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| <<Anchor(textbook)>>Lawrence M. Leemis, Stephen K. Park, ''Discrete Event Simulation - A First Course'', Pearson Prentice Hall, [[http://www.addall.com/New/submitNew.cgi?query=0-13-142917-5+&type=ISBN|ISBN 13: 978-0131-42917-8]] | <<Anchor(textbook)>>Lawrence M. Leemis, Stephen K. Park, ''Discrete Event Simulation - A First Course'', Pearson Prentice Hall, [[http://www.addall.com/New/submitNew.cgi?query=0-13-142917-5+&type=ISBN|ISBN 13: 978-0131-42917-8]] --- ''BEWARE THE INTERNATIONAL EDITION'' |
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| There are two textbooks on reserve in the [[http://catalyst.coalliance.org/vwebv/enterCourseReserve.do|Arthur Lakes Memorial Library]]. | {{{#!wiki important In order to reduce costs for students, the CS department is selling ''brand new'' reprints direct to the students (cost+tax) by check, or with credit card and an additional $+3\%$ processing fee.<<BR>> |
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| Unfortunately, there are no electronic versions of this text are available :( | First [[https://mines.eventsair.com/23cs1164a-materials/purchase/Site/Register|pay for the book with this link]], then take your receipt to [[https://cs.mines.edu/staff/|Justyna or Sam]] in the CS office to pick up the book. }}} There are two textbooks on reserve in the [[https://library.mines.edu/|Arthur Lakes Memorial Library]]. Unfortunately, there are no electronic versions of this text are available (or so I'm told). :( |
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| = Learning Methods = This will not be a traditional lecture course. Instead, it will be taught using an '''[[http://en.wikipedia.org/wiki/Active_learning|active learning]]''' technique known as '''formal learning groups'''. Here is how they will work. A semester will have three rounds of learning groups (LGs), each about four weeks long. Students will be randomly assigned to learning groups at the beginning of each round. 1. "Lectures" will begin immediately with '''learning group time'''. LGs should review the previous assignment's learning goals and discuss the new content. LGs are expected to rearrange the room furnishings to accommodate their group work. The instructor will circulate through the learning groups to record [[ParticipationGrade|participation points]], observe discussions, and answer questions. 1. After the initial group time, there will be a brief discussion of the current assignment's topics, perhaps working through a few example problems or debating some finer points of a topic. This will be led by the instructor but guided by student input. 1. Important topics in the next reading assignment will be introduced to the students. 1. The balance of the lecture period will be a more formal (but short) lecture period interspersed with some problems and guided discussions for learning groups. 1. Before the end of most lecture periods, learning groups will have an opportunity to see the next group assignment and discuss how the work load will be divided among the members. {{{#!wiki important We live in "interesting times", wondering how '''learning group time''' pans out when you or a group member is quarantined or isolated? [[QuarantinedLearningGroups|Read this for detailed expectations]] in the course. }}} |
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| Students should familiarize themelves with the [[CollabPolicy|collaboration policy]] for '''graded work'''. | Students should familiarize themselves with the [[CollabPolicy|collaboration policy]] for '''graded work'''. |
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| || [[#Assignments|Programming and Written Assignments]] || 25% || Read about [[#LatePenalties|late penalties]]. || || Midterm Exam || 30% || cumulative, weighted || || Final Exam || 35% || cumulative, weighted || || [[#Participation|Participation]] || 10% || including [[#Bounties|simulation bounties]] || |
|| [[#LGQs|Group score on quizzes]] || 16% || Median score of your group members, weighted evenly<<FootNote(With some reasonable caveats)>> || || Individual Quizzes || 16% || Weighted evenly<<BR>>~-14% formal quizzes, 2% '''unannounced''' grading "checks"-~ || || [[#Assignments|Programming and Written Assignments]] || 19% || Read about [[#LatePenalties|late penalties]] || || Midterm Exam || 22% || Cumulative, weighted by question point value || || Final Exam or Final Project (your choice) || 27% || Cumulative, weighted by question point value || == Learning Group Quizzes == <<Anchor(LGQs)>> At the end of each learning group round, there will be a '''quiz''' over the material covered during the learning group. These are '''Learning Group Quizzes'''. These quizzes will be taken '''independently''' by each LG member, but each member's course grade will be based (in part) on their individual performance '''as well as their learning group's performance'''. {{{#!wiki tip Life happens and occasionally a student won't be able to sit for a learning group quiz. If the absence is excused, then the student will have the missing ''individual'' portion of the quiz ignored in all<<FootNote(individual and group)>> grade calculations, but they will still share in the ''group'' component of the quiz. There is typically a "Quiz Prep" learning group assignment before a quiz, so excused students should do their share of this work for the benefit of the '''whole group.''' With this policy, make-up quizzes are rarely offered. }}} |
