Microsoft Office 2003



Computer Concepts

Chapter 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 , 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 |2 |

|Section A: Digital Sound |2 |

|Section B: Bitmap Graphics |5 |

|Section C: Vector and 3-D Graphics |9 |

|Section D: Digital Video |11 |

|Section E: Digital Rights Management |15 |

|Glossary of Key Terms |19 |

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 computer.

TEACHER TIP

Consider visiting a Web site that contains streaming audio to demonstrate it. 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 coursecasts.

FIGURES

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

CLASSROOM ACTIVITIES

1. Quick Quiz:

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

• ___________ refers to 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.

• 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.

TEACHER TIP

Ask students who own portable audio players to demonstrate their players. What brands are well-known, or known to be reliable?

FIGURES

• Figure 8-5, Figure 8-6

CLASSROOM ACTIVITIES

1. Assign a Project: Have students visit at least two online music stores and compare them. Which seems easier to use? How do the prices compare? What about selection? Have students determine which one they prefer.

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: The first generation of online music was distributed in WAV format. (Answer: False.)

LAB ACTIVITY

Refer 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) sound is created when a MIDI device such as a computer sound card or a MIDI instrument reads a “musical score” written in special MIDI notation. The notation tells the MIDI device which notes to play, the duration of each note, the volume of each note, and the type of instrument that plays each note.

• Discuss the advantages and disadvantages of MIDI files, including the disadvantage that MIDI is for music only, not spoken sound. MIDI cannot provide high quality vocals, and some musicians feel that MIDI doesn’t sound “real.” An advantage of MIDI is the small file size when compared to digital audio files.

TEACHER TIP

Students might be interested in the fact the 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. If your students have purchased a sound card, they might have noticed that it featured a wavetable stored in a ROM chip on the sound card.

FIGURES

• Figure 8-7, Figure 8-8

CLASSROOM ACTIVITIES

1. Class Discussion: What are the advantages and disadvantages of MIDI? Have students compare file size, sound quality, and ease of use.

2. Quick Quiz:

• True/False: MIDI music tends not to have the full resonance of digital audio. (Answer: True.)

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

• True/False: MIDI is a good choice for adding background music to multimedia projects and Web pages. (Answer: True.)

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, for example.

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

• Point out that Microsoft Office includes speech recognition software you can activate by using the Speech icon in the Windows Control Panel.

TEACHER TIP

If possible, demonstrate using Microsoft Office’s speech recognition software in class. 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 Office includes a voice training wizard that guides you through the process.

FIGURES

• Figure 8-9, Figure 8-10

CLASSROOM ACTIVITIES

1. 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: Sampling rate refers to the number of times per minute that a sound is measured during the recording process. (Answer: False.)

• A popular digital audio file format that has good sound quality even when the file is compressed has an extension of _________.

a. .aif

b. .mp3

c. .wav

d. .ra

(Answer: b. mp3)

2. Assign a Project: Have students search and browse the Internet to find more information on speech recognition and where it is being used. Have any students tried speech recognition software? Did it work well?

SECTION B: BITMAP GRAPHICS (430)

Bitmap Basics (430)

LECTURE NOTES

• Point out that most computer graphics are bitmap.

• Explain that bitmap graphics are usually manipulated by paint programs. Microsoft Paint is an example of a graphics program that manipulates bitmaps.

• Explain that bitmap graphics are often contrasted with vector graphics, which is covered in Section C.

• Use Figure 8-11 to show how a bitmap graphic is divided into a grid of pixels.

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 ACTIVITIES

1. 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.

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 TIP

Demonstrate the use of a digital camera. Some students might already own digital cameras. Ask a student to bring one to class and demonstrate how to take a photo in digital format, transfer the image to a computer, and then edit the image. This section will be fun for students since many may be interested in buying a digital camera.

FIGURES

• Figure 8-12, Figure 8-13, Figure 8-14, Figure 8-15

CLASSROOM ACTIVITIES

1. Class Discussion: Ask students if they have experience using a digital camera. If so, how do they transfer and print photos? What do they do with their photos once they’ve transferred them?

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.

• Discuss that the higher the resolution of a bitmap graphic, the more information it contains and the larger the file size.

• Discuss that the amount of space required to store a graphic and the time required to transmit a graphic increase with the dimensions (in pixels) of the graphic and with the number of colors the graphic contains.

• 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 or reducing the size of the image usually results in an image with jagged edges.

TEACHER TIP

In My Computer or Windows Explorer, compare the size of bitmap files to other graphic files, such as GIF files, a compressed file format, or SVG files, which are vector graphics.

FIGURES

• Figure 8-16, Figure 8-17, Figure 8-18, Figure 8-19

CLASSROOM ACTIVITIES

1. 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.

• Review the disadvantages of color depth.

• Explain that displaying large bitmap images requires lengthy downloading time.

• Discuss the advantages of dithering to reduce the size of a bitmap image without losing significant color quality.

TEACHER TIP

Load 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 ACTIVITIES

1. 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 what? (Answer: 24-bit bitmap.)

