April 20, 2018

Lisa Cordeiro served in the Marine Corps in Okinawa, Japan, and later received dual bachelor degrees from the University of Massachusetts and a master’s degree from Harvard University’s Extension School. Ms. Cordeiro cur- rently works as a Web manager and technical communicator, writing and distributing online press releases and other Web content. She has written for numerous publications and books and created many courses for Penn Foster. For more information, visit www.lisacordeiro.com.

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INSTRUCTIONS TO STUDENTS 1

LESSON ASSIGNMENTS 5

LESSON 1: INTRODUCTION TO MULTIMEDIA 7

LESSON 2: ANIMATION, VIDEO, AND MULTIMEDIA SKILLS 25

LESSON 3: FROM PLANNING TO PRODUCING 39

LESSON 4: INTERNET AND MOBILE PROJECTS AND DELIVERY 53

FINAL GRADED PROJECT 65

ANSWERS 71

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INTRODUCTION Welcome to the world of Internet multimedia!

Though you may think that you’re new to multimedia, you’ve been exposed to it your entire life. In its most basic form, multimedia includes the combination of more than one medium, such as photos, music, animation, movies, and so on. With the explosion of the Internet in recent years, there has been a growing interest in multimedia, especially for the Web. Digitized media is a way of capturing media in a code that computers can read and transmit easily over computer net- works. Interactive multimedia is a way of letting users change and work with media, such as customizing the view of a Web page.

The benefit of using multimedia in your Web pages is that you’re able to reach more users than with a static text Web page. People learn differently—one person may learn better by listening, while another learns better by reading—but most people respond to a variety of styles in order to retain what they’ve learned. And with the millions of Web pages out there today, you need to make your Web pages both user-friendly and attractive enough so that users will return.

This course will build on information that you already know about the Web, but assumes that you have little or no infor- mation about the various types of multimedia you can include for Internet projects. So maybe you’ve experimented with using graphics on your Web pages, but never tried adding video. This course provides the basics for multimedia that you can use on the Web, including graphics, sound, video, and ani- mation.

Begin this course with the understanding that Web develop- ment is valuable knowledge in today’s world. People around the world use the Web to communicate, and if you know how to make your Web pages stand out from the rest, then you’re ahead of the game. Therefore, success in this course will give you invaluable knowledge that you’ll be able to apply at work and in your studies.

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OBJECTIVES When you complete this course, you’ll be able to

� Discuss the various forms of multimedia, such as text, graphics, sound, video, and animation

� Describe best practices to incorporate multimedia into your projects

� Describe the stages of a multimedia project

� Identify several tools to aid you in multimedia projects

� Define different team roles in multimedia projects

� List where to find the talent you may need for your projects

� Identify testing types and delivery options before launching your project

� Plan and design an attractive Web site using multimedia

COURSE MATERIALS This course includes the following materials:

1. This study guide, which contains an introduction to your course, plus

� A lesson assignments page with a schedule of study assignments

� Introductions to lessons and assignments that emphasize the main points in the textbook

� Additional information and illustrations that pertain to the topics in your lessons

� Self-checks and answers to help you assess your understanding of the material

� Exercises and project suggestions to help you apply the knowledge you’ve gained in practical ways

2. Your course textbook, Multimedia: Making It Work, which contains the assigned reading materials

Instructions to Students2

Instructions to Students

YOUR TEXTBOOK Your textbook, Multimedia: Making It Work, Ninth Edition, by Tay Vaughan, contains the material on which you’ll be tested, so it’s important that you read it carefully and completely. It contains many features that make your study easy, including the following:

� The table of contents, on pages viii–x, which indicates the breakdown of topics. You can determine what’s covered in each section of the chapters from these pages.

� A glossary that starts on page 450 that you can use to use to easily look up any unfamiliar terms

� The index beginning on page 468, which you can use to easily find information on any topic in your textbook

You’ll want to begin by reading the About This Book section on the pages preceding the table of contents, followed by the Introduction on pages xv–xvi. You’ll find that the author’s goal is to provide you with a solid introduction to multimedia. It also tells you about the features of the textbook.

YOUR STUDY GUIDE This study guide is a companion to your textbook and provides a lesson plan that will help you in your studies of Internet multimedia. The course and the study guide are divided into four lessons. Each lesson in the study guide provides a prac- tical overview of the areas covered, as well as several reading assignments, additional information and illustrations that pertain to the topics in your lessons, and highlights of important points from your textbook.

After you finish each reading assignment in the study guide, complete a short self-check to help measure your progress. You’re also strongly encouraged to try the projects and exer- cises suggested within the study guide for a chance to apply the knowledge you’ve gained in a practical way.

For every lesson, you must complete a multiple-choice examination. To finish the course, you’ll also complete a final graded project.

Instructions to Students

YOUR STUDY PLAN Think of this study guide as a blueprint for your course. You should read it carefully. The study guide divides the course material into four lessons, which are further divided into assignments. Each assignment includes reading from your textbook and exercises that will help you practice what you’ve learned.

Each lesson ends with a self-check exercise to check your understanding of what you’ve learned. You should use the following procedure to help you receive the maximum benefit from your studies:

1. Read the lesson introduction in the study guide to introduce you to concepts discussed in the textbook. The lesson introduction provides an overview of what you’ll learn, as well as objectives.

2. Read the assignment in the study guide to get an idea of what you’ll learn. Then, follow along in your study guide as you read the assigned pages in your textbook. To grasp the content in your textbook, pay close attention to all of the details.

3. After you’ve finished each lesson, try the suggested exercises and projects.

4. Answer the questions provided in the self-check exercise and check your answers with those given in the back of the study guide. If you miss any questions, review the material covering those questions. The self-checks are designed to reveal weak points that you need to review. Do not send your answers to the school; they’re for only you to evaluate your understanding of the material.

5. After you’ve completed the self-checks for a lesson, take the lesson examination.

6. Once you’ve completed all the lessons, complete the final graded project.

Feel free to e-mail your instructor for assistance at any point during your studies.

Now you’re ready to begin Lesson 1.

Good luck!

Lesson 1: Introduction to Multimedia For: Read in the Read in the study guide: textbook:

Assignment 1 Assignment 1 Chapter 1

Assignment 2 Assignment 2 Chapter 2

Assignment 3 Assignment 3 Chapter 3

Assignment 4 Assignment 4 Chapter 4

Examination 402417RR Material in Lesson 1

Lesson 2: Animation, Video, and Multimedia Skills For: Read in the Read in the study guide: textbook:

Assignment 5 Assignment 5 Chapter 5

Assignment 6 Assignment 6 Chapter 6

Assignment 7 Assignment 7 Chapter 7

Examination 402418RR Material in Lesson 2

Lesson 3: From Planning to Producing For: Read in the Read in the study guide: textbook:

Assignment 8 Assignment 8 Chapter 8

Assignment 9 Assignment 9 Chapter 9

Assignment 10 Assignment 10 Chapter 10

Examination 402419RR Material in Lesson 3

Lesson 4: Internet and Mobile Projects and Delivery For: Read in the Read in the study guide: textbook:

Assignment 11 Assignment 11 Chapter 11

Assignment 12 Assignment 12 Chapter 12

Assignment 13 Assignment 13 Chapter 13

Examination 402420RR Material in Lesson 4

Final Graded Project 40242100

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Lesson Assignments6

Note: To access and complete any of the examinations for this study

guide, click on the appropriate Take Exam icon on your student portal.

You should not have to enter the examination numbers. These numbers

are for reference only if you have reason to contact Student CARE.

Remember to check your student portal regularly. Your instructor may

post additional resources that you can access to enhance your learn-

ing experience.

Lesson 1: Introduction to Multimedia In Lesson 1, you’ll be introduced to multimedia. You’ll begin by learning what multimedia is and defining many terms you may encounter before studying individual aspects of multimedia. First, you’ll read about text, and then, you’ll move on to images. Lastly, you’ll go over how sound is used in multimedia.

The material is broken into easy-to-understand chunks, so as long as you follow the instructions in the course, you’ll stay right on track. To get the most from this course, follow the outlined directions, and read and complete the assignments.

OBJECTIVES When you complete this lesson, you’ll be able to

� Define basic multimedia terms

� Point out examples of multimedia in today’s world

� Identify tools and best practices for text, images, and sound

ASSIGNMENT 1: WHAT IS MULTIMEDIA? Read the following assignment in your study guide, and then read Chapter 1 in your textbook. Read the Chapter Summary and Key Terms at the end of the chapter to make sure you understand the content.

In Chapter 1, you’ll be introduced to multimedia with several examples of how you can see it in daily life. In its essence, multimedia is a combination of more than one type of media, such as text, art, sound, video, and animation. Multimedia is presented to the viewer in a digital or electronic format.

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Introduction to Internet Multimedia8

Definitions Pay close attention to this section; you’ll be introduced to a variety of common multimedia terms you’ll hear throughout the course, such as authoring tools, integration, and interactive. Multimedia elements are typically sewn together into a proj- ect using authoring software tools designed to manage individual multimedia elements and provide user interaction. The project becomes truly integrated when source documents such as montages, graphics, video cuts, and sound merge into a final presentation.

When you create an experience that allows the user to control elements of the project, you’re creating interactive multimedia. Essentially, the user is interacting with the multimedia project to create an experience the way he or she wants. For instance, the user can click on elements to move to another location in the project. These clickable links are called hypermedia.

You’ll also gain information on how to qualify the characteris- tics of multimedia. One such characteristic is if a project has nonlinear and linear content. Linear projects start at the beginning and run through to the end, like a movie, while nonlinear projects allow the user to wander through the content at will, like a Web site.

Where to Use Multimedia After reading basic definitions and examples of multimedia, you’ll read about where multimedia is used. Web-based multimedia has extended to all purposes of the Internet, from credit card purchasing to Web-based training. Newspapers and magazines include multimedia in their Web pages, so they differ greatly from their printed counterparts. Games and entertainment have also included the latest advances in mul- timedia (Figure 1).

