Final Project

Here it is...

We had a lot of fun making this video.  I think my talent was a bit perplexed by the order that we shot it - I shot certain shots at the same time even though they were totally out of sync until editing. This educational video was harder to make than it looks. 

The first shots were the shots in the classroom.  The scene "did I hear somebody say they need help with non-permissible values of the denominator?" took about 10 takes to do because we were laughing so hard.

Everything in the classroom went pretty smoothly.  I had to redo the video for the shots where I am shooting the solutions to the students' "homework", the questions they did off of the board.  When I went to edit that night I recognized that I was just a little out of focus, so the following day I redid them myself and used the audio from the original track.  You can obviously tell they were recorded with a recorder since they lack the ambient noise from the room.  I used audio transitions to make the transitions as smooth as possible.

The shots in the "bank" were by far the trickiest.  I acted as cameraman/light person... One thing I did not plan for was all the background noise coming from the fridges (we filmed in the servery simply because it had a wicket for that "bank feel").  I tried everything - I tried using a sock on the mic, we did countless takes, and in some of them one of the freezers would kick in with an even louder buzz when one of my talent was in mid-sentence.  In the end, I spent literally hours using filters, adjusting audio levels, extracting the audio and putting the audio through Audacity and tried to clean it up there... Here is the result - I tried my best!

Also note the scenes when the banker is counting the money.  I had to redo the audio for those using the mic recorder I borrowed from Jay.  The buzzing from the originals was too loud.  "The banker" and I found a small room (office) in the school where echoes would not be such an issue. I had her watch the original clips on my laptop, then she would count in time to her original hand-movements.  Matching the audio to video was a bit of a task but I think I pulled it off.

The "security camera" scenes required a lot of manipulating of the original video. I researched how to get a security camera effect on Final Cut Express and was told that a filter called "Bad TV" would do the trick. Unfortunately my version of Final Cut Express did not have this so I had to fool around by hand.  I learned a lot in this process about FCX!

The "heart-beat" sound effect was tricky.  It sounded good when I was done editing but when I exported it it was much too loud... It took some manipulating to get it to the volume I wanted.

To maintain some continuity, I used the same introductory music and credit music as the video I used for my educational video from ETAD 803 last year.  Who knows - this could become it's own channel one day! :)

The point of this video is to explain why you cannot divide by zero.  I tried to take a somewhat difficult concept and make it "real world" and "hands on" using some comedy and drama. I also tried to make the content be used in various levels of mathematics.  See below:

Curriculum connections/grade-level appropriateness

• A middle years mathematics student should be able to understand the concepts until 4:42 in the video. 
• Foundations & Pre-Calculus 10:  Slopes of vertical lines (m = rise/run  .... this situation arises when the run is 0) (until 4:42)
• Workplace and Apprenticeship Mathematics 20 and 30:  Slopes of Lines (until 4:42) 
• Pre-Calculus 20:  Non-permissible values of the denominator, Rational Expressions, Graphing Reciprocal Functions (entire video, focus on 4:43 onwards)
• Pre-Calculus 30:  Undefined and indeterminate values, Graphing Rational Expressions (entire video, focusing on 4:43 onwards)
• Calculus 30:  Slopes of tangent and secant lines, curve sketching, evaluating limits

Enjoy.  I hope you learn something!  I sure did - I now feel more than confident with new editing software (Final Cut Express), shot selection, and especially audio editing!

