This unit applies to concept artists, game designers, games programmers, animators and other personnel working in the game development industry.
Not applicable.
1. Analyse approaches to design requirements | 1.1 Analyse the design requirements for particle systems, fluids and bodies outlined in brief and documents 1.2 Identify where the advanced simulated effects will fit into the production pipeline 1.3 Identify factors that may influence the design approach to creating advanced simulated effects |
2. Demonstrate understanding of advanced simulated effects | 2.1 Review media and techniques that may inspire simulated effects ideas 2.2 Respond to brief and documents and provide solutions to the creation of advanced simulated effects for 3-D environments 2.3 Present design ideas and design considerations with justification of the choice of advanced simulated effects to relevant personnel |
3. Plan approach to simulated effects | 3.1 Adapt and finalise the design according to feedback from relevant personnel 3.2 Identify skills and processes required for creating advanced simulated effects systems 3.3 Source and gather reference materials and maintain a portfolio of these references 3.4 Plan a time line to create the advanced simulated effects |
4. Produce particles, fluids and bodies for review | 4.1 Use programming languages to create code to assist or produce the advanced simulated effects 4.2 Using toolsets, create prototype of advanced simulated effects based on finalised design 4.3 Implement physics and forces to the advanced simulated effects to produce the desired outcome 4.4 Conduct testing 4.5 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 |
5. Finalise advanced simulated effects | 5.1 Adapt the advanced simulated effects and the design if necessary according to feedback 5.2 Polish the advanced simulated effects 5.3 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 |
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 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. |
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. |
Game development
This unit contains employability skills.
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.