Lesson 1 9

When it comes to business, you’ll learn about the many applications of presentations, training, marketing, and adver- tising that businesses use to communicate. Regarding schools, you’ll read the radical advances in education with the advent of technology, such as through e-learning, instructional videos, and Interactive TV. Finally, you’ll read how multimedia has changed our lives, from home hobbies and home repair to computers and video games.

Multimedia has reached almost every aspect of public life. Looking around hotels, supermarkets, train stations, and more, you’re bound to see terminals or kiosks with interactive multimedia. You can purchase plane and train tickets through interactive kiosks. You can check out of a hotel without waiting to speak to a customer service representative by interacting with a kiosk. You can visit a museum and navigate through a multimedia exhibit to enhance your experience.

FIGURE 1—Nick.com includes a variety of multimedia, such as text, graphics, and video, on its Web site.

Introduction to Internet Multimedia10

Meanwhile, virtual reality is a multimedia experience designed with technology to give you a lifelike experience. You may use goggles, helmets, gloves, or other devices to navigate through the virtual world, changing your perception through each maneuver. Be sure to take a moment to con- sider why the author states how virtual reality is multimedia at its fullest extension on page 9 of your textbook. How do you see the elements of multimedia used to create a virtual world?

Be sure to also read Takis Metaxis’s statement on people who work in virtual reality on page 9 of your textbook. Why do you think those in the field consider themselves outside of multimedia?

Delivering Multimedia The last part of Chapter 1 deals with the technology needed to provide these multimedia experiences. Large amounts of digital memory, or bandwidth, are required to deliver the data. CD-ROMs and DVDs that are currently used are being replaced by flash drives or other technology. The broadband Internet is another way information is shared online. As you’ll read, this is an industry that’s rapidly changing and has many exciting developments and possible setbacks to come.

Review and Application When you finish reading the chapter

� Take the Key Term Quiz and Multiple-Choice Quiz at the back of the chapter and compare your answers to the key at the end of this study guide. If you’re not sure of an answer, go back to the chapter to check. These quizzes will not be scored so don’t send them to the school; they’re for you to gauge your progress. If there are any questions you don’t understand, refer back to the textbook and reread the assignment.

� Try Project 1.1 on pages 15–16, as it will greatly improve your understanding of multimedia on the Web. Remember: Don’t send the project into the school; this is for your use only.

Lesson 1 11

� Take a moment to complete Self-Check 1. You can check your answers by turning to the back of this study guide. If you have trouble with any of the material, review those sections in your text.

Self-Check 1 At the end of each section of Introduction to Internet Multimedia, you’ll be asked to pause

and check your understanding of what you’ve just read by completing a “self-check” exercise.

Answering these questions will help you review what you’ve studied so far. Please complete

Self-Check 1 now.

Indicate whether each of the following statements is true or false.

______ 1. A linear project is one in which the user can navigate through the project at will.

______ 2. Using ITV, students in various locations can connect with a teacher for a class lecture.

______ 3. Virtual reality is separate from multimedia since it does not use any basic elements of

images, sound, animation, and so on.

Provide the correct answers on the blanks below.

4. The digital memory required for distributing multimedia over a network is called _______.

5. _______ is the combination of media elements, such as text, images, or video.

6. Users can click or navigate through interactive multimedia known as _______.

7. The _______ is the display of a multimedia project on a screen.

Check your answers with those on page 71 of this study guide.

Introduction to Internet Multimedia12

ASSIGNMENT 2: TEXT Read the following assignment in your study guide, and then read Chapter 2 in your textbook. Read through the Chapter Summary and Key Terms at the end of the chapter to make sure you understand the content.

In Chapter 2, you’ll learn about one of the most important media elements: text. With text, you can communicate to the reader through words, symbols, sentences, and more. The power of text is undeniable. It’s one of the primary ways we connect with others.

The Power of Meaning English is one of the most common languages for communi- cation in the global world. However, words are often cloaked in many meanings, so strive for accuracy and conciseness when choosing them. Also affecting communication is the irregularity of spelling driven by technology limits. Those who send and receive text messages worldwide have created a number of shorthand phrases and acronyms that are becom- ing understood by more and more people, such as “LOL.”

About Fonts and Faces When discussing text, it’s important to note the following terms:

� A typeface is a family of graphic characters (e.g., Arial).

� A font is a collection of characters belonging to a typeface (e.g., 12-point Arial bold).

� Leading is the spacing between lines of text.

� Kerning is the spacing between pairs of characters.

Be sure you understand the difference between serif and sans serif fonts as explained on pages 25–26 of your text. Note the situations in which each font would be more appro- priate in print or on screen (Figure 2).

Lesson 1 13

Using Text in Multimedia In this section, you’ll learn to balance the use of text in your projects to make them attractive, readable, and complex. On pages 27–28, you’ll read suggestions for choosing fonts. These tips will save you time and effort in choosing fonts for your projects.

Following the guidelines, you’ll read other useful tips about fonts for designing multimedia projects, such as using installed fonts versus downloading others. If you’re using HTML, view the list of Cascading Style Sheet (CSS) options on page 30 to add variation to your text. CSS is a style sheet language that allows you to customize your multimedia project. There are also helpful suggestions for using menus, symbols, icons, and buttons for aesthetic purposes as well as functionality, like navigation and readability.

Computers and Text In the section beginning on page 41 of your textbook, you’ll read a brief description of the evolution of computer fonts as well as different character sets. Knowing that there’s a wide selection of available characters and understanding how to use them will broaden your creative range when you design your own projects. You’ll also read about using text in HTML, such as inserting special characters and creating Web pages with multiple languages. Always keep in mind that the fonts you have installed on your computer may not be installed on someone else’s, so if you use a unique font in your project, you run the risk of it being replaced by an ill-suited default font.

FIGURE 2—Here you see

a short phrase shown in

different font styles.

Introduction to Internet Multimedia14

Font Editing and Design Tools Pages 53–56 in your textbook explore how you can go about using design tools to create your own font. Yes, you can even create your own, if that’s something you want to try! If so, here are some sites you could check out:

� www.fontpanda.com/make-a-font.html

� www.gnu.org/software/gfe

� www.fontstruct.com

� www.myscriptfont.com

To download fonts created by others, visit one of the sites below:

� www.fontfoundry.com

� www.larabiefonts.com

� www.fontlab.com

Hypermedia and Hypertext Hypermedia (interactive multimedia) and hypertext (linked words, sections, and thoughts) are the terms when you make a media element or text interactive. For instance, if you con- vert text to a link that redirects the user to another page or section by clicking it, you converted your text to hypertext. Hypertext is on computers rather than printed pages, and in a fully indexed hypertext system, all words can be found immediately, making this a very valuable search tool.

Review and Application When you finish reading the chapter

Lesson 1 15

� Try Project 2.2 on page 69, as it will greatly improve your understanding of multimedia on the Web. Remember: Don’t send the project into the school; this is for your use only.

� Take a moment to complete Self-Check 2. You can check your answers by turning to the back of this study guide. If you have trouble with any of the material, review those sections in your text.

Self-Check 2 Indicate whether each of the following statements is true or false.

______ 1. Italic is an example of a font style.

______ 2. Serif fonts are usually used for headings in printed text.

______ 3. Dithering blends colors from text to background to make a smoother transition.

Provide the correct answers on the blanks below.

4. _______ is the amount of spacing between pairs of characters.

5. When text is made interactive by converting it to a clickable link, it’s then known as _______.

6. Translating multimedia into another language is known as _______.

7. _______ are where typefaces are created.

Check your answers with those of page 71 of this study guide.

Introduction to Internet Multimedia16

ASSIGNMENT 3: IMAGES Read the following assignment in your study guide, and then read Chapter 3 in your textbook. Read through the Chapter Summary and Key Terms at the end of the chapter to make sure you understand the content.

You’ve probably heard the saying “a picture is worth a thou- sand words,” right? A picture possesses much power when it comes to communicating with the viewer. That’s why it’s so important to use the right graphics and images in your multi- media project. In Chapter 3, you’ll read about images and some best practices to improve your skills in working with images.

Before You Start to Create Although it’s tempting to jump right in and begin creating images, you’re better off planning your approach first. Sketch some design with pencil and paper to work out the designs in your head. Then think about the best tools you can use to create your designs and how to organize them. You’ll also need to ensure your computer’s workspace is configured, so consider using two monitors to view and work on your project more efficiently and make sure your computer’s operating systems can support any extra hardware and software you may need.

Making Still Images You’ll read about the different types of image formats in this section. Two methods computers use to create images are

� Bitmaps, which are matrices of individual pixels that form an image

� Vector-based, which are drawn graphics

You’ll spend some time reading about these two main types of images and where they’re best suited. You’ll also read about some tools to create these images on your own. Make sure you finish the chapter with a basic understanding of their differences.

Lesson 1 17

3-D drawing is a special type of image creation. There is animation software, like Daz3D, NewTek’s Lightwave, and Blender, to help you create these 3-D illustrations, animations, and multimedia productions, but keep in mind that they’ll take time to learn and practice. Furthermore, production values of multimedia projects have increased dramatically, resulting in end users’ higher expectations of the final presentation. Expect to take some time if you want to draw in 3-D as it involves a number of more complicated steps than a simple line or shape drawing. If you’re just getting started with 3-D design and want a basic overview, pay close attention to pages 84–89 in your textbook.

Color Colors are very important in multimedia creation; each one can communicate a dif- ferent tone and feel and may be interpreted differently by other cultures. You’ll begin with a description of natural light and color and then read about the different types of computerized color (Figure 3).

In additive color, color is created by com- bining light sources. In subtractive color, color is created by combining colors that absorb some of the light and reflect others.

You’ll read about different terms concerning computerized color, including

� RGB—red, green, and blue; best used for Web projects

� CMYK—cyan, magenta, yellow, and black; used primarily in printing Note: K is for blacK because B already stands for Blue.

