Game Simulation Syllabus

 

Game & Simulation Foundations
Course Description:

This course is designed to provide an introduction to game and simulation concepts and careers, the impact game and simulation has on society and industry, and basic game/simulation design concepts such as rule of design, play mechanics, robotics, marketing and media integration.  This course compares and contrasts games and simulations, key development methodologies, weekend competition and tools, careers, and industry-related information.  This course also covers strategies, processes, and methods for conceptualizing a game or simulation application; storyboarding techniques; wireframes; and development tools.

Hands-on activities using an entry-level game development tool should be integrated into the curriculum.
Regardless of topic sequencing, the culminating activity is the creation of a playable game.

.

2018-2019

Mr. Parris

rparris@dadeschools.net

www.parafruiteducation.org

 

Dear Parents/Guardian and Student,

I am excited to have you enrolled in my class. As we spend this year learning I ask all of you to be prepared for a fast paced and exciting time. In this class we will explore the classroom procedures, standards you will be accessed on, and what resources you have at your disposal. Students that are signed up for this exciting class are also part of our robotic club and is required to participate in two robotic event challenge on the Weekend. The club fee is a non-refundable $25 dollars that needs to be turned in by September 30th.

Each of you will be working with technology, and will be expected to follow ACCEPTABLE USE POLICY FOR THE EXPLORATION AND UTILIZATION OF THE INTERNET AS A TOOL FOR LEARNING(6Gx13- 6A-1.112) in Miami Dade County Public Schools

If you have any concerns you may contact me by email at rparris@dadeschools.net. Please be aware that I do not answer phone calls during class.

Resources available to you
We have a variety of ways in which you will be able to assess and enhance your progress in this course.

Online Grade book

  • All Students will be required to log on and check their progress through the online grade book.
  • During the first few weeks each student will demonstrate the ability to log on to the grade book.
  • Parents will receive a username and password from the school. If you do not receive one you may call the front desk and they will assist you.
  • Game PowerPoint

Edmodo & Parafruiteducation.org (PE)

  • Students will receive Edmodo login information during the first couple of weeks of school
  • Assignments may be posted in Edmodo & PE
  • Course material may be posted in Edmodo.
  • If a student is absent, student may be able to complete the assignments at home through Edmodo & PE.
  • Some assignments and quizzes will be submitted through Edmodo.
  • 24/7 Access to class curriculum.

Tutoring and Extra Lab Time

  • Students can make appointments for assistance after school on Mondays.
  • The Learning Lab can be used for extra time working in the computer lab or to receive student assistance on the project or product.
  • There is an expectation that the student will bring notes or specific questions to these sessions.

Search Engines and Blogs

  • Many of the problems you will face can be answered by doing an internet search with Google, Bing or another search engine.
  • Blogs and discussion boards also have pertinent information on computer and software usage.
  • Research skills and troubleshooting will be assessed in the standards.

Mr. Parris’s Resources

Required Materials

o  1 – 100 page Spiral Bound notebook (make sure it can fit in a 3 ring binder with hole punches).

o  Black and White Composition Notebook / Engineering Notebook

o  1 – Jump drive & Google Drive to back up and take work home.

o  Writing utensil (pencils preferred).

o  3 Ring Binder for your portfolio

o  Display Board

 

Classroom Expectations

o  Be in class

o  Be on time (remember tardy policy)

o  Be prepared

o  Take notes, notes…

o  Show respect for other people, their ideas, and possessions

o  Attempt all work to the best of your ability

o  Ask questions

o  Follow safety procedures

o  Use the internet access wisely; keep your internet viewing to the class assignment.

o  No phones or personal devices allowed out during class time without permission.

o  This is a Digital Media professional course and all students are expected to conduct themselves in a professional manner.

