Post on 13-Mar-2018
1
Course Binder: Computer Applications Throughout this course you will:
o ”Learn to identify and solve problems” o “Work together and help each other” o “Think”
How to do something
Why and When to use something
2
Course: Computer Applications Syllabus
Course Description: This hands-on course examines four Microsoft software applications (Word, Excel, PowerPoint, Access), as well as a review of your keyboarding skills. This course will also look at basic skills for other software applications that involve web and graphic design. This course progressively builds on previously established computer application concepts. In addition to independent projects, students will be required to participate in daily class work assignments to demonstrate application proficiency. Class participation and cooperative learning in which students learn from each other and help each other is an important element of this course and part of each student’s grade. What do I need for this course? Each student will have a binder for the course
Will there be homework in this course?
There is typically no homework & all of your work should be completed during class time. You may require additional time outside of class to work on an assignment because of absences or project complexity.
Students will be required to “think critically” when learning the building blocks of Microsoft Office software applications. Students will also need to work cooperatively and individually to troubleshoot and solve in-class problems. Learning Expectations: Students will be expected to demonstrate the following student learning expectations:
• Read purposefully • Communicate effectively • Identify, analyze and solve problems • Work independently and cooperatively with others
Course Objectives: Students participating in this course will demonstrate understanding by being able to:
Define and use vocabulary terms related to technology and software applications
Create, modify and format elements of various documents within MS Office (through performance of skills)
Integrate multiple software applications
Use features of software appropriately by identifying the advantages and disadvantages of software in different situations
Research the Internet to successfully obtain and validate accurate data
Develop cooperative learning skills by working together to solve problems
Develop strategies for learning software applications
How is one graded?
40% - First Term 40% - Second Term
30% - Working Independently & Cooperatively on in-class assignments 30% - Demonstrating Respect 30% - Projects
20% - Final Exam 10% - Keyboarding
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Weekly Rubric Computer Applications- Mr. George
Beginning – 0
pts
Developing –18 pts Focused –24
pts
Exemplary –30
pts
Demonstrates
Respect for
Others
Poor behavior.
Disruptive to
other students.
Lack of respect is
demonstrated in
the classroom.
Comments show
a lack of respect
and courtesy.
0 PTS
Classroom behavior
needs to be
improved. Needs to
act in a more
respectful way in the
classroom. Needs to
continually be
spoken to regarding
behavior or attitude.
Demonstrates
inability to pay
attention when
others are speaking.
18 PTS
Classroom
behavior was
acceptable.
Acts
respectful in
the
classroom on
most
occasions.
24 PTS
Classroom
behavior was
superior,
professional, and
a model of how
the teacher would
like students to
behave.
Demonstrates self-
respect and
respect for others
at all times.
30 PTS
Works
Independently
and
Cooperatively
Unable or
unwillingly to
work
independently
or
cooperatively
with others.
Unable to stay
on task.
0 PTS
Needs improvement
in the area of
working
independently or
cooperatively with
others. Able to
accomplish few
assigned tasks. Has
a difficult time
staying on task.
18 PTS
Works
independently or
cooperatively with
others most of the
time. Able to
accomplish most
assigned tasks.
Stays on task most
of the time.
24 PTS
Works
independently
or cooperatively
with others all
of the time.
Able to
accomplish all
assigned tasks.
Stays on task
all of the time.
Engaged and a
productive
member of
class.
30 PTS
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Classroom Expectations:
These expectations are similar to what is expected in a workplace setting.
Students are expected to:
“Be nice.”
Develop good listening skills. Students will learn from him and from each other.
Act respectfully towards him and each other. Put downs, teasing and swearing are not allowed.
Express tolerance. Each student learns differently. Learn to value other students for their differences. The world and our class would be boring if we were all the same.
Work cooperatively as part of a team.
Be cordial to each other by saying “Please”, “Thank you”, and “You’re Welcome”.
Come to class on time, prepared and organized for each class. It is suggested to use an agenda book or some other method of managing classroom responsibilities.
Stay on task. Stay focused on classroom goals. Manage your time. The result will be high-quality work. (A potential employer’s dream)
Students should expect the teacher to:
“Be nice.”
Create a positive learning environment that is entertaining and academically challenging.
Act respectfully in the classroom.
Be reasonable and fair.
Communicate progress or concerns.
Be prepared for each class.
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Computer Applications Course Outline
Course objectives:
Upon course completion, students should be able to:
Improve speed and accuracy of keyboarding
Develop learning strategies as far as learning new software
Work independently and cooperatively as part of a team to solve problems
Identify appropriate uses for MS Office software applications (understand why a feature is used)
Technology
Create, modify files and folders on network drives
Use technology terms appropriately
Identify parts of their computer
MS Office
Improving keyboard proficiency
Using toolbars, short-cuts, function keys
Creating, modifying and saving files
Integrating multiple applications and files
Using the online help function
Formatting a document
Grouping and ungrouping objects
Switching among open programs
Course Structure and Outline: 18 weeks (approximately 9 weeks per term)
• Word (3 weeks) • Excel (3 weeks) • PowerPoint (2 weeks) • Access (2 weeks) • Web & Graphic Design (2 weeks) • Selected Topics/Independent Topics (1 weeks) • Application Integration (1 week) • Internet Security (1 week) • Final Project (1 weeks)
Keyboarding
First 5 minutes of each class is keyboarding. Take baseline at beginning of course.
