2.1 Modeling and Simulation
11
Figure 2.1 Ways to study a system [La2007, p. 4]
of a (real-world) problem and the objectives that are to be addressed and ideally
ends with the solution implementation. The paths between these two points are
described differently in literature. They mainly vary in the order and level of
detail of the individual steps. A similar list of required steps can be found in all
sources, such as Balci, Banks, Law, Robinson and Shannon [Ba1998, pp. 15–
18; Ba+2005, pp. 11–16; Ba2012a, pp. 874–882; La2003, pp. 66–69; Ro2008,
pp. 279–281; Sh1998, pp. 9–13].
As shown in Figure 2.2, this thesis follows the stages of the simulation lifecycle according to Robinson and Eldabi et al. [Ro2008, pp. 279–281; El+2018,
p. 1501]. A special focus is put on the conceptual model, as the conceptual
modeling is an extremely important step in a hybrid simulation study 1 . “The development of a conceptual model is a purely mental activity that involves more art
than science and requires that the complexity of the physical system be reduced and controlled, keeping in mind a possible operational formalization of the
model” [TB2017, p. 23]. All steps of the simulation lifecycle are known and will
be applied in section 5.6 and chapter 6 during the prototypical implementation
1 The term hybrid simulation study as well as the reasons for focusing on the conceptual model
in this context will be explained in detail in section 2.1.2.
11
Figure 2.1 Ways to study a system [La2007, p. 4]
of a (real-world) problem and the objectives that are to be addressed and ideally
ends with the solution implementation. The paths between these two points are
described differently in literature. They mainly vary in the order and level of
detail of the individual steps. A similar list of required steps can be found in all
sources, such as Balci, Banks, Law, Robinson and Shannon [Ba1998, pp. 15–
18; Ba+2005, pp. 11–16; Ba2012a, pp. 874–882; La2003, pp. 66–69; Ro2008,
pp. 279–281; Sh1998, pp. 9–13].
As shown in Figure 2.2, this thesis follows the stages of the simulation lifecycle according to Robinson and Eldabi et al. [Ro2008, pp. 279–281; El+2018,
p. 1501]. A special focus is put on the conceptual model, as the conceptual
modeling is an extremely important step in a hybrid simulation study 1 . “The development of a conceptual model is a purely mental activity that involves more art
than science and requires that the complexity of the physical system be reduced and controlled, keeping in mind a possible operational formalization of the
model” [TB2017, p. 23]. All steps of the simulation lifecycle are known and will
be applied in section 5.6 and chapter 6 during the prototypical implementation
1 The term hybrid simulation study as well as the reasons for focusing on the conceptual model
in this context will be explained in detail in section 2.1.2.