HOME WORK: 1

School: Department:
Name of the faculty member: Course No:
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Max. Marks: 05 Date of Allotment: 14 Jan,2011 Date of Submission:22 Jan,2011

Mohammed Intekhab khan

RA3902-13
MCA(Hons)+Mtech

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.

Consider the air-ambulance example. Random processes affecting the

operation of such a system include the occurrence of accidents, the
locations of such accidents, and whether or not the weather is flyable.
Certainly other random factors may be at play, but the analysts may
have determined that these are all the significant ones. Ordinarily, the
analysts would develop a program that would simulate operation of the
system for some appropriate time period, say a month. Then, they
would go back and simulate many more months of activity while they
collect, through an appropriate computer program, observations on
average flight times, average response times, number of patients
served, and other variables they deem of interest. They might very
well simulate hundreds or even thousands of months in order to obtain
distributions of the values of important variables. They would thus
acquire distributions of these variables for each service configuration,
say the number of helicopters and their locations, which would allow
the various configurations to be compared and perhaps the best one
identified using whatever criterion is appropriate.

Logical Simulations

0 = 2x1 – 7x2 + 4x3 – 9

0 = x1 + 9x2 – 6x3 – 1
0 = –3x1 + 8x2 + 5x3 – 6

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.

*: Linear algebraic equations

*SYSTEM;

SYSVAR x1, x2, x3; :solved variables

:Solved equations:

0 = 2*x1 - 7*x2 + 4*x3 - 9;

0= x1 + 9*x2 - 6*x3 - 1;
0 = - 3*x1 + 8*x2 + 5*x3 - 6;

*TR; DC; :static analysis

PRINT x1, x2, x3; :printed-out variables

RUN;

*END;

Physical simulation

In Basket Simulation

In

In basket simulation, is a simulation exercise where lot of material has

been put in basket. That material in fact is a written format of work
situations that are likely to occur in working conditions. Participants
are told to dealt with each part of material within a certain time frame.
The response/reaction of each participant has been noted down and
put on analysis

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.

How could we tell the difference if we actually had bodies, or if our

bodies and their senses were just being simulated by some type of
super computer? Of course, the utter immersiveness of our life
experiences coupled with the experience of everyone else seemingly
perceiving similarly our shared world makes most people, even
intelligent ones who have come in contact with Descartes' basic idea,
believe our physical world as ultimately real.

However, from a philosophic viewpoint the question must be dealt

with. Yet, it makes no difference as to how scientists and others do
their work, since their work consists of studying and using the physical
world via physical means. But, scientists should not get upset when
people question this most basic assumption, since it's just that: an
assumption.

Luckily, these modern times allow many people to easily comprehend

this idea of virtual reality because computer technology has become
powerful enough to do many kinds of physical world simulations
remarkably well. Aside from basic computer games available in many
modern households, advanced flight simulators move whole cockpits
on hydraulics with computer monitors for windshields. Virtual reality
goggles and gloves give wearers enthralling experiences of completely
artificial worlds. Even movies like The Matrix, The Thirteenth Floor,
eXistenZ and many others explore the idea of virtual reality well. The
majority of the residents in these movies' worlds do not suspect the
simulated nature of their worlds.

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.

How could we tell the difference if we actually had bodies, or if our

bodies and their senses were just being simulated by some type of
super computer? Of course, the utter immersiveness of our life
experiences coupled with the experience of everyone else seemingly
perceiving similarly our shared world makes most people, even
intelligent ones who have come in contact with Descartes' basic idea,
believe our physical world as ultimately real.

However, from a philosophic viewpoint the question must be dealt

with. Yet, it makes no difference as to how scientists and others do
their work, since their work consists of studying and using the physical
world via physical means. But, scientists should not get upset when
people question this most basic assumption, since it's just that: an
assumption.Luckily, these modern times allow many people to easily
comprehend this idea of virtual reality because computer technology
has become powerful enough to do many kinds of physical world
simulations remarkably well. Aside from basic computer games
available in many modern households, advanced flight simulators
move whole cockpits on hydraulics with computer monitors for
windshields. Virtual reality goggles and gloves give wearers enthralling
experiences of completely artificial worlds. Even movies like The
Matrix, The Thirteenth Floor, eXistenZ and many others explore the
idea of virtual reality well. The majority of the residents in these
movies' worlds do not suspect the simulated nature of their worlds.
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.

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:

• Class diagram - sometimes derived from the domain model

• Interaction diagrams
• Architectural description - describes the overall system

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:

• Boundary - represent interaction between the system and its environment

• Entity - have stored data and associated behaviour (methods)
• Control - control the collaborative behaviour of the classes / objects in the system

Class Responsibility Collaboration (CRC)

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 price of the product.

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.

Notice the following.

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.

S(p) = 1000 p - 400 when p > $0.40

D(p) = 1000 - 500 p

What is the equilibrium price for this product?

