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C... .1... . .1. . .3..." fs:a\ 1..“ I...“ u A.» .p.‘.\m~. o . m a . ... a...“ .... . .9111 ....\. .\.e. ”J. ”u w - ...! < . A o a rm.“ f. ,. ( IHESIS .J‘A‘t. This is to certify that the thesis entitled ‘ AI? T;V..';LUA’.7IOEI O? "’“"T:'I U13 6 3‘03". ”173 InEiETTL’LTIOI.’ OI? I:OiTICU1”DTt.-ZI.- ’OPICS "16033:: ’33 _ ~L KZDIYK 0F WZMQvIuIOK presented by Cecil Gusts Yer has been accepted towards fulfillment of the requirements for ~- A ".71 “ "NJ" } - -~1 .‘.-0L)O degree in Errol ch. -l-;IL‘- J \.’. W F421;», Donald P;Watson Major professor i Dfle 29 tUgust 1952 0-169 AN EVALUATION OF TECHNIQUES FOR THE PhfiSENTATION OF HORTICULTUfiAL TOPICS THROUGH THE MmDIUM OF TLLhVISION By Cecil Gustavjigrd A THbSIS Submitted to the School of Graduate Studies of Michigan State College of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of MASTEK OF SCIENCE Department of Horticulture 1952 THESIS / 1/ y fi/“Jg 3 ACKI'IGJLED GMENTS I wish to express my appreciation to those who have contributed to the completion of this thesis: to Dr. Donald P. Watson for his careful guidance and inspiration; the Department of Horticulture for pro- viding facilities; the PalmerVWoods Garden Club for their support; the staff of Television Development for their c00peration and enthusiasm; Dr. Armand L. Hunter for his guidance in production; professors M iree Compere, Donald.P.'Watson, and.Mr. Gregg ecker for performing in the productions; Mrs. Elizabeth.Clum for her technical assistance; the audi- ences for their c00peration in the testing program. fiVrlq 3"”? .ng 9 4 $11") I LTRODUCTI "\fll’ vl‘e . . PROCEDURE . . . . . TOpics... Presentation. Production... Scripts...... Casting...... O rogram Development.. TestiHSOOOOOOOOOOOOOO h a 1‘1 0 :rogran DCPllt L ES Factual guestionnaire Suggestions for Pro ()0 al Questionnaire. $131.21 OF COI'I'I‘niliT {Jam Production...- Production Problems................... m'fi'LtTJi-‘roooooooo.00000000000.000000000000000 BIBLlO F‘l Ln ,A ,l: uij Ttxr :lJ’OOOOOOOOOOOOOOOO......OOOOOOOOO S C)\ W \A) w W -\'l-\l C0 D9 INTRODUCTION Picture transmission was first conceived in 1839, when Becauerel discovered the electro-chemical effect of light. Although this discovery did not lead to the television of today, it stimulated, according to Bolen (1950) such develOpments as the scanning discs (Nipkow, 188h); cathode ray tube (Braun and Eehnelt, 1859); radio, (Marconi, 1896); and DeForest's develOpment of the amplifying tube. In 1931 the Don Lee System in Hollywood, California, began transmitting one hour each day, six days each week, employing a completely electronic system. The National Broadcasting Company's station "JNBT" became the first com- mercially licensed television transmitter in the United States on July 1, 19u1. Although television has reached a stage of perfection mechanically, in program production it is still in its infancy. In spite of the excellent Opportunity to bring educational programs into the home, the bulk of the programs scheduled are supplying entertainment. There is, therefore, little evidence to demonstrate the most effective manner to present education to the television audience and it becomes necessary to establish more fundamental facts in relation to programming educational topics. The field of horticulture covering a wide range of specialized material, is in a position to furnish a wealth of educational information for the televiewer; a variety of subject matter of interest to everyone. Horticulture as a science and an art is tangible and can be demonstrated effectively. It can be directed to: specialized groups such as gardeners, fruit growers, vegetable growers, flower growers, and food processors; to general groups such as home owners, and everyone interested in growing plants. Purpose: 'When an established author, R. Hubbell in his book "Television.Programming and Production" says "Any discussion of program- ming art is usually vague and superficial, ending with glowing predictions of wonderful things to come", it is apparent that much research is neces— sary in this area. For the most successful program, a study of presenta- tion techniques for Horticulture and the communication of information holds the key to the success of television as an effective educational medium. In the study of presentation techniques it is necessary to know how well the facts are reaching and holding the interest of the audience. Since there is no proven method for the best presentation of Horticultural tOpics through the medium of television, the following three basic types of presentation were selected: lecture, discussion, and drama. They were ‘placed on a comparative basis for evaluation of audience response and retention of subject matter. PROCEDURE Tgpigs: It was necessary to select topics for study which would be typical in the field of Horticulture and at the same time typify the wide variety of topics which do exist. For this purpose "Forcing Buds for hinter Bloom", and "The Little Green.Factory" were adopted. The first program was produced in early March when the interest in forcing dormant buds was high; the second program, not seasonal in nature, was the study of five physiological function of plant growth. Presentation: Lecture, discussion, and dramatization methods of presentation were adopted. The lecture was given by one person, as a means of direct communication between the lecturer and the audience which assumed the prOportion of a classroom or a small lecture group. In the discussion, the same facts were conveyed by the interplay of Questions and answers between two persons. Direct relation to the audience was achieved by a professor speaking to the audience when the two players were not speaking to one another, The audience observed the action and dialogue of the drama in order to comprehend the same factual material that was contained in the other methods of presentation. Production: For the lecture presentation of "Forcing Buds Into ldinter Bloom", (TOpic I) diagrams were prepared to illustrate the longi- tudinal section of a leaf bud; longitudinal section of a flower bud; and a hypothetical shrub (2 and 3 Fig. 1). Living dormant branches were used to show the unOpened buds. Kodachrome slides of flowering branches of: Forsythia ovata, Magnolia stellata, Prunus Maackii, Salix caprea, and Chaenomeles lagenaria grandiflora, were photographed to demonstrate how the “forced" branches might be arranged for the home. The following diagrams were made on the blackboard in the laboratory for the discussion presentation: a longitudinal section of a leaf bud, and a longitudinal section of a flower bud. Living dormant branches were used to clarify the position of the buds. Flowering branches of.Aesculus Hippocastanum, Forsythia ovata, Salix caprea, Malus floribunda, Prunus Maackii, Chaenomeles lagenaria grandiflora served for use in making flower arrangements in front of the camera. For the dramatization the living materials listed above were also used. During the lecture presentation of "The Little Green Factory", (TOpic II) diagrams were prepared to illustrate: the factory analogy (5 and 65 Fig. I), transverse microscopic section of a leaf, and the en- largement of a root hair. A basket of fruit and vegetables and one foliage plant (Ficus elastica) were used as living materials in this production. The analogy of an industrial factory was used as a prop in the dialogue of all three presentations to further demonstrate the functions of the green plant. The materials used in the discussion presentation were all living. One experiment was designed to demonstrate each of the five plant functions. For photosynthesis, plants of Coleus blumei were used: one VISUAL #1.