Microsoft Office 2003virgil.azwestern.edu/~cvb/CIS120/Book Notes/NP2010_IM_Chapter… · Web viewIf possible, demonstrate using Microsoft Office’s speech recognition software

New Perspectives on Computer Concepts 2010 Instructor’s Manual 1 of 21

Computer ConceptsChapter Eight: Digital Media

A Guide to this Instructor’s Manual:We have designed this Instructor’s Manual to supplement and enhance your teaching experience through classroom activities and a cohesive chapter summary. This document is organized chronologically, using the same heading in blue that you see in the textbook. Under each heading you will find (in order): Lecture Notes that summarize the section, Figures and Boxes found in the section (if any), Teacher Tips, Classroom Activities, and Lab Activities. Pay special attention to teaching tips, and activities geared towards quizzing your students, enhancing their critical thinking skills, and encouraging experimentation within the software. In addition to this Instructor’s Manual, our Instructor’s Resources CD also contains PowerPoint Presentations, Test Banks, and other supplements to aid in your teaching experience.

For your students: Our latest online feature, CourseCasts, is a library of weekly podcasts designed to keep your students up to date with the latest in technology news. Direct your students to http://coursecasts.course.com, where they can download the most recent CourseCast onto their mp3 player. Ken Baldauf, host of CourseCasts, is a faculty member of the Florida State University Computer Science Department where he is responsible for teaching technology classes to thousands of FSU students each year. Ken is an expert in the latest technology and sorts through and aggregates the most pertinent news and information for CourseCasts so your students can spend their time enjoying technology, rather than trying to figure it out. Open or close your lecture with a discussion based on the latest CourseCast.

Table of Contents Chapter Objectives 2Section A: Digital Sound 2Section B: Bitmap Graphics 5Section C: Vector and 3-D Graphics 9Section D: Digital Video 12Section E: Digital Rights Management 16Glossary of Key Terms 19

http://coursecasts.course.com/

New Perspectives on Computer Concepts 2010 Instructor’s Manual 2 of 21

Chapter Objectives Students will have mastered the material in Chapter Eight when they can:

Describe the formats used for digital music

Explain how to download music files and transfer them to portable audio players

Describe the advantages, disadvantages, and uses for digital media, such as bitmap graphics, vector graphics, 3-D graphics, 3-D animations, desktop video, digital audio, and MIDI music

List the equipment and software that can be used to work with various types of digital media

Identify digital media files by their file extensions

Understand the advantages and disadvantages of using each type of digital media on the Web

Explain how resolution, image size, color depth, and color palettes can be manipulated to adjust the file size of a bitmap graphic

Recap key points about image compression

Describe procedures required to convert bitmap graphics into vector graphics and vector graphics into bitmaps

Explain how wireframes, rendering, and ray tracing apply to 3-D graphics

Define the differences between digital video and 3-D animation

Describe how to shoot, capture, edit, and process digital video

Explain how window size, frame rate, and compression affect file size for a desktop video

Summarize the process for creating DVD-Video

List and define digital rights management technologies used to protect content that is broadcast, downloaded, or delivered on CDs and DVDs

Provide at least two examples of time shifting, place shifting, and format shifting

SECTION A: DIGITAL SOUND (422)

Digital Audio Basics (422)LECTURE NOTES

Explain that to digitally record sound, a sound wave is converted into a series of binary numbers by taking a “sample” of the sound many times per second. The frequency of the sound wave indicates the note or tone, and the height of the wave indicates amplitude (loudness).

Show Figure 8-1 to illustrate sampling. Discuss popular digital audio file formats, including AAC, WMA, RealAudio, AIFF,

MP3, and Wave. Refer to the table in Figure 8-4. Emphasize that students need a sound card and speakers to hear sounds other

than standard system sounds on their personal computer. Explain that notebook and laptop computers usually incorporate speakers and sound circuitry into the system board.

TEACHER TIPConsider visiting a Web site that contains streaming audio to demonstrate it. Discuss the role of player software. Point out that the type of Internet connection being used has a considerable effect on the quality of streaming audio. Try listening to a CourseCast by clicking this week’s cast at www.course.com/coursecasts.

FIGURES Figure 8-1, Figure 8-2, Figure 8-3, Figure 8-4

CLASSROOM ACTIVITIES1. Quick Quiz:

___________ is music, speech, and other sounds represented in binary format for use in digital devices. (Answer: Digital audio.)

___________ is the number of times per second that a sound is measured during the recording process. (Answer: Sampling rate.)

___________ reduces the size of a sound file by removing bits that represent extraneous noise and sounds that are beyond the frequencies of normal hearing. (Answer: Audio compression.)