� HSB—hue, saturation, and brightness; color or hue is specified on a color wheel. Saturation and brightness are displayed as percentages.

� Hexadecimal—a scale of 16 numbers and letters that represent the required 8 bits needed to specify the intensity of red, green, and blue

FIGURE 3—You have a wide variety of colors to

choose from, such as this sample seen here.

Remember that colors can communicate differ-

ent tones to different people.

Introduction to Internet Multimedia18

You’ll also be introduced to color palettes (mathematical tables that define the color of a pixel display on the screen) and dithering (a process whereby the color value of each pixel is changed to the closest matching color value in the target palette, using a mathematical algorithm). Read pages 96–99 for a closer look at these concepts.

Image File Formats Lastly, you’ll read about different types of image file formats and the jobs they’re best suited for. Some of these file for- mats include

� GIF

� JPEG

� PNG

� BMP

� TIFF

The first three—GIF, JPEG, and PNG—are the most common and can be displayed by all browsers.

Review and Application When you finish reading the chapter

� Try Project 3.3 on page 106, as it will greatly improve your understanding of multimedia on the Web. Remember: Don’t send the project into the school; this is for your use only.

Lesson 1 19

� Take a moment to complete Self-Check 3. You can check your answers by turning to the back of this study guide. If you have trouble with any of the material, review those sections in your text.

Self-Check 3 Indicate whether each of the following statements is true or false.

______ 1. The three primary colors in an additive color method are red, yellow, and blue.

______ 2. The color white is a combination of all colors in the light spectrum.

______ 3. Pixels can be turned on or off in bitmap images.

Provide the correct answers on the blanks below.

4. _______ occurs when a computer applies the effects to an image based on your instructions.

5. In vector drawing, the pairs of numbers that describe points in two-dimensional space are

known as _______.

6. The simplest digital element is called a/an _______.

7. _______ and _______ are the two main ways a computer generates images.

Check your answers with those on page 71 of this study guide.

Introduction to Internet Multimedia20

ASSIGNMENT 4: SOUND Read the following assignment in your study guide, and then read Chapter 4 in your textbook. Read through the Chapter Summary and Key Terms at the end of the chapter to make sure you understand the content.

In Chapter 4, you’ll learn about sound, another important element you can use in your multimedia projects (Figure 4). You’ll also gain information on how to use digital audio to respond, process, and edit sound; determine which audio file formats are best used in a multimedia project; and cite the considerations involved in managing audio files and integrat- ing them into multimedia projects.

The Power of Sound You’ll begin by reading the power of sound and how people hear sounds differently. Sound is energy and, when at too high a volume, can damage people’s hearing. Acoustics focuses on the study of sounds, and sound levels are meas- ured in decibels. Examples of sounds at different decibels are given on page 109.

FIGURE 4—Sites like this one offer a number of sounds you can download for your projects. Always

make sure you’re downloading from a reputable site and not violating any copyrights.

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Digital Audio Digital audio refers to the representation of sound waves as numbers. This process is also known as digitizing. When sound is digitized, a sample of a sound is taken at regular intervals. The frequency at which the samples are taken is known as the sampling rate.

In this section, you’ll learn some best practices for making quality digital audio files. Some of the basics you’ll read about are

� Setting recording levels

� Editing digital recordings by trimming, splicing, assem- bling, equalizing, and more

� Choosing a suitable file size

A higher audio resolution (8- or 16-bit) makes a higher-quality file. It also makes a larger file size so you need to find a balance between file size and quality. You’ll read some suggestions with formulas on how to find this balance.

MIDI Audio Musical Instrument Digital Interface (MIDI) audio is a standard of communications for electronic sound. MIDI differs from digitizing audio; it involves the process of storing audio in numerical form. If you want to create your own music, MIDI is a quick and flexible tool to do so. At the same time, it’s also difficult to create audio from scratch and it takes some time to learn how to create MIDI files. To make MIDI scores, you’ll need notation software, sequencer software, a sound synthesizer, and perhaps a MIDI keyboard.

MIDI Audio vs Digital Audio Unlike MIDI, digital audio stores actual representation of the sound stored in samples. Most of the advantages are for MIDI files are due to their compact size. However, MIDI files do have disadvantages, stemming from how they represent musical instruments rather than speech sounds.

Introduction to Internet Multimedia22

Furthermore, MIDI is unreliable when it comes to consistent playback quality. Therefore, digital audio is used far more frequently than MIDI data for multimedia sound delivery. Digital audio also has a wider selection of application software and system support for both Mac and Windows platforms, and its preparation and programming don’t demand knowledge of music theory.

However, MIDI is preferable in these situations:

� You have limited memory or bandwidth.

� You have a high-quality MIDI sound source.

� You have control of the playback machines.

� You don’t have any spoken dialog.

Audio File Formats There are several audio file formats you can use to store your audio and you’ll read about those in your textbook. Perhaps you’ve heard of some of them already, such as the MP3 for- mat often used on CDs, or the MP4 format that can store audio and video. To compress audio for storage and decom- press it for playback, you’ll need a codec, which is software for compressing and decompressing audio or video.

Adding Sound to Your Multimedia Projects When adding sound to your multimedia projects, you may need to follow this process:

� Determine the compatible file formats

� Determine sound playback capabilities

� Decide the sound type needed

� Decide between digital audio or MIDI data

� Acquire source material

� Edit the sounds

� Test the sounds

Lesson 1 23

After you follow this process, you’ll need to store your sound files. You’ll read the factors to consider and file sizes, as well as how to keep track of your sounds in a good database. You’ll then read about specific types of sounds, such as ringtones and Internet sound.

When building your sound collection, keep copyright laws in mind. Unless it’s in the public domain, you generally need permission from a sound’s copyright owner in order to use it. If you don’t have a legal right to use audio, don’t use it. Instead, play it safe by creating your own custom sound from scratch or using sounds that have a clear and paid-for ownership and permission trail.

Review and Application When you finish reading the chapter

� Try Project 4.5 on page 143, as it will greatly improve your understanding of multimedia on the Web. Remember: Don’t send the project into the school; this is for your use only.

� Take a moment to complete Self-Check 4. You can check your answers by turning to the back of this study guide. If you have trouble with any of the material, review those sections in your text.

Introduction to Internet Multimedia24

Now, review the material you’ve learned in this study guide and the assigned pages in your textbook for Assignments 1– 4. When you’re sure that you completely understand the information presented in those assignments, complete your multiple-choice examination for Lesson 1.

Self-Check 4 Indicate whether each of the following statements is true or false.

______ 1. MIDI data is a type of digitized sound.

______ 2. Audio resolution is the accuracy that sound can be digitized.

______ 3. According to Vaughan’s Law of Multimedia Minimums, the audience can be satisfied by

an acceptable minimum level of adequacy.

Provide the correct answers on the blanks below.

4. The study of sound in physics is called _______.

5. In digitized sound, a/an _______ is taken at regular intervals.

Check your answers with those on page 72 of this study guide.

Lesson 2: Animation, Video, and Multimedia Skills In this lesson, you’ll delve into more individual elements in multimedia. You’ll begin with animation and how you can use the power of motion in your projects. Then you’ll move into video and how to best shoot, edit, or obtain video clips. You’ll then study the various stages in a multimedia project and the tools and software you can use to help you in this process. Lastly, you’ll learn the various members of a multi- media team and what their roles and responsibilities are.

OBJECTIVES When you complete this lesson, you’ll be able to

� Define animation and how it can be best used in multimedia

� Identify tools and best practices for video

� Describe the stages in a multimedia project

� Identify software tools and authoring systems to help you create multimedia

ASSIGNMENT 5: ANIMATION Read the following assignment in your study guide, and then read Chapter 5 in your textbook. Read through the Chapter Summary and Key Terms at the end of the chapter to make sure you understand the content.

In this assignment, you’ll begin with a discussion of what animation is. Animation can be a powerful way to communi- cate to viewers. A static presentation comes alive thanks to animation, in which objects can move, spin, fade, transform, and so on.

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Principles of Animation Animation is made possible because of our brains interpreting what we see thanks to two phenomena known as the persistence of vision and phi. What this means is that something we see stays in our minds for a brief period after it disappears. Your textbook explains the foundation of animation on pages 145–146.

Animation by Computer Computers have revolutionized the way animation can be created. Think of the movies you’ve seen that have used ani- mation and how they’ve changed over the years. Compare an animated cartoon from the 1930s to a more recent animated film, such as Avatar, to see how far this field has come.

There are different animation techniques, including cel animation, which is what Disney was famous for in its earlier films. A series of graphics, or cels, were presented on each frame for a movie. Keyframes indicate the first and last frame of action. The action between keyframes and the path of action is referred to as tweening.

Computer animation uses the same ideas as those used with cel animation, such as keyframes and tweening, yet the computer vastly reduces the number of drawings that an animator needs to create. It might use a number of effects, such as morphing, in which one object transforms into another. Kinematics, the study of movement and motion of structures that have joints, such as humans, plays a large part in devel- oping successful multimedia projects.

Animations can be stored in a number of formats, such as Director, AnimatorPro, 3D Studio Max, GIF89a, and Flash. In the latest version of HTML, called HTML5, animations can be opened and played within a Web browser.

Lesson 2 27

Making Animations That Work In the last part of the assignment, follow the example to create a simple animation of a rolling ball using Adobe Photoshop (Figure 5). You may then choose to make the ball bounce using GIF89a, an image format that allows multiple images to be put into a single file and then displayed as an animation in a Web browser or presentation program that recognizes the format. You’ll see that using computer software makes an animator’s job much easier.

FIGURE 5—You can create animations in tools like Photoshop.

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Review and Application When you finish reading the chapter

� Try Project 5.1 on page 165, as it will greatly improve your understanding of multimedia on the Web. Remember: Don’t send the project into the school; this is for your use only.