} ' ' _ /\ I. A r . ‘l‘ ‘ "‘ A1 1 ' V . ‘ ' f. -. ~ .u i» .. ' d i ’-= ‘ ' ) , 7‘ _ . J ,I if t _1_‘\ ;. 1- . 1" “h, .1 q rifi. I. Visual 31.3: 1. eivlc all-U. u. wLu er” it “wr “ 3, Lia ram of the internal array "tent of flow l firtfl in a flu; r but. b. blank. 3. ui3:3&xt$f a «weer plant rmprescitinu ”fine Little Ur en Factnrv”. f. yiagra_ of an in txtrial fflCVOFY UVCJ ““f3F3tClT 37“ a3 a u . ‘ , r . . J- . ,- - . 1‘ , ~- w , .- -, "J r . ' 7“—‘ "- ’1‘ 1‘ ‘3' ‘ T —. ‘ 1 »‘ ‘ [M'ep-LUIXJE:“elk/n ,i. A] in}... W." Li. 7- 11‘113 ¢LL ‘5 i 1' "*‘f‘ L'I‘U‘l' Ybfln etiolated from being under a black bell jar excluding the light; one under a clear bell jar with the carbon dioxide removed; one from which the water had been withheld; one plant to which had been supplied all factors necessary for growth. For the experiment illustrating transpira- tion, two plants of Lantana camara were selected: one wilted plant placed in front of an electric fan, the other unwilted because of not being subjected to moving air. Two plants of fiydrangea macrophylla were used to demonstrate nutrient absorption. To the soil of one pot additional nutrients had been added, to the other, nutrients withheld. For respira- tion, two plants of Pelarggnium hortorum were found to be suitable specimens. One was shown to have been placed in a cool temperature, giv- ing an intense flower color and the other was placed near the steam pipes giving a less intense flower color. The flower colors were faked by using red and white varieties. The plants for the nutrient absorption experiment also served to demonstrate translocation. Scripts: Individual outlines of facts for each method of presenta- tion were made before preparing the scripts. Talent familiar with the tOpic were then brought into conference so that scripts might be recorded in their own words on a dictaphone. Although this method provided extemporaneous dialogue which was good, it was found that the factual material could not be as easily controlled and was therefore not uniform in all three types of presentation. As a result of this experience and because it was necessary to control the facts for evaluation of the techniques of presentation, a master outline was prepared as a guide for rewriting the scripts of the three presentations. Memorization was not required for the lecture or the discussion because a copy of the master outline was placed on the teleprompter as a guide for the talent in the studio. The dialogue for the drama was memorized by the talent. The scripts for "Forcinnguds into‘Uinter Bloom" (Topic I) were not rewritten since this tOpic was drOpped from the testing program before the final recording was made. Casting: Uniformity of the factual material was important for pur- poses of comparing methods of presentation. To attain this uniformity it was important that one person who knew the subject matter and the application of the materials be cast in all three productions. Experience in lecturing and dramatics was important to assure a polished performance. The supporting cast for the discussion and drama was selected for ease and ability in handling the subject matter, the script, and to suit the char- acters to be portrayed. This cast included a professor of Horticulture, a professor of Speech, and a student, all with a minimum of experience before a television camera. Prgggam DeveIOpment: Scripts were given to the talent at the first pre-studio conference with the director three weeks in advance of recording the telecast. At this conference the objectives of the show as well as rehearsal schedules, props for the talent, the set, and timing were dis- cussed. After the general discussion was completed the script was read by the talent to avoid problems and to take a rough timing. The next step considered at this conference was the division of reSponsibility, the talent in relation to the script, and the details which were to be added at the studio. Three rehearsals using demonstrative props and further timing were conducted in the Department of Horticulture by the producer, before the presentation was taken to the studio. The following pre-studio technical details were supervised by the director at the television studio: construction of sets, collection of studio props, slides and scripts for co-ordination of opening and closing the program, and alerting of the studio crews. 0n the scheduled day for recording the telecast, the director was in full charge. He Conducted the first rehearsal without cameras for the purpose of planning the camera shots, the second rehearsal with cameras to work out control room problems while assisting the talent in relation to the cameras, and the dress rehearsal. "The Little Green Factory" was recorded by a kineSCOpe on léimm. moving picture film for future presenta- tion through the television system or through a sound moving picture projector during the testing program. Testing: The testing program was accomplished by showing the kine- sc0pic recordings to four categories of selected audiences: college classes, women's garden clubs, men's business club, and general mixed audiences. 'Within each group the recordings were shown to four separate audiences according to the scheme outlined.iI1TABLE I. The Questionnaires were of two types: one designed to test how much factual material was retained by the audience (TABLE II); the other, to test the appeal of the three types of presentation to the audience (TABLE III). These question- naires were used as outlined in TABLE I, audiences viewing individual programs being tested by the "factual" questionnaire, audiences viewing all three presentations being given "appeal" questionnaires. The question- naires were distributed at the beginning of each showing and six minutes were allowed after each presentation for the completion of the answers. lO mmmaaoo speed .eeflz mmmhmae Hesspasewesomawfi scammsomflm ohdpooq Goapmuflpmempm ommaaoo.mpmpm .zoflz hmmhmga HeadeSQthom ma coapmwfipmamhm assesses .meemssq soapmfloomma seapmesso m.sez messy 4H scammSOmHQ mHOCflHHH «mafiasmz hpfiqssfioo mfiwanmz MH mkfipoma Umxflz >H QSOMU mmmHHoo opmpm .onE moa>nmm hnm>flamn zmdpmmama .mpmfinoam NH soapmuwpmswgm endpomq coamwSOmHQ .eeaz ransom n9ao.:opnmo hppmm Ha soapmefipmsmpm .SUHZ nmflfimcmq QSHO mcwqmpnwc OHGmmpO hPQSOOIHhB OH COHWWSOQHQ .seez .eaawsmsem QsHo smegma maaflemsmm m mpspomg QSHO amphmw HHH Q5096 ommHHoo opwpm .30H2 .Emm mhdeSOflvhom w mowpwsflpmampm QOflmmdomHQ shapomg mmmHHoo mumpm .20Hz museummcoo mgwompcmqlhhmmhzz w coHpmNflmeMLQ .QOHZ nmqfimqmq QSHO.noxm maflmcma 0 GQHmmdomHQ .seez .emeeq eases hnmpom mwpmq qund m endpomq cos mmefimsm HH macho UZHBmMB m0 HADQMEQW H aqm<fi mmmHHoo mpmpm .SQflz HmH mcfi>flg m>Hpommmm J coapmmflmempm sowmmsOmflQ manpomq mmeHoo mpwpm .zowz mma mcH>HA e>flpommmm m :ofipwuflpmamsm mmmaaoo mpmpm .:0HE Hma messes esseeemmm N cosmmsOmHQ emeaaeo spasm .sewz HmH messes eseeeeeem H endpomq mmwao mmoaaoo H gnome 10. ll. 11 TABLE II THE LITTLE GHEEN F£CTORY QUESTIONNAIRE Instructions: Do not sign