IB3200 Simulation
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IB3200 Simulation
Instructions
Please allow sufficient time to complete the automatically generated coversheet, especially if (where permitted) you have used a generative Artificial Intelligence (AI) during the process of completing yourassessment as you will be asked to briefly outline which AI tool you have used and what you have used it for.
Your assignment instructions begin below:
Project Brief Instructions
Your company colleagues observed and collected information / data about the system processes over a one-month typical period. They have now completed their observations of Print-It! and have provided you with data and information on the various processes within the system. You have been asked to build a DES model of the functioning of the Print-it! shop floor over its opening hours.
On the shop floor they have four different types of printing and graphics computerised machines for processing job types 1, 2 and 3: Machines A, B, C and D. They currently have one of each machine type on the shop floor. Job type 4 is done on a desktop computer, and they currently have two of these available: Comp1 and Comp2.
Machines A, B and C can only process one job at a time. Machine D can process two jobs at a time. JT1 can be processed on either machine A, B or C. JT2 can be processed on either machine B or C. JT3 needs to be processed on machine B first, then further processed on machine C, and then completes its processing on machine D. Machine B has two outlets therefore, one of which is connected to Machine C so type 3 jobs can automatically travel from B to C for further processing. Machine C also has two outlets, one of which is connected to Machine D so type 3 jobs can automatically travel from C to D to finish processing.
The other outlet on machines B and C allows the other job types to exit when they are completed.
Machines A and D only have one outlet each where completed jobs can exit.
Machines C and D have their own storage mechanism where JT3s can wait to be processed on a FIFO basis. Machines A, B and C need staff to operate them throughout the processing time, but Machine D works automatically without a staff member needing to be present. Machines A, B and C cannot take on a new job until they complete the current job they are processing. Machine D can process a maximum of two jobs at a time.
Shop Floor Staff:
They currently have five full time shop floor staff members who carry out the jobs on the machines and computers. Of the five current shop floor full time staff there are three staff members that work machines A, B and C: Printing Staff. The other two only process job type 4 (i.e. work at the two computers creating websites): Computer Staff. Opening hours are 08:00 - 18:00, 5 days/week. All printing and computer staff take a lunch break from 12noon to 1pm every day. There is also a staff member called a packer whose job and hours are explained below.
Printing Process - Packaging:
All completed jobs automatically leave the machines (A, B, C, D) exit outlets via a conveyor belt that takes them to a packing area. They exit the conveyor belt via a machine that stacks them in order of arrival, so the most recent arrivals are at the top of the stack. The completed jobs are taken off the top of the stack by the packer one at a time. The packer is a part time staff member who works in the administration office of the company and comes to the shop floor at 3pm each workday. They work on the shop floor only two hours per day (3-5pm). They package the completed jobs up for dispatch using the packaging machine. There is only one packaging machine on the shop floor. This machine can only process one job at a time and requires the packer to operate it throughout the packaging process. The completed and packaged jobs are stacked by the packer in the package collection area for pick up by a separate parcel delivery firm employed by Print-It!
Printing and Website Processes – Job allocation:
When a machine A, B, or C becomes free and a printing staff member is also free, the computer system can send the job at the top of a job list to that machine in the following order of priority:
For Machine B: Takes from List 3 (JT3) first. If no jobs are waiting on List 3 it takes from List 2 (JT2), if no jobs are waiting in Lists 3 or 2 it takes from List 1 (JT1);
For Machine C: If there are any JT3s waiting (having come automatically from Machine B) it takes the oldest of these first. If there are no JT3s waiting it takes from List 2 (JT2). If there are no JT3 jobs from machine B waiting and no jobs waiting on List 2, it takes from List 1 (JT1).The same printing staff member is not needed to process JT3s all the way through, hence when these job types move automatically from machine B to C, any available printing staff member can process that job on machine C. Therefore, all printing staff effectively become free at the end of processing any job on any machine A, B or C.
The two computers (Comp1 and Comp2) are used to carry out the website creation for job type 4. Once a computer staff member starts a JT4 they complete it on that same computer before taking a new job from Job List 4. Job list 4 is accessible from both of these two computers.
