PROJECT-04 · Undergraduate · ENGLISH · PLANNED
Start with a delivery problem, build the project artifact, simulate a change and defend the decision.
Study time is an initial activity estimate, excluding extra reading, revision and extended laboratory or project work. Videos and question bodies have not been produced by adding this outline.
Complete these courses or demonstrate equivalent knowledge. These are recommended prerequisites, not enforced enrolment locks.
YouTube playlist: ARK Project Management | Scheduling, Estimation and Resource Planning
Playlist title reserved in the plan; no YouTube playlist or upload has been created yet.
Sign in to save this learning pathPractical outcome: Estimate tasks from synthetic historical records and document uncertainty.
Explain effort versus duration using a visual and one worked real-world example. Context: Estimate tasks from synthetic historical records and document uncertainty. End with a prediction or check-for-understanding.
Explain analogous estimation using a visual and one worked real-world example. Context: Estimate tasks from synthetic historical records and document uncertainty. End with a prediction or check-for-understanding.
Explain parametric estimation using a visual and one worked real-world example. Context: Estimate tasks from synthetic historical records and document uncertainty. End with a prediction or check-for-understanding.
Explain three-point estimates using a visual and one worked real-world example. Context: Estimate tasks from synthetic historical records and document uncertainty. End with a prediction or check-for-understanding.
Use the first concepts from this section. Estimate tasks from synthetic historical records and document uncertainty. Produce a labelled diagram, trace or calculation; explain each step and check one changed input.
3–6 questions on the preceding first-half concepts only: recall, visual interpretation, application and one plausible misconception. Explain each answer after submission.
Explain estimation ranges using a visual and one worked real-world example. Context: Estimate tasks from synthetic historical records and document uncertainty. End with a prediction or check-for-understanding.
Explain reference classes using a visual and one worked real-world example. Context: Estimate tasks from synthetic historical records and document uncertainty. End with a prediction or check-for-understanding.
Explain planning assumptions using a visual and one worked real-world example. Context: Estimate tasks from synthetic historical records and document uncertainty. End with a prediction or check-for-understanding.
Explain estimate updates using a visual and one worked real-world example. Context: Estimate tasks from synthetic historical records and document uncertainty. End with a prediction or check-for-understanding.
Estimate tasks from synthetic historical records and document uncertainty. Work without the example, compare two cases, record assumptions and limitations, then self-review correctness, reasoning and clarity.
6–12 questions covering Effort versus duration, Analogous estimation, Parametric estimation and the remaining section concepts, with cumulative retrieval from earlier sections. Include a new transfer problem; 70% unlocks progression.
Practical outcome: Calculate the critical path of a fictional classroom renovation.
Explain dependencies using a visual and one worked real-world example. Context: Calculate the critical path of a fictional classroom renovation. End with a prediction or check-for-understanding.
Explain leads and lags using a visual and one worked real-world example. Context: Calculate the critical path of a fictional classroom renovation. End with a prediction or check-for-understanding.
Explain network diagrams using a visual and one worked real-world example. Context: Calculate the critical path of a fictional classroom renovation. End with a prediction or check-for-understanding.
Explain forward pass using a visual and one worked real-world example. Context: Calculate the critical path of a fictional classroom renovation. End with a prediction or check-for-understanding.
Use the first concepts from this section. Calculate the critical path of a fictional classroom renovation. Produce a labelled diagram, trace or calculation; explain each step and check one changed input.
3–6 questions on the preceding first-half concepts only: recall, visual interpretation, application and one plausible misconception. Explain each answer after submission.
Explain backward pass using a visual and one worked real-world example. Context: Calculate the critical path of a fictional classroom renovation. End with a prediction or check-for-understanding.
Explain total float using a visual and one worked real-world example. Context: Calculate the critical path of a fictional classroom renovation. End with a prediction or check-for-understanding.
Explain critical paths using a visual and one worked real-world example. Context: Calculate the critical path of a fictional classroom renovation. End with a prediction or check-for-understanding.
Explain milestone schedules using a visual and one worked real-world example. Context: Calculate the critical path of a fictional classroom renovation. End with a prediction or check-for-understanding.
Calculate the critical path of a fictional classroom renovation. Work without the example, compare two cases, record assumptions and limitations, then self-review correctness, reasoning and clarity.
6–12 questions covering Dependencies, Leads and lags, Network diagrams and the remaining section concepts, with cumulative retrieval from earlier sections. Include a new transfer problem; 70% unlocks progression.
Practical outcome: Revise a plan when two tasks require the same specialist.
Explain resource calendars using a visual and one worked real-world example. Context: Revise a plan when two tasks require the same specialist. End with a prediction or check-for-understanding.
Explain capacity planning using a visual and one worked real-world example. Context: Revise a plan when two tasks require the same specialist. End with a prediction or check-for-understanding.
Explain resource levelling using a visual and one worked real-world example. Context: Revise a plan when two tasks require the same specialist. End with a prediction or check-for-understanding.
Explain resource smoothing using a visual and one worked real-world example. Context: Revise a plan when two tasks require the same specialist. End with a prediction or check-for-understanding.
Use the first concepts from this section. Revise a plan when two tasks require the same specialist. Produce a labelled diagram, trace or calculation; explain each step and check one changed input.
3–6 questions on the preceding first-half concepts only: recall, visual interpretation, application and one plausible misconception. Explain each answer after submission.
Explain critical chain concepts using a visual and one worked real-world example. Context: Revise a plan when two tasks require the same specialist. End with a prediction or check-for-understanding.
Explain schedule buffers using a visual and one worked real-world example. Context: Revise a plan when two tasks require the same specialist. End with a prediction or check-for-understanding.
Explain fast tracking using a visual and one worked real-world example. Context: Revise a plan when two tasks require the same specialist. End with a prediction or check-for-understanding.
Explain schedule crashing using a visual and one worked real-world example. Context: Revise a plan when two tasks require the same specialist. End with a prediction or check-for-understanding.
Revise a plan when two tasks require the same specialist. Work without the example, compare two cases, record assumptions and limitations, then self-review correctness, reasoning and clarity.
6–12 questions covering Resource calendars, Capacity planning, Resource levelling and the remaining section concepts, with cumulative retrieval from earlier sections. Include a new transfer problem; 70% unlocks progression.
Combine all three sections: Revise a plan when two tasks require the same specialist. Submit an original worked artifact, evidence or tests, assumptions and a reflection. Rubric: correctness, method, practical usefulness, reproducibility and communication. Self-reviewed, not certified.
6–12 balanced questions sampling every section of Scheduling, Estimation and Resource Planning, including interpretation, calculation or reasoning, a misconception and a new application. Passing is 70%; review errors before retrying.
Project charters, schedules, risk registers, delivery simulations and benefits reviews. Guided work leads to an independent attempt, with a diagram, explanation, trace, calculation or tested artifact. Question bodies are generated when opened in your private learning path. Programming submissions are stored as text; the platform does not execute submitted code.
Use original or appropriately licensed datasets. Practical science activities use models or supplied data unless a qualified supervisor has reviewed a physical experiment.
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