New Perspectives on Computer Concepts 2011 Instructor’s Manual
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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
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
Section A: Digital Sound
Section B: Bitmap Graphics
Section C: Vector and 3-D Graphics
Section D: Digital Video
Section E: Digital Rights Management
Glossary of Key Terms
2
3
6
10
13
17
21
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Chapter Objectives
Students will have mastered the material in Chapter Eight when they can answer the following
questions:
 How do computers and portable audio
 What tools and techniques are used to
players such as iPods store digital
create 3-D graphics?
music?
 What are the major advantages of
 Why are some digital audio files so
digital video compared to its analog
huge?
counterpart?
 What is the difference between WAVE
 Can analog video be converted into
and MIDI?
digital video?
 What are bitmap graphics, where are
 What affects the amount of video that
they used, and how can they be
can be stored on a hard disk or portable
identified?
media player?
 How are images transferred from digital
 Is a special procedure required to make
cameras to computers?
DVDs that work on standalone DVD
 What affects the quality of a bitmap
players?
graphic, its file size, and whether it is
 What is streaming media and where is
best suited for uses such as Web pages,
it used?
e-mail attachments, printed photos, or
 What are the most popular file formats
desktop published documents?
used for digital media and which
 Can compression play a role in reducing
require special player software?
the size of graphics files?
 How do digital rights management
 How do vector graphics differ from
technologies restrict the ways in which
bitmaps and how does that affect the
I can use digital media?
way in which they are created and
 How are time shifting, place shifting,
used?
and format shifting related to digital
 Is it possible to convert bitmap graphics
media?
into vector graphics?
READING ASSIGNMENT FASTPOLL T/F QUESTIONS:
080100 Audio is digitized by dividing a sound wave into samples and storing the numbers that
represents the height of each sample. (Answer: True) (422)
080200 A higher sampling rate produces higher quality sound than lower sampling rates. (Answer:
True) (423)
080300 MP3 and BMP are examples of two popular digital music formats. (Answer: False) (424)
080400 Wave is a format for synthesized sound. (Answer: False) (426)
080500 Software with speech synthesis capabilities can convert your spoken dictation into a digital
document. (Answer: False) (428)
080600 RAW, PNG, TIFF, and JPEG formats store graphics as bitmaps. (Answer: True) (430)
080700 Bitmap graphics are resolution dependent. (Answer: True) (435)
080800 When bitmaps are enlarged, pixel interpolation can result in the graphic becoming
pixilated. (Answer: True) (435)
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080900 Images that have been compressed with lossless compression can be reconstituted to their
original appearance without any data loss. (Answer: True) (439)
081000 Vector graphics maintain their quality better than bitmaps when resized. (Answer: True)
(445)
081100 The technique for adding light and shadows to a 3-D graphic is called rasterizing. (Answer:
False) (449)
081200 Videos with a low compression rate tend to be small, low-quality files. (Answer: False)
(458)
081300 A video with a bitrate of 340 will have less compression and better quality than a video
with a bitrate of 150. (Answer: True) (458)
081400 Recording a television show to watch at a later time is an example of digital rights
management. (Answer: False) (465)
081500 Digital watermarks, HDCP, and broadcast flags rely on compliant hardware devices to
protect content. (Answer: True) (466)
SECTION A: DIGITAL SOUND (422)
SECTION A OPENER QUESTION
082100 Computers can work with digital audio as well as MIDI music. Which is the more
prevalent format and why?
a. Digital audio is more prevalent because it is used for music downloads.
b. Digital audio is more prevalent because it is a far more compact format than MIDI.
c. MIDI is more prevalent because browsers can play it without a plug-in.
d. MIDI is more prevalent because the Americans with Disabilities Act mandates its use for reading
computer screens.
(Answer: a)
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).
 Use 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 TIP
Consider visiting a Web site that contains streaming audio for a demonstration. 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 visiting this week’s cast at:
www.course.com/coursecasts.