name; indicate only facts that are clearly in your mind; do not guess at answers. Age Sex Education: Grade School years, High School years, College years. Occupation: The following factors are necessary for the manufacture of sugar by photosynthesis: a ; b ; c ; d . Sugar is manufactured in (part) of the plant. The process by which a plant loses water by evaporation from the leaves is called . The evaporation from the leaves will be more rapid when the air sur- rounding the leaves is . You were shown that nutrients enter the root of the plant through the 'Which is the most important process in growing a healthy plant? . Through the process of respiration, the plant converts into more available forms that can be utilized for plant growth. In this presentation, how was the rate of respiration increased? The movement of sugars and soil nutrients in the water stream through- out the green plant is called . Name two places where the sugars and nutrients are used in large quantities. a. ; b. . ‘What made this program interesting to you? 12 TABLE III THE LITTLE GhEEN FACTORY QUESTIONNAIME Instructions: Do not sign name; indicate only facts that are clearly in your mind; do not guess at answers. .Age ' Sex Education: Grade School years; High School years; College years. Occupation: Do you have access to a television set? Do you observe it 3 hours a week? 1. Did you find the program interesting? 2. ‘Would.you include similar prOgrams on your weekly viewing schedule? 3. 'Was this subject matter useful to you? h. 'Which of the three programs did you find.most instructive: . 5. List in order of your preference the programs as you would most enjoy viewing. 6. Did you feel that the facts contained in the prOgram were forced upon you? 7. Did you feel that the presentation was too elementary? 8. Did the program stimulate you sufficiently to want to learn more about the Little Green.Factory 9. lflas the lecture presentation too formal? 10. Did the illustrations of each plant process help? . C OIVMEI‘IT S : Suggested improvements: Do you like education programs? Hould you enroll in a Michigan State College Course presented on Television? Other comments? 13 EVALUATION OF RESULTS Program Scripts: The following is a program outline and the scripts used in the three television programs. THE LITTLE GREEN FACTORY Program Outline I Introduction Good afternoon Depend on green plant Lunch Analogy II Photosynthesis Products of Leaf structure Sugar Factory simile ----- assembly line III TranSpiration Define Path of water (plant) Leaf section Control Factory simile IV Nutrient Absorption Fertilizer Define 1h Diagram of root Selective absorption Factory simile—--storage warehouse and conveyor V ReSpiration Foods stored Addition of oxygen and enzyme activity Cool temperature, brighter color Factory simile VI Translocation Define Intricate plumbing system Nutrient ascent Sugars throughout plant VII Summary Photosynthesis---sugars Transpiration----excess water Nutrient absorption Respiration ----- energy for growth Translocation---movement Our existence depends on the Little Green Factory 15 Script The Lecture THE LITTLE GREEN FACTORY Good afternoon. Have you ever considered just how essential the green plant is to our existence? Yfie depend upon it for our food, our clothing and our fuel. Let us consider the lunch we had today: a sandwich, the bread is a direct product of the seed of a wheat plant; the meat in the sandwich from an animal that fed upon the green plant; butter, a salad, ice cream, coffee, all direct or indirect plant products. Almost all of our clothing is derived from a green plant - cotton directly from a cotton plant, wool from a sheep. Our homes are frequently built of wood from the trunk of a large green plant and heated with wood or coal or oil from prehistoric plant remains. Yes, we are dependent upon the green plant for a good portion of our livelihood. That is why a little knowledge of how the green plants makes these products for us will give us a better appreciation of plant life. To demonstrate the processes by which the plants are able to grow and serve us, let us compare the green plant to an industrial factory. The process of photosynthesis provides the food or energy by which a plant is able to grow. Photosynthesis might be defined simply as the process by which sugars are manufactured from carbon dioxide and water through the agency of chlorophyll in the presence of sunlight. What are some of the products which are manufactured? There are the sugars which we find in oranges, the starch in potatoes, fats and oil from nuts, and fiber which we find in paper. 16 Let us now examine the plant more closely and discover just how photosynthesis is accomplished. Suppose we take this leaf and cut a slice through the center. Then if we could expand each cell so that we could see it as under a microscope, at once it would look similar to this diagram. First let us consider it with the sun shining down on the upper surface of the leaf. The sunlight provides the energy for the manufacture of the food. The movement of the water from the roots up to the leaves serves as a conveyor. The excess water in the plant might be considered a by- product of the factory. The sunlight penetrates this surface layer and Spreads throughout the leaf. Throughout the cells of the leaf we find chloroplasts, globules which contain the chlorOphyll, a green pigment. This lower spongy area contains water vapor. Carbon dioxide enters this small Opening on the lower side of the leaf. Now we have located all the basic materials for the sugar manufacture, which you remember we called photosynthesis. 'We have the sunlight entering the leaf, the carbon dioxide and water, and the chlorophyll which is the agency responsible for the manufactured proauct. You may not see immediately just how the process of photosynthesis is similar to an industrial factory? It is characteristic of our modern factory to have everything on an assembly line basis. In the leaf we have a section devoted to assembling the finished product. The chlorOphyll is similar to machine tools which grind and finish products of industry. Eater acts as a conveyor and is a part of the finished product. The small Openings in the leaf might be compared to gas jets. The sunshine provides the energy as would electricity. 1? 'hater plays many roles in the plant: Let us give it a little more consideration. If so much water is used by the plant how does the water leave the plant? This is called the process of transpiration. It is the evaporation of water from the leaf. Suppose we pour some water in this pot. The water goes down into the soil, and is absorbed by the roots. It is then carried up the plant by a system of tubes, to the leaves. Let us look at the leaf section again. This spongy area is saturated with water vapor. Through this small Opening at the bottom of the leaf it is possible for the vapor to escape. The rate at which the water vapor will leave the plant through the process of transpiration depends upon the humidity of the air which surrounds the leaf. The less water vapor in the air, the greater the difference between the relative humidity inside and outside the leaf and the faster it evaporates from the leaf. So often we hear that we must fertilize the plants in our homes and in our gardens. Hhat we are doing is simply adding to the soil nutrients which are necessary for the plant to grow. The entrance of these plant nutrients into the plant is called nutrient absorption. The mineral ele- ments are building blocks of the finished product. Let us look at this diagram of highly enlarged small part of a root. These are root hairs. These are soil particles. Hater is usually clinging to most soil particles. Nutrients are dissolved in the water. The soil water serves as a carrier for the nutrients. The water is in contact with these root hairs which have the ability of selectively absorbing the nutrients. After the water and nutrients have entered the root hairs it travels from cell to cell 18 until it reaches a conducting tube. The nutrients are then carried up the stem to those places where they are used. The storage of nutrients in the soil is very'much like the storage of raw materials in a factory. They are placed in a store room and are brought out on to the assembly line when they are needed. The next process that we shall discuss is that of reSpiration. 