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Oswego Update Project

A Graduate Research ProjectUpdating Course Outlines in Technology Education

June 2004

“Communication Systems”

In collaboration with:

Developer:

Chris Mangano, Graduate Student, SUNY – Oswego, cmangano@oswego.org

Project Directors:

Dr. William Waite, Professor, SUNY-Oswego, waite@oswego.edu Mr. Eric Suhr, Liaison, New York State Education Department, esuhr@mail.nysed.gov

Content Consultants:

Mr. Steven Defendorf, Solvay High SchoolMr. Mike Harter, Phoenix High School Mr. James Cuyler, Baldwinsville High School

Original Writing Team (1986):

David Faux, State University College at OswegoEarl Gates, Greece Olympia High School, RochesterCherl Scholand, Greece Olympia High School, Rochester

Digitally available atwww.oswego.edu/~waite

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Forward

The “Oswego Update Project” is a collaboration between SUNY Oswego and the NYS Education Department to refresh and modernize existing Technology Education course outlines. New York State Learning Standards will be identified and organized.

The original work was a NYSED initiative during the transformation from Industrial Arts to Technology Education in the 1980s. These courses have proven to be very popular and most durable for the profession. In fact, many have been used as course models in other states.

Hundreds of sections are offered in New York state each year, according to the Basic Educational Data System (BEDS). However, the objectives need to be revisited with a current eye, successful teaching strategies need to be surveyed in the field, bibliographies should be updated, and Internet resources added, as they were unavailable during the original project.

It is hoped that this graduate-level research endeavor will accomplish the following:

provide a solid graduate research project for the developers involved (learning by doing)

involve known, successful teachers as consultants to the process through a common interview template

honor the work and dedication of the original writing teams

refresh course objectives and teaching strategies

forge a more uniform format between and among course outlines

update the bibliography of each course to reflect the last ten years of literature review

include Internet resources both useful as general professional tools, and as specific content enhancement

develop an index showing how NYS M/S/T standards are accomplished for each course objective

The result will be an enhancement for graduate students at SUNY-Oswego, NYSED implementation goals, and Technology Education teachers in New York state. Course outlines will be digitally reproduced and made available through appropriate Internet and electronic media.

Dr. William Waite, ProfessorSUNY Oswego, Dept. of TechnologySchool of Education

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Overview of the Course

Course Goals

This course will explore the world of communications in terms of the sender, receiver, and the message that is being sent. It will introduce students to tools and equipment that allow modern communications to happen.

Rationale

The speed at which we gather important information is increasing as the world is becoming smaller and smaller. Limitless information is at our fingertips and talking to someone half a world away just takes a push of a button. Students are required to use many high tech devices that seem to change from day today. Our society demands that all citizens have the ability to stay informed and up to date with what is going on in the world around them. Exploring the workings of all our society’s media will help students prepare for a life of ever changing communication systems.

Course Description

Communication systems is a hands on course where students, using time tested production design methods and state of the art digital equipment, will design and produce both a radio and a video project that would meet the same standards found in professional media production companies anywhere in the industry.

½ Elective Credit18 weeksGrades 9-12No prerequisites

Course Skills, Knowledge, and Behaviors to be developed

After successfully completing this course students will be able to: identify the communication process. recognize the steps used to send and receive every message. operate technical devices. analyze the impact of communication on society and cultures of the world.

Content Outline

Module 1.0 Communicating Information1.1 Systems Overview

1.1.1 A communication systems modela. Input, process and output stagesb. Monitor feedback, control and adjustc. Resources

1.1.2 Types of systems for communicating informationa. Audio systems • Radio and Telephoneb. Video systems • Televisionc. Integrated media systems • Computer assisted multimedia

1.2 Developing the Message1.2.1 Client data and information gathering

a. Client interviewb. Message identificationc. Market identification

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1.2.2 Identifying the approacha. Brainstorm communication solutionsb. Identify appropriate media

1.2.3 Client confirmationa. Presentation of proposalb. Customer modifications and acceptance

1.2.4. Organizing productiona. Scheduling and contractingb. Identifying and selecting resources

1.2.5. Careers in the communications field

Module 2 . 0 Electronic Graphics and Drawing Systems 2.1 Electronic Still Imaging

2.1.1 Recordinga. Camera operationb. Applications

2.1.2 Outputa. Monitor displayb. Image printingc. Presentation graphicsd. Digital Authoring

2.2 Presentation Graphics2.2.1 System requirements

a. Hardwareb. Software

2.2.2 Visual considerationsa. Image selection and placementb. Color

2.3 Computer Assisted Illustrating2.3.1 System requirements

a. Hardwareb. Software

2.3.2 Input proceduresa. Drawing techniquesb. Importing and manipulating images

2.4 Electronic Publishing2.4.1 System requirements

a. Hardwareb. Software

2.4.2 Basic typographya. Measurementb. Type selectionc. Formatting

2.4.3 Output devicesa. Low resolution printersb. High resolution imagesetters

2.4.4 Telecommunication applicationsa. File sharingb. Telepublishingc. Accessing services

2.4.5 Careers in the graphics field2.5 Image Reproduction

2.5.1 Printing systemsa. Lithographyb. Flexographyc. Gravure

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d. Screen

Module 3.0 Electronic Communication Systems3.1 Audio Systems

3.1.1 Recording and playbacka. Analog (disc, tape and records)b. Digital (disc and tape)

3.1.2 Audio production resourcesa. Equipment (source, amplify and playback)b. Mediums (tape, disc and record)c. Facilities (studio and control room)d. People (station manager, program director, on-air staff, sales/marketing, chief of production and staff, chief engineer and technical staff, traffic manager, news director/reporters)e. Capital (advertising sales, rate cards, promotion, networks and owners)

