ICAGAM509A
Design interactive 3-D applications for scientific and mathematical modelling

This unit describes the performance outcomes, skills and knowledge required to design interactive 3-D applications for scientific and mathematical modelling.

Application

This unit applies to individuals with object-oriented programming skills working in any industrial context that requires 3-D computer simulation of a well-defined environment, system or set of relationships.


Prerequisites

Not applicable.


Elements and Performance Criteria

1. Determine and confirm business expectations and needs

1.1 Apply skills to determine business requirements and verify the accuracy of the information gathered

1.2 Determine critical environmental, systemic relationships that require simulation in a 3-D environment

1.3 Identify critical data sources required by simulations or modelling

1.4 Document critical environmental, systemic relationships and data sources that require simulation in a 3-D environment

2. Design an interactive 3-D application for scientific or mathematical modelling

2.1 Use prototyping tools to provide proof of concept for environmental and systemic relationships

2.2 Identify technologies and platforms suitable for the deployment of scientific or mathematical modelling

2.3 Apply object-oriented programming principles to design classes and algorithms to support scientific or mathematical modelling in an interactive 3-D environment

3. Design a 3-D environment that simulates a scientific or mathematical model

3.1 Select appropriate visual representation for elements of a 3-D scientific or mathematical model

3.2 Analyse required interaction between user and a 3-D environment

3.3 Design a graphical user interface (GUI) to support required interaction between use and a 3-D environment

4. Develop procedures to test a scientific or mathematical model

4.1 Develop testing procedures and standards that verify modelling integrity

4.2 Document testing procedures and standards that verify modelling integrity

Required Skills

Required skills

analytical skills to interpret documentation and images to inform implementation of game specifications

communication skills to:

check and confirm brief requirements

communicate clearly using speech and text

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

give constructive feedback

literacy and numeracy skills to:

document testing procedures

read briefs, game documentation, scripts, storyboards, scenarios and images

develop technical and conceptual information

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

problem-solving skills to recognise and address quality issues and problems

teamwork skills to:

contribute to and work in a collaborative team

realise a unified vision of the completed project

technology skills to:

design programming solutions for specified problems

use a GUI.

Required knowledge

documentation techniques

object-oriented 3-D programming design methodologies

object-oriented 3-D programming principles

data sources and business expectations and needs

techniques for using a GUI to interact with a user

testing procedures.

Evidence Required

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:

determine business requirements and determine data to be used in a 3-D computer simulation or mathematical modelling application

design an interactive 3-D environment that reflects scientific or mathematical modelling.

Context of and specific resources for assessment

Assessment must ensure access to:

suitable 3-D equipment, software and hardware

technical manuals

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 work samples or simulated workplace activities

observation of design activities

verbal questioning or interview concerning aspects of design development, including:

capability of engines and software tools to meet the requirements of the brief

evaluating prototypes from technical, design and interactive perspectives

simulation testing and trialling procedures

maintaining integrity of the design brief and design document

risk assessment and critical path planning

translating design and technical specifications into working simulation prototypes.

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.


Range Statement

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.

Data sources may include:

analog devices

databases

digital devices

process controllers

spreadsheets

web-based data sources

XML documents.

Prototyping tools may include:

3-D prototyping applications

existing simulation and modelling software

flow chart applications

scientific calculators

spreadsheet applications.

Technologies and platforms may include:

Berkeley Madonna

DeSolve

EMACS

ESS

Maple

Mathematica

MatLab

MMNP

networked computers

R

Stella

Supercomputers.

Classes and algorithms may include:

application of Taylor series as convergent and asymptotic series

Cholesky factorisations

computing derivatives by:

automatic differentiation (AD)

finite differences

Discrete Fourier transform

graph theoretic suites

high order difference approximations

LU factors with Gaussian elimination

methods for integration on a uniform mesh

molecular dynamics

Monte Carlo methods

Newton's method

numerical linear algebra

Runge Kutta method for solving ordinary differential equations

time stepping methods for dynamical systems.

Elements of a 3-D scientific or mathematical model may include:

computer animation

computer simulation

information visualisation

interface technology and perception

surface rendering

volume rendering

volume visualisation.

Testing procedures may include:

expected results

parallel processing

test data.

Document may include:

architecture

design

release

requirement

test

user manuals.


Sectors

Game development


Employability Skills

This unit contains employability skills.


Licensing Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement but users should confirm requirements with the relevant federal, state or territory authority.