lp5 - systems thinking & flowcharts

Video Game Design: 

Video Game Design Ms. Fox-Thomas Instructor Mr. Phillips Co-Instructor Systems Thinking and Developing your High Concept LP 5

Check in on HOMEWORK: 

Check in on HOMEWORK The EXECUTABLE of your 1 st tutorial game is now OVERDUE. If you have not turned it in to Ms. Fox’s FLASHDRIVE, do so immediately. If you have not finished it, please do so Please use the Video Tutorials to complete it If you want more support than the Video Tutorials, please see Ms. Fox.

Where We Are Going: 

Product Where We Are Going K nowledge of: Computer Software, Logical Thinking, Physics, Math, etc., to create a GAME Knowledge of Global Issue to educate game players Play Games Think and Learn When we are done, people will use our product to…

Systems: 

Systems What it is Synonyms Possible Graphic System : a set of things that effect one another within an environment to form a larger PATTERN that is different from any of the individual parts Steps Combination of parts Formal System : the standard/common/repeated steps within a system for how something is done Repeated steps Established pattern Traditional way of doing Object : The elements in a system Visible things Tangible things Concrete ideas

What is the FORMAL SYSTEM of steps for Video Game Design?: 

What is the FORMAL SYSTEM of steps for Video Game Design? Concept Construction Tuning

Systems: 

Systems What it is Synonyms Possible Graphic Attribute : The properties of the system and its objects Quality characteristic Green Triangle Second step Relationship : The internal relationships (interactions) between the objects in the system Connection Association involvement Environment : The space in which the objects interact Room Space Surroundings Place where it happens

Problem: You are creating a game to teach how a library works. What is the SYSTEM in a library?: 

Problem: You are creating a game to teach how a library works. What is the SYSTEM in a library? To answer, first identify: What are the OBJECTS? What are the ATTRIBUTES of these OBJECTS? What are the RELATIONSHIPS between these objects? What is the ENVIRONMENT? Tasks: Identify the above in a chart. Then use the chart to describe the system in a paragraph

TASK EXPECTATIONS – What You Will Turn In: 

TASK EXPECTATIONS – What You Will Turn I n Notes (from class 8-24-11) Chart of Library System: Written paragraph describing system. (Option: Create a Flowchart describing the system.) Objects Attributes Relationships Environment Books Read Checked out Stored on shelves Patrons check them out Librarians help find Card catalog lists them … has shelves for books Tables for reading Usually quiet … Shelves … Librarians … Patrons … Card catalog files / database … … …

Written Paragraph Sample: 

Written Paragraph Sample When someone (a patron) wants to find a book they go to a library. There they can use the card catalog system to find which books will help them, and where those books are located on the shelves. Librarians keep the books on the shelves in the right order, and help patrons check out and return books when they are done with them. TIP : review your chart and include as much from your chart in your paragraph as you can

Thinking about EVENTS in a SYSTEM: 

Thinking about EVENTS in a SYSTEM FLOWCHARTS and FLOWCHART SHAPES Decision Terminator Manual Operation Process Data Yes No

Library System possible flowchart: 

Library System possible flowchart Go to Library to get a book Enter the library Find a book Shelf Organization Card Catalog System Take book off Shelf Take book to front desk Give librarian my card Done Do I want to check out this book? Yes No Put book back Accept responsibility for returning book Leave Library Librarian tells me

Twitter: 

Twitter Follow Ms. Fox on TWITTER @ Proffoxthom Our hashtags will begin with # elhvgd

CLASSWORK / HOMEWORK LP5-1: 

CLASSWORK / HOMEWORK LP5-1 (To be completed in Cornell Note Form.) As a group, think of an everyday activity . (TIP: keep it simple!) Buying a snack at corner store Making a peanut butter and jelly sandwich You choose Every group member TWEETS Ms. Fox the group’s activity -- use Hashtag # elhvgd . Every person: in a chart, identify the activity system’s OBJECTS, ATTRIBUTES, RELATIONSHIPS, and ENVIRONMENT Write a paragraph describing the activity (TIP: use words from your chart!) Create a FLOWCHART that illustrates your activity. Summarize this experience. EQ: How can activities be broken down into steps you can then put into a video game?

EXIT TICKET: 

EXIT TICKET Twitter with GROUP’S COMMON ACTIVITY

Preparation for High Concept Document: 

Preparation for High Concept Document Your topic choices: Global Warming High Blood Pressure AIDS / HIV or Cancer Photosynthesis Smallpox or the Plague

What are good research facts?: 

What are good research facts? Questions that answer the W’s: WHO (people, animals, etc., who are involved) WHAT (what is it exactly, what does it look like when it happens? etc.) WHEN (when does it happen, when is it triggered and by what, how long does it last? etc.) WHERE (where does it happen?) WHY (why does it happen?) HOW (what must be present for it to happen and then how does it progress?)

