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Discrete Event Simulation Paul Savory University of Nebraska at Lincoln, [email protected]

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Discrete Event Simulation Paul Savory University of Nebraska at Lincoln, Psavory2@Gmail.Com University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Industrial and Management Systems Engineering Industrial and Management Systems Engineering Faculty Publications Fall 2009 Course Portfolio - Discrete Event Simulation Paul Savory University of Nebraska at Lincoln, [email protected] Follow this and additional works at: http://digitalcommons.unl.edu/imsefacpub Part of the Industrial Engineering Commons, Operational Research Commons, and the Other Operations Research, Systems Engineering and Industrial Engineering Commons Savory, Paul, "Course Portfolio - Discrete Event Simulation" (2009). Industrial and Management Systems Engineering Faculty Publications. 4. http://digitalcommons.unl.edu/imsefacpub/4 This Article is brought to you for free and open access by the Industrial and Management Systems Engineering at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Industrial and Management Systems Engineering Faculty Publications by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Course Portfolio for IMSE 440/840 Discrete-Event Computer Simulation by Dr. Paul Savory Industrial and Management Systems Engineering University of Nebraska-Lincoln 2009 Part 1: Goal of this Portfolio Click the below video to hear Dr. Savory I have two key objectives in writing this talk about his portfolio portfolio: (1) to document my students’ learning and the effectiveness of my classroom approaches. (2) to explore approaches for how best to present documentation of my teaching and how students are meeting my expectations. Part 2: Introduction to my Course 2.1 Course Context 2.2 Course History My course, IMSE 440/840 (Discrete-Event I have taught this course 19 times in the past 15 Simulation), is our department’s only required years. Upon my arrival at UNL in 1994, I started discrete-event simulation course for teaching the course using the SIMAN simulation undergraduate students. This course is helpful to language. My decision for this simulation undergraduate students in that it allows them to language was based on factors such as combine and apply many of the concepts they availability, execution speed, and high industry have learned in other courses. For example, they use. In the subsequent years, many use probability distributions for incorporating schools/industries went away from using randomness into their models, use confidence simulation programming languages and started intervals for evaluating results, they can easily using integrated simulation environments called test the impact of changing a facility layout, and simulators. I steadfastly refused to teach they can explore opportunities for improving a simulators in this introductory course. The key system. This course is especially beneficial to reason for my stubbornness was that there are graduate students. These ten ways of students, who often have a modeling mechanical engineering any background where the focus is situation on improving a part or a using a machining process, develop a simulation better understanding of how language. machines, people, and systems With a interact with one another and simulator, the ramifications for changes there are at within it. most only one or two approaches. Thus, I would rather teach my students the more general approach. In support of my decision, previous 2.3 Course Goals students demonstrated an ability to learn a My objective in this course is to teach students simulator in one to two days after having how to develop discrete-event simulation models learned SIMAN. of manufacturing, healthcare, and service- Despite my reluctance, given the advancement oriented systems. Each semester I require that of computer processing speed and graphics, in the students model 15 to 18 different real-world 2003, I finally decided to start using an systems using simul8. The goal for each problem animation-based simulator called simul8. I is to expand the critical thinking skills of the reviewed all the available packages on the students by requiring them to apply the following market (e.g., Arena, ProModel, AutoMod) and general problem solving steps: (1) define the felt that this package was the best fit for my problem, (2) analyze the problem, (3) synthesize teaching. The unique thing about this package is the concept, (4) develop alternatives and select that it easily allows a modeler to access a one, (5) implement the solution, and (6) follow- code/programming level to perform advanced up. In unison with the programming assignments programming within it. In addition, I gave are exams testing students on their basic serious consideration to where my students understanding of discrete-event simulation were getting jobs – many in Nebraska concepts such as model formulation and accuracy companies. These companies will pay $3,500 to verification. Additionally, students are required $5,000 for a simulation program (simul8’s cost), to complete a semester-long group project. but they will not pay the average $15,000 