Sample Assignment Template - Ashley Smith's Online Work ...
[pic]
Assignment front sheet
|Qualification |Unit number and title |
|Pearson BTEC Level 5 HND Diploma Creative Media Production |Unit 49: 3D Computer Game Engines |
|Student name |Assessor name |
| |Chris Gray |
|Date issued |Completion date |Submitted on |
|w/c 23rd September 2013 |17th January 2014 | |
| | |
|Assignment title |3D Interactive Game Concepts and Functionality |
|LO | |Assessment |In this assessment you will have the opportunity to present |Task no. | |
| |Learning Outcome |Criteria |evidence that shows you are able to: | |Evidence |
| | | | | |(Page no) |
|LO1 |Understand the relationships between 3D |1.1 |Explain how 3D elements can relate to one another in a computer |1 | |
| |computer game elements | |game | | |
|LO2 |Be able to implement points of view in |2.1 |Use cameras from 3D game engines to implement points of view in a|2 | |
| |computer games using cameras from 3D | |computer game justifying decisions made in terms of the game’s | | |
| |game engines | |genre | | |
| | | | | | |
|LO3 |Be able to implement control systems in |3.1 |Implement a system of input for controlling a computer game |3 | |
| |computer games using input devices via | |working to a standard acceptable to an employer or client | | |
| |3D game engines | | | | |
|LO4 |Be able to produce playable mods based |4.1 |Produce a playable mod for a gameplay genre using a 3D game |4 | |
| |on gameplay genres using 3D game engines| |engine, working to a standard acceptable to an employer or client| | |
|Learner declaration |
|I certify that the work submitted for this assignment is my own and research sources are fully acknowledged. |
| |
| |
|Student signature: Date: |
| |
|In addition to the above PASS criteria, this assignment gives you the opportunity to submit evidence in order to achieve the following MERIT and DISTINCTION grades |
| | | |
|Grade Descriptor |Indicative characteristic/s |Contextualisation |
|M1 Identify and apply strategies to find |An effective approach to study and research has been applied. |To achieve M1 you must identify a range of appropriate static and dynamic 3D elements and explain the relationships of |
|appropriate solutions | |different game elements to one another. (Task 1) |
|M2 Select / design and apply appropriate |The selection of methods and techniques/ sources has been applied and|To achieve M2 you must prove that you know how to effectively employ cameras from 3D game engines to implement points of|
|methods / techniques |justified. |view in a computer game. Justification must also be made for the choices made. (Task 2) |
|M3 Present and communicate appropriate findings|An appropriate structure and approach has been used (in the control |To achieve M3 you must apply an appropriate and structured approach to the implementation of the system of input for |
| |systems implementation). |controlling a computer game working to a good standard acceptable to an employer or client. (Task 3) |
| |A coherent, logical development of principles/concepts has been |To achieve M3 you must develop a playable mod for a gameplay genre using a 3D game engine, working to a good standard |
| |employed or the intended audience. |acceptable to an employer or client. (Task 4) |
|D1 Use critical reflection to evaluate own work|Conclusions have been arrived at through synthesis of ideas and have |To achieve D1 you must fully justify your findings. (Task 1) |
|and justify valid conclusions |been justified. | |
|D2 Take responsibility for managing and |Substantial activities, projects or investigations have been managed |To achieve D2 you will take responsibility for implementing effective camera points of view from 3D game engines in a |
|organising activities |and organised. |computer game. You must ensure that you manage and organise your planning effectively. (Task 2) |
| |Autonomy/independence has been demonstrated. |To achieve D3 you must work independently during the production of a playable mod, working to a high standard acceptable|
| | |to a client. (Task 4) |
|D3 Demonstrate convergent/lateral/creative |Innovation and creative thought have been applied. |To achieve D3 you must be able to demonstrate that you have applied innovative and creative thought to your |
|thinking | |implementation of the system of input for controlling a computer game to a high standard acceptable to a client. (Task |
| | |4) |
|Assignment brief |
|Unit number and title |Unit 49: 3D Computer Game Engines |
|Qualification |Pearson BTEC Level 5 HND Diploma in Creative Media Production |
|Start date |W/C 23rd September 2013 |
|Deadline/hand-in |W/C 17th January 2014 |
|Assessor |Chris Gray |
| |
|Assignment title |3D Interactive Game Concepts and Functionality |
|Purpose of this assignment |
|This unit aims to develop your understanding of computer game engines, and provide you with the skills needed to use them when developing a new game. |
|Scenario |
|The Sales Concept Team at your games company has approached a leading media company and proposed to them that they could use a game to encourage new customers |
|to use their services. This “link bait” method is intended to entice an entirely new and untapped audience onto the potential client’s website with the aim of |
|introducing them to their products and services. |
| |
