A computer simulation approach to evaluating assembly line balancing with variable operation times
Why this work is in the frame
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Bibliographic record
Abstract
Purpose The purpose of this paper is to develop a computer simulation model to evaluate the bowl phenomenon and the allocation at the end of the line of stations with either greater mean operation times or higher variability of operation times. Design/methodology/approach The model was developed on the basis of a realistic case problem and applied to a six‐station assembly line. The evaluation criteria were the: minimization of the total elapsed time; maximization of the average percentage of working time; and minimization of the average time in the system. Findings The performance of an assembly line with independently normally distributed operation times could be improved by applying the bowl phenomenon. The allocation of large operation mean times to stations located near the end of the line did not produce improved results. Instead a more balanced allocation proved to be more significantly effective. On the other hand, the assignment of larger variability of operation times to the stations near the end of the line improved the performance of the assembly line. Originality/value The investigation contributed to the computer simulation approach to solving assembly line problems that dealt with the impact of normally distributed operation times on the bowl phenomenon and assembly lines with increasing mean operation times and higher variability of operation times at the end of the line of stations.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it