solves problems using networks to model decision-making in practical problems
chooses and uses appropriate technology effectively in a range of contexts, and applies critical thinking to recognise appropriate times and methods for such use
uses mathematical argument and reasoning to evaluate conclusions, communicating a position clearly to others and justifying a response
Related Life Skills outcomes: MALS6-11, MALS6-12, MALS6-13, MALS6-14
- The principal focus of this subtopic is to use critical path analysis in the optimisation of real-life problems.
- Students develop awareness that critical path analysis is a useful tool in project planning, management and logistics.
- construct a network to represent the duration and interdependencies of activities that must be completed during a particular project, for example a student schedule, or preparing a meal
- given activity charts, prepare network diagrams and use critical path analysis to determine the minimum time for a project to be completed
- use forward and backward scanning to determine the earliest starting time (EST) and latest starting time (LST) for each activity in a project (ACMGM105)
- understand why the EST for an activity could be zero, and in what circumstances it would be greater than zero
- calculate float times of non-critical activities (ACMGM108)
- understand what is meant by critical path
- use ESTs and LSTs to locate the critical path(s) for the project (ACMGM106)
- solve small-scale network flow problems, including the use of the ‘maximum-flow minimum-cut’ theorem, for example determining the maximum volume of oil that can flow through a network of pipes from an oil storage tank (the source) to a terminal (the sink) (ACMGM109)
- convert information presented in a table into a network diagram
- determine the flow capacity of a network and whether the flow is sufficient to meet the demand in various contexts