Jerry banks introduction to simulation

Proceedings of the 2000 Winter Simulation Conference
J. A. Joines, R. R. Barton, K. Kang, and P. A. Fishwick, eds.
INTRODUCTION TO SIMULATION
Jerry Banks
Brooks Automation, AutoSimulations Division
Atlanta, GA 30067, U.S.A.
ABSTRACT
This introduction begins with an example of simulation done
by hand. Modeling concepts in simulation are then
introduced based on the example. Next, the advantages and
disadvantages of simulation are discussed. The introduction
ends with a discussion of the steps in a simulation study.
1 DEFINITION OF SIMULATION
Simulation is the imitation of the operation of a real-world
process or system over time. Simulation involves the
generation of an artificial history of the system, and the
observation of that artificial history to draw inferences
concerning the operating characteristics of the real system
that is represented.
Simulation is an indispensable problem-solving
methodology for the solution of many real-world problems.
Simulation is used to describe and analyze the behavior of
a system, ask “what if” questions about the real system,
and aid in the design of real systems. Both existing and
conceptual systems can be modeled with simulation.
2 SIMULATION EXAMPLE
Consider the operation of a one-teller bank where customers
arrive for service between one and ten minutes apart in time,
integer values only, each value equally likely. The
customers are served in a time between one and six minutes,
also integer valued, and equally likely. Restricting the times
to integer values is an abstraction of reality, since time is
continuous, but this aids in presenting the example. The
objective is to simulate the bank operation, by hand, until
twenty customers are served, and to compute measures of
performance such as the percentage of idle time, the average
waiting time per customer, and so on. Admittedly, twenty
customers is far too few to draw conclusions about the
operation of the system for the long run, but by following
this example, the stage is set for further presentations in the
introductory tutorials at WSC.
To simulate the process, random interarrival and
service times need to be generated. Assume that the
interarrival times are generated using a spinner that has
possibilities for the values 1 through 10. Further assume
that the service times are generated using a die that has
possibilities for the values 1 through 6.
Table 1 is called an ad hoc simulation table. The setup
of the simulation table is for the purpose of this problem,
but does not pertain to all problems.
Column 1, Customer, lists the 20 customers that arrive
to the system. It is assumed that Customer 1 arrives at time
zero, thus a dash is indicated in Row 1 of Column 2, Time
between Arrivals. Rows 2 through 20 of Column 2 were
generated using the spinner. Column 3, Arrival Time,
shows the simulated arrival times. Since Customer 1 is
assumed to arrive at time 0, and there is a 5 minute
interarrival time, Customer 2 arrives at time 5. There is a 1
minute interarrival time for Customer 3, thus, the arrival
occurs at time 6. This process of adding the interarrival
time to the previous arrival time is called bootstrapping.
By continuing this process, the arrival times of all 20
customers are determined. Column 4, Service Time,
contains the simulated service times for all 20 customers.
These were generated by rolling the die.
Now, the simulation of the service process begins. At
time 0, Customer 1 arrived, and immediately began
service. The service time was 2 minutes, so the service
period ended at time 2. The total time in the system for
Customer 1 was 2 minutes. The bank teller was not idle
since the simulation began with the arrival of a customer.
The customer did not have to wait for the teller.
At time 5, Customer 2 arrived, and immediately began
service as shown in Column 5. The service time was 2
minutes so the service period ended at time 7 as shown in
Column 6. The bank teller was idle from time 2 until time
5, so 3 minutes of idle time occurred. Customer 2 spent no
time in the queue.
Customer 3 arrived at time 6, but service could not
begin until time 7 as Customer 2 was being served until
time 7. The service time was 6 minutes, so service was
completed at time 13. Customer 3 was in the system from
time 6 until time 13, or for 7 minutes as indicated in
Column 7, Time in System. Although there was no idle
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time, Customer 3 had to wait in the queue for 1 minute for
service to begin.
This process continues for all 20 customers, and the
totals shown in Columns 7, 8 (Idle Time), and 9 (Time in
Queue) are entered. Some performance measures can now
be calculated as follows:
• Average time in system = 79/20 = 3.95 minutes
• % idle time = [30/99]*(100) = 30%
• Average waiting time per customer = 10/20 = 0.5
minutes
• Fraction having to wait = 5/20 = 0.25
• Average waiting time of those that waited = 10/3
= 3.33 minutes.