'In respiration a plant converts stored food into forms which can be used by the plant for growth. These foods are stored in the roots, in stems, in leaves or in the seeds of plants. By the addition of oxygen to the stored food and enzyme activity, food is broken down to forms which can be carried throughout the plant. ReSpiration plays a very important part in plant growth. Flowers or fruits grown where the nights are cool are a much brighter color because there was more sugar allowed to accumulate. The respiration rate is not as high in these low temperatures as it would have been in a warmer one. The higher temperatures increased respiration and that in turn used up the sugar. The process of respiration might easily be compared to the marketing of industrial products. The finished products are stored until there is a market demand. .In the plant the food is stored and is later used for new growth. There is another process which is most important for growth-- the process by which all these foods and nutrients are moved about the plant. This is known as translocation. It is accomplished by an intricate plumbing system. Not only is it important for the nutrients to be taken up from the soil to the green areas where photosynthesis is going on, but 19 also it is important that products of photosynthesis be transported to storage and growth areas. You have seen those functions in the plant which are necessary for growth. Photosynthesis for the manufacture of sugars; transpiration for the disposition of the excess water vapor; nutrient absorption to provide nutrients from the soil; respiration to make food available for growth; and translocation for distribution of water, nutrients, and manufactured food throughout the plant. You can see how these processes operate, dependent and yet independent of one another. You have seen how similar the organization of the little green plant is to our industrial factory. In better knowing and understanding the "Little Green Factory" we come to appreciate the importance of this sugar mill which provides our food, our fodder, our finery, and.our fuel. The Discussion THE LITTLE GREEN FACTORY Scene--an experimental green house where experiments have been set up for Horticultural research. As the scene opens Dr.‘Tatson is speaking. (See Figs. II, III, IV and V.) Prof.-JTO so many of you the function necessary for the growth and develOp- ment of a green plant may be a mystery. It is my intention to make a simple comparison between the Operation Of a green plant and the operation of the industrial factory. Gregg Stecker has been working on a group of experi- ments which will help illustrate the comparison. low I would like you to meet Gregg. r» (i ). ‘. 1‘ .4 m o 4. u [Li D ,. L!“ a“ .vd id \— fl WA \, , \I . _a I. P, .1 n v I. . a u , nL..+ OQH u h Czar, n+1; . . J? a . S . . . i t e .. NH i mu, am , X .... . . w. , \l r #4. . ..Up \ H alfilp. . \I. \ f .4 \I v\ u \l . . o i a .. (4 «- .... .. k. l J HQJ: ..L 4 1 . - . f . . r; _ .L _ 4 . , .41. - .. L..( F . burp . 0:.an ..lw \.H\FQH4 . w i F x .r: yr) . al a ..i“ . Hrdl 1H...“ 0 I H - . .4 v I r _ v r . .“\ ll| \ (G! rl‘ V l r v C ) I1 _ u . c: 1? ..S.L_;7.M-.-..ci.m ...JJJSCI . . . fa . < AL AC .mHHmz mmdoacoonm mgw MO ooemhmmmam one when on w. Opmazeflm op mcflndw head; mmzopCH: mcfiwuomwhdmn moappma p003 mafia: no CH Uopodppmcoo pom omSogdmopm “coapmpcommma deflmmdomflp n O “NPW mfluflm mass 4‘" . Cw m mo oawzwm 93.: 3 hr mm‘wfla Emmpm esp ...l .m u I p‘: .ceflpmhzgmcmha eapmppneoeow psoEHLmQHo "cOfipmpemmOnm COHum Onflw .rgeowomm semi: o swag new: .3 .=Hm 2b Gregg--How do you do Dr.1#atson. Prof.--Now Gregg the first process I want to explain is photosynthesis. Concerning this experiment on photosynthesis can you explain it to our audience? ‘ Gregg-~I'm sorry I can't, you see there are a few points which are not clear. Prof.-4iell tell me what you have done. Perhaps I can help you. Gregg--You see I have four plants, three of them under bell jars. This first jar is all black so that no light can enter. Prof.--Let's have a look under that one Gregg. This plant is all white. It has lost all of it's chlorophyll. That would certainly indicate that sunlight is influencing the manufacture of chlorophyll. Gregg—~Just what is the function of chlorOphyll in the plant Dr. Katson. Prof.-4Hell Gregg, chlorophyll is the green pigment which is reSponsible for the combining of the water and the carbon dioxide to form a simple sugar. Gregg-JThen it would be impossible to get sugar manufactured without chlorophyll. Then that is why when I gave it the iodine test by bleaching the leaf and pouring iodine on it nothing happened? Prof.--Yes. The iodine test is a simple test to show the starches that are present. Now you can see the value of sunlight in photosynthesis. Now what about this second jar marked no carbon dioxide? Gregg--In this jar I have been introducing air with the carbon dioxide removed. This plant is still green but when I tested for stored food by pouring iodine on a bleached leaf there was no sign that any had been manufactured. 25 Prof.--Then you are convinced that carbon dioxide is necessary for photo- synthesis. Gregg--Yes that seems obvious from the test. [But now this plant has been in the sunlight and carbon dioxide has been available, but water has been withheld and look there is still no stored food. Prof.--Right and now what about this last jar? Gregg--It has everything, carbon dioxide, water, and sunlight, and look at the leaf from it. Just packed with food. Prof.-4Then you will agree that there are four factors necessary in the manufacture of sugars in the green plant. Sunshine, chlorOphyll, water, and carbon dioxide. Gregg-—Yes, that demonstrates it clearly. Prof.-41ell now that you have discovered the factors in photosynthesis let us see how it compares to the industrial factory. First of all we have the sun shining on the leaf to provide the energy. This would be comparable to the electricity which provides the energy for the industrial factory. Then we have our machinery, the chlorophyll which combines the water and carbon dioxide to form the sugar. Gregg-qAnd the water and carbon dioxide are the raw materials. Prof.-4That is correct. Let us look for a moment at your experiment on transpiration. Now you have thesg two plants growing under similar con— ditions, but you have the one placed in front of the fan. Gregg-4You notice this one in front of the fan is wilted from the movement of the air. 26 Prof.