• True/False: Most grayscale palettes consist of 256 shades of gray. (Answer: True.)

LAB ACTIVITY

Refer 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 an image 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, as discussed on page 439.

• Review run-length encoding.

FIGURES

• Figure 8-24, Figure 8-25, Figure 8-26, Figure 8-27

CLASSROOM ACTIVITIES

1. Assign a Project: Ask students to write a paragraph comparing and contrasting 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: A file compression utility uses lossy compression to shrink one or more files into a single new file. (Answer: False.)

Bitmap Graphics Formats (442)

LECTURE NOTES

• Identify the popular types of bitmap graphics formats, including BMP, PCX, TIFF, JPEG, GIF, and PNG.

• Recall from Chapter 6 that JPEG and GIF formats are popular for displaying graphics on the Web.

FIGURES

• Figure 8-28, Figure 8-29

LAB ACTIVITY

The Course Lab “Working with Bitmap Graphics” deals with issues that relate to this section of the textbook. You might want to go through the lab during class time if you have a computer with a projection device. Or, assign this lab for students to do on their own.

CLASSROOM ACTIVITIES

1. Class Discussion: The idea of bitmaps has been around for a while. Ask students if they are familiar with the painting, “A Sunday Afternoon on the Island of la Grande Jatte,” which was painted in 1886 by the French artist Georges Seurat. This painting uses a technique called pointillism, in which the painter uses only tiny dots of color to form a coherent image. If possible, find a copy of this painting on the Web and display it on your projection computer screen. 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 palette

b. System palette

c. Grayscale palette

d. Color palette

(Answer: a. Web palette)

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

Vector Graphics Basics (444)

LECTURE NOTES

• Explain that while bitmap graphics are usually manipulated by paint programs, vector graphics are manipulated by drawing programs.

• Point out that Microsoft Works and Microsoft Word have basic software for working with vector graphics.

• Discuss that 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.

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

• Explain that vector graphics generally require less storage space than bitmap graphics; however, vector graphics tend to look less realistic than bitmap graphics. 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 TIP

Examine a vector graphic. Use Microsoft Draw or some other 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 ACTIVITIES

1. 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.)

• What is the smooth blending of shades from one color to another or from light to dark called? (Answer: Gradient.)

• True/False: Vector graphics resize better than bitmaps. (Answer: True.)

LAB ACTIVITY

• Refer students to the New Perspectives Web site for a Student Edition Lab called “E-Commerce.”

Vector-to-Bitmap Conversion (447)

LECTURE NOTES

• Explain that to convert a vector graphic into a bitmap graphic, you must rasterize it.

• 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 TIP

If you have a sophisticated graphic program such as PhotoShop or PaintShop 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 ACTIVITIES

1. Critical Thinking: Ask students to think about why one might want to convert a vector to a bitmap.

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 becoming pixelated. (Answer: True.)

• True/False: Tracing software works best on complex images. (Answer: False.)

Vector Graphics on the Web (448)

LECTURE NOTES

• Explain that SVG graphics are designed for the Web; 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.

• Make sure students realize that Flash graphics and animations require the Flash player, which is standard with most new browsers.

• Note that Flash animations are typically smaller than animated GIFs.

• Discuss the advantages vector graphics offer for Web designers. These include consistent quality, searchability, and compact file size.

FIGURES

• Figure 8-36

CLASSROOM ACTIVITIES

1. Assign a Project: Ask students to write a paragraph explaining why a vector graphic rather than a bitmap might be used on the Web.

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 bitmaps. (Answer: True.)

3-D Graphics (449)

LECTURE NOTES

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

• If possible, demonstrate a 3-D graphics package such as AutoCad or trueSpace—many of these software packages have animated videos or tours that show how to draw a wireframe and then render the wireframe to create a 3-D image.

FIGURES

• Figure 8-37, Figure 8-38, Figure 8-39, Figure 8-40

CLASSROOM ACTIVITIES

1. Assign a Project: Have students had experience using drawing programs such as CorelDRAW? Can they compare that experience to drawing in a Paint program such as Microsoft Paint? Which tasks were easier in the drawing program? Which were more difficult? Compare and contrast the experience.

2. Quick Quiz:

• A(n) _____ graphic file contains the instructions that the computer needs to create the shape, size, position, and color of each object in an image. (Answer: vector.)

• True/False: When you change the physical size of a vector graphic, the objects become larger yet maintain their smooth edges. (Answer: True.)

• The technique for adding light and shadows to a 3-D graphic image is known as:

a. ray tracing

b. wireframing

c. light sourcing

d. rendering

(Answer: a. ray tracing)

SECTION D: DIGITAL VIDEO (452)

Digital Video Basics (452)

LECTURE NOTES

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

TEACHER TIP

Consider playing some video. Many computer games and Web sites include videos that you can demonstrate in class. You can also ask students to bring a game or other program to class to demonstrate these videos.