List at least three of the most popular digital audio formats. (Answers: AAC, AIFF, MP3, RealAudio, Wave, WMA.)

True/False: Streaming audio must be completely downloaded before you can play it. (Answer: False.)

Portable Audio Players (425)LECTURE NOTES

Explain that portable audio players are commonly called MP3 players and digital music players.

Discuss the newer audio file formats, AAC and WMA, and the advantages these offer.

Review the kinds of players available. Emphasize that not all audio players support all formats of digital music. Review where to find music. Discuss iTunes Music Store, the Zune Marketplace,

and other downloading sites like Napster and Rhapsody.

http://www.course.com/coursecasts

TEACHER TIPAsk students who own portable audio players to demonstrate their players. What brands are well-known, or known to be reliable? Poll students to find which brands are popular with your students.

FIGURES Figure 8-5, Figure 8-6

CLASSROOM ACTIVITIES1. Assign a Project: Have students visit at least two online music stores and compare

them. Which seems easier to use? How do pricing strategies compare? What about selection? Poll students to find which sites are popular.

2. Quick Quiz: A(n) ___________ is a pocket-sized, battery-powered device that stores digital

music. (Answer: portable audio player.) List at least two of the most popular online music stores. (Answers: iTunes

Music Store, Rhapsody, Napster, MSN Music, Walmart Music Downloads, Zune Marketplace.)

True/False: When compared to MP3, ACC and WMA formats provide better sound quality and compression. (Answer: True.)

LAB ACTIVITYRefer students to the New Perspectives Web site for a Student Edition Lab called “Working with Audio.”

MIDI Music (426)LECTURE NOTES

Explain that MIDI (Musical Instrument Digital Interface) files do not contain digitized recordings of real sound, but a set of instructions for creating the pitch, volume, and duration of notes that sound like musical instruments.

Explain that most computer sound cards are capable of generating music from MIDI files and may be able to capture music data from MIDI instruments as well.

Discuss the advantages and disadvantages of MIDI files. MIDI files are small, and most browsers include built-in support for MIDI. However, MIDI does not have full resonance of real sound and is not used for vocals.

TEACHER TIPStudents might be interested in the fact that some MIDI music is synthesized when a MIDI device attempts to best replicate the sound of an instrument. More recent advances in MIDI music produce the sounds of different instruments by playing pre-recorded snippets of sound recorded from a real instrument. A collection of these snippets is referred to as a wavetable. Note that the wavetable is stored on a ROM chip found on the sound card.


CLASSROOM ACTIVITIES1. Class Discussion: What are the advantages and disadvantages of MIDI? Have

students compare file size, sound quality, and ease of use to other audio file standards.

2. Quick Quiz: True/False: MIDI music has the full resonance of digital audio. (Answer: False.) True/False: MIDI is a good choice for adding background music to multimedia

projects and Web pages. (Answer: True.) True/False: Most browsers include built-in support for MIDI music. (Answer:

True.) What does MIDI stand for? (Answer: Musical Instrument Digital Interface.)

Speech Recognition and Synthesis (428)LECTURE NOTES

Provide some examples of speech synthesis, such as recorded phone messages that an automated operator provides. Some libraries and other public agencies use speech synthesis to convey messages via telephone or to broadcast weather information.

Explain that speech recognition software is a technology that converts spoken words into commands the computer performs or text the computer displays.

Discuss the use of digital spectrographic analysis to identify human speakers. Point out that Microsoft Office includes speech recognition software you can use to

enter speech input using a microphone.

TEACHER TIPIf possible, demonstrate using Microsoft Office’s speech recognition software in class using Microsoft Word. First you speak into a microphone attached to the computer to train the software to interpret your speech. Then you can speak into the microphone to enter text in a Word document instead of typing it. Microsoft Word includes a voice training wizard that guides you through the process.


CLASSROOM ACTIVITIES1. Assign a Project: Have students search and browse the Internet to find more

information on speech recognition and how and where it is being used to authenticate identity. Have any students tried speech recognition software? Did it work well?

2.. Quick Quiz: A(n) _____ card is a device that contains a variety of input and output jacks,

plus audio-processing circuitry. (Answer: Sound.) True/False: Phonemes are the basic sound units speech synthesizers string

together to form words. (Answer: True.) Speech _________ refers to the ability of a machine to understand spoken words.

a. phonemesb. recognition

c. synthesisd. identification

e. (Answer: b. recognition)

SECTION B: BITMAP GRAPHICS (430)

Bitmap Basics (430) LECTURE NOTES

Point out that most computer graphics are bitmap graphics. Explain that bitmap graphics are usually manipulated by paint programs like

Microsoft Paint and Adobe Photoshop. Use Figure 8-11 to show how a bitmap graphic is divided into a grid of pixels. Mention that not all computer graphics are bitmaps. Mention that a second form

of graphics, vector graphics, is covered in the next section.

