cimt543VideoPlanning

AUDIO & VIDEO PLANNING DOCUMENT 1

Audio and Video Planning Document

Devon Kinne

CIMT 543

Summer 2012

Dr. Ziaeehezarjeribi

Indiana State University


Audio and Video Planning Document

In order to keep the technologically-involved students of today engaged in the curriculum

and learning, multiple modalities must be used. Students today are used to learning through the

computer, through YouTube video clips, and other kinds of media. One of these modalities is

the use of video. Smaldino, Lowther, and Russell (2012) state that using videos in the

curriculum can “take the learner almost anywhere and extend students‟ interests beyond the

walls of the classroom” (p.234). By engaging students with not only the traditional text-based

curriculum but also audio and video technology, student‟s learning can be expanded in four of

the major learning domains: cognitive, affective, psychomotor, and interpersonal (Smaldino,

Lowther, & Russell, 2012, p.235). It also provides the ability to meet the needs of many kinds of

diverse learners, including those with hearing impairment, those who may need more time for

processing of information, as well as with gifted students (Smaldino et al., 2012).

One of the many ways to incorporate videos into instruction is through the use of the

video to teach a specific process (Smaldino et al., 2012, p.242). I have chosen to create a video

that helps guides students through the process of creating a parabola using a piece of string and

then calculating, through interpolation, an equation that fits the parabola. This video will help to

allow students to first see how parabolas can be created in nature; this topic is one that they will

then be exploring on their own after this video presentation. It will also help students to

experience more practice of the process of interpolation, by seeing a demonstration of a teacher

actually solving the system of equations.

For my production of the instructional video, I first followed many of the steps of

videography as laid out by Smaldino et al. (2012). These steps include the preproduction

planning, recording, and editing of the work (Smaldino et al, 2012, p. 244). I first summarized


who my learners where and the subject area of my video. I then created a detailed script, which

depicted what shots I would record, what I would be saying in each shot, any music that would

be playing through transitions, as well as the graphics used. My final step was to create a visual

storyboard. A visual storyboard includes “a rough sketch of the scene, script, and any notes for

the camera operator, such as “zoom in for close-up of face””(Smaldino et al., 2012, p.244). This

provided a visual overview of the script. My video work was created using my Panasonic HDC-

SD90 Full HD video camera. I used Camtasia Studio to edit my video, record audio, and capture

screen shots and computer work.

Video Background Information

Title of Video Determining the equation of a parabola

Target The learners are students at East High School in Madison, Wisconsin. There are
Learners
26 students in the class; 10 females and 16 males. Since this is an Algebra 2

course, the students are primarily either sophomores or juniors in high school.

The students who are sophomores are on-track to take AP Calculus their senior

year; the junior students are on-track to take Pre-Calculus their senior year.

There are 8 sophomores and 18 juniors. Three students in the class have

disabilities documented in an individualized education plan (IEP). None of

these students receive extra support services in class; one student is permitted

extra time on exams. Data regarding free/reduced lunch is not available for the

specific class; however, 58% of the school in total is eligible for free/reduced

lunch (Madison Metropolitan School District, 2012). There are 17 Caucasian

students, 1 Middle Eastern student, three Black students, 2 Hispanic students,


and 3 Asian students. The students all enjoy using technology during the class

time and tend to react enthusiastically when presented with assignments that

require the use of technology, especially presentations.

Subject Area Math: Interpolating and Graphing Quadratic Equations

Learning Objectives

Learning Students will substitute points on a graph into a function form to find the
Objectives:
equation of a graph correctly 80% of the time.

Students will graph quadratic equations on their graphing calculator, choosing

an appropriate window to view the graph, 80% of the time.

Script

Video Audio
Title of Video and objectives, Background music, playing softly
music, fade out
Close-up shot of presenter Hello, students! You are now working on the “Process” part
of your WebQuest assignment. You have reviewed how to
interpolate three points on a parabola to come up with a
quadratic equation.
Graphic displaying text a) interpolate points given a graph and b)explore how
changing the shape of a parabola changes the equation
Long-shot showing presenter You are going to play around with a new manipulative, a
and white board with grid and hanging rope, that creates a parabola. We‟re going to
hanging chain determine the equation for the parabola, and determine how
changing the shape creates a new equation.
Recorded PowerPoint slide of The degree of the equation determines the number of points
Degree of Equation needed. If I have an equation of degree "n", then I need at least
"n+1" points to create an equation to approximate the points.
Since we are given a parabola that we are trying to interpolate
from to create a quadratic equation, we always need to pick
three points.
Transition to long shot of We can now pick three points to interpolate from.


