In generic terms, this week's class was basic in comprehension. The ideas expressed were easy to follow but I am currently thinking of one thing. With the oral test in less than two weeks away - the number of concepts that we've learnt so far aren't substantial enough to match the number of people in the class (whom I assume will be assigned with a unique topic). But nevertheless, here is this week's breakdown as to what I learned.
This week introduced itself with a lesson on Electrical Safety. One that was probably better than the last one that myself and Tyler scored, one year prior. With that however, we were introduced to some things that, for the sake of the practical-side of the course, weren't really that crutial. For example, I wouldn't have delved too much into the legislation side of things (including passing the damn booklets around).
Apart from that, we were taught the theorical basics as well as how to be sure that we're using electricity properly to make sure that nobody dies on set. This included the calculation needed to determain the number of Kilowatts being used by devices connected to the supply, the three different classes of equipment used to classify electrical equipment & a couple of top-kek tips, here and there.
Extra Notes written:
DC = Direct Voltage
AC = Alternating Voltage // NZ distributes around 230 volts.
Watts = Total Energy output. // Volts x Amps = Watts
Resistance = Slowing the current down.
Top tip :: When using multi boxes, place heavy power using devices at the front end.
The standard socket in NZ can carry 10 amps.
That means it can only carry (230 x 10) Watts // 2.3kW
3 classes of electrical equipment:
Class 1 Eq. = Has an Earth Pin (with no double insulation solution)
Class 2 Eq. = Has Double Insulation around the pins. Two Squares on the product will also identify this.
We were also told about the role that RCD plays when it comes to working electrical equipment that use voltages that can kill a man. It's apparent that when a human comes in contact with the current at any point, then the RCD will notice it and stop supplying power (breaking the circuit) within less time than a heart beat. Neat stuff.
I end this paragraph with a quote from Kevin, during the Electrical Safety session.
“the most conductive material to electronic devices/current would be water, isn’t it?”
Depth of Field
As mentioned in last week's blog post, I had learned about the Exposure Triangle and commented briefly about DoF. This week, in Kev's photography class, we experimented with Digital Still cameras on how to spawn DoF with the aperture wide open and a fast shutter speed to compensate. The examples below - the best series from those taken during the day:
f 1.4 = 1/1250 shutter f 8 = 1/50 shutter f 16 = 1/18 shutter
With these examples, it can be seen that the smaller the aperture opening (with speed of the shutter slowing down), the background becomes more focused, however, motion is affected where it makes the subject blurred if not still. The 'plane focus' (or something like that) is the focus placed on the subject and is dictated by the usual focus ring on the lens.
Back in Patty's class - cinematography approaches DoF differently, where it depends on the 'sensor size' and Natural Density filters more than anything else, considering the fact that we're shooting 25fps and not one still shot.
Natural Density filters gives us the choice of shooting a DoF, by allowing the aperture to open as far as it can whilst not affecting the color schema in the final shots. This was hard to pull off in our example session - as we were shooting in the Mac Lab with florescent lighting (poor as fuck) and were shooting on the Sony EX-1, which is an abomination to the film-making community.