INDU 311
Simulation of Industrial
Systems
Fall 2013
Brief
course description:
This course is designed to provide some
fundamentals of system modeling, statistical theory and computer modeling principals
that are essentials for simulation. Arena simulation software will be used in
building computer replicas of real systems. Statistical input and output
analysis and comparison of different scenarios are the main statistical issues
to be discussed during the semester. A group project will be assigned.
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Instructor |
Office |
E-Mail |
Office Hours |
|
Dr. Ali Akgunduz |
EV04.217 |
akgunduz@encs.concordia.ca |
Mondays 11:00-12:00 Thursday 11:00-12:00 |
Course
information will be provided at: www.me.concordia.ca/~akgunduz/Courses.html
To access
to INDU311, you will need a user name and a password as:
Username: indu311
Password: fall2011
Class, Lab and Tutorial Schedule
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Section |
Date |
Time |
Location |
Name |
E-mail |
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Lectures |
Monday-Wednesday |
13:15-14:30 SGW |
MB-S2.401 |
Dr. Ali Akgunduz |
akgunduz@encs.concordia.ca |
|
Tutorials |
Monday |
08:45-09:35 |
H-929 |
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Labs |
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TI |
Monday |
09:45-11:35 |
Starts on Sept
10, 12 |
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TJ |
Monday |
09:45-11:35 |
Starts on Sept
17, 12 |
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TK |
Wednesday |
09:45-11:35 |
Starts on Sept
12, 12 |
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Prerequisite: ENGR 371 Probability and Statistics
Text Book and additional course materials
Required: Simulation with Arena, by WD
Kelton, RP Sadowski, DT, Sturrock, McGraw Hill, Any edition
Software Use: Arena version 14 (or higher)
Available in labs and student version comes with the text book.
www.arenasimulation.com/files/14.00.00-Arena-DVD.zip
Graduate Attributes
An ability to use appropriate knowledge and skills to
identify, analyze, and solve complex engineering problems in order to reach
substantiated conclusions.
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Indicators |
Students can… |
Rubrics |
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Grade |
Definition |
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1. Problem
identification and formulation |
· Read and understand the problem · Answer the questions: What information is given? What more do
you need? · Identify unknowns and ambiguities (assumptions) · Describe given facts and inputs · Describe what is required (outputs/objectives) · Describe in general terms what a solution would look like |
A |
Demonstrates understanding of how
various pieces of the problem relate to each other and the whole. Identifies
multiple approaches for solving the problem that apply within a specific
context. |
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B |
Demonstrates some understanding of
how various pieces of the problem relate to each other and the whole. Identifies
multiple approaches for solving the problem, only some of which apply within
a specific context. |
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C |
Demonstrates minimal understanding of
how various pieces of the problem relate to each other and the whole. Identifies
only a single approach for solving the problem that does apply within a
specific context. |
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F |
Demonstrates no understanding of how
various pieces of the problem relate to each other and the whole. Identifies
one or more approaches for solving the problem that do not apply within a
specific context. |
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2. Modeling |
· Extract parameters and variables from problem statement (look
for essence of the problem) · Make valid assumptions · Use logic (deduction) to formulate model from assumptions · State model limitations, possible extensions · Draw a picture/solution path · Translate into math/or analysis model · Use tools for sketching things out |
A |
Demonstrates
the ability to construct a clear and insightful problem statement with
evidence of all relevant contextual factors. |
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B |
Demonstrates
the ability to construct a problem statement with evidence of most relevant
contextual factors, and problem statement is adequately detailed. |
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C |
Begins
to demonstrate the ability to construct a problem statement with evidence of
most relevant contextual factors, but problem statement is superficial. |
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F |
Demonstrates
a limited ability in identifying a problem statement or related contextual
factors. |
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3. Analysis
(uncertainty and incomplete knowledge) |
· Simplify model (remove unnecessary details) · Identify similar problems · Split problem into sub-parts · Identify elements of uncertainty · Derive new facts · Identify patterns · Calculate range of expected inputs and outputs · Demonstrate knowledge of orders of magnitude · Choose among different alternatives · Evaluate and pick most appropriate solution based on criteria · Interpret results of analysis, degree of accuracy |
A |
Organizes
and synthesizes evidence to reveal insightful patterns, differences, or
similarities related to focus. |
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B |
Organizes
evidence to reveal important patterns, differences, or similarities related
to focus. |
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C |
Organizes
evidence, but the organization is not effective in revealing important
patterns, differences, or similarities. |
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F |
Lists
evidence, but it is not organized and/or is unrelated to focus. |
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4. Problem
solving |
· Make educated guesses and verify · Consider a special case · Generalize the problem · Use mathematical tools · Use computer programs and computer simulation |
A |
Not only
develops a logical, consistent plan to solve problem, but recognizes
consequences of solution and can articulate reason for choosing solution. |
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B |
Having selected
from among alternative, develops a logical,
consistent plan to solve the problem. |
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C |
Considers
and rejects less acceptable approaches to solving problem. |
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F |
Only a
single approach is considered and is used to solve the problem. |
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2. Communication Skills
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Indicators |
Students can… |
Rubrics |
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Grade |
Definition |
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1. Writing Process |
·
Identify
audience needs, interests and level of knowledge ·
Frame
supportable, significant theses and arguments ·
Develop
appropriate expository and argumentative strategies ·
Identify
and utilize relevant, high quality resources ·
Create
drafts and revisions ·
Respond
to critical feedback |
A |
Uses appropriate, relevant, and
compelling content to illustrate mastery of the subject, conveying the
writer's understanding, and shaping the whole work. |
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B |
Uses appropriate, relevant, and
compelling content to explore ideas within the context of the discipline and
