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Modeling and Computer Simulation
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19/04 - 21/04 (FON)
26/04 - 28/04 (UNIVAQ)
03/05 - 06/05 (UNIZA)
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| Planned ECTS: 2 | ||||||||||||||||
| Number of learners: 25 | ||||||||||||||||
| Mode of delivery: Online | ||||||||||||||||
| Status: Completed | ||||||||||||||||
| Course public access: Public | ||||||||||||||||
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Contributors: Igor Balaban, Nikola Zornić, Peter Márton, Vittorio Cortellessa |
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| Course learning outcome | Level | Weight | ||||||||||||||
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| Students are able to identify problems in system that can be solved using modeling and computer simulation. | Applying | 1 | ||||||||||||||
| Students are able to formulate simulation experiments. | Creating | 1 | ||||||||||||||
| Students are able to compare simulation experiments and conduct sensitivity analysis. | Understanding | 1 | ||||||||||||||
| Students are able to evaluate results of the simulation in order to improve the system. | Analysing | 1 | ||||||||||||||
| Students are able to identify model input parameters from the observation of the system. | Applying | 1 | ||||||||||||||
| Total weight: 5 | ||||||||||||||||
| Topic / Unit name | Workload | Learning type | Mode of delivery | Groups | Collaboration | Feedback | Mandatory activity | Assessment | ||||||||
| Points | Type | Providers | ||||||||||||||
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Introduction to Modeling and Computer Simulation |
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| Introduction to Modeling and Computer Simulation | ||||||||||||||||
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Introduction to Modeling and Computer Simulation Definitions: system, model, simulation. Why do we need MCS, advantages and disadvantages. Types of models and simulation. |
60 min | Acquisition | Online | Synchronous | Teacher present | No | No | No | No | No | ||||||
| Total unit workload | 1h | |||||||||||||||
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System dynamics |
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| Introduction to system thinking, modeling system structure, causal loops | ||||||||||||||||
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Introduction |
45 min | Acquisition | Online | Synchronous | Teacher present | No | No | No | No | No | ||||||
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System dynamics model building |
135 min | Discussion | Online | Synchronous | Teacher present | No | Yes | No | No | No | ||||||
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System Dynamics preparation for theoretical assessment |
180 min | Investigation | Online | Asynchronous | Teacher not present | No | No | No | No | No | ||||||
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System dynamics theoretical assessment |
45 min | Assessment | Online | Synchronous | Teacher present | No | No | Teacher | No | 15 | Summative | Teacher | ||||
| Total unit workload | 6.75h | |||||||||||||||
| System dynamics tools: causal loop diagrams and stock and flow diagrams | ||||||||||||||||
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CLD examples |
45 min | Practice | Online | Synchronous | Teacher present | No | Yes | No | No | No | ||||||
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CLD practice |
135 min | Production | Online | Synchronous | Teacher present | Yes | Yes | Teacher | No | No | ||||||
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Stock and flow diagrams introduction |
45 min | Practice | Online | Synchronous | Teacher present | No | Yes | No | No | No | ||||||
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Stock and flow diagrams practice |
135 min | Production | Online | Synchronous | Teacher present | Yes | Yes | Teacher | No | No | ||||||
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System dynamics tools preparation for practical assessment |
240 min | Practice | Online | Asynchronous | Teacher not present | No | No | No | No | No | ||||||
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System dynamics tools practical assessment |
60 min | Assessment | Online | Synchronous | Teacher present | No | No | Teacher | No | 20 | Summative | Teacher | ||||
| Total unit workload | 11h | |||||||||||||||
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Queueing-based software/hardware modeling |
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| Queueing Theory - Example modeling and solution in the software/hardware domain | ||||||||||||||||
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Introduction to queueing theory Basic concepts: service center, queue, scheduling policies, routing. Performance analysis: Input parameters (workload, service rate), Output indices (response time, throughput, utilization). |
60 min | Acquisition | Online | Synchronous | Teacher present | No | No | No | No | No | ||||||
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Preparation for software/hardware context modeling Investigation of approaches for modeling software/hardware systems in their standard lifecycle. |
120 min | Investigation | Online | Asynchronous | Teacher not present | No | No | No | No | No | ||||||
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Queueing Networks in the context of Software/Hardware Providing semantics to QN in the context of SW/HW systems: service centres as platform devices, jobs as resource requests originated by users while executing the software. |
60 min | Discussion | Online | Synchronous | Teacher present | No | No | No | No | No | ||||||
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Operational laws and bottleneck identification Utilization law, Little's law, Forced flow law. Bottleneck identification and possible removal actions. |
90 min | Acquisition | Online | Synchronous | Teacher present | No | No | No | No | No | ||||||
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Laboratory on QN solver A Queueing Network solver will be used in collaboration with students to solve a driving example. A special emphasis will be given to the interpretation of results (e.g., sensitivity and "what-if" analyses). |
180 min | Practice | Online | Synchronous | Teacher present | No | No | No | No | No | ||||||