This very limited simulation indicates that the system
is functioning well. Only 25% of the customers had to
wait. About 30% of the time the teller is idle. Whether a
slower teller should replace the current teller depends on
the cost of having to wait versus any savings from having a
slower server.
This small simulation can be accomplished by hand,
but there is a limit to the complexity of problems that can
be solved in this manner. Also, the number of customers
that must be simulated could be much larger than 20 and
the number of times that the simulation must be run for
statistical purposes could be large. Hence, using the
computer to solve real simulation problems is almost
always appropriate.
This example raises some issues that will be addressed
in the introductory tutorials at WSC. The issues include
the following:
1. How is the form of the input data determined?
2. How are random variates generated if they follow
statistical distributions other than the discrete
uniform?
3. How does the user know that the simulation
imitates reality?
4. What other kinds of problems can be solved by
simulation?
5. How long does the simulation need to run?
6. How many different simulation runs should be
conducted?
7. What statistical techniques should be used to
analyze the output?
3 MODELING CONCEPTS
There are several concepts underlying simulation. These
include system and model, events, system state variables,
entities and attributes, list processing, activities and delays,
and finally the definition of discrete-event simulation.
Additional information on these topics is available from
Banks, et al. (2000) and Law and Kelton (2000). The
discussion in this section follows that of Carson (1993).
3.1 System, Model and Events
A model is a representation of an actual system. Immedi-
ately, there is a concern about the limits or boundaries of
the model that supposedly represent the system. The
model should be complex enough to answer the questions
raised, but not too complex.
Consider an event as an occurrence that changes the
state of the system. In the example, events include the
arrival of a customer for service at the bank, the beginning
of service for a customer, and the completion of a service.
There are both internal and external events, also called
endogenous and exogenous events, respectively. For
instance, an endogenous event in the example is the
beginning of service of the customer since that is within
the system being simulated. An exogenous event is the
arrival of a customer for service since that occurrence is
Table 1: Ad Hoc Simulation
(1) (2) (3) (4) (5) (6) (7) (8) (9)
Time Time Time Time Time
between Arrival Service Service Service in Idle in
Customer Arrivals Time Time Begins Ends System Time Queue
1 - 0 2 0 2 2 0 0
2 5 5 2 5 7 2 3 0
3 1 6 6 7 13 7 0 1
.
.
.
18 4 84 5 84 89 5 0 0
19 7 91 3 91 94 3 2 0
20 7 98 1 98 99 1 4 0
79 30 10
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outside of the simulation. However, the arrival of a
customer for service impinges on the system, and must be
taken into consideration.
WSC concerns discrete-event simulation models.
These are contrasted with other types of models such as
mathematical models, descriptive models, statistical
models, and input-output models. A discrete-event model
attempts to represent the components of a system and their
interactions to such an extent that the objectives of the
study are met. Most mathematical, statistical, and input-
output models represent a system’s inputs and outputs
explicitly, but represent the internals of the model with
mathematical or statistical relationships. An example is
the mathematical model from physics,
Force = Mass x Acceleration
based on theory. Discrete-event simulation models include
a detailed representation of the actual internals.
Discrete-event models are dynamic, i.e., the passage of
time plays a crucial role. Most mathematical and statistical
models are static in that they represent a system at a fixed
point in time. Consider the annual budget of a firm. This
budget resides in a spreadsheet. Changes can be made in
the budget and the spreadsheet can be recalculated, but the
passage of time is usually not a critical issue. Further
comments will be made about discrete-event models after
several additional concepts are presented.
3.2 System State Variables
The system state variables are the collection of all
information needed to define what is happening within the
system to a sufficient level (i.e., to attain the desired
output) at a given point in time. The determination of
system state variables is a function of the purposes of the
investigation, so what may be the system state variables in
one case may not be the same in another case even though
the physical system is the same. Determining the system
state variables is as much an art as a science. However,
during the modeling process, any omissions will readily
come to light. (And, on the other hand, unnecessary state
variables may be eliminated.)
Having defined system state variables, a contrast can
be made between discrete-event models and continuous
models based on the variables needed to track the system
state. The system state variables in a discrete-event model
remain constant over intervals of time and change value
only at certain well-defined points called event times.
Continuous models have system state variables defined by
differential or difference equations giving rise to variables
that may change continuously over time.
Some models are mixed discrete-event and continu-
ous. There are also continuous models that are treated as
discrete-event models after some reinterpretation of system
state variables, and vice versa.
