Planning is the key to successful completion of this course and program-related objectives. The Individual Success Plan (ISP) assignment requires early collaboration with the course faculty and your course preceptor. Students must establish a plan for successful completion of
The required 50 community direct clinical practice experience hours, 50 leadership direct clinical practice hours, and 25 indirect clinical experience hours.
Completion of work associated with program competencies.
Work associated with completion of the student’s capstone project change proposal.
Students will use the “Individual Success Plan” to develop an individual plan for completing practice hours and course objectives. As a part of this process, students will identify the number of hours set aside to meet course goals.
Student expectations and instructions for completing the ISP document are provided in the “NRS-493 Individual Success Plan” resource, located in the topic Resources and in the assignment instructions.
The “Individual Success Plan” is a clinical document that is necessary to meet clinical requirements for this course. Therefore, the form should be submitted with the preceptor’s hand-written signature. A typed electronic signature will not be accepted.
Students should apply concepts from prior courses to critically examine and improve their current practice. Students are expected to integrate scholarly readings to develop case reports that demonstrate increasingly complex and proficient practice.
After the ISP has been developed by the student and approved by the course faculty, students will initiate a preconference with the faculty and preceptor to review the ISP.
Assessment type: Essay Word limit: 1,000 (+/- 10%) The word count excludes the cover page, reference list, and any appendices that you may wish to include.
Weighting: 20%
Overview You are required to engage in creative writing of a reflective essay consisting of an academic analysis of your own learning experiences through self-reflection.
The purpose of writing a reflective essay is to provide you with a platform to not only recount a particular life experience, but to also explore how you have changed or learned from those experiences. Essays should be authored individually; all ideas and words should be your own.
Assessment criteria (100 marks equate to 20% of overall course assessment) This assessment will measure your ability to:
• Introduce the context, background, scope and purpose of your essay (10 marks)
• Provide a quality encounter of your learning (15 marks)
• Reflect at a level that reveals deep insights (20 marks)
• Evaluate the significance and impact of your learning (20 marks)
• Implicate the significance of your learning to your future career (15 marks)
• Draw a meaningful conclusion (10 marks)
• Professionally present your encounter (10 marks)
Learning outcomes
Course Learning Outcomes related to this assessment are:
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CLO1 Explain the relationship between creativity, innovation and entrepreneurship and how it impacts business growth, sustainability and wealth creation
CLO2 Investigate factors that inhibit creativity in individuals and innovation within teams and organisations, and recommend strategies and tactics to encourage entrepreneurial behaviour
CLO3 Identify and critique organisational models of innovation management
CLO4 Work individually, and collaboratively with others in applying a range of tools that assist the creative front end of innovation that leads to problem solving
CLO5 Evaluate the characteristics that make innovative organisations successful and discuss how a business might emulate these traits
CLO6 Demonstrate learning through presentation and communication skills in a variety of business and professional contexts
The Program Learning Outcomes related to this assessment are:
PLO1 Explain their role as a local, national and global citizen and be able to apply these perspectives in business contexts.
PLO4 Reflect on and continuously progress their own professional development, enhancing their intellectual agility and adaptability as tools for success in ever-changing business contexts.
Assessment details
This assessment requires you to look back on your learning and experiences in this course and provide a personal reflection of what you learned from the course and how you have both used and will use this learning in the future. It allows you to take a bird’s eye view of the complete course and all the activities that you performed and derive meaning from the entire experience.
A reflection paper is a personal, sometimes anecdotal, or experiential reaction to a subject, but you may include citations as in any other paper. However, we are more interested to learn about your thoughts and experiences rather than those of other people, so keep citations to a minimum. If you refer to a work or use ideas from a work, then cite them in text and include a reference list at the end.
Note: Back up all copies of drafts and your final assignment on a separate device (USB or similar) in case it is required as evidence. Computer failure is not an allowable ground for an extension or Special Consideration.
Feedback mode: Feedback will be provided using the Rubric provided on Canvas.
Essay Format and Suggestions
• Your essay must include a cover page that contains the following information: BUSM4550 Innovation Management; Date; Assessment 3: Reflective Essay; Essay title; Full name and student number; Tutor name; Word count (count excludes cover page and reference list).
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• Your essay must be professionally presented using Ariel or Calibri 12-point font, justified. Provide descriptive titles for different sections of your essay. Your essay must include an introduction, body paragraphs (provide appropriate titles), and a conclusion.
• Your essay in its entirety should answer the following overarching question, clearly and specifically: how did the course experience broaden, deepen, or otherwise enrich your understanding of the discipline of innovation management, yourself, and/or the wider world?
• Use a first-person narrative of your experience, highlighting key moments in the learning process. Tell the story of what you did and how, providing specific examples (e.g., reference to theories, frameworks, or tools covered in the course) to illustrate how your perspective/understanding evolved over the course of the semester.
• Reflect on the significance of your experiences with respect to your professional and/or personal goals. How can you apply what you learned in the future? In what situations?