3.1.3 Studio and live productiona. Equipment (mixing board, console, microphone, cart machine, tape recorder, CD player,turntable and amplifier)b. Techniques (miking, recording, equalizing, mixing, editing, dubbing and duplicating)c. Music and voice recordingd. Airshifts (morning, noon and evening)e. Station format (music, personalities and programming)

3.1.4 Telecommunications applicationsa. Telephoneb. Message systems

3.2 Video Systems3.2.1 Video recording and playback

a. Analogb. Digital

3.2.2 Production resourcesa. Equipment (cameras, lighting, audio, dubbing, computers and editing)b. Formats (2”,1”, 3/4”,1/2”, 8mm)c. Facilities (studios, mobile units, editing, control room and transmitter)d. People (station manager, news director, engineer and reporter)e. Capital (advertising sales, networks, stock holders and owners)

3.2.3 Production planninga. Target audience/demographicsb. Approach method (information, promotion, persuasion and entertainment)c. Format (commercials, public service announcements, interviews, news broadcasts, documentaries, electronic field productions, electronic news gathering and short features)d. Storyboardinge. Scriptwritingf. Supporting floor plans and drawingsg. Budgeting and scheduling

3.2.4 Production techniquesa. Composition and camera techniquesb. Directingc. Sceneryd. Audioe. Lighting

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f. Editingg. Dubbingh. Graphics (titles, animations and computer generation)i. Single camera productionsj. Multi-camera productions

3.2.5 Broadcast considerationsa. On-air program scheduleb. Market share and ratingsc. Careers in the broadcasting field

3.3 Integrated Media Systems3.3.1 Computer animation

a. Hardware and software requirementsb. Image motion and effects

3.3.2 Sound digitizinga. Inputs and digital interface devices

3.3.3 Image capturea. Inputs and digital interface devicesb. Applications

3.3.4 Media integration and productiona. Computer generated video (encoders and genlock)b. Interactive video (software drivers and interfaced peripherals)

Module 4.0 Communication Through the Internet4.1 What is the Internet?

a. Historyb. Present Status and Current Usagec. Internet vs. Proprietary On-line Servicesd. Domains

4.2 Applicationsa. E-mail and Listservsb. The World-Wide Webc. Usenet and Internet Relay Chatd. Audio and Video Communication

4.3 Information Gatheringa. Educationb. Businessc. Healthd. Religione. Human Connections

4.4 Skillsa. Search Strategiesb. Conventions and Netiquettec. Programming (e.g., HTML, 2004 Microsoft FrontPage)

4.5 Issuesa. Privacyb. Securityc. Free Speech

4.6 The Future of the Internet4.7 Applications to presentation graphics and animated presentations4.8 Careers in the Internet field

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General Instructional Strategies

This is a project-based course with students spending about 7 weeks on audio and 11 weeks on video. The class takes place in an laboratory with powerful computers and state of the art digital cameras, camcorders, and audio/video mixing equipment. Class sizes need to be limited to the amount of equipment available and union contract. Students at all academic levels are encouraged to take this course.

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Module 1.0 Communicating Information

Performance Indicators/Supporting Competencies

Given the appropriate information relating to communications and to a level acceptable to the instructor:

Students will be able to:

1. Identify the parts of the communication systems model.2. Describe the types of communication systems.3. Categorize information gathering.4. Design a proposal presentation.5. Identify production resources.

Suggested Specific Instructional Strategies

1. Examine and define all the parts of the systems model with unlabeled handout that students can fill in as part of their notes

2. Poll students and develop lists of all possible forms of communications.3. Require students to research radio and TV demographics and ratings.4. Have students prepare a radio show proposal.5. Have student groups prepare a power point presentation on production resources that

they found while doing research on the Internet.

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Module 2 . 0 Electronic Graphics and Drawing Systems

Performance Indicators/Supporting Competencies

Given the appropriate information relating to graphics and drawing systems and to a level acceptable to the instructor:

Students will be able to:

1. Identify the part of a still camera.2. Describe still camera operation.3. Explain film processing and printing.4. Define computer illustrating.5. Compare drawing techniques.6. Describe electronic publishing.7. Differentiate between low and high-resolution printers.8. Identify telecommunication applications.9. Compare printing systems

Suggested Specific Instructional Strategies

1. Describe still camera parts during small group demonstrations where each student has a camera to work with while the demonstration takes place.

2. Describe still camera operations during during small group demonstrations where each student has a camera to work with while the demonstration takes place.

3. Show video on photographic processes and techniques. 4. Discuss and computer illustrating programs that students have access to on the school

network.5. Have students create illustrations for their CD cover.6. Have students create publications using school software.7. Demonstrate printing publications on different resolution quality printers.8. Discuss file sharing, telepublishing, and accessing services during instructional lesson.9. Have students take a field trip to local print shop.