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| <<Anchor(Assignments)>>Programming and written assignments may we worth different numbers of points, but their percentile grades are all weighted the same when calculating the "Assignment" portion of your course grade. | <<Anchor(Assignments)>>Programming and written assignments may we worth different numbers of points, but their percentile grades are all weighted the same when calculating the "Assignment" portion of your course grade. Every effort will be made to have your assignments graded within two weeks, but you should understand that the assignment grader has a (graduate) student's schedule as well! |
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| * <<Anchor(ContestedGrades)>>After assignment grades are posted, students have 1 week to review and contest an assignment grade. If you are concerned over a particular assignment's grading, [[Graders#SeniorGrader|follow these instructions]]. * Assignments may not be re-submitted after they have been graded, even if the re-submission is before the assignment deadline. * <<Anchor(LatePenalties)>> '''Late Policy''': 2% off for first 24 hours, 5% off for second 24 hours, 12% of for the third 24 hours (3 days late). Assignments posted '''4 days or more''' after the due date '''are not graded'''. Weekends count as late days, all work must be turned in '''before Dead-Day.''' |
* <<Anchor(ContestedGrades)>>After assignment grades are posted, students have 1 week to review and contest an assignment grade. If you are concerned over a particular assignment's grading, Email your concerns to the instructor. * Assignments can usually be re-submitted after grading, with the instructor's permissions. * <<Anchor(LatePenalties)>> Extensions will be granted for reasonable reasons and prompt communication with the instructor (sometimes with a small point penalty). The '''late policy''' for work submitted past the due date '''without an extension''' is: 15% off for first 24 hours, 10% off for second and third days, 20% off if submitted within four days. Assignments posted '''four days or more''' after the due date '''without an extension''' are half credit. Weekends count as late days. |
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| 1. It must be available on the standard CSM Linux machines (BB136 Lab), without additional installs or (re)configurations. | 1. It must be available on the standard CSM Linux machines (CTLM B60), without additional installs or (re)configurations. |
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| == Participation == <<Anchor(Participation)>> Students are expected to attend lectures and participate in group work during lectures. Students may garner participation points by capitalizing on ''Simulation Bounties'': === Simulation Bounties === <<Anchor(Bounties)>> Find a story, news article, radio segment, or some other mention of computer simulation reported by the popular press. Research the simulation side of the story, and present this to the class for a 4-5 minute discussion during lecture. Alternatively, present the results of a peer-reviewed article using computer simulation as its primary computational tool, or a peer-reviewed article discussing developments in the technology of computer simulation. Also, individuals or small groups of students may complete small, course content specific software projects. Preferred are those that can be shared with your peers using the same language. |
Textbook
Lawrence M. Leemis, Stephen K. Park, Discrete Event Simulation - A First Course, Pearson Prentice Hall, ISBN 13: 978-0131-42917-8 --- BEWARE THE INTERNATIONAL EDITION
In order to reduce costs for students, the CS department is selling brand new reprints direct to the students (cost+tax) by check, or with credit card and an additional $+3\%$ processing fee.
First pay for the book with this link, then take your receipt to Justyna or Sam in the CS office to pick up the book.
There are two textbooks on reserve in the Arthur Lakes Memorial Library.
Unfortunately, there are no electronic versions of this text are available (or so I'm told). 