Assignment #4: Script

Scene	Duration	Location/Script	Camera Shot/Effects	Audio
1. Introduction (classroom)	0:00 - 0:04	Classroom Students sitting together  looking frustrated trying to work on an assignment	Long shot/Establishing shot when editing start black screen, open effect	None.
2. Frustrated Student #1	0:05 - 0:10	Classroom student having difficulty with a math problem	Medium shot only of frustrated student	Frustrated student #1 states “I do not understand this assignment”
3. Mr. H walking	0:11 - 0:14	Hallway Mr H walking	Flat shot just Mr. H’s shoes walking slow motion	sound of heart beat
4. Frustrated Student #2	0:15 - 0:19	Classroom	Medium Shot	Frustrated student #2 states “I have no clue what I am doing”, throwing pencil down
5. Mr. H walking, side view	0:20 - 024	Hallway	truck shot not showing head, side view of Mr H. walking slow motion	sound of heart beat
6. Frustrated Student #3	0:25 - 0:29	Classroom	Medium shot	Frustrated student #3 “I just can’t get this”
7. Mr. H walking, rear view	0:30 - 0:32	Hallway	Dolly following Mr. H down hallway from behind	sound of heart beat
8. Frustrated student #4	0:33 - 0:36	classroom	re-establishing shot, students looking frustrated, one student speaks up	“I can’t understand non-permissible values of the denominator! I really need help!”
9. Mr. H hearing call for help	0:37 - 0:44	classroom door, view from inside the classroom	long shot	“did I hear somebody needs help with non-permissible values of the denominator?”
10. Introduction (to lesson)	0:45 - 0:50	Graphic “Math with Mr. H”	Graphic	Intro music
11. Introduction (to lesson)	0:51 - 1:01	Classroom	Medium Shot (at the door)	“Hi there, My name is Mr. Hrynewich and welcome to the latest instalment of Math with Mr. H. Today we’re going to learn why you cannot divide by zero and how to find non-permissible values of the denominator”
12. retro TI-5100 calculator	1:02 - 1:10	classroom	close up zoom type in 5/0, show result of what happens on the calculator, zoom in on the “E” indicating an error	Voice over - “Zero is a misunderstood number. Before I can explain to you what a non-permissible value of zero is, I have to explain to you why you can’t divide by 0”
13. Let’s go to the bank	1:11 - 1:18	Classroom	medium shot	“Let’s go to the bank and demonstrate how withdrawing money from an account can help in your understanding of why you cannot divide by zero.  “let’s see what happens when a customer goes into a bank and tries to deplete their bank account in numerous ways”
14. The bank sign	1:19 - 1:21	Servery wicket (“the bank”)	cut-away shot (close up)
15. The bank	1:22 - 1:25	Servery wicket	establishing shot long shot, customers waiting in line to go to bankt
16.Customer #1 going to bank window	1:26 - 1:29	Servery wicket customer walking to the wicket, bank teller ready to serve	dolly follow customer #1 to the wicket	none
17. Bank Teller	1:30 - 1:33	Servery wicket	close-up face of bank teller	Hello there. How can I help you today?
18. Customer #1 Request	1:34 - 1:42	Servery wicket, from the view of the teller	medium/close -up, objective perspective (from the perspective of the bank teller)	“I have $100 dollars in my account and I want to empty it. I would like you to give me my money in $20 bills please”
19. Bank teller counting	1:43 - 1:46	Servery wicket	top-down view, bank tellers hands counting money to customer #1
20. Bank teller handing over money	1:47 - 1:50	Servery Wicket	medium/close-up, subjective perspective (from perspective of customer #1)	“Here you go sir. 5 $20 dollar bills”
21.  Graphic #1	1:51 - 1:57	Graphic	Graphic #1 indicating $100/$20 = 5 withdrawls	Voice over: “Division is just quick subtraction. It takes 5 withdrawls of $20 to empty a bank account having $100 in it”
22. Customer #2 Request	1:58 - 2:05	Servery wicket, from the view of the teller	medium/close -up, objective perspective (from the perspective of the bank teller)	“I have $100 dollars in my account and I want to empty it. I would like you to give me my money in $10 bills please”
23. Bank teller counting	2:06 - 2:09	Servery Wicket	top-down view, bank tellers hands counting money to customer #2
24. Bank teller handing over money	2:10 - 2:14	Servery Wicket	medium/close-up, subjective perspective (from perspective of customer #2)	“Here you go sir. 10 $10 dollar bills”
25. Graphic #2	2:15 - 2:20	Graphic	Graphic #2 indicating $100/$10 = 10 withdrawls	It takes 10 withdrawls of $10 to empty a bank account having $100 in it”