FIGURES
 Figure 8-1, Figure 8-2, Figure 8-3, Figure 8-4
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CLASSROOM ACTIVITIES
 Quick Quiz:
1. _________ is music, speech, and other sounds represented in binary format for use in digital
devices. (Answer: Digital audio)
2. _________ is the number of times per second a sound is measured during the recording process.
(Answer: Sampling rate.)
3. _________ reduces the size of a sound file by removing bits that represent extraneous noise and
sounds beyond the frequencies of normal hearing. (Answer: Audio compression)
4. List at least three of the most popular digital audio formats. (Answers: AAC, AIFF, MP3,
RealAudio, Wave, WMA)
5. 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 AAC and WMA audio file formats and the advantages they 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 (e.g., Napster and Rhapsody).
TEACHER TIP
Ask students if they own portable audio players. Have those own a portable audio player demonstrate it in
class. What brands are known to be reliable? Poll students to find which brands they find most popular
them.
FIGURES
 Figure 8-5, Figure 8-6
CLASSROOM ACTIVITIES
 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 most popular.
 Quick Quiz:
1. A(n) _________ is a pocket-sized, battery-powered device that stores digital music. (Answer:
portable audio player)
2. List at least two of the most popular online music stores. (Answers: iTunes Music Store,
Rhapsody, Napster, MSN Music, Walmart Music Downloads, Zune Marketplace)
3. True/False: When compared to MP3, ACC and WMA formats provide better sound quality and
compression. (Answer: True)
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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) 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 TIP
Students 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.
FIGURES
 Figure 8-7, Figure 8-8
CLASSROOM ACTIVITIES
 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.
 Quick Quiz:
1. True/False: MIDI music has the full resonance of digital audio. (Answer: False)
2. True/False: MIDI is a good choice for adding background music to multimedia projects and Web
pages. (Answer: True)
3. True/False: Most browsers include built-in support for MIDI music. (Answer: True)
4. What does MIDI stand for? (Answer: Musical Instrument Digital Interface)
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Speech Recognition and Synthesis (428)
LECTURE NOTES
 Provide 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 through a microphone.
TEACHER TIP
If possible, demonstrate Microsoft Office’s speech recognition software in class in Microsoft Word. First you
speak into a microphone attached to the computer to train the software to interpret your speech. Then, you
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.
FIGURES
 Figure 8-9, Figure 8-10
CLASSROOM ACTIVITIES
 Assign a Project: Have students search 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?
 Quick Quiz:
1. _________ is the process by which machines, such as computers, produce sounds that resemble
spoken words. (Answer: Speech synthesis)
2. True/False: Phonemes are the basic sound units of speech that synthesizers string together to
form words. (Answer: True)
3. Speech _________ refers to the ability of a machine to understand spoken words.
a. phonemes
c. synthesis
b. recognition
d. identification
(Answer: b.)
SECTION B: BITMAP GRAPHICS (430)
SECTION B OPENER QUESTION
082200 Bitmap files are typically quite large and so it is handy to compress them before FTPing or
e-mailing them. However, some bitmap files don’t seem to shrink very much when you use a
compression utility, such as WinZip. Why?
a. The files are already as small as they can get.
b. Compression utilities use lossless compression, which won’t allow you shrink the size of a
file without losing data.
c. Some types of files are already in compressed format, which can’t be further compressed.
d. The files have a small color palette that doesn’t allow compression.
(Answer: c)
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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. Also 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 bitmap graphics in its simplest form.
FIGURES
 Figure 8-11
CLASSROOM ACTIVITIES
 Assign a Project: Have students use Microsoft Paint to create a simple bitmap. Make sure the
students save their graphics as a bitmap. Have them look at the file extension.
 Quick Quiz:
1. True/False: A scanner produces bitmaps. (Answer: True)
2. 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)
3. 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
Bring a digital camera to class and demonstrate how to use it by taking a picture of the class, how to transfer
the image to a computer, and how to examine and/or editing the image using Paint or another graphics
program. This section will be fun for students since many of them may be interested in buying a digital
camera.
FIGURES
 Figure 8-12, Figure 8-13, Figure 8-14, Figure 8-15, Figure 8-16
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CLASSROOM ACTIVITIES
 Class Discussion: Poll students on whether their cell phones have a digital camera. If so, was it an
important feature of the phone they chose? When have they used the camera? Have they e-mailed
photos they have taken?
