Assessor Resource

ICAGAM515A
Design and create advanced particles, fluids and bodies for 3-D digital effects

Assessment tool

Version 1.0
Issue Date: April 2024


This unit applies to concept artists, game designers, games programmers, animators and other personnel working in the game development industry.

This unit describes the performance outcomes, skills and knowledge required to produce advanced simulated effects in a 3D and digital effects environment.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Prerequisites

Not applicable.

Employability Skills

This unit contains employability skills.



Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Evidence of the ability to:

demonstrate knowledge of advanced simulated effects

adapt design according to feedback

develop advanced simulation effects according to a production plan

use appropriate effects, such as particles, fluids and rigid or soft bodies

use programming languages to assist the creation of advanced simulation effects

maintain a portfolio of reference materials

produce a polished and finalised deliverable.

Context of and specific resources for assessment

Assessment must ensure access to:

computer hardware, software, games engines and file storage

internet access for research purposes

copyright and intellectual property legislation

OHS legislation and enterprise policy

appropriate learning and assessment support when required

modified equipment for people with special needs.

Method of assessment

A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:

evaluation of fault finding

observation of working prototypes

verbal questioning or interview concerning aspects of development, including:

creation of advanced simulated effects

design and choice of advanced simulated effects

review of reports and logbooks

review of working polished deliverable.

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, where appropriate.

Assessment processes and techniques must be culturally appropriate, and suitable to the communication skill level, language, literacy and numeracy capacity of the candidate and the work being performed.

Indigenous people and other people from a non-English speaking background may need additional support.

In cases where practical assessment is used it should be combined with targeted questioning to assess required knowledge.

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

Required skills

analytical skills to:

analyse design requirements for particle systems, fluids and bodies

interpret briefs, documents and conceptual information

communication skills to:

check and confirm design requirements

collect, interpret and communicate in visual and written forms effectively for various audiences, including engineers and artists

communicate complex designs in a structured format drawn from industry standards, styles and techniques

communicate technical requirements related to software development, graphics requirements and code development to supervisors and other team members

provide practical advice, support and feedback to colleagues and management

initiative and enterprise skills to exercise a high level of creative ingenuity in advanced 3-D effects and innovation

literacy and numeracy skills to:

develop technical design documents

read briefs, work instructions, and technical and conceptual information

write instructions for the normal and competent operation and testing of all features and permutations

management skills to manage teams in order to effectively extract useful feedback

planning and organisational skills to:

refer decisions to a higher project authority for review and endorsement

balance talent, experience and budget

delegate tasks and responsibility appropriately

establish clear roles and goals to achieve required game development outcomes

meet project deadlines

organise equipment and resources to achieve required outcomes

organise own time to meet milestones

problem-solving skills to recognise and address potential quality issues and problems at design development stage

research skills to undertake practical, technical and desktop research into advanced effects

self-management skills to complete assigned tasks

teamwork skills to:

contribute to and work in a collaborative team

realise a unified game-play vision

technical skills to:

resolve basic hardware, software and other technical issues associated with 3-D environments

translate design requirements into specifications

use correct file formats and archiving procedures.

Required knowledge

basic programming techniques

computer game development, including specific terminology

current game-play hardware and software products

environmental impact and sustainability considerations

human resources required in the process of creating a game and their respective skills and technology requirements

OHS requirements for:

ergonomics, such as when lifting

electrical safety

materials handling

physical hazards

risk and critical path management

technical constraints that hardware imposes on software development, graphics requirements, code development and creative visual design

techniques for applying concept development skills

techniques for applying concept visualisation skills.

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.

Particle systems may include:

3-D or 2-D system that simulates effects, such as:

blood

clouds

dust

explosions

falling leaves

fire

fog

fur

grass

hair

light

meteor trails

moving water

rain

snow

sparks

splashing water

3-D or 2-D system that creates abstract effects, such as:

glowing trails

magic effects.

Fluids may include:

3-D or 2-D simulation of effects, such as:

blood

gas

lava

oil

plasma

water.