-4£ell let us consider the leaf for a moment. Inside the leaf, you see, we have a structure very much like a sponge. It is porous and these :pores are saturated with water vapor. Most of the water vapor leaves the leaf through thousands of little openings called stomates. Gregg-~I see--then the fan blows the air across these openings and exposes the water vapor to more air. That is why the plant wilted. Prof.--That is true, however the fact that the plant did not absorb water fast enough through the roots should not be overlooked. Gregg-—You.mean then the water actually makes a cycle? You water the plant in the pot. The water is absorbed by the roots and is taken up the stem and into the leaves. Then the water leaves the plant as water vapor. Prof.--That's right--and there you have the process of transpiration. You should remember also that air inside the leaf is saturated with water vapor and the rate of evaporation is controlled by the difference between the amount of water vapor in the air and in the leaf. The higher the humidity in the air the slower will be the rate of tranSpiration. Gregg--Then in homes where the air is dry you will have to water the plants more often. Prof.--Yes that is true cr else add some Water into the air. The water serves as an excellent conveying system to carry the nutrients from the soils. Gregg--This fertilizer experiment should demonstrate nutrient absorption. I have two plants growing in a very starved soil. To the one plant I have added a balanced fertilizer, and notice how much greener it is? 2? Prof.--It certainly shows the effect of the additional nutrients. You see Gregg, in order for a plant to grow there are nutrients that plants must get from the soil. Gregg-~Now when I fertilized this plant I put the fertilizer on top of the soil and then watered the plant. Prof.--I see, and the fertilizer was carried down into the soil. Part of these nutrients are soon in solution in the soil water. Gregg--Then when the plant takes in water it also takes in the nutrients? Prof.--That is almost correct. However, the root hairs are really plastic membranes. There is a membrane surrounding the roots which has the ability to select the nutrients as they are needed. Gregg--I can see where this is an important function of the plant. Prof.--Yes and there is much more to be learned about this phenomenna of nutrient absorption. It is particularly important in Horticulture where we try to maintain desirable levels of nutrients. Again you can see how similar the green factory is to our industrial factory. The water serves as a conveyor for these nutrients and takes them where they are used. Gregg--And the soil then acts as a warehouse for storage of the nutrients. Prof.--Correct--and now you have an experiment to demorstrate respiration, don't you? Gregg--Yes, I do. This plant has been flowering on this shelf. I have another plant which has been flowering here on the floor by these steam pipes. Now as I put these plants side by side you can see that the plant flowering in the warmer temperature has much paler flowers. 28 Prof.--Yes that is true. Now how do you account for this lighter color? Gregg-~It is evident that temperature is a factor. Prof.--Temperature is a factor but what about this process we call reSpiration? ‘ Gregg-4iell reSpiration is the process by which a plant converts stored food into forms that can be used by the plant. Prof.--Then it would seem that there is less stored sugars in this pale plant than in this one with the vivid colored flowers. You see the sugar is responsible for the color pigments in the flowers. Gregg--I see, the higher temperature influenced the respiration rate so that less storage was possible. Prof.-4Yes that is true. Oxygen is also a factor. In the process of reSpiration oxygen and enzyme activity are most important. Actually respiration is the addition of oxygen to the stored foods. So without oxygen, respiration could not take place. The higher temperature acceler- ates the process so that the sugars are used almost as fast as they are manufactured. Gregg-JThen without the manufactured sugars the reSpiration could not take place. Prof.—-True-—the plant must have these foods for growth. Just like in the industrial factory the finished products are stored until there is a market demand for then. In the plant they are stored until they are needed for growth and then through the process of reSpiration they become available for the plant to use. Now Gregg, there is one more process we should discuss, the process of translocation. 29 Gregg-Jdell translocation is the movement of the materials from one place to another, like the delivery service for the plant. Prof.--And we have all these processes going on in the different parts of the plant. For example we have photosynthesis taking place in the leaves. The manufactured sugars have to get to the storage organs and to the growth areas. Gregg--Storage organs like the tuber of the potato and seeds. Prof.--Yes and areas where new growth is taking place, the tips of branches and in the tops of plants. Gregg-4Then there is the absorption of the nutrients by the roots and they are being carried up the plant to the leaves and to the growth areas. Prof.-4You see we have movement of materials up and down and all through the plant. This is accomplished by an intricate plumbing system. It is important that the movement of these materials goes on uninterrupted. Gregg-4iater certainly plays an important role in the transfer of all these products doesn't it? It's just like in a factory.. It acts to keep the manufacturing unit supplied with all the parts as they are needed for assemblv d, and the water also takes the finished product to the storage area. Prof.--Thank you Gregg for showing us these experiments. Gregg--It makes them more clear to me. Thank you. Prof.--You have seen the processes necessary for plant growth. Photo- synthesis for the manufacture of sugar; transpiration to remove the excess water vapor from the plant; nutrient absorption for the intake of nutrients from the soil; reSpiration for the conversion of stored food; and translocation 30 for the movement of the nutrients and finiShed products throughout the plant. It is important to remember that all these processes are going on dependent and interdependent upon one another just as in the individual units of industry. So often it is thought that all that is necessary for a plant to grow is to give it some fertilizer. You have now seen that the plant is a very complex factory. .find it is upon these processes of the plant growth that civilization depends for its existence. For this existence the plant furnishes our food, clothing, our shelter, and fuel. The Drama THE LITTLE GREEN FRCTORY Opening Scene—~The'Uatsons are at home on a Saturday morning. They are having a late breakfast. Dr. Watson, a professor in Horticulture, seems to be more interested in his morning paper than the breakfast his wife has prepared. Mrs. hatson, being very energetic, has been to the garden and cut some flowers that are badly wilted. As the scene Opens Mrs. satson is trying to get her husband's attention. Mrs.--pst----darling, your breakfast. You don't like cold coffee. Mr.