PHYSIOTHERAPY AND REHABILITATION (TURKISH) | |||||
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. |
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) | To have theoretical and practical knowledge required to fulfill professional roles and functions of Physiotherapy and Rehabilitation field. | 2 |
2) | To act in accordance with ethical principles and values in professional practice. | 1 |
3) | To use life-long learning, problem-solving and critical thinking skills. | 4 |
4) | To define evidence-based practices and determine problem solving methods in Physiotherapy and Rehabilitation practices, using theories in health promotion, protection and care. | 1 |
5) | To take part in research, projects and activities within sense of social responsibility and interdisciplinary approach. | 3 |
6) | To have skills for training and consulting according to health education needs of individual, family and the community. | 1 |
7) | To be sensitive to health problems of the community and to be able to offer solutions. | 3 |
8) | To be able to use skills for effective communication. | 5 |
9) | To be able to select and use modern tools, techniques and modalities in Physiotherapy and Rehabilitation practices; to be able to use health information technologies effectively. | 1 |
10) | To be able to search for literature in health sciences databases and information sources to access to information and use the information effectively. | 1 |
11) | To be able to monitor occupational information using at least one foreign language, to collaborate and communicate with colleagues at international level. | 1 |
12) | To be a role model with contemporary and professional identity. | 4 |