11/4/2022 0 Comments Minecraft zombieOnce you have completely glued the length of the first 4” strip repeat the process by gluing the next 4” strip on the top inside edge of the opposite side of the 5” piece that is still flat on the table. Your goal here is to make a 5”x5”x?” length arm when it’s all glued together NOT a 6”x4”x?” (See photo) Take one of the 5” strips of foam, lay it flat on the table and with your “low temperature hot glue” line up and glue the 4” strip on the inside top edge of the 5” strip (not the outside edge). Now with all the arm parts completely cut out. These will be used as the top and bottom caps for each child’s zombie arm. If you do not use a new blade the foam can tear creating jagged edges that could show later. TIP: Keep your blade as close to a right angle (90°) as you can while cutting the foam and be sure to use a new razor blade or Exacto-knife to cut the foam on a large flat surface. This is where you can use the yardstick as a straightedge to make your long straight cuts if you do not have a fabric cutting board. To make each child’s zombie arm: cut two (2) 4” wide and two (2) 5” wide foam strips using the premeasured arm length (four (4) of each size are needed to assemble both arms). ** Child size measurements were used for the following zombie arm assembly instructions. “Adult” Zombie Arms: (4) 6”wide x (Adult arm length)” (4) 7”wide x (Adult arm length)” (4) 7” x 7” square foam caps. (This will be the length for the foam arms noted below.) Choose child or adult size zombie arms and cut the foam using the following measurements: “Child” Zombie Arms: (4) 4”wide x (Childs arm length)” (4) 5”wide x (Childs arm length)” (4) 5” x 5” square foam caps. Let’s get started on the arms first – Measure the child’s or the adult’s arm from the top of the shoulder to finger-tips and add one inch to that measurement. (Optional) two (2) small pieces of black vinyl window screening or black nylon stockings to blackout the eye cut-outs from the inside the head. Exacto-Knife or box cutter with new blades (dull blades will tear the foam and keep you from getting a clean straight cut). One (1) black & at least three (3) shades of green permanent markers or paint pens with large tips (bigger the tips the better) to color in the grid squares on the foam in a random green pattern. One (1) fine point felt-tip light green “sharpie” permanent marker to draw out your grid lines. Two (2) color-matched cotton light blue t-shirts (one to cut/cover the upper foam arms & one to wear). A yardstick to use as a straightedge or a fabric cutting board to keep your foam cuts perfectly straight. Low temperature hot glue sticks & gun (regular hot glue may be too hot and melt the foam). The upholstery foam is green ½ thick and “Jo-Ann’s Fabric & Crafts” sells it in 2.5 yard by 24” lengths/sheets (depending on arm length 2.5 yards is enough for a child’s size costume). You could use a behaviour pack to edit the lee_attack of the zombie and increase the reach_multiplier value.1. This is therefore the maximum distance you could be hit, with 0.6 the minimum. Some trigonometry can determine a Zombie may be able to increase this distance if it approaches from a corner: sqrt( 0.6^2 + 0.6^2 ) * 2 ≈ 1.697 blocks. That is when a Zombie approaches you head-on such that the two square hitboxes are at the same angle. Taking this further and looking at the Zombies remaining behaviour data here the width collision box is "0.6" meaning it is a square with 0.6 block sides, given that this box is centred around the zombie and the player has the same hitbox size a zombie can hit you from 0.6 * 2 = 1.2 blocks away. The default value is 2 Therefore, Zombies can hit players who are twice their hitbox away. This key is how far out of a mobs hitbox they can hit. The vanilla mob examples for the Zombie in the documentation here does not contain a "reach_multiplier" key. Given Minecraft Bedrock Edition and Minecraft Education Edition are built on the same platform then the addon documentation for Bedrock Edition can be applied to Education Edition.
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