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Module 3.0 Electronic Communication Systems

Performance Indicators/Supporting Competencies

Given the appropriate information relating to electronic communications systems and to a level acceptable to the instructor.

Students should be able to:

1. Distinguish between analog and digital audio systems.2. Recognize audio production resources.3. Compose a radio show.4. Identify the parts of a video camera.5. Describe video camera operation.6. Compare video production resources.7. Design a video production.8. Classify production techniques.9. Describe computer animation.10. Utilize audio digitizing devices.11. Implement media integration.

Suggested Specific Instructional Strategies

1. Give students examples of both analog and digital systems during audio lesson.2. Bring in a guest speaker from local radio station to discuss radio production.3. Have students create a radio show using the laboratories audio equipment.4. Give a small group demonstration of video cameras so that each student may make use

of their own camera during the lesson.5. Have student take practice shots with video cameras for editing exercise.6. Bring in guest speaker from a local television station to discuss television production.7. Have students create video project using the laboratories video editing equipment.8. Have students read and discuss local TV and radio ratings as found on the Internet.9. Demonstrate and discuss computer animation software such as 3D Studio Max or Flash.10. Require students to extract audio tracks using digitizing software as part of radio project.11. Give examples and discuss media integration as part of radio and TV production lesson.

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Module 4.0 Communication Through the Internet

Performance Indicators/Supporting Competencies

Given the appropriate information relating to communication through the Internet and to a level acceptable to the instructor.

Students should be able to:

1. Differentiate the Internet from older information resources. 2. Generate and store an email document using Internet resources.3. Compile research data from Internet sources.4. Utilize Internet search engines to find required data. 5. Recognize security issues as they relate to the World Wide Web.6. Predict the future of the Internet.7. Utilize presentation graphic.

Suggested Specific Instructional Strategies

1. Require student groups to do a presentation on the history of the Internet using PowerPoint slide show.

2. Demonstrate and discuss computer email systems.3. Invite the librarian to speak to students about online resources.4. Discuss Boolean search strategies and require students to search the Internet using said

strategies to find require data. 5. Have students write a paper on plagiarism, intellectual property and copyright laws, using

Internet resources.6. Have student groups brainstorm possible paths for the future of the Internet during class

discussion.7. Require students to make a PowerPoint presentation on the future of the Internet.

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Bibliography

O’Hair,D./ Friedrech,G. (1998). Strategic communication in business and the professions. Boston, MA: Houghton Mifflin Company.

Dominick, J. (2001). The dynamics of mass communication. New York. McGraw-Hill.

Sanders, M. (1997). Communication technology today and tomorrow. New York: McGraw-Hill.

Seymour, R., Ritz, J., Cloghessy, F. (1996). Exploring communication. Tinley Park, Ill: Goodheart-Willcox.

Burrows, T., Gross, L., Wood, D. (1995). Television production. Dubuqu, IA: Brown&Benchmark.

Hilliard, R. (2004). Writing for television and radio. Belmont, CA: Wadsworth Publishing Company.

Stephens, M. (1998). Broadcast news. Fort Worth, Tx: Harcourt Brace Jovanovich College Publishers,

Millerson, G. (1999). Lighting for television and film. London: Focal Press.

Block, B. (2001). Seeing the structure of film, TV, and news media. London:Focal Press.

Cartwright, S. (1996). Preproduction planning for video, film, and multimedia.London: Focal Press.

Lathi, B. (1998). Analog communication systems. New York: International-Thomson Publishing

Haykin, S. (2000) Communication systems. Hoboken: Wiley Text Books.

Sklar, B. (2001). Digital communications: fundamentals and applications. New York: Prentice Hall.

Prasad, K. (2004). Principles of digital communications systems and computer networks.Boston: Charles River Media.

Feher, H. (1997). Wireless digital communications. New York: Prentice Hall.

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DVD, VHS, and Other Instructional Technology Resources

Learning HTML $19.95 52 min

Videos for Learning. 1353 South 8th Street, Suite 104 Colorado Springs, CO 80906

Wonder of Sound (2002) $39.99 90 min amazon.com

Producing a Video $79.95 16 min insvideo.com

Digital Photography $59.95 20.00 insvideo.com

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Appendices

General Web Resources

Academy of Applied Science (AAS)

American Association for the Advancement of ScienceAmerican Chemical Society (ACS)American Society of Mechanical Engineers (ASME)  

ASEE EngineeringK12 CenterAssociation for Career and Technical Education (ACTE)Council on Technology Teacher Education (CTTE)Dr. Waite's SUNY Oswego Academic Web SiteEinstein Project

Electronic Industries FoundationEpsilon Pi Tau Honorary Fraternity in Technology

Florida Technology Education AssociationFor Inspiration and Recognition of Science and Technology (FIRST)Four County Technology Association (Rochester Area)Future Scientists and Engineers of America (FSEA)History of Education - Selected Moments of 20th CenturyHistory of Science Society

Inner AutoInnovation Curriculum Online NetworkInstitute for Electrical and Electronic Engineers (IEEE)International Society for Technology in EducationInternational Technology Education AssociationJETSJournal of Technology Education

