A Game concept:
Bio-Blaster – Background Story   The year is 3021. You are an advanced    microBot – the first of two to exist. You    se...
Bio-Blaster – Background Story   You will face challenging tasks and    almost certain destruction. Only strong    knowle...
What is it???   Bio-Blaster is a videogame targeted to    students learning Anatomy and    Wellness(Grade 11 Bio Students...
Why this Topic   Grade 11 Biology focuses greatly on human    anatomy.   Sometimes this can come across dryly. At times,...
Bio-Blaster – Premise   Players will first investigate each system    to learn their anatomy and function.   After playe...
Bio-Blaster – Premise   After players have protected the body from    outside invaders in each system, they must    prote...
Level Progression   Students can pick the order in which they play    through the body systems   Each system with contai...
What a Selection Screen May 2/4 Respiratory             Select System to                              Digestive System: Sy...
Level Progression – Level 1   Level 1 -- Students learn pathways by first    “racing” through them. They simply must go  ...
Current LocationLANDMARK:Artery inLeg, moving towardsfoot
Level Progression – Level 2   Level 2 -- This time, players are randomly stopped    and asked to identify where they are ...
Level Progression – Level 2   Healthy body cells will be shown doing    correct functions during level 2 races.    Info a...
The Acquire Ray inaction…Information about WHITE BLOODCELLS acquired and added todatabase. You may view the entry atanytime.
Level Progression – Level 3   This level will be similar to level 2,    however students will be asked about    the healt...
Level Progression – Level 4   In this final level, players will have to    race through the level while also blasting    ...
Level Progression – Level 4   The player(and computer player), will do    countless laps of the system until they    have...
Finally get toblast somestuff…
Level Progression – Level 4   Additionally, a diagram will be displayed    showing the signs and symptoms that the    hum...
Level Progression – Level 4   After completing the final level, players    will be given information on the foreign    bo...
The Levels, SLOs, and Bloom’staxonomy  The game is applicable to almost every unit taken in   Grade 11 Biology. Further, ...
The Levels, SLOs, and Bloom’staxonomy Remembering (Level 1):  B11-2-01: Identify major structures and functions   of the ...
The Levels, SLOs, and Bloom’staxonomy Remembering (Level 1):  B11-3-14: Identify major structures and functions of the   ...
The Levels, SLOs, and Bloom’staxonomy    Applying and Analyzing (Levels 2 and 3):  B11-1-06: Identify life processes that...
The Levels, SLOs, and Bloom’staxonomy   Applying and Analyzing (Levels 2 and 3):  B11-2-06: Describe the processes of abs...
The Levels, SLOs, and Bloom’staxonomy Evaluating (Level 4):  B11-2-11: Investigate and describe conditions/disorders     ...
The Levels, SLOs, and Bloom’staxonomy  It should be noted that each level   also reinforces what has been done   previous...
DNA/RNA Levels
DNA/RNA Levels After Players have completed the systems, they will unlock bonus levels that look at mutations with transcr...
DNA/RNA LevelsThe players will be givena tutorial on hownucleobases pair upduring transcription andtranslation.Afterwards,...
DNA/RNA LevelsTo make the game moreauthentic, the bases willcode for real life proteins,and any errors will beones that ca...
Additional Features   An in game store where players can buy more features for    the game using their points earned in t...
Last Notes   I am interested in designing a game similar    to “Bio-Blaster” for future use. Any    feedback on the idea,...
Thanks! Images created, or used from Wikipedia  Commons appropriately.
Upcoming SlideShare
Loading in …5
×

Bio blaster

1,091 views
939 views

Published on

Published in: Education, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
1,091
On SlideShare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
0
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Bio blaster

