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    3 d modelling_task_sheet_2014_yr11 3 d modelling_task_sheet_2014_yr11 Document Transcript

    • Hillcrest Christian College Information Communications and Technology Practical Task PT5 – 3D Modelling Assignment Year 11 Semester 1, 2014 Assessment Conditions:       Individual All work completed and submitted to be your own (please sign Statement of Authorship below) Please complete all aspects of assignment Please maintain copies of all logins for all online services used (for convenience of access) Loss of work due to failure to maintain the above will not result in assignment extension Consult teacher and Head of Department one week prior to due date if extension is required, only approved reasons will result in extension (see school assignment extension policy) 4 weeks Individual, own & class time unsupervised some teacher assistance allowed. 100% Due Dates: PT5: Product (Advanced 3D Model)& Written – Friday21stMarch 2014(own & class time) Assessment Section: Student ownership statement:The work I have submitted for this assignment is all my own work except where specifically acknowledged in the accompanying work or documentation. Signed: _________________________________ Teacher Statement: By monitoring the development of student work in progress in class, student discussion and drafting where appropriate, I verify and endorse this student’s ownership statement. Signed: _________________________________ PT1(see next page for details) Product Process Communication
    • Year 11Information Communication Technology Semester 1, 2014 3D Modeling TASK Your task is to create a unique single 3D model (.blend and .jpg[render])with one or more objects that fully demonstrates all of the abilities (refer to Tick & Flick) learnt through completion of the term folio activities (and more if you wish to show higher levels of competency within the discipline). The concept upon which you base your final model is entirely your choice, however it is beneficial that whatever you create be easily integrated within the Gaming development environment (Unity 3D) in looking forward toTerm 2‟s studies. To further explain, if you are able to think ahead (without having seen the Gaming Software) about the “scenario” for a game you would like to develop as part of Term 2‟s course assessment, then you could design your 3D Model now accordingly to fit within that scope. Of course this is not compulsory and you are just as welcome to create a 3D Model of your choice without the need to later utilize in Unity 3D.Some ideas for those who might need inspiration: Real life model; Everyday object(s), place, living thing(s) A multi-faceted object (i.e. Similar to the Wikibook Car – wheels, body, seats, steering wheel, lights etc.) Abstract art; Anything that is not real life per se‟ (can be an adaption of real life; i.e. Sci-Fi) but is still able to showcase all of your 3D modeling abilities in Blender. Wikibook; Goblet (standard C), Simple Vehicle (Potential A), Building a House/Neighbourhood (Potential A+) IMPORTANT - There is no extra grade available for taking either approach; only added advantages for future ICT course work. ASSESSMENT You will be assessed on: The planning process for your 3D Model Design and audience appeal – your ability to develop an appealing and engaging 3D Model for your target audience The level and depth of skill you demonstrate in using learnt 3D modeling techniques within Blender software.
    • Your initiative in self-directed learning and time management; your success in applying skills you have acquired independently Your ability to respond to personal feedback. Note: Ensure you re-read task descriptions and ask questions if you are unsure of what is required. Review the assessment grid and make sure you understand how you will be assessed. Use the ‘Tick and Flick’sheet to ensure you cover all required aspects of design. Ensure that all other work (folio) submitted also reflects this professionalism in terms of presentation and ease of viewing. Design and Planning Design Prior to beginning development of the 3D model it is important you describe the intended environment for the model to be output, as well as the key features of design. Write a 200 word brief touching on the following: The medium for the output 3D model: o stationery (business card, letterhead, with compliments slips, envelope) o advertising (poster, signage, trifold) o 3D Modelssites (generated graphics) o clothing (style, colour) o packaging (products) o game environment etc. The skills within blender you intend to utilize and demonstrate by the end of the product development (see ‘tick and flick’). If multiple objects – the arrangement / placement of those objects relative to one another. Evidence of online research for other ‘similar’ 3D models and techniques implemented in Blender which you intend to emulate (see Ed Portal page for Bookmarked links to great Blender Galleries online!) The intended audience and the effect you believe the product will have for them.  Submit Thursday March 7th
    • Develop and Implement Develop your 3D Models using Blender 3D Modeling studio. It is expected that developers will modify their plans as they complete this phase. Obtain feedback from one of your peers and client (or a member of staff whose teaches in the curriculum area that you have chosen) Document feedback you receive in your Journal.  Submit Friday March 14th  Submit Sunday March 24th Your DRAFT3D Model (.blend and .jpg) into Draft submission folder on Ed Portal – 12ICT Assignment Dropbox. Your FINAL3D Model (.blend and .jpg) into Draft submission folder on Ed Portal – 12ICT Assignment Dropbox. Evaluation Provide a written (1/2 an A4 page)evaluation of the processes involved in completing the task described. Mention all of the textbook concepts and skills used (eg. Tick and Flick) Time frame; set goals or deadlines to achieve completion Breaking down of your model into objects / overall layout of your design What you would do differently if asked to do the same task What are the most impressive features of your 3D model, why so? Did it successfully meet the expectations of a target audience/model for output defined in design brief? Make note of any external resources you used / or inspiration gained.