TEACHER TIP

To explain what a bitmap is, draw a grid on the board and fill in some areas with color. Use this as an example of the simplest form of bitmap graphics.

FIGURES Figure 8-11

CLASSROOM ACTIVITIES1. Assign a Project: Have students use Microsoft Paint to create a simple bitmap. Make

sure the students save their graphic and see that it is saved as a bitmap. Have them look at the file extension.

2. Quick Quiz: True/False: A scanner produces bitmaps. (Answer: True.) A(n) _________ is composed of a grid of dots, and the color of each dot is stored

as a binary number. (Answer: bitmap or bitmap graphic.) True/False: Bitmap graphic formats include RAW, PNG, GIF, PCX, BMP, JPEG,

and TIFF. (Answer: True.)

Scanners and Cameras (431)LECTURE NOTES

Discuss when it is best to use a camera rather than a scanner. A scanner digitizes printed images, whereas a camera digitizes real objects.

If possible, attach a scanner to your computer and demonstrate how to scan a photograph or other printed image and save it as a bitmap file. Open the file in Paint or another graphics program and examine the pixels.

Discuss the various methods for storing and transferring images from the camera to the computer. Tie this section with the discussion of storage methods from Chapter 2.

TEACHER TIPBring a digital camera to class and demonstrate it by taking a picture of the class, transferring the image to a computer, and then examining and/or editing the image using Paint or another graphics program. This section will be fun for students since many may be interested in buying a digital camera.


CLASSROOM ACTIVITIES1. Class Discussion: Poll students on whether their cell phones have a digital camera.

If so, did they consider that an important feature of the phone they chose? When have they used the camera? Have they emailed photos they have taken to themselves or others?

2. Quick Quiz: True/False: You can use a scanner to convert a printed image into a bitmap

graphic. (Answer: True.) You can modify bitmaps by changing individual ______. (Answer: pixels.) True/False: The most popular digital camera storage is solid state memory

cards. (Answer: True.)

Image Resolution (433)LECTURE NOTES

Explain that you can determine the resolution of a bitmap file by viewing a file listing in Large Icons (or Tile) view in My Computer.

Explain that higher resolution and more colors results in a sharper, clearer image. Discuss that the amount of space used to store a graphic depends upon the

resolution of the graphic and number of colors the graphic contains. Higher resolution and more colors means bigger file size.

Explain that large files take longer to transmit over a network. Demonstrate editing bitmap graphics by changing individual pixels—for example,

you can recolor parts of an image and copy and paste sections. Demonstrate how enlarging the size of the image usually results in an image with

jagged edges.

TEACHER TIPMost digital cameras allow you to adjust the resolution used when taking a picture. Take two identical pictures using the minimum and maximum resolutions allowed by your camera. Compare the sizes of the two files. Discuss how this impacts the number of photos that can be stored on the camera’s solid state storage media.


CLASSROOM ACTIVITIES1. Assign a Project: Provide a bitmap graphic to students and have them experiment

with changing its size. At what size does the graphic look the best?2. Quick Quiz:

How many pixels are in a megapixel? (Answer: 1 million.) _______ refers to the process of selecting part of an image. (Answer: Cropping.) True/False: When you increase the resolution of an existing graphic, the file

size increases, but the quality might deteriorate. (Answer: True.)

Color Depth and Palettes (436)LECTURE NOTES

Explain that color depth is the number of colors an image can use. Discuss that while increasing the number of colors improves the quality of the

image, it also increases the file size. Explain how a pixel’s color is created by combining different intensities of red, blue

and green. Discuss that in a True Color bitmap each pixel uses 24 bits, and each color (red,

green, blue) uses 8 bits. Define the term palette, and compare how and when the three ready-made

palettes are used.

TEACHER TIPLoad a monochrome, 16-color, 256-color, and 16-bit image in Paint and show how the color palette at the bottom of the Paint window changes. Also show these files in My Computer or Windows Explorer to demonstrate how the number of colors in a bitmap image is related to file size.

FIGURES

Figure 8-20, Figure 8-21, Figure 8-22, Figure 8-23

CLASSROOM ACTIVITIES1. Assign a Project: Provide students with a bitmap to work with. Ask them to experiment with color palettes to reduce the bitmap’s color depth.2. Quick Quiz:

A(n) ________ is the digital version of an artist’s palette that holds the selection of colors. (Answer: color palette.)

