In developing the exercises, trade$-$offs had to be made to enrich the learning experience. One of the major problems students initially encounter is data and detail over$-$load. This reduces their ability to identify project and data problems and to compare alternatives. Although the project found in the exercises is real, it has been reduced and detail has been eliminated many times to concentrate on applying project management principles and understanding linkages. In addition, other simplifying assumptions have been made so that students and instructors can trace problems and discuss outcomes. These assumptions detract from reality, but they keep the focus on the objectives of the exercises and reduce student frustration with software intricacies. Moving from these exercises to real projects is primarily one of increasing detail.

Submit your Microsoft Project file $(25$ points$).$

Submit your project memo in a word file $(25$ points$).$

In$-$class work $(50$ points$).$