� Take a moment to complete Self-Check 5. You can check your answers by turning to the back of this study guide. If you have trouble with any of the material, review those sections in your text.

Lesson 2 29

ASSIGNMENT 6: VIDEO Read the following assignment in your study guide, and then read Chapter 6 in your textbook. Read through the Chapter Summary and Key Terms at the end of the chapter to make sure you understand the content.

Chapter 6 focuses on video. Video can be very powerful and compelling when done right. If done poorly, however, it’s dis- astrous. In regard to communication, video leaves a more lasting impression on the viewer than text or images do alone. Keep in mind that video requires more demand from your computer or devices. You’ll need much more memory and more storage for a video than you would for images.

Self-Check 5 Indicate whether each of the following statements is true or false.

______ 1. The psychological phenomenon that enables our brains to see animation is

persistence of vision.

______ 2. Inverse kinematics refers to the process of transforming one object into another.

______ 3. Calculating the number of frames between keyframes is known as tweening.

Provide the correct answers on the blanks below.

4. Disney made _______ animation famous as a type of animation technique.

5. The first and last frame in actions are known as _______.

Check your answers with those on page 72 of this study guide.

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How Video Works and Is Displayed There are different types of video, including analog video. In analog video, the data is recorded onto magnetic tape with three color channels. Analog video requires a broadcast standard, such as National Television Standards Committee (NTSC), Phase Alternate Line (PAL), or Sequential Color and Memory (SECAM). An example of an analog device is a video cassette recorder (VCR).

In digital video systems, the data is digitized by the camera into a sequence of single frames, and the video and audio data are compressed before being written to a tape or digitally stored to disc or flash memory. An example of digital video is High Definition Television (HDTV), which provides high-resolution video imagery.

Following these video types, you’ll read how video is displayed. Some examples of digital video display hardware are CRT, LCD, and plasma screens.

Digital Video Containers A digital video container is a file in which compressed, encoded video and audio data are stored so that a player can recognize and play back those files. Common containers for video include MPEG, QuickTime, Windows Media Format, and more. Container formats may also include metadata— important information about the tracks contained in them.

The term codec pops up again in this section. A codec is the algorithm used to compress a video for delivery and then decode it in real time for fast playback. This is helpful when digitizing and storing a 10-second clip of a full-motion video in your computer can require almost 1MB of computer data.

You’ll be introduced to video standards such as MPEG-1, MPEG-2, and MPEG-4. These standards are to ensure projects achieve high image resolution, improved picture quality, and more. This section also reminds you that you ought to be prepared to convert your video into more than one format. There are many free, shareware, and inexpensive file format converters available for multiple platforms.

Obtaining Video Clips Once you’ve decided your project will include video, you’ll have to determine whether you’ll film new footage or obtain preexisting content from a source such as YouTube (Figure 6). When acquiring video clips, you need to be aware of the same copyright considerations as with images and sound. Don’t use video you don’t have a legal right to use. If you’d like to use another person’s video, you need to request permission and perhaps pay a fee.

Lesson 2 31

FIGURE 6—YouTube is one of the most well-known sites for video content.

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Shooting and Editing Video Lastly, you’ll read about factors to consider when shooting and editing your videos. Pay attention here as it saves you time and effort by having your systems set up beforehand. Planning a video through storyboarding helps you figure out what you want to accomplish with your video. The proper lighting, composition, and addition of titles and text are also key factors in shooting quality footage. After you shoot video, you should edit it. A list of professional and free tools is provided at the end of the chapter as well as the platforms they’re available on.

Review and Application When you finish reading the chapter

� Try Project 6.2 on page 195, as it will greatly improve your understanding of multimedia on the Web. Remember: Don’t send the project into the school; this is for your use only.

� Take a moment to complete Self-Check 6. You can check your answers by turning to the back of this study guide. If you have trouble with any of the material, review those sections in your text.

Lesson 2 33

Self-Check 6 Indicate whether each of the following statements is true or false.

______ 1. CRT displays glow red, yellow, or blue colors when energized.

______ 2. Chroma keys allow you to use a color that will become transparent.

______ 3. NTSC, PAL, and SECAM systems are global and you can use them for

analog video worldwide.

Provide the correct answers on the blanks below.

4. If you need a simple movie editor for a Mac, you can use the free _______ software.

5. To compress and decompress video files, you need a/an _______.

Check your answers with those on page 72 of this study guide.

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ASSIGNMENT 7: MAKING MULTIMEDIA Read the following assignment in your study guide, and then read Chapter 7 in your textbook. Read through the Chapter Summary and Key Terms at the end of the chapter to make sure you understand the content.

In Chapter 7, you’ll move away from different types of media and delve into the heart of this course—making a multimedia project. You’ll learn about the intangible elements needed to make quality multimedia, the hardware and software most frequently used in making multimedia, and selecting an authoring system most appropriate for your project.

The Stages of a Multimedia Project There are four stages of a multimedia project:

1. Planning and costing. Plan the writing skills, graphic art, music, video, and other multimedia expertise that you’ll require to avoid false starts and higher development costs.

2. Designing and producing. Perform each of the planned tasks to create a finished product.

3. Testing. Test your programs to make sure that they meet the objectives of your project.

4. Delivering. Package and deliver the project to the end user.

What You Need: The Intangibles Aside from hardware, software, and good ideas, you’ll also need strong creative, organizational, and communication skills when making multimedia. Having time and money is also crucial, and you may find you need the assistance of other people, as multimedia development of any scale greater than the most basic level is inherently a team effort. It’s important that you consider all these factors before you delve into your project.

Lesson 2 35

What You Need: Multimedia Skills Perhaps by now you’ve become intimidated by all you need to learn in order to create quality multimedia projects. If that’s the case, keep in mind that one person doesn’t need to have the entire multimedia skill set. The set of skills can be shared by a team. In Chapter 7, you’ll read about the members of such a team and what each person focuses on. Enjoy reading about the different roles involved in a multimedia team, such as a project manager, video and audio specialists, and pro- grammers. Remember that in each of these roles, you’ll need interpersonal and team skills as you’ll be working as part of a group with a common goal. Perhaps you’ll find a role that most appeals to you!

What You Need: Hardware What follows is a discussion on the hardware you may need for your project. You’ll begin with two major platforms: Windows and Macintosh. No matter which platform you work on, you need to be able to communicate with other comput- ers, share resources, or go online. You’ll read the basics of networking and various types of connections. Then you’ll learn about various memory and storage devices, including

� Random access memory (RAM)

� Read-only memory (ROM)

� Hard disks

� Flash memory/thumb drives

� CD-ROMS

� DVDs

� Blu-ray

Introduction to Internet Multimedia36

Next comes a discussion of input devices you may use for your project, such as keyboards and touchscreen setups. Output devices, such as speakers, projectors, and monitors, may also be imperative. If you can set up more than one monitor, you can ease your work by being able to work on multiple open windows (Figure 7).

What You Need: Software Multimedia software provides the instructions that tell the hardware what to do. Some of the software you’ll read about include the following:

� Text editing tools

� Word processing tools

� Optical character recognition (OCR) software

� Painting and drawing tools

� 3-D modeling and animating tools

� Image-editing tools

� Sound-editing tools

� Animation, video, and digital movie tools

Read pages 221–228 for details regarding the software in the above list, as your textbook provides a list of features you should look for when choosing among them.

FIGURE 7—Working on

multimedia projects can

be much facilitated with

the use of two monitors.

Lesson 2 37

What You Need: Authoring Systems Authoring systems are the key tools you need to create your multimedia projects. The three types of authoring tools are as follows:

� Card- or page-based tools—Elements are organized as pages of a book or a stack of cards.

� Icon-based tools—Multimedia elements and interaction cues (events) are organized as objects in a structural framework or process.

� Time-based tools—Elements and events are organized along a timeline with resolutions as high as or higher than 1/30 second.

Use the section Choosing an Authoring Tool on pages 237–240 to help you select the one best suited for your needs based on the tool’s features concerning editing, organizing, programming, interactivity, performance tuning, playback, delivery, cross- platform, and Internet playability.

Review and Application When you finish reading the chapter

� Try Project 7.1 and 7.4 on page 245, as it will greatly improve your understanding of multimedia on the Web. Remember: Don’t send the project into the school; this is for your use only.

For insight on receiving credit for your work, be sure to read the First

Person section on the Credit Alligator on page 199.

Introduction to Internet Multimedia38

� Take a moment to complete Self-Check 7. You can check your answers by turning to the back of this study guide. If you have trouble with any of the material, review those sections in your text.

Now, review the material you’ve learned in this study guide and the assigned pages in your textbook for Assignments 5– 7. When you’re sure that you completely understand the information presented in those assignments, complete your multiple-choice examination for Lesson 2.

Self-Check 7 ______ 1. Development of Blu-ray discs was driven by HDTV technology.

______ 2. After the video files are compressed, digital video editing doesn’t require much

disk space.

______ 3. The relationships between objects in a multimedia environment are hierarchical,

such as parent and child.

Provide the correct answers on the blanks below.

4. _______ are the files you use in multimedia projects.

5. The four stages of a multimedia project are _______.

Check your answers with those on page 72 of this study guide.

Lesson 3: From Planning to Producing In Lesson 3, you’ll learn about the processes to make your multimedia projects easier to manage. To begin with, you’ll go over what’s involved in planning and costing, such as what tasks you can plan for beforehand to save you time and effort in the long run. Then you’ll go over what’s involved in design- ing your project and then producing it. Lastly, you’ll discuss where you can go if you need to hire additional talent for your project, such as actors for video or voiceovers.

OBJECTIVES When you complete this lesson, you’ll be able to

� Outline the steps in the multimedia process

� Define important parts of planning, such as scheduling and estimating

� Describe the differences between requests for proposals (RFPs) and bid proposals and how you can best work with each

� Define different types of project structures

� Describe best practices in production

� Explain how and where to acquire outside talent

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ASSIGNMENT 8: PLANNING AND COSTING Read the following assignment in your study guide, and then read Chapter 8 in your textbook. Read through the Chapter Summary and Key Terms at the end of the chapter to make sure you understand the content.