Course Description
CSCI423 --- Computer Simulation: A first course in computer simulation. A course emphasizing the rigorous development of simulation applications. Topics will include the design of simulations, Monte Carlo simulation, discrete event simulation, and the mathematics behind their proper implementation and analysis. To a lessor extent we may discuss random number generation, time-step simulations and parallel simulations. The course uses in class group work, programming assignments, student-selected initiatives, and exams for assessment.
Prerequisites: Software Engineering (CSCI306), Probability and Statistics (MATH200 or MATH323), Introduction to Linux (CSCI274).
Learning Goals
The objectives of this course are to introduce students to the field of computer simulation.
Upon successful completion of this course, the student will have practiced and improved their coding, code review, communication and collaboration skills; and be able to:
- Demonstrate a working knowledge of rigorous computer simulation software development.
- Demonstrate a working knowledge of pseudo random number generator APIs and their properties.
- Apply the laws and formulas of probability and statistics to simulation input modeling.
- Apply the laws and formulas of probability and statistics to the results of simulations and demonstrate best practices in the presentation of simulation results.
- Know the distinguishing details of discrete (next) event and Monte Carlo simulation architectures.
Learning Methods
This will not be a traditional lecture course. Instead, it will be taught using an active learning technique known as formal learning groups. Here is how they will work.
A semester will have three rounds of learning groups (LGs), each about four weeks long. Students will be randomly assigned to learning groups at the beginning of each round.
"Lectures" will begin immediately with learning group time. LGs should review the previous assignment's learning goals and discuss the new content. LGs are expected to rearrange the room furnishings to accommodate their group work. The instructor will circulate through the learning groups to record participation points, observe discussions, and answer questions.
- After the initial group time, there will be a brief discussion of the current assignment's topics, perhaps working through a few example problems or debating some finer points of a topic. This will be led by the instructor but guided by student input.
- Important topics in the next reading assignment will be introduced to the students.
- The balance of the lecture period will be a more formal (but short) lecture period interspersed with some problems and guided discussions for learning groups.
- Before the end of most lecture periods, learning groups will have an opportunity to see the next group assignment and discuss how the work load will be divided among the members.
We live in "interesting times", wondering how learning group time pans out when you or a group member is quarantined or isolated? Read this for detailed expectations in the course.
Student Evaluation
Students should familiarize themselves with the collaboration policy for graded work.
Grade Component |
Course Grade Weight |
Notes |
16% |
Median score of your group members, weighted evenly1 |
|
Individual Quizzes |
16% |
Weighted evenly |
19% |
Read about late penalties |
|
Midterm Exam |
22% |
Cumulative, weighted by question point value |
Final Exam or Final Project (your choice) |
27% |
Cumulative, weighted by question point value |
Learning Group Quizzes
At the end of each learning group round, there will be a quiz over the material covered during the learning group. These are Learning Group Quizzes. These quizzes will be taken independently by each LG member, but each member's course grade will be based (in part) on their individual performance as well as their learning group's performance.
Life happens and occasionally a student won't be able to sit for a learning group quiz. If the absence is excused, then the student will have the missing individual portion of the quiz ignored in all2 grade calculations, but they will still share in the group component of the quiz. There is typically a "Quiz Prep" learning group assignment before a quiz, so excused students should do their share of this work for the benefit of the whole group.
With this policy, make-up quizzes are rarely offered.
Assignments
Programming and written assignments may we worth different numbers of points, but their percentile grades are all weighted the same when calculating the "Assignment" portion of your course grade. Every effort will be made to have your assignments graded within two weeks, but you should understand that the assignment grader has a (graduate) student's schedule as well!
After assignment grades are posted, students have 1 week to review and contest an assignment grade. If you are concerned over a particular assignment's grading, Email your concerns to the instructor.
- Assignments can usually be re-submitted after grading, with the instructor's permissions.
Extensions will be granted for reasonable reasons and prompt communication with the instructor (sometimes with a small point penalty). The late policy for work submitted past the due date without an extension is: 15% off for first 24 hours, 10% off for second and third days, 20% off if submitted within four days. Assignments posted four days or more after the due date without an extension are half credit. Weekends count as late days.