26. Customer #3 Request	2:21 - 2:27	Servery wicket, from the view of the teller	medium/close -up, objective perspective (from the perspective of the bank teller)	“I have $100 dollars in my account and I want to empty it. I would like you to give me my money in $1 coins please”
27. Bank teller’s response to customer #3’s response	2:28 - 2:31	servery wicket	(extreme) close up, bank teller looking surprised, furrowing eyebrow	So, you want me to give you 100 $1 coins?
28. Customer #3s response to teller	2:32 - 2:35	servery wicket	cut in, close up customer shaking head up & down indicating agreement
29. Bank teller counting	2:36 - 2:43	Servery wicket	top-down view, bank tellers hands counting money to customer #3 speed up effect
30. Customer Thanks, bank teller perplexed	2:44 - 2:52	Servey wicket	medium shot, then pan towards teller for reportorial shot side view	Bank teller “there are your $100 $1 dollar coins sir”. Customer: “Thanks a lot” Teller: “You’re welcome”, pan to teller, teller furrows brow, shrugs shoulders right at the camera
31. Graphic #3	2:53 - 2:59	Graphic	Graphic #3 indicating $100/$1 = 100 withdrawls	Voice over - “It takes 100 withdrawls of $1 to empty a bank account having $100 in it”
32. Surveillance camera on customer #4 FILM AT SAME TIME AS SHOT 38	3:00 - 3:04	approaching bank (servery wicket)	pan moving object high angle black and white effect, add date/time to give the effect that the footage is coming from a surveillance camera
33. Teller greeting customer #4	3:05 - 3:08	servery wicket	medium shot	“Hello sir how can I help you today?”
34. Customer #4 Request	3:09 - 3:15	Servery wicket, from the view of the teller	medium/close -up, objective perspective (from the perspective of the bank teller)	“I have $100 dollars in my account and I want to empty it. I would like you to give me my money in pennies  please”
35. Bank teller’s response to customer #4’s response	3:16 - 3:20	servery wicket	(extreme) close up, bank teller looking very surprised, mouth open,	Teller to customer #4: So, you want me to give you 10,000  pennies?
36. Customer #4’s response to teller	3:21 - 3:24	servery wicket	medium shot customer looking smug, smirk on his face, shaking head in agreement	Customer #4 to teller: “that’s right”
37. Teller getting the 10, 000 pennies	3:25 - 3:33	servery wicket	medium shot teller lifting heavy bag (pretend to be straining) containing 10 000 pennies	Teller “here are your 10 000 pennies sir”
38. leaving bank	3:34 - 3:39	leaving bank (servery wicket)	pan moving object high angle black and white effect, add date/time to give the effect that the footage is coming from a surveillance camera
38. Graphics #4/#5	3:40 - 3:45	Graphic	Graphics #4 & #5 indicating $100/0.01 = 10,000 withdrawls	Voice over - “It takes 10 000 withdrawls of 1 cent to empty a bank account having $100 in it”
39. Explanation comparing the scenarios	3:46 - 3:50	Classroom	Medium shot Mr. H explanation	“Now let’s compare each scenario and notice what happens”
40. Graphic 6	3:51 - 4:00	Graphic	Graphic #6 showing mathematical comparison to the 4 banking withdrawl scenarios	Voice over: “Notice that the numerator, $100, remains the same. Look what happens when the denominator, what is being withdrawn keeps getting close and closer to zero.  The number of withdrawls gets larger and larger”
41. Questioning What happens when we divide by zero	4:01 - 4:04	Classroom	re-establishing shot, long shot Mr. H	“What happens if we try and divide by 0?”
42. Student making discovery why they can’t divide by 0	4:05 - 4:10	Classroom	medium shot Student	slamming hands on desk “I get it! You can’t divide by zero because I can take out zero dollars from my account an infinite number of times without depleting my account!”
43. Graphic #7	4:11 - 4:16	Graphic	Graphic #7 indicating what happens when you divide by 0	“That’s right! If you try and take out $0 you will never deplete your account and could make an infinite number of trips to the bank!”
44. Clarification of what “infinity” is	4:17 - 4:24	Classroom	Medium shot	“At this point I just need to get a bit technical and explain some proper terminology since ‘infinity’ is not really a number! I will do this using a simple fraction where I have a variable in the denominator”