---That's what I like to see in a newspaper, good constructive articles. Now here's something everyone should read. «hy it's sensational! It makes everything clear! I like that "The Little Green Factory." Mrs.--Something certainly has bit you this morning. I haven't seen you so awake at breakfast in years. 'Hhat's this all about? Mr.---This article is called the "Little Green‘Factory". See! It explains just how a plant is able to maintain itself and then just to make everything 31 clear, it compares the green plant to an industrial factory. Hrs.--That doesn't sound exciting to me. Mr.---You see this toast? The cereal? Milk? This sugar? The straw- berries, yes the table cloth and even the table. They are all products of the green plant. why your whole life depends upon the green factory and probably you don't even realize it. Mrs.--Are you telling me that milk comes from a plant? What plant? Milk weed? Mr.---No, but animals are certainly' ependent on the green grass, and the grains which are products of plant life. Nrs.--Now just how does a plant do all these high and mighty things? Mr.--4Jell, to begin with there are five processes which are necessary for a plant to grow and develop. The first process is photosynthesis. firs.-—Photo --------------- what? Mr.---Photosynthesis, the process by which a plant manufactures sugars. hrs.--Sugars? You.mean like this? (dipping spoon in sugar bowl) Mr.---Not quite. If you shake carbon dioxide and water you get soda water. But if a plant combines carbon dioxide and water in its leaf it makes sugar. Mrs.--Just how does it make sugar? Mr.---In the leaf of a green plant we have a Spongy area which is saturated with water vapor, carbon dioxide comes in from the air. The cells of the leaves contain the green pigment called chlorophyll. Then with sun shin- ing down on the green leaves, the leaf forms the sugar from the carbon dioxide and water. 32 Mrs.--Isn't that amazing. (she says thoughtfully) Carbon dioxide, water, chlorophyll, and sunshine -------- and we have our whole breakfast. But what has this to do with an industrial factory? Mr.-—4Well the article says the carbon dioxide and water are the raw materials in the factory you see. The sunlight is like the electrical energy of the factory. The chlorOphyll is the machinery which assemble the finished product. And the water in the plant is like an assembly line. Altogether simple for a professor, but it is clear. Mrs.--(Picking up her wilted flowers) Looks to me as if the assembly line has broken down in these. hr.---It certainly does. You know I think you should read this article, then I could eat my breakfast instead of answering Questions. Hrs.--But you answer my questions so beautifully; hr.---Yes dear ------------ . These flowers have been subjected to excessive tranSpiration. Mrs.--Don't you mean perspiration? Mr.---No. Transpiration is the evaporation of water from the plant. You remember I told you that the inside of the leaf was saturated with water vapor? Mrs.-—Yes. Mr.---The lower surface of the leaf has thousands of little pin holes in it. The water vapor leaves through these holes. Hrs.--But I only out these an hour ag . Mr.---Yes but in cutting them you cut off the water supply from the soil and the plant went right on transpiring. 33 Hrs.--Are you telling me that I should have placed them in water right away, or would you suggest I cut all the leaves off? Hr.---Either would help, but putting them in water would have solved the problem. Take that plant you have growing in that bowl. You don't have to water it do you? hrs.--No, and why don't I? Mr.-—4Kell, there you have a continuous system. The water is evaporated from the leaves, condenses on the glass, runs down into the soil, then it is taken up by the plant again and evaporates again and so on. Mrs.-—dow is that different from these flowers? Hr.---In the first place the air around these leaves is much drier. The rate at which transpiration takes place is influenced by the amount of moisture in he air. If the air is dry evaporation is more rapid and also by he amount of water available from soil. Hrs.--So this is why I have to keep adding water to my plants? hr.--—That's right, this continuous flow of water is like the continuous assembly line in the factory; It flows through the plant, evaporates, and then goes into the air just as an assembly line, it goes back and repeats the process. irs.—-You know, since you are in such a good mood for answering questions this morning, I have a bob question for you now. Nr.---The one morning in the week for a leisurely time to read my paper and what do you do, ask questions, questions, and questions. Mrs.--(Eising) Come along. You've got to see this. Mr.--~But my breakfast. 3h hrs.--(The scene shifts to living room where on the book case there is a pale looking plant obviously needing fertilizer. On the coffee table in the front of the divan is a bowl of fruit. The banana is black). Look at this poor plant! Hr.--—Looks to me as if it's as hungry as I am. Starved. Nrs.--Starved? hr.---Now that's something else you could learn from this article. Although carbon dioxide and water are very necessary for a plant to make sugar and grow, you have to add some nutritions to the soil. hrs.—-How on earth am I going to feed a plant? Mr.---A plant has a very nice way of absorbing nutrients if you provide them. Now suppose vou had a plant fertilizer and you sprinkled some on top of the soil. 'Mrs.--Don‘t be silly, the plant can‘t reach out and grab them there. Mr.---No, but when you water the plant the nutrients will dissolve in the water and will be carried down to the roots. hrs.--That sounds plausible. Mr.---The nutrients are then in contact with the roots. On the roots there are little fingers sticking out called root hairs. These are especially designed for the nutrient intake. Hrs.--Oh, then when the plant takes up water, the fertilizer sort of sneaks in. £r.---That's about right, but these root hairs are constructed with a membrane and the nutrients are selected as the plant uses them. Hrs.--I see, sort of like a cafeteria? b) U1 Kr.---Now you know how a plant gets its soil nutrients. The water is like a conveyor in a factory. It carries the nutrients to where they are used in the plant. You might even say that the soil serves as a ware— house for these raw materials. Hrs.--You know that article might have something. Is it on the society page? Mr.---No it's not on the society page, but you will find it in the feature section. (Looking down at the fruit bowl, sees the banana.) This banana certainly is getting ripe isn't it. Hrs.-—Yes and I just put them there last night. They were such a golden yellow, and the oranges are a bright color. I thought we'd just enjoy their beauty for a few days. Mr.---Actually what you did was increase; the respiration rate. Mrs.--But they say never put bananas in the refrigerator. Mr.---I know, but if you would put them where it is a little cooler they wouldn't respire as rapidly. Hrs.--There you go springing a fancy word again. Tihat do you mean, respire? Mr.---In the plant, respiration is the process by which stored food is converted into a form that can be used by the plant. Actually it involves the addition of oxypen in the stored food and a high temperature acceler- ates this process. The banana is alive even though it has been removed from the plant. Mrs.