|The target media company has shown an initial interest but understandably want to know what they’d be getting for their money. It’s your job to produce a sample|
|playable mod for a gameplay genre using a 3D game engine, designed to convert the prospective client into a paying customer. |
|Task 1: (LO 1: 1.1 and M1, D1) DATE FOR SUBMISSION: 11th October 2013 |
|To understand the relationships between 3D computer game elements you must describe how static and dynamic 3D elements relate to one another in a computer game.|
|This should take the form of a written report, which may be supported by an accompanying slideshow. You must keep all of your research notes and records and |
|must use a range of sources for your research. |
| |
|The topics you must cover to show that you understand the relationships between 3D computer game elements include, but are not limited to: |
|Dynamic elements: animated 3D meshes, eg non-player characters, foliage, background props, physics-enabled geometry; entities, eg items the player can pick up, |
|waypoints for artificial intelligence pathfinding, information used to initialise the game; dynamic lights (point lights, spot lights, directional lights); |
|trigger objects; invisible volumetric objects that control gameplay, eg water volumes, fog volumes, blocking meshes |
|Static elements: visible 3D models, eg environmental architecture, foliage; background objects, eg skyboxes; lightmapping; constructive solid geometry (convex |
|geometry, concave geometry) |
|Relationships between game elements: game rules; balancing gameplay; ending conditions (victory, loss); feedback (positive, negative) |
| |
|In order to achieve M1 you must identify the most appropriate static and dynamic 3D elements and explain the relationships of different game elements to one |
|another. |
| |
|To achieve D1 you must fully justify your findings by way of fully sourced and respected references. |
|Task 2: (LO 2: 2.1 and M2, D2) DATE FOR SUBMISSION: 15th November 2013 |
|You must be able to use cameras from 3D game engines to implement points of view in a computer game to produce example real-time (in-game) video clips. You must|
|ensure that your choices demonstrate different virtual camera parameters, are justified in terms of the game’s genre (this may be inferred by quality of clip) |
|or by means of annotated storyboards. |
| |
|To demonstrate that you are able to implement points of view in computer games using cameras from 3D game engines you must include the following in your video |
|clips: |
|Point of view: first-person, eg Unreal Tournament, Half-Life, Mirror's Edge; third-person, eg Oni, Tomb Raider, Shadow Of The Colossus, Okami; |
|context-sensitive, eg Alone In The Dark, Resident Evil, Broken Sword 3; aerial point of view, eg Rome: Total War, Myth |
|Virtual camera parameters: field of view; orthographic projection; clipping planes (near clip, far clip); transforms (position, rotation); interactive movement |
| |
|To achieve M2 you must effectively employ the cameras to a high standard, and justify the choices made. This may not be inferred, but rather must be recorded, |
|perhaps by means of annotated storyboards. |
| |
|To achieve D2 you will take the responsibility for implementing effective camera points by producing intuitive planning materials. |
|Task 3: (LO 3: 3.1 and M3, D3) DATE FOR SUBMISSION: 13th December 2013 |
|You will produce different types of input device for controlling a computer game. This will demonstrate the relationships between input devices and the virtual |
|3D world and the relationships between input devices and cameras. These controllers may be via keyboard, mouse or some other medium, must be evident within a |
|submitted level and must be accompanied by some form of instructional material. You must work to a standard acceptable to an employer or client. |
| |
|Evidence to show that you are able to implement control systems in computer games using input devices via 3D game engines |
|Input devices: implementation of PC devices, eg keyboard, mouse; understanding of console controllers, eg Sony Playstation controller, Nintendo Wii remote; |
|understanding of handheld device inputs, eg Apple iPhone, Nintendo DS |
|Relationships between input devices and virtual 3D world: controls to manipulate objects in the world, eg interacting with doors to open them, keyboard movement|
|for player character; controls to cue events, eg cutscene animations |
|Relationships between input devices and cameras: navigation of 3D environments; control of player's point of view |
| |
|To achieve M3 you must apply an appropriate and structured approach to this implementation by means of some form of structured planning materials. |
| |
|To achieve D3 you must be able to demonstrate that you have applied innovative and creative thought to your implementation by means of detailed, structured |
|planning materials. |
|Task 4: (LO 4: 4.1 and M3, D3) DATE FOR SUBMISSION: 17th January 2014 |
|You will develop a sample playable mod for a gameplay genre using a 3D game engine, working to a standard acceptable to an employer or client. This application |
|must then be fully demonstrated during an informal presentation. |
| |
|To complete this task, you must show that you are able to export 3D models for use in computer game engines by using one or more of the following examples: |
|Export: model properties, eg mesh, up-vector, animation, morphs, skins, material data, UV coordinates; file formats, eg .obj, .dxf, .fbx; game engines |
