditsassumptionsandsolvetypicalproblems.
StevensonChapter13#135
TopicArea:HowMuchtoOrder:EconomicOrderQuantityModels

136.Whatistheeconomicorderquantityforpepperoni?
A.20pounds
B.40pounds
C.60pounds
D.80pounds
E.100pounds
UsethebasicEOQformula.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1306DescribethebasicEOQmodelanditsassumptionsandsolvetypicalproblems.
StevensonChapter13#136
TopicArea:HowMuchtoOrder:EconomicOrderQuantityModels

TheOperationsManagerforShadysideSavings&Loanorderscashfromherhomeofficefor
herverypopular"BIGBUCKS"automatedtellermachine,whichonlydispenses$100bills.She
estimatesthatthismachinedispensesanaverageof12,500billspermonth,andthatcarryinga
billininventorycosts10percentofitsvalueannually.Sheknowsthateachorderforthesebills
costs$300forclericalandarmoredcardeliverycosts,andthatorderleadtimeissixdays.

StevensonChapter13

137.Assumingathirtydaymonth,atwhatpointshouldbillsbereordered?
A.0billsremaining
B.417billsremaining
C.2,500billsremaining
D.10,000billsremaining
E.12,500billsremaining
Multiplythedemandratebytheleadtime.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1309Describereorderpointmodelsandsolvetypicalproblems.
StevensonChapter13#137
TopicArea:ReorderPointOrdering

138.Assumingathirtydaymonth,ifsheweretoorder6,000billsatatime,whatwouldbethe
lengthofanordercycle?
A.0.48days
B.2.08days
C.6days
D.8.4days
E.14.4days
Dividetheorderquantitybythedemandrate.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1306DescribethebasicEOQmodelanditsassumptionsandsolvetypicalproblems.
StevensonChapter13#138
TopicArea:HowMuchtoOrder:EconomicOrderQuantityModels

139.Ifsheweretoorder6,000billsatatime,whatwouldbethedollarvalueoftheaverage
inventorylevel?
A.$3,000
B.$6,000
C.$12,500
D.$300,000
E.$600,000
Dividetheorderquantitybytwo.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1306DescribethebasicEOQmodelanditsassumptionsandsolvetypicalproblems.
StevensonChapter13#139
TopicArea:HowMuchtoOrder:EconomicOrderQuantityModels

140.Ifsheweretoorder6,000billsatatime,whatwouldbetheaveragemonthlytotalcosts,
EXCLUDINGthevalueofthebills?
A.$625
B.$1,250
C.$2,500
D.$3,125
E.$37,500
Addtheorderingandholdingcosts.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1306DescribethebasicEOQmodelanditsassumptionsandsolvetypicalproblems.
StevensonChapter13#140
TopicArea:HowMuchtoOrder:EconomicOrderQuantityModels

141.Whatistheeconomicorderquantity?
A.600bills
B.3,000bills
C.949bills
D.6,215bills
E.12,500bills
UsethebasicEOQformula.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1306DescribethebasicEOQmodelanditsassumptionsandsolvetypicalproblems.
StevensonChapter13#141
TopicArea:HowMuchtoOrder:EconomicOrderQuantityModels

Giventhefollowingdataforaparticularinventoryitem:

StevensonChapter13

142.Whatistheeconomicorderquantityforthisitem?
2,000units
Feedback:UsethebasicEOQformula.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1306DescribethebasicEOQmodelanditsassumptionsandsolvetypicalproblems.
StevensonChapter13#142
TopicArea:HowMuchtoOrder:EconomicOrderQuantityModels

143.Fortheeconomicorderquantity,whatisthelengthofanordercycle?
4weeks
Feedback:Dividetheorderquantitybythedemandrate.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1306DescribethebasicEOQmodelanditsassumptionsandsolvetypicalproblems.
StevensonChapter13#143
TopicArea:HowMuchtoOrder:EconomicOrderQuantityModels

144.Fortheeconomicorderquantity,whatisthereorderpoint?
1,500units
Feedback:Multiplytheleadtimebythedemandrate.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1309Describereorderpointmodelsandsolvetypicalproblems.
StevensonChapter13#144
TopicArea:ReorderPointOrdering

145.Fortheeconomicorderquantity,whatistheaverageinventorylevel?
1,000units
Feedback:Dividetheorderquantitybytwo.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1306DescribethebasicEOQmodelanditsassumptionsandsolvetypicalproblems.
StevensonChapter13#145
TopicArea:HowMuchtoOrder:EconomicOrderQuantityModels

146.Fortheeconomicorderquantity,whatareaverageweeklyorderingcosts?
$10
Feedback:Dividethedemandratebytheorderquantity,thenmultiplybyperordercost.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1306DescribethebasicEOQmodelanditsassumptionsandsolvetypicalproblems.
StevensonChapter13#146
TopicArea:HowMuchtoOrder:EconomicOrderQuantityModels

147.Fortheeconomicorderquantity,whatareaverageweeklycarryingcosts?
$10
Feedback:Dividetheorderquantitybytwo,thenmultiplybytheperiodicholdingcost.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1306DescribethebasicEOQmodelanditsassumptionsandsolvetypicalproblems.
StevensonChapter13#147
TopicArea:HowMuchtoOrder:EconomicOrderQuantityModels

148.Fortheeconomicorderquantity,whatareaverageweeklytotalcosts,includingthecostof
theinventoryitem?
$270
Feedback:Multiplythedemandratebythecostoftheitem,thenaddtotheholdingandordering
costs.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1306DescribethebasicEOQmodelanditsassumptionsandsolvetypicalproblems.
StevensonChapter13#148
TopicArea:HowMuchtoOrder:EconomicOrderQuantityModels

Thematerialsmanagerforabilliardballmakermustperiodicallyplaceordersforresin,oneof
therawmaterialsusedinproducingbilliardballs.Sheknowsthatmanufacturingusesresinata
rateof50kilogramseachday,andthatitcosts$.04perdaytocarryakilogramofresinin
inventory.Shealsoknowsthattheordercostsforresinare$100perorder,andthattheleadtime
fordeliveryisfour(4)days.

StevensonChapter13

149.Atwhatpointshouldresinbereordered?
A.0kilogramsremaining
B.50kilogramsremaining
C.200kilogramsremaining
D.400kilogramsremaining
E.500kilogramsremaining
Multiplythedemandratebytheleadtime.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1309Describereorderpointmodelsandsolvetypicalproblems.
StevensonChapter13#149
TopicArea:ReorderPointOrdering

150.Ifordersizewas1,000kilogramsofresin,whatwouldbethelengthofanordercycle?
A.0.05days
B.4days
C.16days
D.20days
E.50days
Dividetheorderquantitybythedemandrate.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1306DescribethebasicEOQmodelanditsassumptionsandsolvetypicalproblems.
StevensonChapter13#150
TopicArea:HowMuchtoOrder:EconomicOrderQuantityModels

151.Iftheordersizewas1,000kilogramsofresin,whatwouldbetheaverageinventorylevel?
A.50kilograms
B.200kilograms
C.500kilograms
D.800kilograms
E.1,000kilograms
Dividetheorderquantitybytwo.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1306DescribethebasicEOQmodelanditsassumptionsandsolvetypicalproblems.
StevensonChapter13#151
TopicArea:HowMuchtoOrder:EconomicOrderQuantityModels

152.Iftheordersizewas1,000kilogramsofresin,whatwouldbethedailytotalinventorycosts,
EXCLUDINGthecostoftheresin?
A.$5
B.$10
C.$20
D.$25
E.$40
Multiplytheaverageinventorybytheholdingcost.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1306DescribethebasicEOQmodelanditsassumptionsandsolvetypicalproblems.
StevensonChapter13#152
TopicArea:HowMuchtoOrder:EconomicOrderQuantityModels

153.Whatistheeconomicorderquantityforresin?
A.50kilograms
B.100kilograms
C.250kilograms
D.500kilograms
E.1,000kilograms
UsethebasicEOQformula.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1306DescribethebasicEOQmodelanditsassumptionsandsolvetypicalproblems.
StevensonChapter13#153
TopicArea:HowMuchtoOrder:EconomicOrderQuantityModels

154.Afirmstocksaseasonalitemthatitbuysfor$22/unitandsellsfor$29unit.Duringthe
season,dailydemandcanbedescribedusingaPoissondistributionwithameanof2.4.Because
ofthenatureoftheitem,unitsremainingatthecloseofbusinesseachdaymustberemovedata
costof$2each.Whatistheoptimumstockinglevel,andwhatistheeffectiveservicelevel?
Cs=$29$22=$7
Ce=$22+$2=$24

ForaPoissondistributedvariablewithameanof2.4,thisSLfallsbetweenthecumulative
probabilitiesassociatedwithlevelsof0and1unit.Hence,stock1unit.
Feedback:Atthatstockinglevel,the(effective)servicelevelis.308.

AACSB:Analytic
Blooms:Apply
Difficulty:Hard
LearningObjective:1310Describesituationsinwhichthesingleperiodmodelwouldbeappropriate;andsolvetypicalproblems.
StevensonChapter13#154
TopicArea:TheSinglePeriodModel

155.Joe'sCoffeeShoppehasfreshdoughnutsdeliveredeachmorning.Dailydemandforplain
doughnutsisapproximatelynormalwithameanof200andastandarddeviationof15.Joepays
$1.20perdozenandhasastandingorderfor16dozen.Joeandthestaffeatanyleftovers.What
istheimpliedshortagecost?

=15
Ce=$1.20perdozen
Thestockinglevelis12(16)=192,whichimpliesaservicelevelof.2981.
If.2981=
dozen.

andCe$1.20perdozen,solvingforCsleadstoanestimatedCsof$.51per

Feedback:Giventheimpliedservicelevelandtheexcesscost,solvefortheimpliedshortage
cost.

AACSB:Analytic
Blooms:Apply
Difficulty:Hard
LearningObjective:1310Describesituationsinwhichthesingleperiodmodelwouldbeappropriate;andsolvetypicalproblems.
StevensonChapter13#155
TopicArea:TheSinglePeriodModel

156.ArestaurantpreparesPekingDuckdailyatacostof$18perduck.Eachduckgenerates
revenueof$47ifsold.DemandforPekingDuckcanbedescribedbyaPoissondistributionwith
ameanof4.2ducksperday.Unsoldducksattheendofeachdayareconvertedtoducksoupat
anadditionalcostof$5overandabovetheresultingvalueassoup.Howmanyducksshouldbe
preparedeachday?

SL=
=.5577
ForaPoissondistributedvariablewithameanof4.2,thisSLfallsbetweenthecumulative
probabilitiesassociatedwithlevelsof3and4units.Hence,stockfourducks.
Feedback:Stockingfourducksleadstoan(effective)servicelevelof.59.

AACSB:Analytic
Blooms:Apply
Difficulty:Hard
LearningObjective:1310Describesituationsinwhichthesingleperiodmodelwouldbeappropriate;andsolvetypicalproblems.
StevensonChapter13#156
TopicArea:TheSinglePeriodModel

157.Amachineisexpectedtouseapproximatelythreesparepartsduringitsusefullife.The
sparescost$200eachandhavenosalvagevalueorotheruse.Themanagerhasorderedfive
spares.AssumingaPoissonusagerate,whatrangeofshortagecostisimplied?
Ce=$200
Mean=3(Poisson)
Cs=?
AssumingaPoissondistributedvariablewithameanof3,ifstocking5unitsisoptimal,this
impliesthattheoptimalservicelevelmustbebetween.815and.916
Thus,

SolvingforCsyieldsarangeofCsfrom$881.08to$2,180.95.
Feedback:Solveforshortagecostthatleadstoaservicelevelfallingwithintherange(inclusive)
of0.815and0.916.

AACSB:Analytic
Blooms:Apply
Difficulty:Hard
LearningObjective:1310Describesituationsinwhichthesingleperiodmodelwouldbeappropriate;andsolvetypicalproblems.
StevensonChapter13#157
TopicArea:TheSinglePeriodModel

158.Amanagerintendstoorderanewmachineandmustnowdecideonthenumberofspare
partstoorderalongwiththemachine.Thepartscost$400eachandhavenosalvagevalue.The
managerhascompiledafrequencydistributionfortheprobableusageofspareparts,asshown.
Forwhatrangeofshortagecostswouldstockingonesparepartconstituteanoptimaldecision?
Numberof

Ce=$400
Inorderforastockinglevelofoneparttobeoptimal,theservicelevelmustfallintherange.08
to.38(seefrequencydistribution).Thus,

Settingtheservicelevelratioequalto.08yieldsCs=$34.78.
Settingtheservicelevelratioequalto.38yieldsCs=$245.16.
Hencetherangeofshortagecostsforastockinglevelofonetobeoptimalis$34.78to$245.16.
Feedback:Solveforshortagecostthatleadstoaservicelevelfallingwithintherange(inclusive)
of0.08and0.38.

AACSB:Analytic
Blooms:Apply
Difficulty:Hard
LearningObjective:1310Describesituationsinwhichthesingleperiodmodelwouldbeappropriate;andsolvetypicalproblems.
StevensonChapter13#158
TopicArea:TheSinglePeriodModel

TheCornerNewsstandhasdemandforacertainweeklymagazinethatcanbeapproximatedby
aPoissondistributionwithameanof9.0.Magazinesarepurchasedfor$1.50.

StevensonChapter13

159.Ifunsoldcopiescanbereturnedforhalfcreditandtheownerstockstencopies,whatisthe
impliedrangeofshortagecost?
Ce=$.75
GivenPoissondistributeddemandwithameanof9.0,theoptimumservicelevelmustbe
between.587and.706.

Servicelevelof.587impliesCs=$1.07
Servicelevelof.706impliesCs=$1.80
Thustherangeofshortagecostsimpliedbystockingtencopiesis$1.07to$1.80.
Feedback:Solveforshortagecostthatleadstoaservicelevelfallingwithintherange(inclusive)
of0.587and0.706.

AACSB:Analytic
Blooms:Apply
Difficulty:Hard
LearningObjective:1310Describesituationsinwhichthesingleperiodmodelwouldbeappropriate;andsolvetypicalproblems.
StevensonChapter13#159
TopicArea:TheSinglePeriodModel

160.Ifunsoldcopiesmustbedestroyedandcopiessellfor$4.00each,findtheoptimum
stockinglevel.
Ce=$1.50Cs=$4.001.50=$2.50

GivenPoissondistributeddemandwithameanof9.0,thisSLfallsbetween9and10units.
Thus,wewouldstock10copies.
Feedback:Comparetheservicelevelratiotothecumulativedistributionofdemandwith
Poissondistributeddemandwithameanof9.0.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1310Describesituationsinwhichthesingleperiodmodelwouldbeappropriate;andsolvetypicalproblems.
StevensonChapter13#160
TopicArea:TheSinglePeriodModel

161.Ifunsoldcopiescanbereturnedforhalfcreditandcopiessellfor$4.25each,findthe
optimalstockinglevel.
Ce=$1.50/2=$.75Cs=$4.251.50=$2.75

GivenPoissondistributeddemandwithameanof9.0,thisSLfallsbetween10and11units.
Stock11copiesofeachissue.
Feedback:Comparetheservicelevelratiotothecumulativedistributionofdemandwith
Poissondistributeddemandwithameanof9.0.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1310Describesituationsinwhichthesingleperiodmodelwouldbeappropriate;andsolvetypicalproblems.
StevensonChapter13#161
TopicArea:TheSinglePeriodModel

162.Demandforacomponentaverages80unitsperweek,withaweeklystandarddeviationof
demandof14units.Thecurrentsupplierofthiscomponentoffersafourweekleadtime.
Stockoutriskistobekeptat8%.Assumethatitcosts$50toholdoneunitininventoryfora
year.Supposetheannualcostfortheitemswouldbe$500higheriftheywerepurchasedfrom
anothervendor,butthatvendorwouldofferatwoweekleadtime.Woulditbebettertogowith
themoreexpensivebutmoreresponsivevendor?
Yes,usingthesecondvendorwouldbecheaperoverall.
Feedback:Requiredsafetystockforthecheaperbutslowervendorwouldbeapproximately39
units.Requiredsafetystockforthemoreexpensivebutfastervendorwouldbeapproximately
28units.The$550reductioninannualholdingcostswouldmorethanoffsetthegreaterexpense
inpurchasecosts.