• List all scholarly and non-scholarly work you have used in the essay in a Reference List. The reference list is not included in the word count. References should be in RMIT Harvard style (or Harvard style if using End note). The list should be in alphabetical order by family name. The list should not be listed by numbers or bullet points.
• The essay is to be written primarily for your own personal consumption and growth, but since it is a summative assessment, it must be done in a way that your assessor will be able to judge the value of this exercise to you and the potential impact it will have on your future career.
• Towards the beginning of the course, you were asked to rate yourself on a variety of factors related to creativity and innovation skills and abilities. Now, after having completed this course, you have another opportunity to rate yourself again on the same factors and gauge whether you have made progress in each of the specified factors. You may use the insights gained from this activity in your personal reflection essay.
• Aim to provide an honest and sincere reflection that demonstrates depth of thought, not simply a superficial exercise to get the job done. Don’t be tempted to write things that you believe your assessor might want to hear as that will be obvious as being insincere.
• When writing your reflection, you should refrain from providing explanations of theory or providing definitions of concepts that were covered in this course. Rather, simply refer to these and reflect on the encounter and impact it had on you.
• It is required that you apply the principles of D.I.E.P. framework https://emedia.rmit.edu.au/learninglab/sites/default/files/Writing_academic_reflec tion_accessible_2015.pdf in your reflection.
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The DIEP principles are:
In simple terms:
• Describe the topics and your journey; what you have learned (factual, objectively) • Interpret the net effect this experience has had on you – what insights emerged? • Evaluate your application of newfound knowledge (in your opinion, subjectively) • Plan how you will apply relevant model/theories etc. in your future work
Creativity Journal
To complete this assessment effectively, we recommend that you keep a ‘Creativity Journal’ starting from week 1 where you record at least once weekly instances in which you exercised creative problem solving in your life, university or while at work.
In doing so, remember to record the problem/task you faced, the creative solution you came up with to solve the problem/task and the process you went through to come up with the solution (e.g., engaged in divergent and convergent thinking, used design thinking, brainstormed ideas, etc.) and how your learning in the course helped you to come up with a creative solution. This journal will also help you to keep track of the development of your skills in creativity, innovation and design thinking and how you can further improve your creative problem-solving skills.
Please note that this journal will NOT be marked, but it will be an essential tool for you to reflect over the 12 weeks of semester.
Turnitin
• Assignments must be submitted through the CANVAS assessment submission system (Turnitin). Submitted assignments that do not have a similarity score will not be graded.
• Do NOT attempt to obtain a similarity score by first submitting it to TurnItIn via another course as this will result in you achieving a very high similarity score when you eventually submit your assignment for this course.
• Do NOT include the declaration form as part of your TurnItIn submission as that will incorrectly increase your similarity score.
• The Turnitin Similarity Percentage is an indicator of the similarity of your paper with other assignments. This link provides information on how to interpret the similarity report.
• Allow sufficient time for the TurnItIn system to reset before you make another attempt at obtaining a similarity score. Make sure you obtain your final similarity score well in advance of the assignment deadline in order to avoid a penalty for late submission.
D
Describe objectively what you have learned
I
Interpret the insight (in one or
more paragraphs)
E
Evaluate what you have learned (in one or more
paragraphs)
P
Plan how this learning will be
applied in practice
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Referencing guidelines
Use RMIT Harvard RMIT Harvard referencing style for this assessment.
You must acknowledge all the courses of information you have used in your assessments.
Refer to the RMIT Easy Cite RMIT Easy Cite referencing tool to see examples and tips on how to reference in the appropriated style. You can also refer to the library referencing page for more tools such as EndNote, referencing tutorials and referencing guides for printing.
Submission format
Only submit Word documents in either .doc or .docx formats. Assignments submitted in pdf format will not be graded.
Academic integrity and plagiarism
Academic integrity is about honest presentation of your academic work. It means acknowledging the work of others while developing your own insights, knowledge and ideas.
You should take extreme care that you have:
• Acknowledged words, data, diagrams, models, frameworks and/or ideas of others you have quoted (i.e., directly copied), summarised, paraphrased, discussed or mentioned in your assessment through the appropriate referencing methods
• Provided a reference list of the publication details so your reader can locate the source if necessary. This includes material taken from Internet sites
If you do not acknowledge the sources of your material, you may be accused of plagiarism because you have passed off the work and ideas of another person without appropriate referencing, as if they were your own.
RMIT University treats plagiarism as a very serious offence constituting misconduct.
Plagiarism covers a variety of inappropriate behaviours, including:
• Failure to properly document a source
• Copyright material from the internet or databases
• Collusion between students
For further information on our policies and procedures, please refer to the University web site University website.
Assessment declaration
When you submit work electronically, you agree to the assessment declaration assessment declaration.
Do NOT submit this declaration via Canvas.