Classroom Procedures

o  Be on time (remember tardy policy).

o  Pick up or bring your journal/engineering notebook. (this may be kept electronically)

o  When bell rings make sure you have logged onto your computer.

o  No bathroom passes during the first 10 minutes, during lecture, or the last 10 minutes. You must present your pass in order to be released. You will be issued one pass per 9 weeks.

o  Do not roll your chair away from your workstation.

o  Return your journal/engineering notebook at the end of the period on your way out.

o  Stay seated and near your computer until the bell rings. (Don’t line up by the door.)

o  Complete the journal/engineering notebook daily, this is a grade.

 

Discipline Plan

o  All school policies and procedures will be adhered to.

o  Below are the steps I will follow to correct minor inappropriate behavior:

  • 1st– Warning
  • 2nd– Parent Contact attempt is made
  • 3rd– Discipline Referral

o  Major inappropriate behavior will result in a discipline referral.

 

Academic Dishonesty (cheating)

o  Definition: Any assignment submitted for grading found to have been made or composed by another student or person.

o  Consequence: You will be required to redo the assignment utilizing a different set of requirements and grading rubric or receive a zero on the assignment at the instructor’s discretion.

 

Grading Standards (Standards Referenced Grading) Notes

o  During the course the student will be graded on the standards below.

o  Not all standards will be covered in each nine week grading period; however all will be covered by the end of the year.

o  Homework and classwork readings, worksheets, quizzes, and skill assessments will be assessed as a formative assessment on targeted standards.

o  Tests, projects, and products will be assessed as a summative assessment on targeted standards.

o  Formative, performance and summative assessments will be combined to produce a 9-week letter grade.

o  You will be able to see your proficiency level of the individual standards in the online Grade book.

o  Your letter grade for the 9 weeks will be determined based on your understanding in each of the targeted standards.

 

Course Calendar

This calendar is subject to change at the instructor’s discretion. Students will be immediately notified if for any reason the schedule changes.

Aug. 20 & 24 Syllabus

Expectation / EM Mindset / Engineering Notebook / Engineering Design Process/ Resources / VEX forum / Contest rules

Aug 25 Team Roles; Game Production and Work Pipeline; Team Communication, Industry Certification Setup of Gmetrix and  Certiport.
Sept. 4 Competition 101: Tournament Structure, Game Rules and Strategies.

Evaluate the strengths and limitations of game and simulation systems

 

Analyze existing games and simulations to understand capabilities, requirements, and limitations of games and simulations.

 

 

Sept 8 Research and present a job industry in Digital Media or technology. That focuses on Automation, mechanical engineering, Artificial intelligence, Big Data.
PowerPoint Presentation by individual team members

 

Foundation Skills – Basic -Listening

Foundation Skills – Basic -Speaking

Foundation Skills – Thinking -Creative

Foundation Skills – Thinking -Problem Solving

Foundation Skills – Thinking -Reasoning

 

Sept. 9 & 11 Robot Subsystems: Proper assembly and instructions. Kit Detail, inventory, Understanding the tools and materials and building claw bot
Programming: Fundamentals, competition template, autonomous, driver control, sensors, Firmware, VEXnet keys, Cortex & Joystick programming, Robot C, Conditional Programming
Sept. 16 Driving Exercise
Sept. 19 Remote control Driving Exercise Challenge
Marketing, Public Relations, Design Brief, InDesign, PhotoShop Google Site and Illustrator (Brochure, Logo, Flyer, Banner, Video, Game animation, Website, Business plan)

(Team strategy, Design Sketch, Documentation, Game and Business pitch Digital Banner) Social Media. Fundraising Strategy

 

1. Prepare a design document for a solo game

2. Develop a game or simulation based on the solo design documentation

3. Jointly develop the design documentation for a team project

4. Develop a game or simulation based on the team design documentation

 

Opens: Wed, Sep 13, 2018 9:00 AM CDT
Closes: Wed, Jan 10, 2019 1:00 PM CST 
VEX Photography Challenge, Keys to Photography, Rule of Third, VEX Game Design Animation

Prize(s): Each of the top five entrants chosen by the judges in each category will receive a $50 vexrobotics.com gift certificate.