  1. 1. A Game concept:
  2. 2. Bio-Blaster – Background Story The year is 3021. You are an advanced microBot – the first of two to exist. You serve a medical purpose; to explore and protect human bodily systems to an extent that their own bodies would not be able to. We are unsure if you are the best microBot for the job. You will compete in a series of tests to see if you are more competent than our second generation microBot. If you succeed, we will deploy you to explore and save a human being.
  3. 3. Bio-Blaster – Background Story You will face challenging tasks and almost certain destruction. Only strong knowledge and quick actions will ensure the survival of you, and your patient. Good Luck.
  4. 4. What is it??? Bio-Blaster is a videogame targeted to students learning Anatomy and Wellness(Grade 11 Bio Students in Manitoba) It’s an interactive Sidescroller/Racer that ensures students understand material before advancing them further
  5. 5. Why this Topic Grade 11 Biology focuses greatly on human anatomy. Sometimes this can come across dryly. At times, it can be difficult to give a context to the importance of understanding the different body systems This game helps students learn the anatomy, but also gain a more conceptual understanding of how each system works, and what something not working properly may look like, and what it can do to the body
  6. 6. Bio-Blaster – Premise Players will first investigate each system to learn their anatomy and function. After players have learned the pathways, they will replay the levels now having to destroy invaders, or things that don’t belong with their “Bio-Blaster”. After completing this task, players will have successfully “defended” the system.
  7. 7. Bio-Blaster – Premise After players have protected the body from outside invaders in each system, they must protect the body from itself. The players will monitor RNA/DNA transcription and translation, and blast away any pieces that don’t make sense This is currently featured as a bonus level, but could be a great gateway into grade 12 biology.
  8. 8. Level Progression Students can pick the order in which they play through the body systems Each system with contain 4 Levels Each level will require slightly more knowledge of the system After players have “defended” a system, they may move on to another – When all are defended, they unlock the DNA synthesis levels.
  9. 9. What a Selection Screen May 2/4 Respiratory Select System to Digestive System: System: 4/4 InvestigateLook Like Total Complete:7/16Circulatory System 1/4 Nervous System 0/4
  10. 10. Level Progression – Level 1 Level 1 -- Students learn pathways by first “racing” through them. They simply must go through the system in the correct, linear path without crashing. They are asked to take note of different landmarks. These landmarks represent different body parts, and are correctly identified on a mini map. This is the “test” stage of the story where players race against another(very slow and clumsy) computer player that represents another microBot competing for their job. They must win the race to move on.
  11. 11. Current LocationLANDMARK:Artery inLeg, moving towardsfoot
  12. 12. Level Progression – Level 2 Level 2 -- This time, players are randomly stopped and asked to identify where they are in the body at different sections in the race. The race will not ask the player the same parts every time. Further, the mini map location will not be displayed. Students may have to replay level one to relearn the body parts. The players continue in the race by identifying where they are, or solving a fun, but time consuming puzzle. The computer player will be fairly adequate at answering the questions and will likely defeat the human player if they can’t identify at least three quarters of the body parts. Once again, they must win the race to move on to the next level.
  13. 13. Level Progression – Level 2 Healthy body cells will be shown doing correct functions during level 2 races. Info about these cells can be accessed by shooting them with “an acquire ray” After doing so, players may read about the structure after the race
  14. 14. The Acquire Ray inaction…Information about WHITE BLOODCELLS acquired and added todatabase. You may view the entry atanytime.
  15. 15. Level Progression – Level 3 This level will be similar to level 2, however students will be asked about the healthy cells as well. Players may need to replay level two to acquire more info with their “acquire ray” Additionally, the computer player will be quicker
  16. 16. Level Progression – Level 4 In this final level, players will have to race through the level while also blasting any invaders that don’t belong in the system. They will also have to blast body cells that are functioning incorrectly. Which cells are functioning incorrectly will be random. Players will still be questioned on the system as they race.
  17. 17. Level Progression – Level 4 The player(and computer player), will do countless laps of the system until they have destroyed all of the things that do not belong. The player must finish before the computer player to be successful. In the story, this will be the player’s “final test” to see if they are ready for a real patient.
  18. 18. Finally get toblast somestuff…
  19. 19. Level Progression – Level 4 Additionally, a diagram will be displayed showing the signs and symptoms that the human is experiencing. As the player moves through the system eliminating things that shouldn’t be there, the diagram will show the human getting healthier. The signs and symptoms will correspond to what is going on in the game. This will give students a better understanding of what effects a microscopic disease, or condition can have on the visible body.
