FACULTY OF SCIENCE AND MATHEMATICS

UNIVERSITI PENDIDIKAN SULTAN IDRIS

SSI 3013
Information and Communication Technology in Science

Assignment 2 :
Simulations (Stella)

1. Nur Athirah Binti Ab Ghafar (D20152072022)

NAME & ID NUMBER : 2. Nor Anisah Binti Arsyad (D20152072037)

3. Intan Syazwani Binti Mahadzir (D20152072042)

LECTURER : Dr. Azmi Bin Ibrahim

DATE & DAY : 30 April 2018 (MONDAY)

GROUP : A
1.0 Introduction of Simulations

1.1 What is simulation

Simulations is the process of designing a model of a real system and conducting an

experiments with that model for the purpose of understanding the behavior of the system or
evaluating various of strategies (within the set of criteria) for the operation of the system. Model
itself represent of an object, a system or an idea and its present in two types which is physical
and mathematical.

In other word, simulation of a system is the operation of a model where the model is able
to manipulate which would be impossible, too expensive or too impractical to perform on the
system (portrays). The operation of the model can be studied and its properties concerning the
behavior of the actual system can be inferred.

It is representation or imitation of a system in its realistic form. When a computer

program used to create a model to mimic a real world system, it is called computer simulation.
Computer simulation has two types which is discrete and continuous simulation. Discrete
simulation is system observed only at some fixed regular time points while continuous or
analogue simulation is it varies continuously in time.

So, system simulation may be defined as technique of solving problems by observations

of the performance over time of dynamic model of the system. Simulations are more powerful
tool in kind of teaching and training terms. It can be used to decision-making process and help in
personal development where individuals are effectively stimulate the motivation, skills and make
a prediction.

1.2 How simulation is used

Simulation is very general method of studying problems which means there is no formal
procedure that state how to perform a simulation run or the way of deciding whether to use a

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continuous or discrete model. However, flowchart 1 show some step in way to initiate the
simulation.

Flowchart 1 : Technique of Simulation

The first step is defined the model. As the model is defined, the system used the
simulation technique. A program must be written. Where this steps is actually carried out in
parallel with the study planning while deciding the model structure. That means the system
establishing the validity of the models before beginning the major sets of runs.

After that, it moves to stage of executing a series of runs. Then, as the results obtained,
there will be many changes in the study plan and in the model itself. Usually, the main value of
the early run in a simulation is to gain insight into the behavior of system rather than to extract
data. While we construct the model, certain parameters of the system are clearly going to be
important either by themselves or in interaction with the other parameters. Once random
variables enter a model, almost all measures of interest will be affected. Therefore, it is necessary
to repeat the run with different set of random numbers to judge the variability of the results.

In order to understand the techniques in easy way, we consider the motion of Earth
around the Sun as an example in term of education. The sun and earth attract to each other, once
we model the gravitational force we can stimulate the elliptic orbit of the earth. As the projectile
hurled in the atmosphere, then friction of air plays an important role and the trajectory (path
follow by projectile) can be stimulated by numerical techniques. The condition of projectile such

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as position, velocity and friction are related to each other. When we know the condition, we can
calculate and evaluate the results in various of ways. This is where the computer (simulation)
makes the job easy and the ways simulation useful in education.

As conclusion, simulation is decision analysis and support tool. Its software allows
evaluating, comparing and optimizing alternative design, plan and policies. They represent a
reality within which students interact. Students experience the reality of the scenario and gather
meaning from it. A simulation is a form of experiential learning and it is a strategy that fits well
with the principles of student-centred and constructivist learning and teaching.

1.3 Type of Simulation

1.3.1 Pure continuous simulation

The simulations can be divided into three categories according to the world view. The
first category is known as pure continuous simulation. Pure continuous simulation can be
determined as the simulation which contain the state of variables that changes continuously with
time. As an example, a traffic light model is one of the continuous simulations. In this model, the
velocity of car is considered as a continuous state variable. Other example that can describe the
continuous simulation is the moving airplane through the air. The state of variables such as
position and velocity can change continuously with respect of time. This type of simulation was
common among the engineering and physical sciences. Pure continuous simulation is also one of
the systems that can be described by differential equation. Continuous simulation is a technique
to solve these equations numerically.