AACSB:Analytic
Blooms:Apply
Difficulty:Hard
LearningObjective:1309Describereorderpointmodelsandsolvetypicalproblems.
StevensonChapter13#162
TopicArea:ReorderPointOrdering

ch14Key

1.Inleanoperations,inputresourcesarriveforprocessingonlyaftertheprecedingbatchhas
beencompleted.
TRUE
Whentheprecedingbatchhasbeencompleted,theworkstationauthorizesnewinputresourcesto
arrive.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1401Explainwhatismeantbythetermleanoperationssystem.
StevensonChapter14#1
TopicArea:BuildingBlocks

2.AfunctioningMRPsystemisrequiredpriortoadoptingleanplanningandcontrolsystems.
FALSE
LeanplanningandcontrolcanbeimplementedwithouttheuseofMRP.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1405Outlinetheconsiderationsimportantinconvertingatraditionalmodeofoperationstoaleansystem.
StevensonChapter14#2
TopicArea:BuildingBlocks

3.Inaleanenvironment,anythingnotessentialtotheproductorprocessisviewedaswaste.
TRUE
Eliminatingsuchwasteiscentraltotheleanphilosophy.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1402Listeachofthegoalsofaleansystemandexplainitsimportance.
StevensonChapter14#3
TopicArea:SupportingGoals

4.Theultimategoalofleanoperationsisasystemcharacterizedbythesmooth,rapidflowof
materials.
TRUE
Asmooth,rapidmaterialflowistheidealinaleanenvironment.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1402Listeachofthegoalsofaleansystemandexplainitsimportance.
StevensonChapter14#4
TopicArea:SupportingGoals

5.Althoughinventoriesaremaintained,thegoalofleanoperationsistominimizesafetystock.
FALSE
Thegoalofleanoperationsistoeliminatesafetystock.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1402Listeachofthegoalsofaleansystemandexplainitsimportance.
StevensonChapter14#5
TopicArea:SupportingGoals

6.Leanoperationsareunabletoeasilyhandlechangesofoutputorproductmix.
FALSE
Volumeorproductmixchangescaneasilyundermineasystembeingoperatedaccordingtolean
principles.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1404Identifythebenefitsofaleansystem.
StevensonChapter14#6
TopicArea:BuildingBlocks

7.Intheleanphilosophy,producingmorethantwoorderquantitiesrepresentswaste.
FALSE
Producingoneorderquantityinadvanceofdemandrepresentswaste.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Medium
LearningObjective:1403Listandbrieflydescribethebuildingblocksoflean.
StevensonChapter14#7
TopicArea:BuildingBlocks

8.Thefourbuildingblocksofleanoperationsare:productdesign,processdesign,
personnel/organizationalelements,andmanufacturingplanningandcontrol.
TRUE
Thesearethebuildingblocksofleanoperations.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1403Listandbrieflydescribethebuildingblocksoflean.
StevensonChapter14#8
TopicArea:BuildingBlocks

9.Fastandsimplearetwocommonthreadsthatrunthroughthefourbuildingblocksoflean
operations.
TRUE
Streamlinedanderrorproofareleanideals.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1403Listandbrieflydescribethebuildingblocksoflean.
StevensonChapter14#9
TopicArea:BuildingBlocks

10.Valuestreammappingisatechniquefocusedonfindingnewwaysofaddingvaluefor
criticalstakeholderssuchascustomers.
FALSE
Valuestreammappingisavisualtoolusedtosystematicallyexaminetheflowofmaterialsand
information.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1407Describevaluestreammapping.
StevensonChapter14#10
TopicArea:ValueStreamMapping

11.Ifafirm'sproductmixis60%ofproductAand20%eachofproductsBandC,anoptimal
mixmodelproductionschedulewouldbesuccessivesequencesofAAABC.
FALSE
AnoptimalschedulewouldbesuccessivesequencesofABACA.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1403Listandbrieflydescribethebuildingblocksoflean.
StevensonChapter14#11
TopicArea:BuildingBlocks

12.Qualityandhighlycapableproductionsystemsarerequirementsforthesuccessful
implementationofleanoperations.
TRUE
Thesehelppreventwaste.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1405Outlinetheconsiderationsimportantinconvertingatraditionalmodeofoperationstoaleansystem.
StevensonChapter14#12
TopicArea:BuildingBlocks

13.Thesmalllotsizingpolicyworkswellinasituationwherebothholdingcostsandsetupcosts
arehigh.
FALSE
Smalllotsizingisonlyworkablewhensetupcostsarelow.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Hard
LearningObjective:1405Outlinetheconsiderationsimportantinconvertingatraditionalmodeofoperationstoaleansystem.
StevensonChapter14#13
TopicArea:BuildingBlocks

14.TheuseofsmalllotsizesinleanoperationsisinconflictwiththeEOQapproachsincesetup
coststendtobesignificantlyhigherthanholdingcosts.
FALSE
Thesearenotinconflict,sincewithlowsetupcoststheEOQleadstosmalllotsizes.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1405Outlinetheconsiderationsimportantinconvertingatraditionalmodeofoperationstoaleansystem.
StevensonChapter14#14
TopicArea:BuildingBlocks

15.Abasicrequirementforoperatingwithlowinventoriesinleansystemsisthatmajorsystem
problemsmustalreadyhavebeensolvedandnewproblemswillbesolvedastheyappear.
TRUE
Unlesstheseproblemsaresolved,stepsrequiredtoworkwithlowinventoriesareeconomically
infeasible.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Hard
LearningObjective:1404Identifythebenefitsofaleansystem.
StevensonChapter14#15
TopicArea:BuildingBlocks

16.Abenefitofsmalllotsizesinleansystemsisthateachproductisproducedlessfrequently.
FALSE
Productversionsareproducedmorefrequentlyinleansystems.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Easy
LearningObjective:1404Identifythebenefitsofaleansystem.
StevensonChapter14#16
TopicArea:BuildingBlocks

17.Intheleanphilosophy,thelargerthelotsize,theeasieritistoschedule.
FALSE
Intheleansystem,itemswithlargelotsizestendtobescheduledlessfrequently.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Easy
LearningObjective:1405Outlinetheconsiderationsimportantinconvertingatraditionalmodeofoperationstoaleansystem.
StevensonChapter14#17
TopicArea:BuildingBlocks

18.Setuptimeanditsassociatedcostcanoftenbereducedbytheuseofgrouptechnology.
TRUE
Grouptechnologycanhelpwithreducingsetuptimeanditsassociatedcost.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1404Identifythebenefitsofaleansystem.
StevensonChapter14#18
TopicArea:BuildingBlocks

19.Leansystemsoftenuselayoutsthatarebasedongrouptechnologyproductrequirements.
TRUE
Grouptechnologycanhelpwithreducingsetuptimeanditsassociatedcost.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1405Outlinetheconsiderationsimportantinconvertingatraditionalmodeofoperationstoaleansystem.
StevensonChapter14#19
TopicArea:BuildingBlocks

20.Thegoalofleanoperationsistoproduceoutputusingfewerresourcesthantraditional
planningsystems.
TRUE
Economizingonresourceusageisattheheartofleanoperations.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1402Listeachofthegoalsofaleansystemandexplainitsimportance.
StevensonChapter14#20
TopicArea:SupportingGoals

21."Autonomation"indicatesthatthefirmisattemptingtoreduceitsdependenceonautomated
equipment.
FALSE
Autonomationinvolvestheautomaticdetectionofdefectsduringproduction.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1403Listandbrieflydescribethebuildingblocksoflean.
StevensonChapter14#21
TopicArea:BuildingBlocks

22."Preventivemaintenance"isadditionalmaintenancedoneimmediatelyafterabreakdownhas
occurredtohelppreventanyfurtherbreakdowns.
FALSE
Preventativemaintenanceisdoneonaregularlyscheduledbasistohelppreventbreakdowns.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1403Listandbrieflydescribethebuildingblocksoflean.
StevensonChapter14#22
TopicArea:BuildingBlocks

23.Intheleanapproach,inventoriesarereducedgradually,insteadofeliminatinginventoriesas
rapidlyaspossible.
TRUE
Inventoriesarereducedasproblemsaresolved.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1405Outlinetheconsiderationsimportantinconvertingatraditionalmodeofoperationstoaleansystem.
StevensonChapter14#23
TopicArea:ValueStreamMapping

24.Oneproblemwithleanoperationsisthattheycanleadtomuchfrustrationand
disappointmentofpeopleontheshopfloorduetotheneedforcontinuouslymonitoringand
expeditingresourceavailability.
TRUE
Workersarechallengedtotakeonmoreresponsibilityfortheprocessinleanoperations.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1406Pointoutsomeoftheobstaclesthatmightbeencounteredwhenconvertingtoaleansystem.
StevensonChapter14#24
TopicArea:TransitioningtoaLeanSystem

25.Arealadvantageoftheleanphilosophyisthereductionofcoordinationeffortrequired.
FALSE
Substantialcoordinationeffortisrequiredintheleanphilosophy.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Easy
LearningObjective:1404Identifythebenefitsofaleansystem.
StevensonChapter14#25
TopicArea:TransitioningtoaLeanSystem

26.Theleanphilosophyrecognizesthatsomeworkinprocessinventoriesareanecessary
investmenttoallowforsmoothworkflow.
FALSE
Theleanphilosophyseessmoothflowsenabledbyworkinprocessinventoryasinherently
wasteful.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Medium
LearningObjective:1403Listandbrieflydescribethebuildingblocksoflean.
StevensonChapter14#26
TopicArea:BuildingBlocks

27.Preventivemaintenancewilleliminatetheneedtocarrysuppliesofspareparts.
FALSE
Theneedtocarrysparepartsisnoteliminatedbypreventativemaintenance.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Hard
LearningObjective:1403Listandbrieflydescribethebuildingblocksoflean.
StevensonChapter14#27
TopicArea:BuildingBlocks

28.Afundamentaltenetoftheleanphilosophyisthatworkersarepaidbasedonseniority.
FALSE
Theleanphilosophyhasnotenetbasedonhowworkersaretobepaid.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1403Listandbrieflydescribethebuildingblocksoflean.
StevensonChapter14#28
TopicArea:BuildingBlocks

29.Inleanoperations,aresponsibilityofthecrosstrainedworkeristocheckthequalityofthe
workofothers.
TRUE
Workerresponsibilitiesaregreaterinleanoperations.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1403Listandbrieflydescribethebuildingblocksoflean.
StevensonChapter14#29
TopicArea:TransitioningtoaLeanSystem

30.Inleanoperations,whenworkiscompletedatoneworkcenter,itisimportantto
immediatelymovethecompletedworktothenextworkcentertominimizeidletime.
FALSE
Workisonlymoveddownstreamwhensuchworkhasbeenauthorized;thusitisimportantto
movefinishedworkdownstreambecausethedownstreamoperationmightbestarvedforinputs.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Medium
LearningObjective:1403Listandbrieflydescribethebuildingblocksoflean.
StevensonChapter14#30
TopicArea:BuildingBlocks

31.Ina"pullsystem,"aquantityofinventoryinfrontofaworkstationindicatesproblemsatthat
workstation.
TRUE
Ifthatworkstationisnotauthorizingproductionupstream,soonupstreamproductionwillcease.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Hard
LearningObjective:1405Outlinetheconsiderationsimportantinconvertingatraditionalmodeofoperationstoaleansystem.
StevensonChapter14#31
TopicArea:BuildingBlocks

32.LimitedWIPlowersinventorycarryingcostsbutreducesflexibility.
FALSE
LimitedWIPactuallymakesthesystemmoreflexible.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1405Outlinetheconsiderationsimportantinconvertingatraditionalmodeofoperationstoaleansystem.
StevensonChapter14#32
TopicArea:BuildingBlocks

33.Engineeringchangescanbeverydisruptivetosmoothoperationsandshouldnotbemadein
thesixmonthperiodfollowingintroductionofanewproduct.
FALSE
Engineeringchangesshouldbeminimizedbydoingabetterjobofproduct/processdesignbefore
theproductisinproduction.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1405Outlinetheconsiderationsimportantinconvertingatraditionalmodeofoperationstoaleansystem.
StevensonChapter14#33
TopicArea:BuildingBlocks

34.KanbanistheJapanesetermforautonomation.
FALSE
KanbanisaJapanesetermfor"sign"or"visiblerecord."

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1403Listandbrieflydescribethebuildingblocksoflean.
StevensonChapter14#34
TopicArea:BuildingBlocks

35.Increasedsetuptimesequalincreasedworkinprocessinventories.
TRUE
Withhighersetuptimes,batchquantitiesandworkinprocessinventoryincreases.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1404Identifythebenefitsofaleansystem.
StevensonChapter14#35
TopicArea:BuildingBlocks

36.Kanbanfocusesonspecificpartnumbers;CONWIPdoesnot.
TRUE
ThismakesCONWIPmoresuitableforamixedproductenvironment.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Hard
LearningObjective:1405Outlinetheconsiderationsimportantinconvertingatraditionalmodeofoperationstoaleansystem.
StevensonChapter14#36
TopicArea:BuildingBlocks

37.Leansystemstypicallyrequirethatsuppliersbeabletoprovidelargelotsatperiodic
intervals.
FALSE
Leansystemsneedsuppliersmakingfrequentdeliveriesofsmalllots.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1405Outlinetheconsiderationsimportantinconvertingatraditionalmodeofoperationstoaleansystem.
StevensonChapter14#37
TopicArea:BuildingBlocks

38.Leanpurchasingrequiresfrequentcontractbiddingbymultiplesourcestoensurethebuyer
ofcompetitiveprices.
FALSE
Leanpurchasingrequirescollaborativerelationshipswitharelativelysmallnumberofsuppliers.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1405Outlinetheconsiderationsimportantinconvertingatraditionalmodeofoperationstoaleansystem.
StevensonChapter14#38
TopicArea:BuildingBlocks

39.Onewayofreducingthenumberofsupplierstotheorganizationistolimitcontactstoonly
oneortwotiersofsuppliers.
FALSE
Leanoperationslimitcontacttoonlyafirsttierofsuppliers.Thesearethenresponsiblefor
sourcingatthesecondtierandbeyond.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1405Outlinetheconsiderationsimportantinconvertingatraditionalmodeofoperationstoaleansystem.
StevensonChapter14#39
TopicArea:BuildingBlocks

40.OnemajordifferencebetweentheuseofkanbanandMRPIIinschedulingtheproductstobe
builtisthatkanbanisprimarilyamanualsystemwhileMRPIIusescomputers.
TRUE
Kanbancanbeimplementedquitewellwithoutcomputers.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Hard
LearningObjective:1405Outlinetheconsiderationsimportantinconvertingatraditionalmodeofoperationstoaleansystem.
StevensonChapter14#40
TopicArea:BuildingBlocks

41.Abenefitoftheleanphilosophyistheflexibilitytorespondquicklytochangingcustomer
requirements.
TRUE
Leansystemscanbemoreresponsivetochangingcustomerrequirements.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1404Identifythebenefitsofaleansystem.
StevensonChapter14#41
TopicArea:BuildingBlocks

42.Abenefitofleansystemsisthatleadtimesareincreasedallowingmoretimeforprocessing.
FALSE
Leadtimesarereducedinleansystems.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1404Identifythebenefitsofaleansystem.
StevensonChapter14#42
TopicArea:BuildingBlocks

43.Asuccessfulconversiontoaleansystemrequiresthateveryvendoruseleanapproaches
priortotheorganization'simplementation.
FALSE
Successfulconversiontoaleansystemtendstorequireamorecooperativerelationshipwith
vendors.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1405Outlinetheconsiderationsimportantinconvertingatraditionalmodeofoperationstoaleansystem.
StevensonChapter14#43
TopicArea:TransitioningtoaLeanSystem

44.Thesingleminuteexchangeofdieisasystemforreducingdefectiveproduct.
FALSE
Singleminuteexchangeofdiereducessetupcostsandthereforelotsizes.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Hard
LearningObjective:1403Listandbrieflydescribethebuildingblocksoflean.
StevensonChapter14#44
TopicArea:BuildingBlocks