3.3 Entities and Attributes
An entity represents an object that requires explicit
definition. An entity can be dynamic in that it “moves”
through the system, or it can be static in that it serves other
entities. In the example, the customer is a dynamic entity,
whereas the bank teller is a static entity.
An entity may have attributes that pertain to that entity
alone. Thus, attributes should be considered as local
values. In the example, an attribute of the entity could be
the time of arrival. Attributes of interest in one
investigation may not be of interest in another
investigation. Thus, if red parts and blue parts are being
manufactured, the color could be an attribute. However, if
the time in the system for all parts is of concern, the
attribute of color may not be of importance. From this
example, it can be seen that many entities can have the
same attribute or attributes (i.e., more than one part may
have the attribute “red”).
3.4 Resources
A resource is an entity that provides service to dynamic
entities. The resource can serve one or more than one
dynamic entity at the same time, i.e., operate as a parallel
server. A dynamic entity can request one or more units of
a resource. If denied, the requesting entity joins a queue,
or takes some other action (i.e., diverted to another
resource, ejected from the system). (Other terms for
queues include files, chains, buffers, and waiting lines.) If
permitted to capture the resource, the entity remains for a
time, then releases the resource.
There are many possible states of a resource. Mini-
mally, these states are idle and busy. But other possibili-
ties exist including failed, blocked, or starved.
3.5 List Processing
Entities are managed by allocating them to resources that
provide service, by attaching them to event notices thereby
suspending their activity into the future, or by placing them
into an ordered list. Lists are used to represent queues.
Lists are often processed according to FIFO (first-in-
first-out), but there are many other possibilities. For
example, the list could be processed by LIFO (last-in-first-
out), according to the value of an attribute, or randomly, to
mention a few. An example where the value of an attribute
may be important is in SPT (shortest process time)
scheduling. In this case, the processing time may be stored
as an attribute of each entity. The entities are ordered
according to the value of that attribute with the lowest
value at the head or front of the queue.
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3.6 Activities and Delays
An activity is a duration of time whose duration is known
prior to commencement of the activity. Thus, when the
duration begins, its end can be scheduled. The duration
can be a constant, a random value from a statistical
distribution, the result of an equation, input from a file, or
computed based on the event state. For example, a service
time may be a constant 10 minutes for each entity; it may
be a random value from an exponential distribution with a
mean of 10 minutes; it could be 0.9 times a constant value
from clock time 0 to clock time 4 hours, and 1.1 times the
standard value after clock time 4 hours; or it could be 10
minutes when the preceding queue contains at most four
entities and 8 minutes when there are five or more in the
preceding queue.
A delay is an indefinite duration that is caused by
some combination of system conditions. When an entity
joins a queue for a resource, the time that it will remain in
the queue may be unknown initially since that time may
depend on other events that may occur. An example of
another event would be the arrival of a rush order that
preempts the resource. When the preempt occurs, the
entity using the resource relinquishes its control instantane-
ously. Another example is a failure necessitating repair of
the resource.
Discrete-event simulations contain activities that cause
time to advance. Most discrete-event simulations also
contain delays as entities wait. The beginning and ending
of an activity or delay is an event.
3.7 Discrete-Event Simulation Model
Sufficient modeling concepts have been defined so that a
discrete-event simulation model can be described as one in
which the state variables change only at those discrete
points in time at which events occur. Events occur as a
consequence of activity times and delays. Entities may
compete for system resources, possibly joining queues
while waiting for an available resource. Activity and delay
times may “hold” entities for durations of time.
A discrete-event simulation model is conducted over
time (“run”) by a mechanism that moves simulated time
forward. The system state is updated at each event along
with capturing and freeing of resources that may occur at
that time.
4 ADVANTAGES AND DISADVANTAGES
OF SIMULATION
Competition in the computer industry has led to
technological breakthroughs that are allowing hardware
companies to continually produce better products. It seems
that every week another company announces its latest
release, each with more options, memory, graphics
capability, and power. (Much of this section is from Banks
and Norman, 1995.)
What is unique about new developments in the
computer industry is that they often act as a springboard for
other related industries to follow. One industry in particular
is the simulation-software industry. As computer hardware
becomes more powerful, more accurate, faster, and easier to
use, simulation software does too.
The number of businesses using simulation is steadily
increasing. Many managers are realizing the benefits of
utilizing simulation for more than just the one-time
remodeling of a facility. Rather, due to advances in
software, managers are incorporating simulation in their
daily operations on an increasingly regular basis.