1.3.2 Pure discrete simulation

The second type of simulations is the pure discrete simulation. In this simulation, it can
be divided into three which are event-oriented, activity-oriented and process-oriented. Discrete
event-oriented simulation is related to occurrence at an instant of time. The purpose of a discrete
event simulation is to study, a complex system by computing the time that would be associated
with real events in a real-life situation. As examples, pushing an elevator button, starting of a
motor and turning on a light are all discrete event-oriented because there is an instant time at

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which event occurs. The idea of a discrete event simulation is to compute, as quickly as possible,
the physical time that would occur in real time in a physical system, but without actual waiting
for the delays between events to occur in real time.

Figure 2: Discrete event-oriented simulation

The discrete activity-oriented simulation include the approached of activity-scanning, a

modeler concentrates on the activities of a model and those conditions that allow an activity to
begin. At each clock advance, the conditions for each activity are checked and the corresponding
activity will begins if the conditions are true. In many situations, this type of simulation uses a
simulated clock which advanced in constant increments of time. This type of model is used often
with simulating physical devices.

Figure 3: Discrete activity-oriented simulation

The last simulations that categorized in discrete simulation are the process oriented
simulation. According to this type of simulation, the simulation is considered as a collection of
interactions among processes. Object-oriented programming paradigm has the same concept as
the process-oriented simulation. Processes interact with each other by messages. Usually, the
specialized simulation package can support this view. These simulation packages benefit to the
programmers by taking care of the time advancing issues. A process is an independent program

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or procedure which can execute in parallel with other processes. The processes will use the
resources of the system.

Figure 4: Discrete process-oriented simulation

1.3.3 Combined discrete and continuous simulation

Combined discrete-continuous simulation consists of continuous variables that are

described by differential equations. In this simulation, discrete events can occur thus affect the
continuously-changing variables. Some of the discrete-event simulation software will do
combined discrete-continuous simulation as well.

2.0 Background of STELLA

STELLA is known as the study thinking for education and research. STELLA is a
flexible computes modeling package which equipped with an easy, intuitive interface that allows
users to construct dynamic models that realistically stimulate biological system. Instead of giving
the combination of ease of use and modeling power, STELLA system is suitable to interface with
student investigative experiences. In order to making a dynamic model, STELLA need three
basic step which are construction a qualitative model, parameterizing it and exploring the
model’s dynamic.

In STELLA, there are presents of four model building blocks that are used in the
modeling process. The model building blocks are named by stocks, flows, connectors and
converters. Stock is the basic building block that is used to represent anything that accumulates

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such as populations, biomass, nutrients and water. All of these are tangible, countable and
physical accumulations. Instead of this, stock can also represent the degree of non-physical
accumulations such as knowledge or fear.

Next block is known as flows. Flows are used to represent activities that lead to inputs
and outputs to stocks. Birth, migration and nutrient or biomass transport is the example of flows.
These flows will change the magnitude of stocks in the system. The third building block is
connectors. Connectors are functional as information transmitter in order to regulate flows.
Connectors can connect into flows or converters but never into stocks. It is because to prevent
the magnitude of stock changes because of other things. Only flows will affect the magnitude of
stocks. However, connectors can affect both input and output flows.

Last building block that consists in STELLA is the converters. Converters contain
equations that generate an output value during each time interval of a simulation. Usually,
converters will take in information and transform it for use by another variable in the model.
They are also handy for storing constant values.

Figure 5: Model building block of STELLA

In order to constructing a STELLA model, there are three steps occur. First step is to
constructing a model. Stocks will be defined first to build a qualitative model. Next, users
construct links to variables that affect the size of the stocks. These are commonly direct inputs or
outputs modeled using flows. The magnitude of these flows can be adjusted by converters using
links or be affected by the size of stocks in a density-dependent manner. Students are forced to
consider all the important elements of the problem and how they qualitatively influence one
another in this first modeling step.

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 Second step is to parameterizing the model. Students need to quantify the relationship
among elements in their model. STELLA allows both linear and non-linear relationship to be
expressed. Students need to apply their understanding of the problem once again. This is
important to assist in this process.

Last step that occur to construct STELLA model is exploring model dynamics. In this
step, students need to explore the model output. Modelers generate output in tabular or graphical
form to explore quantitative or qualitative outcomes. Also, modelers can manipulate parameters
easily and perform sensitivity analysis.