A True Color bitmap is also called a(n) ________. (Answer: 24-bit bitmap.) True/False: Most grayscale palettes consist of 256 shades of gray. (Answer:

True.)

LAB ACTIVITYRefer students to the New Perspectives Web site for a Student Edition Lab called “Working with Graphics.”

Image Compression (439)LECTURE NOTES

Explain that image compression refers to any technique that recodes the data in a file so that it contains fewer bits.

If possible, demonstrate that BMP file sizes shrink considerably when they are compressed, while a PNG or a JPEG barely shrinks at all.

Compare and contrast lossless and lossy compression. Lossless compression allows you to decompress the data into its original state. Lossy compression discards some of the original data.

Review run-length encoding. Explain that some graphics file formats automatically compress file data. Note

that you can also use general-purpose file compression utilities like PKZIP or WinZip.


CLASSROOM ACTIVITIES1. Assign a Project: Ask students to briefly compare and contrast lossless and lossy compression.2. Quick Quiz:

_____________ provides the means to compress a file and then reconstitute all the data into its original state. (Answer: Lossless compression.)

True/False: Some graphics file formats automatically compress file data. (Answer: True.)

True/False: Most file compression utilities can zip several files into a single compressed file. (Answer: True.)

Bitmap Graphics Formats (442)LECTURE NOTES

Identify the popular types of bitmap graphics formats, including BMP,RAW, PCX, TIFF, JPEG, GIF, and PNG. Recall from Chapter 6 that JPEG and GIF formats are popular for use on Web pages.

Note the PNG was devised as a public domain alternative to GIF and JPEG.

FIGURES

Figure 8-28, Figure 8-29

LAB ACTIVITYThe Course Lab “Working with Bitmap Graphics” deals with issues that relate to this section of the textbook. If possible, go through the lab during class if you have a computer with a projection device. If not, assign this lab for students to do outside of class.

CLASSROOM ACTIVITIES1. Class Discussion: The practice of creating an image using a set of dots is not new.

Ask students if they are familiar with a painting technique called pointillism, in which the painter uses only tiny dots of color to form a coherent image. If possible, illustrate this technique with the painting, “A Sunday Afternoon on the Island of La Grande Jatte,” which was painted in 1886 by the French artist Georges Seurat. You may be able to find this image on the Web and display it in your classroom. Discuss the painting with your students; have any of them seen it or others like it?

2. Quick Quiz: _______ compression throws away some of the original data during the

compression process. (Answer: Lossy.) True/False: Unlike a printed photograph, a bitmap has no fixed physical size.

(Answer: True.) A palette that contains the standard set of colors used by Web browsers is a

__________.a. Web paletteb. System palette

c. Grayscale paletted. Color palette

(Answer: a. Web palette)

SECTION C: VECTOR AND 3-D GRAPHICS (444)

Vector Graphics Basics (444) LECTURE NOTES

Review how vector graphics are created. Vector graphics consist of a set of instructions that the computer uses to reconstruct an image.

Emphasize the idea that vector graphics contain objects that can be manipulated and customized independently of other objects in the image.

Explain vector graphics are manipulated by drawing programs, rather than paint programs.

Point out that Microsoft Word has basic software for working with vector graphics. Discuss how PhotoShop and CAD programs are examples of more sophisticated

graphics programs that let you draw vector graphics. Remind students that digital cameras and scanners cannot create vector graphics

images. Explain that vector graphics generally require less storage space than bitmap

graphics. Note that vector graphics tend to look less realistic than bitmap graphics. Note that vector graphics are also easier to modify than a bitmap graphics image.

FIGURES Figure 8-30, Figure 8-31, Figure 8-32, Figure 8-33, Figure 8-34

TEACHER TIPExamine a vector graphic. Use Microsoft Draw or another vector graphics package to open a clipart image, and then show students how to manipulate lines and shapes. Contrast this to the pixel manipulation you demonstrated with paint software. When you demonstrate how to manipulate a vector graphic, point out that resizing a vector does not affect quality or file size.

CLASSROOM ACTIVITIES1. Class Discussion: Display some vector graphics and bitmap graphics to the class

and ask students to identify whether each graphic is a vector graphic or bitmap graphic.

2. Quick Quiz: A(n) ________ consists of a set of instructions for re-creating a picture. (Answer:

vector graphic.) The smooth blending of shades from one color to another or from light to dark

is called a __________. (Answer: gradient.) True/False: Vector graphics resize better than bitmaps. (Answer: True.)