Chapter 8 explores the first stage of creating a multimedia project: planning and costing. It’s very important that you plan your multimedia projects before you construct them. At this stage, you prepare what you want your project to look like and what you want to accomplish with it. Planning and costing is the most important phase of the design process and can save you countless frustrating hours in the long run.

The Process of Making Multimedia In planning your project, keep the following considerations in mind: What’s the purpose of your project and whom are you trying to reach? You’ll also want to assess how and why users will want to use your project, whether it be a Web site or other multimedia project. If you’re designing for a client, make sure you have a clear understanding of what your client wants.

Since different people may be involved in different parts of the project at different times, you’ll need to keep track of the tasks, milestones, and timelines for deliverables. One type of project scheduling and management tool is a Gantt chart, which depicts all the tasks along a timeline (Figure 8). You may also find a spreadsheet like Excel helpful.

Lesson 3 41

Planning also helps you estimate not only the duration of the proj- ect, but the resources you’ll need and the costs incurred. This will help you create a realistic estimate of your project. As you build your project, you may release it for testing as working prototypes. A project in the alpha stage is an early project, which may still need much development. A beta prototype is much closer to a final product.

Scheduling Scheduling involves laying out each phase, task, and work item along a timeline and including milestones at which certain deliverables are to be completed. Creating a schedule involves estimating the total time required for each task and then allocating this time among the number of people working on the project. Achieving balance in a schedule is very important, and attaining it can be difficult in terms of multimedia projects as so much of the making of multimedia is artistic trial and error and computer technology is in constant flux.

FIGURE 8—TeamGantt is an online project-scheduling and managing tool you can use to track project

milestones.

Introduction to Internet Multimedia42

Estimating Estimating the cost of a multimedia project is hardly a cut-and-dried process; each new project is somewhat differ- ent than the last, and each may require the application of many different tools and solutions. Do your best to estimate the amount of time it will take to perform each task in your plan. Don’t forget to factor in the hidden costs of administra- tion and management when drafting a list of costs. These tasks involve talking to clients and mailing invoices, and they take time. Giving yourself some padding for contingencies (inevitable unexpected costs) is always wise. Remember that if you’re working for an outside client, you’ll need to determine a payment schedule. You’ll also need to decide upon your own billing rate, which should be set according to your cost of doing business plus a reasonable profit margin.

RFPs and Bid Proposals Depending on the scope of your project and whom you are developing it for, you may need to work with or create various types of documentation, such as a Request for Proposal (RFP), which indicates a client’s needs. If you’re bidding on an RFP, you’ve most likely put together a proposal, which you’ll use to describe what you’ll do in your project. Your proposal may have any or all of these elements:

� Cover and packaging description

� Table of contents

� Needs analysis and description

� Target audience section

� Creative strategy

� Project implementation

� Budget

Read pages 270–272 for a closer look at each of these docu- ments.

Lesson 3 43

Review and Application When you finish reading the chapter

� Try Project 8.1 on page 292, as it will greatly improve your understanding of multimedia on the Web. Remember: Don’t send the project into the school; this is for your use only.

� Take a moment to complete Self-Check 8. You can check your answers by turning to the back of this study guide. If you have trouble with any of the material, review those sections in your text.

Introduction to Internet Multimedia44

Self-Check 8 Indicate whether each of the following statements is true or false.

______ 1. If you’re including an executive summary with your proposal, put it at the end of

the document.

______ 2. When estimating costs, it’s a good idea to pad 10 percent to 15 percent more to

account for contingencies.

______ 3. When planning your multimedia project, you should think of both initial ideas and the

end product.

Provide the correct answers on the blanks below.

4. If you’re responding to an RFP, you’re creating a/an _______.

5. The time that deliverables are expected to be complete are noted on a schedule and

called _______.

Check your answers with those on page 73 of this study guide.

Lesson 3 45

ASSIGNMENT 9: DESIGNING AND PRODUCING Read the following assignment in your study guide, and then read Chapter 9 in your textbook. Read through the Chapter Summary and Key Terms at the end of the chapter to make sure you understand the content.

In Chapter 9, you’ll learn about two key pieces in your project. The first is designing the structure and user inter- face for your project. The second is how to work with clients for project success.

Designing When designing your project, you’re getting into the creative portion with thinking, making, and developing the project components. Storyboards, or graphic outlines, are one way you can design sketches of the project’s details as well as lay out the navigation. These are often called wireframes. For an overview of wireframes, visit www.balsamiq.com.

Before you jump ahead in your designs, you need to make sure you have outlined the structure of your project. One part of this structure is the navigation. How will the user move through your project? Here are four types of navigation struc- tures you’ll learn more about:

� Linear. Users navigate sequentially, from one frame or bite of information to another.

� Hierarchical. This is also considered “linear with branching,” since users navigate along the branches of a tree structure that’s shaped by the natural logic of the content.

� Nonlinear. Users navigate freely through the content of the project, unbound by predetermined routes.

� Composite. Users may navigate freely but are occasionally constrained to linear presentations of movies or critical information and/or to data that’s most logically organized in a hierarchy.

Introduction to Internet Multimedia46

Aside from the navigation structure, you’ll also want to determine how to make your project interactive, and hot spots, hyperlinks, and buttons are all ways you can do that. When users click on hot spots, something happens. Buttons are one type of hot spot. If the hot spot redirects users to another part of a Web page or another Web page, it’s called a hyperlink. If an image is divided into different hot spots, it’s called an image

map.

Icons are a particular type of graphic that’s used to symbol- ize something (Figure 9). For instance, a small graphic of an envelope might represent e-mail. If the user clicks the icon, an e-mail program may open with the recipient’s address already entered.

When designing user inter- faces, or what the user will

see and interact with when using your project, you want to make it as simple as possible. Make sure the navigation is clear and you have quality graphics. If users find your inter- face difficult to use or commands hard to locate, they’re less likely to return to your project.

Your textbook includes a number of good tips for including quality graphics, such as using plenty of white space and avoiding busy screens. Make sure you read through for an understanding of what works and what doesn’t. Following graphics, read the section on audio interfaces, which also includes a number of resources on good design.

Producing When you’ve finished your designs, you’re ready to produce your project. Production is the stage in your project when you work on the actual components. If you’re working with clients, you may send them portions of the project as they’re being developed for approval. Make sure you have a good organiza- tion and storage system set up. It will save you much time in the long run if you don’t have to look for files when you’re not sure where you’ve saved them.

FIGURE 9—An icon is a small graphic that represents something.

Lesson 3 47

Review and Application When you finish reading the chapter

� Try Projects 9.1, 9.3, 9.4, and 9.5 on page 305, as they’ll greatly improve your understanding of multimedia on the Web. You’ll use the skills you try in these exercises for your final graded project, so be sure to try them. You can use a tool you’re familiar with to create sketches of the navigation and site pages, such as Microsoft Word (drawing tools), PowerPoint, or Visio, or even sketch them on paper that you can scan or photograph with a digital camera.

If you’d like to try a tool, Balsamiq (https://balsamiq.com/) offers Webdemos you can try for this practice (although you can’t save it) or a free trial (seven days at the time of this writing). There are also several free wireframing tools you can search for online.

Remember: Don’t send the project into the school; this is for your use only.

� Take a moment to complete Self-Check 9. You can check your answers by turning to the back of this study guide. If you have trouble with any of the material, review those sections in your text.

Introduction to Internet Multimedia48

Self-Check 9 Indicate whether each of the following statements is true or false.

______ 1. Hot spots are one example of buttons.

______ 2. If you’re providing a modal interface for users, they can choose whether they’re

novices or experts, which helps tailor the interface to their level.

______ 3. One graphic tip if you want to emphasize something is to include reversed graphics.

Provide the correct answers on the blanks below.

4. _______ are symbolic, meaningful graphics.

5. If many people are working on a large project, you should consider a way to keep track

of different files so you know which is the most recent. This type of tracking system is

known as _______.

Check your answers with those on page 73 of this study guide.

Lesson 3 49

ASSIGNMENT 10: CONTENT AND TALENT Read the following assignment in your study guide, and then read Chapter 10 in your textbook. Read through the Chapter Summary and Key Terms at the end of the chapter to make sure you understand the content.

You’ll begin Chapter 10 by discussing content, which is the material you’ll put on your page, such as text and graphics. Basically any of your multimedia elements can be considered content. If you don’t have all the content you need, you’ll need to acquire it.

Acquiring Content Acquiring content can be expensive and time-consuming, but it’s important that you use only content you have a legal right to use. If the content is in the public domain, it isn’t protected by copyright so you don’t need to obtain a license.

If it’s protected by copyright, however, you’ll need to request permission to use the content. You don’t want to infringe on someone’s copyrighted work; if you do, you can be sued. This chapter includes tips on how to request a license to legally use copyrighted works. It also includes some of the trickier areas when it comes to copyright, such as a derivative work from another’s original.

You’ll also learn about the copyleft movement, which is to “grant the right to freely copy, distribute, and transform cre- ative works without infringing the author’s rights,” as per the preamble to the Free Art License. The philosophical notion behind a “common work” is that if you modify someone else’s creative product, you should expect and allow others to modify your own.

Confused or intimidated about copyright law? You can find a wealth

of information about copyrights from the U.S. Copyright Office at

www.copyright.gov (Figure 10). You can read the basics of copyright

as well as more details on taking the mystery out of copyrights. Take

a minute to visit the site now and browse through the information

available. You may want to bookmark this site as well so you can

easily return to it at another time.

Introduction to Internet Multimedia50

Ownership of Content Created for a Project This section reminds you of the importance of clarifying own- ership of your work, especially if you collaborate with others. If non-employees contribute to the final product, they may own copyright of the element created by them or share a joint ownership of the product unless they assign or license their ownership rights to you. Never rely on an oral agreement for assignment of rights; this will spare all parties from any expensive legal issues that may arise.