Programming Languages
You are free to use a general purpose programming language of your choice, within these constraints:
- It must be available on the standard CSM Linux machines (CTLM B60), without additional installs or (re)configurations.
- It must provide a simple pseudo random number generator (we will learn that not all pRNGs are of equal quality).
It must provide access to command line parameters (aka argv).
In general, computer simulation is not a graphics intense software domain; so graphics support and portability of simulation codes from between operating systems should not be a big hurdle.
In addition to these language requirements, programming projects will meet certain design requirements as well.
Exam "No Show" Policy
Failure to sit for a scheduled exam (without an incredibly good explanation) incurs the same "late penalty" as for late assignments in the course. The "lateness" is measured between the scheduled exam time and when your instructor or course coordinator is informed of your absence.
If there is no policy for late assignments in a course, the following will be used: 10% off for first 24 hours, 20% off for second 24 hours, 40% off for the third 24 hours. Beyond this (again, without an incredibly good explanation) a zero will very likely be recorded for the exam grade.
Students are not guaranteed the opportunity to take a make-up exam; leniency in these matters is at the discretion of the course instructor(s).
Institutional Support
Disability Support Services
The Colorado School of Mines is committed to ensuring the full participation of all students in its programs, including students with disabilities. If you are registered with Disability Support Services (DSS) and I have received your letter of accommodations, please contact me at your earliest convenience so we can discuss your needs in this course. For questions or other inquiries regarding disabilities or academic accommodations, I encourage you to visit https://disabilities.mines.edu/ for more information.
Discrimination, Harassment and Title IX
All learning opportunities at Mines, including this course, require a safe environment for everyone to be productive and able to share and learn without fear of discrimination or harassment. Mines’ core values of respect, diversity, compassion, and collaboration will be honored in this course (More information can be found here) and the standards in this class are the same as those expected in any professional work environment. Discrimination or harassment of any type will not be tolerated. As a participant in this course, we expect you to respect your instructor and your classmates. As your instructor, it is my responsibility to foster a learning environment that supports diversity of thoughts, perspectives and experiences, and honors your identities. To help accomplish this:
- Course rosters are provided to the instructor with the student’s legal name. I will honor your request to address you by an alternate name or gender pronoun. Please advise me of this preference early in the semester so that I may make appropriate changes to my records.
- If something is said or done in this course (by anyone, including myself) that made you or others feel uncomfortable, or if your performance in the course is being impacted by your experiences outside of the course, please report it to:
Me (your course instructor). If you are not comfortable discussing the topic with myself, please consider
the Wellness Center for Counseling (https://www.mines.edu/counseling-center/), or
Speak Up which is an anonymous option to report anything that makes you uncomfortable (https://www.mines.edu/speak-up/)
In this course, we will cultivate a community that supports survivors, prevents interpersonal violence, and promotes a harassment free environment. Title IX and Colorado State law protects individuals from discrimination based on sex and gender in educational programs or activities. Mines takes this obligation seriously and is committed to providing a campus community free from gender and sex-based discrimination. Discrimination, including sexual harassment, sexual violence, stalking, and domestic violence, is prohibited and will not be tolerated within the Mines campus community. If these issues have affected you or someone you know, you can access the appropriate resources here: http://www.mines.edu/title-ix/. You can also contact the Mines Title IX Coordinator, Karin Ranta-Curran, at 303-384- 2558 or krcurran@mines.edu for more information.
Division of Humanities and Social Sciences (HASS) Writing Center
Located in room 133 Alderson Hall (phone: 303-273-3085), the HASS Writing Center is a teaching facility providing all CSM students with an opportunity to enhance their writing proficiency. The HASS Writing Center faculty are experienced technical and professional writing instructors. The Center assists writers with all their writing needs, from course assignments to scholarship applications, proposals, letters and resumes. This service is free to CSM students and includes one-to-one tutoring and online resources. https://hass.mines.edu/enrichment/campus-writing-program/