Vector-to-Bitmap Conversion (447)LECTURE NOTES

Explain the process of rasterization, which is used to convert a vector graphic into a bitmap graphic.

Note that the process superimposes a grid over the vector image and then determines the color of each pixel.

Emphasize that it is much harder to convert a bitmap graphic into a vector graphic. To do so, you need special tracing software, which works best on simple line drawings.

TEACHER TIPIf you have a sophisticated graphic program such as Adobe Photoshop or Corel Paint Shop Pro, show how you can convert a vector graphic to a bitmap. Also show how you lose the advantages of vector graphics when you convert them into bitmaps.

FIGURES Figure 8-35

CLASSROOM ACTIVITIES1. Critical Thinking: Ask students to think about why one might want to convert a

vector graphic to a bitmap, or a bitmap to a vector graphic.2. Quick Quiz:

__________ works by superimposing a grid over a vector image and determining the color for each pixel. (Answer: Rasterization.)

True/False: When vector images are rasterized, they become bitmaps and can’t be enlarged without potentially becoming pixilated. (Answer: True.)

True/False: Tracing software works best on complex images. (Answer: False.) True/False: After a vector graphic is converted to a bitmap, the resulting

graphic no longer has the qualities of a vector graphic. (Answer: True.).

Vector Graphics on the Web (448)

LECTURE NOTES Explain that Scalable Vector Graphics (SVG) are designed for the Web so that they

are automatically resized when displayed on different screens or when printed. Point out that Flash graphics are also popular on the Web and typically require less

storage space than SVG graphics. Ensure that students realize Flash graphics and animations require Adobe Flash

player software, which is standard with most current browsers. Note that Flash animations files are typically smaller than animated GIF files. Discuss the advantages vector graphics offer for Web designers. These include

consistent quality, searchability, and compact file size.

FIGURES Figure 8-36

CLASSROOM ACTIVITIES1. Critical Thinking: Ask students to write a paragraph explaining why they would

choose a type of vector graphic to use on a Web page they were designing.2. Quick Quiz:

A(n) ___________ is a series of slightly different bitmap images displayed in sequence to achieve animation effects. (Answer: animated GIF.)

What are two vector graphics formats that can be used on the Web? (Answers: SVG, Flash.)

True/False: Web browsers were originally designed to support only GIF and JPEG graphic formats. (Answer: True.)

3-D Graphics (449)LECTURE NOTES

Introduce some vocabulary terms specific to 3-D graphics. Define wireframe, rendering, and ray tracing. Figures 8-37 through 8-39 illustrate these concepts.

Discuss how 3-D graphics are animated. A sequence of bitmaps is created where one or more objects are moved or changed in each bitmap. The images are then combined into a single file, essentially creating a digital movie.

Note that in a 3-D computer game, animation happens in real time. Explain that is why many intricate games require a high-end graphics card with a 3-D graphics accelerator.

TEACHER TIPAlice is a free 3-D programming environment that makes it easy to create a 3-D animation. It uses 3-D graphics and a simple drag-and-drop interface to allow quick and easy creation of an animation. If possible, before class, download Alice from www.Alice.org, create a simple 3-D animation. Use it in class to illustrate animation, rendering and ray tracing.


CLASSROOM ACTIVITIES1. Assign a Project: Many 3-D graphics software vendors, like AutoDesk (AutoCad) and

Caligari (trueSpace), include animated tours or tutorials on their Web sites that illustrate how wireframes are created and rendered into 3-D images. Have students visit and evaluate a site outside of class. Discuss the sites in class. Which sites did they visit? Did the students find them interesting? Compare and contrast their experiences.

2. Quick Quiz: The technique for adding shadow and light to a 3-D object is called _____.

(Answer: ray tracing.) True/False: 3-D game animation happens in real time. (Answer: True.) The technique for adding light and shadows to a 3-D graphic image is known

as:a. ray tracingb. wireframing

c. light sourcingd. rendering

(Answer: a. ray tracing)

SECTION D: DIGITAL VIDEO (452)

Digital Video Basics (452) LECTURE NOTES

Discuss how digital video is based upon the footage of real objects filmed and stored as bits.

Outline the steps for creating digital video. Figure 8-42 provides an overview.

TEACHER TIPConsider playing an example of a digital video on www.youtube.com. Be sure to check out the video you play prior to class to ensure its suitability! You may also want to play a digital animation to compare the two.



The term ____________ refers to videos that are constructed and displayed using a personal computer. (Answer: desktop video.)

