PDA ENGINEERING COLLEGE

Kalaburagi

DEPARTMANT OF INFORMATION SCIENCE AND ENGINEERING

Submitted By
Mahalaxmi V Tarapur [3PD17IS019]
Keerti M Bandak [3PD16IS013]
 
2020-2021
 Abstract
 Introduction
 Literature Survey
 Objective
 Problem Statement
 Existing system
 Proposed system
 Applications
 Merits & Demerits
 Conclusion
 Future scope
 References
ABSTRACT

The dice is a simple cube that generates any number from 1 to 6, and the dice
simulator is a computer model that rolls the dice for the user.
A dice rolling simulator can be implemented in different ways by Python. Six images
will be required to create that will be used in the simulator.
In this project we are going to develop dice roll simulator.
What are dice?
In the real world, dice (the plural of die) are polyhedra made of plastic, wood, ivory,
or other hard material. Each face of the die is numbered, or marked in some way, so
that when the die is cast onto a smooth, flat surface and allowed to come to rest, a
particular number is specified. Mathematically, we can consider a die to be a random
variable that takes on only finitely many distinct values. Usually, these values will
constitute a set of positive integers 1, 2, ..., n; in such cases, we will refer to the die as
n-sided.
 
INTRODUCTION

 Dice rolls can be effectively simulated using technology. The National Council of
Teachers of Mathematics (NCTM, 2000) recommends that teachers use simulations
to give students experience with problem situations that are difficult to create
without technology.
 Computer technologies furnish visual images of mathematical ideas; they facilitate
organizing and analyzing data; and they compute efficiently and accurately.
Similarly, in accordance with the Standards for Excellence of The Australian
Association of Mathematics Teachers (AAMT, 2006), a variety of appropriate
teaching strategies is incorporated in the intended learning experiences, enhanced by
available technologies and other resources.
 Real dice rolling and recording of outcomes are crucial in an introductory phase of
the problem-solving process. These activities develop students’ abilities to organize
data for effective analysis. Students can draw different conclusions by carrying out a
small number of random experiments.
 Based on these differences, students should realize that a large number of random
experiments is necessary to discover general relationships.
LITERATURE SURVEY
 
Dice-Rolls in Role-Playing Games Torben Mogensen email: [email protected] 15.
marts 2016
Most RPGs (role-playing games) use some sort of randomizer when resolving actions.
Most often dice are used for this, but a few games use cards, rock-paper-scissors or other
means of randomization There are dozens of different ways dice have been used in
RPGs, and we are likely to see many more in the future. This is not an evolution from
bad methods to better methods – there is no such thing as a perfect dice-roll system
suitable for all games. This paper will attempt to provide some tools and observations
that, hopefully, will give the reader some tools for the craftsmanship involved in the art
of choosing or designing dice-roll mechanisms for RPGs.
Ismor Fischer, 5/26/2016 4.1-1 4. Classical Probability Distributions
Discrete Models FACT: Experiment 3a: Roll one fair die... Discrete random variable X =
“value obtained” Sample Space: S = {1, 2, 3, 4, 5, 6} #(S) = 6 Because the die is fair, each
of the six faces has an equally likely probability of occurring, i.e., 1/6. The probability
distribution for X can be defined by a so-called probability mass function (pmf) p(x),
organized in a probability table, and displayed via a corresponding probability histogram,
as shown

 
 
 
Lane DM, Tang Z. Effectiveness of simulation training on transfer of statistical
concepts. Journal of Educational Computing Research. 2000;22:383–396.