FIGURE 10—The U.S. Copyright Office’s Web site includes many resources on copyright and trademarks.

Acquiring Talent You may need to hire talent—an actor, a model, or a narrator— to help create your project. This section will provide you with the information you need when it comes to locating the pro- fessionals you need and working with union contracts, as well as acquiring releases. Release forms grant you certain permissions and specify the terms under which you can use the material you make during a recording session.

Review and Application When you finish reading the chapter

� Try Project 10.1 on page 357, as it will greatly improve your understanding of multimedia on the Web. Remember: Don’t send the project into the school; this is for your use only.

� Take a moment to complete Self-Check 10. You can check your answers by turning to the back of this study guide. If you have trouble with any of the material, review those sections in your text.

Lesson 3 51

Introduction to Internet Multimedia52

Now, review the material you’ve learned in this study guide and the assigned pages in your textbook for Assignments 8– 10. When you’re sure that you completely understand the information presented in those assignments, complete your multiple-choice examination for Lesson 3.

Self-Check 10 Indicate whether each of the following statements is true or false.

______ 1. There is a growing movement called copyleft in which copyright protections are being

removed from works to make them freely available.

______ 2. Content acquisition can take a lot of time and money to locate elements you need for

your project.

______ 3. An image in the public domain requires you to pay for a license.

Provide the correct answers on the blanks below.

4. The rights to use a piece of work on a computer-based system are known as _______ rights.

5. _______ is a very specific and limited exception to the need to obtain permission for a copy-

righted work.

Check your answers with those on page 73 of this study guide.

Lesson 4: Internet and Mobile Projects and Delivery In Lesson 4, you’ll begin by discussing the background of the Internet and discuss how multimedia is included. Then you’ll discuss best practices for adding multimedia to mobile proj- ects, and lastly, you’ll go over final steps to take with your multimedia projects, including the importance and types of testing, as well as delivery and packaging options.

OBJECTIVES When you complete this lesson, you’ll be able to

� Provide an overview of a basic history of the Internet

� List various tools and considerations for adding multimedia to the Web

� Identify the challenges and rewards of mobile multimedia

� Outline some best practices for different multimedia

� Define different types of testing

� Describe other delivery options for multimedia projects, such as CD-ROMs and DVDs

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ASSIGNMENT 11: THE INTERNET AND MULTIMEDIA Read the following assignment in your study guide, and then read Chapter 11 in your textbook. Read through the Chapter Summary and Key Terms at the end of the chapter to make sure you understand the content.

Around the world, people connect to the World Wide Web to exchange information and communicate to others in a way most never dreamed was possible. You can quickly visit Web sites of people and companies in all corners of the world. The Internet has revolutionized the way we think and act in the twenty-first century. Multimedia plays an important part in the Web today by adding interactive or attention-grabbing designs that make the Web all the more enticing.

Internet History and Internetworking You’ll begin with an overview of the Internet’s history, and then you’ll learn about the different components that make it possible for you to go online, such as a network (a cluster of computers with one acting as a server to provide services such as file transfer and e-mail). Other networks include local area networks (LANs), which can be connected to other LANs to form a wide area network (WAN). LANs and WANs connect to the Internet through a server.

Once you’re online, you use an Internet address to get to where you need to go. Your textbook covers domain names and levels and IP addresses on pages 339–343. You’ll also gain information on connections, bandwidth, and Internet services; Multipurpose Internet Mail Extensions (MIME-types); and using HTML, SQL, and XML. Knowledge of all these tools and features will aid you when creating multimedia on the Web.

Multimedia on the Web You can make your Web pages as basic or as elaborate as you wish. The benefit of using multimedia in your Web pages is that you’re able to reach more users than you can with a static text Web page. Why? People learn differently—one per-

Lesson 4

son may learn better by listening, while another learns better by reading—but most people respond to a variety of styles in order to retain what they’ve learned. And with the millions of Web pages out on the Web today, you need to make your Web pages both user-friendly and attractive enough so that users will return.

You’ll be introduced to different tools used to create Web sites and the differences between them, such as

� HTML

� XML

� CSS

� Java

� JavaScript

An understanding of Web servers, browsers, and search engines certainly plays a part in creating quality multimedia projects. You’ll also read about tools to make it easier for you to create Web pages, such as What You See Is What You Get (WYSIWYG) software, which basically means you can work on a Web page in Display view that appears like a word processor rather than a bunch of code (Figure 11). You can also choose to work in a Code view or in a view that shows both the Display and Code at the same time.

FIGURE 11—Adobe Dreamweaver allows you to work on a Web page in multiple views.

Introduction to Internet Multimedia56

Read pages 360–362 for an overview of how plug-ins and delivery vehicles affect various elements of your project, including text, images, sound, and more. The chapter con- cludes with a look at Common Gateway Interface (CGI) programming and 3-D Web experiences, which have the potential to alter the shape of Web pages forever.

Review and Application When you finish reading the chapter

� Try Project 11.5 on page 391, as it will greatly improve your understanding of multimedia on the Web. Remember: Don’t send the project into the school; this is for your use only.

� Take a moment to complete Self-Check 11. You can check your answers by turning to the back of this study guide. If you have trouble with any of the material, review those sections in your text.

Lesson 4 57

Self-Check 11 Indicate whether each of the following statements is true or false.

______ 1. CSS allows you to mark up and style the information displayed on your Web pages.

______ 2. A network is a group of connected computers.

______ 3. The Internet was created by the CIA in an early effort combatting cyber-attacks.

Provide the correct answers on the blanks below.

4. The most popular WYSIWYG HTML editor on the market at the time of this writing is _______.

5. _______ is the amount of data you can transmit between computers and is expressed in bits

per second.

Check your answers with those on page 73 of this study guide.

Introduction to Internet Multimedia58

ASSIGNMENT 12: MOBILE MULTIMEDIA Read the following assignment in your study guide, and then read Chapter 12 in your textbook. Read through the Chapter Summary and Key Terms at the end of the chapter to make sure you understand the content.

Chapter 12 tackles the role multimedia plays when designing for tablets, e-readers, smartphones, and other mobile devices, which have all changed the nature of society and how we share information with one another.

Digital Revolution Worldwide In this section, you’ll read about the impact that the mobile and multimedia Internet has had on people all over the world. It’s revolutionized the way people do business, inter- act, shop, pay bills, complete homework assignments, travel, play games and access entertainment, and more. Thanks to mobile devices and social networking, we’re all more inter- connected than ever before—read page 397 in your textbook to learn about the six degrees of separation and how the world really does get smaller every day.

Mobile Hardware The size of mobile devices are shrinking, yet their communi- cation powers continues to grow immensely, and the way they’re handled also changes. For example, smaller screens results in multi-touch gestures, like pinches, swipes, and taps. There even exists a “smart pause” feature where a video will halt if the user isn’t looking at the screen.

How can you choose a mobile device when there are so many options? Your textbook addresses the market on page 399 and notes that the combination of hardware, operating sys- tem, and system programming features is what differentiates many brands of tablets and smartphone available today.

Lesson 4 59

Connections A mobile device needs a connection to be able to use the majority of its features, and the conenction begins with a “handshake,” a set of protocols that allow the device and the radio to which it’s connection to identify and authenticate each other. The two radio systems available to connect a smartphone or mobile phone to a cell tower and then onward are Code Division Multiple Access and Global System for Mobile Communications.

However, the very important radio link between the mobile device and the cell phone tower that manages voice and data uses standardized technologies called Third Generation (3G) and Fourth Generation (4G). This section also covers Wi-Fi and Bluetooth connections.

Mobile Operating Systems Lastly, you’ll learn about various operating systems, the soft- ware that makes the smartphone or tablet run. Examples of operating systems include iOS and Android. Programmers writing apps for iOS use Objective C, and those writing apps for Android devices use Java. HTML5, CSS, and JavaScript are used to create hybrid apps. A challenge for programmers today is creating apps that will suit all the many screen sizes in the mobile and desktop world—the movement created to develop methods to deal with that difficulty is called respon- sive web design. Read more about it on pages 406–407.

Review and Application When you finish reading the chapter

Introduction to Internet Multimedia60

� Try Project 12.1 on page 422, as it will greatly improve your understanding of multimedia on the Web. Remember: Don’t send the project into the school; this is for your use only.

� Take a moment to complete Self-Check 12. You can check your answers by turning to the back of this study guide. If you have trouble with any of the material, review those sections in your text.

Self-Check 12 Indicate whether each of the following statements is true or false.

______ 1. Publishing an app at Google Play does not rewuire registration as a developer nor

approval of the app.

______ 2. Bluetooth is a short-range, low-power radio technology.

______ 3. LTE and WiMAX are competing 3G technologies.

Provide the correct answers on the blanks below.

4. iOS and _______ are the operating systems used on more than 90 percent of mobile devices.

5. LiveCode, Adobe Flex, and Android Studio are all examples of _______.

Check your answers with those on page 74 of this study guide.

Lesson 4 61

ASSIGNMENT 13: DELIVERING Read the following assignment in your study guide, and then read Chapter 13 in your textbook. Read through the Chapter Summary and Key Terms at the end of the chapter to make sure you understand the content.

Welcome to Chapter 13, the final assignment of this course! You’ll read about the delivery of your multimedia projects and learn about the significance of each step in the testing process, CD-ROM technology and standards, different pack- aging needs for various projects, and the technical considerations of project deliveries.

Testing It’s crucial that you test early and test often to make sure your project works the way you intend. Common types of testing are alpha releases (projects that are typically for inter- nal circulation only and circulated among a select group of mock users) and beta releases (projects sent to a wider but still select group after the alpha stage). These releases come with caveats explaining that they may contain errors and bugs, which are then ironed out to eventually create a golden master, a finished (and hopefully error-free) final version.