 Quick Quiz:
1. True/False: You can use a scanner to convert a printed image into a bitmap graphic. (Answer:
True)
2. You can modify bitmaps by changing individual _________. (Answer: pixels)
3. True/False: The most popular digital camera storage is solid state memory cards. (Answer: True)
Image Resolution (433)
LECTURE NOTES
 Explain how you can determine the resolution of a bitmap file.
 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 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 TIP
Most 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.
FIGURES
 Figure 8-17, Figure 8-18, Figure 8-19
CLASSROOM ACTIVITIES
 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?
 Quick Quiz:
1. How many pixels are in a megapixel? (Answer: 1 million)
2. _________ refers to the process of selecting a part of an image. (Answer: Cropping)
3. 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 combining different intensities of red, blue and green creates a pixel’s color.
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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 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
 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.
 Quick Quiz:
1. A(n) ________ is the digital version of an artist’s palette that holds the selection of colors.
(Answer: color palette)
2. A True Color bitmap is also called a(n) ________. (Answer: 24-bit bitmap)
3. 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 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.
FIGURES
 Figure 8-24, Figure 8-25, Figure 8-26, Figure 8-27
CLASSROOM ACTIVITIES
 Assign a Project: Ask students to briefly compare and contrast lossless and lossy compression.
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Quick Quiz:
1. _________ provides the means to compress a file and then reconstitutes all the data into its
original state. (Answer: Lossless compression)
2. True/False: Some graphics file formats automatically compress file data. (Answer: True)
3. 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 ACTIVITY
The New Perspectives Lab “Working with Bitmap Graphics” deals with issues that relate to this section
of the textbook. If possible, go through the lab during class with a projection device. If not, assign this
lab for students to do outside of class.
CLASSROOM ACTIVITIES
 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?
 Quick Quiz:
1. _________ is the native bitmap graphics file format of the Microsoft Windows environment.
(Answer: BMP)
2. True/False: JPEG compresses bitmap data without losing any data. (Answer: False)
3. Scanners and digital cameras commonly store bitmaps in __________ format.
a. BMP
c. TIFF
b. JPEG
d. GIF
(Answer: c.)
SECTION C: VECTOR AND 3-D GRAPHICS (444)
SECTION C OPENER QUESTION
082300 2-D vectors don’t look very realistic, whereas 3-D vectors tend to look very realistic. Why
is this the case?
a. 3-D images use a more realistic color palette than 2-D images.
b. 3-D images constructed using a wireframe can be rendered with surface textures and lighted
with realistic ray tracing.
c. 3-D images can be enlarged or shrunk more realistically than 2-D images.
d. 3-D images can be animated, whereas 2-D images cannot.
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(Answer: b)
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 that 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 TIP
Examine a vector graphic. Use Microsoft Draw or another vector graphics package to open a clipart image.
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
 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.
 Quick Quiz:
1. A(n) _________ consists of a set of instructions for re-creating a picture. (Answer: vector
graphic)
2. The smooth blending of shades from one color to another or from light to dark is called a(n)
_________. (Answer: gradient)
3. 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 TIP
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If 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. In addition, show how you lose the advantages of vector
graphics when you convert them into bitmaps.
FIGURES
 Figure 8-35
CLASSROOM ACTIVITIES
 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.
 Quick Quiz:
1. __________ works by superimposing a grid over a vector image and determining the color for
each pixel. (Answer: Rasterization)
2. True/False: When vector images are rasterized, they become bitmaps and can’t be enlarged
without potentially becoming pixilated. (Answer: True)
3. True/False: Tracing software works best on complex images. (Answer: False)
4. 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 ACTIVITIES
 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.
 Quick Quiz:
1. A(n) _________ is a series of slightly different bitmap images displayed in sequence to achieve
animation effects. (Answer: animated GIF)
2. What are two vector graphics formats that can be used on the Web? (Answers: SVG, Flash)
3. True/False: Web browsers were originally designed to support only GIF and JPEG graphic
formats. (Answer: True)
3-D Graphics (449)
LECTURE NOTES
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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 this is why many
intricate games require a high-end graphics card with a 3-D graphics accelerator.
