Assignment 3-3
Play your favorite game, stream your favorite show, work on homework, work on your phone, but in the process be ready to discuss tomorrow the impact that networked devices have had on your life
Play your favorite game, stream your favorite show, work on homework, work on your phone, but in the process be ready to discuss tomorrow the impact that networked devices have had on your life
Day 1 (chest, back, bis and tris)
Bench 3×8
Incline 3×8
Dumbbell chest flies 2×10
Lat rows 3×8
Lat Squeezes 2×10
Buddy curls 1-10
Killers 2x8x8x8
Abs
Day 2 (Quads, Hams & Calfs)
Squat 3×8
Box squat 3×8
Leg Press 3×8
Squat cleans 3×8
Weighted Lunges 3xmatt
Calf Raises 2×12
Dumbbell Burpees 3×12
Abs
Day 3 (Dead lift)
Dead lift 3 x 8
Straight Legs 3×10
Shoulder Shrugs
Military Press 3×8
Upright rows 3×8
Dumbbell Delt Laterals
Dumbbell Delt Frontals
10 lb shoulder routine
Abs
Gaming systems, PCs, and Hardware
We will:
Explain features of various game systems
Define terms related to gaing systems
Contrast major gaming systems
Explain successful business models for gaming systems
Identify examples of technology transfer form video games to other industries
Compare video game systems to personal computers
Game of the week: Platform shooter
Monday:
Finish game from last week
Tuesday:
Discuss Chapter and vocabulary
Wednesday:
End of chapter questions
Thursday
Review
Friday Test
TEKS:
(B) evaluate, analyze, and document game styles and playability; and
A) identify basic game components, including the game engine, game play subsystems, data structures, models, and interfaces;
http://denisekitchencad.weebly.com/uploads/5/0/0/2/5002372/an_introduction_to_multimedia_fusion_full_version.pdf
Research and information fluency. The student locates, analyzes, processes, and organizes data.
The student is expected to:
A) play board games to research and collect game play data;
(B) evaluate, analyze, and document game styles and playability; and
(C) research the dramatic elements in games, including kinds of fun, player types, and nonlinear storytelling.
Theory and Logic
Use game design software to create a playable video game
Integrate objects into a game
Create sound and music effects in a video game
Describe basic computer logic
Build logic statements
List features of programming
Activities:
Star Fighter video game :
Create Storyboard (start, levels 1-3, game over and victory levels)
Plan if/then decision structure during collisions
Create criteria for level up situations
Score points and lose lives
Have victory and loss conditions
Chapter Test
TEKS:
1) Creativity and innovation. The student develops products and generates new understanding by extending existing knowledge. The student is expected to:
(A) understand the basic game design elements, including conceptual ideas, storyline, visualization, storyboard, game effects, sound elements, game play, game controls, and player tutorial;
(B) create a design concept document;
(C) create a storyboard;
(D) demonstrate an understanding of the fundamentals of game art, including the look and feel, graphics coordinate system, basics of color, and color palettes;
(6) Technology operations and concepts. The student understands technology concepts, systems, and operations as they apply to game programming. The student is expected to:
(A) identify basic game components, including the game engine, game play subsystems, data structures, models, and interfaces;
3. Research and information fluency. The student locates, analyzes, processes, and organizes data.
The student is expected to:
A) play board games to research and collect game play data;
(B) evaluate, analyze, and document game styles and playability; and
(C) research the dramatic elements in games, including kinds of fun, player types, and nonlinear storytelling.
Collision Theory and Logic
Use game design software to create a playable video game
Integrate objects into a game
Create sound and music effects in a video game
Describe basic computer logic
Build logic statements
List features of programming
Activities:
Pong video game :
Create Storyboard (start, levels 1-3, game over and victory levels)
Plan if/then decision structure during collisions
Create criteria for level up situations
Score points and lose lives
Have victory and loss conditions
Chapter Test
TEKS:
1) Creativity and innovation. The student develops products and generates new understanding by extending existing knowledge. The student is expected to:
(A) understand the basic game design elements, including conceptual ideas, storyline, visualization, storyboard, game effects, sound elements, game play, game controls, and player tutorial;
(B) create a design concept document;
(C) create a storyboard;
(D) demonstrate an understanding of the fundamentals of game art, including the look and feel, graphics coordinate system, basics of color, and color palettes;
(6) Technology operations and concepts. The student understands technology concepts, systems, and operations as they apply to game programming. The student is expected to:
(A) identify basic game components, including the game engine, game play subsystems, data structures, models, and interfaces;
Collision Theory and Logic
Use game design software to create a playable video game
Integrate objects into a game
Create sound and music effects in a video game
Describe basic computer logic
Build logic statements
List features of programming
Activities:
Chapter review
finish powerpoint quiz show
Vocabulary
Pong video game
TEKS:
1) Creativity and innovation. The student develops products and generates new understanding by extending existing knowledge. The student is expected to:
(A) understand the basic game design elements, including conceptual ideas, storyline, visualization, storyboard, game effects, sound elements, game play, game controls, and player tutorial;
(B) create a design concept document;
(C) create a storyboard;
(D) demonstrate an understanding of the fundamentals of game art, including the look and feel, graphics coordinate system, basics of color, and color palettes;
(6) Technology operations and concepts. The student understands technology concepts, systems, and operations as they apply to game programming. The student is expected to:
(A) identify basic game components, including the game engine, game play subsystems, data structures, models, and interfaces;
(C) create a program implementing conditional statements;
Cooperation
Competition
Immersion
Achievement
Lesson: Evolution of the Game
In this lesson we will:
Use terminology appropriate for communication in the video game industry
Define terminology used by gamers and online gaming communities
Explain Player immersion
Describe what factors result in player immersion
Identify factors in current games that result in player immersion
Activities:
Vocabulary
Video games ratings and immersion
Puzzle game construction
Amazing Physical Dexterity Construct
TEKS
1. (A) understand the basic game design elements, including conceptual ideas, storyline, visualization, storyboard, game effects, sound elements, game play, game controls, and player tutorial;
2. (B) seek and respond to input from peers and professionals in evaluating a game project;
3. (B) evaluate, analyze, and document game styles and playability; and
4. (C) research the dramatic elements in games, including kinds of fun, player types, and nonlinear storytelling.