Question

Discuss a facility layout problem you encountered in real life, and describe: • How the different techniques (alternatives) you learned in this class can help solve the problem, and • How you would evaluate and compare the different alternatives.

Answer 1

The following are the different techniques can help to solve the problem :

1.Characterizethe issue :

The framework. Have understudies recognize the framework under investigation (e.g., a metal extension subject to specific powers) by deciphering the data gave in the difficult articulation. Drawing a chart is an extraordinary method to do this.

• Known(s) and ideas. Rundown what is thought about the issue, and recognize the information expected to comprehend (and in the end) fathom it.
• Unknown(s). When you have a rundown of knowns, distinguishing the unknown(s) gets more straightforward. One obscure is commonly the response to the issue, yet there might be different questions. Be certain that understudies comprehend what they are relied upon to discover.
• Units and images. One key angle in critical thinking is showing understudies how to choose, decipher, and use units and images. Underscore the utilization of units at whatever point appropriate. Build up a propensity for utilizing suitable units and images yourself consistently.
• Imperatives. All issues have some expressed or suggested limitations. Instruct understudies to search for the words just, should, disregard, or expect to help distinguish the requirements.
• Rules for progress. Help understudies to consider from the earliest starting point what a legitimate sort of answer would be. What qualities will it have? For instance, a quantitative issue will require an answer in some type of numerical units (e.g., $/kg item, square cm, and so on.) while an enhancement issue requires an answer as either a numerical greatest or least.

2.Consider it :

"Allow it to stew". Utilize this phase to consider the issue. In a perfect world, understudies will build up a psychological picture of the current issue during this stage.

Distinguish explicit bits of information. Understudies need to decide without anyone else the necessary foundation information from representations, models and issues shrouded in the course.

Gather data. Urge understudies to gather appropriate data, for example, change components, constants, and tables expected to tackle the issue.

3.Plan an answer :

• Think about potential techniques. Frequently, the sort of arrangement will be dictated by the kind of issue. Some basic critical thinking methodologies are: process; streamline; utilize a condition; make a model, outline, table, or graph; or work in reverse.
• Pick the best procedure. Help understudies to pick the best procedure by reminding them again what they are required to discover or ascertain.

4.Do the arrangement :

• Show restraint. Most issues are not tackled rapidly or on the main endeavor. In different cases, executing the arrangement might be the least demanding advance.
• Be constant. On the off chance that an arrangement doesn't work promptly, don't let understudies get disheartened. Urge them to attempt an alternate procedure and continue attempting.

5.Think back :

• Urge understudies to reflect. When an answer has been reached, understudies ought to ask themselves the accompanying inquiries:
• Does the appropriate response bode well?
• Does it fit with the measures set up in sync 1?
• Did I answer the question(s)?
• What did I realize by doing this?
• Might I be able to have done the issue another way?

Evaluating and comparing different Alternatives :

Evaluating alternatives

One way to do this is by creating an alternatives comparison table:

• Write the different alternatives in the header. Use each column to evaluate one alternative. Pick 2–5 alternatives.
• Write the different properties that you think are important for evaluating the different alternatives. Pick 2–5 most important comparison properties.
• Keep the last row for summing up. There is no better/worse solution, focus on why each alternative solves the problem.

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