Journal of Technology EducationKISS Institute for Practical Robotics (KIPR)Microsoft Educator Resources

Mohawk Valley Technology Education AssociationMontgomery Public SchoolsNASA - Education Program

Nassau Technology Educators AssociationNational Academy of EngineeringNational Academy of Engineering: TECHNICALLY SPEAKINGNational Aeronautics and Space Administration (NASA)National Renewable Energy Laboratory (NREL)National Research CouncilNational Science FoundationNational Society of Professional EngineersNew York State Technology Education AssociationNiagara County & Western New York TEAOhio State University

Oswego Technology Education AssociationProject Lead The WaySills USA Society for Philosophy and TechnologySociety for the History of Technology

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Suffolk Technology Education AssociationSUNY Oswego Dept of TechnologyTeacher Certification Office NYSTECH CORPSTech LearningTechne Journal

Technology for All Americans Project (standards)Technology Student Association

Technology Student Association (TSA)The Learning Institute of Technology Education (LITE)TIES Magazine

U.S. Department of Education

Specific Content Web Resources

Academy of Television Arts & Science www.emmys.orgTvRadioWorld www.tvradio.world.comThe National Association of Broadcasters www.nab.orgParents Television Council www.parentstv.orgGraphic.com www.graphics.comNational Association of Communication Systems Engineers www.nacse.comAmerican Communication Systems www.ameradio.comCommunications systems group www.s2.chalmers.seCentre for Communications Systems Research www.ee.surrey.ac.ukBusiness Communications review www.ber.com

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Appendix A - Correlation Matrix with NYS Learning Standards for Math, Science, and Technology (Complete text of standards available on line at : www.emsc.nysed.gov Go to MST icon)

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Content Standards Performance Standards

Modules Within This Course

Standard 1“Analysis, Inquiry, and Design”

Mathematical analysis

Module 1.0 (Communicating information)Module 2.0 (Graphics/Drawing)Module 3.0 (Electronic Communication)Module 4.0 (Internet Communication)

Scientific inquiry Module 1.0 (Communicating information)Engineering design

Standard 2“Information Systems”

Retrieve Module 1.0 (Communicating information)Module 3.0 (Electronic Communication)Module 4.0 (Internet Communication)

Process Module 1.0 (Communicating information)Module 3.0 (Electronic Communication)Module 4.0 (Internet Communication)

Communicate Module 1.0 (Communicating information)Module 3.0 (Electronic Communication)Module 4.0 (Internet Communication)

Impacts Module 1.0 (Communicating information)Module 3.0 (Electronic Communication)Module 4.0 (Internet Communication)

Limitations Module 1.0 (Communicating information)Module 3.0 (Electronic Communication)Module 4.0 (Internet Communication)

Ethics Module 1.0 (Communicating information)Module 3.0 (Electronic Communication)Module 4.0 (Internet Communication)

Standard 3“Mathematics”

Mathematical reasoning

Module 2.0 (Graphics/Drawing)Module 3.0 (Electronic Communication)

Number and numeration

Module 2.0 (Graphics/Drawing)Module 3.0 (Electronic Communication)

Operations Module 2.0 (Graphics/Drawing)Module 3.0 (Electronic Communication)

Modeling Module 2.0 (Graphics/Drawing)Module 3.0 (Electronic Communication)

Measurement Module 2.0 (Graphics/Drawing)Module 3.0 (Electronic Communication)

UncertaintyPatterns Module 2.0 (Graphics/Drawing)

Module 3.0 (Electronic Communication)Standard 4“Science”

Physical setting Module 1.0 (Communicating information)Living environment Module 1.0 (Communicating information)

Standard 5“Technology”

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Engineering design Module 1.0 (Communicating information)Module 2.0 (Graphics/Drawing)Module 3.0 (Electronic Communication)Module 4.0 (Internet Communication)

Tools, resources, and technological processes

Module 1.0 (Communicating information)Module 3.0 (Electronic Communication)Module 4.0 (Internet Communication)

Computer technology

Module 1.0 (Communicating information)Module 2.0 (Graphics/Drawing)Module 3.0 (Electronic Communication)Module 4.0 (Internet Communication)

Technological systems

Module 1.0 (Communicating information)Module 2.0 (Graphics/Drawing)Module 3.0 (Electronic Communication)Module 4.0 (Internet Communication)

History of technology

Module 1.0 (Communicating information)

Impacts Module 1.0 (Communicating information)Management Module 1.0 (Communicating information)

Standard 6 – “Interconnectiveness: Common Themes”

Systems thinking Module 1.0 (Communicating information)Models Module 1.0 (Communicating information)

Module 2.0 (Graphics/Drawing)Magnitude and scale

Module 1.0 (Communicating information)Module 2.0 (Graphics/Drawing)

Equilibrium and stability

Module 1.0 (Communicating information)

Patterns of change Module 1.0 (Communicating information)Optimization Module 1.0 (Communicating information)

Standard 7 - “Interdisciplinary Problem Solving”

Connections Module 1.0 (Communicating information)Module 2.0 (Graphics/Drawing)Module 3.0 (Electronic Communication)Module 4.0 (Internet Communication)

Work habits Module 1.0 (Communicating information)Module 2.0 (Graphics/Drawing)Module 3.0 (Electronic Communication)Module 4.0 (Internet Communication)