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HD D C PA NN DNS Introduction Introduces the topic in an interesting and appropriate manner. Defines the purpose, scope and structure of the essay. 10 marks
Excellent Introduction. Introduces the essay in an interesting way that clearly articulates the purpose, scope and structure of the essay.
Well written Introduction and well stated purpose, scope and structure of the essay.
Generally good Introduction of the topic and quite clearly stated purpose, scope and structure of the essay There is however, room for improvement.
Some Introduction of the topic and some statement of the purpose, scope and structure of the essay but not clearly expressed.
Inadequate Introduction provided. Has not clearly stated the purpose or the scope of the essay.
No Introduction provided.
D – Describe objectively what happened
Give the details of what happened. Answer the question: ‘What did I do, read, see, hear?’
15 marks
Outstanding description that succinctly summarises the semester’s encounters.
Very good description of the semester’s encounters.
Good description of the semester’s encounters but some important details are missing.
Poor description of the semester’s encounters; several gaps apparent.
Inadequate description of semester’s encounters.
No description provided.
I – Interpret the events
Explain your learning: new insights, connections with other learning and students, your feelings, hypotheses.
Degree of descriptive versus reflective.
Answer the questions: ‘What was the reason I did these activities?’ ‘What might it mean?’
In-depth reflection that leads to a very meaningful interpretation of how specific examples facilitated new perspectives, understanding and insights.
Good reflection that leads to a meaningful interpretation of how specific examples facilitated new perspectives, understanding and insights.
Average reflection that leads to an adequate interpretation of how specific examples facilitated new perspectives, understanding and insights.
Rather descriptive than reflective.
Poor reflection that leads to superficial interpretation of how examples facilitated new perspectives, understanding and insights.
Purely descriptive.
Very poor interpretation of events.
No interpretation offered.
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20 marks
E – Evaluate what you learned
Make judgments connected to observations you have made. Answer the question: ‘How was this useful? Explains how experience broadened, deepened, or enriched your learning on different levels.
20 marks
Outstanding evaluation of learning that took place, its perceived value, and the impact it has had.
Very good evaluation of learning that took place, its perceived value, and the impact it has had.
Good evaluation of learning that took place, its perceived value, and the impact it has had.
Poor evaluation of learning that took place, its perceived value, and the impact it has had.
Very poor evaluation of learning that took place, its perceived value, and the impact it has had.
No evaluation of learning that took place, the perceived value, and the impact it has had.
P – Plan how this learning will be applied
Significance of learning to professional / personal goals.
Comment on its relevance to your course, program, future profession, life… Answer the question: ‘How might this learning apply in my future?’
15 marks
Highly significant contextualisation of learning to current situation and excellent future prospecting. Builds strongly on key reflections from DIEP structure.
Good contextualisation of learning to current situation and good future prospecting. Builds on key reflections from DIEP structure.
Average contextualisation of learning to current situation and average future prospecting. Builds on some reflections from DIEP structure.
Poor contextualisation of learning to current situation and poor future prospecting. Fails to build on reflections from DIEP structure.
Inadequate contextualisation of learning to current situation and future prospecting.
No contextualisation of learning to current situation and future prospecting.
Conclusion All aspects are drawn together in a brief concise summary. Consistent with discussion presented in the body of the essay. No new materials introduced here
Excellent conclusion that is written in a very concise, consistent manner. No new material is presented.
Very clear and concise conclusion. Consistent with the discussion provided in the Body.
Good conclusion that summarises the main issues clearly. Yet there is scope for improvement.
Satisfactory conclusion but could be done in a clearer and/or more concise manner.
Poor conclusion given or inadequate conclusion and summary of issues have been poorly discussed.
No conclusion provided.
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10 marks
Presentation of essay
Cover page contains all required information.
Quality of expression / language, paragraph construction, spelling, and proofreading (lacking in typos). Format and layout presented in professional manner.
Sources, if present, are cited appropriately.
10 marks
Cover page contains all required information.
Logical, compelling progression of ideas in essay; clear structure which moves the reader through the text. Excellent expression / language used with minimum spelling errors. Professionally presented in relation to the DIEP format and layout.
Cover page contains most of the required information.
Overall, the paper is logically developed. Progression of ideas in essay makes sense and moves the reader easily through the text. Well written and with good expression and very few spelling mistakes. Good use of paragraph constructs. Very well presented.
Cover page is missing some key information.
Progression of ideas in essay is awkward yet moves the reader through the text without too much confusion. Effective language. Mainly accurate spelling. Well presented.
Cover page is incomplete.
Arrangement of essay is unclear and illogical. The writing lacks a clear sense of direction. Ideas, details or events seem strung together in a loose or random fashion; there is no identifiable internal structure and readers have trouble following the writer’s line of thought. Adequate language but several errors in spelling. Format and layout are poor, can be presented more professionally.
No cover page.
Arrangement of essay is completely unclear and illogical. The writing lacks any sense of direction. Inappropriate/poor language. Substantial errors in spelling. Need to be proofread. Poor format and layout that do not meet professional expectations.