presenter and white board
Recorded PowerPoint slide Once we have three points picked, we have to create our
displaying insertion of points system of equations that we will solve.
into quadratic equation format
Long Shot of presenter and This should be a review from our previous PowerPoint
white board. presentation entitled Quadratic Equations: Systems and
Graphs that was part ofthe WebQuest. Let‟s graph our
equation using our TI-83 graphing calculator to determine if
the equation we found does indeed match our curve.
Recorded computer screen As you can see, our equation is a good approximation of our
showing the equation next to hanging chain. Now, let‟s do this again to see what happens to
our hanging graph our “a”, “b”, and “c” when we change the shape of the graph.
Close up of white board, If we change the ends of our chain, we end up creating three
moving ends of rope different points that we‟ll have to interpolate to create the
equation.
Recorded computer screen We can see when we graph this that we again created an
showing the equation next to equation that matched our hanging string. What did you notice
our hanging graph about the differences in „a‟, „b‟, and „c‟ between the two
graphs?
Long shot of presenter Now that we have begun to experiment with our hanging rope,
I want you to continue this experimentation and create a
hypothesisabout the relationship of the values „a‟, „b‟, and „c‟
and the shape of our curve.
Graphic Displaying Text Answer the following questions. What happens if the ends of
the chain move further out? Closer together? What if only
one moves? What happens to „a‟, „b‟, and „c‟ when you do
that.
Recorded computer screen You can now visit the website, Interactive Parabola, and see
showing website. how changing the values of a, b, and c in the quadratic
equationchanges the shape of the parabola. You can change
the 'a' value, the 'b' value, and the 'c' valueto see how the
equation and the parabola both change.
Close up shot of presenter Congratulations! You have now completed this part of your
Process of your WebQuest.Your next task is going to be to
begin your project of finding parabolas all around you, and
apply the same process and procedures that we did here.
Credits, fade music in and out None


Storyboard

Title Screen
• Determining the Equation of a Parabola
• objectives

Hello, students! You are now working on the
“Process” part of your WebQuest assignment.
You have reviewed how to interpolate three
points on a parabola to come up with a
quadratic equation. You are now going to

a) interpolate points given a graph and
b)explore how changing the shape of a
parabola changes the equation

You are going to play around with a new
manipulative, a hanging chain, that creates a
parabola. You will determine the equation for
the parabola,and explore how changing the
shape changes the equation.


The degree of the equation
determines how many points we
must choose to interpolate. Since
we are given a parabola that we
are trying to interpolate from to
create a quadratic equation, we
always need to pick three points.

We can now pick three points to
try to interpolate from.

Once we have three points
picked, we have to create our
sytem of equations that we will
solve.


This should be a review from the previous
PowerPoint that you did in your WebQuest.
Let’s graph our equation using our TI-83
graphing calculator to determine if our
equation matches our curve.

As you can see, our equation is a good
approximation of our hanging chain.
Now, let’s do this again to see what happens
to our “a”, “b”, and “c” when we change the
shape of the graph.

If we change the ends of our chain, we end
up creating three different points that we’ll
have to interpolate to create the equation.

We can see when we graph this that we
again created an equation that matched our
hanging chain. What did you notice about
the differences in ‘a’, ‘b’, and ‘c’ between the
two graphs?


Now that we have begun experimenting with the
hanging chain, I want you to continue this
experimentation to create a hypothesis about the
relationship of the values ‘a’, ‘b’, and ‘c’ and the
shape of the graph.

Answer the following questions. What happens if
the ends of the chain move further out? Closer
together? What if only one moves? What happens
to ‘a’, ‘b’, and ‘c’ when you do that.

Visit the Interactive Parabola website, found linked
off of the web quest, and explore how changing the
values of a, b, and c impact the shape and direction
of the parabola. Compare their findings with their
hypothesis, and see how you fared!

You have now completed this part of your Process of
your WebQuest. Congratulations! Your next task will
be to begin your project of finding parabolas around
you in the world, and applying the same process that
we did here.

Credits


References

Kinne, D. (2012). Quadratic equations: Systems and graphs. Retrieved June 3, 2012, from

https://www.dropbox.com/s/kiaumcum165xvwg/DevonKinneCIMT543Summer2012VIs

ualPrinciples.pptx

Kinne, D. (2012). Parabolas around us webquest. Retrieved June 3, 2012, from

http://parabolasaroundus.weebly.com/

Madison Metropolitan School District.(2012). Official third Friday September enrollment by low

income.Retrieved May 19, 2012, from https://infosvcweb.madison.k12.wi.us/node/989

Math Wearhouse. (2012). Interactive parabolas. Retrieved June 3, 2012, from

http://www.mathwarehouse.com/quadratic/parabola/interactive-parabola.php

Smaldino, S.E., Lowther, D.L., & Russell, J.D. (2012).Instructional technology and media for

learning(10thed.). Boston, MA: Pearson Education, Inc.

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