At the end of each workday machines, computers and conveyor belts are turned off. However, they all retain the information currently stored on them. Thus, at the end of each workday, any jobs in process are effectively paused, any jobs in Job Lists or on conveyor belts etc. are left in situ. All jobs in process or transit are continued where they left off at the start of the next working day, when all machines, computers and conveyor belts are restarted.
Shop Floor Data:
The number of printing jobs that arrive into the shop floor was collected as counts in one-hour intervals over the working day. Table 1 contains the results from the analysis of this data. It was also noted that 35% of jobs are type 1, 40% are type 2 and 25% are type 3. These proportions are independent on the time of the day
The number of website jobs that arrive into job list 4 was also collected as counts in one-hour intervals over the working day. Table 2 contains the results from the analysis of this data.
Data was collected on how long it takes, in minutes, to process jobs on the four different machines A, B, C and D. The processing times were collected only for machines rather than for job types. The length of time, in minutes, it takes to complete jobs of type 4 was also collected. The times were found to be independent of the computer used. This data therefore includes variability from experience of staff and job characteristics.
The data collected is contained within the accompanying MS Excel file “IB3200 Assignment Data” which can be downloaded from my.wbs. The packaging process was also observed, and it was found that the time it took to package each printing job followed a Continuous Uniform distribution, with a lower bound of 1 minute, and an upper bound of 3 minutes.
Print-It! has set target times within which it aims to complete the different job types. Targets are that any JT1 should not wait longer than 2 working hours to start processing on a machine, any JT2 should not wait longer than 3 working hours to start processing on a machine. JT3 jobs should not wait longer than 1 working hour to start processing on machine B. However, they also have an overall target that all printing jobs (JT1, JT2, JT3), should be packaged and ready for dispatch within 6 working hours of when they started being first processed on a machine (A, B or C). Their target for website creation is that no JT4 should wait longer than 8 working hours before being started work on by a computer staff member.
Management believe that they need more staff, machines and computers, but are not sure about the details. They also wonder whether the way staff are used to process jobs could be changed to improve efficiency but have no clear ideas how this might be done.
Tables and Figures
|
Times of the day |
Probability Distribution describing the number of jobs arriving in one hour intervals |
|
|
Monday - Saturday |
|
08:00 – 09:00 |
Poisson (mean = 1) |
|
09:00 – 12:00 |
Poisson (mean = 10) |
|
12:00 – 14:00 |
Poisson (mean = 5) |
|
14:00 – 17:00 |
Poisson (mean = 10) |
|
17:00 – 18:00 |
Poisson (mean = 2) |
Table 2: Arrival process for website jobs (JT4).
|
Times of the day |
Probability Distribution describing the number of jobs arriving in one hour intervals |
|
|
Monday - Saturday |
|
08:00 – 09:00 |
Poisson (mean = 0.1) |
|
09:00 – 12:00 |
Poisson (mean = 0.8) |
|
12:00 – 14:00 |
Poisson (mean = 0.2) |
|
14:00 – 17:00 |
Poisson (mean = 0.8) |
|
17:00 – 18:00 |
Poisson (mean = 0.5) |
You have been asked to build a DES model of this system in order to explore what resource mix or other changes are required to keep jobs within targets, under both current demand and proposed future demand increases, while using all resources as efficiently as possible.
However, two junior simulation analysts have attempted to model this system. They have not been successful in dealing with the complexities involved. Their simulation models and reports have been provided to you which can be downloaded from my.wbs (See Report JR1, Simulation JR1, Report JR2 and Simulation JR2).
Assume that you are a senior simulation analyst. The management has asked you to investigate their reports about this project and critically analyse their approaches to modelling. Report what is missing in their work (both the simul8 models and the reports).
You may decide how much of what the client is asking for you feel you are able to explore with your model. You can therefore target your work to the level that best suits your module understanding and DES skill level. Marks awarded can increase with the increased difficulty of the work undertaken, but marks will be not be awarded if the execution of the work is poor.
The assessment submission should include:
Write the rest of your word limit for the following:
The marking criteria chosen for this work is the Technical Capability marking criteria: Comprehension, Analysis, Critical Evaluation, Academic Writing, Technical ability. The following Assessment Criteria explains how students will be assessed against these marking criteria.
