SSI 3013- INFORMATION AND COMUNICATION

TECHNOLOGY IN SCIENCES

SEMESTER II

2016/2017

Tittle: Simulation

Students name & Nur Afifah binti Khalid AT 16 (D20151070954)

Matric number Ong Suu Wan AT16 (D20151070971)
Nurul Syafiqah binti Arifin AT16 (D20151070981)

Lecture En Azmi bin Ibrahim

Group A

1.0 Introduction
 Simulation is the imitation of the operation of a real world process or system over
time (Discrete Event System Simulation, 2001). The simulation are require a model to be
develop which model presents the characteristics of behaviour and functions of the selected
physical and abstract process. Simulation can be used with scientific modelling of natural
system and human system to gain insight into the functioning and used to show the eventual
real effects of alternative condition of actions (simulation article).

There is software that can be used to run the simulation such as STELLA. STELLA
stands for Systems Thinking, Experimental Learning Laboratory with Animation. STELLA
offers a practical way to dynamically visualize and communicate how complex the system
and ideas really work. STELLA is a visual programming language for system dynamics
modelling. It used to stimulate a system over the time, jump the gap between theory and the
real work and also it enable students to creatively change the system. STELLA has been used
in academic as teaching tool. It teach students to look for relationships and also create a clear
communication system inputs and outputs to demonstrate the outcomes.

A food chain is the series of processes by which food is grown or produced, sold, and
eventually consumed. A food chain starts with the primary energy source, usually the sun.
Next, an organism (autotrophs) that made its own food from the primary energy. Next, come
the organisms that eat the autotrophs, called herbivores or primary consumers. In STELLA,
the food chain can be seen. Palm oil is the producer, rat is primary consumer and owl is
secondary consumer. By using STELLA, students able to see the interactions between the
organisms the effect of the interaction.

2.0 Advantages and disadvantages in simulation

Advantages in using Simulation

1. Reduce time, cost and risk to review a phenomena.

Simulation helps to compress a time frame by running to model on a computer system. Using
simulation we can investigate and predict quickly the effects of a change in a real life
situation that take place over several years. Simulation help to analyse data and predict future
outcome with less invest of time and cost. For example, some experiment require several
years to cultivate the growing trend of the product this result in plenty of time investment,
manpower, cost of growing the cultivate and risk of the failure growth of the cultivate. Using
simulation and modelling to predict the outcome of the phenomena, the costs involve the
building of the system of modelling and computer system to run the modelling system. For
instance, we need to cultivate fungus or bacteria in an toxic medium, however its is too
dangerous for students to practically do that therefore simulation can be used. Moreover,
simple analysis to predict something can be done by anyone where expertise is not required.
However, as the complexity of the analysis increase, so does the need to employ computer-
based tools.
2. Provide students better understanding by using simulation and modelling.
Instead of showing the students the fact in words, students can understand the trend of the
change in the graph by running the simulation is run several times until they can see the trend
of the change. For example in the chapter of rate of photosynthesis of plants, students may
confused the effect of the change of carbon dioxide and sunlight toward the rate of growth of
plants. Students can download the apps developed and run for several time to enforce their
knowledge. In the meanwhile, students thinking skills and problem solving skill can be
developed as they have been given chance to try in simulating and modelling.
3. Teacher able to teach effectively
For example, instead of giving the exercise and note to the students, simulations can be use in
teaching probability and sampling theory. Classes in the physical sciences reinforce and build
upon the concepts and theory taught in lecture with opportunities to experiment in a
laboratory setting, courses in the social sciences often do not include similar, hand-on
learning opportunities. Other than that, its is hard to visual term such as velocity, acceleration,
force and students often struggle with sampling theory. Using stimulation and games, teacher
can teach the concept easily by giving the students chance to explore and play with the
simulation games.
Furthermore, this is particularly true of simulators that make intelligent use of computer
graphics and animation. Such simulators dynamically show the behaviour and relationship of
all the simulated systems components, thereby providing the user with a meaningful
understanding of the systems nature.

