School: Department:
Name of the faculty member: Course No:
Course Title:
Class: Term: Section: Batch:
Max. Marks: 05 Date of Allotment: 14 Jan,2011 Date of Submission:22 Jan,2011
Part-A
Q. 1 Models play an important role in simulating a system. Take some real world examples
from IT and also delineate the various differences between physical model of a system and
logical model of a system?
When analysts wish to study a system, the first general step is to build
a model. For most simulation purposes, this would be a statistically
based model that relies on empirical evidence where possible. Such a
model would be a mathematical abstraction that approximates the
reality of the situation under study. Balancing the need for detail with
the need to have a model that will be amenable to reasonable solution
techniques isa constant problem. Unfortunately, there is no guarantee
that a model can be successfully built so as to reflect accurately the
real-world relationships that are at play. If a valid model can be
constructed, and if the system has some element that is random, yet is
defined by a specific probability relationship, it is a good candidate to
be cast as a simulation model.
Logical Simulations
As the equations are purely algebraic, static analysis can be used to solve them.
1 ... x1
2 ... x2
3 ... x3
1 2 3
4.00000E+00 1.00000E+00 2.00000E+00
It means that x1 = 4 , x2 = 1 , x3 = 2.
*SYSTEM;
:Solved equations:
0= x1 + 9*x2 - 6*x3 - 1;
0 = - 3*x1 + 8*x2 + 5*x3 - 6;
RUN;
*END;
Physical simulation
In Basket Simulation
In
What do you really know? What do you know beyond any shadow of a
doubt? René Descartes asked himself this question and came to the
conclusion that the only fact he could know for absolute certainty is
that he is a thinking being. "Cognito, ergo sum," he wrote in the 17th
century. I think therefore I am. Because I am thinking now I know that I
exist at this moment.
The idea causing doubt in Descartes' mind about the world he seemed
to inhabit was that he could just as well be living as a brain in a vat
hooked up to some type of advanced machine completely simulating
his experience of the world. His brain's sensory input could possibly
only connect to a powerful computer putting together a cohesive world
experience.
Any information that you receive from the world is through your
senses, and if your senses can lie then what can you absolutely know
about the world? All one's beliefs in almost everything could break
down, resulting in a very scary and vulnerable mental state. Perhaps,
the most direct way to seriously question one's senses is to take a
hallucination inducing drug. Thus, the mystical experience of
enlightenment is the temporarily breaking out of the simulation. Such
experience is ineffable since we only have words for things within our
world.
Q. 2 What do you mean by system modeling? Write difference between continuous and
Discrete Systems?
What do you really know? What do you know beyond any shadow of a
doubt? René Descartes asked himself this question and came to the
conclusion that the only fact he could know for absolute certainty is
that he is a thinking being. "Cognito, ergo sum," he wrote in the 17th
century. I think therefore I am. Because I am thinking now I know that I
exist at this moment.
The idea causing doubt in Descartes' mind about the world he seemed
to inhabit was that he could just as well be living as a brain in a vat
hooked up to some type of advanced machine completely simulating
his experience of the world. His brain's sensory input could possibly
only connect to a powerful computer putting together a cohesive world
experience.
Domain Models
A domain model is a simplified class diagram. A domain model can be used to supplement or
provide more detail for the use cases related to the system. Initial class models (the domain
model) are based around the real domain that exists in the real world. Later models represent the
new functionality of the new system. Classes in the domain model therefore typically represent
real entities or concepts that exist in the real world context of the system.
Classes are identified by analyzing the use cases. Relationships and data to be stored also need to
be realised. Analysis of the use cases can also be used to ensure that the domain model meets the
full system requirements. It is important to note that different models can be equally suitable in
fulfilling the requirements of a new system. There is not always a single, "best" model.
Analysis Model
The Analysis Model contains the following:
Use case realization plays an important role in moving the system model nearer to
implementation. The interactions involved in each use case should be determined so that the
required system behaviour and functionality will be achieved. The classes required for each use
case need to be defined. Each set of classes that create the required functionality are called a
collaboration.