TEACHER TIP
Alice 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, download Alice from www.Alice.org and create a simple 3-D animation. Use it in class to
illustrate animation, rendering, and ray tracing.
FIGURES
 Figure 8-37, Figure 8-38, Figure 8-39, Figure 8-40
CLASSROOM ACTIVITIES
 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.
 Quick Quiz:
1. The process of covering a wireframe with surface color and texture is called _________.
(Answer: rendering)
2. True/False: 3-D game animation happens in real time. (Answer: True)
3. The technique for adding light and shadows to a 3-D graphic image is known as:
a. ray tracing
c. light sourcing
b. wireframing
d. rendering
(Answer: a.)
SECTION D: DIGITAL VIDEO (452)
SECTION D OPENER QUESTION
082400 YouTube is popular video site. Which one of the following statements is NOT true about
these videos?
a. YouTube supports streaming video.
b. You need a browser plug-in to view videos on the YouTube site.
c. YouTube videos have a low compression ratio and a high bitrate.
d. Each YouTube video has a unique URL.
(Answer: c)
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.
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TEACHER TIP
Consider 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 suitability! You may also want to play a digital animation to compare the two.
FIGURES
 Figure 8-41, Figure 8-42
CLASSROOM ACTIVITIES
 Quick Quiz:
1. The term _________ refers to videos that are constructed and displayed using a personal
computer. (Answer: desktop video)
2. A video is composed of a series of bitmap graphics, each one called a(n) _________. (Answer:
frame)
3. 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, demonstrate how to edit the video in class.
FIGURES
 Figure 8-43, Figure 8-44
CLASSROOM ACTIVITIES
 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.
 Quick Quiz:
1. Name one digital videotape format. (Answers: miniDV, DVCPro, DVCam)
2. 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)
3. 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 847 to show how this works, or demonstrate it yourself in class if you have a digital video camera.
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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
 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?
 Quick Quiz:
1. 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)
2. 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
CLASSROOM ACTIVITIES
 Quick Quiz:
1. The advantage of ________ is that you can use a random-access device to easily edit and arrange
video clips. (Answer: nonlinear editing)
2. How much RAM should you have if you want to edit videos? (Answer: At least 512 MB)
3. 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.
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Discuss the various file formats listed in Figure 8-49, as well as the advantages and disadvantages of
each.
Emphasize that digital video files are very large and usually compressed.
FIGURES
 Figure 8-49, Figure 8-50
CLASSROOM ACTIVITIES
 Assign a Project: Have students browse videos on www.youtube.com and compare the image
quality.
 Quick Quiz:
1. Digital video file formats are sometimes referred to as __________ because they are essentially a
receptacle for the elements of a video. (Answer: container formats)
2. List three video container formats. (Answers: AVI, QuickTime Movie, MPEG, RealMedia, ASF,
Flash Video, VOB)
3. 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 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
 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?
 Quick Quiz:
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1. A method called ________ sends a small segment of video to a computer and begins to play it.
(Answer: streaming video)
2. Name one popular video player software application. (Answers: the RealMedia player, Windows
Media Player, Apple’s QuickTime player)
3. True/False: An external Web video displays the clip as though it were part of the Web page.
(Answer: False)
DVD-Video (461)
LECTURE NOTES
 Explain that to create a video DVD you will need a writable DVD drive (DVD burner) and DVD
authoring software.
FIGURES
 Figure 8-53, Figure 8-54
LAB ACTIVITY
Refer students to the New Perspectives Web site for the Student Edition Lab “Working with Video.”
CLASSROOM ACTIVITIES
 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.
