| AMERICAN CULTURE AND LITERATURE | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| MCH3012 | Physics for Game Programming | Fall | 3 | 0 | 3 | 6 |
| This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester. |
| Language of instruction: | English |
| Type of course: | Non-Departmental Elective |
| Course Level: | Bachelor’s Degree (First Cycle) |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Assoc. Prof. MEHMET BERKE GÜR |
| Recommended Optional Program Components: | N/A |
| Course Objectives: | Many games benefit from the use of real physics for enhanced reality. Therefore it is important for a game developer to understand and use law of physics to plan more realistic games. This course serves as a starting point for the development of physics-based realistic games. |
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The students who have succeeded in this course; 1- Apply Newton’s Second Law to particles and particle systems, 2- Use 3D kinematics of particles and rigid bodies in example scenarios, 3- Describe the forces and moments in rigid bodies, 4- Model the motion of fundamental vehicles : aircraft, ship and car, 5- Understand the physics of light and its interaction between surfaces, 6- Describe the surface properties of different materials used in solid modeling, 7- use Processing environment to program fundamental game concepts with physical realism |
| The role of physics in game programming; Basic Concepts from Physics; Rigid Body Motion; Introduction to Processing Programming; Game Programming Lab; Vehicle models; Modeling ambient environment; Game programming applications; |
| Week | Subject | Related Preparation |
| 1) | The role of physics in game programming | See course web site for additional resources and info |
| 2) | Basic Concepts from Physics: Velocity, mass, acceleration, force etc. | |
| 3) | Basic Concepts from Physics (cont) | |
| 4) | Rigid Body Motion; Term projects and formation of project groups | |
| 5) | Introduction to Processing Programming | |
| 6) | Processing (cont) | |
| 7) | Game Programming Lab | |
| 8) | Vehicle models | |
| 9) | Vehicle models | |
| 10) | Modeling ambient environment | |
| 11) | Modeling ambient environment (cont) | |
| 12) | Midterm; Project interim checks | Prepare yourself for project interim check |
| 13) | Game programming applications | |
| 14) | Project presentations | Prepare a presentation about your project; check your project whether it works for all conditions |
| Course Notes / Textbooks: | David H. Eberly, “Game Physics”, (2010, 2nd ed.) ISBN:978-0123749031 |
| References: | Online resources, Video tutorials |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 14 | % 5 |
| Homework Assignments | 3 | % 15 |
| Presentation | 1 | % 10 |
| Project | 1 | % 40 |
| Midterms | 1 | % 15 |
| Final | 1 | % 15 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 45 | |
| PERCENTAGE OF FINAL WORK | % 55 | |
| Total | % 100 | |
| Activities | Number of Activities | Workload |
| Course Hours | 14 | 42 |
| Laboratory | 1 | 3 |
| Study Hours Out of Class | 16 | 48 |
| Presentations / Seminar | 1 | 5 |
| Project | 1 | 20 |
| Homework Assignments | 3 | 12 |
| Midterms | 1 | 4 |
| Final | 1 | 6 |
| Total Workload | 140 | |
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | Upon graduation, students will acquire key skills and attributes to conduct research to use research tools, to solve problems, to communicate effectively and to transfer skills to the workplace. | |
| 2) | Upon graduation, students will have developed the ability to discuss key issues in fluent English. | |
| 3) | Upon graduation, students will have developed the ability to compose written documents in English with a mature prose style. | 4 |
| 4) | Upon graduation, students will have gained broad knowledge of the American and English literary canons. | 4 |
| 5) | Upon graduation, students will have developed the ability to analyze, synthesize and criticize sophisticated works of American and English literature. | 4 |
| 6) | Upon graduation, students will have achieved in depth the understanding of contemporary American culture. | 3 |
| 7) | Upon graduation, students will have developed the ability to draw links among diverse literary texts and documents and establish critical connections and adopt an interdisciplinary attitude. | 3 |
| 8) | Upon graduation, students will be able to develop new projects individually or in teams. | 3 |
| 9) | Upon graduation, students will be able to apply their knowledge into their lives for interdisciplinary problem-solving and solutions. | 4 |