Skills and strategies

Module 1.0 (Communicating information)Module 2.0 (Graphics/Drawing)Module 3.0 (Electronic Communication)Module 4.0 (Internet Communication)

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Appendix B - Examples of Instructional Materials

Introduction to Editing and Segment Production

This exercise will give you experience with a camcorder, microphone, storyboard and editing. You will tape other people in class answering questions and edit it together with footage you will be supplied. You are to follow the storyboard below in assembling your edited piece. This exercise will be graded as follows:

Camera work-20 pointsTitles and Credits-10 points

Sound levels and quality-20 pointsAudio dub-10 points

Editing timing-20 pointsEditing smooth and glitch free-20

 5 seconds of black Opening stand up Written to introduce your piece on “The Benefits of the New House System”-head and shoulders shot -HH*

Cut to H and S shot of 1st interview person- answer only

You at desk- Camera set up on tripod- Lav segue from the two opinions to a clip on the supplied video tape-** fade out

Fade in Clip of Mangano his opinion on how to use the time, found on supplied tape

Sound from opening fades in at 3 sec.

SOT-18 sec 2-3 sec lead

10-20 seconds-SOT

10-15 sec SOT- 30 sec-

You at computer doing a closing- Camera on a tripod Using a Lav.Fade out

Title over Black“OHS-The New House Plan”Cut to credits on next slide

Camera-Editing-Sound-

Music by-Production Manager

Fade to black at 2:45

25 Sec SOT Fade in Music-music to be added after the production is finished as an “audio dub”

Music continues Fade at Total time 1:30 +or- 15 seconds

*-end with segue to first opinion**-Watch tape supplied and use first clip supplied

Common TermsSegue-Smooth transition between elements of the productionSOT- sound on tape- the sound originally shot with the video footageVO-voice over- sound added after the production is doneStand up- a reporter standing at any location setting the stage for the segmentLS- Camera Long Shot- usually shows at least the entire person or building if not a wide viewMS- Medium Shot- Usually from the waist upCU- Close up- usually a “head and Shoulders” shotECU- Extreme Close up what ever shot is of usually fill the viewFade- slowly brings picture on or off screen or view. Can be audio, video or both. Also known as mix.Cut- abrupt start or stop to sound or picture.Lav or Lavaliere- Type of microphone clipped on the lapel.HH-Hand-held microphone.

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Radio Project Checklists

Before you start working with the equipment be sure you OR your partner have…

Shown the instructor your Blocking Diagram "rough draft"

Shown the instructor your PSA "rough draft" script

Shown the instructor your commercial "rough draft" script

Revised anything that the instructor told you to re-work

Be sure you have the following to hand-in at the pre-assigned due-date:

FINAL blocking diagram for Radio Show

FINAL script for PSA

FINAL script for commercial

FINAL scripts for entire show (OPTIONAL! See instructor for sample)

FINAL cassette of Radio Show (be sure to rewind it all the way)

Audio Buying Assignment

Notebook

Before the Radio Project due-date be sure you have…

COMPLETED the unit practice test.

Studied the areas on the practice test that you missed

Gathered any notes that you are missing from lectures

Organized your notebook

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Radio Project Requirements

Name___________________________________Period_______The Radio Show will determine the majority of your grade for this quarter. Your grade will be based on how well you meet the requirements for the project. If you do not hand the project in on time it will not be accepted (and you will receive a failing grade for this marking period). Make sure you leave yourself extra days in your planning so that you can turn the project in on time even if you miss days due to illness or if we have emergency closing days.

Promotion of Drugs (including alcohol), tobacco, weapons, reckless driving, violence, robbery, championship wrestling, boxing, fighting etc.in your Comm Systems Radio Project will result in automatic failure for the 10 week marking period. Profanity is also grounds for automatic failure as well as any material deemed offensive by the instructor.

Tape Cover 15 ptsBlocking Diagram 5ptsPSA- 10pts (5 timing 5 content)Commercial 10pts (5 timing 5 content)Filler Content 5ptsFormat Content 5ptsStation Identifier 5times 5ptsDistortion 5ptsAudio Levels 5ptsMouth Noise 5ptsSegues 5ptsVocal Delivery 5ptsTiming –Music 5pts

Timing Overall-10pts Time and Effort-10pts

You Must Hand in 1. Labeled cassette tape.2. Computer generated blocking diagram3. Original approved and signed blocking diagram.4. Original, approved hand written, PSA.5. Computer generated PSA.6. Tape case with cover made using Adobe Pagemaker and meeting all content requirements.

Project Due End of the School Day (2:15) _______No After School the Last Day!!!!!

PROJECT DUE DATE: __________________ NO LATES, NO EXTENSIONS, NO AFTER SCHOOL ON THE DUE DATE! I HAVE READ AND UNDERSTAND THE REQUIREMENTS _____________________________________

I HAVE READ AND UNDERSTAND THE DEADLINES ________________________________________Equipment Sign-up:You must sign up for a Radio Workstation prior to the ay you wish to work. You will not be allowed to work two days in a row unless there are available workstations due to absence, lack of

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materials, or loss or privilege. If you sign up for after school and do not show up you will not be allowed to sign up for after school again and will have to take your chances on available time.I HAVE READ AND UNDERSTAND THE RULES FOR SIGNING UP FOR WORK TIME_______________________________________

COMMUNICATION SYSTEMS NAME_______________________

VIDEO PROJECT PROPOSALMust be approved by ________ The earlier the better.