We can often learn something from a little algebra. In this case we can rewrite the supply
function as

S(p) = 1000 p - 400

 = 1000 (p - 0.40)

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?

What happens when the manufacturing cost goes up by $0.20?

What happens when the manufacturing cost goes up by R dollars?

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.

The key quantity is

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

p1, p2, ... pn, ...

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

p'(t) = k (D(p(t)) - S(p(t)))

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.

S(p) = 1000 p - 400

D(p) = 1000 - 500 p

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.

Look at the discrete dynamical system

pn + 1 = pn + k ( D(pn) - S(pn) )

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.

Relate your results above to the real-world meaning of the constant k.

Look at the continuous dynamical system or initial value problem

p'(t) = k (D(p(t)) - S(p(t))

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.

Relate your results above to the real-world meaning of the constant k.

Discuss the differences between the discrete dynamical systems and the corresponding
continuous dynamical systems (initial value problems).

Q. 3 What is the difference between Analog and Digital system simulation?

Analog simulation
1.

Unlike the digital simulator, AnaLOG requires

your circuit to be "complete" before it can simulate. That is,

every pin must be connected to another pin, not left dangling.

If the circuit is incomplete, i.e., there are still unconnected pins

on some of the gates, AnaLOG will display a message to that effect

 on its scoreboard. As soon as the circuit is complete, the

scoreboard will switch to "Simulation in Progress".

2. The gate that looks like a box with an arrow on it is the METER.

To monitor your simulation, sprinkle meters liberally around on

all of the interesting voltages. There is no limit to the

number of meters you can have. Remember that the meter's red

dot is at the tip of the arrow, so the tip must be exactly

touching the wire or pin of interest. If the meter is

unconnected or unhappy, it will display a "~" sign.

3. The "clock icon" is the round thing in the upper-right corner

that looks vaguely like a clock. Its importance is in the two

numbers directly below it. These are the current time and

current timestep, respectively. At the beginning, these are

both zero. As soon as the simulation begins, the current

time will start advancing. How fast it is advancing is shown

as the current time-step, and may vary depending on how fast

things are happening in the circuit.

4. A common error is to watch, say, a capacitor charging, then

go in and double the capacitance, and complain that it still

seems to be charging "at the same rate." If you look at the

 clock icon, though, you will find that the timestep is twice

what it used to be: AnaLOG can simulate the ramp function

just as quickly in "real time," but the circuit is (correctly)

half as fast in "simulated time." Make a habit of paying

attention to the clock so that your observations have the

correct frame of reference in time.

5. Although simulation happens continuously, it is sometimes

necessary to "reset" the circuit back to its starting conditions.

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

message. Another example is that you may want to reset various

nodes to the initial voltages that you have programmed for them,

as described in the next paragraph. In any case, all you have to

do is select RESET in the Misc menu, or press the "R" key. This

sets the simulation clock back to 0 seconds, and returns the

voltages to their initial values.

6. If you open any AnaLOG gate for configuration, one thing you will

find is a set of three attributes for every pin on the gate.

These attributes are present voltage, reset voltage, and parasitic

 capacitance, respectively. Every pin has a slight parasitic

capacitance to ground, initially 10fF. This capacitance must

exist for the simulation to run, but you can set it lower if

you find that it's in your way. The "present voltage" is an

actual indicator of the voltage currently on that pin, and it

changes while you watch during simulation. You can enter new

values here if you wish, but the simulator may not like you if you

go around making instantaneous changes in the circuit's voltages.

The "reset voltage" is used by the RESET command. If you leave

it blank, AnaLOG will solve for an appropriate initial voltage

at RESET time. Notice that Present and Reset voltages are for

nodes, not gates: if you change a pin's reset voltage, then

open up another gate connected to that same node, the reset

voltage shows up there, too.

7. When you reset, you will notice that the timestep jumps down,

usually to about 1E-18 seconds, then starts increasing. This

is partly because AnaLOG is cautiously trying to discover how

fast it can safely proceed in the simulation, and partly

because it has to solve for unspecified initial voltages by

simulating the brief charge-up that would occur when you

powered up a real circuit from scratch. If you push RESET

and the voltages seem to be frozen, don't depair -- wait for

 the timestep to get out of the femtosecond range!

8. The AnaLOG scoreboard has some words on its left and right

sides. On the left is Memory, with indicators Set and Erase.

If you tap the word "Erase," all of your "reset voltages" will

be erased. You might do this if editing has caused your reset

voltages to be no longer appropriate, and you want AnaLOG to

solve the circuit from scratch. If you tap the word "Set,"

all of the present voltages in the circuit are copied into the

reset voltages. For example, you might turn your input

waveforms off, let the circuit settle to a stable state, then

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.

