# Game Design

### Mr. Smith | Summer 2016

## CRITICAL LINKS

Access Code: PV4NR-WQBD8

## HOW TO USE SCHOOLOGY

1. Create an account (use your IDP email and email yourself the password)

2. Access Code: **5ZVHZ-VVKFD**

3. Begin with "Module 1" and work your way to "Module 5". Each lesson has an instructional video created by Mr. Smith and additional resources.

**This is your HUB for this Game Design Course!!**

Build your programs here.

## HOW TO USE SCRATCH

1. Create an account (use your IDP email and email yourself the password).

2. Remember to use the "Save as a copy" function whenever starting a new task.

3. Remember to rename your copies accordingly. It is unprofessional to have a file named "*Copy of a Copy of a Copy of Lesson 1*", for example.

4. Save often and **SHARE**. Sharing is very important in this course. **I cannot grade your work if I cannot see it**. Therefore, remember to share your work as soon as you have created it. Any changes you make after sharing will automatically show up.

5. Have FUN with it.

Check your progress, own your learning.

## SYLLABUS

## ABOUT THIS COURSE

This course is an introductory Science, Technology, Engineering and Mathematics (STEM) course and it is designed to show you how algebra and geometry connects to everyday life. This course introduces you to basic computer programming techniques as they would apply to the creation of a video game and requires you to incorporate mathematical concepts usually found in a typical geometry course; **specifically logic and reasoning**.

This process of inquiry will require that you at times work on your own and at others, with a group of peers.

You are enrolled in this course:

- To practice your problem solving skills
- To introduce you to and improve your general knowledge of programming and mathematical concepts
- To connect your mathematical insights to the "real world"

## EMBEDDED MATHEMATICS

How are we "doing" math if we are creating a video game?

Can I use this course to prepare myself for the Geometry Regents?

This course exists to partially answer the biggest question math students usually ask on the high school level: "Where would I ever use this in real life?"

__Geometry skills and concepts__

**Logic and Reasoning**: Perhaps the most prevalent connection to geometric concepts can be found here.

- This course is intended to enable students to use inductive and deductive reasoning to achieve a specific goal.
- Conditional statements underpin the logic that instructs the objects in our game how to behave.
- We use biconditional statements to ensure features such as the score works.
- We use conjunctions and disjunctions to ensure that multiple pieces of logic are triggered when certain events take place.

**Coordinate Geometry**: The stage is aligned to the cartesian coordinate plane.

The origin (0, 0) is the center of the stage and we routinely move objects to specific coordinates on the screen. We can use the distance formula to calculate how far two objects are from each other on the fly.

**Transformations**: We use transformations (translations, dilations, reflections and rotations) heavily in this course. For example, to provide the illusion that a sprite is moving across the screen, we use a translation to move the graphic from one coordinate to another right next to it.

**Similarity**: Similar polygons are figures that have the same shape, but not the same size. We use this geometric idea when we want to animate or produce the illusion of motion of sprites such as explosions.

**Polygons and Quadrilaterals**: A polygon is a closed planar figure made up of line segments that don't cross each other. We create shapes on screen that become the graphics component of our sprites which are composed of polygons. We apply what we know about the properties of polygons and quadrilaterals to ensure the graphics we use appear as we intend them to be.

**Congruence**: When two or more geometric figures are the same shape and size we say they are congruent to each other. There are many times during the construction of the game we will have make certain that the graphics used will be identical to each other.

## COURSE OF STUDY

**Topics of Study**

- Introduction to Scratch
- Intermediate Programming Solutions using Scratch
- Using Advanced Programming Techniques

**Programming specific concepts covered:**

- Sprite creation
- Attaching behaviors to a sprite object

- Passing messages(parameters) between objects

- Using a random number generator and global level variables

**Math specific concepts covered:**

**Coordinate Geometry****(**Algebra & Geometry**)***Plotting points, placing sprites at specific points on the xy plane**Drawing line segments***Inductive and Deductive Reasoning**(Algebra & Geometry)**Conditional Statements**(Algebra & Geometry)*Using the conditional block if...then***Logic Conjunctions and Disjunctions**(Algebra & Geometry)*Using the and/or functionality within conditional statements to test a specific condition's boundaries***Transformational Geometry**(Algebra & Geometry)*Programming sprite objects to move left to right etc.**Programming objects to shrink and grow*

*Standards used throughout the course*

- MP1: Make sense of problems and persevere in solving them
- MP2: Reason abstractly and quantitatively
- MP3: Construct viable arguments and critique the reasoning of others
- MP4: Model with mathematics
- MP5: Use appropriate tools strategically
- MP6: Attend to precision
- MP8: Look for and express regularity in repeated reasoning
- G-SRT.1– Verify experimentally the properties of dilations given by a center and a scale …
- G.GPE.4 – Use coordinates to prove simple geometric theorems algebraically.
- G.CO.1 – Know precise definitions of angle, circle, perpendicular line, parallel line, and line …
- G.CO.2 – Represent transformations in the plane using, e.g., transparencies and geometry …
- G.CO.3 – Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the …
- G.CO.4 – Develop definitions of rotations, reflections, and translations in terms of angles, …
- G.CO.5 – Given a geometric figure and a rotation, reflection, or translation, draw the …

## EXPECTATIONS

**1. SHOW UP, every single day. OWN YOUR LEARNING**.

I expect you to attend class daily. You must be present in order to gain the skills necessary to ensure you have a solid foundation in Geometry. Our class would not be the same without you. Only YOU can own your learning.

**2. RESPECT, everyone and everything.**

We are a team. We support each other. We encourage each other. We respect each other in all capacities. RESPECT YOURSELF and make your education your PRIORITY- it will pay off BIG!

**3. TRY, mistakes are proof that you are trying.**

Mistakes are necessary and valuable—embrace them, learn from them, ask questions, adjust accordingly. You sell yourself short every single time you chose not to try.

**4. WORK HARD, and never give up.**

Hard work beats talent when talent doesn’t work hard. Don’t be lazy. Always strive for better. Promise yourself to be persistent. It doesn’t matter how fast you go as long as you don’t stop.

**5. NO NEGATIVE thoughts allowed.**

Whether you think you can or think you can’t, you’re right (Henry Ford). You can. You will.

**6. BE PREPARED.**

You will need a positive attitude and a writing instrument. I have the calculators, notebooks, computers and rulers.

In order to expand our learning environment, we will be exploring the digital world. With this exploration, comes responsibility. A more detailed explanation of IDP’s “Computer/ Internet Use” guidelines can be accessed through this button.

## ASSESSMENT MEASURES/ GRADING POLICY

**must be proficient in 4 of 5 modules in order to pass**this course.

## STANDARDS BASED GRADES

## 4-EXCEEDING STANDARD Demonstrates thorough understanding of course or grade level standard | ## 3-MEETING STANDARD Demonstrates proficient understanding of course or grade level standard | ## 2-NEEDS MORE TIME Demonstrates partial understanding of course or grade level standard |

## 1-MINIMAL EVIDENCE Demonstrates minimal understanding of course or grade level standard | ## 0-NO EVIDENCE Demonstrates no understanding of course or grade level standard |