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Queueing Network practice One or more case studies will be provided to students, with the goal of building and solving QN models. |
90 min | Assessment | Online | Synchronous | Teacher present | No | No | No | No | No | ||||||
| Total unit workload | 10h | |||||||||||||||
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Process oriented simulation |
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| Introduction to process oriented simulation | ||||||||||||||||
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Basic system analysis - system components Introduction - definition of system - components - customers and resources and their attributes - example |
30 min | Acquisition | Hybrid | Synchronous | Teacher present | No | No | No | No | No | ||||||
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Basic activities - customer arrival, customer departure, waiting for free resource, delay (service) Introduction - definition of system - components - customers and resources and their attributes - example |
45 min | Discussion | Hybrid | Synchronous | Teacher present | No | No | No | No | No | ||||||
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Introduction to simulation software AnyLogic AnyLogic environment - Example of simple simulation model |
30 min | Acquisition | Hybrid | Synchronous | Teacher present | No | No | No | No | No | ||||||
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Simple service system model - museum - selling of tickets The teacher describes the museum and the first subsystem - selling tickets. It is a simple process - the customer arrives, he/she wants to buy the ticket, he/she is waiting in a queue if necessary, the customer leaves the subsystem. The teacher discusses with students basic activities in this system and they prepare mutually the simulation model concept. |
45 min | Discussion | Hybrid | Synchronous | Teacher present | No | No | No | No | No | ||||||
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Simple service system model - museum - selling of tickets - AnyLogic The teacher describes the basic blocks of the AnyLogic simulation software - create, queue, delay, sink. The students use the simulation software to create a simulation model. |
30 min | Practice | Hybrid | Synchronous | Teacher present | No | Yes | Teacher | No | No | ||||||
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Looking for own system and examples of systems Students are looking for their own systems to develop own model during the course. They are reading and watching different sources - web, TV, journals... |
45 min | Investigation | Online | Asynchronous | Teacher not present | No | No | No | No | No | ||||||
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Simple service system - own system and model Students select their own system to simulate. Students work in groups. Students use their knowledge and develop their skills. |
45 min | Production | Hybrid | Asynchronous | Teacher not present | Yes | Yes | No | No | No | ||||||
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Simple service system - quizz The students answer questions in the quiz. The teacher receives feedback about the real understanding of the subject matter. |
30 min | Assessment | Online | Asynchronous | Teacher not present | No | No | No | No | No | ||||||
| Total unit workload | 5h | |||||||||||||||
| Modelling of advanced processes | ||||||||||||||||
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Advanced process oriented modelling 1 The teacher introduces students to the advanced process oriented modelling - ways and possibilities to create a simulation model that reflects different facts in the modelled systems. |
30 min | Acquisition | Hybrid | Synchronous | Teacher present | No | No | No | No | No | ||||||
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Advanced service system model - museum - selling of tickets The teacher describes the museum and the first subsystem - selling of tickets. The teacher gives additional information about this subsystem - priority in waiting for disabled customers, arrival of customers in groups, two employees in the cashdesk |
45 min | Discussion | Hybrid | Synchronous | Teacher present | No | No | No | No | No | ||||||
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Advanced service system model - museum - selling of tickets - AnyLogic The teacher describes ways to simulate new facts about the subsystem in the AnyLogic simulation software - new customer, customer class, queue priority, service, resource pool. The students use the simulation software to create a simulation model. |
30 min | Practice | Hybrid | Synchronous | Teacher present | No | Yes | Teacher | No | No | ||||||
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Advanced process oriented modelling 2 The teacher introduces students to the advanced process oriented modelling - ways and possibilities to create a simulation model that reflects different facts in the modelled systems. |
30 min | Acquisition | Hybrid | Synchronous | Teacher present | No | No | No | No | No | ||||||
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Advanced service system model - museum - exhibitions The teacher describes the museum and the following subsystems - exhibitions. The teacher gives additional information about these subsystems - turnstiles, selecting from more possibilities for customer service, creating of customer groups for a guided exhibition, new resources - guides |
45 min | Discussion | Hybrid | Synchronous | Teacher present | No | No | No | No | No | ||||||
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Advanced service system model - museum - exhibitions - AnyLogic The teacher describes ways to simulate new facts about the subsystem in the AnyLogic simulation software - selecting from options in the service, different ways to model customer service, creating customer groups (batches). The students use the simulation software to create a simulation model. |
30 min | Practice | Hybrid | Synchronous | Teacher present | No | Yes | Teacher | No | No | ||||||
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Advanced service system 1 - own system and model Students select their own system to simulate. Students work in groups. Students use their knowledge and develop their skills. |
45 min | Production | Hybrid | Asynchronous | Teacher not present | Yes | Yes | No | No | No | ||||||
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Advanced process oriented modelling 3 The teacher introduces students to the advanced process oriented modelling - ways and possibilities to create a simulation model that reflects different facts in the modelled systems. |