Bodies may include:

soft or rigid

fluids

primitives

solids.

Brief and documents may include:

concept drawings, such as:

illustrations

models

sketches

designer notes

development environment description

game design document

game-play designs

help notes

information design

operating manual

storyboard

style and design principles

style and medium

target market information

technical design document

technical design review process.

Advanced simulated effects may include:

fluids

particle systems

rigid bodies

soft bodies.

Media may include:

designs

games

images

movies

videos.

3-D environments may include:

3-D animations

3-D games.

Design considerations may include:

aesthetics

genre

target market

cultural context

resource limitations and constraints.

Personnel may include:

animators

concept artists

game-play designers

graphic designers

instructional designers

modellers

motion capture technicians

other specialist staff

other technical staff

producers

programmers

project manager

sound engineers

team members

technical director

writers.

Feedback may involve:

accepting and responding to comment, critique and suggestions from:

target audience representatives

clients

colleagues.

Programming languages may include:

3-D software embedded software language

C++

Java

Ruby on Rails.

Code may include:

code libraries

code objects

control loops

scripts.

Toolsets may include:

integrated development environments, such as:

Code::Blocks

Eclipse

Microsoft Visual Studio

Net Beans

game assets, such as:

current work files

development kits

existing digital product libraries, e.g. character models, environments, motion capture data and sound effects

game engines, including customised game engines

3-D modelling and animation software, such as:

3ds Max

Blender

Cinema 4D

Houdini

Lightwave

Maya

Modo

XSI

ZBrush

compositing software, such as:

after effects

digital fusion

flame

nuke

premier

smoke.

Creating prototype may involve:

bug fixing, bug databases, creating stable code bases and game tuning

building flexible systems, configurable by others

code review and test harnesses

designing and implementing tests and incorporating feedback from quality assurance

knowledge of games as dynamic systems:

applying advanced simulated effects strategies in light of feedback from relevant personnel

working with quality assurance and understanding test feedback

use of appropriate tools and skills for fast, interactive development.

Testing may include:

unit

integration

system.

Polish may involve enhancing:

game play

graphics

speed.

Requested form may include:

3-D application executable

3-D game executable

3-D rendered sequence.

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Analyse the design requirements for particle systems, fluids and bodies outlined in brief and documents 
Identify where the advanced simulated effects will fit into the production pipeline 
Identify factors that may influence the design approach to creating advanced simulated effects 
Review media and techniques that may inspire simulated effects ideas 
Respond to brief and documents and provide solutions to the creation of advanced simulated effects for 3-D environments 
Present design ideas and design considerations with justification of the choice of advanced simulated effects to relevant personnel 
Adapt and finalise the design according to feedback from relevant personnel 
Identify skills and processes required for creating advanced simulated effects systems 
Source and gather reference materials and maintain a portfolio of these references 
Plan a time line to create the advanced simulated effects 
Use programming languages to create code to assist or produce the advanced simulated effects 
Using toolsets, create prototype of advanced simulated effects based on finalised design 
Implement physics and forces to the advanced simulated effects to produce the desired outcome 
Conduct testing 
Review results and present created effects to relevant personnel for feedback and discussion about the implementation of the effects in accordance to the requirements of the design 
Adapt the advanced simulated effects and the design if necessary according to feedback 
Polish the advanced simulated effects 
Present finalised advanced simulation effects in requested form, including pre-production portfolio demonstrating project research and development for evaluation and review by the relevant personnel 

Forms

Assessment Cover Sheet

ICAGAM515A - Design and create advanced particles, fluids and bodies for 3-D digital effects
Assessment task 1: [title]

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I declare that the assessment tasks submitted for this unit are my own work.

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Result: Competent Not yet competent

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Assessment Record Sheet

ICAGAM515A - Design and create advanced particles, fluids and bodies for 3-D digital effects

Student name:

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Assessment task 1: [title] Result: Competent Not yet competent

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Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

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