Review the feedback on the change proposal professional presentation and make required adjustments to the presentation. Present your evidence-based intervention and change proposal to an interprofessional audience of leaders and stakeholders. Be prepared to answer questions and accept feedback.
After presenting your capstone project change proposal, write a 250–350-word summary of the presentation. Include a description of the changes that were suggested by your preceptor before your presentation and how you incorporated that feedback. Describe how this interprofessional collaboration improved the effectiveness of your presentation. Include a description of the feedback and questions from your audience after your presentation, and how this experience will affect your professional practice in the future.
APA style required, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center
Turn in your Formal Business Report here. The FBR makes up the bulk of the required amount of writing to reach the status of Writing Intensive. Special Style: APA for citations and referencesRequire
Turn in your Formal Business Report here. The FBR makes up the bulk of the required amount of writing to reach the status of Writing Intensive.
Special Style: APA for citations and references
Required components:
Title page
Table of contents
Executive summary
Body of report: 7-10 pages (body of report only … does not count other pages)
Double spaced
Margins: Left 1.5”; all others 1”
Font: Times New Roman 12 points
Page numbers
Internal (in-text) citations as required (APA)
References (a minimum of five sources are required)
Sources of information: Textbook, general research online (credible sources only), or library
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A student notifies you that she has been subjected to bullying through a classmate’s Facebook page. In 500- words, address the following:
Steps you are required to take that are consistent with state statutes, your district’s school board policies, faculty handbook, and the student handbook;
Any First Amendment arguments you think the student with the Facebook page may raise; and
Responses you could make to the First Amendment arguments that are consistent with the cases in the assigned readings.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
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On Thursday a 75-year-old patient at Wesley Glen Senior Living Facility became agitated and physically abusive to himself and others, so he was placed in wrist and ankle restraints. An hour later, staff found the patient unconscious and called the EMT squad for assistance. The patient was taken to the medical center emergency department (ED), where he awoke and once again became physically abusive. The physician ordered the patient to be restrained to protect the patient and others while the physician examined the patient. Upon examining the patient the physician noted that the patient had multiple bruises on his back, buttocks, and thighs. In addition, the patient had a cardiac defibrillator implanted during his last inpatient visit. The hospital had received a medical device alert regarding the implant device and was notifying patients with the device to contact their physician for follow-up. The patient was sedated and the restraints removed. However, 15 hours later the patient expired. The hospital reported the death to the medical examiner/coroner’s office. Consider the following:
Why is the hospital required to report this patient’s death to the medical examiner/coroner? Do medical examiners and coroners have the right to receive patient information needed to investigate a case?
What additional required reporting must be done by Wesley Glen and the hospital in regard to the patient’s death?
Who is responsible for notifying the hospital that a medical device in use may cause harm to patients? If the patient’s death was attributed to the cardiac implant defibrillator, what is the hospital’s responsibility for reporting the death to the FDA? How is the death reported?
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What does busy waiting mean and why is this not required in Operating Systems? Explain a solution that uses busy waiting.What does busy waiting mean and why is this not required in Operating Systems? Explain a solution that uses busy waiting.What does busy waiting mean and why is this not required in Operating Systems? Explain a solution that uses busy waiting.What does busy waiting mean and why is
Imagine this scenario: As a requirement of the Smallville contract, Gail Industries must conduct an IS review, specifically for a transaction processing system (TPS) to determine whether the systems meet and continue to meet the organization’s objectives.
Review the Gail Industries Case Study for information that will assist you with this assignment.
Prepare a 4- to 5-page IS review in which you provide:
-An evaluation of current systems operations and maintenance practices
-A determination of whether the level of service from internal and external service providers is defined and managed
-Recommendations for improvements
Cite references to support your assignment.
Format your citations according to APA guidelines.