Class Stereotypes
Classes can be grouped into general categories called "stereotypes". The stereotype of a class can
be denoted by the sterotype name appearing above the class name enclosed with guillemets ("<<
>>" - French quotation marks). The three class stereotypes are as follows:
Using physical CRC cards can help at various stages of the system development cycle. They can
be used to analyze object interaction and identify any missing classes or collaborations. CRC
cards can also help determine the required messages that need to be sent between objects within
the system.
Continuous System
A continuous graph is a graph whose set of vertices is a continuous space X. Edges are then
defined by a function from the cartesian product X2 to the set {0, 1}. This could represent 1 for
an edge between two vertices, and 0 for no edge, or it could represent a complete graph with a 2-
color edge coloring In this context, the set {0,1} is often denoted by 2, so we have f(X2)→2. For
multi-colorings of edges we would have f(X2)→n. Continuous graphs have applications to peer-
to-peer systems.
A graph limit or graphon is the limit of a sequence of graphs. Such a limit is a symmetric
measurable function in two variables], that can often be written f(S2)→[0,1] which is the same as
a complete continuous graph where the edges have values in the interval [0,1].
For any sets X and Y, the two-variable function f(X2)→Y is a complete graph with edges labelled
with elements of Y. For multi-variable functions we have f(Xn)→Y for the complete hypergraph
with edges labelled with elements of Y.
Given a discrete-time dynamical system the trajectories, or orbits (state space) of all the points
form a (possibly disconnected directed graph which is a continuous graph if the system is
defined on a continuous space. The trajectories of a continuous-time dynamical system would
form a collection of curved paths (phase space) rather than a collection of piece-wise linear paths
and so is not a graph in the traditional sense.
Dynamical Systems
Continuous and Discrete Models
We are particularly interested in how things change over time. In this module we look at two
different kinds of models used to study the way things change over time -- continuous models
and discrete models. Both are examples of Dynamical Systems -- systems that change over time.
We illustrate the ideas involved by looking at several models of the way in which the price of a
particular product might change over time. These models involve three related quantities.
The supply for the product -- that is, how many units of the product are being made.
The demand for the product -- that is, how many units of the product are being bought.
These three quantities are related in several ways. The graph below shows how supply and
demand might be related to the price.
When the price is low the demand is high and as the price rises the demand falls. This is the most
common situation. People usually buy more of something when it is cheaper. BUT this is not
always true. Some people want to buy the best and they equate the best with the most expensive.
Thus, they are more likely to buy something when it is more expensive than when it is cheaper.
Salespeople are very adept at playing on this fact. Manufacturers often make a deluxe model that
really isn't much better than the standard model knowing that some people will buy the deluxe
model just because it is more expensive.
There is a price below which the supply is zero. This is very common. Manufacturing a product
usually requires material and time and no one will make it unless the price is high enough to
make some profit.
The supply is very low when the price is low and the supply rises as the price rises. The more
profit that can be made from manufacturing a product the more people will want to manufacture
it.
The particular functions shown in the graph above are linear. We often work with linear
functions because they are easy to work with. But, in practice, the supply function relating
supply to price is rarely linear and the demand function relating demand to price is rarely linear.
The study of supply and demand and price changes is a wonderful opportunity to discuss
functions and graphs in the classroom. Many students equate the idea of a function with the idea
of a formula. When asked what a function is, they will reply -- "something like y = sin x." This
concept of a function is very narrow. It is true that some functions can be described by formulas
but this is the exception rather than the rule.
The linear supply and demand functions in the graph above are very unrealistic. In particular, the
demand for a product is often constant over a wide range of prices because there is a limited need
for the product. For example, even if Corn Flakes were free there are only so many Corn Flakes a
person can eat. Draw the graph of a demand function that is constant for low prices and then
drops off for higher prices.
There are often some fairly wealthy people who are willing to pay whatever is necessary to buy a
particular product. These people are said to be price insensitive. Draw the graph of a demand
function for a product some of whose customers are price insensitive.