 Quick Quiz
1. A(n) _________ is essentially a prototype of your DVD stored on your computer’s hard drive.
(Answer: DVD image)
2. True/False: Desktop videos are typically stored in WMV or MOV format, which most DVD
players are not equipped to handle. (Answer: True)
3. 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)
SECTION E OPENER QUESTION
082500 Digital rights management is an important aspect of protecting digital music and movies
from illegal distribution. Opponents believe that:
a. Digital rights management is too hard to break.
b. Digital rights management has not been effective for preventing large-scale piracy.
c. Digital right management for movies is effective, but it is not effective for music.
d. Digital rights management should apply to CDs and DVDs, but not to downloads.
(Answer: b)
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
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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
 Class Discussion: Invite students to share their encounters with DRM technologies. Have these
encounters hampered their legitimate use or enjoyment of digital content?
 Quick Quiz:
1. _________ is the process of recording a broadcast so that it can be played back at a more
convenient time. (Answer: Time shifting)
2. _________ 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)
3. 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.
CLASSROOM ACTIVITIES
 Quick Quiz:
1. 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)
2. 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)
3. 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.
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TEACHER TIP
Point out the terminology note on page 466. Ask students if they agree that the term copy protection is
biased.
FIGURES
 Figure 8-57
CLASSROOM ACTIVITIES
 Quick Quiz:
1. _________ refers to technologies designed to prohibit consumers from copying content.
(Answer: Copy protection)
2. What two technologies do CD copy protection technologies rely on? (Answers: multiple
sessions and corrupted data)
3. True/False: Copy-protected CDs contain a software program that strips out intentionally
corrupted data. (Answer: True)
4. True/False: Copy-protected CDs have become more popular in recent years. (Answer: False)
5. True/False: The Red Book no-copy bit is nearly impossible to defeat. (Answer: False)
DVD and Blu-ray 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 ACTIVITIES
 Assign a Project: Ask students to write a paragraph or draw a diagram explaining how AACS works.
 Quick Quiz:
1. A(n) _________ is any DRM technology that interjects signals into the video stream to prevent
analog output from being copied. (Answer: analog protection system)
2. What does CSS stand for in the context of DVD DRM? (Answer: Content Scramble System)
3. 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.
 Compare FairPlay to Windows Media DRM.
 Review the term super distribution.
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FIGURES
 Figure 8-61
CLASSROOM ACTIVITIES
 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.
 Quick Quiz:
1. True/False: Files protected by Windows Media DRM can be accessed using any hardware or
software player. (Answer: False)
2. True/False: The recording industry reportedly pays private firms to seed file-sharing networks
with fake versions of popular copyrighted songs. (Answer: True)
WHAT DO YOU THINK?
083100 Have you had trouble using software, music CDs, or movie DVDs because of copy
protection?
a. Yes
b. No
c. Not sure
083200 In your opinion, do sites like the iTunes Music Store provide consumers with enough
flexibility for copying files and creating playlists?
a. Yes
b. No
c. Not sure
083300 Do you think digital rights management technologies are justified because of the high rate
of piracy?
a. Yes
b. No
c. Not sure
New Perspectives on Computer Concepts 2011 Instructor’s Manual
Glossary of Key Terms
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24-bit bitmap, 437
32-bit bitmap, 437
3-D graphics, 449
AAC, 424
AACS, 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, 468
DeCSS, 468
Desktop video, 452
Digital audio, 422
Digital camera, 431
Digital content, 464
Digital rights management, 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
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Frame rate, 456
GIF, 442
Gradient, 447
Grayscale palette, 438
HDCP, 466
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
Pixelated, 435
Place shifting, 465
PNG, 443
Portable audio player, 425
QuickTime Movie, 457
Rasterization, 447
RAW, 442
Ray tracing, 449
RealAudio, 424
RealMedia, 457
Region code, 468
Rendering, 449
Resolution dependent, 435
Run-length encoding, 439
Sampling rate, 423
Scanner, 431
Signal scrambling, 465
Sound card, 423
Speech recognition, 428
Speech synthesis, 428
Streaming audio, 425
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Streaming video, 459
Super distribution, 471
SVG, 448
Synthesized sound, 426
System palette, 438
Temporal compression, 458
Text-to-speech software, 428
TIFF, 442
Time shifting, 465
Tracing software, 447
True Color bitmap, 437
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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
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