For most companies, the benefits of using simulation
go beyond just providing a look into the future. These
benefits are mentioned by many authors (Banks, Carson
Nelson, and Nicol, 2000; Law and Kelton, 2000; Pegden,
Shannon and Sadowski, 1995; and Schriber, 1991) and are
included in the following:
4.1 Choose Correctly
Simulation lets you test every aspect of a proposed change
or addition without committing resources to their
acquisition. This is critical, because once the hard
decisions have been made, the bricks have been laid, or the
material-handling systems have been installed, changes and
corrections can be extremely expensive. Simulation allows
you to test your designs without committing resources to
acquisition.
4.2 Time Compression and Expansion
By compressing or expanding time simulation allows you
to speed up or slow down phenomena so that you can
thoroughly investigate them. You can examine an entire
shift in a matter of minutes if you desire, or you can spend
two hours examining all the events that occurred during
one minute of simulated activity.
4.3 Understand “Why?”
Managers often want to know why certain phenomena
occur in a real system. With simulation, you determine the
answer to the “why” questions by reconstructing the scene
and taking a microscopic examination of the system to
determine why the phenomenon occurs. You cannot
accomplish this with a real system because you cannot see
or control it in its entirety.
4.4 Explore Possibilities
One of the greatest advantages of using simulation soft-
ware is that once you have developed a valid simulation
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model, you can explore new policies, operating procedures,
or methods without the expense and disruption of
experimenting with the real system. Modifications are
incorporated in the model, and you observe the effects of
those changes on the computer rather than the real system.
4.5 Diagnose Problems
The modern factory floor or service organization is very
complex--so complex that it is impossible to consider all the
interactions taking place in one given moment. Simulation
allows you to better understand the interactions among the
variables that make up such complex systems. Diagnosing
problems and gaining insight into the importance of these
variables increases your understanding of their important
effects on the performance of the overall system.
The last three claims can be made for virtually all
modeling activities, queueing, linear programming, etc.
However, with simulation the models can become very
complex and, thus, have a higher fidelity, i.e., they are
valid representations of reality.
4.6 Identify Constraints
Production bottlenecks give manufacturers headaches. It is
easy to forget that bottlenecks are an effect rather than a
cause. However, by using simulation to perform bottle-
neck analysis, you can discover the cause of the delays in
work-in-process, information, materials, or other processes.
4.7 Develop Understanding
Many people operate with the philosophy that talking
loudly, using computerized layouts, and writing complex
reports convinces others that a manufacturing or service
system design is valid. In many cases these designs are
based on someone’s thoughts about the way the system
operates rather than on analysis. Simulation studies aid in
providing understanding about how a system really
operates rather than indicating an individual’s predictions
about how a system will operate.
4.8 Visualize the Plan
Taking your designs beyond CAD drawings by using the
animation features offered by many simulation packages
allows you to see your facility or organization actually
running. Depending on the software used, you may be able
to view your operations from various angles and levels of
magnification, even 3-D. This allows you to detect design
flaws that appear credible when seen just on paper on in a
2-D CAD drawing.
4.9 Build Consensus
Using simulation to present design changes creates an
objective opinion. You avoid having inferences made when
you approve or disapprove of designs because you simply
select the designs and modifications that provided the most
desirable results, whether it be increasing production or
reducing the waiting time for service. In addition, It is
much easier to accept reliable simulation results, which
have been modeled, tested, validated, and visually
represented, instead of one person’s opinion of the results
that will occur from a proposed design.
4.10 Prepare for Change
We all know that the future will bring change. Answering
all of the “what-if” questions is useful for both designing
new systems and redesigning existing systems. Interacting
with all those involved in a project during the problem-
formulation stage gives you an idea of the scenarios that
are of interest. Then you construct the model so that it
answers questions pertaining to those scenarios. What if
an AGV is removed from service for an extended period of
time? What if demand for service increases by 10 percent?
What if … ? The options are unlimited.
4.11 Wise Investment
The typical cost of a simulation study is substantially less
than 1% of the total amount being expended for the
implementation of a design or redesign. Since the cost of a
change or modification to a system after installation is so
great, simulation is a wise investment.
4.12 Train the Team
Simulation models can provide excellent training when
designed for that purpose. Used in this manner, the team
provides decision inputs to the simulation model as it
progresses. The team, and individual members of the
team, can learn by their mistakes, and learn to operate
better. This is much less expensive and less disruptive than
on-the-job learning.