FIGURES

• Figure 8-41, Figure 8-42

CLASSROOM ACTIVITIES

1. Quick Quiz:

• 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 bytes to store color and brightness data for each video frame. (Answer: False.)

Producing Video Footage (453)

LECTURE NOTES

• If possible, bring a digital video camera to class and connect it to your computer. Show students how to capture moving images with the digital video camera and then edit them in class.

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

FIGURES

• Figure 8-43, Figure 8-44

CLASSROOM ACTIVITIES

1. Class Discussion: Ask students to list techniques and tips to keep in mind to produce a high-quality video. Refer them to the list in Figure 8-44 for ideas.

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: A digital video camera captures video data in digital format. (Answer: True.)

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 TIP

If 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 ACTIVITIES

1. 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 ACTIVITY

The New Perspectives Lab “Video Editing” deals with issues that relate to this section of the textbook. You might want to go through the lab during class time if you have a computer with a projection device. Or, assign this lab for students to do on their own.

CLASSROOM ACTIVITIES

1. Quick Quiz:

• 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

• Use the table in Figure 8-49 to discuss various file formats, and the advantages and disadvantages of each.

• Emphasize that digital video files can be prohibitively large, and discuss the techniques for reducing file size.

FIGURES

• Figure 8-49, Figure 8-50

CLASSROOM ACTIVITIES

1. Assign a Project: Have students browse videos on and compare the image quality among videos.

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 on the Web.

• Contrast a Web page that uses streaming video with one that uses the alternative of downloading the entire video file before starting to play 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 how the growing popularity of high-speed Internet connections has boosted the distribution and creation of Web-based video.

• Discuss MPEG4, MOV, WMV, and RM. All these formats allow for various compression levels and support streaming video.

TEACHER TIP

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

FIGURES

• Figure 8-51, Figure 8-52

CLASSROOM ACTIVITIES

1. 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(n) ________ 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: There is only one style of video that can be added to Web pages. (Answer: False.)

DVD-Video (460)

LECTURE NOTES

• Explain that most DVD players cannot read desktop or Web file formats; a computer must be used to view these videos. This includes most video that you download from the Web, including movie trailers.

• Explain that DVD authoring software is required to create movies that can be played on standalone DVD players.

FIGURES

• Figure 8-53, Figure 8-54

LAB ACTIVITY

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

CLASSROOM ACTIVITIES

1. 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

• The software that compresses and decompresses a video file is called a _______________. (Answer: codec.)

• True/False: A video capture device converts the camera’s analog signal into digital data. (Answer: True.)

• Editing video with a computer and video editing software is known as___________.

a. interactive editing

b. codec editing

c. linear editing

d. non-linear editing

(Answer: d. non-linear editing)

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 TIP

Students 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.

FIGURES

• Figure 8-55, Figure 8-56

CLASSROOM ACTIVITIES

1. Class Discussion: The text mentions that DRM has not lived up to copyright holders’ expectations. It has also frustrated individual consumers. Ask students if they’ve been affected by DRM and what their opinions of current DRM technologies are. Ask if any students own devices like Slingboxes. How is students’ usage of such devices affected by DRM if at all?

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?

CLASSROOM ACTIVITIES

1. Quick Quiz:

• 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.

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

TEACHER TIP

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

FIGURES

• Figure 8-57

CLASSROOM ACTIVITIES

1. Quick Quiz:

• ___________ 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 and 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.

FIGURES

• Figure 8-58, Figure 8-59, Figure 8-60

CLASSROOM ACTIVITIES

1. 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.

• Review the term super distribution.

FIGURES

• Figure 8-61

CLASSROOM ACTIVITIES

1. Assign a Project: Have students search the Internet to find instances of media that bear a digital watermark.

2. Quick Quiz:

• The concept of _______________ can be applied to hardware devices and software players to give licensing bodies the means to keep non-complying players off the market. (Answer: authorization and revocation.)

• True/False: CSS uses a much stronger encryption key than AACS, which makes it quite difficult for hackers to break the encryption using brute force methods. (Answer: False.)

• ___________ shifting is the process of allowing media that originates in one place to be accessed from another location without changing the device on which it is stored.

a. Time

b. Codec

c. Place

d. Format

(Answer: c. Place)

• Glossary of Key Terms

• 3-D graphics (449)

• 24-bit bitmap (437)

• 32-bit bitmap (437)

• AAC (424)

• AACS (Advanced Access Content System) (469)

• AIFF (424)

• analog hole (464)

• analog protection system (468)

• animated GIF (448)

• ASF (457)

• audio compression (423)

• authorization and revocation (469)

• AVI (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 (442)

• gradient (447)

• grayscale palette (438)

• image compression (439)

• JPEG (442)

• key frame (458)

• linear editing (456)

• lossless compression (439)

• lossy compression (439)

• megapixel (433)

• metafile (447)

• MIDI (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 Graphis) (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 (457)

• Wave (424)

• wavetable (426)

• Web palette (438)

• Web-based video (452)

• Windows Media DRM (470)

• wireframe (449)

• WMA (424)

Top of Document

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download