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5CCGD002W Applied Maths and Physics for Games Coursework 2 – Physics Engine (2020-21) referred deferred version21) – ref def Module leader Philip Trwoga Unit Coursework Weighting: 70% Qualifying mark 30% Description Demonstration of Vector Math and Physics Principles in Unity Learning Outcomes Covered in this Assignment: LO1 Demonstrate an understanding of the physics required in a given application scenario to external forces and the laws of motion including conservation of momentum and friction; LO2 Demonstrate an understanding of the physics required in a given application scenario including rotational mechanics and gravity; Handed Out: 14th June 2021 Due Date 8th July 2021 by 1pm on Blackboard Expected deliverables Complete solution for engine – zipped file – Unity (note that a solution in Unreal will not be accepted) – viva and demonstration (compulsory) Referred Version only: Improvements to Solution Document – see notes Method of Submission: Online only via Blackboard Type of Feedback and Due Date: Generic feedback will be provided during tutorial sessions and lectures. Verbal feedback on the submitted CW will be provided during the CW presentation/viva and also in the Blackboard rubric. Feedback is due by the 21st July 2021. Note: All marks will remain provisional until formally agreed by an Assessment Board. BCS CRITERIA MEETING IN THIS ASSIGNMENT 2.1.1 Knowledge and understanding of facts, concepts, principles & theories 2.1.3 Problem solving strategies 3.1.4 Knowledge and understanding of mathematical and/or statistical principles Assessment regulations Refer to section 4 of the “How you study” guide for undergraduate students for a clarification of how you are assessed, penalties and late submissions, what constitutes plagiarism etc. Penalty for Late Submission If you submit your coursework late but within 24 hours or one working day of the specified deadline, 10 marks will be deducted from the final mark, as a penalty for late submission, except for work which obtains a mark in the range 40 – 49%, in which case the mark will be capped at the pass mark (40%). If you submit your coursework more than 24 hours or more than one working day after the specified deadline you will be given a mark of zero for the work in question unless a claim of Mitigating Circumstances has been submitted and accepted as valid. It is recognised that on occasion, illness or a personal crisis can mean that you fail to submit a piece of work on time. In such cases you must inform the Campus Office in writing on a mitigating circumstances form, giving the reason for your late or non-submission. You must provide relevant documentary evidence with the form. This information will be reported to the relevant Assessment Board that will decide whether the mark of zero shall stand. For more detailed information regarding University Assessment Regulations, please refer to the following website:http://www.westminster.ac.uk/study/current-students/resources/academic-regulations Note: By submitting the work through Blackboard you are acknowledging that this is solely your own work. Any code which is not created by you MUST be clearly commented as such. Any code discovered to not have been created by you will mean that the work will be submitted to academic standards for a potential assessment offence, which may result in a zero mark in the component or whole module. Work will be submitted to SafeAssign for in order to check for plagiarism and collusion. IMPORTANT NOTES: For the referred assessment you must write a short document (1 side of A4 max) which highlights how you have improved your solution from your original submission. Name the document ‘Improvements to Solution Document’ and zip together with your XCode project file. Note that you that all solutions must be your own work and the viva is compulsory it which you will be required to fully explain your solution. Work marked without a viva (unless it is specified that a viva is not required) will receive a maximum mark of 30%. Applied Maths and Physics for Games – Coursework 2 Specification and Mark Scheme Motion Physics for typical Game Scenarios Introduction You are to build a small set of 3D physics demonstrations using the Unity Game Engine that can perform a variety of tasks in 3D using vector maths and equation of motion . This can be implemented in the language of your choice (Javascript or C#) though C# is preferred. Note that you are allowed to use the transform of all the game objects but not the rigid body or any of the Unity Physics. You must use the Euler method (described in the lectures) for all of the problems. You can use the structure Vector but not its methods such as normalized etc. Note that for high marks your solutions must be complete (meet all requirements), well coded, reusable, be a realistic, and take into account the dimension of the game objects in collisions. See the grade descriptors in this document. Note that any mathematical symbols in bold are vector quantities. Task 1: Vector Maths – 25 Marks available You shall build and test a class library consisting of at least the following functions. Note in Unity you can use Vector3 as your basic 3D vector structure. See Appendix A. Function Max Mark3 % 3D vector addition 2 3D vector subtraction 2 3D dot product 2 Unit vector of a 3D vector 2 Vector reflection (axis aligned) 2 Polar to cartesian, Cartesian to Polar coordinates 3 Unit direction vector4 2 Magnitude of a 3D vector 2 Scaler multiple of 3D vector 2 Vectors nearly equal with radius 2 3D zero vector (0,0,0) 2 A point is on a line 2 Important Note: you should include at least one test for all these functions to get full marks in this section to demonstrate correctness in the functionality. Create a separate test script with hard coded test cases you can also use any built-in unit testing tools. Note you can use Debug.Log(…) to print your tests to the console. Also note you may choose to create more methods such as vector projection in order to help you solve the problems. Solve the following time- stepping problems using the Euler or similar method (see Appendix C) using your vector maths library: Task 2 – 10 Marks available – 3D Trajectory problem with restitution A) A trajectory in 3D (use a sphere) for a projectile that has a launch vector that can be set in design time. Time step = Time.deltaTime. The gravity vector is (0.0, -9.81,0.0). The initial position of the projectile can be anywhere in your scene. When the sphere lands (so