Unit 2

Unit 2 - Learning Targets

Students will learn:

• • • basic physics concepts and how they are used in video games

    • the basics of computational thinking and skills programmers should possess 

    • more about game engines and basics in Construct 3 

    • about algorithms and sequences

    • designing a game and reinforce the concepts of algorithms and sequences 

Checklist:

This is a checklist of all the assignments needed to complete Unit 2

Attachment: Unit 2 Checklist

Unit 2 Pre-Quiz

Quiz Format:

• • • Multiple Choice

Ask Mr. Bowman for the Unit 2 quiz

Game Physics

Learning Target:

• • • Students will be able to define the vocabulary in the lesson

    • Students will be able to describe how motion is used in games

    • Students will be able to explain the importance of physics in game design and development 

Success Criteria:

I know that I have met the learning target when I am able to explain how we use physics to make video games appear more realistic.

Instructions:

• • 1. View the attached PowerPoint

    2. After viewing the PowerPoint, open the "Physics Used in Games" worksheet 

    3. Use the additional physics resources to learn the vocabulary and formulas used to create realistic games

    4. Answer the questions found on the "Physics Used in Games" worksheet 

    5. Submit the worksheet when completed

PowerPoint: Game Physics

Worksheet: Physics Used in Games

Additional Physics Resources: Physics & Math Vocabulary -- Physics & Math Formulas

Thinking Like a Programmer

Learning Target:

• • • Students will be able to define computational thinking

    • Students will be able to list and describe the four pillars

    • Students will be able to give examples of how computational thinking is used to solve problems

Success Criteria:

I know that I have met the learning target when I am able to explain what computational thinking is and why it is important in game design.

Instructions:

• • 1. View the attached PowerPoint

    2. After viewing the PowerPoint, open the "Thinking Like a Programmer" worksheet 

    3. Answer the questions found on the "Thinking Like a Programmer" worksheet 

    4. Submit the worksheet when completed 

PowerPoint: Thinking Like a Programmer

Worksheet: Thinking Like a Programmer

Building Games with Construct 3

Learning Target:

• • • Students will be able to list several game engines

    • Students will be able to describe why Construct 3 is being used

    • Students will be able to navigate the Construct 3 program

Success Criteria:

I know that I have met the learning target when I am able to explain what game engines are and what they are used for. 

Instructions:

• • 1. View the attached PowerPoint

    2. After viewing the PowerPoint, open the "Building Games with Construct 3" worksheet 

    3. Answer the questions found on the "Building Games with Construct 3" worksheet 

    4. Submit the worksheet when completed

PowerPoint: Building Games with Construct 3

Worksheet: Building Games with Construct 3

Algorithms & Sequences

Learning Target:

• • • Students will be able to define algorithm

    • Students will be able to write pseudocode

    • Students will be able to create an algorithm flowchart

    • Students will be able to develop a sequence event

Success Criteria:

I know that I have met the learning target when I am able to explain what algorithms and sequences are and how they are used in game design. 

Instructions:

• • 1. View the attached PowerPoint

    2. After viewing the PowerPoint, open the "Algorithm & Sequences" worksheet 

    3. Ask Mr. Bowman for the "Algorithm Art" worksheet or print the worksheet yourself

    4. Choose one (1) of the algorithms below to create a pixel art image

    5. Turn the worksheet into the tray when completed 

PowerPoint: Algorithm & Sequences

Worksheet: Algorithm Art

Algorithm 01 -- Algorithm 02 -- Algorithm 03 -- Algorithm 04 -- Algorithm 05 -- Algorithm 06 -- Algorithm 07 -- Algorithm 08 -- Algorithm 09 -- Algorithm 10

Unit 2 Quiz

When you feel that you are ready to take the quiz, ask Mr. Bowman for the quiz