4. Simulation helps students to study complex system from different approach and
abstraction
Simulating is flexible and provides practical feedback when designing real world system.
This helps students in reflect and extend knowledge when they are actively engaged in the
program. For engineering students, who working at a higher level abstraction also facilitates
rapid prototyping in which preliminary systems are designed quickly for the purpose of
studying the feasibility and practically of the high-level designs. Policy decisions can be
made much faster by knowing the options well in advance and by reducing the risk of
experimenting in the real system.
5. Teaching and learning is fun with simulation and modelling.
In this technology era, students are familiar with computer and games. Simulation can
increase students interests and motivation to learn boring subject. Simulation helps to create
active learning environment as stimulation does not provide students direct answer to the
question. By directly modifying a model, students can experiment with the behaviour of the
models in a number of different senarios. By doing a simulation, teachers can guide students
to relate it with the real life.

Disadvantages of Simulation

1. Simulation does not generate optimal solutions.

It may take a long time to develop a good simulation model. In certain cases simulation
models can be very expensive. The decision-maker must provide all information (depending
on the model) about the constraints and conditions for examination, as simulation does not
give the answers by itself.

2. Simulation does not provide optimal resolve to the problem.

A problem rise is in real life no one can predict the future accurately, yet the pattern for the
highest probability that the phenomena will occur can still be study. Users cannot trust the
predicted outcome fully as the result my influence my many other uncertain factors in real
life. Many theoretical rules and assumption does not applicable fully in our real life. For
example, free fall concept in real life and in assumption is not same and may cause confusion
among students.
3. Expensive
In certain cases, building a simulation models can be a tough complex and very expensive
project. It takes a long time to develop a good and stable simulation and modelling therefore
expensive charge is given. Productive and stable software is require to support complex
simulation and modelling. Most large scale simulation languages and their environment
represent a major investment. If animation is going to be used, it will cost include a graphic
monitor.
4. Teacher is not familiar with simulation or simulation system developed is not user
friendly
Teacher need to invest time to explore the method of using simulation in teaching. Seniors
teacher whose not familiar with technology may be fed up in teaching career. As a result,
teacher can teach smoothly and confidently and students loss interest in learning.. Therefore,
without proper training in using simulation, it can be rather wasting time than saving times as
it should be.
5. Cause students to lack in manual science process skill which is also important in real
life.
Students have no opportunity handle experiment manually and loss the excited or fun to
conduct experiment in real life. For example, how to handle the apparatus, how to use
microscope, correct way of taking reading; all of these are essential as a basics scientific
skills. Lacking on these skills can cause difficulty to students when they need to conduct real
scientific experiment or research later in future life. Simulation can give result, analysed data,
and mimics the real world process; but simulation cannot develop students emotional and
intuitive awareness of the importance of what they have learned. Since simulation can
simplify many of the students work, students may not to appreciate the knowledge and the
value they gain.

3.0 Steps in Simulation

In simulation, we used Stella application to manipulate the data. There are several step in
conducting the simulation. Firstly, we need to have the problem definition to define the
objective of the experiment and to know the solution to be solve. The problem will further
define through the objective observations of the process to be studied. Next, we need to have
project planning to determine whether there are sufficient time and resource that available
for the completion. Next, the system definition steps are involves identifying the system
components to be model and the performance measures to be analyze. As we know, the
system is very complex and difficult, so defining the system requires an experienced
simulator who can teach how to use it.

Besides, the next step is system analyst skills or model formulation which understanding
how the actual system behaves and determining the basic requirements of the model are
necessary in developing the right model. For ease the problem is we can create a flow chart of
how the systems operate facilities the understanding of what variables are involves and the
interaction of the variables. After that, the input data were collected and analyzed. Then,
the models are translated into programming language by choices range from the general
purpose languages. After that, the verification and validation process are needs to ensure
the model behaves as intended through the animation and the validation ensures that no
significant difference exist between the model and the real system and the model reflect the
reality that can be achieve through statistical analysis.

The next step are experimental and analysis. The experimentation involves developing the
alternative system model executing the simulation runs and statically comparing the
alternative system performance with that of the real system. Finally, the steps in simulation
are documentation and implementation. The documents consist of written report and
presentation. The result that obtained from the system are study, identified, recommended,
justified and discuss.