Make up some problems like the ones above that you might ask your students to help them learn
how to make connections between the way in which supply and demand depend on price in the
real world and graphs of these functions.
to convey the main concepts of modelling, which are state and state space, models of
computation, concurrency, communication, modelling of data and time;
to relate these concepts to applications and show the impact of the fundamental concepts on the
potential and limitations of application techniques and tools, such as sysnthesis, performance
analysis, formal verification, etc.
Ideally supply and demand are in balance -- manufacturers are making exactly the number of
units that customers want to buy. The price at which this occurs is called the equilibrium price.
Graphically, this is the price at which the supply function and the demand function intersect.
Many economists believe that the "correct" price for a product is the equilibrium price and that
the marketplace will "find" this price. We will discuss several models for how this might happen
later. For now we want to examine some consequences of this idea.
We begin by working with a very simple model in which both the supply function and the
demand function are linear.
We can often learn something from a little algebra. In this case we can rewrite the supply
function as
In this form we see that the supply really depends on the quantity
(p - 0.40).
This function is shown in the graph below. Price is on the x-axis, which runs from $0.00 to $5.00
and supply is on the y-axis, which runs from 0 to 5,000.
This is exactly what you would expect if the manufacturing cost of the product was $0.40 per
unit. Then the profit per unit would be (p - 0.40). Since profit is the money actually earned by
producers, the amount they produce depends more directly on their profit than on the selling
price.
This gives us an idea for a whole family of supply functions that can help us investigate
questions about how the effects of inflation percolate through an economy. These supply
function are of the form
S(p) = 1000 (p - c)
The parameter c represents the unit manufacturing cost for this product. In our first example c
was $0.40. The graph above is a live Java applet. You can change the value of c by clicking
along the x-axis or by changing the value in the box and clicking the move button.
What happens when the manufacturing cost goes up by $0.10? Notice this is a somewhat open-
ended question. There are many different things you can say -- for example, what happens to the
equilibrium price? How much of the rise in the unit manufacturing cost was passed on to the
consumer? How much was absorbed by the manufacturer? What happened to the total number of
units sold as a result of the rise in manufacturing cost? What happened to the total profit for the
manufacturer? What happened to the total amount of money spent by consumers on this product?
How many people lost their jobs as a consequence of the rise in manufacturing cost?
These kinds of questions are good examples of the kinds of questions we can examine if we have
a good model. This model is not very realistic but it does illustrate the power of modeling.
Make up some problems like the ones above that you might use in your classes. The easiest
problems involve linear functions -- that is,
D(p) = a p + b
S(p) = r (p - c)
where a, b, r, and c are constants. These problems let students see some of the power of
mathematics while they are learning to work with linear functions.
Students may notice some interesting patterns when both the supply function and the demand
function are linear. They might ask whether these same patterns work when either or both of the
supply and demand functions are not linear. Make up some problems with nonlinear supply and
demand functions. Your problems should be motivated by the patterns that you notice with linear
supply and demand functions to see whether these same patterns appear for nonlinear supply and
demand functions as well. You can make up problems that provide some interesting insights into
prices and the percolation of inflation and at the same time exercise very specific algebraic and
computer or graphing calculator skills. For example, if you were working with quadratic
functions you might work with demand functions like
This basic model can be a nice thread winding its way through the curriculum demonstrating
how as we learn more mathematics we are able to learn more about our world.
The models we looked at above were static. They did not involve changes over time. Now we
want to consider dynamic models or dynamical systems in which we look at how prices change
over time.
We begin by thinking about how supply, demand, and prices interact. Consider the figure below.
Notice that when the price is below the equilibrium price the demand is higher than the supply.
We call this situation excess demand. This usually happens when the price is below the
equilibrium price. Under these circumstances prices will tend to rise because buyers will be
competing with each other and sellers will realize that they can charge a bit more.
On the other hand when the price is above the equilibrium price the supply is greater than the
demand. We call this situation excess supply. In this case price will tend to fall as sellers see the
product sitting on their shelves and try to move it with sales and special promotions.
D(p) - S(p)
This is called the excess demand function. Notice that it is positive when demand is greater than
supply and negative when supply is great than demand. Thus, we expect prices to rise when the
excess demand is positive and prices to fall when the excess demand is negative. The greater the
absolute value of the excess demand the stronger the pressures causing prices to change.
