Simulation and Modelling (BSc CSIT, CSC317): the questions likely to come
30 analyzed questions from 8 past papers (2074-2082), grouped by syllabus unit — each with its probability, how often it's been asked, and where to study the answer.
Explain the different stages/steps involved in a sound simulation study with a flowchart.
Steps in a Sound Simulation Study
A disciplined simulation study follows a sequence of well-defined stages (Banks, Carson, Nelson & Nicol):
- Problem formulation — State the problem clearly; analyst and client agree on objectives.
- Setting of objectives and overall plan — Define questions to be answered, performance measures, resources, time and budget.
- Model conceptualization — Abstract the real system into a conceptual model (entities, attributes, events, state variables). Start simple and add detail.
- Data collection — Gather input data (e.g., inter-arrival and service times) and fit probability distributions.
- Model translation — Code the model in a simulation language (GPSS, Arena) or a general language (C++/Python).
- Verification — Check that the program correctly implements the conceptual model (debugging). Is the model built right?
- Validation — Check that the model accurately represents the real system, often by comparing output with real data. Is it the right model? (Loop back to step 3/4 if invalid.)
- Experimental design — Decide which alternatives to simulate, run length, number of replications, warm-up period.
- Production runs and analysis — Execute runs and statistically analyze output to estimate performance measures.
- More runs? — Decide whether additional runs/scenarios are needed (loop back if yes).
- Documentation and reporting — Document the model (program and progress) and report results.
- Implementation — Put the recommended solution into practice.
Flowchart (described in words)
Problem Formulation
|
Setting Objectives & Plan
|
Model Conceptualization <----+
| |
Data Collection | (No)
| |
Model Translation |
| |
Verification? --No--> (fix code)
| Yes |
Validation? --No--------------+
| Yes
Experimental Design
|
Production Runs & Analysis
|
More Runs? --Yes--> (back to runs)
| No
Documentation & Reporting
|
Implementation
The verification and validation steps form feedback loops back to model building, and the "more runs?" decision loops back to production runs.
Introduction to Simulation
Explain the different stages/steps involved in a sound simulation study with a flowchart.
Define system, model and simulation. Explain the different types of models and discuss the advantages and disadvantages of simulation.
Explain Markov chains and their application in simulation with an example.
Explain the classification of models: static vs dynamic, deterministic vs stochastic, continuous vs discrete.
Explain the Monte Carlo simulation method with a suitable example. Use Monte Carlo simulation to estimate the value of pi.
What is simulation? Describe the analogy between a mechanical system and corresponding electrical system with reference to dynamic physical model.
Define entity, attribute, activity, event and state of a system in the context of simulation.
Differentiate between physical models and mathematical models with examples.
Explain static mathematical model with suitable example.
What is a feedback system? Explain with suitable examples.
Sit a probable paper
A full mock exam built from the most likely questions, mirroring the real paper's structure. Every slot is a real past question.
Most Probable Paper
Mirrors the real structure · 60 marks · based on 8 past papers
- 1.[10 marks]
Explain the different stages/steps involved in a sound simulation study with a flowchart.
This question has recurred in 3 of 8 years; so far only in internal assessments, not the board; and its topic (Introduction to Simulation) appears in 100% of years.
- 2.[10 marks]
Define system, model and simulation. Explain the different types of models and discuss the advantages and disadvantages of simulation.
This question has recurred in 3 of 8 years; so far only in internal assessments, not the board; and its topic (Introduction to Simulation) appears in 100% of years.
- 3.[10 marks]
Explain the Monte Carlo simulation method with a suitable example. Use Monte Carlo simulation to estimate the value of pi.
This question has recurred in 3 of 8 years; so far only in internal assessments, not the board; and its topic (Introduction to Simulation) appears in 100% of years.
- 1.[5 marks]
Explain Markov chains and their application in simulation with an example.
This question has recurred in 6 of 8 years; so far only in internal assessments, not the board; and its topic (Introduction to Simulation) appears in 100% of years.