4.13 Specify Requirements
Simulation can be used to specify requirements for a system
design. For example, the specifications for a particular type
of machine in a complex system to achieve a desired goal
may be unknown. By simulating different capabilities for
the machine, the requirements can be established.
The disadvantages of simulation include the following:
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4.14 Model Building Requires Special Training
It is an art that is learned over time and through experience.
Furthermore, if two models of the same system are
constructed by two competent individuals, they may have
similarities, but it is highly unlikely that they will be the
same.
4.15 Simulation Results may
be Difficult to Interpret
Since most simulation outputs are essentially random
variables (they are usually based on random inputs), it may
be hard to determine whether an observation is a result of
system interrelationships or randomness.
4.16 Simulation Modeling and Analysis can
be Time Consuming and Expensive
Skimping on resources for modeling and analysis may
result in a simulation model and/or analysis that is not
sufficient to the task.
4.17 Simulation may be used Inappropriately
Simulation is used in some cases when an analytical
solution is possible, or even preferable. This is particularly
true in the simulation of some waiting lines where closed-
form queueing models are available, at least for long-run
evaluation.
In defense of simulation, these four disadvantages,
respectively, can be offset as follows:
4.18 Simulators
Vendors of simulation soft-ware have been actively
developing packages that contain models that only need
input data for their operation. Such models have the
generic tag “simulators” or templates.
4.19 Output Analysis
Most simulation-software vendors have developed output-
analysis capabilities within their packages for performing
very extensive analysis. This reduces the computational
requirements on the part of the user, although they still
must understand the analysis procedure.
4.20 Faster and Faster
Simulation can be performed faster today than yesterday,
and even faster tomorrow. This is attributable to the
advances in hardware that permit rapid running of
scenarios. It is also attributable to the advances in many
simulation packages. For example, many simulation
software products contain constructs for modeling material
handling using transporters such as conveyors, and
automated guided vehicles.
4.21 Limitations of Closed-Form Models
Closed-form models are not able to analyze most of the
complex systems that are encountered in practice. In many
years of consulting practice, not one problem was encoun-
tered that could have been solved by a closed-form solution.
5 STEPS IN A SIMULATION STUDY
Figure 1 shows a set of steps to guide a model builder in a
thorough and sound simulation study. Similar figures and
their interpretation can be found in other sources such as
Pegden, Shannon, and Sadowski (1995) and Law and
Kelton (2000). This presentation is built on that of Banks,
Carson, Nelson, and Nicol (2000).
5.1 Problem Formulation
Every simulation study begins with a statement of the
problem. If the statement is provided by those that have
the problem (client), the simulation analyst must take
extreme care to insure that the problem is clearly
understood. If a problem statement is prepared by the
simulation analyst, it is important that the client understand
and agree with the formulation. It is suggested that a set of
assumptions be prepared by the simulation analyst and
agreed to by the client. Even with all of these precautions,
it is possible that the problem will need to be reformulated
as the simulation study progresses.
5.2 Setting of Objectives and Overall Project Plan
Another way to state this step is “prepare a proposal.”
This step should be accomplished regardless of location of
the analyst and client, viz., as an external or internal
consultant.
The objectives indicate the questions that are to be
answered by the simulation study. The project plan should
include a statement of the various scenarios that will be
investigated. The plans for the study should be indicated in
terms of time that will be required, personnel that will be
used, hardware and software requirements if the client
wants to run the model and conduct the analysis, stages in
the investigation, output at each stage, cost of the study and
billing procedures, if any.
5.3 Model Conceptualization
The real-world system under investigation is abstracted by
a conceptual model, a series of mathematical and logical
relationships concerning the components and the structure
14

Banks
(Banks, et al., DISCRETE EVENT SYSTEM SIMULA-
TION, 3/e, ©2000, p.16. Reprinted by permission of
Prentice-Hall, Upper Saddle River, New Jersey.)
Figure 1: Steps in a Simulation Study
of the system. It is recommended that modeling begin
simply and that the model grow until a model of
appropriate complexity has been developed. For example,
consider the model of a manufacturing and material
handling system. The basic model with the arrivals,
queues and servers is constructed. Then, add the failures
and shift schedules. Next, add the material-handling
capabilities. Finally, add the special features. Construct-
ing an unduly complex model will add to the cost of the
study and the time for its completion without increasing the
quality of the output. Maintaining client involvement will
enhance the quality of the resulting model and increase the
client’s confidence in its use.