Now we need to reflect a bit about the kind of product whose price we are investigating. We
want to make a distinction between two kinds of products that require two different kinds of
models.
Products like farm products that are best described by a discrete dynamical system in which time
is measured in fairly large steps. Farmers typically plant their crops in the spring and harvest
them in the fall. They determine how much they will plant in the spring based on the price they
received the preceding year and they try to charge the same price in the fall. In the fall the price
may rise or fall depending on supply and demand. Thus, it makes sense to describe the price by a
sequence of numbers
with p1 representing the price for the first year, p2 representing the price for the second year, and
so forth.
Because farm products often spoil and storage is expensive, each year's crop is distinct from the
preceding and following year's crops. Farmers make their production decisions once a year and,
thus, we think of time in one year increments. Many products behave in similar ways. For
example, airlines need to make decisions about buying airplanes well in advance of when they
plan to use them and airline seats are even more perishable than tomatoes. When an airplane
takes off with an empty seat the revenue from that seat is lost forever. This perishability is one
reason that farm prices and air fares vary so much.
In this situation we will look at a change equation of the form
pn + 1 = pn + k ( D(pn) - S(pn) )
where k is a positive constant. This simple model captures the ideas we discussed above. It tells
us how to compute each year's price based on the supply and demand situation at the preceding
year's price. When the demand is greater than the supply the price will rise and when the demand
is lower than the supply the price will fall. The size of the constant k and the absolute value of
the excess demand determine how much the price will rise or fall each year. The value of k is
determined by the behavior of producers and consumers. In some markets people react very
strongly and in others they react more slowly. Family farmers, for example, face very strong
pressures -- they often borrow money in the spring to finance planting and expect to pay it back
in the fall when they harvest their crops. If buyers aren't buying their crops they face very strong
pressures to lower their prices and make at least enough money to pay off their debts.
Many products are produced continuously and their prices are continually being adjusted. In this
case we represent prices by a continuous function
p(t)
and the way that prices change by a differential equation. Differential equations are sometimes
called continuous dynamical systems. We will look at the differential equation
where k is a positive constant. The size of the constant k and the absolute value of the excess
demand determine how fast the price will rise or fall. The value of k is determined by the
behavior of producers and consumers.
All the problems in this set of problems look at the same supply and demand functions.
Use your computer algebra system window to help do these problems. In general, you will be
expected to use your computer algebra system and window whenever it is appropriate without
being specifically reminded.
In your CAS window you will work with numerical approximations for the solutions to initial
value problems. If you know how to find the exact solutions, you should do so.
with k = 0.0002 and the initial condition p1 = 0.50 and describe what happens.
Look at the same discrete dynamical system with k = 0.0002 and the initial condition p1 = 1.50
and describe what happens.
Look at the same discrete dynamical system with k = 0.0004 and the initial condition p1 = 0.50
and describe what happens.
Look at the same discrete dynamical system with k = 0.0006 and the initial condition p1 = 0.50
and describe what happens.
Look at the same discrete dynamical system with k = 0.0008 and the initial condition p1 = 0.50
and describe what happens.
Look at the same discrete dynamical system with k = 0.0010 and the initial condition p1 = 0.50
and describe what happens.
Look at the same discrete dynamical system with k = 0.0012 and the initial condition p1 = 0.50
and describe what happens.
Look at the same discrete dynamical system with k = 0.0014 and the initial condition p1 = 0.50
and describe what happens.
with k = 0.0002 and the initial condition p(0) = 0.50 and describe what happens.
answer
Look at the same continuous dynamical system with k = 0.0002 and the initial condition p(0) =
1.50 and describe what happens.
Look at the same continuous dynamical system with k = 0.0004 and the initial condition p(0) =
0.50 and describe what happens.
Look at the same continuous dynamical system with k = 0.0006 and the initial condition p(0) =
0.50 and describe what happens.
Look at the same continuous dynamical system with k = 0.0008 and the initial condition p(0) =
0.50 and describe what happens.