SUBJECT OF PROPOSED VIDEO_____________________________________________________________________________________________________________________________________________________POSSIBLE TITLE OF VIDEO-________________________________________________________

PURPOSE OF VIDEO- Inform Instruct Persuade

OBJECTIVE OF YOUR VIDEO-AFTER WATCHING THIS VIDEO THE VIEWER WILL-____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

EXPLAIN A LITTLE BIT ABOUT YOUR VIDEO-(WHO WILL BE IN IT, WHERE WILL IT BE SHOT, WHO WILL DO WHAT DURING PRODUCTION, WHERE DO YOU PLAN TO USE AN AUDIO DUB, TITLES OR CG, Or EFFECTS)

INTRO-____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

BODY-____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

CONCLUSION-____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

APPROXIMATE LENGTH___________ INSTRUCTORS APPROVAL______________Changes or Modifications suggested:_____________________________________________________________________________________________________________________________________________________________________________________________________________________________

Proposal Must be APPROVED by _______

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NOT TURNED IN BY THAT TIME!Late penalty 3 Points per day.

Must be approved before you can go on to writing your treatment which is due__________. Late penalty 3 Points per day.

Nothing inappropriate, unsafe or illegal. Not even fake illegal. You will be graded on good judgment as well as content.

VIDEO PROJECT REQUIREMENTS, RESPONSIBILITIES, AND GRADING

NAME__________________________

As you know the video project constitutes a great deal of your grade for this quarter. It includes requirements that constitute homework, written work as well as a performance test( the project itself). It is very difficult to pass this class if you don't complete this project. Keep up with the deadlines and always leave an extra day in your plans to learn by your mistakes. Plan the entire project with the idea of a day or two extra to allow for problems.

REQUIREMENTS: To Inform, Instruct, or Persuade. Length 1:30-2:30. You must decide EXACTLY what you will do on your proposal and meet it! NO changes to project once proposal is approved!

1. PROPOSAL-APPROVED BY (may be approved sooner!) 2. TREATMENT- (WRITTEN DESCRIPTION OF YOUR VIDEO FROM START TO FINISH) (You may start your project any time after approval) Must be turned back in with project or loose 10 pts!3. STORY BOARD- STEP BY STEP PLAN FOR PROJECT -COMPLETE BEFORE STARTING - HAND IN WITH FINISHED PROJECT

4. OPENING TITLES AND OR CLOSING CREDITS5. CAMERA WORK- DEMONSTRATE ABILITY TO CORRECTLY USE CAMERA Light composition focus, color, steadiness 6. Power Point presentation- recorded to tape edited into project. 7. SPECIAL EFFECTS- (STROBE, STILL, PAINT, SPLIT SCREEN, ANY OR ALL) At least one.8. AUDIO-ORIGINAL AND AUDIO DUB- EVERY ONE MUST INCLUDE AN AUDIO DUB9. EDITING- BOTH QUANTITY AND QUALITY OF EDITS WILL BE CONSIDERED10. CONTINUITY- FLOW, SMOOTH TRANSITION FROM OPENING TO CREDITS no harsh cuts or glitches11. OVERALL QUALITY-EVERYTHING COMES TOGETHER IN A PROFESSIONAL PACKAGE hand in all required paperwork in a folder clearly labeled with name and period. Neatness does count! Use the computer to “jazz it up”. 12. MEET OBJECTIVE- AS STATED IN ORIGINAL PROPOSAL Must be turned back in with project or loose 10 points.13. EFFORT- HOW MUCH EXTRA DID YOU PUT IN AND HOW DIFFICULT WAS YOUR PROJECT14. Tape cover- includes digital photo, spine label, and tease on back.

PROJECT DUE ________ BY 2:30 NO EXCEPTIONS AND NO EXTENSIONS NO AFTER SCHOOL ON LAST DAY

I HAVE READ AND UNDERSTAND THE REQUIREMENTS_________________________________________________I HAVE READ AND UNDERSTAND THE DEADLINES______________________________________________________

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EQUIPMENT SIGN-OUTYou must reserve and sign out cameras, microphones, tripods, and any other equipment you may need. However they must be returned the same day to the main office at the high school by 3:55. Failure to do so will result in the loss of the privilege of using the schools equipment outside of the classroom. You are responsible for the equipment you sign out until it is returned.I HAVE READ AND UNDERSTAND THE RULES GOVERNING EQUIPMENT USE AND SIGN-OUT___________________

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Appendix C - Examples of Assessment Materials

Communication Systems Exam

1. In the communication loop, the sender:A. Chooses the code. C. Must consider the target audience.B. Originates the message. D. All of the above.

2. Which of the following is NOT one of the four reasons people communicate:A. Inform C. ArgueB. Instruct D. Entertain

3. Propaganda is mainly used by what two groups or organizations?(choose 2 answers)A. Industry C. GovernmentB. Labor D. Religion

4. The difference between a commercial and an infomercial is:A. The type of product sold. C. The cost of the products.B. The length. D. The time and location it is seen.