9. AnaLOG is normally very cautious about voltage changes. If it

is going along at a particular timestep and some node suddenly

starts changing more than about .1V per timestep, AnaLOG will

reduce the timestep and simulate in smaller chunks. This is

because trying to simulate fast voltage changes all at once

results in ugly and inaccurate waveforms.

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

tells AnaLOG to take timesteps as large as it can regardless of

how fast the voltages are changing. Touch "Exact" to return to

an accurate simulation. Often what people do is touch Relaxed

right after a RESET so that the initial charge-up proceeds

quickly, then touch Exact when the timestep gets up to the

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?

System modelling is a technique to express, visualise, analyse and transform the

architecture of a system. Here,
a system may consist of software components, hardware components, or both and
the connections between these
components. A system model is then a skeletal model of the system.
System modelling is intended to assist in developing and maintaining large systems
with emphasis on the
construction phase. The idea is to encapsulate complex or changeable aspects of a
design inside separate
components with well-defined interfaces indicating how each component interacts
with its environment.
Complete systems are then developed by composing these components. System
modelling can increase
reliability and reduce development cost by making it easier to build systems, to
reuse previous built components
within new systems, to change systems to suit changing requirements such as
functional enhancement and
platform changes, and to understand systems. In this way, a system model can
satisfy different requirements
such as documenting the system, providing a notation for tools such as consistency
checkers and can also be
used in the design stage of system development.
Thus, system modelling is used to ensure that a developing piece of software
evolves in a consistent manner
and that the task of integrating software components is simplified.

Q. 5 Compare Simulation and Analytical methods?

I am taking the example of mote carlo simulation
The decision, whether to use the Monte Carlo simulation method or the analytical
ion implantation method, is a trade-off between CPU time consumption and
accuracy. The results obtained from Monte Carlo calculations are based on
probability decisions, hence the accuracy is limited within two or three orders of
magnitudes. The analytical method allows a more realistic dopant profile description
over the whole concentration range, but it cannot cover physical effects like
reflection of particles at the simulation boundaries. shows the two-dimensional
result of a phosphorus implantation at 70keV and 30 degrees tilt angle. Comparing
our analytical results with Monte Carlo simulations () we found good agreement.
Due to the neglection of the reflected particles in the mask sidewall region, the
analytical method yields a lower peak concentration in the silicon substrate. One
major drawback of the Monte Carlo ion implantation method is the enormous CPU
time consumption for amorphous and even for crystalline calculations. For a simple
structure like that shown in Figure a two-dimensional crystalline Monte Carlo
simulation would consume approximately times the CPU time of the analytical
method. By performing a two-dimensional amorphous Monte Carlo simulation this

CPU time ratio is reduced by one magnitude ( ). Therefore, the

Monte Carlo method is not suitable for optimization purposes, where several
hundred implantations have to be simulated within reasonable time.

Figure: Two-dimensional phosphorus implantation profile obtained by the analytical

ion implantation method at 70 keV energy, dose, and tilt angle. Due to
neglection of reflective particles the sidewall mask concentration is underestimated.
Figure: Two-dimensional phosphorus implantation profile obtained from the
amorphous Monte Carlo ion implantation method at 70 keV energy, dose,
and tilt angle. The simulation was performed using 50.000 distinct ions and
consumed about 90 times the CPU time of the analytical simulation method.
Q. 6 To simulate a system we also need to make its model just draw the corporate model of LPU and show
its various components that how do they work together to finally simulate the system?

Ans

Corporate model of LPU University

Definition of corporate university

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

Role of LPU corporate university

Corporate Contextual
citizen ship framework

Core
workplace
competencie
s

Training Programme LPU corporate university

Focus of being reactive Focus of being proactive
Tactical in nature Strategic and focused
Increased job skills Overall increase in performance

Execution of job Vision of leadership

Same thinking Encourage analytical tools and skills
Gives skills Think differently
Model based on inspection
LPU Simulation of corporate modeling

Logical modeling

Modules required(Implicit logical model)

1:-Simulate the student management

For student management :-

Every year new students comes to lovely therefore some criteria required inorder to
constraints the student limit.

2:-Simulate the employee relationship management

()

3:-Board of members management

(high level of authorization )

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

1:-FinancialAccount deploymentWork unit

2:-Market Financial l+ ReputationGrowth index

3:-PlacementEducationOLStudent

4:-Work Unit  RI

5:-Outflow Money++ - Current+(Allowable).

6:-Inflow Money++  IL+STR

In the above dependencies as you can see ””the arrow represent the
dependencies on to the factor

>>>>In 3 rd dependencies there is “OL” which is a factor which calculated on the

basis of heuristic

OL =”previous+Buisness+Current+H” H is heuristic function which lies in –ve to

+ve

>>>>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.

Q.7 When and why to use Simulation Modeling?

Date: Sig. of Faculty member

Remarks by HOD (Mandatory) Sig. of HOD with date

Remarks by HOS (Mandatory) Sig. of HOS with date