Opens: Wed, Sep 13, 2018 9:00 AM CDT
Closes: Wed, Jan 10, 2019 1:00 PM CST 
VEX Game Design Animation Online Challenge, Animation Game / Business plan Challenge

 

1st: VEX Game Design Animation Online Challenge Award, $750 vexrobotics.com gift certificate and automatic team qualification for this season’s VEX Robotics World Championship if the entrant is part of a registered VRC team
2nd: $500 vexrobotics.com gift certificate
3rd: $250 vexrobotics.com gift certificate

 

Develop documentation (pitch and concept) and create a simple game or simulation.

1. Conceive, document, and create an original video game or simulation.

 

Opens: Wed, Sep 13, 2018 9:00 AM CDT
Closes: Wed, Jan 10, 2019 1:00 PM CST 
VRC Promote Award Online Challenge

1st: 
VEX Game Design Animation Online Challenge Award, $750 vexrobotics.com gift certificate and automatic team qualification for this season’s VEX Robotics World Championship if the entrant is part of a registered VRC team
2nd: $500 vexrobotics.com gift certificate
3rd: $250 vexrobotics.com gift certificate 

 

Opens: Wed, Sep 13, 2018 9:00 AM CDT
Closes: Wed, Jan 10, 2019 1:00 PM CST 
Robotics Team Website Challenge Sponsored by Dell

 

1st: VEX Game Design Animation Online Challenge Award, $750 vexrobotics.com gift certificate and automatic team qualification for this season’s VEX Robotics World Championship if the entrant is part of a registered VRC team
2nd: $500 vexrobotics.com gift certificate
3rd: $250 vexrobotics.com gift certificate

Opens: Wed, Sep 13, 2018 9:00 AM CDT
Closes: Wed, Jan 10, 2019 1:00 PM CST 
Recycling Online Challenge Sponsored by FUTURE Foundation

 

1st: VEX Game Design Animation Online Challenge Award, $750 vexrobotics.com gift certificate and automatic team qualification for this season’s VEX Robotics World Championship if the entrant is part of a registered VRC team
2nd: $500 vexrobotics.com gift certificate
3rd: $250 vexrobotics.com gift certificate

Opens: Wed, Sep 13, 2018 9:00 AM CDT
Closes: Wed, Jan 10, 2019 1:00 PM CST 
Google Girl Powered

  • 1st: $750 vexrobotics.com gift certificate and automatic team qualification for this season’s VEX Robotics World Championship if the entrant is a member of a registered VRC team
  • 2nd: $500 vexrobotics.com gift certificate
  • 3rd: $250 vexrobotics.com gift certificate

 

Opens: Wed, Sep 13, 2018 9:00 AM CDT
Closes: Wed, Jan 10, 2019 1:00 PM CST 
Robot Virtual Worlds Online Challenge Sponsored by Robomatter

The winner of this competition will receive an invitation to compete at the VEX Robotics Competition World Championship

 

Sept. 23 & 25 Assessments -Pitch & Concept / Video Game
Sept. 30 & Oct. 2 Assessments -Pitch & Concept / Wireframe /
Oct. 7 & 9 In Class Competition
Oct. 14 & 16 Illustrator Certification
Oct. 21 & 23 Building Robot
Oct. 28 & 30 Inspection
Nov. 4 & 6 Video Game Flowlab.io
Nov. 11 & 13 Game Brochure
Dec. 9 & 11 Final Display Presentation

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Florida Department of Education

Student Performance Standards

 

Course Title:            Game & Simulation Foundations

Course Number:     8208110

Course Credit:         1

Game & Simulation Creation

 

Instruction relating to the standards in this section should be interspersed throughout the entire course with the other standards taught progressively in the context of game design and development.

 

Florida Standards Correlation to CTE Program Standard #
01.0        Methods and strategies for using Florida Standards for grades 09-10 reading in Technical Subjects for student success in Game/Simulation/Animation Visual Design.  
01.01     Key Ideas and Details  
01.01.1Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

LAFS.910.RST.1.1

 
01.01.2Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.