--I see, then in the banana we have stored food an‘ the warm tempera- ture causes the banana to reSpire faster and that's why it is black. Mr.---That's right. Then too, here in this room there is a good supply of oxygen so the conditions are almost ideal. hrs.-—If I had placed them in the refrigerator respiration would have slowed down because of the cool temperature? Hr.---Yes, respiration provides this energy, energy that came from the sunlight originally. Mrs.--It must be similar to digestion. tie eat our food and we digest it to get energy. hr.---Yes, it is comparable. As I was reading from this article the plant stores up food in seeds, in the stem, and also in the roots. Then, when there is a demand for the energy, respiration begins, and it is provided. In the factory Quite often the finished products are stored until there is a market demand, then the goods are placed on the market. Hrs.--It certainly is marvelous how the plant is organized so that when all its needs are provided it actually works for us. hr.--—I think it is about time that my needs be provided for. How about some breakfast? Hrs.-€Maybe you'd like a nice ripe banana, it must be bursting with energy by now. (She says this as Mr. walks out of the shot and back to the breakfast nook -------- next shot Opens on.hr. at the table again.) Mr.---You certainly are getting educated this morning aren't you? Mrs.--(aalking into the shot) I muSt confess you have answered a lot of questions. Now let me see, have I everything on the table? Cereal, coffee, cream, toast, maple syrup--—--this maple syrup must be manufactured by the plant. It says maple right on it. 37 Mr.---It is, and that is another example the writer of the factory article could have used for translocation. hrs.--Is a maple tree a plant? Mr.---Of course. Hrs.-—Then this is just sugar water? hr.---Yes and it is flowing in the stem of the tree. It serves to move the sugar out of storage and carry it throughout the plant. Hrs.--You mean like sugars and the soil nutrients. Mr.---That's right. Now take this maple syrup for example. It was manu- factured in the leaves by the process of photosynthesis. It wasn't all used and much of it was stored during winter. irs.--I see. Mr.---Then this Spring when growth began it was translocated, transported to the buds and the tips of branches where most of the new growth is found. Mrs.--Jell wouldn't the soil nutrients be in on this translocation business? Hr.-—4Ies they are being translocated to the growth areas too. It takes an intricate plumbing system to accomplish all this movement in the plant. Mrs.-4fell I can see where the whole plant is a pretty intricate little factory. Mr.---It certainly is} All these processes are going on dependently and interdependently at one time. Now how about my breakfast? Mrs.-~All right, but just one more question. 38 Hr.---No more questions. Here, you read about the "Little Green Factory" and I‘ll make my own hot cakes. You will find that we have to depend upon the functions of the "Little Green Factory" for our ery existence, but I'm going to have to depend on my own cooking or I'll never survive. Three reels of sound motion picture films, 550 feet long for each prcgram recording accompany this thesis and are filed in the Department of Horticulture, Michigan State College, East Lansing, Michigan. Factual Questionnaire: It was shown by the compilation of averages from the factual questionnaire that the results were not sufficiently different to indicate any one type of presentation as being the best technigue for conveving factual material. After testing four separate representative audiences with each type of presentation, (a total of 12 audiences, 315 peOple), it was shown (TABLE IV) that the average grade for factual material was 50.7 for the lecture, 50.7for the discussion, and 50.8 for the dramatic type of presentation. This did not suggest that any one type of presentation was more successful than any other in its ability to deliver the facts to the audience. Appeal Questionnaire: A total of 139 peOple in four representative audiences indicated the preference of the dramatization type of presenta- tion (TABLE V). It is most appealing to the most peOple with a total of 28h points. The lecture scored 20h points and the discussion 213 points which gave these two methods a much lower rating than the drama. On a percentage basis (Fig. VI) the three types of presentations rated: 39 m.om q.ch mHH mmHHoo opepm .gowa .hmmhmze m.mw mm Hewspasoapwom .eoaz rawwmm H.Jm mm QSHU nephew hpamm mmmHHoo madam .zoaz mocmhmmqoo m.mm w: mgmomcsmqlhhemhsz mmmaaoo madam .eoaz mma a.mm ma weaewq m>apoemaa mpmpo mamomm macaw pepEsz mama: ~.om N.NON m.o: p.50 ©.H: m.mm mcmmo mdezzOHBmflDw HmDBomm ho meqpmam pm .zoflz qmcflmcmq CQHpmfloomm< awe maupmaweo m.emzflmesOw .:0HE «mcflmcmq Dado MQflernmo fl oemmco SEOVEH .zoaa «mcfimcmq QSHQ mm mmcmsoxm wcflQOq mmmaaoo mpeem .aoag Hma ma maa>fiq m>HpommHa fr? magomm adoho nonsza QQHmmSQmflQ >H mqm< mOH . mHmpoe maceaHHH .msaaqmz mm apquano mewHQma .30fla quHH>mch psao 3H coppmo oHHH>mch .sowfi «mmcoq enema Fm hampofi ompmq Gamma mmmaaoo mpmpm .Lofiw Hma OH wcfl>flq m>Hpoommm \ manoem macho amnesz opfipomq hO Om me m ma o.mm m mm m.mm em a 0.4: pm 0 m.mm m E New mad mmmpmkwd :onmSQwHQ m wgfinm magpoeq magpoma H opdpomq m COHmmSomHQ m manpomq madam H mammm m waspooq m scammSQmH: mommmsomflm H opfipoeq m madam m mafimmzomfla scammSOmflQ H m>HposhpmcH mocmpmmepm pmom mo pecao mempnumpdpomq madam CQHmmdomflQ scammSQmHQ mCHpmopmch pmoz mfiszZCHBmme Hammm< mo megsmuz > mqmaq m>flpooamu pchEmm mm ehfipfidoflpwom cawpmze 4m Headpazoflppom ham>flaom em .mHma .mpmwhoae mamomm dicho mo .02 Ll men—Poun— x mm x _fl x0? uozumuuumm 2apodppmoH pmoz H>HEQD£HmZH BmQE saw mam on em Hem OHH m as mm mm madam CowmmSQmflQ manpooq 40m on mom mm 0\ (\l mocoaommam mo pcpao H> mamaq m>apommem hmGHEmm ohdeSOprom mammoze HmpdeSOtho: moa>wom Amo>fifioa zamhmmama _mpmflmoah @3090 HQH easemeea momma m amalgam ea 28 @358 o it To make the audience your first consideration is a good technique. Special terms should be defined and terminology, not understood.by the audience, should be avoided. For the lecture presentation, the talent must be familiarized with the complete outline. For a discussion, the talent may work from an outline of the topic and the visual aids used in the production. The scripts for a dramatic type of presentation need to be completed three weeks prior to the program to allow time for memorization of the scripts. Diagrams and other prOps should be prepared well in advance so that the talent can become familiar with them. It is important that the Show be rehearsed before it is produced in the studio to give the talent opportunity to become more familiar with the topic which will result in a more relaxed performance. The talent should have no other responsibility in the studio except the program itself. It has been found that it is important for the director to meet with the talent well in advance of the program in order to work out problems, thus alleviating confusion and tension during the pre-program rehearsals in the studio. It is difficult for the talent if they are not oriented in the studio and control room. They need to understand the procedure and the duties of the personnel with dhom they are working. Experience with the present programs has indicated that if considera- tion is given to the methods mentioned above much