45. Graphic #9	4:25 - 4:40	Graphic	Graphic #9 indicating that numbers can get close to zero from both positive and negative directions	Voice over “Notice in this table as the value of the denominator gets closer to zero we can approach zero using both positive and negative decimals. As the value of the denominator approaches 0 from the positive direction our expression gets infinitely large and POSITIVE. As the value of the denominator approaches 0 from the negative direction our expression gets infinitely large and NEGATIVE. In this case we say that zero is a non-permissible value of the denominator because it makes the expression UNDEFINED. We use the word UNDEFINED versus INFINITY in this case because as the values get infinitely large or infinitely negative as the values of x approach zero from both sides of zero.
46. Explanation of Non-permissible values	4:41 - 4:49	Classroom have 1/x written on white/chalk board	Medium shot words “non-permissible values (NPV)” on lower end of screen (as a subtitle) “undefined”	“These values that make the denominator zero and therefore the expression undefined are called “non-permissible values of the denominator” simply because they are not permitted to be there! we say that they make the expression undefined! So, fpr the expression 1/x zero was a non-permissible value of the denominator because it made the expression undefined.
49. call for practice	4:50 - 4:55	classroom	long shot, re-establishing shot view of Mr H and the students in the classroom	Mr H “let’s try identifying some non-permissible values of the denominator in a rational expression! Give these four questions a try”
50. close up of the practice questions	4:56 - 5:04	classroom	medium shot of white board with the four questions on it **** if using white board remove lighting due to glare	Find the non-permissible values of the variable in the denominator for: a) 6/x b) 5/(x-1) c) 7x/(x+2) d) 5/(x^2 + 2x -15)
51. students trying out problems	5:05 - 5:14	classroom	pan still object pan over the students slowly while they are tackling the problems slow motion	students silent trying out the four problems audio: clock ticking sound
52. cut-in shots of students working	5:15 - 5:20	classroom	extreme close up shots of students hands, writing in notebooks, scribbling, erasing, using calculators, etc to be used as cut ins	audio: clock ticking sound
53. starting to go through the problems	5:21 - 5:28	classroom	medium shot film in such a way that the questions on the board are visible	Mr H reconvening the students “Let’s see how this went!” etc inviting students to give answers
54. Student #1 Solution	5:29 - 5:36	classroom	extreme close up of student #1’s handwritten work	voice over “For question #1 I know that if I plug in 0 right away for x that will make the expression undefined so the NPV is 0”
55. Student #2 solution	5:37 - 5: 44	classroom	extreme close up of student #2’s handwritten work	voice over “for question #2 I know that if I plug in 1 for x  that will make the denominator 0 making the expression  undefined so the NPV is +1”
55. Student #3 solution	5:45 - 5:53	classroom	extreme close up of student #3’s handwritten work	voice over “for question #3 I know if I plug in -2 for x  that will make the denominator 0 making the expression  undefined... so the NPV is -2”
55. Student #4 solution	5:54 - 6:10	classroom	extreme close up of student #4’s handwritten work	voice over “for question #4 I think using factors would be easier for this! I factored the denominator which allows me to recognize my non-permissible values easier. know that if I plug in 3 for x for one factor and -5 in for the other factor these values will make the denominator 0 making the expression  undefined. Therefore  the NPVs are +3 and -5”.
56. Congratulations	6:11 - 6:18	classroom	long shot side view	Mr. H telling class that they got them all right, class happy, “we get it”  high-fiving, etc
57. Summary	6:19 - 6:35	classroom	medium shot in front of the 4 questions presented to the students on the white board with answers in view	Mr. H explaining “To summarize, non-permissible values of denominator pop up everywhere in mathematics, particularly in calculus. Having an understanding of why you cannot divide by zero and being able to identify non-permissible values of the denominator will help you understand the concept of limits and allow you to draw complicated graphs later on in future math courses!”
58. Credits	6:36 - 7:00	classroom	long shot of all participants of the video talking, like at the end of a newscast, credits scrolling	music