45.Inabalancedsystem,cycletimeisequaltoTakttime.
TRUE
Takttimeisequaltocycletimeinabalancedsystem.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Hard
LearningObjective:1405Outlinetheconsiderationsimportantinconvertingatraditionalmodeofoperationstoaleansystem.
StevensonChapter14#45
TopicArea:BuildingBlocks

46.Itisimportanttolowerthewater(inventory)completelytoexposealltherocks(problems).
FALSE
Inventoryonlyneedstobeloweredmodestlytoexposethemostpressingproblems.Overtime,
withsubsequentreductions,allproblemswillbeuncovered.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Medium
LearningObjective:1404Identifythebenefitsofaleansystem.
StevensonChapter14#46
TopicArea:BuildingBlocks

47.Successfulleanimplementationrequiresmuchmorethanslogansandidealisticgoalssuchas
zeroinventoriesandzerodefects.
TRUE
Leanrepresentsafundamentalshiftinthephilosophyoftheorganization,requiringchangesina
widevarietyofareas.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Easy
LearningObjective:1405Outlinetheconsiderationsimportantinconvertingatraditionalmodeofoperationstoaleansystem.
StevensonChapter14#47
TopicArea:TransitioningtoaLeanSystem

48.Leanconceptsincludelargelotstotakeadvantageoftheeconomiesofscale.
FALSE
Leanconceptsincludesmalllotstoavoidholdingcostsandassociatedwastes.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1403Listandbrieflydescribethebuildingblocksoflean.
StevensonChapter14#48
TopicArea:BuildingBlocks

49.Valuestreammappingisconcernedstrictlywiththeflowofmaterialsthroughaproduction
system.
FALSE
Valuestreammappingalsolooksatinformationflows.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1407Describevaluestreammapping.
StevensonChapter14#49
TopicArea:ValueStreamMapping

50.Foracompanywithaproductmixof40%ofproductAand30%eachofproductsBandC,
whichofthefollowingmixedmodelsequencesmostreflectstheleanphilosophy?
A.AABBCCAABC
B.ABCABCABCA
C.AAAABBBCCC
D.BCABCABCAB
E.BBBAACCCAA
Thissequencematchesthedemandratemostclosely.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1405Outlinetheconsiderationsimportantinconvertingatraditionalmodeofoperationstoaleansystem.
StevensonChapter14#50
TopicArea:BuildingBlocks

51.Theleanphilosophysuggeststhatworkersare_________.
A.Assets
B.Liabilities
C.Interchangeable
D.Replaceable
E.Tobephasedout
Thisisafundamentaltenetoftheleanphilosophy.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1403Listandbrieflydescribethebuildingblocksoflean.
StevensonChapter14#51
TopicArea:BuildingBlocks

52.Theultimategoalofleanoperationsistohave:
A.noinprocessinventories
B.crosstrainedworkerscapableofhandlingeveryprocess
C.asmooth,rapidflowofmaterialsthroughthesystem
D.nosetuptimes
E.alloftheabove
Thisflowshouldbeperfectlybalancedwiththedemandrate.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1402Listeachofthegoalsofaleansystemandexplainitsimportance.
StevensonChapter14#52
TopicArea:BuildingBlocks

53.Whichoneofthefollowingisnotoneofthebuildingblocksthatisthefoundationofthelean
philosophy?
A.productdesign
B.processdesign
C.personnel/organizationalelements
D.manufacturingplanningandcontrol
E.kanban
Kanbanisnotaphilosophicalbuildingblockbutatoolwhoseusageoftenreflectsthelean
philosophy.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Medium
LearningObjective:1403Listandbrieflydescribethebuildingblocksoflean.
StevensonChapter14#53
TopicArea:BuildingBlocks

54.Buildingupaninventoryofstandardpartsormodulesinsteadofimmediatelyproducingthe
finishedenditemsistheessenceof:
A.delayeddifferentiation
B.kanban
C.autonomation
D.andon
E.matrixmanagement
Delayeddifferentiationreducessetupcostswithrespecttothefinisheditem.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1403Listandbrieflydescribethebuildingblocksoflean.
StevensonChapter14#54
TopicArea:BuildingBlocks

55.Whichofthefollowingwouldyounotexpecttoseeinaleanenvironment?
A.aflexiblesystem
B.minimuminventory
C.littlewaste
D.reducedsetuptimes
E.asignificantnumberofdailyschedulechanges
Dailyschedulechangeswouldinterruptthesmoothflowthatiscentraltoleanproduction.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1403Listandbrieflydescribethebuildingblocksoflean.
StevensonChapter14#55
TopicArea:SupportingGoals

56.Thecomprehensiveapproachusedinleansystemstodealwithqualityincludes:
A.designingqualityintoproductsandprocesses
B.insistingvendorsprovidehighqualitymaterials
C.makingworkersresponsibleforproducinghighquality
D.A,BandC
E.100%inspectionofrawmaterials,workinprocessandfinishedgoods
Completeinspectionwouldbewastefulintheleanphilosophy.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1403Listandbrieflydescribethebuildingblocksoflean.
StevensonChapter14#56
TopicArea:BuildingBlocks

57.Whichofthefollowingisnotabenefitofsmalllotsizesinleansystems?
A.Inprocessinventoryisconsiderablyless.
B.Eachproductisproducedlessfrequently.
C.Carryingcostsarereduced.
D.Thereislessclutterintheworkplace.
E.Inspectionandreworkcostsareless.
Eachproductisproducedmorefrequentlywithsmalllotsizes.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1404Identifythebenefitsofaleansystem.
StevensonChapter14#57
TopicArea:BuildingBlocks

58.Intheleanphilosophy,theideallotsizeis:
A.theeconomicorderquantity
B.theeconomicrunsize
C.oneunit
D.thecapacityofthestandardcontainer
E.N=(DT(1+X))/C
Alotsizeofoneunitisidealinaleanenvironment.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1403Listandbrieflydescribethebuildingblocksoflean.
StevensonChapter14#58
TopicArea:BuildingBlocks

59.Whichofthefollowingdoesnotcontributetoreducedsetuptimeandcost?
A.standardizedsetuptools
B.standardizedsetupequipment
C.customsetupproceduresforeachproduct
D.useofmultipurposeequipmentorattachments
E.useofgrouptechnology
Customsetupswouldincreasecomplexityandthereforesetuptimeandcost.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Medium
LearningObjective:1403Listandbrieflydescribethebuildingblocksoflean.
StevensonChapter14#59
TopicArea:BuildingBlocks

60.Aconveyance__________signalspartsmovement.
A.Request
B.Routing
C.Barcode
D.Kanban
E.Kazian
Aconveyancekanbanwouldauthorizeabatchofpartstobemoved.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1405Outlinetheconsiderationsimportantinconvertingatraditionalmodeofoperationstoaleansystem.
StevensonChapter14#60
TopicArea:BuildingBlocks

61.Thetermthatreferstotheautomaticdetectionofdefectsis:
A.kaizen
B.kanban
C.autonomation
D.automation
E.100%inspection
Automaticallydetectingdefectsiskeytoreducingwaste.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1403Listandbrieflydescribethebuildingblocksoflean.
StevensonChapter14#61
TopicArea:BuildingBlocks

62.Abasicrequirementforoperatingwiththelowinventoriespresentinleansystemsis:
A.Inventoryspacemustbeincreased.
B.Inventoryinvestmentmustbeincreased.
C.Majorproblemsmustbeidentified.
D.Majorproblemsmusthavebeensolved.
E.Inventoriesmustbereducedrapidly.
Identifyingproblemsdoesnotfacilitatelowinventoryoperations.Solvingproblemsdoes.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Hard
LearningObjective:1405Outlinetheconsiderationsimportantinconvertingatraditionalmodeofoperationstoaleansystem.
StevensonChapter14#62
TopicArea:BuildingBlocks

63.Whichofthefollowingisnotcharacteristicofpreventivemaintenanceinleansystems?
A.maintainingequipmentingoodoperatingcondition
B.replacingpartswhentheyarewornbutbeforetheyfail
C.workersmaintainingtheirownequipment
D.eliminatingsuppliesofsparepartstoreducecapitalinvestment
E.perceivingbreakdownsasanopportunityforimprovement
Reducingsparepartssuppliesmakesthesystemmorevulnerabletoabreakdown.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Hard
LearningObjective:1403Listandbrieflydescribethebuildingblocksoflean.
StevensonChapter14#63
TopicArea:BuildingBlocks

64.TheFiveS'sdon'tinclude_______.
A.Sort
B.Straighten
C.Sanitize
D.Sweep
E.Standardize
SanitizeisnotoneofthefiveS's.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Hard
LearningObjective:1403Listandbrieflydescribethebuildingblocksoflean.
StevensonChapter14#64
TopicArea:BuildingBlocks

65.TheKaizenphilosophyappliesto________.
A.Employeedevelopment
B.Safetystock
C.Waste
D.SupplyChainManagement
E.MRPIII
Throughcontinuousimprovement,moreandmoreproblemsareovercomeandthesystemcanbe
madeleanerandleaner.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1403Listandbrieflydescribethebuildingblocksoflean.
StevensonChapter14#65
TopicArea:SupportingGoals

66.Akanbancardisusedtosignalthat:
A.workisneededattheworkcenter
B.workisreadytobemovedtothenextstation
C.aworkerhasrunoutofpartsneededforfurtherprocessing
D.amachinehasbrokendownandneedsimmediateattention
E.amachineisreadyforpreventivemaintenance
Kanbancardssignalauthorizationfromdownstreamworkcenters.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Hard
LearningObjective:1405Outlinetheconsiderationsimportantinconvertingatraditionalmodeofoperationstoaleansystem.
StevensonChapter14#66
TopicArea:BuildingBlocks

67.Withregardtosuppliers,leansystemstypicallyrequire:
A.deliveryoflargelotsatregularintervals
B.buyerinspectionofgoodsandmaterials
C.multiplesourcesfromwhichtopurchase
D.longtermrelationshipsandcommitments
E.thelowestpricepossible
Longtermrelationshipshelpensurethatsuppliersbecomepartnersintheleanfirm'swaste
reductionefforts.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1405Outlinetheconsiderationsimportantinconvertingatraditionalmodeofoperationstoaleansystem.
StevensonChapter14#67
TopicArea:BuildingBlocks

68.Whichofthefollowingischaracteristicoftheleanphilosophy?
A.Inventoriesareanasset.
B.Lotsizesareoptimizedbyformula.
C.Vendorsarecoworkers,essentiallyotherdepartmentsofourorganization.
D.Queuesareanecessaryinvestment.
E.alloftheabove
Longtermrelationshipshelpensurethatsuppliersbecomepartnersintheleanfirm'swaste
reductionefforts.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1403Listandbrieflydescribethebuildingblocksoflean.
StevensonChapter14#68
TopicArea:BuildingBlocks

69.TheactivitiescontrolledinthesamewaybykanbanandMRPIIisthedeterminationof:
A.ratesofoutput
B.productstobebuilt
C.materialsrequired
D.capacityrequired
E.feedbackinformation
BothkanbanandMRPIIareusedtosignalproduction.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Hard
LearningObjective:1405Outlinetheconsiderationsimportantinconvertingatraditionalmodeofoperationstoaleansystem.
StevensonChapter14#69
TopicArea:BuildingBlocks

70.Processdesignsupportingleandoesn'tinclude______.
A.Productionflexibility
B.Duplicatefacilities
C.Setuptimereduction
D.Minimalinventorystorage
E.Smalllotsizes
Facilitiesduplicationwouldbeinherentlywasteful.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Hard
LearningObjective:1403Listandbrieflydescribethebuildingblocksoflean.
StevensonChapter14#70
TopicArea:BuildingBlocks

71.Whichofthefollowingquestionsisnotansweredbyvaluestreammapping?
A.Wheredoeswasteoccur?
B.Whichprocessesorsubprocessesexhibitthemostvariability?
C.Wherearethebestopportunitiestoextractmorevaluefromcustomers?
D.Whereareprocessbottlenecks?
E.Wheredoerrorsoccur?
Valuestreammappingisaprocessfocusedtool.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Easy
LearningObjective:1407Describevaluestreammapping.
StevensonChapter14#71
TopicArea:ValueStreamMapping

72.Asuccessfulconversiontoaleansystemrequiresthattheconversion:
A.bedoneasquicklyaspossible
B.beginatthestartoftheprocessandworkforward
C.convertvendorstoleanasoneofthelaststeps
D.reducesetuptimesasoneofthelaststeps
E.alloftheabove
Afirmcanbecomeleanerandleanerwithitsvendorsdoingso.Onlyinthelaststagesdoesit
becomeimportantforvendorsthemselvestobecomelean.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1405Outlinetheconsiderationsimportantinconvertingatraditionalmodeofoperationstoaleansystem.
StevensonChapter14#72
TopicArea:BuildingBlocks

73.Apotentialobstacletoconversiontoaleansystemis:
A.lackofmanagementcommitment
B.lackofworkercooperation
C.supplierresistance
D.alloftheabove
E.insufficientspacetostoretheincreasedinventories
Inventorieswillnotincreaseinaleanconversion.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1406Pointoutsomeoftheobstaclesthatmightbeencounteredwhenconvertingtoaleansystem.
StevensonChapter14#73
TopicArea:TransitioningtoaLeanSystem

74.Asystemoflightsusedateachworkstationtosignalproblemsorslowdownsis:
A.commandandcontrolcenter
B.automation
C.andon
D.pullsystem
E.kanban
Andonfocusesattentiononwhereintheprocessproblemsare.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1403Listandbrieflydescribethebuildingblocksoflean.
StevensonChapter14#74
TopicArea:BuildingBlocks

75.Whichofthefollowingcontributestothecompetitiveadvantageenjoyedbyfirmsusinglean
production?
A.Backupemployeestocoverforabsenteeism
B.100%inspectiontoremovedefects
C.Dedicatedequipmenttoreduceunitcosts
D.Safetystockstopreventstockouts
E.Greaterflexibilitytocopewithchange
Firmsthatuseleanproductioncanbecomemoreflexiblerelativetotheircompetitors.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Medium
LearningObjective:1404Identifythebenefitsofaleansystem.
StevensonChapter14#75
TopicArea:OperationsStrategy

76.Anoperationsstrategyreflectingtheleanphilosophyofproductionshouldrecognizethat
lean:
A.ismostsuitedfornonrepetitivemanufacturing
B.cannotbeimplementedsequentially
C.requiresawholesalecommitmentfromtheoutset
D.mayprovideacompetitiveadvantage
E.alloftheabove
Leanisnotforeveryfirmandeverystrategy.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Hard
LearningObjective:1404Identifythebenefitsofaleansystem.
StevensonChapter14#76
TopicArea:OperationsStrategy

77.Withregardtosuppliers,leansystemstypicallyinvolve:
A.deliveryoflargelotsonshortnotice
B.thehighestqualityatthelowestprice
C.longtermrelationships
D.multiplesupplierstoassurecontinuousavailability
E.dedicatedstagingareasformaterial
Longtermrelationshipstypicallyarenecessarytomakethevendorapartnerintheleaning
effort.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1405Outlinetheconsiderationsimportantinconvertingatraditionalmodeofoperationstoaleansystem.
StevensonChapter14#77
TopicArea:BuildingBlocks

78.AcommonobjectiveofbothMRPandtheleanphilosophyisto:
A.smoothproduction
B.minimizeinventory
C.obtainhighquality
D.reduceoverhead
E.eliminateinventory
MRPandtheleanphilosophyaresimilarinthisobjective.Theydiffersubstantiallyinhowthey
pursueit.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Medium
LearningObjective:1404Identifythebenefitsofaleansystem.
StevensonChapter14#78
TopicArea:BuildingBlocks

79.Theultimateobjectiveinaleansystemis:
A.lowtomoderatelevelsofinventory
B.highquality,zerodefects
C.minimalwaste(lessthan6%)
D.balancedandrapidflow
E.alloftheabove
Balancedandrapidflowiskeytobeingawastefreesystem.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1402Listeachofthegoalsofaleansystemandexplainitsimportance.
StevensonChapter14#79
TopicArea:SupportingGoals