Preparing for Delivery Before delivering your completed project to clients, you’ll first need to prepare the files so they can be easily transferred from your media to the user’s platform. To do so with ease, it may be necessary to provide the user with well-written docu- mentation about the installation process, specifications, and configurations. You may choose to include information about any necessary plug-ins, browse compatibilities, and so on. The clearer and more detailed your installation instructions are, the fewer queries you’ll receive from frustrated users.

Next, you’ll read how to compress your files, which often occurs in a single file called an archive that, when decompressed, results in expanded or extracted “reconstituted” files. Table 14-1 on page 431 shows a list of extensions that represent the compression software that was used.

Introduction to Internet Multimedia62

Delivering on CD-ROM and DVD There are several delivery options and ways to package your multimedia projects, although many are delivered on CD- ROM or DVD (Figure 13). Your textbook provides an overview of compact disc and DVD standards, which will aid you when deciding what format to use when saving, storing, and deliv- ering your project.

Wrapping It Up This section addresses how to intrigue consumers enough to view, use, or purchase your project. This often requires assigning it an exciting title, giving it an attractive cover, and pricing it accordingly; consumers typically relate the finish of a package to the product’s quality. Read pages 439–440 in your textbook for an idea of how projects are packaged and displayed in order to attract users.

FIGURE 13—Many multime-

dia projects are delivered on

CD-ROM or DVD.

Delivering on the World Wide Web Delivering your project via the Web is an idea that should be approached with caution. Security control plays a part in your decision and can be expensive, considering the cost of any high-bandwidth connections, encryption and passwords, special databases, and more. If your project will be stored on a site hosted by an Internet service provider (ISP) or a com- pany intranet, you’ll need to consider the host’s storage limitations during the planning phase of your project.

Review and Application When you finish reading the chapter

� Try Project 13.3 on page 448, as it will greatly improve your understanding of multimedia on the Web. Remember: Don’t send the project into the school; this is for your use only.

� Take a moment to complete Self-Check 13. You can check your answers by turning to the back of this study guide. If you have trouble with any of the material, review those sections in your text.

Lesson 4 63

Introduction to Internet Multimedia64

Review the material you’ve learned in this study guide and the assigned pages in your textbook for Assignments 11–13. When you’re sure that you completely understand the infor- mation presented in those assignments, complete your multiple-choice examination for Lesson 4.

Self-Check 13 Indicate whether each of the following statements is true or false.

______ 1. CDs are sensitive; a small scratch in a straight line from the edge to the center of

your CD will make it unreadable.

______ 2. Compact discs are created in what’s known as a family process.

______ 3. Beta testing should never include people who have not been a part of the

project’s development.

Provide the correct answers on the blanks below.

4. If creating CD-Rs, you can _______ them yourself and save more money than having

them pressed.

5. When you compress your project files into one single file, it’s called a/an _______.

Check your answers with those on page 74 this study guide.

FINAL GRADED PROJECT

INTRODUCTION Now that you’ve completed the exercises and the examinations for Introduction to Internet Multimedia, you’re ready to complete the graded project. For the graded project, you’ll consider some ideas for your Web site and determine which media you’ll use. Next, you’ll use a flowchart to organize your ideas for the site and spot any possible problems. You’ll then create the story- boards showing the design of your Web site.

YOUR TASK You’re going to plan the steps in designing and developing a Web site for a fictional company, sports team, or organization. Think of your interests and come up with a topic you’d like to use for this project.

OBJECTIVE The objective of this project is to show how you’ve learned the concepts in this course to plan what’s needed to create a multimedia project from start to finish. It will also give you practice in understanding and responding to clients’ needs.

PROJECT GUIDELINES

Analyze Ideas By now, you’ve learned the importance of planning a Web site before you begin to create it. It helps you focus on what your Web site is about and who it’s for, and may save you count- less hours of tweaking.

G ra

d e

d P

ro je

c t

G ra

d e

d P

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Introduction to Internet Multimedia66

For this project, you’re going to envision a Web site you’d like to create. You’ll begin with idea analysis. Turn to page 248 for a list of questions you can think about for this project.

Write the Executive Statement Make sure you can answer the following:

� How will people use this Web site?

� What will users gain from this Web site?

� What types of features will be most useful to the users of this Web site?

Once you’ve answered these questions, write your answers in an executive statement of at least 250 words.

Write the Creative Strategy Think about the look and feel of the Web site. Consider the multimedia elements you want to include on your site, such as text, images, and video. Write a description of your cre- ative strategy of at least 250 words.

Create Your Team Think about your strengths and weaknesses for the resources you need to develop your project. Perhaps you’d like to work on graphics or writing, or maybe you’re more project-oriented and would rather handle the overall manage- ment. Think about the other talents you need to pull together a strong team for your project. Write a description of your multimedia team in at least 250 words.

Final Graded Project 67

Create Your Storyboards Now it’s time to think about how you’re going to design your Web site and what elements you’re going to use. Create story- boards for each page of your Web site, keeping the following guidelines in mind:

� Create your storyboard using whatever program you like (e.g., Microsoft Word or PowerPoint, scanned drawings, a wireframing tool)

� Ensure your site is a minimum of five pages.

� Include a minimum of two forms of media on each page (e.g., graphics, sound, video, and animation) in whichever way you choose (e.g., embedded or linked).

� Include at least one of each of the following types of media (not all necessarily on the same page):

� Graphics

� Sound

� Video

� Animation

� Save your files and note the filenames to give to your instructor (e.g., yournamestoryboard.doc or yournamestoryboard.ppt).

� Make sure you answer the following questions in your storyboards:

� Have I created a clear navigational structure?

� Have I chosen appropriate typography?

� Have I chosen appropriate colors?

� Have I chosen appealing media that matches the tone of the site?

� Do my media have acceptable download times?

Introduction to Internet Multimedia68

WRITING GUIDELINES 1. Type your submission, double-spaced, in a standard

print font, size 12. Use a standard document format with 1-inch margins.

2. Read the instructions carefully and address the topics and issues that are suggested.

3. Carefully proofread your project, making sure that you use correct spelling and grammar and appropriate sentence structure.

GRADING CRITERIA The grade you’ll receive for this research project will be based on the following criteria:

The executive statement clearly states what the Web site is about. 15 points

The creative strategy clearly states the Web site’s design strategy. 15 points

The roles of each team member needed are indicated. 15 points

The storyboards depict the layout of each page of the Web site. 10 points

The site contains a minimum of five pages. 10 points

Each page has at least two forms of media. 10 points

The pages are well-planned using guidelines learned throughout the course. 15 points

All four required types of media are included on the Web pages. 10 points

Final Graded Project 69

Content

The student

� Demonstrates a clear understanding of the assignment

� Incorporates the suggested concepts into the research project

� Includes other relevant information from the textbook

� Uses own ideas in the formulation of this project

Written Communication

The student

� Ensures each part of the essay is at least 250 words in length

� Uses correct grammar, sentence structure, and spelling

� Uses appropriate terminology showing knowledge of the concepts in this course

Format

The paper is double-spaced and typed in font size 12. It includes the student’s

� Name and complete mailing address

� Student number

� Course title and number (INT205 Introduction to Internet Multimedia)

� Project number (40242100)

Introduction to Internet Multimedia70

SUBMITTING YOUR PROJECT Congratulations! Now that you’ve completed the Introduction to Internet Multimedia graded project, you’re ready to apply all you’ve learned about multimedia to your own Web pages.

Don’t forget to proofread your work before submitting it. Be aware that your project grade will be based on the accuracy with which you entered and edited the information. Make sure your final Web page is free of errors, and that you’ve closely followed the instructions.

Follow this procedure to submit your assignment online:

1. On your computer, save a revised and corrected version of your assignment and zip all the requisite files into a single archive.

2. Go to www.pennfoster.edu and log on as a student.

3. Go to Student Portal.

4. Click on Take Exam next to the lesson you’re working on.

5. Enter your e-mail address in the box provided. (Note: This information is required for online submission.)

6. Attach your zipped file as follows:

a. Click on the Browse box.

b. Locate the file you wish to attach.

c. Double-click on the file.

d. Click on Upload File.

7. Click on Submit Files.

SELF-CHECK ANSWERS

Self-Check 1 1. False

2. True

3. False

4. bandwidth

5. Multimedia

6. hypermedia

7. graphical user interface (GUI)

Self-Check 2 1. True

2. False

3. True

4. Kerning

5. hypertext

6. localization

7. Foundries

Self-Check 3 1. False

2. True

3. True

4. Rendering

5. Cartesian coordinates

6. bit

7. Bitmaps, vector-drawn objects

A n

s w

e r

s A

n s

w e

r s

Introduction to Internet Multimedia72

Self-Check 4 1. False

2. True

3. True

4. acoustics

5. sample

Self-Check 5 1. False

2. False

3. True

4. cel

5. keyframes

Self-Check 6 1. False

2. True

3. False

4. iMovie

5. codec

Self-Check 7 1. True

2. False

3. True

4. Assets

5. planning and costing, designing and producing, testing, and delivering

Answers 73

Self-Check 8 1. False

2. True

3. True

4. bid proposal or proposal

5. milestones

Self-Check 9 1. False

2. True

3. True

4. Icons

5. version control

Self-Check 10 1. True

2. True

3. False

4. electronic

5. Fair use

Self-Check 11 1. True

2. True

3. False

4. Adobe Dreamweaver

5. Bandwidth

Introduction to Internet Multimedia74

Self-Check 12 1. False

2. True

3. False

4. Android

5. integrated development environments

Self-Check 13 1. False

2. True

3. False

4. burn

5. archive

Answers 75

TEXTBOOK ANSWERS

Chapter 1 Key Term Quiz

1. Multimedia

2. Interactive multimedia

3. Hypermedia

4. linear

5. Authoring tool

6. graphical user interface (GUI)

7. platform or environment

8. content

9. burners

10. browser

Multiple-Choice Quiz

1. c. local area network

2. d. Web-based pages and documents

3. c. read-only memory

4. a. a multimedia project

5. d. multimedia title

6. c. Scriabin

7. b. odors

8. a. virtual reality

9. d. 60 percent

10. b. Adobe Flash

11. c. Blackberry

12. d. railroads and pipeline companies

13. a. Digital Versatile Disc

14. d. Display family trees

15. d. floppy disk

Introduction to Internet Multimedia76

Chapter 2 Key Term Quiz

1. points

2. case sensitive

3. icons

4. character entities

5. WYSIWYG

6. localization

7. serif

8. white space

9. Anti-aliasing

10. nodes

Multiple-Choice Quiz

1. a. typeface

2. b. kerning

3. c. they found they could see the words used for variables and commands better.