LAFS.910.RST.1.2

 
01.01.3Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.

LAFS.910.RST.1.3

 
01.02     Craft and Structure  
01.02.1Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.

LAFS.910.RST.2.4

 
01.01.3     Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.

LAFS.910.RST.1.3

 
01.01.1     Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

LAFS.910.RST.1.1

 
01.03     Integration of Knowledge and Ideas  
01.02.1     Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.

LAFS.910.RST.2.4

 
01.03.1Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.

LAFS.910.RST.3.8

 
01.03.2Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.

LAFS.910.RST.3.9

 
01.04     Range of Reading and Level of Text Complexity  
01.04.1By the end of grade 9, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

01.04.2By the end of grade 10, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] at the high end of the grades 9–10 text complexity band independently and proficiently.

LAFS.910.RST.4.10

 
02.0        Methods and strategies for using Florida Standards for grades 09-10 writing in Technical Subjects for student success in Game/Simulation/Animation Visual Design.  
02.01     Text Types and Purposes  
02.01.1Write arguments focused on discipline-specific content.

LAFS.910.WHST.1.1

 
02.01.2Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.

LAFS.910.WHST.1.2

 
02.02     Production and Distribution of Writing  
02.02.1Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

LAFS.910.WHST.2.4

 
02.02.2Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

LAFS.910.WHST.2.5

 
02.02.3Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

LAFS.910.WHST.2.6

 
02.03     Research to Build and Present Knowledge  
02.03.1Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

LAFS.910.WHST.3.7

 
02.03.2Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

LAFS.910.WHST.3.8

 
02.03.3Draw evidence from informational texts to support analysis, reflection, and research.

LAFS.910.WHST.3.9

 
02.04     Range of Writing  
02.04.1Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

LAFS.910.WHST.4.10

 
03.0        Methods and strategies for using Florida Standards for grades 09-10 Mathematical Practices in Technical Subjects for student success in Game/Simulation/Animation Visual Design.  
03.01     Make sense of problems and persevere in solving them.

MAFS.K12.MP.1.1

 
03.02     Reason abstractly and quantitatively.

MAFS.K12.MP.2.1

 
03.03     Construct viable arguments and critique the reasoning of others.

MAFS.K12.MP.3.1

 
03.04     Model with mathematics.

MAFS.K12.MP.4.1

 
03.05     Use appropriate tools strategically.

MAFS.K12.MP.5.1

 
03.06     Attend to precision.

MAFS.K12.MP.6.1

 
03.07     Look for and make use of structure.

MAFS.K12.MP.7.1

 
03.08     Look for and express regularity in repeated reasoning.

MAFS.K12.MP.8.1

 

 

Abbreviations:

FS-M/LA = Florida Standards for Math/Language Arts

NGSSS-Sci = Next Generation Sunshine State Standards for Science

 

CTE Standards and Benchmarks FS-M/LA NGSSS-Sci
18.0        Create a game design production plan that describes the game play, outcomes, controls, interface and artistic style of a video game. – The student will be able to:
18.01     Use industry standard game design production documents to create a game design production plan. SC.912.N.1.1
19.0        Use information technology tools. – The student will be able to: SC.912.P.10.1; 10.2; 10.5; 10.16; 12.2
19.01     Use personal information management (PIM) applications to increase workplace efficiency.
19.02     Employ technological tools to expedite workflow including word processing, databases, reports, spreadsheets, multimedia presentations, electronic calendar, contacts, email, and internet applications.
20.0        Design and create a playable game. – The student will be able to:
20.01     Use a number of computer tools to enhance and ease game programming and artistry.
20.02     Use a game engine to create a playable game. SC.912.N.1.1
20.03     Use animated objects. SC.912.N.1.1
20.04     Integrate sound and music to enhance the game experience. SC.912.N.3.5
20.05     Test and debug to game completion. SC.912.N.1.1
21.0        Categorize the different gaming genres. – The student will be able to:
21.01     Research, compare and categorize the different gaming genres. SC.912.L.15.4
21.02     Analyze examples of different gaming genres. SC.912.L.15.6
21.03     Define and use the necessary vocabulary related to gaming and the different genres.
22.0        Categorize different gaming platforms. – The student will be able to:
22.01     Research, compare and categorize different gaming platforms. SC.912.N.1.1
22.02     Analyze the distinctive features of each system. SC.912.L.15.6
22.03     Define the target audience for different platforms based on features, available games, and price of system and games.
22.04     Define and use the necessary vocabulary related to gaming platforms.
23.0        Understand the historical significance of electronic and non-electronic games. – The student will be able to: SC.912.P.10.18; 10.20
23.01     Discuss the history of non-electronic games. SC.912.N.3.2