y component of position very close to zero) then the sphere should bounce as though on a hard surface. See figure 1. Use a coefficient of restitution e that has a value that can be set at design time by using a public property on the script. Note that you need to decide when to stop the ball and this should be when the new bounce height (in y) is approaching zero. In other words, the vertical velocity after the bounce is smaller in than some tolerance (e.g. 0.01). Figure 1 Ball in motion for 3D trajectory Figure 2 Velocity setting Figure 3 Showing entry for restitution (bounciness) Task 3 – 15 Marks Available This task is to create a scene that demonstrates a path follow routine using vector maths (direction vectors). Set up four or more game objects (waypoints) anywhere in a 3D scene. Another game object (a sphere) travels from waypoint to waypoint continuously at a speed that can be set via a public property in the Unity script. Once the sphere is within a given distance to the waypoint, it should then move in a circle around the waypoint and then on to the next waypoint (5 points for this step). The radius of the rotation can be set as a public property – see Figure 5 Waypoint script settings. If your waypoints are labelled A B C D, then the order of travel shall be A B C D A and then repeat. The figure below shows an example scene with four cylinders as waypoints. Note that you must be able to move the waypoints to any location at design time and path follow with still work. Figure 6 shows the moving object’s public script properties. Figure 4 Waypoint scene Figure 5 Waypoint script settings Task 4: – 25 Marks Available A) Vector reflection and friction problem. Construct a plane surround by four solid walls. This is similar to the pool or snooker table and can be square or rectangular. Figure 6 show a stylised plane and four cubes stretched out to form the surrounding walls (think snooker table cushions to get the dimensions correct). For part A you only need one ball (sphere). Note that it is very important that the ‘table’ is aligned with the x-z plane exactly so that the boundaries and axis-aligned so that you can use simple axis-aligned vector reflection. Note that this is essentially a 2D problem and the y-component is not needed for the calculations (though is used to position the sphere on that table when designing). For the first part of the problem, you need to demonstrate axis-aligned vector reflection from the boundaries. To do this set up a sphere on the plane that can be assigned an initial velocity (z and x components only actually change). When the sphere hits a boundary, it should ‘reflect’ of both the vertical and horizontal boundaries realistically (angle of incidence = angle of reflection). To slow the ball down you need to add dynamic friction to the table which is a decelerating force, and this is the acceleration part of the problem (as the mass of spheres in the problem all equal 1). The friction factor can be varied at design time (see Figure 6) and friction is always acting as a force (so deceleration) in the opposite direction of the sphere’s velocity vector. In other words, to create the deceleration vector you need to get the unit direction vector of the sphere velocity, reverse it, and then scale that by the friction factor. Figure 6 Properties for the ball showing velocity setting and friction factor Figure 7 Textured scene for the vector reflection problem B) Extension to Task 3. – Maximum of 25 marks for handling the first impact and the case of collisions between two moving balls (15 marks if only the first collision is handled) – see Appendix D for the formula for this. You are to implement a two-ball collision at an arbitrary angle. Considering the scene in Figure 7 for the initial impact of the stationary red/target ball and cue ball, we have a white ball and red ball set up on the table. Using the code already created for part A, we can direct the white ball towards the red ball in the scene and because we control the initial velocity, we can hit the red ball at any angle. On collision the subsequent velocity vectors are dictated by the conservation of momentum a shown below. Note you can assume that the ball masses are equal so ??1 = ??2 and for the simple case that ???? = ??. You can also assume that all collisions are perfectly elastic. For full marks you need to handle the first impact (cue ball onto target ball) and secondary impacts of the balls even if both are moving, and in both cases you need to move both balls (update the positions) after any collision with side until the balls come to rest. Both balls should bounce realistically if they strike the boundaries after the impact. 2D conservation of momentum problem for an elastic collision at an angle. ???????? + ???????? = ???????? + ???????? Where ???? ???? and ???? ???? are the masses and initial velocities of the system and ????and ???? are the final velocities of the system. Again, the y-component for the velocities is always zero as we are only considering motion in the x-z plane. Note as the masses are the same, we have the vector relationship of: ???? = ???? + ???? and by consideration of the conservation of kinetic energy (perfectly elastic collision) when the masses are equal and if ???? is zero we have: ????2 = ????2 + ????2 As can be seen in Appendix C the vector can be drawn as a right-angle triangle and so the vector ???? can be easily found once you know ???? at the point of impact. See Appendix D for the full formula for collisions between moving balls and this can be used in all cases. Note: You must comment code liberally to explain your steps. The Coursework will be marked based on the following marking criteria Marking Criteria Maximum component mark Task 1: Vector maths library – to achieve high marks the library must be correct, well coded, and simple to use and be reusable. Marks are per correct function implemented (see main specification). Marks will be lost if the code is not testable so you must produce a test case. 25 Task 2 Part A: Trajectory in 3D for a projectile with restitution (sphere must bounce on landing) and the bounce must realistically correspond to change in the restitution value. This must be correct for high marks and meet all requirements. It must include the ability to change the velocity at design time. Code must be reusable e.g. for a different game object. 10 Task 3 Waypoint scene. Waypoints must be movable at design time and still be followed correctly. Motion must be continuous, and you must be able to the set the speed at design time as shown. Code must be reusable e.g., for a different number of waypoints. For maximum marks the motion around the waypoint must be implemented (there are 7 marks for this part). 15 Task 4: Part A: Vector reflection – for high marks you must take into account the dimensions of the spheres so that the bounces from the boundaries look realistic and all reflections must be correct. Dynamic friction must be applied to slow the balls down to an eventual stop. 25 Task 4 Extension: 2D conservation of momentum problem for an elastic collision at an angle. This must be mathematically correct and look realistic (balls move correctly after impact) for high marks and must meet all requirements. Secondary moving ball collisions need to be handled for maximum marks. 25 Total 100