  20. 20. Level Progression – Level 4 After completing the final level, players will be given information on the foreign bodies and misbehaving cells. Once again, this will correspond to real life conditions. The data will be “corrupted”, and some info will be missing. The students will have to fill in the missing data(do research on the conditions), and submit it to the teacher.
  21. 21. The Levels, SLOs, and Bloom’staxonomy  The game is applicable to almost every unit taken in Grade 11 Biology. Further, it progresses through the levels in a way that is consistent with Blooms Taxonomy.  Students first remember and understand the different anatomy of the systems, they then must apply their knowledge to progress. Later they analyze the systems and evaluate which pieces to “Bio-Blast”.  The following slides demonstrate how the SLOs covered in the game demonstrate this. These are only a portion of SLOs that fit this framework
  22. 22. The Levels, SLOs, and Bloom’staxonomy Remembering (Level 1):  B11-2-01: Identify major structures and functions of the human digestive system from a diagram, model, or specimen. (GLO: D1)  B11-2-04: Identify sites of chemical digestion along the alimentary canal, as well as the type of nutrient being digested. (GLO: D1)  B11-3-07: Identify the materials transported between cells and capillaries. (GLO: D1)
  23. 23. The Levels, SLOs, and Bloom’staxonomy Remembering (Level 1):  B11-3-14: Identify major structures and functions of the human respiratory system from a diagram, model, or specimen.  B11-4-04: Identify structures of the human urinary system from a diagram,model, or specimen, and describe the function of each  B11-5-05: Describe the major organization of the nervous system.  B11-5-06: Identify the functional regions of the brain.
  24. 24. The Levels, SLOs, and Bloom’staxonomy Applying and Analyzing (Levels 2 and 3):  B11-1-06: Identify life processes that individual cells, as well as complex organisms, need to manage.  B11-1-08: Identify factors that influence movement of substances across a membrane, recognizing that movement of these substances is important for the internal balance of the cell.  B11-2-03: Identify functions of secretions along the digestive tract. Include: to lubricate and to protect  B11-4-02: Describe the roles of the major excretory structures in eliminating wastes and helping the body maintain homeostasis
  25. 25. The Levels, SLOs, and Bloom’staxonomy Applying and Analyzing (Levels 2 and 3):  B11-2-06: Describe the processes of absorption that take place at various sites along the alimentary canal. (GLO: D1)  B11-2-08: Describe the functions of each of the six basic types of nutrients  B11-3-02: Compare the characteristics of blood components in terms of appearance, origin, numbers, relative size, and function in the body.  B11-4-01: Identify the primary metabolic wastes produced in the human body and the source of each.  B11-4-02: Describe the roles of the major excretory structures in eliminating wastes and helping the body maintain homeostasis.
  26. 26. The Levels, SLOs, and Bloom’staxonomy Evaluating (Level 4):  B11-2-11: Investigate and describe conditions/disorders that affect the digestive process.  B11-2-12: Use the decision-making process to investigate an issue related to digestion and nutrition.  B11-3-16: Investigate and describe conditions/disorders associated with transportation and/or respiration in the human body.  B11-4-08: Investigate and describe issues related to kidney failure and treatment options available.  B11-5-11: Investigate and describe conditions/disorders that affect protection and/or control in the human body.
  27. 27. The Levels, SLOs, and Bloom’staxonomy  It should be noted that each level also reinforces what has been done previously  The game has the potential to be modified to include many more learning outcomes
  28. 28. DNA/RNA Levels
  29. 29. DNA/RNA Levels After Players have completed the systems, they will unlock bonus levels that look at mutations with transcription and translation. This is a gateway into grade 12 biology, and could be greatly expanded on.
  30. 30. DNA/RNA LevelsThe players will be givena tutorial on hownucleobases pair upduring transcription andtranslation.Afterwards, the playerswill play a “score attack”game where they try toeliminate incorrect bases.The game goes on andspeeds up until the playermakes a mistake. HighScores are recorded.
  31. 31. DNA/RNA LevelsTo make the game moreauthentic, the bases willcode for real life proteins,and any errors will beones that can occur inreal life.
  32. 32. Additional Features An in game store where players can buy more features for the game using their points earned in the game. These may include new colours for their microBot, new songs, faster engines, or artifacts(videos, memos, notes) from famous biologists A “versus” mode where players play against each other on whichever level and system they would like “Identify mode”, where players are given the description of something in that system, and must race to shoot the item with the acquire ray. Each correct answer is worth 1 point. The first to 5 points wins.
  33. 33. Last Notes I am interested in designing a game similar to “Bio-Blaster” for future use. Any feedback on the idea, or suggestions for a platform would be greatly appreciated Clearly, my graphic skills need to improve. If you can suggest any E-books or software that may be fun to play around with(and are not too expensive), please let me know.
  34. 34. Thanks! Images created, or used from Wikipedia Commons appropriately.

×