5. What is a demographic profile used for?A. Study peoples buying and shopping habits.B. Keep secret files on peoples lives.C. Help people decide where to live.D. None of the above.

6. Audio communication takes place:A. By creating ion motion. C. Using a vacuum.B. Within the range of human hearing. D. Better in deep space.

7. If the frequency of a sound is the same as another sound, but its amplitude is greater, what will the difference be in these two sounds?A. The pitch or tone. C. The loudness or volume.B. The rhythm. D. It will have more bass.

8. Which type of radio signal will transmit over longer distances?A. AM C. FMB. RF D. VCD

9. Digital signals are stored as:A. 0’s and 1’s C. Semi conductorsB. Electromagnetic impulses D. Analog

10. A speaker and a microphone:A. use electromagnetism C. both produce sound B. operate on the same principal D. Both A and B.

11. Which of the following is not an example of a Public Service Announcement.A. A famous person talking about how adults can learn to read at the public library.B. Information about getting help with a drug problem.C. A warning about unprotected sex.D. A warning about a coming storm

12. Which of the following is used to plan and layout a radio show and includes times and locations.A. Storyboard C. Blocking DiagramB. Edit card D. Script

13. What term is used in both radio and television to describe a smooth transition from one portion or item to the next?A. Segue C. CutB. Dissolve D. Reprise

14. What government agency regulates all signals broadcast into open air, such as radio, TV, telephone, remote garage door openers, etc. A. FBI C. SPCAB. BCI D. FCC

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15. What is the main difference between a Cable Network and a Broadcast Network?A. Cable Networks can only be seen on cable systems.B. Broadcast networks cannot be seen on cable systems.C. You must pay to see Cable networks and only need an antenna to see Broadcast

Networks.D. They are the same.E. Both A and C.

16. Which of the following is a written step-by-step description of a video that is being proposed for production?A. Storyboard C. ProposalB. Treatment D. Blocking diagram

17. A microphone that clips to your shirt is called a:A. Line mic C. Hand Held micB. Mini mic D. Lavaliere Mic

18. Editing is the process of:A. Adding titles C. Dubbing in new soundB. Putting together wanted clips D. All of the above

19. What name is given to an unwanted bit of signal or static between edited clips?A. Glitch C. InsertB. Mix D. Roll

20. Back light and white balance are problems associated with what piece of equipment?A. Mixing board C. CamcorderB. VCR D. Television

21. A radio or television station located west of the Mississippi River would have which of the following possible call letters?A. KPMG C. CKWSB. WMRV D. MMEX

22. A speaker: A. Changes sound waves into electricity.B. Changes electricity into sound waves.C. Produces electrical charges.D. None of the above.

23. Geosynchronous is a term used to describe:A. The location of broadcast towers.B. The orbit of the space shuttle.C. The method of producing power in this country.D. The orbit of a communications satellite.

24. The hearing range of human beings is measured in:A. Hertz. C. Decibels.B. Watts. D. Joules.

25. When was black and white television introduced?A. 20’s C. 40’sB. 30’s D. 50’s

26. TV broadcasting uses Nielsen ratings to measure:A. Number of viewers C. Signal strengthB. Number of commercials D. Humor level

27. During what stage of production would you use storyboarding?A. Casting C. Planning B. Recording D. Dubbing

27. Video tapes and floppy disks can be erased by?A. Light rays C. Sound wavesB. Magnetic fields D. Ice cubes

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28. Printing a photo in a desktop publishing program requires the photo to be:A. reduced. C. enlarged.B. digitized D. filtered.

29. Which process is used to print on T-shirts?A. Screen Printing C. OffsetB. Roto Gravure D. Flexo

30. How do you view a part of a computer document that is not on the screen?A. Pasting C. CuttingB. Scraping D. Scrolling

31. Which camera problem will cause pinholes in film negatives?A. Overexposure C. UnderexposureB. Dirt of copy D. Extreme reduction

32. Photos in books and news papers are called:A. line images. C. halftones.B. screen shots. D patterns.

33. How is ink forced through a screen print?A. Water C. FrameB. Squeegee D. Spoon

34. A simple small sketch without detail is called a:A. mini C. thumbnailB plain D. isometric

35. Brainstorming relies on:A. one person C. weatherB. only good ideas. D. group input

36. When looking for a job at a radio station a person should first ask for:A. an application. C. a salary list.B. a resume. D. a brochure.

37. A system that communicates using only sound is called.A. Audio C. VideoB. Laser D. Graphic

38. A plastic weapon used by an actor during a play is called a:A. costume. C. prop.B. special effect . D. set.

39. The strategy of promoting the finished product to the public is called:A. preparing C. marketingB. watching D. drafting

40. Which type of communication involves the sounds and images?A. Radio C. GraphicsB. Audiovisual d. Satellite

41. Johann Gutenberg is famous for this form of communication.A. Audio C. TVB. Print D. Telecommunications

42. During which stage of production are mixing and dubbing preformed?A. Editing C. TapingB. Rehearsing D. Casting

43. The person responsible for getting everything needed for a rehearsal is called? A. Writer C. Actor B. Gaffer D. Director

43. An acoustically treated room is used for:A. video editing C. audio dubbingB. sound recording D. video recording

44. Reproducing a videotape is called:A. copying C. censoring.B. faxing. D. splicing.

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45. The schedule for making a television program from start to finish is a:A. casting schedule. C. shooting schedule.B. production schedule. D. editing schedule.