30 min | Acquisition | Hybrid | Synchronous | Teacher present | No | No | No | No | No | ||||||
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Advanced service system model - museum - breaks and interruptions in services The teacher describes the museum and the following subsystems - exhibitions. The teacher gives additional information about these subsystems - planned and unplanned breaks and interruptions in services (lunch break, failure, ...) |
45 min | Discussion | Hybrid | Synchronous | Teacher present | No | No | No | No | No | ||||||
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Advanced service system model - museum - breaks and interruptions in services - AnyLogic The teacher describes ways to simulate new facts about the subsystem in the AnyLogic simulation software - planned and unplanned breaks and interruptions in services (lunch break, failure, ...). The students use the simulation software to create a simulation model. |
30 min | Practice | Hybrid | Synchronous | Teacher present | No | Yes | Teacher | No | No | ||||||
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Advanced service system 2 - own system and model Students select their own system to simulate. Students work in groups. Students use their knowledge and develop their skills. |
45 min | Production | Hybrid | Asynchronous | Teacher not present | Yes | Yes | No | No | No | ||||||
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Advanced service system - quizz The students answer questions in the quiz. The teacher receives feedback about the real understanding of the subject matter. |
15 min | Assessment | Online | Asynchronous | Teacher not present | No | No | No | No | No | ||||||
| Total unit workload | 7h | |||||||||||||||
| Animation in the simulation model | ||||||||||||||||
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Animation - introduction The students are watching videos about animation and its importance in the simulation model. |
30 min | Acquisition | Online | Asynchronous | Teacher not present | No | No | No | No | No | ||||||
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Animation - museum The teacher describes how animation could be used for the museum simulation model. Students discuss the possible ways and requirements. |
45 min | Discussion | Hybrid | Synchronous | Teacher present | No | No | No | No | No | ||||||
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Animation - museum - AnyLogic The teacher describes ways to create animation in the AnyLogic simulation software. The students try to develop the possible application of different animation features. |
30 min | Practice | Hybrid | Synchronous | Teacher present | No | Yes | Teacher | No | No | ||||||
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Animation in different simulation tools Students are discovering different simulation tools and what animation environments they offer. |
45 min | Investigation | Online | Asynchronous | Teacher not present | No | No | No | No | No | ||||||
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Animation - own system and model Students create own animation. Students work in groups. Students use their knowledge and develop their skills. |
45 min | Production | Hybrid | Asynchronous | Teacher not present | Yes | Yes | No | No | No | ||||||
| Total unit workload | 3.25h | |||||||||||||||
| Statistical evaluation of output data, Experiments | ||||||||||||||||
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How to evaluate simulation outputs - what type of results are required by customers? Students are looking for a definition of simulation outputs. They are reading different final reports of simulation studies from open access libraries. |
30 min | Investigation | Online | Asynchronous | Teacher not present | No | No | No | No | No | ||||||
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Recording of simulation outputs - introduction The teacher introduces theory related to simulation output recording. |
30 min | Acquisition | Hybrid | Synchronous | Teacher present | No | No | No | No | No | ||||||
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Simulation results - museum - AnyLogic The teacher describes ways to record simulation outputs in the AnyLogic simulation software. The students try to use possible applications of different statistical tools. |
30 min | Practice | Hybrid | Synchronous | Teacher present | No | Yes | Teacher | No | No | ||||||
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Simulation results - own system and model Students create their own statistics in their simulation models. Students work in groups. Students use their knowledge and develop their skills. |
45 min | Production | Hybrid | Asynchronous | Teacher not present | Yes | Yes | No | No | No | ||||||
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Experiments - introduction The teacher introduces theory related to experiments and their evaluation. |
30 min | Acquisition | Hybrid | Synchronous | Teacher present | No | No | No | No | No | ||||||
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Experiments - museum - AnyLogic The teacher describes ways to define experiments in the AnyLogic simulation software. The students try to develop applications of different statistical tools. |
30 min | Practice | Hybrid | Synchronous | Teacher present | No | Yes | Teacher | No | No | ||||||
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Experiments - own system and model Students define and execute their own experiments with their simulation models. Students work in groups. Students use their knowledge and develop their skills. |
45 min | Production | Hybrid | Asynchronous | Teacher not present | Yes | Yes | No | No | No | ||||||
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Interpretation of simulation outputs The teacher introduces experience and knowledge related to simulation output interpretation from real simulation studies. |
30 min | Discussion | Hybrid | Synchronous | Teacher present | No | No | No | No | No | ||||||
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Simulation results - quizz The students answer questions in the quiz. The teacher receives feedback about the real understanding of the subject matter. |
15 min | Assessment | Online | Asynchronous | Teacher not present | No | No | No | No | No | ||||||
| Total unit workload | 4.75h | |||||||||||||||
| Total course workload | 48.75h | |||||||||||||||