|requirements |
|Mods: gameplay modification, eg creation of new ‘capture the flag’ levels in Unreal Engine 3, new Team Fortress ‘control point’ levels in Source Engine |
|Gameplay genres: platformer; puzzle; construction and management; massively multiplayer role-playing games |
|3D Game Engines: appropriate use of level editing software, eg Unreal Development Kit, Source Engine, CryEngine, Unity3D; gameplay scripting; game logic; |
|sequenced events |
| |
| |
|To achieve M3 the playable must be produced to a good standard acceptable to an employer or client. Well structured planning work will also help to improve your|
|grade. |
| |
|To achieve D3 you must work independently working to a high standard acceptable to a client. |
|Evidence checklist |Summary of evidence required by student |Evidence presented |
|Task 1 |A written report with justification of findings, | |
| |A supporting slideshow, | |
| |A log of research notes and records | |
|Task 2 |Effective employment of cameras in the form of camera clips, | |
| |Justification of choices made (inferred, annotated storyboards, | |
| |Intuitive planning materials | |
|Task 3 |Different types of example control functionality (game files), | |
| |Structured planning materials | |
|Task 4 |Sample playable mod (game files), | |
| |A filmed informal presentation, | |
| |Accompanying planning materials | |
Achievement Summary
| |Pearson BTEC Level 5 HND Diploma Creative Media | |Chris Gray |
|Qualification |Production |Assessor name | |
| |Unit 49: 3D Computer Game Engines | | |
|Unit Number and title | |Student name | |
| |
|Criteria Reference |To achieve the criteria the evidence must show that the student is able to: |Achieved? |
| | |(tick) |
|LO 1 | | |
|1.1 |Explain how 3D elements can relate to one another in a computer game | |
|LO 2 | | |
|2.1 |Use cameras from 3D game engines to implement points of view in a computer game | |
|LO 3 | | |
|3.1 |Justify decisions made in terms of the game’s genre | |
|LO 4 | | |
|4.1 |Implement a system of input for controlling a computer game working to a standard acceptable to an | |
| |employer or client | |
| |
| |
|Higher Grade achievements (where applicable) |
| | | | |
|Grade descriptor |Achieved? |Grade descriptor |Achieved? |
| |(tick) | |(tick) |
|M1: Identify and apply strategies to find appropriate solutions | |D1: Use critical reflection to evaluate own work and | |
| | |justify valid conclusions | |
|M2: Select / design and apply appropriate methods / techniques | |D2: Take responsibility for managing and organising | |
| | |activities | |
|M3: Present and communicate appropriate findings | |D3: Demonstrate convergent/lateral/creative thinking | |
|M4: Present and communicate appropriate findings | |D4: Take responsibility for managing and organising | |
| | |activities | |
Assignment Feedback
|Formative Feedback: Assessor to Student |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
|Action Plan |
|Summative feedback |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
|Feedback: Student to Assessor |
| |
| |
| |
| |
| |
| | | | |
|Assessor signature | |Date | |
| | | | |
|Student signature | |Date | |
[pic]
INTERNAL VERIFICATION – ASSIGNMENT BRIEFS
|Award |Pearson BTEC Level 5 HND Diploma Creative Media Production |
|Unit |Unit 49: 3D Computer Game Engines |
|Assessor | |
|INTERNAL VERIFIER CHECKLIST |Comments |
|Are accurate programme details shown? |y | |
|Are accurate unit details shown? |y | |
|Are clear deadlines for assessment given? |y | |
|Is this assignment for whole or part of a unit? |w | |
|Are the Assessment and Grading Criteria to be addressed |y | |
|listed? | | |
|Does each task show which criteria are being addressed? |n |Some changes will need to be made please see comments |
|Are these criteria actually addressed by the tasks? |n |Please see notes |
|Is it clear what evidence the learner needs to generate? |n |Please see notes |
|Are the activities appropriate? |y | |
|Is there a scenario or vocational context? |y | |
|Is the language and presentation appropriate? |y | |
|Is the timescale for the assignment appropriate? |y | |
|Overall, is the assignment fit for purpose? |n |Please see comment s |
|*If ‘No’ is recorded and the Internal Verifier recommends remedial action before the brief is issued, the Assessor and the Internal Verifier |
|should confirm that the action has been undertaken |
|Internal Verifier |Martin McCourt |Date |10th October 2013 |
|Lead Internal Verifier (if | |Date | |
|required) | | | |
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related download
- human computer interaction and three dimensional
- the first electronic game to employ a cathode ray tube was
- applying the 12 principles to 3d computer animation
- activity 1 5 2 computer modeling fundamentals
- sample assignment template ashley smith s online work
- workflow manual for 3d computer simulation
- rubric for 3d model project
Related searches
- merriam webster s online dictionary
- online work from home companies
- people s online banking sign in
- online work from home jobs
- westbrook ct assessor s online database
- sample chart of accounts for s corporation
- template for porter s five forces
- free online work for grade 4
- online work experience calculator
- amazon online work from home
- daily assignment template for student
- sample policy template in word