IEE 475: Simulating Stochastic Systems

In this lecture, we review four different Variance Reduction Techniques (VRT's). Namely, we discuss common random numbers (CRNs), control variates, antithetic variates (AVs), and importance sampling. Each one of these is a different approach to reducing the variance in the estimation of relative or absolute performance of a simulation model. Variance reduction is an alternative way to increase the power of a simulation that is hopefully less costly than increasing the number of replications.We wrap up with a summary of the four VRT's that we have discussed in the class – Common Random Numbers (CRN's), Antithetic Variates (AV's), Importance Sampling, and Control Variates.

In this lecture, we review what we have learned about one-sample confidence intervals (i.e., how to use them as graphical versions of one-sample t-tests) for absolute performance estimation in order to motivate the problem of relative performance estimation. We introduce two-sample confidence intervals (i.e., confidence intervals on DIFFERENCES based on different two-sample t-tests) that are tested against a null hypothesis of 0. This means covering confidence interval half widths for the paired-difference t-test, the equal-variance (pooled) t-test, and Welch's unequal variance t-test. Each of these different experimental conditions sets up a different standard error of the mean formula and formula for degrees of freedom that are used to define the actual confidence interval half widths (centered on the difference in sample means in the pairwise comparison of systems). Next time, we will generalize to the case of more than 2 systems, particularly for "ranking and selection (R&S)." That will let us review the multiple-comparisons problem (and Bonferroni correction) and how post hoc tests (after an ANOVA) are more statistically powerful ways to do comparisons.

In this lecture, we review estimating absolute performance from simulation, with focus on choosing the number of necessary replications of transient simulations of terminating systems. The lecture starts by overviewing point estimation, bias, and different types of point estimators. This includes an overview of quantile estimation and how to use quantile estimation to use simulations as null-hypothesis-prediction generators. We the introduce interval estimation with confidence intervals and prediction intervals. Confidence intervals, which are visualizations of t-tests, provide an alternative way to choose the number of required replications without doing a formal power analysis.

In this lecture, we review statistical fundamentals – such as the origins of the t-test, the meaning of type-I and type-II error (and alternative terminology for both, such as false positive rate and false negative rate) and the connection to statistical power (sensitivity). We review the Receiver Operating Characteristic (ROC) curve and give a qualitative description of where it gets its shape in a hypothesis test. We close with a validation example (from Lecture H) where we use a power analysis on a one-sample t-test to help justify whether we have gathered enough data to trust that a simulation model is a good match for reality when it has a similar mean output performance to the real system. Peppered throughout the lecture are also comments about why normality is required for t-tests, why there is a minimum expected count for chi-squared tests, and how to avoid statistical inference issues when making multiple comparisons.

In this lecture, we (nearly) finish our coverage of Input Modeling, where the focus of this lecture is on parameter estimation and assessing goodness of fit. We review input modeling in general and then briefly review fundamentals of hypothesis testing. We discuss type-I error, p-values, type-II error, effect sizes, and statistical power. We discuss the dangers of using p-values at very large sample sizes (where small p-values are not meaningful) and at very small sample sizes (where large p-values are not meaningful). We give some examples of this applied to best-of-7 sports tournaments and voting. We then discuss different shape parameters (including location, scale, and rate), and then introduce summary statistics (sample mean and sample variance) and maximum likelihood estimation (MLE), with an example for a point estimate of the rate of an exponential. We introduce the chi-squared (lower power) and Kolmogorov–Smirnov (KS, high power) tests for goodness of fit, but we will go into them in more detail at the start of the next lecture.

In this lecture, we introduce the detailed process of input modeling. Input models are probabilistic models that introduce variation in simulation models of systems. Those input models must be chosen to match statistical distributions in data. Over this unit, we cover collection of data for this process, choice of probabilistic families to fit to these data, and then optimized parameter choice within those families and evaluation of fit with goodness of fit. In this lecture, we discuss issues related to data collection.

In this lecture, we review pseudo-random number generation and then introduce random-variate generation by way of inverse-transform sampling. In particular, we start with a review of the two most important properties of a pseudo-random number generator (PRNG), uniformity and independence, and discuss statistically rigorous methods for testing for these two properties. For uniformity, we focus on a Chi-square/Chi-squared test for larger numbers of samples and a Kolmogorov–Smirnov (KS) test for smaller numbers of samples. For independence, we discuss autocorrelation tests and runs test, and then we demonstrate a runs above-and-below-the-mean test. We then shift to discussing inverse-transform sampling for continuous random variates and discrete random variates and how the resulting random-variate generators might be implemented in a tool like Rockwell Automation's Arena.

In this lecture, we review basic probability fundamentals (measure spaces, probability measures, random variables, probability density functions, probability mass functions, cumulative distribution functions, moments, mean/expected value/center of mass, standard deviation, variance), and then we start to build a vocabulary of different probabilistic models that are used in different modeling contexts. These include uniform, triangular, normal, exponential, Erlang-k, Weibull, and Poisson variables. We will finish the discussing next time with the Bernoulli-based discrete variables and Poisson processes.

This lecture provides some historical background and motivation for System Dynamics Modeling (SDM) and Agent-Based Modeling (ABM), two other simulation modeling approaches that contrast with Discrete Event System (DES) simulation.In particular, in this lecture, we briefly introduce System Dynamics Modeling (SDM) and Agent-Based/Individual-Based Modeling (ABM/IBM) as the two ends of the simulation modeling spectrum (from low resolution to high resolution). The introduction of ABM describes applications in life sciences, social sciences, and engineering (Multi-Agent Systems, MAS)/operations research. NetLogo is introduced, and it is used to present examples of running ABM's as well as the code behind them. This lecture is also be coupled with notes discussing the Lab 3 (Monte Carlo simulation) results and general experience. These comments focus on interval estimation (which is right 95% of the time, as opposed to point estimation that is right 0% of the time) and the role of non-trivial distributions of random variables (as opposed to just their means).

In this lecture, we close out our review of DES fundamentals and hand simulation. After going through a hand-simulation example one last time, we show how to implement a Discrete Event System (DES) simulation using a spreadsheet tool like Microsoft Excel without any "macros" (VBA, etc.). This involves defining relationships ACROSS TIME that allow the spreadsheet to (in a declarative fashion) reconstruct the trajectory that is the output of the simulation.At the end of the lecture, we pivot to discussing the previous "Lab 2 (Muffin Oven Simulation)", which lets us introduce common random numbers (CRNs), statistical blocking, requirements of 2-sample and paired t-tests, and more sophisticated statistical methods that better characterize PRACTICAL significance (and take into account the multiple comparisons problem). Thus, the post-lab2 reflections are largely a preview of future topics in the course.

In this lecture, we cover fundamentals of discrete-event system (DES) simulation (DESS). This involves reviewing basic simulation concepts (entities, resources, attributes, events, activities, delays) and introducing the event-scheduling world view, which provides a causality framework on which an automatic simulation of a DES system can be built. We also discuss briefly how the stochastic modeling inherent to DESS means that outputs will be variable and thus will require rigorous statistics to make sense of.

In this lecture, we introduce Industrial and Systems Engineering as a blend of science and engineering that necessitates model building. We then define model (as something that answers a "What If" question) and different types of models. This gives us an opportunity to discuss how modeling is less about describing reality and more about generating tools to do useful things/make useful predictions. We end with a comparison of mental and quantitative models, as well as a comparison of different types of quantitative models (including simulation modeling).