Look at the same continuous dynamical system with k = 0.0010 and the initial condition p(0) =
0.50 and describe what happens.
Look at the same continuous dynamical system with k = 0.0012 and the initial condition p(0) =
0.50 and describe what happens.
Look at the same continuous dynamical system with k = 0.0014 and the initial condition p(0) =
0.50 and describe what happens.
Discuss the differences between the discrete dynamical systems and the corresponding
continuous dynamical systems (initial value problems).
Analog simulation
1.
2. The gate that looks like a box with an arrow on it is the METER.
number of meters you can have. Remember that the meter's red
numbers directly below it. These are the current time and
For example, suppose you remove a wire from a running circuit and
the voltages that were in the circuit at the time are "impossible"
for the new circuit. The simulator will work as hard as it can
to figure out what to do, but may eventually give up and print a
nodes to the initial voltages that you have programmed for them,
do is select RESET in the Misc menu, or press the "R" key. This
6. If you open any AnaLOG gate for configuration, one thing you will
exist for the simulation to run, but you can set it lower if
changes while you watch during simulation. You can enter new
values here if you wish, but the simulator may not like you if you
at RESET time. Notice that Present and Reset voltages are for
7. When you reset, you will notice that the timestep jumps down,
8. The AnaLOG scoreboard has some words on its left and right
If you tap the word "Erase," all of your "reset voltages" will
solve the circuit from scratch. If you tap the word "Set,"
all of the present voltages in the circuit are copied into the
push Set so that next time you RESET, the circuit will start
out at that stable state and you won't have to wait again.
starts changing more than about .1V per timestep, AnaLOG will
10. Sometimes all you are looking for is a DC point anyway, and
you don't care how ugly your transient waveforms are. In this
case, you can touch the word "Relaxed" on the scoreboard. This
picosecond-nanosecond range.
Digital simulation
Theoretic research, experiment and simulation are the three major approaches to
explore the world for human. With the increasingly development of computer
technologies, such as High-Performance Computing (HPC), digital simulation has
becoming more important in those activity. Scientific visualization is the
representation of data graphically as a means of gaining understanding and insight
into the data. It is an important part of the simulation.
Virtual Reality (VR) is an advanced technology of human-computer interaction. A 3D
virtual world with imaginative and immersive could be constructed using VR
technology.
Virtual Assembly (VA) is a key component of virtual manufacturing and is defined
as: “The use of computer tools to make or “assist with” assembly-related
engineering decisions through analysis, predictive models, visualization, and
presentation of data without physical realization of the product or supporting
processes.”
Virtual Assembly and Simulation, is the combination of computer simulation and
virtual reality technology. Our main research direction is to establish an integrated
virtual simulation platform by using virtual simulation technology, in order to
integrate modeling, calculation and data analysis, and enhance the efficiency of
nuclear related analysis.
Part-B
Q. 4 What are the factors required for system modeling. Explain with an example?
Ans
1:-Educational Entity
2:-Strategic tool
3:-Assists parent organization
4:-Achieve its mission by conducting activities
5:-Cultivate individual and organization
Main features
Umbrella education and development
Development as well as workspace skills
Employee training to employee learning
Neglecting strategy and value
Corporate Contextual
citizen ship framework
Core
workplace
competencie
s
Logical modeling
Every year new students comes to lovely therefore some criteria required inorder to
constraints the student limit.
()
4:-Inter connections
Modules(Explicit modules)
1:-Financial module
2:-Planning module
3:-Advert module
4:-Data module
Now the question is how they worked all together
The Question of this answer is simple they all work together, By executing
themselves in action of chaining.
I am not taking the whole university, just taking the small units which are result of
chaining dependencies
3:-PlacementEducationOLStudent
4:-Work Unit RI
In the above dependencies as you can see ””the arrow represent the
dependencies on to the factor
>>>>In fourth the “RI “ Right inception Which mean According to the flow of the
Information we are deciding to reduce or increase the Work unit.
>>> 5th one simply telling to keep the money upto the optimum level.
>>>>6th one IL=Increasing the scope STR=Simply storing in share market or the
bank.
This all are the broad module but as we decompose function we will see more
dependencies.