80.TheAllSeasoningsCompanyuses3,200glassjarsatoneofitsjarfillingworkstationseach
eighthoursofproduction.Thecycletimeforastandardcontainer,whichholds90jars,averages
45minutes.Ifmanagementusesanefficiencyfactoroftwentypercent,howmanycontainers
shouldbeused?
4containers
Feedback:GivenD=3200/8=400jarsperhour
T=45/60=.75hour
X=.20
C=90jars

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1405Outlinetheconsiderationsimportantinconvertingatraditionalmodeofoperationstoaleansystem.
StevensonChapter14#80
TopicArea:BuildingBlocks

81.TheFourStarPublishingCompanyusessixtyreamsofpapereachhouratoneofitshigh
speedprintingstations.Thecycletimeforastandardcontainer,whichholds15reamsofpaper,
averagesfortyminutes.Ifmanagementhasdecidedtousethreecontainers,whatefficiency
factorwasapplied?
12.5%
Feedback:GivenN=3containers
D=60reamsperhour
T=40/60=2/3hour
C=15reams

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1405Outlinetheconsiderationsimportantinconvertingatraditionalmodeofoperationstoaleansystem.
StevensonChapter14#81
TopicArea:BuildingBlocks

82.Aproductionsystemuseskanbancardstocontrolproductionandmovementofparts.One
workcenterusesanaverageof40piecesperhourofacertainpart.Standardcontainershold10
parts.Thecycletimeforpartscontainersisabout36minutes.Managementhasassignedan
efficiencyfactorof.20tothisworkcenter.Howmanycontainersshouldbeusedtosupportthis
operation?
3containers
Feedback:GivenD=40/hour
T=0.6hours,X=0.20andC=10,therefore,

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1405Outlinetheconsiderationsimportantinconvertingatraditionalmodeofoperationstoaleansystem.
StevensonChapter14#82
TopicArea:BuildingBlocks

83.Aproductioncelluses240poundsofplasticresineach8hourday.Resinistransportedin
drumsthathold100poundseach.Thematerialisobtainedfromanearbysupplier,andhasa12
hourcycletime.Anefficiencyfactorof.15hasbeenassignedtothiscell.Whatistheoptimum
numberofcontainerstosupportthisoperation?
5containers
Feedback:GivenD=240/8=30pounds/hour
T=12hours
C=100pounds
X=0.15

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1405Outlinetheconsiderationsimportantinconvertingatraditionalmodeofoperationstoaleansystem.
StevensonChapter14#83
TopicArea:BuildingBlocks

84.Whenleanisusedinthecontextofservices,whichofthefollowingismostoftenthefocus?
A.thelaborcontentoftheservice
B.thetimeneededtoperformaservice
C.theinventorytiedupintheservice
D.theequipmentusedintheservice
E.suppliersofinputstotheservice
Thisisbecausespeedisoftenanimportantorderwinnerforservices.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1402Listeachofthegoalsofaleansystemandexplainitsimportance.
StevensonChapter14#84
TopicArea:LeanServices

85.Whichofthefollowingwouldnotcontributetotheleaningofservices?
A.improvethereliabilityofvendors
B.increasetheflexibilityoftheservicesystem
C.haveserviceworkershandlemultipletasks
D.standardizetheserviceoutput
E.improvetheserviceprocess
Havingserviceworkershandlemultipletasksoftenmakesthesystemlesslean.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Medium
LearningObjective:1406Pointoutsomeoftheobstaclesthatmightbeencounteredwhenconvertingtoaleansystem.
StevensonChapter14#85
TopicArea:LeanServices

86.Havingavendorberesponsibleformanagingtherestockingofinventoryiswhatismeantby
theterm___________.
A.JITII
B.MRPII
C.SCMI
D.EOQIII
E.POQII
JITIIisalsoknownasvendormanagedinventory.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1405Outlinetheconsiderationsimportantinconvertingatraditionalmodeofoperationstoaleansystem.
StevensonChapter14#86
TopicArea:JITII

87.Becausetheleanphilosophyissoconsequentialcompetitively,firmsareoftenadvisedto
adoptit________.
A.withproductsintheintroductionphaseoftheirlifecycle
B.withtheirvendorsfirst
C.completelyallatonce
D.sequentiallyovertime
E.globallybeforelocally
Agradualadoptionofleanoftengivesaclearerpictureofitsbenefitsanddrawbacks.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1406Pointoutsomeoftheobstaclesthatmightbeencounteredwhenconvertingtoaleansystem.
StevensonChapter14#87
TopicArea:OperationsStrategy

88.Previouslymanagementcalculatedthenumberofkanbancardsallowedbyusingavalueof
1.3forX.Assumingnothingelse(e.g.,usagerates,containercapacities,etc.)whichofthe
followingvaluesforXwouldindicatemanagement'sbelievingthatthesystemhasbecomemore
efficient?
A.2.6
B.2.3
C.1.5
D.1.4
E.1.2
DecreasingvaluesforXindicate,everythingelsebeingequal,asystemthatisimprovingin
efficiency.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Easy
LearningObjective:1403Listandbrieflydescribethebuildingblocksoflean.
StevensonChapter14#88
TopicArea:BuildingBlocks

ch14sKey

1.Thegoalofmaintenanceistominimizecost.
FALSE
Thegoalofmaintenanceistokeeptheproductionsystemingoodworkingorderatminimalcost.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Easy
LearningObjective:14s01Explaintheimportanceofmaintenanceinproductionsystems.
StevensonChapter14S...#1
TopicArea:Introduction

2.Thegoalofmaintenanceistomaintaintheproductivesystemingoodworkingorderwhile
minimizingoreliminatingthecostofpreventivemaintenance.
FALSE
Thegoalofmaintenanceistokeeptheproductionsystemingoodworkingorderatminimalcost.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Medium
LearningObjective:14s01Explaintheimportanceofmaintenanceinproductionsystems.
StevensonChapter14S...#2
TopicArea:Introduction

3.Breakdownmaintenanceincludesactivitiessuchasequipmentinspectionandadjustment.
FALSE
Breakdownmaintenanceoccursafteraproblemhasoccurred.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Easy
LearningObjective:14s04Explainbreakdownmaintenanceandnamethekeyissuesassociatedwithit.
StevensonChapter14S...#3
TopicArea:Introduction

4.Degreeoftechnologyisafactoraffectingthedecisionofhowmuchpreventivemaintenanceis
desirable.
TRUE
Theageandconditionoffacilitiesandequipment,thedegreeoftechnologyinvolved,thetypeof
productionprocess,andsimilarfactorsenterintothedecisionofhowmuchpreventive
maintenanceisdesirable.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Easy
LearningObjective:14s03Discusspreventivemaintenanceandthekeyissuesassociatedwithit.
StevensonChapter14S...#4
TopicArea:Introduction

5.Breakdownmaintenanceisbestperformedonaregularlyscheduledbasis.
FALSE
Breakdownmaintenanceoccursonlyafterabreakdown.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Medium
LearningObjective:14s04Explainbreakdownmaintenanceandnamethekeyissuesassociatedwithit.
StevensonChapter14S...#5
TopicArea:Introduction

6.Onebasisforschedulingpreventivemaintenanceispassageoftime.
TRUE
Preventativemaintenancecanbescheduledsimplybythepassageoftime.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Medium
LearningObjective:14s03Discusspreventivemaintenanceandthekeyissuesassociatedwithit.
StevensonChapter14S...#6
TopicArea:PreventativeMaintenance

7.Ideally,preventivemaintenancewillbeperformedbeforeabreakdownorfailure.
TRUE
Thiswillresultinthelongestpossibleuseoffacilitiesorequipmentwithoutabreakdown.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Medium
LearningObjective:14s02Describetherangeofmaintenanceactivities.
StevensonChapter14S...#7
TopicArea:PreventativeMaintenance

8.Inthebroadestsense,preventivemaintenanceextendsbacktotheinstallationstageof
equipmentandfacilities.
FALSE
Inthebroadestsense,preventivemaintenanceextendsbacktothedesignandselectionstageof
equipmentandfacilities.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Medium
LearningObjective:14s03Discusspreventivemaintenanceandthekeyissuesassociatedwithit.
StevensonChapter14S...#8
TopicArea:PreventativeMaintenance

9.Paretoanalysis(usingthe80/20rule)isonemethodofdeterminingwhenpreventive
maintenanceactivitiesshouldbeperformed.
FALSE
Paretoanalysisisamethodforprioritizingbreakdownprograms.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Hard
LearningObjective:14s05StatehowtheParetophenomenonpertainstomaintenancedecisions.
StevensonChapter14S...#9
TopicArea:BreakdownPrograms

10.Intheareaofmaintenance,theParetophenomenonisreflectedinthefactthat,regardlessof
problemclassification,allequipmentwilljustifyaboutthesameexpense.
FALSE
AParetophenomenoninsuchsituationswouldimplythatarelativelyfewpiecesofequipment
willbeextremelyimportanttothefunctioningofthesystem,therebyjustifyingconsiderable
effortand/orexpense.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Hard
LearningObjective:14s05StatehowtheParetophenomenonpertainstomaintenancedecisions.
StevensonChapter14S...#10
TopicArea:BreakdownPrograms

11.Proactivemaintenanceisperiodic.
TRUE
Periodicmaintenanceoccursbeforeproblemsdo.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Medium
LearningObjective:14s02Describetherangeofmaintenanceactivities.
StevensonChapter14S...#11
TopicArea:PreventativeMaintenance

12.Itisbesttoreplaceafailingpieceofequipmentwithonethatwillhaveidenticalcapabilities
astheequipmentbeingreplacedsincewearealreadyfamiliarwiththatmachine.
FALSE
Sometimesitisthecasethatnewequipmentmeansthatemployeesmustberetrained,butthis
doesn'tnecessarilymeanthatnewerequipmentshouldbepassedover.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Easy
LearningObjective:14s02Describetherangeofmaintenanceactivities.
StevensonChapter14S...#12
TopicArea:Replacement

13.Cuttingpreventivemaintenanceinhalfwillprobablydoublethenumberofbreakdowns.
FALSE
Breakdownsmaybecomemorelikely,buttheywouldn'tnecessarilydouble.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Easy
LearningObjective:14s03Discusspreventivemaintenanceandthekeyissuesassociatedwithit.
StevensonChapter14S...#13
TopicArea:PreventativeMaintenance

14.Ifoneoperatorperformingpreventivemaintenancerequirestwohourstocompletethejob,
thentwooperatorsworkingtogethershouldcompletethepreventivemaintenanceinonehour.
FALSE
Twooperatorsarenotnecessarilytwiceasproductiveasone.Spacelimitations,forexample,can
reducethevalueaddofthesecondoperator.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Medium
LearningObjective:14s03Discusspreventivemaintenanceandthekeyissuesassociatedwithit.
StevensonChapter14S...#14
TopicArea:PreventativeMaintenance

15.Maintenanceactivitiesareoftenorganizedintothetwogroups:
A.breakdownmaintenanceandpreventivemaintenance
B.breakdownmaintenanceandpredictivemaintenance
C.preventivemaintenanceandpredictivemaintenance
D.equipmentmaintenanceandbreakdownmaintenance
E.equipmentmaintenanceandbuildingsmaintenance
Thesearethetwogroupsintowhichmaintenanceisoftenorganized.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Easy
LearningObjective:14s02Describetherangeofmaintenanceactivities.
StevensonChapter14S...#15
TopicArea:Introduction

16.Breakdownmaintenanceis_____________;preventativemaintenanceis_________.
A.reactive;proactive
B.proactive;reactive
C.expensive;inexpensive
D.inexpensive;expensive
E.easy;hard
Proactivemaintenanceispreventativemaintenance.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Easy
LearningObjective:14s02Describetherangeofmaintenanceactivities.
StevensonChapter14S...#16
TopicArea:PreventativeMaintenance

17.Thegoalofmaintenanceistomaintaintheproductivesystemingoodworkingorderwhile
minimizing:
A.totalpreventivemaintenancecosts
B.totalbreakdownmaintenancecosts
C.totalmaintenancecosts
D.thedifferencebetweenpreventiveandbreakdowncosts
E.theratioofbreakdowntopreventivemaintenancecosts
Thecostofmaintenanceincludesthecostofmaintainingequipmentaswellasthecostof
breakdowns.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Medium
LearningObjective:14s02Describetherangeofmaintenanceactivities.
StevensonChapter14S...#17
TopicArea:Introduction

18.___________ismostcloselyassociatedwithbreakdownmaintenance.
A.equipmentadjustments
B.equipmentcleaning
C.equipmentinspection
D.repairofbrokenparts
E.replacementofwornparts
Repairingbrokenpartsisprimarilypartofbreakdownmaintenance.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Easy
LearningObjective:14s02Describetherangeofmaintenanceactivities.
StevensonChapter14S...#18
TopicArea:BreakdownPrograms

19.Factorsaffectingthedecisionofhowmuchpreventivemaintenanceisdesirabletypically
includeallofthefollowingexcept:
A.ageofequipment
B.typeofproduct
C.degreeoftechnology
D.typeofproductionprocess
E.howcriticaltotheproductionprocess
Thetypeofproductdoesnottypicallyenterintothisquestion.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Medium
LearningObjective:14s03Discusspreventivemaintenanceandthekeyissuesassociatedwithit.
StevensonChapter14S...#19
TopicArea:PreventativeMaintenance

20.Costofequipmentbreakdowndoesn'tinclude:
A.lossofoutput
B.costofidleworkers
C.damagetootherequipment
D.replacementcosts
E.potentialsafetyhazard
Thebreakdowncostbasicallyinvolvesthecostofrestoringamachinetoproduction.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Easy
LearningObjective:14s01Explaintheimportanceofmaintenanceinproductionsystems.
StevensonChapter14S...#20
TopicArea:Introduction

21.Theoptimumamountofpreventivemaintenanceiswhere:
A.Totalbreakdowncostsareaminimum.
B.Totalpreventivemaintenancecostsareaminimum.
C.Eachmaintenancecomponentcostisaminimum.
D.Totalmaintenancecostsareamaximum.
E.Totalmaintenancecostsareaminimum.
Totalmaintenancecostsincludepreventativemaintenancecostsaswellasbreakdownandrepair
costs.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Medium
LearningObjective:14s03Discusspreventivemaintenanceandthekeyissuesassociatedwithit.
StevensonChapter14S...#21
TopicArea:Introduction

22.Thetypeofmaintenancewhichisperiodicinnatureis:
A.breakdownmaintenance
B.predictivemaintenance
C.preventivemaintenance
D.correctivemaintenance
E.alloftheabove
Preventativemaintenanceisroutine.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Hard
LearningObjective:14s03Discusspreventivemaintenanceandthekeyissuesassociatedwithit.
StevensonChapter14S...#22
TopicArea:PreventativeMaintenance

23.Preventivemaintenanceisgenerallyscheduledonthebasisof:
A.plannedinspections
B.passageoftime
C.numberofoperatinghours
D.alloftheabove
E.noneoftheabove
Preventativemaintenanceisroutine.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Medium
LearningObjective:14s03Discusspreventivemaintenanceandthekeyissuesassociatedwithit.
StevensonChapter14S...#23
TopicArea:PreventativeMaintenance

24.Ideally,preventivemaintenancewillbeperformed:
A.afteraplannedinspection
B.afterthepassageofaspecifiedperiodoftime
C.afterapredeterminednumberofoperatinghours
D.justpriortothestartoftheworkday
E.justpriortoabreakdownorfailure
Thiswillresultinthelongestpossibleuseoffacilitiesorequipmentwithoutabreakdown.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Medium
LearningObjective:14s03Discusspreventivemaintenanceandthekeyissuesassociatedwithit.
StevensonChapter14S...#24
TopicArea:PreventativeMaintenance

25.Attemptingtodeterminewhenpreventivemaintenanceactivitiesshouldbeperformedis
called:
A.breakdownmaintenance
B.forecastivemaintenance
C.preventivemaintenance
D.predictivemaintenance
E.correctivemaintenance
Predictivemaintenanceisanattempttodeterminewhentoperformpreventivemaintenance
activities.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Medium
LearningObjective:14s03Discusspreventivemaintenanceandthekeyissuesassociatedwithit.
StevensonChapter14S...#25
TopicArea:PreventativeMaintenance