2.1 Advantages of STELLA

STELLA is not something that new in education. It has been practiced for many decades
as a tool supporting the traditional approach of learning. Throughout this time, education
continues to evolve to meet the society demand of this globally changing world. STELLA can be
powerful active learning experiences and give a lot of benefits.

First, student nowadays are very familiar with the computers and games. So, by using
STELLA, it will enhance their interest and motivation to learn because simulations allow them to
interact with it especially when explore an experiment. Students can change any parameter in the
simulation and observe how it outcomes change since most of the simulations are designed with
a flexible ways that allows their variables to be altered. They can skip other part or aspects that
are not interesting to them. So, students will know how to learn and conduct an experiment
systematically. They also can decide whether want to approach, how often they want to repeat

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the experiment. This is because using STELLA, student will have many ways to achieve their
understanding. When a model can be directly modifying, students can experiment with the
behaviour of the models in a number of different scenarios.

Next, STELLA also allows students to analyze data and predict future outcome. Anyone
can predict simple analysis but when the complexity of the analysis increase, we need to employ
computer-based tools. STELLA use to predict the future outcome. Whenever they manipulate
any variables, students can study the trend of the outcome. The example of outcome is in the
form of graph usually observed over time. When the simulation is run several times, students can
see the trends of the change in the graph. Even in real life no one can predict the future
accurately but we still can study the pattern of the highest probability that will be occur.

Other than that, when using STELLA students are experimenting and they will play
active role compare to student just only listening passively to the teacher. Using the STELLA, it
creates an interactive educational setting which offers the possibility to effect changes in relation
to the learning experiences more interesting and efficient way. Then, student will be enjoy
learning in their class and it can give students more feeling for reality in some abstract fields of
learning by using simulation program. This process also can give student the introduction on
how to do a research, which they will do in their higher level of education later.

Furthermore, by STELLA students can relate the content knowledge with the real life.
STELLA is tools that can make students feel closer to the real world. It is probably impractical to
consider transforming every classroom setting into a situated learning environment. However, it
is possible to bring some of the benefits of situated learning into the conventional classroom
setting by using simulation. STELLA facilitate situated learning by providing interactive practice
of real-world skills, focusing on the essential elements of a real problem or system. Moreover,

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analyzing and predicting data using simulation can enhance students’ thinking and problem
solving skills. Problem solving skill is an important skill that everybody should acquire. Students
can develop this skill through real life experience, and training. One of the other ways to develop
this skill is through learning with the assistance of simulation. In simulation, there are often
scenario-based problems that reflect a situation the learner would encounter in the real world.

Last but not least, it can save the cost because to carry out an experiment, the apparatus
necessary to be able in reality is too expensive and only can be operated by specialists. Then,
when the process and procedure to investigated takes place so quickly in reality so it cannot be
examined through the traditional experiment. By using computer simulation (STELLA), students
can observe the variables and result without conducting an experiment manually. Students also
can predict the outcomes. Simulation just not only save the cost but also help students and
teachers to save their time.

3.0 Conclusion

Simulation and modelling give many advantages and suitable to be used in the school and
it can be considered as powerful tool in active learning experiences by provide a kind of lab-like
experiences. Simulation also help student to visualize the data and students are able to see the
pattern and draw a conclusion from the experiment. Through simulation it can promote the deep
learning that can enhanced the understanding. Furthermore, students can know the relationship
between the variables in the model. So, the students will become more exciting and inspiring in
study because most of the students like to do something rather just hearing to something. But
teachers need to know what their students need first to easier them to choose a suitable
simulation because to find a good simulation in teaching is a challenge for the teachers in order
to integrate them into the content and objectives of the course chosen. Even though, there are
some disadvantage of simulation such as it can be expensive to measure how one thing affects
another, to take the initial measurements, to create the model itself and limited portability but
still simulation and modelling provide us with many advantages especially learning in science.

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4.0 References

i. Kenneth Jones. (1995). Simulation: A Handbook for Teacher and Trainers. London.
Kogan Page Limited.
ii. Pratiksha saxena. (2011). Modeling and Simulation. India. Alpa Science International.
LTD
iii. Retrived from https://serc.carleton.edu/introgeo/mathstatmodels/UsingStellaII.html

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