What are good research facts?: 

Gotten from a variety of sources Don’t stop at Wikipedia Follow links at bottom of wikipedia Find keywords in wikipedia and search for those Re-written and paraphrased IN YOUR OWN WORDS Cited What are good research facts?

Research and Citation of Resources Example of The Black Plague: 

Black Plague – from Wikipedia: When : It happened between 1348 and 1350; it took over 150 years for the world to recover; it’s returned several times until it was cured in the 19 th century Who it affected : It killed between 30-60% of Europe’s people Research and Citation of Resources Example of The Black Plague

Research and Citation of Resources Example of The Black Plague: 

What it looked like (How it progressed) : symptoms were 1 st tumors in groins and armpits, 2 nd black spots on the body appeared, 3 rd acute fever and vomiting blood; some had respiratory symptoms; 80-90% die within 2-7 days How was it caused : likely by biting fleas; some speculation says human-to-human but most evidence points to rats that carried fleas which bit humans Research and Citation of Resources Example of The Black Plague

Research and Citation of Resources Example of The Black Plague: 

Where : much of the world, starting in China and India, but specifically Europe following the Silk Road and trading routes Why : spread through trade routes as merchants traveled; in sieges they would catapult bodies of Plague dead over castle walls to try to infect those inside . Research and Citation of Resources Example of The Black Plague

Research and Citation of Resources Example of The Black Plague: 

What it did in the world : reduced world’s population by possibly a million people; It was on of human history’s most devastating pandemics; Caused religious, economic and social upheavels – often persecution of minorities; quarantines and fear of strangers Research and Citation of Resources Example of The Black Plague

Research and Citation of Resources Example of The Black Plague: 

Research and Citation of Resources Example of The Black Plague Cited: Black Death. (2011). Wikipedia . Retrieved September 3, 2011, from http:// en.wikipedia.org/wiki/Black_plague Want help to create a CITATION? Go to: http://citationmachine.net/index2.php?start=&page=about # For this class use APA

Turn Your Research into Good Informational Writing!: 

Turn Your Research into Good Informational Writing! Use the VOCABULARY we’ve learned Support your analysis, reflections, and conclusions with EVIDENCE (and CITE SOURCES appropriately) Use multimedia (words AND charts/pictures/etc.) Use an OBJECTIVE tone (not “you,” but “the player”); be gender neutral and formal Use TRANSITIONS to link the parts of the text

Slide 24: 

Anticipate the audience’s QUESTIONS and answer them; address common misconceptions and counter-claims Have a CONCLUDING section Check GRAMMAR and SPELLING Format it: Typed, 10-12pt, standard fonts, 1.5 or double spaced Turn Your Research into Good Informational Writing!

Final Document: 

Final Document Name Class Date Assignment Name Title Describe your research Describe the FACTS or DEFINING CHARACTERISTICS -- the W’s your found Expand on at least 4 facts and tell briefly how 3 of them they might be a game concept, but CHOOSE one fact and fully expand it out, describing in depth (objects, attributes, relationships, and environments) how it can become a great game concept.

Rubric for PBL 1: 

Rubric for PBL 1 Criteria 4 3 2 1 Synthesized Research The topic is researched thoroughly (over 4 solid facts). The team has used pictures and words to describe the complex process. It is clear that a child would understand the concept. The topic description passes the 5+ W’s test. (Who, What, When, Where, Why and sometimes How) The topic is researched through (four solid facts). The team has used pictures and words to describe the complex process. It is clear that a child would understand the concept. The topic description passes the 4 W’s test. The topic is only adequately researched, but basic questions remain. It would be confusing to a child without a lot of pre-knowledge about the topic. There are less than 4 W’s answered. The writer has not used pictures and words to describe the complex process. It is clear that a child would not understand the concept. The topic description contains only1-2 W’s. Facts to Game Feature The writer identifies the inner workings of the concept and then defines it. The explanation is clear and identifies common misunderstandings associated with this concept. She/he has then translated these defining features into elements of the game system (objects, attributes, relationships and environments) The writer identifies the inner workings of the concept and then defines it. She/he has then translated these defining features into elements of the game system (objects, attributes, relationships and environments) The writer identifies some of the inner workings and somewhat defines the topic (Big Idea). She/he has then translates some of these features into some of the elements of the game system, but not all. The writer does not identify the inner workings of the concept or what defines it. Only a few facts have been expanded to a few game features – this translation is very limited if present at all. Design Document There between 300 and 500 words for this document. There are less than 2 grammar/spelling errors. There between 300 and 500 words and there are only 3-4 grammar/spelling errors. There are not between 300 and 500 words, although it approaches this range. There are over 5 grammar/spelling errors. There are not even close to 300-500 words. There are over 8 grammar/spelling errors.