- 2.[5 marks]
Explain Kendall's notation for queuing systems with examples.
This question has recurred in 6 of 8 years; so far only in internal assessments, not the board; and its topic recurs in 6 of 8 years.
- 3.[5 marks]
Explain the classification of models: static vs dynamic, deterministic vs stochastic, continuous vs discrete.
This question has recurred in 5 of 8 years; so far only in internal assessments, not the board; and its topic (Introduction to Simulation) appears in 100% of years.
- 4.[5 marks]
Explain the tests for randomness. Describe the frequency (Kolmogorov-Smirnov) test and the runs test.
This question has recurred in 5 of 8 years; so far only in internal assessments, not the board; and its topic (Random Number Generation and Testing) appears in 100% of years.
- 5.[5 marks]
Explain the basic properties of random numbers: uniformity and independence.
This question has recurred in 5 of 8 years; so far only in internal assessments, not the board; and its topic (Random Number Generation and Testing) appears in 100% of years.
- 6.[5 marks]
Explain the mid-square method and the additive congruential method of generating random numbers.
This question has recurred in 5 of 8 years; so far only in internal assessments, not the board; and its topic (Random Number Generation and Testing) appears in 100% of years.
- 7.[5 marks]
Explain the features of a general-purpose simulation language (e.g., GPSS).
This question has recurred in 5 of 8 years; so far only in internal assessments, not the board; and its topic (Analysis of Simulation Output and Verification & Validation) appears in 88% of years.
- 8.[5 marks]
Explain the importance of output analysis in simulation. Differentiate between terminating and steady-state simulation.
This question has recurred in 5 of 8 years; so far only in internal assessments, not the board; and its topic (Analysis of Simulation Output and Verification & Validation) appears in 88% of years.
- 9.[5 marks]
Define entity, attribute, activity, event and state of a system in the context of simulation.
This question has recurred in 4 of 8 years; so far only in internal assessments, not the board; and its topic (Introduction to Simulation) appears in 100% of years.
Behind the numbers
The raw evidence the predictions are computed from: marks per unit per year, syllabus weights, trends, and coverage.
Show the heatmap, topic table and coverage analysis
The receipt: marks per unit, per year
Each row is a syllabus unit, each column an exam year, each cell the marks that unit earned that year. Click any cell to see the actual questions behind it.
| # | Syllabus unit | Probability | Appeared | Avg marks | Syllabus weight | Exam vs syllabus | Trend | Questions |
|---|---|---|---|---|---|---|---|---|
| 1 | U1Introduction to Simulation | Very likely100% | 25.6 | 16%7 lecture hrs | Over-examinedexam 34% · syllabus 16% | Fading | 7 recurring10 total | |
| 2 | U4Random Number Generation and Testing | Very likely100% | 16.9 | 18%8 lecture hrs | Balancedexam 22% · syllabus 18% | Steady | 4 recurring6 total | |
| 3 | U6Analysis of Simulation Output and Verification & Validation | Very likely88% | 12.1 | 16%7 lecture hrs | Balancedexam 14% · syllabus 16% | Rising | 3 recurring4 total | |
| 4 | U2Simulation of Continuous and Discrete Systems | Very likely88% | 9.3 | 18%8 lecture hrs | Under-examinedexam 11% · syllabus 18% | Steady | 2 recurring4 total | |
| 5 | U5Random Variate Generation | Very likely100% | 6.2 | 16%7 lecture hrs | Under-examinedexam 8% · syllabus 16% | Rising | 2 recurring4 total | |
| 6 | U3Queuing Systems and Models | Likely75% | 10 | 18%8 lecture hrs | Under-examinedexam 10% · syllabus 18% | Fading | 2 recurring2 total |
Study smart, not hard
Drag the slider: studying the top 4 units in priority order covers ~82% of all observed marks.
- ~80% line
Lecture time vs exam marks
Where the exam pays more than the curriculum spends: ● lectures vs ● exam marks, as a share of the whole course. A long teal-leading bar = high-yield unit.