4. a. Cascading Style Sheets

5. e. try to substitute the font with a similar looking font.

6. d. document path: “info/people/biotay/biotay1.html”

7. a. the user has some control over what information is viewed and when it is viewed.

8. c. it includes a structure of linked elements through which a user can navigate and interact.

9. d. Hypertext Markup Language

10. b. PostScript

11. b. portrait

12. e. Unicode

13. b. anchor

14. c. Hypermedia software might create inappropriate links.

15. b. adjacency

Chapter 3 Key Term Quiz

1. real estate

2. bitmap

3. vector

4. pels, pixels

5. Morphing

6. autotracing

7. Rendering

8. Pixelation

9. palette

10. Dithering

Multiple-Choice Quiz

1. e. all of the above

2. c. bitmap

3. e. 16,772,216

4. d. photographs

5. a. the number of units you can distribute without paying more

6. e. clipboard

7. b. 3-D modeling programs

8. c. it appears darker and richer even though the values have not changed

9. d. they can be scaled to print at any size

10. d. extruding

11. a. 8 bits of color information per pixel in a matrix of 640 pixels across and 480 pixels down

12. b. #FF00FF

13. c. GIF

14. e. PICT

15. c. Tagged Interchange File Format

Answers 77

Introduction to Internet Multimedia78

Chapter 4 Key Term Quiz

1. acoustics

2. decibels (dB)

3. normalize

4. quantization

5. downsample or resample

6. QuickTime movie (.mov)

7. AIFF

8. wave format (WAV)

9. streaming

10. buffer

Multiple-Choice Quiz

1. d. MIDI

2. b. Spoken audio can easily be included.

3. e. the instruments are the same regardless of the play- back source

4. b. “Clipping” of the signal occurs, introducing distortion.

5. c. Beethoven’s Ninth Symphony

6. a. sampling

7. c. 440,000 bytes

8. d. volume

9. c. sample

10. d. CD-quality

11. d. trimming

12. e. digital signal processing

13. b. records and edits MIDI data

14. a. streaming latency

15. c. the standard’s book jacket was red

Answers 79

Chapter 5 Key Term Quiz

1. persistence of vision

2. phi

3. translate

4. cel animation

5. keyframes

6. tweening

7. inks

8. kinematics

9. morphing

Multiple-Choice Quiz

1. b. wipes, fades, zooms, and dissolves

2. e. the clear celluloid sheets that were used for drawing each frame

3. c. The use of darker colors for moving objects is inter- preted by the mind as motion.

4. b. 24 frames per second

5. a. acetate or plastic

6. d. traditional cel animation

7. b. the computer’s processing capability

8. b. 1/15 of a second

9. e. inverse kinematics

10. c. key points

11. e. There is no standard; it depends on the file’s settings.

12. a. Adobe’s Flash

13. a. .dae

14. c. GIF89a

15. c. vector graphics

Introduction to Internet Multimedia80

Chapter 6 Key Term Quiz

1. RAID (Redundant Array of Independent Disks)

2. key color

3. interlacing

4. safe title area

5. 16:9

6. 1080p

7. codecs

8. pillars

9. Theora

10. Moving Picture Experts Group

Multiple-Choice Quiz

1. d. charge-coupled device

2. c. light-emitting diodes (LEDs)

3. e. degaussing

4. b. composite video

5. a. TIFF

6. b. progressive-scan

7. d. interlacing

8. e. Ogg

9. c. color-blind individuals cannot see them correctly

10. d. If you use underlining or drawn graphics, make sure your lines are only one pixel wide.

11. e. focal light

12. c. NTSC

13. d. a video file is compressed and saved using a lossy codec

14. d. Moving Picture Experts Group

15. e. None of the above

Answers 81

Chapter 7 Key Term Quiz

1. prototype or proof of concept

2. binary compatible

3. FAQ (Frequently Asked Questions)

4. office suite

5. format converter

6. local area network (LAN)

7. random access memory (RAM)

8. erasable programmable ROM (EPROM)

9. time-based

10. stage

Multiple-Choice Quiz

1. a. word processor

2. a. video footage

3. d. bitmap images

4. e. Digital Versatile Disc

5. e. RAM

6. b. read Universal Product Code patterns

7. e. Macintosh OS X

8. e. a very high level language (VHLL)

9. a. card- or page-based tool

10. b. a handler

11. d. background layer

12. e. parent and child

13. d. marketing

14. a. Bitmapped images are larger on a PC.

15. a. creativity

Introduction to Internet Multimedia82

Chapter 8 Key Term Quiz

1. feasibility study

2. going gold

3. prerequisites

4. milestone

5. beta

6. Critical Path Method (CPM)

7. Program Evaluation Review Technique (PERT) chart

8. Gantt chart

9. Request for Proposal (RFP)

10. executive summary

Multiple-Choice Quiz

1. b. tasks

2. b. prototype

3. c. design (Will the colors and overall interface be attrac- tive to potential users?)

4. d. the end user’s hardware

5. c. packaging mock-ups

6. d. evaluate the course

7. b. Feasibility Assessment Review Technique

8. b. Market forces may change the demand for the final product.

9. d. the employee’s cost to the employer

10. c. $65 to $160 an hour

11. b. all you need to get started is some (relatively) inexpen- sive computer hardware and software

12. e. they may be legally considered employees

13. a. executive summary

14. c. the hardware and software platform intended for delivery

15. a. creative strategy

Answers

Chapter 9 Key Term Quiz

1. Storyboard or wireframe

2. linear navigation

3. hierarchical navigation

4. nonlinear navigation

5. composite navigation

6. depth structure

7. surface structure

8. icon

9. file-naming convention

10. version control

Multiple-Choice Quiz

1. c. Getting to the production stage is faster.

2. e. recursive

3. d. a navigation map

4. b. user interface

5. a. a hot spot

6. c. a modal interface

7. c. only a minority of users are expert; most users are caught in between and are frustrated

8. e. graphical user interface

9. b. their basic point-and-click style is simple, consistent, and quickly mastered

10. d. white space

11. c. file-naming conventions

12. c. too much freedom can be disconcerting to users

13. e. <body>

14. a. Lock in the design so there are no further changes to delay production.

15. e. an image map

Chapter 10 Key Term Quiz

1. content

2. clip art

3. public domain

4. copyright infringement

5. copyright protection

6. license

7. rate card

8. derivative work

9. talent agency

10. release form

Multiple-Choice Quiz

1. e. the program’s programming code

2. a. the developer

3. c. a government agency

4. b. electronic rights

5. e. you do not have exclusive rights

6. c. you can use the material without a license or permis- sion

7. e. all of the above

8. d. as soon as they are created and presented in a fixed form

9. b. you have the permission of the copyright owner

10. a. There are no clear-cut guidelines.

11. b. you paid someone to create it for you

12. a. AFTRA

13. e. will be able to use the material only for its initial pri- mary use

14. b. should require the person to sign a release form

15. c. it is work product made for hire

Self-Check Answers84

Chapter 11 Key Term Quiz

1. FAQ (Frequently Asked Questions)

2. local area network (LAN)

3. IP address

4. bandwidth

5. daemon

6. tags

7. applets

8. browser

9. WYSIWYG (What You See Is What You Get)

10. streaming

Multiple-Choice Quiz

1. d. Domain Name System

2. a. a period

3. f. home.html

4. a. 192.168.1.1

5. a. Transmission Control Protocol

6. a. Apache

7. b. HTML

8. d. it allows you to create your own tags for data

9. c. domain name

10. c. Hypertext Transfer Protocol

11. d. Google Chrome.

12. a. on the client computer outside the browser

13. d. generate extremely complicated HTML code

14. b. <object>

15. c. MIDI

Chapter 12 Key Term Quiz

1. Bluetooth

2. Global System for Mobile Communications (GSM)

3. Android

4. meme

5. Wi-Fi

6. system-on-a-chip (SoC) technology

7. texting

8. multi-touch gesture

9. Xcode

10. hybrid apps

Multiple-Choice Quiz

1. e. all of the above

2. c. sexting

3. b. call a taxi

4. d. six degrees of separation

5. d. touch screen

6. b. 768×1024

7. c. Info.plist file

8. e. super (at least 768×1024 dp)

9. c. Adobe Illustrator

10. d. KitKat

11. e. Linux

12. e. all of the above

13. b. Boeing

14. e. all of the above

15. b. GSM

Self-Check Answers86

Chapter 13 Key Term Quiz

1. alpha release

2. beta release

3. golden master

4. release candidate

5. installer

6. README.TXT, Read.Me

7. archive

8. self-extracting archive

9. hybrid format

10. session

Multiple-Choice Quiz

1. e. test on as many different computers as many times as you can

2. c. jailbreaking

3. d. search engine optimization (SEO)

4. b. users typical of the target group for the software

5. d. .zip

6. c. Use a mother disc to press CDs.

7. e. family process

8. e. error detection and correction

9. d. 700MB

10. b. Red Book standard

11. a. ISO 9660 standard

12. e. CD-ROM/XA standard

13. e. Philips

14. c. to protect them from fingerprints and pilferage at the retail outlet

15. d. easy access to technical support

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