46. In brainstorming, all initial ideas are considered:A. possibilities. C. problems.B. solutions. D. questions.

47. Which of the following is not a Boolean expression?A. Not C. OrB. And D. For

48. Meta-search engines search?A. Images C. Phone numbersC. Other search engines. D. Old newspapers.

49. A local station owned by a major network is called a(n):A. satellite C. affiliateB. studio D. Flagship

50. A Modem is used in which form of communication?A. Audio C. TVB. Internet D. Satellite

Communication Systems Final Exam Answer Key

1. D 11. D 21. A 31. B 41. B2. C 12. C 22. B 32. C 42. A3. C,D 13. A 23. D 33. B 43. D4. B 14. D 24. C 34. C 44. C5. A 15. E 25. B 35. D 45. B6. B 16. B 26. A 36. A 46. A7. C 17. D 27. C 37. A 47. D8. A 18. D 28. B 38. C 48. C9. A 19. A 29. A 39. C 49. C10.B 20. C 30. D 40. B 50. B

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Appendix D - Students with Disabilities

The Board of Regents, through part 100 Regulations of the Commissioner, the Action Plan, and The Compact for Learning, has made a strong commitment to integrating the education of students with disabilities into the total school program. According to Section 100.2(s) of the Regulations of the “Commissioner of Education, “Each student with a handicapping condition as such term is defined in Section 200.1(ii) of this Chapter, shall have access to the full range of programs and services set forth in this Part to the extent that such programs and services are appropriate to such student’s special educational needs”. Districts must have policies and procedures in place to make sure that students with disabilities have equal opportunities to access diploma credits, courses, and requirements.

The majority of students with disabilities have the intellectual potential to master the curricula content requirements of a high school diploma. Most students who require special education attend regular education classes in conjunction with specialized instruction and/or related services. The students must attain the same academic standards as their non-disabled peers to meet graduation requirements, and, therefore, must receive instruction in the same content area, at all grade levels. This will ensure that they have the same informational base necessary to pass statewide testing programs and meet diploma requirements.

Teachers certified in the subject area should become aware of the needs of students with disabilities who are participating in their classes. Instructional techniques and materials must be modified to the extent appropriate to provide students with disabilities the opportunity to meet diploma requirements. Information or assistance is available through special education teachers, administrators, the Committee on Special Education (CSE) or student’s Individualized Education Program (IEP).

Strategies for Modifying Instructional Techniques and Materials.

1. Students with disabilities may use alternative testing techniques. The needed testing modification must be identified in the student’s Individualized Education Program (IEP). Both special and regular education teachers need to work in close cooperation so that the testing modifications can be used consistently throughout the student’s program.

2. Identify, define, and pre-teach key vocabulary. Many terms in this syllabus are specific, and some students with disabilities will need continuous reinforcement to learn them. It would be helpful to provide a list of these key words in the special education teacher in order to provide additional reinforcement in the special education setting.

3. Assign a partner for the duration of a unit to a student as an additional resource to facilitate clarification of daily assignments, timelines for assignments, and access to daily notes.

4. When assigning long-term projects or reports, provide a timeline with benchmarks as indicators for completion of major sections. Students who have difficulty with organizational skills and time sequence ma need to see completion of sections to maintain the organization of a lengthy project or report.

Infusing Awareness of Persons with Disabilities Through Curriculum.

In keeping with the concept of integration, the following subgoal of the Action Plan was established.

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In all subject areas, revisions in the syllabi will include materials and activities related to generic subgoals, such as problem solving, reasoning skills, speaking, capacity to search for information, the use of libraries, and increasing student awareness of and information about the disabled.

The purpose of this subgoal is to ensure that appropriate activities and materials are available to increase student awareness of disabilities.

The curriculum, by design, includes information, activities, and materials regarding persons with disabilities. Teachers are encouraged to include other examples as may be appropriate to their classroom or the situation at hand.

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Appendix E - Student Leadership Skills

Development of leadership skills is an integral part of occupational education in New York state. The New York State Education Department states that “each education agency should provide to every student the opportunity to participate in student leadership development activities. All occupational education students should be provided the opportunity to participate in the educational activities of the student organization(s) which most directly relate(s) to their chosen educational program”.

Leadership skills should be incorporated in the New York state occupational education curricula to assist students to become better citizens with positive qualities and attitudes. Each individual should develop skills in communications, decision making/problem solving, human relations, management, and motivational techniques.

Leadership skill may be incorporated into the curricula as competencies (performance indicators) to be developed by every student or included within the suggested instructional strategies. Teachers providing instruction through occupational educational curricula should familiarize themselves with the competencies. Assistance may be requested from the State adviser of the occupational student organization related to the program area.

Students who elect to become active members in student leadership organizations chartered by NYSED have the advantage of the practical forum to practice leadership skills in an action-oriented format. They have the potential for recognition at the local, state, and national level.

More information in Technology Education can be found at the Technology Education Student Association web site at:

http://www.tsawww.org