The effectiveness of simulations for teaching statistical concepts was compared to the
effectiveness of a textbook. The variable Medium (simulation versus textbook) and
Question specificity (Specific versus Nonspecific), were manipulated factorially.
Question specificity was defined as follows: Subjects were presented with a scenario in
which gumballs were sampled from an urn. Subjects in the “Specific” condition were
given a specific question about the outcome of the sampling procedure to consider;
subjects in the “Non-specific” condition were asked generally to consider what would
happen. A no-treatment control was included. The subjects consisted of 115 college
students. The dependent variable was performance on problems requiring subjects to
apply what they learned to ill defined everyday problems. Subjects trained by simulation
performed significantly better than those trained with a textbook. Subjects in the
“Specific” condition performed better than those in the “Non-specific” condition,
although the difference did not reach conventional levels of significance. These results
support the increasing use of simulation in education and training.
Mills J. Using computer simulation methods to teach statistics: A review of the
literature. Journal of Statistics Education, 2000;10:1. (Accessed 15 April 2016)
The teaching and learning of statistics has impacted the curriculum in elementary,
secondary, and post-secondary education. Because of this growing movement to expand
and include statistics into all levels of education, there is also a considerable interest in
employing effective instructional methods, especially for statistics concepts that tend to
be very difficult or abstract. Researchers have recommended using computer simulation
methods (CSMs) to teach these concepts; however, a review of the literature reveals
very little empirical research to support the recommendations. The purpose of this paper
is to summarize and critically evaluate the literature on how CSMs are used in the
statistics classroom and their potential impact on student achievement. The
recommendation is that more empirically and theoretically grounded research studies
are needed to determine if these methods improve student learning.
OBJECTIVES

In this project we will create a rolling dice simulator with the help of basic Python
knowledge. Here we will be using the random module since we randomize the dice
simulator for random outputs.
Function used:
1) random.randint(): This function generates a random number in the given range.
Dice (singular die or dice) are small, throwable objects with marked sides that can rest
in multiple positions. They are used for generating random numbers, commonly as part
of tabletop games, including dice games, board games, role-playing games, and 
games of chance.
A traditional die is a cube with each of its six faces marked with a different number of
dots (pips) from one to six. When thrown or rolled, the die comes to rest showing a
random integer from one to six on its upper surface, with each value being equally
likely. Dice may also have polyhedral or irregular shapes and may have faces marked
with numerals or symbols instead of pips. Loaded dice are designed to favor some
results over others for cheating or entertainment.
PROBLEM STATEMENT

The dice is a simple cube that generates any number from 1 to 6, and the dice
simulator is a computer model that rolls the dice for the user. A dice rolling
simulator can be implemented in different ways by Python. Six images will be
required to create that will be used in the simulator. import random (or you could be
more specific and say from random import randint , because we only need randint in
this program)
As you've already said it; print("You rolled",random. randint(1,6)) "rolls the dice". ...
You need to check if the user inputs Y . And you can simply do it with "Y" in
input() .
 
 
Existing System

 Snake and Ladders, Ludo and Checkers, are the most favorite games of all time.
 But, it feels terrible when you drop the plan of playing just because you couldn’t
find the dice.
 So, here is a fascinating option to give you a chance to make something cool. Let’s
build a Dice Rolling Simulator with basic knowledge of Python.
PROPOSED SYSTEM

 Diceroll uses the random.randint() module that comes with CPython. There are
stronger random generators out there now, with NumPy being one of them.
 The Goal: Like the title suggests, this project involves writing a program that
simulates rolling dice.
 When the program runs, it will randomly choose a number between 1 and 6 (or
whatever other integer you prefer — the number of sides on the die is up to you).
The program will print what that number is.
 It should then ask you if you’d like to roll again. For this project, you’ll need to set
the min and max number that your dice can produce. For the average die, that
means a minimum of 1 and a maximum of 6. You’ll also want a function that
randomly grabs a number within that range and prints it.
 
APPLICATIONS

Polyhedral dice are commonly used in role-playing games. The fantasy role-playing
game Dungeons & Dragons (D&D) is largely credited with popularizing dice in such
games. Some games use only one type, like Exalted which uses only ten-sided dice.
Others use numerous types for different game purposes, such as D&D, which makes use
of all common polyhedral dice. Dice are usually used to determine the outcome of
events. Games typically determine results either as a total on one or more dice above or
below a fixed number, or a certain number of rolls above a certain number on one or
more dice. Due to circumstances or character skill, the initial roll may have a number
added to or subtracted from the final result, or have the player roll extra or fewer dice.
To keep track of rolls easily, dice notation is frequently used.
Many board games use dice to randomize how far pieces move or to settle conflicts.
Typically, this has meant that rolling higher numbers is better. Some games, such as 
Axis & Allies, have inverted this system by making the lower values more potent. In the
modern age, a few games and game designers have approached dice in a different way
by making each side of the die similarly valuable. In Castles of Burgundy, players
spend their dice to take actions based on the die's value. In this game, a six is not better
than a one, or vice versa. In Quarriors (and its descendant, Dicemasters), different
sides of the dice can offer completely different abilities. Several sides often give
resources while others grant the player useful actions.[36]
MERITS & DEMERITS