26."Totalproductivemaintenance"isbestdescribedas:
A.avoidingallbreakdownmaintenance
B.doingagreatdealofpreventativemaintenancetotrytoavoidbreakdownmaintenance
C.aJITapproachtakingadvantageofcrosstraining
D.extendingpreventativemaintenancebacktodesign
E.noneoftheabove
ThisapproachisconsistentwithJITsystemsandleanoperations,whereemployeesaregiven
greaterresponsibilityforquality,productivity,andthegeneralfunctioningofthesystem.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Hard
LearningObjective:14s02Describetherangeofmaintenanceactivities.
StevensonChapter14S...#26
TopicArea:PreventativeMaintenance

27.Inthebroadestsense,equipmentandfacilitiespreventivemaintenanceextendsbacktothe:
A.designandselectionstage
B.procurementstage
C.installationstage
D.pilottestingstage
E.implementationstage
Maintenanceproblemsaresometimesdesignedintoasystem.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Medium
LearningObjective:14s01Explaintheimportanceofmaintenanceinproductionsystems.
StevensonChapter14S...#27
TopicArea:PreventativeMaintenance

28.Themajorapproachesusedinplanstodealwithbreakdownsincludeallofthefollowing
except:
A.standbyequipment
B.inventoriesofspareparts
C.operatorrepairofminorproblems
D.readilyavailablerepairpersonnel
E.Allofthesearemajorapproaches.
Allofthesearemajorapproachesinbreakdownprograms.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Hard
LearningObjective:14s04Explainbreakdownmaintenanceandnamethekeyissuesassociatedwithit.
StevensonChapter14S...#28
TopicArea:BreakdownPrograms

29.Intheareaofmaintenance,theParetophenomenonisreflectedinthefactthat:
A.Allequipmentjustifiesaboutthesameexpense.
B.Amajorityofequipmentwilljustifyconsiderableexpense.
C.Afewpiecesofequipmentwilljustifylittleexpense.
D.Afewpiecesofequipmentwilljustifyconsiderableexpense.
E.Nopieceofequipmentwilljustifymajorexpense;it'sbettertoreplace.
InsuchaParetophenomenon,manypiecesofequipmentwilljustifylittleeffortorexpense.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Hard
LearningObjective:14s05StatehowtheParetophenomenonpertainstomaintenancedecisions.
StevensonChapter14S...#29
TopicArea:BreakdownPrograms

30.Reactivemaintenanceis_____________maintenance.
A.Planned
B.Aftertheevent
C.Proactive
D.Predictive
E.Preventive
Theeventwouldbeabreakdown.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Medium
LearningObjective:14s02Describetherangeofmaintenanceactivities.
StevensonChapter14S...#30
TopicArea:Introduction

31.Thetotalmaintenancecurve(preventivemaintenancecostplusbreakdownandrepaircost):
A.slopesupasthenumberofpreventivemaintenancesincrease
B.slopesdownasthenumberofpreventivemaintenancesincrease
C.startslow,increasesrapidlyandthendropsbackdownasthenumberofpreventive
maintenancesincrease
D.startshigh,dropsgraduallybutthengoesbackupasthenumberofpreventivemaintenances
increase
E.remainsrelativelyflatasthenumberofpreventivemaintenancesincrease
Forawhile,expendituresinpreventativemaintenancearemorethanoffsetbyreductionsin
breakdowncosts.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Hard
LearningObjective:14s03Discusspreventivemaintenanceandthekeyissuesassociatedwithit.
StevensonChapter14S...#31
TopicArea:Introduction

32.Thefrequencyofbreakdownofapieceofequipmentpermonthisshowninthetable.The
costofabreakdownis$1,000andthecostofpreventivemaintenanceis$2,000permonth.
Assumethattheequipmentbreakdowncanbeavoidedifpreventivemaintenanceisperformed.
Shouldthemanagerusepreventivemaintenance,orwoulditbebettertofixtheequipmentwhen
itbreaksdown?

Preventativemaintenancewouldofferamonthlysavingsof$550,soitwouldberecommended.
Feedback:Theexpectednumberofbreakdownswithoutpreventivemaintenanceis:
(0x0.1)+(1x0.15)+(2x0.20)+(3x0.30)+(4x0.15)+(5x0.10)=2.55
Expectedmonthlybreakdowncostistherefore2.55*$1,000=$2,550.
Aspreventivemaintenancewillcostonly$2,000permonth,itoffersamonthlysavingsof$550.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:14s03Discusspreventivemaintenanceandthekeyissuesassociatedwithit.
StevensonChapter14S...#32
TopicArea:PreventativeMaintenance

33.Theaveragetimebeforebreakdownofamachineisnormallydistributedandhasameanof7
weeksandastandarddeviationof1.5weeks.Ifbreakdowncostaverages$2,500andpreventive
maintenancecosts$500,whatistheoptimalpreventivemaintenanceinterval?
Anoptimalmaintenanceintervalisapproximatelyevery5weeks.
Feedback:Theratioofpreventivecosttothesumofpreventiveandbreakdowncostis:

TheZvalueassociatedwiththisratio(treatedasacumulativeprobability)is0.97.Thiscanbe
usedtofindtheoptimalmaintenanceinterval:

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:14s03Discusspreventivemaintenanceandthekeyissuesassociatedwithit.
StevensonChapter14S...#33
TopicArea:PreventativeMaintenance

34.Theaveragetimebeforebreakdownofamachineisnormallydistributedandhasameanof9
weeksandastandarddeviationof1.5weeks.Ifbreakdowncostaverages$1,500andpreventive
maintenancecosts$500,whatistheoptimalpreventivemaintenanceinterval?
A.3.8weeks
B.8.4weeks
C.9.6weeks
D.6.9weeks
E.7.2weeks
Dividethemaintenancecostbythebreakdowncost.Findavaluefortheinterval(giventhemean
andstandarddeviationoftimebeforebreakdown)suchthatitscumulativeprobabilityequalsthis
ratio.

AACSB:Analytic
Blooms:Apply
Difficulty:Easy
LearningObjective:14s03Discusspreventivemaintenanceandthekeyissuesassociatedwithit.
StevensonChapter14S...#34
TopicArea:PreventativeMaintenance

35.Theaveragetimebeforebreakdownofamachineisnormallydistributedandhasameanof
18weeksandastandarddeviationof3weeks.Ifbreakdowncostaverages$2,000andpreventive
maintenancecosts$1,400,whatistheoptimalpreventivemaintenanceinterval?
A.16.4weeks
B.14.6weeks
C.16.9weeks
D.19.6weeks
E.21.3weeks
Dividethemaintenancecostbythebreakdowncost.Findavaluefortheinterval(giventhemean
andstandarddeviationoftimebeforebreakdown)suchthatitscumulativeprobabilityequalsthis
ratio.

AACSB:Analytic
Blooms:Apply
Difficulty:Easy
LearningObjective:14s03Discusspreventivemaintenanceandthekeyissuesassociatedwithit.
StevensonChapter14S...#35
TopicArea:PreventativeMaintenance

36.Whichofthefollowingistheprimaryconsiderationwithregardtopreventative
maintenance?
A.Whattechnologytouse
B.Howvariedthemaintenancewillbe
C.Howoftenthemaintenancewilloccur
D.Whichproductsitwillbeprovidedto
E.Whowilldoit
Theprimaryissuewithpreventativemaintenanceishowoftentodoit.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Medium
LearningObjective:14s03Discusspreventivemaintenanceandthekeyissuesassociatedwithit.
StevensonChapter14S...#36
TopicArea:PreventativeMaintenance

37.Whichofthefollowingwouldnotimprovetheperformanceofabreakdownprogram?
A.moretrainedpersonnel
B.shortleadtimesforreplacementparts
C.standbyequipment
D.crosstrainingrepairpersonnel
E.reducinginventoriesofspareparts
Reducingsparepartsinventorieswouldreducetheperformanceofabreakdownprogram.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Medium
LearningObjective:14s04Explainbreakdownmaintenanceandnamethekeyissuesassociatedwithit.
StevensonChapter14S...#37
TopicArea:BreakdownPrograms

38.Breakdownprogramsoftenareprioritizedsuchthatsomeequipmentgetsalotofattention
andothersgetverylittle.Thistypicallyreflectsthefactthatbreakdownsareconsistentwith
__________.
A.Paretophenomena
B.productioninterruptions
C.supplydisturbances
D.crosstrainedworkers
E.leanoperations
Thatsomeequipmentisrelativelymoreimportantandthereforeshouldcommandgreater
attentionisconsistentwiththeParetophenomenon.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Easy
LearningObjective:14s05StatehowtheParetophenomenonpertainstomaintenancedecisions.
StevensonChapter14S...#38
TopicArea:BreakdownPrograms

ch16Key

1."Flowshopscheduling"isusedinhighvolumesystems.
TRUE
Flowsshopsarehighvolumeoperations.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1602Describeschedulingneedsinhighvolumeandintermediatevolumesystems.
StevensonChapter16#1
TopicArea:SchedulingOperations

2.Linebalancingisamajorfactorinthedesignandschedulingoflowvolumesystemsbecause
ofbatchprocessing.
FALSE
Linebalancingisusedinhighvolumeoperations.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1602Describeschedulingneedsinhighvolumeandintermediatevolumesystems.
StevensonChapter16#2
TopicArea:SchedulingOperations

3.Schedulinginintermediatevolumesystemshasthreebasicissues:runsize,timing,and
sequence.
TRUE
Thesearethebasicissuesinschedulinginintermediatevolumesystems.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1602Describeschedulingneedsinhighvolumeandintermediatevolumesystems.
StevensonChapter16#3
TopicArea:SchedulingOperations

4.Whenoperationsareoftenbottlenecked,additionalplannedidletimewillimprovethe
throughputinthoseareas.
FALSE
Additionalplannedidletimewouldreducethroughputinbottleneckedoperations.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1601Explainwhatschedulinginvolvesandtheimportanceofgoodscheduling.
StevensonChapter16#4
TopicArea:SchedulingOperations

5.Whenordersexceedourcapacity,priorityrulesareusedtoselectwhichorderswillbe
accepted.
FALSE
Priorityrulesareusedtodeterminethesequenceinwhichorderswillbeprocessed.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1605Giveexamplesofcommonlyusedpriorityrules.
StevensonChapter16#5
TopicArea:SchedulinginLowVolumeSystems

6.Thetermloading,asusedinscheduling,referstochoosingtheorderinwhichjobswillbe
processedinlowvolumesystems.
FALSE
Loadingreferstowhichjobswillbeassignedtowhichresourcesorblocksoftime.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Hard
LearningObjective:1604UseandinterpretGanttcharts;andusetheassignmentmethodforloading.
StevensonChapter16#6
TopicArea:SchedulinginLowVolumeSystems

7.Loadingisthedeterminationofwhichworkcentersshouldperformwhichjobs.
TRUE
Loadingreferstowhichjobswillbeassignedtowhichresourcesorblocksoftime.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1604UseandinterpretGanttcharts;andusetheassignmentmethodforloading.
StevensonChapter16#7
TopicArea:SchedulinginLowVolumeSystems

8.AGanttchartisabasicschedulingtoolbutworksbestforhighvolumesystems.
FALSE
AGanttchartworksbestforlowvolumesystems.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1604UseandinterpretGanttcharts;andusetheassignmentmethodforloading.
StevensonChapter16#8
TopicArea:SchedulinginLowVolumeSystems

9.AGanttchartisabasicschedulingtoolthatismostusefulinlowvolumesystems.
TRUE
AGanttchartismostusefulinlowvolumesystems.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1604UseandinterpretGanttcharts;andusetheassignmentmethodforloading.
StevensonChapter16#9
TopicArea:SchedulinginLowVolumeSystems

10.Aschedulechartdepictstheloadingandidletimesforagroupofmachinesordepartments.
FALSE
Aschedulechartdepictstheprogressofjobs.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1604UseandinterpretGanttcharts;andusetheassignmentmethodforloading.
StevensonChapter16#10
TopicArea:SchedulinginLowVolumeSystems

11.Theoutputofthesystemcannotexceedtheoutputofthebottleneckoperation(s).
TRUE
Thebottlenecklimitsthesystem'spotentialoutput.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1602Describeschedulingneedsinhighvolumeandintermediatevolumesystems.
StevensonChapter16#11
TopicArea:SchedulingOperations

12.Theeliminationofidletimeonbothbottleneckandnonbottleneckoperationsmustbe
accomplishedtooptimizeoutput.
FALSE
Eliminatingidletimeonnonbottleneckoperationsmightactuallydecreaseoutput.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1601Explainwhatschedulinginvolvesandtheimportanceofgoodscheduling.
StevensonChapter16#12
TopicArea:SchedulingOperations

13.Aslongasthebottleneckoperationsareusedeffectivelyidletimeinnonbottleneck
operationswillnotaffecttheoverallproductivityofthesystem.
TRUE
Idletimeinnonbottleneckoperationsdoesn'tnecessarilyaffectsystemproductivity.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1601Explainwhatschedulinginvolvesandtheimportanceofgoodscheduling.
StevensonChapter16#13
TopicArea:SchedulingOperations

14.Thequantitysenttoabottleneckoperationcouldbesplitintotwoormoreprocessbatchesto
betterutilizeabottleneckresourceratherthanprocesstheentirebatch.
FALSE
Atabottlenecksmallerbatcheslikelywouldreduceutilization.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1602Describeschedulingneedsinhighvolumeandintermediatevolumesystems.
StevensonChapter16#14
TopicArea:SchedulingOperations

15.Splittingalargelotafteroneoperationbeyondabottleneckoperationwouldreducethe
overallwaitingtimeofthebottleneckoperation.
FALSE
Thiswouldhavenoeffectonthewaitingtimeofthebottleneckoperation.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1601Explainwhatschedulinginvolvesandtheimportanceofgoodscheduling.
StevensonChapter16#15
TopicArea:SchedulingOperations

16.Input/output(I/O)controlreferstomonitoringtheproductivitychangessinceproductivityis
determinedbytheratioofOutputtoInput.
FALSE
I/Ocontrolreferstomonitoringoutputandwaitingtimesatworkcenters.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1603Describeschedulingneedsinjobshops.
StevensonChapter16#16
TopicArea:SchedulinginLowVolumeSystems

17.Infiniteloadingandfiniteloadingaretwomajorapproachesusedtoloadworkcenters.
TRUE
Thesearethetwomajorloadingapproaches.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1603Describeschedulingneedsinjobshops.
StevensonChapter16#17
TopicArea:SchedulinginLowVolumeSystems

18.Aschedulechartcanbeusedtomonitorjobprogress.
TRUE
Aschedulechartmonitorsjobprogress.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1604UseandinterpretGanttcharts;andusetheassignmentmethodforloading.
StevensonChapter16#18
TopicArea:SchedulinginLowVolumeSystems

19.Theassignmentmodelseeksanoptimummatchingoftasksandresources.
TRUE
Matchingjobswithresourcescanbedonewiththeassignmentmodel.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1604UseandinterpretGanttcharts;andusetheassignmentmethodforloading.
StevensonChapter16#19
TopicArea:SchedulinginLowVolumeSystems

20.Sequencingisconcernedwiththeorderinwhichjobsaredone,whileloadingisconcerned
withassigningjobstoworkcentersorworkstations.
TRUE
Sequencingconcernsorder,loadingconcernsassignment.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1605Giveexamplesofcommonlyusedpriorityrules.
StevensonChapter16#20
TopicArea:SchedulinginLowVolumeSystems

21.Priorityrulesarewidelyusedtosequencejobsinhighvolumesystems.
FALSE
Priorityrulesareusedinlowvolumesystems.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1605Giveexamplesofcommonlyusedpriorityrules.
StevensonChapter16#21
TopicArea:SchedulinginLowVolumeSystems