Marking Grade Descriptors – for guidance only 80-100: An outstanding piece of work: All assessment criteria have been met at an exceptionally high standard • Displays sophistication and originality in developing the solutions?? • Demonstrates rigour in mathematical technique ? • Demonstrates complete and fit for purpose reusable solutions • Demonstrates high detail of realism in all simulations • Communicates complexity clearly and succinctly with excellent standard of presentation in the viva 70-79: An excellent piece of work: All assessment criteria have been met at a high standard • Demonstrates sophisticated solutions ? • Demonstrates rigour in mathematical technique • Provides a robust and correct solution with some minor issues? • Provides a high-quality realistic simulation • Communicates ideas clearly and succinctly with good standard of presentation in the viva 60-69: Good piece of work: Demonstrates sound solutions to the problems • Solutions presented are mathematically correct and rigorous • Solution may be somewhat incomplete but presented work is correct • Solutions presented behave reasonably realistically • Communicates ideas clearly with a good standard of presentation in the viva 50-59: A sound piece of work: Most assessment criteria have clearly been met. • Solutions all work but are not easily adaptable or reusable or not optimal solutions • May lack mathematical rigour. • Most simulations offer and element of realism but issues such as imprecise collision detection exists ? • Communicates ideas using an appropriate format with few weaknesses in presentation 40-49: Significant parts of the assessment criteria are not met. • Provides limitations in the practice and approach • Demonstrates lack of analysis leading to issues on the simulations • Some realism achieved in the simulations • Lacks mathematical rigour • Communication is unclear with significant weaknesses in presentation during the viva 0-39 FAIL: Most of the relevant assessment criteria area not been met. • Demonstrates poor understanding of key concepts and techniques • Shows significant weaknesses and omissions in completing the task • Insufficient analysis • Mathematics incorrectly applied • Communication is unclear with major weaknesses in presentation in viva Appendix A – class files This appendix contains starter code for the 3D Vector library. Note that the maths library shall use static class methods only and be called Vector3DMaths. Note Vector3 is a built-in structure so no need to create this. //3D Vector Maths Library public static class Vector3DMaths { //all static class methods as pure utility //this deals with 3D vector maths /**
Vector addition */ public static Vector3 addVectors(Vector3 v1, Vector3 v2) { Vector3 result = new Vector3(); //necessary maths here return result; } … the rest of the class } Appendix C – Simplified Billiard ball problem –ball B has an initial velocity of zero
Appendix D – Two moving ball collision formula This is the equation for calculating the final velocity of a two-ball collision where both balls are moving. This also works for the case of one moving ball (e.g. cue ball) and a second stationary ball. Apart from the masses everything here is a vector quality X1 and X2 are position vectors of the ball centres at the point of impact. The angle brackets signifies a dot product of the vectors (v1 – v2) and (X1 – X2) etc. ?? is the final velocity and ?? is the initial velocity. Note that || X2 – X1|| etc. is the magnitude of the vector subtraction X2-X1 If the masses are equal, then the mass term at the beginning reduces to be equal to 1 Appendix E – Euler method for Equation of motion Pseudo-code for Euler method for equations of motion Set up variables and constants: gravity vector, acceleration vector, initial velocity vector, initial position vector, time interval deltaT etc. Use this for all of the problems and note that for the waypoint problem the acceleration a is zero. Loop – in Unity use the Update() method . { ?? = ?? + ?? * ???????????? ?? = ???????? + ?? * ???????????? //update the objects position //check if you need to change the motion e.g. position of projectile is below zero so need to bounce etc. } Note – if noted in bold above then these are vectors quantities
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Enjoy Please Note-You have come to the most reliable academic writing site that will sort all assignments that that you could be having. We write essays, research papers, term papers, research proposals. Demonstrate an understanding of the physics required in a given application scenario to external forces and the laws of motion including conservation of momentum and friction
You will use what you have learned from Chapters 1 and 2 in Big Javascript Late Objects to complete the following programs. Use what you have learned about the Scanner class, Constants, variables, printf, and Strings to complete the project.
Remember to watch the Lecture Videos and additional videos in iCollege for examples on these topics and how to comment your program correctly. **Please do not use any advanced material that is not in Chapters 1 or 2.
We will be completing our Programming Projects using Code Check. Nothing is required by you to use this program. For each project, I will provide a URL that will take you to the project to complete. Once you have completed the coding project(s) (you have unlimited attempts), you will download the Report from the Code Check website and upload this zipped file(s) to this Assignment folder. Inside this zipped file will be your completed code and your *calculated score based on testing. You may use your IDE (jGrasp/Eclipse) to write the code and then copy and paste over to Code Check, if desired.