time can be saved in preparation of the program and the result will produce a more effective television perfOrmance. LS Production Problems: From the experience of producing the programs for this investigation the solution of the problems is important for future programming of Horticultural television. The advent of television has brought to the public an audio-visual me ium providing a "classroom" approach for education in the home. Many of the tOpics which would not lend themselves to a purely audible medium may now be demonstrated with much greater clarity. Television provides the means by which the audience can participate by being taken to the scene of action. It is intimate. The audience interest must be stimulated or the audience is lost. The selection of the topic may control the success of a program. Choosing a topic of seasonal interest will aid in holding an audience. There is a danger however in scheduling a seasonal program because materi- als may not be available for the program. For example, in producing the program "Forcing Buds for'fiinter Bloom", the branches for forcing were collected six weeks prior to the program. It was difficult to regulate the blooming date of the branches to coincide with the program date. Several groups of branches were collected in order that the flowering wood might be available for the program. The time spent for the preparation of the program therefore, could have been utilized more effectively by building a prOgram of eQual interest. Some tepics are not as easily adapted to television because the subject matter reguires scientific terms which are difficult to avoid and yet not commonly known to the television audience. In adapting the script for "The Little Green.Factory" to suit— able terminolovv it was necessary to carefully define the names of the {DJ 3 functions and to substitute expressions in many places. For example, "pin holes" in the leaf was used for stomatal apertures and "intricate plumbing system" for the vascular system. The talent available from the educational personnel originated in the department preparing the program. Television experience was often limited. The control of the factual material was essential and could be handled most effectively by talent familiar with this subject matter. Although this is important, the personality of the talent must be pleasant so the viewer will listen and not be distracted. Timing a television pro- gram is imperative because of the rigidity of schedule maintained by a studio. Limiting the facts to the essentials and timing each rehearsal to the Specified prOgram length is essential. Since television is visual, in contrast to radio, it is important that props, diagrams, photographs, and tranSparencies be vivid. Preps should be large enough for comfortable handling, yet not so large that they are unwieldy. For instance the branches used in "Forcing‘Buds for Iinter Bloom" were cut for home arrangement but in the studio they were unmanageable and interfered with the movement of the talent. Illustrations should not be cluttered on the set. The1 tend to confuse the audience and make it difficult for the movement of the performers. Faking preps is helpful ard frequently practised in television. This is a new approach for any scientific person. In the production of "The Little Green Factory" two flowers were used to give the contrast that was desired for illustrating respiration. One dark flower was red; the other was white. In reality they merely represented a different intensity of the sane flower color. To demonstrate an etiolated plant the leaves were covered M7 with talc. In handling the preps during a program it was found necessary to hold them close to the body and not tilted toward the camera to give a background for the picture and prevent excess light from falling on the prep. The ‘esign of diagrams should be in a three by four proportion (3 units vertical and h units horizontal) to assume the dimension of the television picture. In displaying a prop before the camera it may be oriented by the use of a monitor, which should be placed so that the talent can see it easily and also see the camera. Theatrical cosmetics are not required by all people but when they improve the appearance of the talent, they should be used to give them this advantage. In producing the dramatic presentation complete memoriza- ‘tien was necessary for control of the factual content and for planning the program in the studio. This presented a particular problem for the talent since the field of dramatics was not the classroom approach that was natural to them. This dramatic method of presentation was most time consuming 0) reguiring many hours of rehearsal and timing the action. The dress of the talent should be simple, lacking frills and em- bellishments. Clothing with a sheen, as well as jewelery, should not be used. IJhite has a tendency to "flare" on the television screen. To develOp a successful television program, close harmony is necessary to maintain coeperation. It is very easy for tension to develOp because of the many demands of the medium. To offset this problem a spirit of good will and an acceptance of criticism are necessary on the part of the talent and studio staff. D.- C!) . ._ AuM-éb Three methods of presenting Horticultural tepics through the medium of television were tested. A testing program was designed to find out the method with the most audience aopcal and the method that was most effective to convey facts to an audience. "Forcing Buds into'Tinter Bloom", a demonstration of how dormant buds of woody trees and shrubs are brought into leaf and flower, and "The Little Green Factory", a demon- stratien of five functions of plant growth, were selected as experimental tepics. Each of these was presented as a lecture, a discussion, and a dramatization making sure that the factual content was uniform in each presentation. "The Little Green Factory" was produced using college talent and.was recorded on a kinesc0pe. For the testing program 16 rep- resentative audiences were polled. The summary of results from a factual 3 and an appeal questionnaire submitted to a total of hSh peeple indicated that the three types of presentation are of equal value for conveying horticultural information. It was shown that the dramatic type of presenta- tion has more audience appeal and holds the auiience interest longer. This paper includes suggestions for production as well as solution to production problems encountered in the deveIOpment of Horticultural pro- grams for television. The text includes the complete scripts for the three methods of presenting "The Little Green.Factory" and it is supple- mented by three kinescopic recordings. BIBLIO CrRQPHY Bolen, Murray. Fundamentals of Television.- 1950. Hollywood Radio Publishers, Inc. Hubbell, Richard. Television Programming and Production. 1950 Rinehart and Company, Inc. Neon, Tom, K. A. Speece, M. Gapen. Television Report, Section I Films. 1950. Radio and_Television Service, U. 8. Dept. of Agriculture. Speece, haynard, Alice F. Skelsi, and K. M. Gapen. Television Report, Section II, Visual Aids. 1951. hadio and Television Service, U. S. Department of Agriculture. ROOM USEUNLV . , I g . ' . _ ’i f , mummy um: ' ' I ' MAY31'55 * fl . c o“ r t - ,5" ‘1 IM USE am ‘a. v ‘ d-fi cf" - ' 0A9" ‘ --. MICH IG AN STATE UNIVER 1 3 S 293 03084 8778 ITY LIBRARIES