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Activities guide and evaluation rubric

Pre-task - Pre-knowledge of the course

Unit Engineering

Academic Level Professional

Academic Field Disciplinary training

Course Name Theory of decisions

Course Code 212066

Course Type Theoretical Can be ye ☒ N ☐

enable s o

d

Number of Credits 3

Individual ☒ Collaborative ☐ 2

activity: weeks

Moment of Unit

Initial ☒ ☐ Final ☐

evaluation: Intermediate:

Evaluative score of the Delivery Environment of the activity:

activity: 25 points Collaborative learning

Starting date of the activity: Deadline of the activity: Friday, February

Saturday, February 01, 2020 14, 2020

Competence to develop:

The student uses the basic concepts in the decision-making process, allowing

you to identify and implement the appropriate methods in the decisions

under an environment of risk or certainty.

Topics to develop:

to solve situations influenced by the possible occurrences of events, matrix

operations and graphics solution of games.

order to recognize the virtual environment of the same and the use of the

necessary references to solve the exercises of the course, the student must

remember thematic of probabilities to identify the conditions of the events

that will later allow you to make decisions with the use of different models

applied in later units of the course.

satisfy the restrictions and conditions of the problem and their behavior

according to events that determine the game success of certain players

conditioned by others that intervene in the system.

as multiplication of vector by a matrix or matrices by matrices in order to

facilitate the development of finite or infinite state decision problems with

application of Markov labels.

With these three exercises we will start the development of the topics and

activities of the course from the task 1 and successively, since the theory of

decisions starts from a base of topics learned in the courses of probability,

linear algebra and linear programming.

Activities to develop

Next, you will find 3 exercises that make up the pre-task to develop

individually.

360), New Delhi: Laxmi Publications Pvt Ltd, v. Sixth edition. Available in the

knowledge environment of the course.

In a bag there are 10 balls numbered from 11 to 20, some red and others

green.

E = {11, 12, 13, 14, 15, 16, 17, 18, 19, 20}

prime number?

Using the algebraic graphical method, determine the cut-off point and

solution that satisfies the following systems of equations:

1. Y = -4X + 6

2. Y = -2X + 1

For values of 1 and 0 of the variable x in each of the equations. That is,

replacing in each equation first if x takes value of 1 and if it takes the value

of zero to graph its lines.

Exercise 3. Matrix operations:

The Markov chains use probabilities of previous states, from there that the

matrix multiplication is very important to solve this type of problems. Given

the following matrices of size (n * m) or (m * m) solve the product of them.

1. A= [0.1 0.5 0.4] B= 0.5 0.3 0.2

0.3 0.3 0.4

2. A= 0.1 0.5 0.4 B= 0.1 0.2 0.7

0.6 0.3 0.1 0.2 0.3 0.5

Environment

Collaborative learning environment - Evaluation and

for the

monitoring environment

development

Individual:

exercises, must submit a document in pdf format, with the

following specifications:

Page 1. Cover.

Page 2. Introduction.

Products to

Page 3. Development exercise 1.

deliver by

Page 4. Development exercise 2.

student

Page 5. Development exercise 3.

Page 6. Conclusions.

Page 7. Bibliography according to APA standards.

Collaborative:

activities for the environments requires a solid planning process

development of against suggested activities for students. In this

collaborative work sense, when working on elements that require the

joint participation of the members of the group, the

need arises to articulate the learning strategy based

on Problems SBP and to direct it to facilitate the

process of student training. This approach

emphasizes self-learning and self-training, which are

facilitated by the dynamics of the approach and its

eclectic constructivist conception.

fostered, taught and learned from problems that

have meaning for students, error is used as an

opportunity to learn rather than punish and an

important value is given to the self-evaluation and

formative, qualitative and individualized evaluation.

The resources needed to solve the problems are in

the Knowledge Environment. Whenever you have

considered these aspects you can then begin to

develop the phases corresponding to the individual

and collaborative work of the course.

the student in the

collaborative group The students at the beginning of the course, in the

space destined to do so, will be recognized as

participants of a collaborative group, they will be

able to present their strengths to the service of the

group and they will define the channels of

communication (contact data, institutional and

personal email address, skype , social networking

links.) of which will be available to interact

effectively and proactively.

principle of responsible action, students must design

a work plan based on the analytical reflection of the

activity agenda, the evaluation plan, the guides and

rubrics given for the development of each academic

activity . They will also design a proposal for the

planning of their collaborative work that responds to

the particularities and needs of the learning strategy

and mobilizes the work to be developed.

principles of collaborative work and implement them

from the beginning of the academic year and

thereby ensure excellence in their learning processes

and the presentation of academic products that

meet the expected quality in the course.

student, this principle materializes when defining the

ways and mechanisms that will enable interaction in

collaborative work. The intention is for students to

participate in the different spaces of Collaborative

Work and the general forum of the Initial

Environment to allow efficient interaction between

them.

to the process of the other peers. From this idea, in

the same scenario where interactions occur,

students can contribute to others in terms of

suggesting greater participation to those who do not

intervene frequently, offering information search

strategies, proposing technological resources that

support the process being carried out, among others

that allow the team to advance and that each one

can strengthen its formative process.

organize their work to achieve the goals set. It is

important that each one assumes actions in the

development of the work that contribute in the

achievement of good results of the equipment. The

aim is to ensure that the organization of

responsibilities, the definition of roadmaps in the

development of work and the coordination of

individual efforts, allow a successful collaborative

exercise. It is also important to consider aspects of

evaluation in the student's exercise, through the

following scenarios:

process in which the student, through an instrument

designed (Survey) recognizes and presents its

strengths and difficulties in the development of

collaborative work. A score has not been assigned

on this process, but it is a formative activity that

allows the student to identify the aspects that allow

him / her to progress in his / her formative process

based on the difficulties identified during the

development of the activities, their individual

participation and their interaction with the group.

responsibility for constitutes the final product of the debate, taking

the delivery of into account that the contributions of all the

products by participants have been included and that only the

students participants who participated in the process are

included. You must inform the person in charge of

the alerts to warn those who did not participate, that

they will not be included in the product to be

delivered.