A video is composed of a series of bitmap graphics, each one called a(n) _______. (Answer: frame.)

True/False: Digital video uses bits to store color and brightness data for each video frame. (Answer: True.)

Producing Video Footage (453)LECTURE NOTES

Discuss the difference between analog and digital video cameras. Note that to store analog video on a computer, it must first be converted into a digital form in a process called video capture, which is discussed in the next section.

Refer to Figure 8-44 for some guidelines you can follow to create better digital video.

TEACHER TIP

Bring a digital video camera to class. Show students the storage media the camera uses (digital videotape or a solid state storage card). If possible, connect it to your computer and show students how to capture moving images with the digital video camera. If possible, edit the video in class.


CLASSROOM ACTIVITIES1. Class Discussion: Ask students if they have a digital video camera on their cell

phone. For those who do, ask them how they have used it. Ask the entire class for ideas on when their cell phone video camera would be useful.

2. Quick Quiz: Name one digital videotape format. (Answers: miniDV, DVCPro, DVCam.) True/False: When videos are processed and stored on a PC, some of the image

data is eliminated to reduce the video file to a manageable size. (Answer: True.)

True/False: All video cameras record video data in digital format. (Answer: False.)

Video Transfer (454)LECTURE NOTES

Explain that you must transfer video footage to a computer in order to digitally edit it. Use Figure 8-47 to show how this works, or demonstrate it yourself in class if you have a digital video camera.

Explain that analog cameras require a different procedure. If possible, demonstrate how to use a video capturing device and software to convert the camera’s analog data to digital data you can manipulate on the computer.

Review digital video recorders, such as TiVo. Explain that because the video is stored in proprietary file formats, it is difficult to transfer this kind of video to DVDs or a computer’s hard disk (and sometimes it’s illegal).

Explain that videos are easier to edit if you divide them into files. Video capture software allows you to do this, as well as decrease display size, reduce frame rate, and compress file data.

TEACHER TIPIf any students are considering purchasing a digital video camera, review what features and equipment they should look for. These will depend on how they intend to use the camera and their budget.

FIGURES Figure 8-45, Figure 8-46, Figure 8-47

CLASSROOM ACTIVITIES1. Class Discussion: Do any students currently transfer video to their PCs? How do

they use the video once it’s transferred? Is the process simple or complex?

2. Quick Quiz: A(n) _____________ is a device that records television signals received by an

antenna, through a cable, or from a satellite. (Answer: digital video recorder or DVR.)

True/False: Most video editing software offers an option for transferring video footage from a camera. (Answer: True.)

Video Editing (456)LECTURE NOTES

Review linear vs. nonlinear editing. Computers can perform nonlinear editing; linear editing is older technology that required two VCRs.

If possible, demonstrate editing using video editing software, such as Adobe Premiere.

Use Figure 8-48 to illustrate the layout of video and audio tracks.

FIGURES Figure 8-48

LAB ACTIVITYThe New Perspectives Lab “Video Editing” deals with issues that relate to this topic. Go through the lab during class if you have a computer with a projector, or assign this lab to students to do outside of class.


The advantage of ________ is that you can use a random-access device to easily edit and arrange video clips. (Answer: nonlinear editing.)

How much RAM should you have if you want to edit videos? (Answer: At least 512 MB.)

True/False: Linear editing only requires one VCR. (Answer: False.)

Video Output (457)LECTURE NOTES

Explain that digital video formats are called container formats because they are used to hold the elements of a video.

Discuss the various file formats listed in Figure 8-49, and the advantages and disadvantages of each.

Emphasize that digital video files are very large and usually compressed.


CLASSROOM ACTIVITIES1. Assign a Project: Have students browse videos on www.youtube.com and compare

the image quality.2. Quick Quiz:

Digital video file formats are sometimes referred to as __________ because they are essentially a receptacle for the elements of a video. (Answer: container formats.)

List three video container formats. (Answers: AVI, QuickTime Movie, MPEG, RealMedia, ASF, Flash Video, VOB.)

True/False: Compression can be measured by bitrate. (Answer: True.)

Desktop, PDA, and Web Video (459)LECTURE NOTES

Start this discussion by showing a video from your hard drive or a flash drive. Discuss the role of video player software.

Display a video on the Web. Contrast a Web page that uses streaming video with one that uses the alternative of downloading the entire video file before playing it. Discuss the pros and cons of each.

Discuss how to add video to a Web page. You can open a Web page that contains a video in HTML view to examine the tags and determine whether the page uses an external video or an internal video.