price for a more advanced program. I have now Specific course topics and the level of coverage taught the course using simul8 on five are: occasions. Level of Topic Course Topic Coverage Exploring the steps (and process) involved in a simulation project Advanced Building models and animations using the Simul8 simulation software Intermediate Reviewing how a discrete-event calendar works for running a simulation model Advanced Discussing how random numbers are generated – uniform numbers and other stochastic distributions Beginner Collecting and computing of time-persistent and observation-based statistics Intermediate Working on a team-based semester-long project Advanced Developing a professional project report Advanced Giving a professional presentation to an audience Intermediate Critiquing how others answer questions and give presentations Intermediate Modeling conveyors and transporters in Simul8 simulation software Intermediate Key questions students should be able to answer 3. What type of problems are suited for once finished with the course include: simulation? 1. How do I take a system description and 4. What is a definite overall approach for create an animated simulation model for conducting a simulation study? representing it? 5. How do you decide on an appropriate 2. What are the advantages and level of model detail? disadvantages of using simulation? 6. What do you do if there is no input data 2.5 Course Topics available? 7. How do you determine the correct length To meet my courses objectives, the course is of a simulation run? divided into several major themes: 8. How are random numbers generated? Topic Objective 9. What are good strategies for answering a Provide an understanding of how question and giving a presentation? models describe a system, how What is a different types of models exist and Model? compare with one another, and 2.4 Student Demographics introduce principles for developing a model. My class typically ranges in size from 20 to 30 Provide an overview of computer students. At least 75% are seniors in Industrial What is simulation, a discussion on the Engineering. This is a required course for them. Computer goals/objectives of simulation, The remainder are graduates students – most are Simulation? simulation uses and disadvantages, industrial engineering students, with some from simulation components. Provide an understanding of the steps Civil Engineering. The involved in developing a simulation Simulation model in a specific language and Process validating the model. In defining simulation, I place considerable emphasis on when to and not to use it. Specifically, I demonstrate that one approach to studying a system is to use analytical techniques (i.e., operations research techniques - linear programming, queueing theory, Markov chains, etc.) which seeks to get some unique and/or optimal solution of the variables. Unfortunately, many times a system has multiple attributes of interest, is highly complex, has processing times modeled by probability distributions, has different routings of parts, has limited queue capacity, and has multiple competition for limited resources. In such a case, mathematical modeling of the system may have no practical analytical or numeric solutions. In fact, analytical tools may be too complex or unavailable for modeling the system. Given the diverse topics for the course, I do not use a textbook. Rather, the students purchase a course note packet I have developed over subsequent offerings of the course. The packet is 175 pages long. Click to view an outline of the major sections of the course note packet. Part 3: Course Activities 3.1 Teaching Format schedule class days in the computer lab where I can help students while they are working on As mentioned before, I do not require the their programming labs. students to purchase a textbook for the course. Rather, they purchase a course note packet I 3.3 Course Website have developed over the years. This packet consist of a typed “shell” of my notes that For this course, I have developed an extensive integrates all examples combined with an website (on Blackboard) for posting of outline of each lecture. In class, I complete and homework assignments, solutions, simul8 expand the discussion in the notes. The examples, narrated PowerPoint presentations, students appreciate this approach since by the and practice problems for the exams. Click to end of a class period they have a complete set see an outline of the key areas of the site and of notes which is superior to any text book. the content. Such an approach also offers the advantage that a greater depth and breadth of course material 3.4 Point Breakdown can be covered in a limited time. Sometimes I wonder if I am “spoon-feeding” the students, Class points are divided as follows: but I have only received praise from students • Labs = 20% for this presentation style. Click to see an • Lowest Midterm Examination = 15% example of the course note packet. • Highest Midterm Examination = 20% Within the notes, the missing blocks of text are • Final Examination = 25% • Project = 20% what I would present in class. 3.2 Typical Class Day Click the below audio file to hear Dr.
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