 

23.02     Describe the history and theory of mainstream and experimental media including radio, movies, television, art, and theatre. SC.912.N.2.4
23.03     Explain the historical timeline of electronic games, marking the significant highlights in their evolution.
24.0        Describe the trends in current and future game development. – The student will be able to: SC.912.N.1.7; .3.5; SC.912.P.10.2; 10.10; 12.2; 12.3; 12.5; 12.6
24.01     Determine and analyze the significant trends in game development in the past two decades. SC.912.N.1.1
24.02     Research and brainstorm the possibilities for the future of electronic games based on current and emerging technologies and future predictions. SC.912.N.1.1
25.0        Identify the business model commonly used in game development industries. – The student will be able to:
25.01     Identify, define and discuss the different ways games are funded, marketed and sold.
25.02     Identify and describe licensing management for different gaming platforms.
25.03     Discuss the product value and business differences between major game platforms.
25.04     Identify successful business models and analyze various facets of those models, such as market analysis, marketing strategy, and product value.
25.05     Discuss the opportunities available to independent game developers and entrepreneurs in the mobile application market.
26.0        Examine and categorize the significant processes in the production of games. – The student will be able to: SC.912.N.1.1; 1.5
26.01     Discuss the relationships between publishers, developers, distributors, marketers, and retailers.
26.02     Identify processes of development including content creation, team roles, design documentation, and process management.
26.03     Explore and describe the effects of globalization on the design and production of video games.
27.0        Understand the core tasks and challenges that face a video game design team. – The student will be able to: SC.912.N.1.1
27.01     Identify and define the roles and responsibilities of team members on a video game design team. SC.912.L.14.2
27.02     Describe the effects of group dynamics and the importance of team building for a design team.
27.03     Explore and discuss methods of communications and scheduling for design teams.
27.04     Describe the importance and interrelationship between development schedule and budget constraints in video game design.
28.0        Identify legal issues that affect games, developers and players. – The student will be able to:
28.01     Define and discuss intellectual property and contract law as it relates to the gaming industry.
28.02     Describe legal and liability issues that could affect online communities. SC.912.N.1.3
28.03     Compare and contrast government and industry content regulation and industry ratings of video games.
29.0        Demonstrate the professional level of written and oral communication required in the game development industry. – The student will be able to: SC.912.N.1.1
29.01     Use listening, speaking, telecommunication and nonverbal skills and strategies to communicate effectively with supervisors, co-workers, and customers. SC.912.N.1.1
29.02     Organize ideas and communicate oral and written messages appropriate for the game development industry environment. SC.912.N.1.1
29.03     Identify, define, and discuss terminology appropriate for both internal and external communications in the game development industry environment.
29.04     Compose electronic documents used to facilitate formal and informal communication in the game industry such as letters, reports, memos, emails, presentations, budgets, charts and calendars.
30.0        Investigate career opportunities in the game industry. – The student will be able to: SC.912.N.4.2
30.01     Use personal assessment tools to identify personal strengths and weaknesses related to learning and work environments.
30.02     Analyze job and career requirements and relate career interests to opportunities in the global economy.
30.03     Describe job requirements for a variety of occupations within the game development industry.
30.04     Identify current employment trends and career opportunities in the game industry.
30.05     Evaluate personal aptitude and skills to match specific employment opportunities.