Discuss the growth in distribution and creation of Web-based video. Discuss Flash Video, MPEG-4, QuickTime Movie, Windows Movie, and RealMedia

formats. All these formats allow for various compression levels and support streaming video.

TEACHER TIPMake sure students understand that the quality of a streaming video depends in part upon the speed of the viewer’s Internet connection.


CLASSROOM ACTIVITIES1. Class Discussion: The popularity of Web-based video sites continues to grow. Ask

students about their interest in and use of these sites. What are their favorite sites and videos?

2. Quick Quiz: A method called ________ sends a small segment of video to a computer and

begins to play it. (Answer: streaming video.) Name one popular video player software application. (Answers: the RealMedia

player, Windows Media Player, Apple’s QuickTime player.) True/False: An external Web video displays the clip as though it were part of

the Web page. (Answer: False.)

DVD-Video (460)LECTURE NOTES

Explain that to create a video DVD you will need a writable DVD drive (DVD burner) and DVD authoring software.


LAB ACTIVITY

Refer students to the New Perspectives Web site for the Student Edition Lab “Working with Video.”

CLASSROOM ACTIVITIES1. Assign a Project: Have students search and browse the Internet to compare video

capture software. Students should note the features of different packages, and compare prices.

2. Quick Quiz A(n) _______________ is essentially a prototype of your DVD stored on your

computer’s hard drive. (Answer: DVD image.) True/False: Desktop videos are typically stored in WMV or MOV format, which

most DVD players are not equipped to handle. (Answer: True.) True/False: DVD authoring software typically offers a selection of backgrounds

and button styles for creating DVD menus. (Answer: True.)

SECTION E: DIGITAL RIGHTS MANAGEMENT (464)

DRM Basics (464) LECTURE NOTES

Discuss the controversy around digital rights management. Discuss legal enforcement of DRM. Explain that digital rights management holds an uncertain legal status in most

countries, as the rights of users and producers regarding content are rarely defined clearly enough currently for the legal situation to be widely agreed upon. In most countries, particularly those without a fair use doctrine, users' ability to use copyrighted material is ill-defined and so difficult to enforce.

TEACHER TIPStudents might not be familiar with the term analog hole, but they’ve probably heard of pirated movies. Be sure they understand that pirated movies are illegal.


CLASSROOM ACTIVITIES1. Class Discussion: Invite students to share their encounters with DRM technologies.

Have these encounters hampered their legitimate use or enjoyment of digital content?

2. Quick Quiz: ____________ is the process of recording a broadcast so that it can be played

back at a more convenient time. (Answer: Time shifting.) ____________ allows media that originates in one place to be accessed from

another place without changing the device on which it is stored. (Answer: Place shifting.)

True/False: In the context of DRM, digital content usually refers to movies, music, e-books, and computer games. (Answer: True.)

Signal Scrambling and Digital Watermarks (465)LECTURE NOTES

Explain why artists and photographers protect their work with signal scrambling and digital watermarks.

If possible, show examples of photos on the Web—many of them in photographers’ online portfolios or on stock photo Web sites like GettyImages or Corbis—that use visible digital watermarking. Why do artists and photographers protect their work this way?


A(n) ________ is a pattern of bits inserted at various places in an image or a content stream that can be used to track, identify, verify, and control content use (Answer: watermark.)

A(n) ___________ is a set of bits inserted into the data stream of digital television or radio programs that specifies how the stream can and cannot be used? (Answer: broadcast flag.)

True/False: Broadcast flags are intended to combat indiscriminate use of digital video recorders. (Answer: True.)

CD Copy Protection (466)LECTURE NOTES

Explain that copy protection refers to technologies designed to prohibit consumers from copying content.

Demonstrate how some Web sites which sell CDs identify copy protected CDs. For example, visit www.amazon.com and use the search term ‘copy protected CD’.

Use Figure 8-57 to explain how copy protection works.

TEACHER TIPPoint out the terminology note on page 466 and ask if students agree that the term copy protection is biased.

FIGURES Figure 8-57


___________ refers to technologies designed to prohibit consumers from copying content. (Answer: Copy protection.)

What two technologies do CD copy protection technologies rely on? (Answers: multiple sessions and corrupted data.)

True/False: Copy protected CDs contain a software program that strips out intentionally corrupted data. (Answer: True.)

True/False: Copy protected CDs have become more popular in recent years. (Answer: False.)

True/False: The Red Book no-copy bit is nearly impossible to defeat. (Answer: False.)

DVD DRM (467)LECTURE NOTES

Explain that DRM designed for DVDs can take advantage of more sophisticated technologies than DRM designed for CDs.