22.Theassignmentmethodislimitedtoamaximumoftwojobsperresource.
FALSE
Therearenosuchlimitsintheuseoftheassignmentmethod.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1604UseandinterpretGanttcharts;andusetheassignmentmethodforloading.
StevensonChapter16#22
TopicArea:SchedulinginLowVolumeSystems

23.Priorityrulesgenerallyassumethatjobsetupcostisindependentofprocessingsequenceof
jobs.
TRUE
Ifsetupcostisn'tsequenceindependent,certainassignmentrulesmightnotperformas
anticipated.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1605Giveexamplesofcommonlyusedpriorityrules.
StevensonChapter16#23
TopicArea:SchedulinginLowVolumeSystems

24.Inasingleworkcenter,makespanimprovementcanbeaccomplishedbyselectingthe
optimalsequencingrule.
FALSE
Makespanremainsconstantregardlessofthesequencingruleinthissituation.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1605Giveexamplesofcommonlyusedpriorityrules.
StevensonChapter16#24
TopicArea:SchedulinginLowVolumeSystems

25.Priorityrulesareusedinlowvolumesystemstoidentifyanoptimalprocessingsequence.
FALSE
Whatisoptimaldependsonwhatfacetofperformanceiscriticalinlowvolumesystems.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Hard
LearningObjective:1603Describeschedulingneedsinjobshops.
StevensonChapter16#25
TopicArea:SchedulinginLowVolumeSystems

26.TheSPTpriorityrulealwaysresultsinthelowestaveragecompletiontime.
TRUE
SPTminimizesaverageflowtime.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1605Giveexamplesofcommonlyusedpriorityrules.
StevensonChapter16#26
TopicArea:SchedulinginLowVolumeSystems

27.Bottlenecksmayshiftwiththepassageoftime,sothatdifferentoperationsbecome
bottleneckoperationsatdifferenttimes.
TRUE
Assystemsbecomemorebalanced,bottleneckscanshiftacrossoperations.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1602Describeschedulingneedsinhighvolumeandintermediatevolumesystems.
StevensonChapter16#27
TopicArea:SchedulingOperations

28.Ifoptimalsequencingthroughthreeworkcentersisdesired,Johnson'sRuleIIisusedrather
thanJohnson'sRule.
FALSE
Nosimpleruleisavailableforoptimalschedulingacrossmorethantwoworkcenters.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1605Giveexamplesofcommonlyusedpriorityrules.
StevensonChapter16#28
TopicArea:SchedulinginLowVolumeSystems

29.Inthedecisionmakinghierarchy,schedulingdecisionsarethefinalstepinthe
transformationprocessbeforeactualoutputoccurs.
TRUE
Schedulingisthelastphaseofthecoordinationandcontrolhierarchy.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1601Explainwhatschedulinginvolvesandtheimportanceofgoodscheduling.
StevensonChapter16#29
TopicArea:SchedulingOperations

30.Makespanisthetotaltimeneededtocompleteagroupofjobs.
TRUE
Itisthesumofprocessingtimesplusanywaittimesthatmightbenecessary.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1605Giveexamplesofcommonlyusedpriorityrules.
StevensonChapter16#30
TopicArea:SchedulinginLowVolumeSystems

31.Thetheoryofconstraintshasagoalofmaximizingflowthroughtheentiresystem.
TRUE
Thetheoryofconstraintsisfocusedonmaximizingthroughput.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1601Explainwhatschedulinginvolvesandtheimportanceofgoodscheduling.
StevensonChapter16#31
TopicArea:SchedulinginLowVolumeSystems

32.AmajordisadvantageoftheSPTruleisthatittendstomakeveryshortjobswaitforalong
timewhilelonger,moreimportantjobsareprocessed.
FALSE
SPT'sdisadvantageisthatverylongjobsmightwaitmuchlongerthanisappropriate.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1605Giveexamplesofcommonlyusedpriorityrules.
StevensonChapter16#32
TopicArea:SchedulinginLowVolumeSystems

33.TheSPTruleminimizesidletimeforsubsequentoperations.
TRUE
Becauseitminimizesaverageflowtime,downstreamoperationsarelesslikelytobestarved.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Hard
LearningObjective:1605Giveexamplesofcommonlyusedpriorityrules.
StevensonChapter16#33
TopicArea:SchedulinginLowVolumeSystems

34.Johnson'sruleisatechniqueusedtosequencejobsthroughatwostepworksequence.
TRUE
Johnson'sruleisfortwoworkcenters.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1605Giveexamplesofcommonlyusedpriorityrules.
StevensonChapter16#34
TopicArea:SchedulinginLowVolumeSystems

35.Abasicdifferencebetweenschedulinginservicesystemsandschedulinginmanufacturing
systemsistherandomnatureofrequestsinmanufacturingsystemsasopposedtomoreuniform
requestsinservicesystems.
FALSE
Servicestendtoexperiencelessuniformdemand.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1606Summarizesomeoftheuniqueproblemsencounteredinservicesystems;anddescribesomeoftheapproachesused
forschedulingservicesystems.
StevensonChapter16#35
TopicArea:SchedulingServices

36.Batchprocesshelpsmaximizeworkerefficiency.
TRUE
Setuptimescanbeeconomizedoninabatchprocess.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1603Describeschedulingneedsinjobshops.
StevensonChapter16#36
TopicArea:SchedulingOperations

37.Becauseschedulingisamatterofdetailedexecution,ithaslittleimpactontheoperations
strategyofanorganization.
FALSE
Schedulinghassignificantstrategicaspects.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1601Explainwhatschedulinginvolvesandtheimportanceofgoodscheduling.
StevensonChapter16#37
TopicArea:OperationsStrategy

38.Schedulingpertainsto:
A.hiringworkers
B.processselection
C.buyingmachinery
D.timingtheuseofspecificresources
E.determiningthelowestcost
Schedulinginvolvesthetimingoftheuseofspecificresources.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1601Explainwhatschedulinginvolvesandtheimportanceofgoodscheduling.
StevensonChapter16#38
TopicArea:SchedulingOperations

39.Whichofthefollowingisthelaststepinthecapacity/schedulingchain?
A.productplanning
B.processplanning
C.capacityplanning
D.aggregateplanning
E.scheduling
Schedulingistheloweststepinthishierarchy.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1601Explainwhatschedulinginvolvesandtheimportanceofgoodscheduling.
StevensonChapter16#39
TopicArea:SchedulingOperations

40.Whichofthefollowingisnotanexampleofahighvolumesystem?
A.aircraftmanufacturing
B.magazineprinting
C.petroleumrefining
D.wastetreatment
E.commercialdonutbaking
Aircraftmanufacturingisanexampleoflowvolumeproduction.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1602Describeschedulingneedsinhighvolumeandintermediatevolumesystems.
StevensonChapter16#40
TopicArea:SchedulingOperations

41.Whichofthefollowingisnotusuallyacharacteristicofsuccessfulhighvolumesystems?
A.smoothworkflowthroughthesystem
B.customizedoutput
C.rapidrepairofbreakdowns
D.minimalqualityproblems
E.reliablesupplyschedules
Highvolumesystemsrarelyprovidecustomizedoutput.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1602Describeschedulingneedsinhighvolumeandintermediatevolumesystems.
StevensonChapter16#41
TopicArea:SchedulingOperations

42.Primaryconsiderationsinschedulinghighvolumesystemsinvolve:
(I)coordinatingtheflowofinputs
(II)overcomingthedisruptionstoplannedoutputs
(III)assigningworkerstoworkcenters
A.IandIII
B.IandII
C.IIandIII
D.I,II,andIII
E.IIonly
Workassignmentsarenottypicallyanissueinhighvolumesystems.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1602Describeschedulingneedsinhighvolumeandintermediatevolumesystems.
StevensonChapter16#42
TopicArea:SchedulingOperations

43.Organizationswithfixed,perishablecapacitycanbenefitfrom_______.
A.YieldManagement
B.Priceincreases
C.Constraints
D.Suboptimization
E.Waitinglines
Yieldmanagementhelpsoptimizeprofitswhenfixed,perishablecapacityispresent.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Hard
LearningObjective:1606Summarizesomeoftheuniqueproblemsencounteredinservicesystems;anddescribesomeoftheapproachesused
forschedulingservicesystems.
StevensonChapter16#43
TopicArea:SchedulingServices

44.Aworkcentercanbea___________.
A.machine
B.groupofmachines
C.department
D.facility
E.alloftheabove
Anyofthesecouldbeconsideredaworkcenter.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1605Giveexamplesofcommonlyusedpriorityrules.
StevensonChapter16#44
TopicArea:SchedulinginLowVolumeSystems

45.TheEDDpriorityruleusuallydoeswellwithregardto_______.
A.Cost
B.Lateness
C.Overtime
D.Waste
E.Makespan
EDDisusefulwhenduedateperformanceisimportant.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Hard
LearningObjective:1605Giveexamplesofcommonlyusedpriorityrules.
StevensonChapter16#45
TopicArea:SchedulinginLowVolumeSystems

46.Whichofthefollowingisnotanassumptionofpriorityrules?
A.Thesetofjobsisknown:nonewjobsarriveafterprocessingbegins.
B.Setuptimeisindependentofprocessingsequence.
C.Finiteloadingisassumed.
D.Processingtimesaredeterministic.
E.Nomachinebreakdownsareassumed.
Priorityrulesdonotassumefiniteloading.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1605Giveexamplesofcommonlyusedpriorityrules.
StevensonChapter16#46
TopicArea:SchedulinginLowVolumeSystems

47.Thetwodifferentapproachestoloadworkcentersinjobshopschedulingare:
A.loadchartsandschedulecharts
B.Ganttchartsandassignmentmethod
C.infiniteloadingandfiniteloading
D.linearprogrammingandmakespan
E.noneoftheabove
Thesearethetwoapproaches.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Hard
LearningObjective:1604UseandinterpretGanttcharts;andusetheassignmentmethodforloading.
StevensonChapter16#47
TopicArea:SchedulinginLowVolumeSystems

48.Thepriorityrulewhichwillsequencejobsintheordertheyarereceivedis_________.
A.EDD
B.LIFO
C.SPT
D.CR
E.FCFS
Thisisthesameasfirstinfirstout.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1605Giveexamplesofcommonlyusedpriorityrules.
StevensonChapter16#48
TopicArea:SchedulinginLowVolumeSystems

49.Aschedulingtechniqueusedtoachieveanoptimum,onetoonematchingoftasksand
resourcesis:
A.theassignmentmethod
B.Johnson'srule
C.theoptimumproductiontechnologymethod(OPT)
D.theappointmentmethod
E.thereservationmethod
Theassignmentmethodmatchestaskswithresourcesoptimally.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1604UseandinterpretGanttcharts;andusetheassignmentmethodforloading.
StevensonChapter16#49
TopicArea:SchedulinginLowVolumeSystems

50.Inataskassignmentsituation,inhowmanydifferentwayscanfivejobsbeassignedtofive
machines?
A.1
B.5
C.25
D.120
E.3,125
Thisissimplycalculatedas5!

AACSB:Analytic
Blooms:Apply
Difficulty:Hard
LearningObjective:1604UseandinterpretGanttcharts;andusetheassignmentmethodforloading.
StevensonChapter16#50
TopicArea:SchedulinginLowVolumeSystems

51.Inanassignmentmethodproblem,ifittakesAbe3hourstobuildabirdhouseand4hours
foradoghouse,whileBettytakes4hoursforabirdhouseand3hoursforadoghouse,whatisthe
reducedcost(inhours)ofassigningAbetobuildthedoghouse?
A.0hours
B.1hour
C.2hours
D.3hours
E.4hours
Abeisonehoursloweratbuildingthedoghouse.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1604UseandinterpretGanttcharts;andusetheassignmentmethodforloading.
StevensonChapter16#51
TopicArea:SchedulinginLowVolumeSystems

52.Thematrixbelowshowsrelativecostsforvariousjobmachinecombinations.Whichsetof
pairsconstitutestheminimumcostsolutionusingtheAssignmentmethod?

A.1B,2C,3A
B.1B,2A,3C
C.1A,2C,3B
D.1A,2B,3C
E.1C,2A,3B
Thesearetheminimumcostpairings.

AACSB:Analytic
Blooms:Apply
Difficulty:Hard
LearningObjective:1604UseandinterpretGanttcharts;andusetheassignmentmethodforloading.
StevensonChapter16#52
TopicArea:SchedulinginLowVolumeSystems

53.Basedonthecostinformationgiveninthetablebelow,whichsetofjobmachinepairs
reflectstheminimumcostsolutionusingtheAssignmentmethod?

A.1B,2A,3C
B.1A,2B,3C
C.1C,2A,3B
D.1B,2C,3A
E.1C,2B,3A

Thesearetheminimumcostpairs.

AACSB:Analytic
Blooms:Apply
Difficulty:Hard
LearningObjective:1604UseandinterpretGanttcharts;andusetheassignmentmethodforloading.
StevensonChapter16#53
TopicArea:SchedulinginLowVolumeSystems

54.Effectiveschedulingcannot:
A.yieldcostsavingsandimprovedproductivity
B.reducetheneedforexpansionoffacilities
C.improvecustomerservice
D.eliminatetheneedtotrainemployees
E.improvepatientcareinmedicalsettings
Effectiveschedulingisonlyapartoforganizationaleffectiveness.

AACSB:ReflectiveThinking
Blooms:Understand
Difficulty:Medium
LearningObjective:1601Explainwhatschedulinginvolvesandtheimportanceofgoodscheduling.
StevensonChapter16#54
TopicArea:OperationsStrategy

55.Thepriorityrulewherejobsareprocessedaccordingtothesmallestratioofduedateto
processingtimeis:
A.CR
B.EEDD
C.FCFS
D.S/O
E.SPT
TheCRratioschedulesjobsinincreasingorderofthisratio.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1605Giveexamplesofcommonlyusedpriorityrules.
StevensonChapter16#55
TopicArea:SchedulinginLowVolumeSystems

56.Scheduledduedatesaretheresultof:
A.promisestocustomers
B.MRPprocessing
C.managerialdecisions
D.alloftheabove
E.ourcompetitor'spromises
Scheduledduedatescanresultfromanumberofinfluences.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1605Giveexamplesofcommonlyusedpriorityrules.
StevensonChapter16#56
TopicArea:SchedulinginLowVolumeSystems

57.Whichofthefollowingisnotameasureforjudgingtheeffectivenessofaschedule
sequence?
A.averagenumberofjobsattheworkcenter
B.totalnumberofjobsattheworkcenter
C.averagecompletion(flow)time
D.averagejobtardiness
E.noneoftheabove
Thetotalnumberofjobsisnotatypicalevaluationmeasure.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1605Giveexamplesofcommonlyusedpriorityrules.
StevensonChapter16#57
TopicArea:SchedulinginLowVolumeSystems

58.Thepurposeofcyclicalschedulingisto:
A.eliminateweekendsandholidays
B.rotateschedules
C.addflexiblehours
D.incorporateovertime
E.observeworkpatterns
Cyclicalschedulingisusedtorotateschedulesacrossaserviceworkforce.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Hard
LearningObjective:1606Summarizesomeoftheuniqueproblemsencounteredinservicesystems;anddescribesomeoftheapproachesused
forschedulingservicesystems.
StevensonChapter16#58
TopicArea:SchedulingServices

59.Averagecompletion(flow)timeforaschedulesequenceataworkcenteris:
A.thesumofprocessingtimedividedbythenumberofjobs
B.thesumofjobs'flowtimesdividedbythenumberofjobs
C.overallflowtimedividedbytotalprocessingtime
D.totalprocessingtimeplustotallatetimedividedbynumberofjobs
E.thesumofflowtimeplustotallatetimedividedbynumberofjobs
Jobs'individualflowtimesareaveragedforaverageflowtime.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1605Giveexamplesofcommonlyusedpriorityrules.
StevensonChapter16#59
TopicArea:SchedulinginLowVolumeSystems

60.Theschedulingsequencingrulewhichalwaysresultsinthelowestaveragecompletion(flow)
timeisthe:
A.firstcome,firstserved(FCFS)rule
B.shortestprocessingtimefirst(SPT)rule
C.earliestduedatefirst(EDD)rule
D.leastslackperoperationfirst(S/O)rule
E.rununtilslackhappens(RUSH)rule
SPTminimizesflowtime.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1605Giveexamplesofcommonlyusedpriorityrules.
StevensonChapter16#60
TopicArea:SchedulinginLowVolumeSystems

61.Whichsequencingruleisdesignedspecificallytominimizejobtardiness?
A.S/O
B.EDD
C.FCFS
D.SPT
E.LPT
EDDisatardinessorientedsequencingrule.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1605Giveexamplesofcommonlyusedpriorityrules.
StevensonChapter16#61
TopicArea:SchedulinginLowVolumeSystems

62.Aschedulingruleusedforsequencingjobsthroughtwoworkcentersis:
A.criticalratiorule
B.Johnson'srule
C.slackperoperationrule
D.shortestprocessingtimerule
E.Paretorule
Johnson'sruleisfortwoworkcenters.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1605Giveexamplesofcommonlyusedpriorityrules.
StevensonChapter16#62
TopicArea:SchedulinginLowVolumeSystems

63.Forthejobslistedbelow,whichprocessingsequencewouldresultusingJohnson'sRule?