*The calculated score will be located at the bottom of your submission in the form of (for example) “5/5 = 100%”, “4/5 = 80%”, “3/5 = 60%”, etc. IF YOU DO NOT obtain 100%, I encourage you to reach out for help on the Problem & Solutions Blog with your error messages so others can help. You can also view the “Common Code Check Errors” document located in iCollege. Please make sure you have viewed the “How to Use Code Check” video before starting.
TakeoutOrder.java
We will be writing a simple program to model a take out fast food order. Once we have the user’s name and food order, we will output the “check” or “receipt” with the total purchase.
The following are sample runs of the program to help you write your code and format your output. Please make note of “blank” lines in between output statements. It must match exactly to pass the Code Check tests.
Sample Output 1:
Welcome to Burger Hut. We sell hamburgers, cheeseburgerssmall fries, large fries, and one size drink.Once you have placed your order, your receipt will print.
Please enter your first name: JamiePlease enter your last name: HowardsEnter how many hamburgers to order: 1Enter how many cheeseburgers to order: 2Enter how many small fries to order: 2Enter how many large fries to order: 1Enter how many drinks to order: 3
Burger Hut <– Notice the indented name and date 6/28/2021 5:51 PM
Howards, J <– Notice the left-aligned last name, first initial and totalTotal: $27.40
\\Thank you and come again!// <– Notice the indented goodbye message and \\ //
Sample Output 2:
Welcome to Burger Hut. We sell hamburgers, cheeseburgerssmall fries, large fries, and one size drink.Once you have placed your order, your receipt will print.
Please enter your first name: ArianellePlease enter your last name: WalkersonEnter how many hamburgers to order: 0Enter how many cheeseburgers to order: 4Enter how many small fries to order: 3Enter how many large fries to order: 1Enter how many drinks to order: 5
Burger Hut 6/28/2021 5:51 PM
Walkerson, ATotal: $39.05
\\Thank you and come again!//
Instructions for Part 1:
Go to the following URL to complete the project: Programming Project 1
If using and IDE (jGrasp or Eclipse), create a new class file named TakeoutOrder.Javascript with a main method.
You will be filling in code everywhere you see the ellipses (. . .) in the code. Please follow the instructions and use the Sample Outputs to guide you.
Write the Class comment and @author and @version tags
Declare and initialize 5 Constants for:
The cost of a hamburger is 4.75
The cost of a cheeseburger is 4.95
The cost of a small fry is 1.00
The cost of a large fry is 2.50
The cost of a drink (one size only) is 2.75
Remember to name your Constants according to Javascript standards using ALL_CAPS.
Use a series of println statements to output the “Greeting” message (see Sample Output)
The prompt for the user’s first name is already included in Code Check. Create a variable to store the input for the first name and use a Scanner method to read the value from the Console.
The prompt for the user’s last name is already included in Code Check. Create a variable to store the input for the last name and use a Scanner method to read the value from the Console.
Following the example of Steps 7 & 8, write the prompts for each food item and create variables to store the inputs. Use Scanner methods to read in the values from the Console. (You will have 5 more prompt and input statements.)
Using only existing variables and Constants, calculate the total cost of the bill (receipt). No *magic* numbers here – use the variables and constants only.
Using printf statements, output the Restaurant name (Burger Hut) and the date and time (6/2/8/2021 5:51 PM) indented. *Note: To indent the output in, you will need a numerical value in your printf statement before the ‘s’ in %s (see p. 52). You can judge how far in to indent by comparing the ‘B’ in Burger to the line above it – notice it is under the ‘d’ in drinks.
Using a println statement, output the last name, first initial of the user.
Using printf statements, output the total with 2 decimal places (see p. 52) and the goodbye message indented . Again, use the method of Step 11 to judge how far to indent. You will also need the \\ and // in the message, so please make sure to look at Escape Sequences.
Submit your code in Code Check and check the results of the tests. Please correct any error messages or output formatting issues.
Once you have everything correct, download the zipped file and then upload to this Assignment folder. You should see a “Download” button that looks like this that will give you a zipped file containing your code and test data:
Testing and Submitting
Once you have thoroughly tested your program, please upload the zipped file only to this Programming Project 1 folder.
You will be graded on:
Neatness of code and use of proper indentation of 4 spaces, 8 spaces, etc. This is the Checkstyle part of your Report.
Commenting of code – including class comment, @author, @version, and code comments. This is the Checkstyle part of your Report.
Good use of constant and variable names – they should be descriptive names and not individual characters or abbreviations. Ex. FINAL_COST or firstName. This is the Checkstyle part of your Report.
Output is correct and matches the Sample Output for all tests that executed on your code in Code Check. This is the Test 1, Test 2, etc. part of your Report. They must say “Pass”.
Correct calculations using variables and constants (i.e. the math is correct). This is the Test 1, Test 2, etc. part of your Report.
My visual inspection of your code. I will be checking for good variable and constant names and well as good indenting of code. Instructor reserves the right to make adjustments to the Code Check score based on inspection
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