Explain copy generation management and use Figure 8-58 in your discussion. Explain the concept of authentication and revocation and use Figure 8-60 to

illustrate how it works.

Discuss CSS and the use of region codes. Bring in a DVD movie and show students the region code on the packaging.

FIGURES Figure 8-58, Figure 8-59, Figure 8-60

CLASSROOM ACTIVITIES1. Assign a Project: Ask students to write a paragraph or draw a diagram explaining how AACS works.2. Quick Quiz:

A(n) __________ is any DRM technology that interjects signals into the video stream to prevent analog output from being copied. (Answer: analog protection system.)

What does CSS stand for in the context of DVD DRM? (Answer: Content Scramble System.)

True/False: A DVD region code specifies a geographical area of legitimate use for DVD discs and players. (Answer: True.)

DRM for Digital Downloads (469)LECTURE NOTES

Discuss the issue of downloading music for free and explain how the controversy surrounding it has led to FairPlay.

Explain the DRM technology FairPlay. Figure 8-61 illustrates how it works. Compare FairPlay to Windows Media DRM. Review the term super distribution.

FIGURES Figure 8-61

CLASSROOM ACTIVITIES1. Class Discussion: Invite a member of your IS department familiar with your

institution’s policy on using the school network to illegally download or share copyrighted digital content to talk to your class. Discuss how many industry groups are policing illegal downloads. For example, the Recording Industry Association of America (RIAA) has agents surf the Web to look for illegal downloads. Ask students to share their thoughts on this issue.

2. Quick Quiz: List two DRM technologies that are used to limit how you can use movies you

have downloaded from the Web. True/False: Files protected by Windows Media DRM can be accessed using any

hardware or software player. (Answer: False.) True/False: The recording industry reportedly pays private firms to seed file-

sharing networks with fake versions of popular copyrighted songs. (Answer: True.)

Glossary of Key Terms 3-D graphics (449) 24-bit bitmap (437) 32-bit bitmap (437) AAC (Advanced Audio Compression)

(424) AACS (Advanced Access Content

System) (469) AIFF (Audio Interchange Format)

(424) analog hole (464) analog protection system (468) animated GIF (448) ASF (Advanced Systems Format)

(457) audio compression (423) authorization and revocation (469) AVI (Audio Video Interleave)(457) bitmap graphic (430) bitrate (458) BMP (442) broadcast flag (465) codec (458) color palette (437) compression ratio (458) container formats (457) copy generation management (467) copy protection (466) cropping (435) CSS (Content Scramble System)

(468) DeCSS (468) desktop video (452) digital audio (422) digital camera (431) digital content (464) digital rights management (DRM)

(464) digital signal processor (424) digital video (452) digital video recorder (455) digital watermark (465) digitizing tablet (446) drawing software (446) DRM individualization (470) DVD image (462) DVD-Video (452) FairPlay (470) file compression utility (440) Flash (448) Flash Video (457) format shifting (465)

frame rate (45) GIF (Graphics Interchange Format)

(442) gradient (447) grayscale palette (438) image compression (439) JPEG (Joint Photographic Experts

Group)(442) key frame (458) linear editing (456) lossless compression (439) lossy compression (439) megapixel (433) metafile (447) MIDI (Musical Instrument Digital

Interface)(426) MIDI sequence (426) monochrome bitmap (436) MP3 (424) MPEG (457) nonlinear editing (456) paint software (430) PCX (442) PDA video (452) phoneme (428) pixel interpolation (435) pixilated (435) place shifting (465) PNG (Portable Network Graphic)

(443) portable audio player (425) QuickTime Movie (457) rasterization (447) RAW (442) ray tracing (449) RealAudio (424) RealMedia (457) region code (468) rendering (449) run-length encoding (RLE) (439) resolution dependent (435) sampling rate (423) scanner (431) sound card (423) speech recognition (428) speech synthesis (428) streaming audio (425) streaming video (459) super distribution (471) SVG (Scalable Vector Graphics)

(448) synthesized sound (426)

system palette (438) temporal compression (458) text-to-speech software (428) TIFF (Tag Image File Format) (442) time shifting (465) tracing software (447) True Color bitmap (437) vector graphic (444) video capture (454)

videoconferencing camera (453) VOB (Video Object)(457) Wave (424) wavetable (426) Web palette (438) Web-based video (452) Windows Media DRM (470) wireframe (449) WMA (Windows Media Audio) (424)

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Microsoft Office 2003virgil.azwestern.edu/~cvb/CIS120/Book Notes/NP2010_IM_Chapter… · Web viewIf possible, demonstrate using Microsoft Office’s speech recognition software