Dice (singular die or dice) are small, throwable objects with marked sides that can
rest in multiple positions. They are used for generating random numbers, commonly
as part of tabletop games, including dice games, board games, role-playing games,
and games of chance.
While many people understand normal variability (rolling a single die or a pair of
dice) in independent environments, few understand the impact of interdependency.
By rolling a die and moving tokens through simple structures, the student sees and
feels the effects.
The simulation need not be complex. Simple experiments quickly demonstrate basic
principles. There are several variations that illustrate different concepts. And, there
are recommendations for the instructor who wants to teach robust systems analysis
using manual simulation.
 
This internet die roller device makes it possible for people to roll up the die just as
they want an actual die. The digital die video game operates by making it possible
for gamers to see that the whole faces of the die whilst making certain the die results
are unpredictable. The digital die has similar traits to a real die, including being fully
a block. Much like a true die, the virtual die also has 6 sides numbered 1 to 2 6
weeks represented by bullets. Dice are crucial as it comes to gambling tool since
they're fundamental to several board games such as Yahtzee for gambling or opting
arbitrary amounts. The functionalities of a die roller will be numerous because it
may fit in to whatever gaming landscape which you require. The virtual die roller
may be properly used anywhere and anyplace since it simplifies the dice simulator.
 
HARDWARE And SOFTWARE REQUIREMENTS

o HARDWARE REQUIREMENTS

• Processor : Intel Core I3 and above

o SOFTWARE REQUIREMENTS

• Operating System : Windows 7/10 or above

To conclude we feel that not only was this an assignment, but an opportunity for us to
develop ourselves further within the field of Computer Programming. We were faced
with challenges at each step of the way and were required to push ourselves further each
time. Once the two programs were finalized and checked through. This firsthand
feedback helped us to recognise minor errors and fix it. If we were to start the task again,
we’d definitely make sure we have read the specification properly. Unfortunately this
time, a lack of reading resulted in the programs being edited way too many times.
 
 
FUTURE SCOPE

The production dice game is a powerful learning exercise focusing on the impact of
variability and dependency on throughput and work-in-process inventory of flow
lines. In future seeks to extend the basic dice game along the following lines. First, it
will allow operations to take place concurrently as opposed to sequentially, which
works better in a classroom setting. Second, it will allow both starvation and
blocking of the line. Third, it will consider balanced lines with workstations
characterized by different degrees of variability. Finally, it aims to use different sets
of dice in order to represent a wide range of variation coefficients of the production
line. The obtained insights can be extended to a supply chain context as well. The
developed game can be played on-line and the software is freely downloadable.
Design/methodology/approach ‐ The paper extends the dice game and offers an
easy-to-use simulation tool.
 
REFERENCES
1. Learning Center 1875 SW Park Avenue, Millar Library, Portland, OR 97201
503.725.4448 www.pdx.edu/tutoring
2. Dice-Rolls in Role-Playing Games Torben Mogensen email: [email protected] 15.
marts 2016
3. Ismor Fischer, 5/26/2016 4.1-1 4. Classical Probability Distributions
YURII SHEVCHUKAnalyses of the dice rolling strategies21 MAY 2020
4. delMas R, Garfield J, Chance B. Assessing the effects of a computer microworld on
statistical reasoning. Journal of Statistics Education. 1999;7:3. (Accessed 30 June
2012) Available:http://www.amstat.org/publication s/jse/secure/v7n3/delmas.cfm
5. Lane DM, Tang Z. Effectiveness of simulation training on transfer of statistical
concepts. Journal of Educational Computing Research. 2000;22:383–396.
6. Mills J. Using computer simulation methods to teach statistics: A review of the
literature. Journal of Statistics Education, 2000;10:1. (Accessed 15 April 2016)
Available:www.amstat.org/publications/jse/ v10n1/mills.html Koparan; BJESBS, 18(1):
1-11, 2016; Article no.BJESBS.27611 10
7. Oliver J, Pisano ME, Alonso T, Roca P. The web as an educational tool for/in
learning/teaching bioinformatics statistics. Informatics for Health and Social Care.
2006;30(4):255–266.