A.cadb
B.bdac
C.abcd
D.dcba
E.cabd

ThisistheJohnson'sRulesequence.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1605Giveexamplesofcommonlyusedpriorityrules.
StevensonChapter16#63
TopicArea:SchedulinginLowVolumeSystems

64.WhatistheoptimumjobsequenceforthejobslistedbelowusingJohnson'sRule?

A.egfd
B.dgfe
C.dfge
D.edfg
E.fedg

ThisistheJohnson'sRulesequence.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1605Giveexamplesofcommonlyusedpriorityrules.
StevensonChapter16#64
TopicArea:SchedulinginLowVolumeSystems

65.Amajordifferencebetweenmanufacturingandservicesystemsintermsofschedulingis:
A.variabilityinarrivalandservicerates
B.processingcostperunit
C.thenumberofunitstobeprocessed
D.lengthofprocessingtime
E.outputrate
Servicesexperiencegreatervariability.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1606Summarizesomeoftheuniqueproblemsencounteredinservicesystems;anddescribesomeoftheapproachesused
forschedulingservicesystems.
StevensonChapter16#65
TopicArea:SchedulingServices

66.Schedulinginservicesystemsoftentakestheformof:
A.appointmentsystems
B.reservationsystems
C.(A)and(B)
D.makespansystems
E.alloftheabove
Appointmentandreservationsystemsarefrequentlyusedinservicesettings.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1606Summarizesomeoftheuniqueproblemsencounteredinservicesystems;anddescribesomeoftheapproachesused
forschedulingservicesystems.
StevensonChapter16#66
TopicArea:SchedulingServices

67.Schedulinginservicesystemsmayinvolvescheduling:
A.theworkforce.
B.theequipment.
C.(a)and(b).
D.customers.
E.alloftheabove.
Serviceschedulingcaninvolveworkers,equipmentandcustomers.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1606Summarizesomeoftheuniqueproblemsencounteredinservicesystems;anddescribesomeoftheapproachesused
forschedulingservicesystems.
StevensonChapter16#67
TopicArea:SchedulingServices

68.Onedisadvantageofappointmentsystemsis:
A.Capacitycanbeadjustedbyvaryinghours.
B.Thecustomer'sdesiredtimemaybealreadytaken.
C.Peoplegenerallyacceptitasfair.
D.Itcanreducecustomerwaitingtime.
E.Appointmentsdonothavetobeallthesamelength.
Inagiventimeslot,onlyonecustomercanbescheduled.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1606Summarizesomeoftheuniqueproblemsencounteredinservicesystems;anddescribesomeoftheapproachesused
forschedulingservicesystems.
StevensonChapter16#68
TopicArea:SchedulingServices

69.Inanassignmentmodelwheretherearefewerjobsthanresources:
A.Dummyjobsareneededtosolvetheproblem.
B.Dummyresourcesareneededtosolvetheproblem.
C.Theproblemcan'tbesolvedusinganassignmentmodel.
D.Theproblemwillhavemultipleoptimumsolutions.
E.Thesimplexmethodmustbeusedtosolvetheproblem.
Dummyjobsmaketheassignmentmodelworkableinthissituation.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Hard
LearningObjective:1604UseandinterpretGanttcharts;andusetheassignmentmethodforloading.
StevensonChapter16#69
TopicArea:SchedulinginLowVolumeSystems

70.Usingthecostinformationgiveninthetablebelow,assignworkcrewstojobssothattotal
costisminimized.

Feedback:Thisistheoptimumassignmentschedule.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1604UseandinterpretGanttcharts;andusetheassignmentmethodforloading.
StevensonChapter16#70
TopicArea:SchedulinginLowVolumeSystems

71.Thecoststodoeachofthethreejobsonthreealternatepiecesofequipmentaregivenbelow.
Determinethejobequipmentcombinationthatwillminimizetotalcost.

Feedback:Thisloadingminimizestotalcost.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1604UseandinterpretGanttcharts;andusetheassignmentmethodforloading.
StevensonChapter16#71
TopicArea:SchedulinginLowVolumeSystems

72.Amanagermustassignfourengineerstoprojects,onetoaproject.TheleaderofProjectC
hasindicatedthathedoesnotwantengineer2or3onhisproject.Giventhecostfiguresbelow
foreachprojectengineercombination,andkeepinginmindthattwocombinationsare
undesirable,determineassignmentssuchthattotalcostwillbeminimized.

Feedback:Theseassignmentsminimizetotalcost.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1604UseandinterpretGanttcharts;andusetheassignmentmethodforloading.
StevensonChapter16#72
TopicArea:SchedulinginLowVolumeSystems

73.Giventheinformationbelow,determinethefollowing:
(A)Processingsequenceusing(1)SPTand(2)EDD.
(B)Averagecompletiontimeandaveragejobtardinessusing(1)SPTand(2)EDD.

SPT:

EDD:

Feedback:Usepriorityrulecalculationstoarriveatthesevalues.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1605Giveexamplesofcommonlyusedpriorityrules.
StevensonChapter16#73
TopicArea:SchedulinginLowVolumeSystems

74.Usingtheinformationbelow,determinethefollowing:
(A)processingsequenceusing(1)SPTand(2)EDDrules
(B)averagecompletiontimeandaveragejobtardinessundereachrule

(A)SPTSequence:DCAEB;EDDSequence:CBEDA
(B)SPT:

B)EDD:

Feedback:Usepriorityrulescalculationstoarriveatthesevalues.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1605Giveexamplesofcommonlyusedpriorityrules.
StevensonChapter16#74
TopicArea:SchedulinginLowVolumeSystems

75.DeterminetheprocessingsequenceforthesixjobsshownbelowusingJohnson'sRule.
Calculatetotalthroughputtime.Canthemakespanbereducedbysplittingthelatestjob?Ifso,
byhowmuch?

Schedulewithoutsplittingmakespanis55
Schedulewithsplittingmakespanis52

Feedback:Splittingreducesthemakespanbythreehours.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1605Giveexamplesofcommonlyusedpriorityrules.
StevensonChapter16#75
TopicArea:SchedulinginLowVolumeSystems

76.UseJohnson'sRuletodeterminetheoptimumprocessingsequenceforthejobslistedbelow.
Charttotalthroughputtime.

Feedback:Totalthroughputtimeis81minutes.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1605Giveexamplesofcommonlyusedpriorityrules.
StevensonChapter16#76
TopicArea:SchedulinginLowVolumeSystems

77.Giventhefollowinginformationconcerningjobsawaitingprocessingatasingleworkcenter,
whatprocessingsequencewillresultifthecriticalratio(CR)ruleisused?

ThesequencewillbeGIJLH.Thescheduleisasfollows:

Feedback:Resequence(byrecalculatingC/R)everytimeajobiscompleted.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1605Giveexamplesofcommonlyusedpriorityrules.
StevensonChapter16#77
TopicArea:SchedulinginLowVolumeSystems

78.Giventhefollowinginformationconcerningjobsawaitingprocessingatasingleworkcenter,
whatprocessingsequencewillresultifthecriticalratio(C/R)ruleisused?

ThesequencewillbePTQRS.Thescheduleisasfollows:

Feedback:Resequence(byrecalculatingC/R)everytimeajobiscompleted.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1605Giveexamplesofcommonlyusedpriorityrules.
StevensonChapter16#78
TopicArea:SchedulinginLowVolumeSystems

Thetablebelowcontainsinformationaboutfivejobswaitingtobeprocessedatworkcenter
numberthree.

StevensonChapter16

79.ThesequencethatwouldresultusingtheSPTruleis:
A.ebcda
B.cabed
C.adceb
D.debac
E.edbac
Thissequencehasminimumaverageflowtime.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1605Giveexamplesofcommonlyusedpriorityrules.
StevensonChapter16#79
TopicArea:SchedulinginLowVolumeSystems

80.UsingtheEDDrule,thesequenceofjobswouldbe:
A.debac
B.adcbe
C.edbac
D.adced
E.ebcda
ThiswouldbetheEDDsequence.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1605Giveexamplesofcommonlyusedpriorityrules.
StevensonChapter16#80
TopicArea:SchedulinginLowVolumeSystems

StevensonChapter16

81.Aftertherowreduction,whatisthereducedtimeforassigningresource4toJobD?
A.0hours
B.2hours
C.3hours
D.6hours
E.9hours
Thiswouldbethereducedtimeofsuchanassignment.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1604UseandinterpretGanttcharts;andusetheassignmentmethodforloading.
StevensonChapter16#81
TopicArea:SchedulinginLowVolumeSystems

82.Aftertherowandcolumnreductions,whatisthereducedtimeforassigningresource4tojob
D?
A.0hours
B.2hours
C.3hours
D.6hours
E.9hours
Thiswouldbethereducedtimeofsuchanassignment.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1604UseandinterpretGanttcharts;andusetheassignmentmethodforloading.
StevensonChapter16#82
TopicArea:SchedulinginLowVolumeSystems

83.Aftertherowandcolumnreductions,whatistheminimumnumberoflinesneededtocover
allofthezeroes?
A.0lines
B.1line
C.2lines
D.3lines
E.4lines
Withthreelinesallzeroescanbecovered.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1604UseandinterpretGanttcharts;andusetheassignmentmethodforloading.
StevensonChapter16#83
TopicArea:SchedulinginLowVolumeSystems

84.Whatistheoptimalassignmentofresourcestojobs?
A.1toA;2toC;3toB;4toD
B.1toB;2toD;3toC;4toA
C.1toC;2toB;3toA;4toD
D.1toD;2toB;3toC;4toA
E.1toA;2toC;3toD;4toB
Thisistheoptimumsetofassignments.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1604UseandinterpretGanttcharts;andusetheassignmentmethodforloading.
StevensonChapter16#84
TopicArea:SchedulinginLowVolumeSystems

85.Fortheoptimalschedule,whatisthetotalnumberofhoursrequiredtocompletethesejobs?
A.23hours
B.22hours
C.21hours
D.20hours
E.19hours
Thisistheoptimumvaluefortotalnumberofhoursrequired.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1604UseandinterpretGanttcharts;andusetheassignmentmethodforloading.
StevensonChapter16#85
TopicArea:SchedulinginLowVolumeSystems

Thepresidentofaconsultingfirmwantstominimizethetotalnumberofhoursitwilltaketo
completefourprojectsforanewclient.Accordingly,shehasestimatedthetimeitshouldtake
foreachofhertopconsultantsCharlie,Betty,Johnny,andRicktocompleteanyofthefour
projects,asfollows:

StevensonChapter16

86.Inhowmanydifferentwayscansheassigntheseconsultantstotheseprojects?
A.4
B.8
C.16
D.24
E.256
Thiswouldbe4!

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1604UseandinterpretGanttcharts;andusetheassignmentmethodforloading.
StevensonChapter16#86
TopicArea:SchedulinginLowVolumeSystems

87.Aftertherowandcolumnreductions,whatisthereducedtimeforassigningRicktoproject
D?
A.0hours
B.8hours
C.10hours
D.9hours
E.22hours
Thiswouldbethereducedtimeforsuchanassignment.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1604UseandinterpretGanttcharts;andusetheassignmentmethodforloading.
StevensonChapter16#87
TopicArea:SchedulinginLowVolumeSystems

Thepresidentofaconsultingfirmwantstominimizethetotalnumberofhoursitwilltaketo
completefourprojectsforanewclient.Accordingly,shehasestimatedthetimeitshouldtake
foreachofhertopconsultantsCharlie,Betty,Johnny,andRicktocompleteanyofthefour
projects,asfollows:

StevensonChapter16

88.Whatistheoptimalassignmentofconsultantstoprojects?
A.CharlietoA;BettytoB;JohnnytoC;RicktoD
B.CharlietoD;BettytoC;JohnnytoB;RicktoA
C.CharlietoC;BettytoA;JohnnytoD;RicktoB
D.CharlietoD;BettytoB;JohnnytoC;RicktoA
E.CharlietoD;BettytoA;JohnnytoC;RicktoB
Thiswouldbetheoptimumsetofassignments.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1604UseandinterpretGanttcharts;andusetheassignmentmethodforloading.
StevensonChapter16#88
TopicArea:SchedulinginLowVolumeSystems

89.Fortheoptimalschedule,whatisthetotalnumberofhoursitwilltaketheseconsultantsto
completetheseprojects?
A.53hours
B.46hours
C.50hours
D.61hours
E.54hours
Givenanoptimumschedule,thiswouldbethetotalnumberofhours.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1604UseandinterpretGanttcharts;andusetheassignmentmethodforloading.
StevensonChapter16#89
TopicArea:SchedulinginLowVolumeSystems

Theowner/operatorofthelocalfranchiseofHandyman,Inc.,hasfourjobstodotoday,shown
intheordertheywerereceived:

StevensonChapter16

90.Ifheusesthefirstcome,firstserved(FCFS)priorityruletoschedulethesejobs,whatwillbe
theaveragecompletiontime?
A.7.5hours
B.5hours
C.3hours
D.2.5hours
E.2hours
Theaveragecompletiontimewouldbe7.5hoursfromnow.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1605Giveexamplesofcommonlyusedpriorityrules.
StevensonChapter16#90
TopicArea:SchedulinginLowVolumeSystems

91.Ifheusestheearliestduedatefirst(EDD)priorityruletoschedulethesejobs,whatwillbe
theaveragejobtardiness?
A.0hours
B.1.5hours
C.1.75hours
D.2hours
E.2.25hours
GivenEDD,thiswouldbeaveragetardiness.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1605Giveexamplesofcommonlyusedpriorityrules.
StevensonChapter16#91
TopicArea:SchedulinginLowVolumeSystems

92.Ifheusestheshortestprocessingtimefirst(SPT)priorityruletoschedulethesejobs,what
willbetheaveragecompletiontime?
A.7.5hours
B.5hours
C.3hours
D.2.5hours
E.2hours
GivenSPT,thiswouldbetheaveragecompletiontime.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1605Giveexamplesofcommonlyusedpriorityrules.
StevensonChapter16#92
TopicArea:SchedulinginLowVolumeSystems

93.Ifheusestheshortestprocessingtimefirst(SPT)priorityruletoschedulethesejobs,what
willbetheaveragejobtardiness?
A.0hours
B.1.5hours
C.1.75hours
D.2hours
E.2.25hours
GivenSPT,thiswouldbeaveragejobtardiness.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1605Giveexamplesofcommonlyusedpriorityrules.
StevensonChapter16#93
TopicArea:SchedulinginLowVolumeSystems

94.Ifheusestheshortestprocessingtimefirst(SPT)priorityruletoschedulethesejobs,what
willbetheaveragenumberofjobsinhisshoptoday?
A.0
B.1
C.2
D.3
E.4
GivenSPT,thiswouldbetheaveragenumberofjobsintheshop.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1605Giveexamplesofcommonlyusedpriorityrules.
StevensonChapter16#94
TopicArea:SchedulinginLowVolumeSystems

Eva,theownerofEva'ssecondtimearoundweddingdresses,currentlyhasfivedressestobe
altered,showninorderinwhichtheyarrived:

StevensonChapter16

95.IfEvausesthefirstcome,firstserved(FCFS)priorityruletoschedulethesejobs,whatwill
betheaveragecompletiontime?
A.3hours
B.5hours
C.7hours
D.7.2hours
E.8hours
GivenFCFS,thiswouldbeaveragecompletiontime.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1605Giveexamplesofcommonlyusedpriorityrules.
StevensonChapter16#95
TopicArea:SchedulinginLowVolumeSystems

96.IfEvausestheearliestduedatefirst(EDD)priorityruletoschedulethesejobs,whatwillbe
theaveragejobtardiness?
A.2hours
B.2.2hours
C.2.33hours
D.2.4hours
E.3hours
GivenEDDsequencing,thiswouldbeaveragejobtardiness.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1605Giveexamplesofcommonlyusedpriorityrules.
StevensonChapter16#96
TopicArea:SchedulinginLowVolumeSystems

97.IfEvausestheshortestprocessingtimefirst(SPT)priorityruletoschedulethesejobs,what
willbetheaveragecompletiontime?
A.3hours
B.5hours
C.7hours
D.7.2hours
E.8hours
GivenSPTsequencing,thiswouldbeaveragecompletiontime.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1605Giveexamplesofcommonlyusedpriorityrules.
StevensonChapter16#97
TopicArea:SchedulinginLowVolumeSystems

98.IfEvausestheshortestprocessingtimefirst(SPT)priorityruletoschedulethesejobs,what
willbetheaveragejobtardiness?
A.2hours
B.2.2hours
C.2.33hours
D.2.4hours
E.3hours
GivenSPTsequencing,thiswouldbeaveragejobtardiness.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1605Giveexamplesofcommonlyusedpriorityrules.
StevensonChapter16#98
TopicArea:SchedulinginLowVolumeSystems

99.IfEvausestheshortestprocessingtimefirst(SPT)priorityruletoschedulethesejobs,what
willbetheaveragenumberofjobsinhershoptoday?
A.2jobs
B.2.33jobs
C.2.4jobs
D.2.67jobs
E.3jobs
Thisistheminimumvaluepossibleforaveragenumberofjobsinhershop.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1605Giveexamplesofcommonlyusedpriorityrules.
StevensonChapter16#99
TopicArea:SchedulinginLowVolumeSystems

Theoperationsmanagerofabodyandpaintshophasfivecarstoscheduleforrepair.Hewould
liketominimizethethroughputtimetocompleteallworkonthesecars.Eachcarrequiresbody
workpriortopainting.Theestimatesofthetimesrequiredtodothebodypaintworkoneachare
asfollows:

StevensonChapter16

100.WhereintheoptimumsequenceshouldcarEbescheduled?
A.first
B.second
C.third
D.fourth
E.fifth
WithJohnson'sRule,Ewillbefirstintheschedule.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1605Giveexamplesofcommonlyusedpriorityrules.
StevensonChapter16#100
TopicArea:SchedulinginLowVolumeSystems

101.WhereintheoptimumsequenceshouldcarAbescheduled?
A.first
B.second
C.third
D.fourth
E.fifth
WithJohnson'sRule,Awillbelastinthesequence.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1605Giveexamplesofcommonlyusedpriorityrules.
StevensonChapter16#101
TopicArea:SchedulinginLowVolumeSystems

102.Whatistheoptimumsequence(firstcartolast)?
A.A;B;C;D;E
B.E;D;C;B;A
C.E;B;D;C;A
D.E;D;B;C;A
E.E;B;D;A;C
ThisistheJohnson'sRulesequence.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1605Giveexamplesofcommonlyusedpriorityrules.
StevensonChapter16#102
TopicArea:SchedulinginLowVolumeSystems

103.Whatisthethroughputtimefortheoptimalschedule?
A.24hours
B.25hours
C.26hours
D.28hours
E.50hours
ThisisthemakespanthatresultsfromusingJohnson'sRule.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1605Giveexamplesofcommonlyusedpriorityrules.
StevensonChapter16#103
TopicArea:SchedulinginLowVolumeSystems

104.Whatistheidletimeatthepaintworkcenterfortheoptimalschedule?
A.1hour
B.2hours
C.4hours
D.7hours
E.10hours
Therearefourhoursofidletimeatthepaintworkcenter.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1605Giveexamplesofcommonlyusedpriorityrules.
StevensonChapter16#104
TopicArea:SchedulinginLowVolumeSystems

StevensonChapter16

105.Whatistheresultoftherowreduction?

Feedback:Thisistheresultoftherowreduction.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1604UseandinterpretGanttcharts;andusetheassignmentmethodforloading.
StevensonChapter16#105
TopicArea:SchedulinginLowVolumeSystems

106.Whatistheresultoftherowandcolumnreductions?

Feedback:Thisistheresultoftherowandcolumnreductions.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1604UseandinterpretGanttcharts;andusetheassignmentmethodforloading.
StevensonChapter16#106
TopicArea:SchedulinginLowVolumeSystems

107.Cananoptimumassignmentbemadeaftertherowandcolumnreductions?
No.
Feedback:Theminimumnumberoflinestocoverallzeroesis2.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1604UseandinterpretGanttcharts;andusetheassignmentmethodforloading.
StevensonChapter16#107
TopicArea:SchedulinginLowVolumeSystems

108.Whatistheresultofmodifyingtherowandcolumnreductionstable?

Feedback:Hereisthemodifiedrowandcolumnreductiontable.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1604UseandinterpretGanttcharts;andusetheassignmentmethodforloading.
StevensonChapter16#108
TopicArea:SchedulinginLowVolumeSystems

109.Cananoptimumassignmentbemadeafterthefirstmodificationoftherowandcolumn
reductionstable?
Yes.
Feedback:Nowtheminimumnumberoflinesneededtocoverallzeroesis3.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1604UseandinterpretGanttcharts;andusetheassignmentmethodforloading.
StevensonChapter16#109
TopicArea:SchedulinginLowVolumeSystems

110.Whatistheoptimumassignmentofjobstomachines?
1toA;2toB;3toC
Feedback:Thisistheoptimumsetofassignments.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1604UseandinterpretGanttcharts;andusetheassignmentmethodforloading.
StevensonChapter16#110
TopicArea:SchedulinginLowVolumeSystems

111.Whatarethetotalcostsfortheoptimumassignmentofjobstomachines?
$14
Feedback:Giventheoptimumassignments,thisisthetotalcost.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1604UseandinterpretGanttcharts;andusetheassignmentmethodforloading.
StevensonChapter16#111
TopicArea:SchedulinginLowVolumeSystems

Refertothefollowingdataforjobswaitingtobeprocessedatasingleworkcenter(jobsare
showninorderofarrival):

StevensonChapter16

112.Whatistheschedulesequenceusingthefirstcome,firstserved(FCFS)priorityrule?
ABCDE
Feedback:ThisistheFCFSsequence.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1605Giveexamplesofcommonlyusedpriorityrules.
StevensonChapter16#112
TopicArea:SchedulinginLowVolumeSystems

113.Whatistheaveragecompletiontimeforthefirstcome,firstserved(FCFS)priorityrule
schedule?Averagejobtardiness?Averagenumberofjobsatthecenter?
11.6days;5.6days;2.9jobs
Feedback:ThesevaluesresultfromusingFCFS.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1605Giveexamplesofcommonlyusedpriorityrules.
StevensonChapter16#113
TopicArea:SchedulinginLowVolumeSystems

114.Whatistheschedulesequenceusingtheearliestduedate(EDD)priorityrule?
ABDEC
Feedback:ThisistheEDDsequence.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1605Giveexamplesofcommonlyusedpriorityrules.
StevensonChapter16#114
TopicArea:SchedulinginLowVolumeSystems

115.Whatistheaveragecompletiontimefortheearliestduedate(EDD)priorityruleschedule?
Averagejobtardiness?Averagenumberofjobsatthecenter?
10.2days;4.2days;2.55jobs
Feedback:ThesevaluesresultfromtheEDDsequence.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1605Giveexamplesofcommonlyusedpriorityrules.
StevensonChapter16#115
TopicArea:SchedulinginLowVolumeSystems

116.IfjobsA,B,andCrequiretwooperationseach,whilejobsDandErequireoneoperation
each,whatistheschedulesequenceusingtheslackperoperation(S/O)priorityrule?
ABDEC
Feedback:ThisistheS/Osequence.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1605Giveexamplesofcommonlyusedpriorityrules.
StevensonChapter16#116
TopicArea:SchedulinginLowVolumeSystems

117.Whatistheaveragecompletiontimefortheslackperoperation(S/O)priorityrule
schedule?Averagejobtardiness?Averagenumberofjobsatthecenter?
10.6days;4.6days;2.65jobs
Feedback:ThesevaluesresultfromusingtheS/Orule.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1605Giveexamplesofcommonlyusedpriorityrules.
StevensonChapter16#117
TopicArea:SchedulinginLowVolumeSystems

118.Whatistheschedulesequenceusingtheshortestprocessingtime(SPT)priorityrule?
ADEBC
Feedback:ThisistheSPTsequence.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1605Giveexamplesofcommonlyusedpriorityrules.
StevensonChapter16#118
TopicArea:SchedulinginLowVolumeSystems

119.Whatistheaveragecompletiontimefortheshortestprocessingtime(SPT)priorityrule?
Averagejobtardiness?Averagenumberofjobsatthecenter?
10days;4days;2.5jobs
Feedback:ThesevaluesresultfromusingSPT.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1605Giveexamplesofcommonlyusedpriorityrules.
StevensonChapter16#119
TopicArea:SchedulinginLowVolumeSystems

Giventhefollowingdataforjobsawaitingprocessingatamanufacturingcellinwhichjobsare
firstprocessedbymachineA,thenbyMachineB:

StevensonChapter16

120.Ifthesejobswerescheduledinthesequenceshown,whatwouldbethethroughputtime?
20hours
Feedback:TheWXYZsequencewouldhaveamakespanof20hours.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1605Giveexamplesofcommonlyusedpriorityrules.
StevensonChapter16#120
TopicArea:SchedulinginLowVolumeSystems

121.Ifthesejobswerescheduledinthesequenceshown,whatwouldbetheidletimeatmachine
B?
5hours
Feedback:Idletimewouldbefivehoursifthissequenceisused.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1605Giveexamplesofcommonlyusedpriorityrules.
StevensonChapter16#121
TopicArea:SchedulinginLowVolumeSystems

122.Ifthesejobswerescheduledinthesequenceshown,whenwouldidletimeoccuratmachine
B?
4hoursattheoutset;1hourbetweenWandX
Feedback:TherewouldbeonehourofidletimebetweenjobsWandX.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1605Giveexamplesofcommonlyusedpriorityrules.
StevensonChapter16#122
TopicArea:SchedulinginLowVolumeSystems

123.Indevelopingthesequencewhichwillminimizethroughputtime,whatistheinitialjobto
beplacedintheschedulesequence?
Y
Feedback:Ywouldbeplacedfirst(onthelefthandside)ofthesequence.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1605Giveexamplesofcommonlyusedpriorityrules.
StevensonChapter16#123
TopicArea:SchedulinginLowVolumeSystems

124.Indevelopingthesequencethatwillminimizethroughputtime,whereintheschedule
sequenceshouldjobWbeplaced?
Wshouldbesecond
Feedback:WwouldbeplacedinthesequenceafterYandZhadbeenplaced.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1605Giveexamplesofcommonlyusedpriorityrules.
StevensonChapter16#124
TopicArea:SchedulinginLowVolumeSystems

125.Indevelopingthesequencewhichwillminimizethroughputtime,whereshouldjobXbe
placed?
Third
Feedback:Xwouldbethelastjobplacedinthesequence,anditwouldbeinthegapbetweenW
andZ.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1605Giveexamplesofcommonlyusedpriorityrules.
StevensonChapter16#125
TopicArea:SchedulinginLowVolumeSystems

126.Whatisthesequencewhichwillminimizethroughputtime?
YWXZ
Feedback:ThisistheJohnson'sRulesequence.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1605Giveexamplesofcommonlyusedpriorityrules.
StevensonChapter16#126
TopicArea:SchedulinginLowVolumeSystems

127.Whatisthethroughputtimefortheoptimumschedule?
19hours
Feedback:ThisisthemakespanthatresultsfromusingJohnson'sRule.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1605Giveexamplesofcommonlyusedpriorityrules.
StevensonChapter16#127
TopicArea:SchedulinginLowVolumeSystems

128.WhatistheidletimeatmachineBfortheoptimumschedule?
4hours
Feedback:BhasfourhoursofidletimeintheJohnson'sRulesequence.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1605Giveexamplesofcommonlyusedpriorityrules.
StevensonChapter16#128
TopicArea:SchedulinginLowVolumeSystems

129.WhendoesidletimeoccuratmachineBfortheoptimumschedule?
1hourattheoutset;2hoursbetweenYandW;1hourbetweenWandX
Feedback:ThesearetheplacesinthescheduleinwhichmachineBisidle.

AACSB:Analytic
Blooms:Apply
Difficulty:Medium
LearningObjective:1605Giveexamplesofcommonlyusedpriorityrules.
StevensonChapter16#129
TopicArea:SchedulinginLowVolumeSystems

130.JobX,whichhasadurationoffourdays,isduebythecloseofbusinessonFriday,
December23.WithoutlookingattheworkalreadyscheduledonX'srequiredresource,the
schedulerschedulesXtobebegunonthemorningofTuesday,December20.Thisisanexample
of__________.
A.infinitescheduling
B.finitescheduling
C.forwardscheduling
D.backwardscheduling
E.prioritization
Backwardloadingtakesajob'sduedateandsubtractsrequiredprocessingtimefromthat.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1602Describeschedulingneedsinhighvolumeandintermediatevolumesystems.
StevensonChapter16#130
TopicArea:SchedulinginLowVolumeSystems

131.JobX,whichhasadurationoffourdays,isduebythecloseofbusinessonFriday,
December23.WithoutlookingattheworkalreadyatX'srequiredresource,thescheduler
schedulesXtobebegunimmediatelyandassumesthatXwillbedonefourdaysfromnow.This
isanexampleof___________.
A.infinitescheduling
B.finitescheduling
C.forwardscheduling
D.backwardscheduling
E.prioritization
Forwardloadingschedulesajobaheadfromapointintimeandassumesitscompletiondate
basedonthat.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Easy
LearningObjective:1602Describeschedulingneedsinhighvolumeandintermediatevolumesystems.
StevensonChapter16#131
TopicArea:SchedulinginLowVolumeSystems

132.JobXarrivedatworkcenterQatnoon.At2p.m.thatsamedayXwasbegun.Xleftwork
centerQat3:15p.m.thatsameday.X'sflowtime,inminutes,was__________.
A.195
B.120
C.75
D.60
E.Cannotbedetermined
Flowtimeisthedifferencebetweenwhenajobleavesaworkcenterandwhenitarrivesatthat
workcenter.

AACSB:Analytic
Blooms:Apply
Difficulty:Easy
LearningObjective:1605Giveexamplesofcommonlyusedpriorityrules.
StevensonChapter16#132
TopicArea:SchedulinginLowVolumeSystems

133.Whichofthefollowingiscriticaltoeffectiveyieldmanagement?
A.onepricepricing
B.forecasting
C.capacityflexibility
D.constantdemand
E.trainedservicepersonnel
Forecastaccuracyiscriticaltoensuringthatadequatecapacityisheldbackforlastminute
customerswhoarenotpricesensitive.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1606Summarizesomeoftheuniqueproblemsencounteredinservicesystems;anddescribesomeoftheapproachesused
forschedulingservicesystems.
StevensonChapter16#133
TopicArea:SchedulingServices

134.Whichofthefollowingisleastlikelytobeaconsiderationwhenschedulingahighvolume
system?
A.equipmentfailures
B.materialshortages
C.accidents
D.workerabsences
E.demandvariability
Highvolumeoperationsareusedwhendemandexhibitslittleornovariability.

AACSB:ReflectiveThinking
Blooms:Remember
Difficulty:Medium
LearningObjective:1602Describeschedulingneedsinhighvolumeandintermediatevolumesystems.
StevensonChapter16#134
TopicArea:SchedulingOperations

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