To successfully pass this assessment, you need to have: Provided all the assessment criteria material as specified in the given assessment instructions and demonstrated understanding and comprehension of the given system issues in relation to conducting the different aspects of producing a valid computer (Simul8) DES model. Any modelling and analysis decisions are correct, appropriate and clearly explained and justified. The presented work has an appropriate report structure, clearly presented and clearly written. In particular:
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Conceptual Model: A full, detailed, clear, valid description of your conceptual model including tables and suitable diagram(s). It should include a brief and clear description of the problem you are modelling, including clear objective(s)/aim(s), inputs, outputs, model content: scope and detail, assumptions and simplifications. Should also include all necessary justifications and explanations for all the modelling decisions made.
In addition, a clear critical evaluation of the junior simulation analysts’ approaches to conceptual modelling. Explain what they have missed. (comprehension, analysis, critical evaluation)
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30% |
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Data analysis: A clear and detailed description of the data analysis carried out. This should include the justified resourcing of any other information outside of that given in the brief (if relevant) and the analysis of the required model realisation with convincing justification of the distributions used to represent arrival processes and activity times etc...
In addition, clear critical evaluation of the junior simulation analysts’ approaches to data analysis. Explain what they have missed in the analysis in their reports. (comprehension, analysis, critical evaluation, technical ability) |
20% |
|
Simul8 model: A working model coded efficiently in Simul8 (i.e. the model should be no more complex than it needs to be for the problem being addressed). Documentation of the model (both within Simul8 and a brief description in an appendix, so it is extremely clear how the model works) should be included as should appropriate graphics / animation to enhance the clarity of the model. The model should be consistent with the written conceptual model.
In addition, a clear description of your findings from assessing the junior simulation
analysts’ simul8 models. (comprehension, analysis, technical ability)
|
30% |
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V&V: A clear detailed explanation of the verification and validation of the model. Both should be clearly described including explanations and justifications of decisions made due to the V&V process and results. Remember to appropriately critique any limitations, strengths and weaknesses that you think are in the data, information provided, problem situation and your model.
In addition, a clear description of your findings from assessing the junior simulation analysts’ V&V efforts. (comprehension, analysis, critical evaluation, technical ability)
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10% |
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Quality of report and use of appendices: The report should be clearly and appropriately structured and within word limit. All tables and figures should be appropriately numbered / titled and discussed or referenced explicitly in the main text. The appendix must be used appropriately and information included must be referenced in the main report. Writing should be clear and easy to read and understand. You can use appendix if needed. (academic writing) |
10% |
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Total |
100% |
This is a strict limit not a guideline: any piece submitted with more words than the limit will result in the excess not being marked.
Academic Practice
Please ensure you read the full guidelines for Academic Practice in the Undergraduate Student Handbook and ensure you understand it. If in doubt, please seek clarification in advance of your submission. This includes important information on:
When you submit this assignment online, you will be required to tick a declaration box indicating that the work involved is entirely your own. Each assignment will be put through plagiarism software to identify any collusion or inadequate referencing of materials used from different sources. Please do not submit images of your typed work unless you have been specifically requested to do so.
We would consider taking action if your work:
The Use of Artificial Intelligence (AI)
The University recognises an increasing number of technologies such as Artificial Intelligence and that they may be applicable in your completing this assessment. The assessment brief sets out specific requirements or restrictions, and the Undergraduate Student Handbook has further guidance and advice which you should note.
You are reminded that the inappropriate use of such a technology may constitute a breach of University policy, such as the Proofreading Policy or Regulation 11 (Academic Integrity). If you breach these policies, it may have significant consequences for your studies. Please make sure you read and understand the assessment brief and how AI may or may not be used.
If a generative AI or similar is permitted and has been used you MUST make clear why you used such a tool or service, what you used it for and you will be obliged to confirm that you take sole intellectual ownership of any submitted work.
Failure to disclose the use of generative AI (or similar) at the point of submission may be prejudicial in any later investigations should they arise.
You MUST NOT use any generative Artificial Intelligence in this assessment unless specifically authorised for reasonable adjustments. You MAY use non-generative tools such as a spell-check, basic grammar check (non-generative), calculator or similar. If you have any doubts about a tool or service you plan to use please contact the module leader.
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2026-03-20