    • A B C D E Functionality & Presentation The student consistently develops a range of quality products that are well constructed and meet user and system requirements. The products appeal to target audiences and effectively communicate the intended purpose, using accepted genres and correct spelling and grammar. The student develops quality products that are well constructed and meet user and system requirements. The products appeal to target audiences and communicate the intended purpose, using accepted genres and correct spelling and grammar. The student develops products that meet user and system requirements. The products appeal to audiences and there is some communication of purpose, using functional spelling and grammar. The student generates products that partially meet specified requirements. The products communicate information, using functional spelling and grammar. The student generates products that communicate some information. Working, Managing & Reflecting The student develops effective designs that exhibit creativity or inventiveness. Tasks, resources and constraints are managed competently and efficiently. The student is discriminating in the choice and use of relevant ICTs. The student constructively evaluates and justifies the success, relevance and suitability of the products developed and the processes used. The student develops workable designs that exhibit creativity or inventiveness. Tasks, resources and constraints are managed competently. The student uses relevant ICTs. The student evaluates and justifies the relevance and suitability of the products developed and the processes used. The student develops workable designs. Tasks and resources are managed competently. The student uses suitable ICTs. The student evaluates the relevance and suitability of the products developed and the processes used. The student presents partial designs and demonstrates some control of tasks and resources. The student reflects on the products developed or the processes used. The student demonstrates little control of tasks and resources. Process Product Criterion
    • Further Breakdown... Criteria Process knowledge simple application  Design  Blender software use Product analysis synthesis evaluation 3D Model  Develop and Implement A B C D The student: recalls a wide range of methods and procedures, concepts, processes relating to 3D Modelingtechniques and scripting. effectively and consistently selects and applies related knowledge to produce a quality 3D Model. The student: recalls a range of methods and procedures, concepts, processes relating to 3D Modelingtechniques and scripting. consistently applies related knowledge to produce a valid 3D Model. The student: recalls methods and procedures, concepts, processes and relating to 3D Modelingtechniques and scripting. appliesrelated knowledge to produce a 3D Model. The student: recalls 3D Modelingtechniques The 3D Models planned represent an effective and efficient solution, detailing skills, content, user issues. The student produces a 3D Model which The 3D Models planned represent an effective solution, detailing most skills, content and user issues. The 3D Models planned represent a solution, which shows skills, content and some user issues. The student produces a 3D Model which The student plans a set of 3D Models The student produces a 3D Model which clearly and comprehensively fulfils ICT purpose in showcasing a comprehensive range of 3d modelling features. is impressive, attractive, interesting and easy to use effectively evaluates the product against appropriate criteria Communication representing information using language  Design  Evaluation The student: constructs and presents information to effectively and succinctly represent the intended meaning uses a wide vocabulary with discrimination and consistently applies conventions of language to convey meaning appropriate to the context. fulfils ICT purpose in clearly showcasing their skills with this software is attractive and interesting and mostly easy to use evaluates the process and product against appropriate criteria with some justification The student: constructs and presents information to effectively represent the intended meaning consistently uses a wide vocabulary and conventions of language to convey meaning appropriate to the context. fulfils ICT purpose in showcasing a variety of skills with this software is clear and functional. evaluates product but lacks detail and justification. The student: consistently constructs and presents information to represent the intended meaning uses vocabulary and conventions of language to convey meaning appropriate to the context. applies knowledge to produce a presentation The 3D Models planned represent a simplistic or partial solution. The student produces a 3D Model which that shows some skills with this software lacks clarity in places and is difficult to use. evaluation is superficial The student: constructs and presents information to represent the intended meaning uses language to convey meaning. E The student recalls and applies limited facts and methods related to 3D Models page design and creation. The 3D Models planned are incomplete but identify simple problems. The student produces a 3D Model which shows limited skills with this software lacks clarity and is not usable little or no evidence of evaluation The student: presents information uses language, although meaning is not always clear or appropriate.
    • Hillcrest Christian College Information Communications and Technology Practical Task PT5 – 3D Modelling Year 11 Semester 1, 2012 2012 – Advanced Blender 3D Model: „TICK & FLICK‟ Concept Planning 200 word brief Idea / Concept Medium for output model Blender skills / functions to utilise Layout of model objects Research Target Audience Blender 3D software Basics Using the interface (i.e. screen layout, prefs, modes) Object interaction (add, delete, mesh, curve, camera, lamp) Layers Mesh Modelling Verts Extrude Edge Remove Doubles Done?
    • Smooths Normals Knife & loop cut tool; Making faces Smoothing vertices Mesh Joins Intermediate Subdivision modelling Using modifiers Modelling with edge loops Lighting and rendering Lamp buttons Shadows Render buttons Image format Colour transparency World Advanced Creating materials Reflections and Transperency Subsurfaces Colour Ramps Halo Materials Textures UV Mapping Layering Textures Evaluation Survey Developed Completed by 3 of target audience