4.0 Results
Rat : 5000

Owl : 5

Diagram 1

Rat : 40000 -highest

Owl : 18 highest

Diagram 2

Rat : 40000
Owl : 10

Diagram 3

This simulation was designed based on ecosystem of palm tree farm. There was 100
hecta of the farm and 138 units of trees was planted per hecta. Base on Diagram 1, initially
there is 5000 mice and 5 owls was raised by the farm owner. The ratio of the number of mice
and owl is 1 : 1000. Means that, to eat up all the farm pest, mice in first year, one owl has up
to 1 000 mice as food. However, an owls need 1300 mice per years as food. Therefore, 5 owls
experiencing insufficient food and can not reproduce. All 5 owls die out after half years. The
mice has no enemy and threaten to live in the farm. The number of mice increased
exponentially from 5000 to 59038 at 10th year and 2215399 at 24.5th year. This means that
mice increase from 50 per hecta to 590mice at 10 th years per hecta and at 25th year 22154
mice per hecta.

Based on the graph analysed, the initial amount of havested palm fruit is 20789213
per years and increase to 40432100 per years at 10th year and 51915621per years at 24.55th
year. The initial amount of palm fruit that was spoiled by mice is 257500 per years and
increased to 3088483 per years at 10th years and 115894 per years at 25th year. The amount of
harvested palm fruit was increased compare to initial amount. However, the amount of
spoiled palm fruit was increasing also, and exceed the amount of harvested palm fruit starting
at 22.5th year. Therefore, owner of palm tree farm should not place 5 owls when they have
5000 mice.

From the Diagram 2, we set up the variable both in the high value which is mice is 40000 and
owl is 18. So, we estimate the ratio of the owl to the mice is 1:2222. Its mean that one owl
equal to 2222 mice.

After we run the application, at the beginning from year 0 to 2 and half year, we got the
results that the amount of owl is 18, we deduce that the amount of owl is the highest. From
the graph that was plotted, when the amount of owls increase, the number of mice will
decrease as the owl is predator of the mice. Naturally, the owl will eat the mice. The producer
which is palm fruit production will increase because its not be eaten by the mice. After a year,
the number of owl decreases drastically because they cannot survive without food which is
the insufficient amount of mice. Then, the number of palm fruit continuously increase years
by years because there is lower amount of mice to eat the palm fruit.

After 12.5 years later, the amount of mice increase steadily while the amount of palm fruit
production constantly increases within time because the amount of mice still low. Finally,
after 19 to 25 years, the palm fruit production at the peak value which is 500000000 drops
drastically because the population of mice increases at the crop area. Finally, the number of
mice increases until the peak of year which is 25 years.

For the Diagram 3, the amount of mice is set up a high value which is 40 000 while owl is set
up at low value which is 10. So, the ratio between the amount of mice and owl is 1 : 4 000.
Means that, one owl is equal to 4 000 mice.

Based on the simulation, the amount of palm fruit is low at the beginning but it
increase exponentially as the time goes on. The amount of mice that is more than owl drop
drastically because lack of food and presence of predator. The amount of owl which initially
at 10 increase because more food at first but as the amount of mice drop drastically, so as the
amount of owl.

The amount of mice increase as the they have enough food to survive and the graph
reach at peak level at 12.50 years. As the amount of mice increases, the amount of owl is also
increases therefore it effect the decreasing in the number of mice since the owl hunt mice as
their food. After 20 to 25 years, the amount of owl decreasing because of the rapid drop of
mice. The amount of palm fruits continue to produce.

Conclusion

By using STELLA, we able to visualize the interaction between the prey and predator that
effect the ecosystem and the population of mice, owl and palm fruits. Based on the
experiment that was conducted by using STELLA, different types of graph pattern can be
obtained follow the amount of mice and owl that we set before running the experiment. By
using this simulation software, students able to identifies and interpret the different data
based on the graph that was provided. This will help students to visualize the interaction of
the organism and increase the critical thinking of the students by analysis and interpret data.
In addition, this application will increase the motivation of the students to conduct the
experiment easily.

References

Safari. (2017). Retrieved April 14, 2017, from Steps in Simulation Process:
https://www.safaribooksonline.com