Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

ICAGAM530A Mapping and Delivery Guide
Develop and implement physics in a 3-D digital game

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency ICAGAM530A - Develop and implement physics in a 3-D digital game
Description This unit describes the performance outcomes, skills and knowledge required to integrate a physics and rendering engine into a 3-D digital game.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application This unit applies to game engine developers, gameplay programmers and other personnel working in the game development industry.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not applicable.
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Develop a game world system
  • Develop code using a programming language and create instances of the rendering engine, the scene manager and physics engine’s world objects
  • Constrain the frame rate to a desired frame rate
       
Element: Develop components to support game world creation using physics
  • Create and implement game physics system
  • Implement game object primitives
  • Use or develop a physics debugger to show collision frames
       
Element: Develop an understanding of constraint dynamics
  • Generate game objects or physics bodies constrained by joints
  • Build a ragdoll using the game physics system
       
Element: Develop an understanding of physics interactivity
  • Use the game physics system to ray cast the scene
  • Implement a player controlled model
  • Implement and develop game physics system models
       
Element: Develop an interactive scene
  • Use primitives to build a scene
  • Use trigger volumes to fire off events
  • Capture collision events with call-backs
  • Use a toggle for collision frames
       
Element: Compile a report
  • Build class diagrams for all objects
  • Describe techniques used to create interactivity
  • Describe the objects and when they were used
  • Document the libraries used
       


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:

develop an interactive game that implements game physics

identify, evaluate and use a physics library.

Context of and specific resources for assessment

Assessment must ensure access to:

computer terminal

integrated development environment

word-processing application

the internet

physics libraries

computer hardware, software, games engines and file storage

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:

review of working executable that implements game physics

review of work samples or simulated workplace activities

review of fault-finding exercises

evaluation of reports and logbooks.

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, assignment, 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:

interpret briefs, documents and conceptual information

analyse design requirements for game physics systems

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

translate design requirements into specifications

initiative and enterprise skills to exercise a high level of creative ingenuity in creating a simulated physics environment with 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

understand basic physics

understand game mathematics

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

planning and organisational skills to:

appropriately 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:

realise a unified game-play vision

contribute to and work in a collaborative team

technology skills to:

use correct file formats and archiving procedures

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

Required knowledge

basic programming techniques

object-orientated language skills

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

electrical safety

materials handling

physical hazards, including lifting

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.

Develop code may involve use of:

code libraries

code objects

control loop

operating system code

programming language.

Programming languagemay include:

ActionScript

C

C#

C++

Flash Lite

Java

Object Pascal

Objective-C

Pascal

Python

VB.NET.

Render engine may include:

game engines, such as:

BigWorld

Blender3D

Dunia

Half Life (Source)

Jade

Quake

Riot

Scimitar

Second Life

Unreal

Unity

OGRE

Irrlicht.

Physics engine may include:

Ageia PhysX

Bullet

Havok physics

Newton game dynamics

open dynamics engine (ODE).

Desired frame rate may include:

120 fps

30 fps

60 fps.

Game physics system may include:

call-backs, such as:

on collision effect game play

collision

combat:

bullets

debris

explosions

water

wreckage

gravity

movement:

attacking

dying

jumping

movement

swimming.

Primitives may include:

3-D models

animated 3-D models or characters

characters

compound shapes

convex hulls

serialisation.

Joints may include:

ball and socket

corkscrew

hinge

slides

universal.

Game physics system models may include:

player control, such as:

attacking

dying

jumping

movement

swimming

spline movement

wandering AI body.

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
Develop code using a programming language and create instances of the rendering engine, the scene manager and physics engine’s world objects 
Constrain the frame rate to a desired frame rate 
Create and implement game physics system 
Implement game object primitives 
Use or develop a physics debugger to show collision frames 
Generate game objects or physics bodies constrained by joints 
Build a ragdoll using the game physics system 
Use the game physics system to ray cast the scene 
Implement a player controlled model 
Implement and develop game physics system models 
Use primitives to build a scene 
Use trigger volumes to fire off events 
Capture collision events with call-backs 
Use a toggle for collision frames 
Build class diagrams for all objects 
Describe techniques used to create interactivity 
Describe the objects and when they were used 
Document the libraries used 

Forms

Assessment Cover Sheet

ICAGAM530A - Develop and implement physics in a 3-D digital game
Assessment task 1: [title]

Student name:

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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

ICAGAM530A - Develop and implement physics in a 3-D digital game

Student name:

Student ID:

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

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

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