Reviewer: Ensure that the writing complies with the

rules of submission of work required by the teacher.

criteria present in the rubric. You must inform the

person in charge of the alerts so that you inform the

other members of the team in case any adjustments

need to be made on the subject.

products and send the document in the stipulated

times, using the resources destined for the

shipment, and indicate to the other partners that the

delivery has been made.

notified of new developments and inform the teacher

through the work forum and messaging of the

course, which has been sent the document.

(Translation of version 6 in English).

presentation of information most used in the area of

science

social. These are published under a Manual that

allows you to have access to the ways in which you

Use of references

should present a scientific article. Here you can find

the most relevant aspects of the sixth edition of the

Manual APA Standards, such as references, citations,

drafting and presentation of tables and figures,

headings and seriation, among others. You can

check how to implement them entering the page

http://normasapa.com/

99, the mistakes that infringe upon the academic

order, among others, are the following: paragraph

e) “To plagiarize is to present as your own work the

whole or part of a writing, report, task or document

of invention performed by another person. It also

implies the use of cites or lack of references, or

includes cites where there is no coincidence between

them and the reference” and paragraph f)”To

reproduce, or copy for profit, educational resources

or results of research products, which have

intellectual rights reserved for the University”.

are:

academic work or evaluation, the score

achieved will be zero (0.0) without leading to

disciplinary measures.

b. In case of plagiarism proved in the academic

work of any nature, the score achieved will be

zero (0.0), without leading to disciplinary

measures.

4. Evaluation rubric

Pre-task - Pre-knowledge of the coursep

Type of X

Individual activity Collaborative activity

activity

Moment of X Intermediate, unit

Initial Final

Evaluation

Performance Criteria for Individual Activity Score

Aspects

High rating Average rating Low rating

evaluated

Solving the The student The student

problem of correctly solves the presents an The student does 5

probabilities proposed problem acceptable not solve the

in production according to the use approach according problem according

and of the probabilities to the theory of to the theory of

management and clearly probabilities, probabilities,

identifies the leaving some according to the

problems

elements of the elements of the given indications.

event, fulfilling all problem

the criteria of the unidentified,

partially fulfilling

guide. the criteria of the

guide.

Until 5 points Until 3 points Until 0 points

correctly partially identifies

Graphic

understands the the parameters of The student does

analysis for

parameters of the the problem from not correctly

solving the

proposed problem the graphical understand the

problema in from the graphical solution, however, parameters of the

production 5

solution, correctly does not answer problem from the

and identifying the correctly the graphical solution.

management solution criteria of solution questions

problems the same. of the same.

The student solves

Solution of the in a correct and

The student applies

problem of precise way the

the proposed matrix The student does

operations multiplication of

operations, but the not solve the

with matrices matrices that will

response is not as problems proposed 5

in production allow him later to

expected according in the guide by the

and apply the Markov

to the results of the matrix operations.

chains, fulfilling all

management same.

the criteria of the

problems

guide.

Until 5 points Until 3 points Until 0 points

The student leaves

evidence in the

The student

forum of their

participates in the

progress with at

forum, but does not

least two significant The student does

feedback the

contributions, within not have

Participation contributions of his

the established participation in the 5

in the forum peers, so there is no

times, generating forum of the

effective discussion

effective discussion activity.

of the activities of

with feedback to the

the guide.

contributions of their

peers.

Until 5 points Until 3 points Until 0 points

The PDF document

presents an Although the

The final document

excellent structure, Document presents

does not have the

compiling all the a basic structure, it

Structure of proposed standards

exercises in a single lacks some 5

the report for the construction

document, according requested body

of the work.

to what is required elements.

in the guide.

Until 5 points Until 3 points Until 0 points

Final score 25

Actividades a desarrollar

desarrollar individualmente.

347-360), Nueva Delhi: Laxmi Publications Pvt Ltd, v. Sexta edición.

Disponible en el entorno de conocimiento del curso.

En una bolsa hay 10 bolas numeradas del 11 al 20, algunas rojas y otras

verdes.

E = {11, 12, 13, 14, 15, 16, 17, 18, 19, 20}

número primo?

Ejercicio 2. Solución gráfica de ecuaciones:

que satisfacen los siguientes sistemas de ecuaciones:

1. Y = -4X + 6

2. Y = -2X + 1

reemplazar en cada ecuación primero si x toma el valor de 1 y si toma el valor

de cero para representar gráficamente sus líneas.

Las cadenas de Markov usan probabilidades de estados anteriores, de ahí que la

multiplicación de matrices es muy importante para resolver este tipo de

problemas. Dadas las siguientes matrices de tamaño (n * m) o (m * m) resuelve el

producto de ellas.

1. A = [0.1 0.5 0.4] B = 0.5 0.3 0.2

0.3 0.3 0.4

2. A = 0.1 0.5 0.4 B = 0.1 0.2 0.7

0.6 0.3 0.1 0.2 0.3 0.5

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