shape the whole work. |
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C |
Uses appropriate and relevant content
to develop and explore ideas through most of the work. |
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F |
Uses appropriate and relevant content
to develop simple ideas in some parts of the work. |
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2. Research Methods |
·
Articulate
research questions ·
Formulate
research plans and data collection strategies ·
Develop
effective use of databases, library resources ·
Evaluate
quality and usefulness of sources ·
Maintain
complete and accurate records of sources used |
A |
Synthesizes
in-depth information from relevant sources representing various points of
view/approaches. |
|
B |
Presents
in-depth information from relevant sources representing various points of
view/approaches. |
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C |
Presents
information from relevant sources representing limited points of
view/approaches. |
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F |
Presents
information from irrelevant sources representing limited points of
view/approaches. |
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3. Documentation |
·
Choose
correct genre and format ·
Organize
information appropriately for readers’ use ·
Identify
and utilize correct citation format ·
Differentiate
between correct source usage and plagiarism |
A |
Students
have exemplary ability to use information in ways that are true to original
context; distinguishing between common knowledge and ideas requiring
attribution and demonstrate a full understanding of the ethical and legal
restrictions on the use of published, confidential, and/or proprietary
information. |
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B |
Students
have proficient ability to use information in ways that are true to original
context; distinguishing between common knowledge and ideas requiring
attribution and demonstrate some understanding of the ethical and legal
restrictions on the use of published, confidential, and/or proprietary
information. |
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C |
Students
have developing ability to use information in ways that are true to original
context; distinguishing between common knowledge and ideas requiring
attribution and demonstrate minimal understanding of the ethical and legal
restrictions on the use of published, confidential, and/or proprietary
information. |
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F |
Students
have deficiencies in using information in ways that are true to original
context; distinguishing between common knowledge and ideas requiring
attribution and demonstrate no understanding of the ethical and legal
restrictions on the use of published, confidential, and/or proprietary
information. |
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4. Oral Presentation |
·
Demonstrate
understanding of cognitive and conceptual differences between oral and
written presentation ·
Create
appropriate scope for treatment of topic in oral presentation ·
Adapt
written text to oral presentation ·
Identify
audience needs, interests and level of knowledge ·
Plan,
design and effectively utilize visual materials ·
Utilize
effective presentation techniques ·
Identify
strategies to overcome linguistic difference ·
Adapt
presentation to heterogeneous audiences |
A |
Language
choices are imaginative, memorable, and compelling, and enhance the
effectiveness of the presentation. Delivery techniques make the presentation
compelling, and speaker appears polished and confident. A variety of types of
supporting materials make appropriate reference to information or analysis
that significantly supports the presentation or establishes the presenter's
credibility/authority on the topic. |
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B |
Language
choices are thoughtful and generally support the effectiveness of the
presentation. Delivery techniques make the presentation interesting, and
speaker appears comfortable. Supporting materials make appropriate reference
to information or analysis that generally supports the presentation or
establishes the presenter's credibility/authority on the topic. |
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C |
Language
choices are mundane and commonplace and partially support the effectiveness
of the presentation. Delivery techniques make the presentation
understandable, and speaker appears tentative. Supporting materials make
appropriate reference to information or analysis that partially supports the
presentation or establishes the presenter's credibility/authority on the
topic. |
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F |
Language
choices are unclear and minimally support the effectiveness of the
presentation. Delivery techniques detract from the understandability of the
presentation, and speaker appears uncomfortable. Insufficient supporting
materials make reference to information or analysis that minimally supports
the presentation or establishes the presenter's credibility/authority on the
topic. |
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Grading
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Midterm |
25% |
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Final * |
50% |
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Project + Presentation: Attendance is mandatory |
15% |
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Lab |
5% |
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Quiz: up to 2 questions will be selected from the current homework for in-class quiz. Quizzes will be given in tutorials |
5% |
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Total *** In order to pass the class both your cumulative score and final examination should be above 50% *** |
100% |
* If you
fail (below 40% of the maximum possible score) during the semester (includes
homework, project, lab and midterm total), and decided to defer the final
examination, you will receive an R score from the class which
prevents you to defer the final exam.
Detailed course outline
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Topics to be covered |
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What is simulation, brief history, advantages, disadvantages |
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Queuing Theory, pieces of simulation models, events, randomness |
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Introduction to Arena Software |
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Building Arena models and programming |
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Input Analysis, Statistical Theory |
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Output analysis |
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Termination of simulation: run length, steady state analysis |
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Advanced statistical issues |
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Modeling Detailed Operations |
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Advanced topics in Arena/SIMAN |
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Project Presentations |
At each lecture, some new features of Arena software will be introduced
Project:
This is a
group project with up to 5 group members.
All
final reports will be kept by the instructor. If you like to keep one for
yourself, please make it before submitting the report.
Only
those assignments/projects include the originality forms will be accepted.
Forms can be obtained from:
Originality Forms: Software,
Assignment,
Lab report, Report
Please do
not insist instructors to accept assignments without originality forms