Tasks:
You are required to design a simulation model for an engineering system using a basic numerical method and explain how it would be used to support planning decisions. You will demonstrate modelling concepts such as stepped or event-based time, provide a detailed explanation of the setup process, and discuss how expected results could guide planning activities (strategic, tactical, or operational).
Requirements:
- Choose and define an engineering problem. Start by describing the problem clearlyand stating the objective of using simulation to study Explain why this problem is relevant from both an engineering and business perspective.
- Explain the setup of the simulation model using FDM, FEM, or Monte Carlo method, including discretisation, time handling, and governing equations.
- Describe the simulation procedure, including intended implementation steps, output expectations, and potential sources of error.
- Explain how expected results from the simulation would support planning decisions at the strategic, tactical, or operational level.
Submission Instructions
- Ensurethat your report is clear, well-organized, and visually
- UseHarvard referencing style for your
- Referto the Essay-Guide available in Canvas for further
- Submityour assignment electronically by the specified
- Youressay should be around 2000 words (+/- 200) excluding Title, Table of Contents and the bibliography and appendices.
GUIDANCE ON ASSESSMENT
All materials must be properly referenced under Harvard conventions. The length required is 2000 words with tasks equally weighted. The writing style should be formal academic/ report writing style with in- text referencing to support your comments and observations. Originality, quality of argument and good structure are required. The Essay should demonstrate sound understanding and ability to apply knowledge and theory of Modelling and Planning. Additional marks being awarded for juxta position and insight of issues.
Grading Criteria
|
GenericCriteria |
90–100 |
80–89 |
70–79 |
60–69 |
50–59 |
40–49 |
30–39 |
0 –29 |
|
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Level5 |
Knowledge of contexts,concepts,technologiesandprocesses The extent to which knowledge is demonstrated: relevant contextual or theoretical issues are identified, defined and described historical or contemporary practices are identified, defined and described
appropriate technologies, methods and processes are identified, defined and described |
Outstanding breadth and depth of knowledge of contextual and theoretical issues, some of which are at the forefront of the discipline, and their relationship to a range of historical and contemporary practices
Extensive knowledge of a range of relevant specialist techniques and processes |
Outstanding breadth of knowledge of contextual and theoretical issues and critical concepts and their relationship to historical and contemporary practices
Extensive knowledge of relevant and specialist techniques and processes |
A significant breadth of knowledge of contextual and theoretical issues and critical concepts and their relationship to historical and contemporary practices
Significant knowledge of relevant specialist techniques and processes |
Confident knowledge of a range of contextual and theoretical issues and critical concepts and their relationship to historical and contemporary practices
Confident knowledge of relevant specialist techniques and processes |
Familiar with a range of contextual and theoretical issues and critical concepts and their relationship to historical and contemporary practices
Sound knowledge of relevant specialist techniques and processes |
Familiar with fundamental contextual and theoretical issues and critical concepts and their relationship to historical and contemporary practices
Adequate knowledge of relevant specialist techniques and processes |
Some knowledge of fundamental contextual and theoretical issues and critical concepts and their relationship to historical and contemporary practices
Limited knowledge of relevant specialist techniques and processes |
No significant knowledge of fundamental contextual and theoretical issues or critical concepts
No significant knowledge of relevant specialist techniques or processes |
|
Understandingthroughapplicationofknowledge The degree to which research methods are demonstrated: relevant knowledge and information is compared, contrasted, manipulated, translated and interpreted knowledge and information is selected, analysed, synthesized and evaluated in order to generate creative ideas, solutions, arguments or hypotheses |
Rigorous application of a range of research methodologies to projects, problems and hypotheses with evidence of highly focused independent thought and critical analysis
Strong ability to produce a range of creative practices and to critically evaluate them to generate highly effective results |
Relevant knowledge is systematically and rigorously explored and interpreted when proposing solutions to projects and problems which demonstrate evidence of independent thought
Outstanding ability to analyse and synthesise knowledge to produce original creative practice and to evaluate results |
Relevant knowledge is thoroughly explored and interpreted when proposing solutions to projects and problems which demonstrate some evidence of independent thought
Strong ability to analyse and synthesise knowledge to produce creative practice and to evaluate results |
Relevant knowledge is thoroughly explored and interpreted when proposing solutions to projects and problems
Sound ability to analyse and synthesise knowledge to produce creative practice and to evaluate results |
Relevant knowledge is competently explored and interpreted when proposing solutions to projects and problems
Sound ability to apply and analyse knowledge to produce creative practice and to evaluate results |
Competent ability to explore and interpret relevant knowledge in seeking solutions to projects and problems
Competent ability to apply and analyse knowledge to produce creative practice |
Limited ability to manipulate or interpret relevant knowledge in seeking solutions to projects and problems
Limited ability to apply knowledge to produce creative practice |
Little or no ability to manipulate or interpret relevant knowledge in seeking solutions to projects or problems
Little or no ability to apply knowledge to produce creative practice |
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Applicationoftechnicalandprofessionalskills The degree to which: appropriate materials and media are selected, tested and utilised to realise and present ideas and solutions appropriate technologies, methods and processes are demonstrated transferable, professional skills are effectively demonstrated self management and independent learning are demonstrated |
Accomplished and original application of a range of specialist practical and technical skills
Accomplished application of advanced transferable and professional skills to problem solving
Very high ability to manage own learning in a sustained manner and critically evaluate own progress making effective use of feedback |
Accomplished and fluent application of specialist practical and technical skills
Outstanding demonstration of transferable and professional skills
Strong ability to learn independently and critically evaluate own progress using a wide range of feedback sources |
Accomplished application of specialist practical and technical skills
Highly effective demonstration of transferable and professional skills
Strong ability to learn independently and critically evaluate own progress |
Strong application of specialist practical and technical skills
Confident application of transferable and professional skills
Strong ability to learn independently make use of feedback |
Sound application of specialist practical and technical skills
Sound application of transferable and professional
Sound ability to learn independently and make effec |