5.4 Data Collection
Shortly after the proposal is “accepted” a schedule of data
requirements should be submitted to the client. In the best
of circumstances, the client has been collecting the kind of
data needed in the format required, and can submit these
data to the simulation analyst in electronic format.
Oftentimes, the client indicates that the required data are
indeed available. However, when the data are delivered
they are found to be quite different than anticipated. For
example, in the simulation of an airline-reservation system,
the simulation analyst was told “we have every bit of data
that you want over the last five years.” When the study
commenced, the data delivered were the average “talk
time” of the reservationist for each of the years. Individual
values were needed, not summary measures.
Model building and data collection are shown as
contemporaneous in Figure 1. This is to indicate that the
simulation analyst can readily construct the model while
the data collection is progressing.
5.5 Model Translation
The conceptual model constructed in Step 3 is coded into a
computer recognizable form, an operational model.
5.6 Verified?
Verification concerns the operational model. Is it
performing properly? Even with small textbook sized
models, it is quite possible that they have verification
difficulties. These models are orders of magnitude smaller
than real models (say 50 lines of computer code versus
2,000 lines of computer code). It is highly advisable that
verification take place as a continuing process. It is ill
advised for the simulation analyst to wait until the entire
model is complete to begin the verification process. Also,
use of an interactive run controller, or debugger, is highly
encouraged as an aid to the verification process.
5.7 Validated?
Validation is the determination that the conceptual model
is an accurate representation of the real system. Can the
model be substituted for the real system for the purposes of
experimentation? If there is an existing system, call it the
base system, then an ideal way to validate the model is to
compare its output to that of the base system. Unfortun-
15

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ately, there is not always a base system. There are many
methods for performing validation.
5.8 Experimental Design
For each scenario that is to be simulated, decisions need to
be made concerning the length of the simulation run, the
number of runs (also called replications), and the manner
of initialization, as required.
5.9 Production Runs and Analysis
Production runs, and their subsequent analysis, are used to
estimate measures of performance for the scenarios that are
being simulated.
5.10 More Runs?
Based on the analysis of runs that have been completed, the
simulation analyst determines if additional runs are needed
and if any additional scenarios need to be simulated.
5.11 Documentation and Reporting
Documentation is necessary for numerous reasons. If the
simulation model is going to be used again by the same or
different analysts, it may be necessary to understand how
the simulation model operates. This will enable confidence
in the simulation model so that the client can make
decisions based on the analysis. Also, if the model is to be
modified, this can be greatly facilitated by adequate
documentation.
The result of all the analysis should be reported clearly
and concisely. This will enable the client to review the
final formulation, the alternatives that were addressed, the
criterion by which the alternative systems were compared,
the results of the experiments, and analyst recommenda-
tions, if any.
5.12 Implementation
The simulation analyst acts as a reporter rather than an
advocate. The report prepared in step 11 stands on its
merits, and is just additional information that the client
uses to make a decision. If the client has been involved
throughout the study period, and the simulation analyst has
followed all of the steps rigorously, then the likelihood of a
successful implementation is increased.
REFERENCES
Banks, J., J.S. Carson II, B.L. Nelson, and D.M. Nicol,
2000. Discrete event system simulation, 3rd Ed.,
Upper Saddle River, New Jersey: Prentice-Hall.
Banks, J. and V. Norman, November, 1995. Justifying
simulation in today’s manufacturing environment, IIE
Solutions.
Carson, J.S., 1993. Modeling and simulation world views,
in Proceedings of the 1993 Winter Simulation
Conference, ed. G.W. Evans, M. Mollaghasemi, E.C.
Russell, and W.E. Biles, Institute of Electrical and
Electronics Engineers, pp. 18-23. Piscataway, NJ.
Law, A.M. and W.D. Kelton, 2000. Simulation Modeling
and Analysis, 3rd Ed., New York: McGraw-Hill.
Pegden, C.D., R.E. Shannon and R.P. Sadowski, 1995.
Introduction to simulation using SIMAN, 2nd Ed.,
New York: McGraw-Hill.
Schriber, T.J. 1991. An introduction to simulation using
GPSS/H, New York: John Wiley.
AUTHOR BIOGRAPHY
JERRY BANKS is Senior Simulation Technology
Advisor, AutoSimulations, a Brooks Automation company.
He was formerly Professor of Industrial and Systems
Engineering at Georgia Tech.
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Jerry banks introduction to simulation

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