30.06     Develop an educational plan to acquire the skills and requirements of a selected employment opportunity within the game industry.
31.0        Demonstrate an understanding of the vocabulary of the industry for discussing games and play. – The student will be able to:
31.01     Identify, define, and discuss professional game design and analysis terminology appropriate for internal and external communications in a game design environment.
31.02     Identify and define the vocabulary used by game players and online gaming communities.
32.0        Demonstrate research and information fluency. – The student will be able to:
32.01     Locate, analyze, process, and organize data from multiple sources including the Internet.
32.02     Play games to research and collect game play data.
32.03     Evaluate, analyze and document game styles and playability.
32.04     Determine the dramatic elements in games, including kinds of fun, player types and nonlinear storytelling.
33.0        Demonstrate an understanding of the techniques used to evaluate game mechanics, game play, flow and game design. – The student will be able to:
33.01     Test and analyze games to determine the quality of rules, interfaces, navigation, performance, play, artistry and longevity in design and structure. SC.912.N.1.1
33.02     Research and evaluate the game analysis techniques used by the video game industry. SC.912.N.1.1
33.03     Identify the key elements in a game and make intelligent judgments about whether the game succeeded or failed in its objectives. SC.912.N.1.1
33.04     Evaluate professional reviews and write a critical analysis of a current video game. SC.912.N.1.1
34.0        Identify popular games and identify commonality between them. – The student will be able to:
34.01     Analyze and deconstruct game environments and interactions. SC.912.N.1.1
34.02     Compare and contrast the top selling video games in terms of player interaction, plot complexity, and reward.
34.03     Categorize gameplay elements by player type. (killer, talker, explorer and achiever)
35.0        Understand the general procedure and requirements of game design. – The student will be able to: SC.912.N.1.7
35.01     Describe the design process from conception to production. SC.912.N.1.1
35.02     Explain the iterative nature of game design through the different stages of design iterations including pre-alpha, alpha, beta, release candidate, going gold and support.
35.03     Develop design plans, for example, character sketches, documentation and storyboards for proposed games.
36.0        Explore the methods used to create and sustain player immersion. – The student will be able to:
36.01     Research and define the term “player immersion”.
36.02     Explore and explain the factors that create player immersion in a game.
36.03     Examine popular games and explain the methods each game uses to increase player immersion.
37.0        Become familiar with popular game technology such as DirectX, 3DMAX, and different gaming engines. – The student will be able to:
37.01     Identify and discuss the popular game development tools currently used in the industry.
37.02     Identify and discuss popular gaming engines.
37.03     Research and analyze the uses for different game development tools. SC.912.N.1.1
38.0        Demonstrate language arts knowledge and skills. – The student will be able to:
38.01     Locate, comprehend and evaluate key elements of oral and written information. SC.912.N.1.1
38.02     Draft, revise, and edit written documents using correct grammar, punctuation and vocabulary.
38.03     Present information formally and informally for specific purposes and audiences. SC.912.N.1.1
39.0        Demonstrate mathematics knowledge and skills. – The student will be able to:
39.01     Demonstrate knowledge of arithmetic operations. SC.912.P.10.3
39.02     Analyze and apply data and measurements to solve problems and interpret documents. SC.912.N.1.1
39.03     Construct charts/tables/graphs using functions and data. MAFS.912.F-IF.3.7 SC.912.N.1.1
40.0        Demonstrate science knowledge and skills. – The student will be able to:
40.01     Discuss the role of creativity in constructing scientific questions, methods and explanations. SC.912.N.1.7
40.02     Formulate scientifically investigable questions, construct investigations, collect and evaluate data, and develop scientific recommendations based on findings. SC.912.N.1.1