Each class will use excel to chart statistics and progress on a weekly basis. Goal is for “touch typing using
proper finger reaches with minimal viewing of the actual keyboard.”
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MS Word – Topics and Features
Track A: Required Advanced Track B:
Document Formatting
o Line and Paragraph Spacing o Indenting Text, Setting variety of tabs o Page Columns, Setting Margins o Setting Page Orientation, Headers, Footers o Vertical and Horizontal Alignment o Create and Edit Hyperlinks; linking files (objects) o Protect a document
Tables:
o Create a Table o Enter Data and Formatting a Table o Creating/Deleting Columns and Rows
Formatting Text:
o Bold, Italics, Underline o Colors & font effects o Text effects, Horizontal Alignment o Bulleted & Numbered Lists
Miscellaneous:
o Using Clip Art, WordArt and Watermarks o Copying Pictures & Text from the Internet to Word o Using Autoshapes and Drawing objects o Page Breaks and Column Breaks o Using Text Boxes and its properties o Using Borders, Colors, and Shadings for text, objects, and pages o Autocorrect o Autotext o Spellcheck & Thesaurus o Templates and Wizards o Create and modify a form
1. Labels 2. Macros 3. Mail Merge 4. Inserting a File 5. Create and update a
Table of Contents 6. Create a Master
Document 7. Create and Modify an
Index
Assignments for Track B
Students:
• Define each of the seven topics from above
• Learn how to perform each feature within the application
• State one reason why one would use the feature (which would be a benefit
• Demonstrate one use
• Dreamweaver • Fireworks • Photoshop • Other software application(s)
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MS Excel– Topics and Features
Track A: Required Advanced Track B:
Create, modify and manage (rename, moving) multiple worksheets in
workbooks
Format and entering data in cells
o Bold, Italics, Underline o Horizontal Alignment o Cell properties (backgrounds, colors, shades, colors, borders) o Formatting data as numbers, currency o Sorting data by more than one heading o Using header and footer features o Gridlines and borders o Using Autoshapes toolbar to include shapes in documents
Creating formulas (addition, subtraction, multiplication, division, average,
absolute, relative and mixed reference)
Freeze Titles, split panes, move between and arrange workbooks
3-D formulas
Add and format a text box
Linking and embedding a file
Integrate office documents
Basic functions
Create and modify charts
Creating, editing, and saving charts
1. Advanced functions (VLOOKUP, HLOOKUP)
2. Track Changes 3. Create a list or database 4. Filters 5. PivotTables 6. PivotCharts 7. Record and Run a
Macro
Assignments for Track B
Students:
• Define each of the seven topics from above
• Learn how to perform each feature
• State one reason why one would use the feature (which would be a benefit
• Demonstrate one use
MS PowerPoint– Topics and Features
Track A: Required Advanced Track B:
Create a Powerpoint presentation that has text and images
Add sound to a presentation
Automate slideshow so that presenter doesn’t need to manually click to advance slides
Format slides, slide transitions, action
Practice oral presentations using PowerPoint as a
visual aid
Enforce outline view when creating PPT
Speaker notes
8
buttons; Edit slide master
Add music to presentations
Create a presentation from a template
Applying animation features to slides
Create automated slideshow with recorded narration
Create automated slideshow with sound files (music)
Insert text, images, animated images
Create presentation using multiple views
Format slides
Edit slide master view
Link and embed other office documents
Link multiple presentations
Assignments for Track B Students:
• Create a PPT as a visual aid and deliver a 5-minute presentation on a mutually agreed upon topic.
MS Access– Topics and Features
Define a database & how you’d use it.
Create a table with a primary key
Change the data type/field names in a table
Create a form
Input data into a table
Establish a relationship between multiple tables that enforces referential integrity
Run a query to gain output
Show output by running a report
MS Office Applications Integration
Mail merge with (word document – excel spreadsheet/access database as source)
Project that incorporates all 4 applications Selected Technology Topics
Students will be expected to research, compile and present a technology topic to the class using
Microsoft PowerPoint as a visual aid. All students will benefit from learning about a variety of relevant
technology topics related to what it is, how it works and why it is important to whom.
Final Project
The course culminates for all students through a comprehensive final project that demonstrates the ability
to perform specific computer skills in addition to applying them in an appropriate and relevant way. The
final project also demonstrates the ability to identify, analyze and solve problems using software
applications. At this point, students are expected to be able to work independently to complete their
project on time while using learning strategies to complete the assignment.
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Folders and Files
Important to organize your Y drive. Folders and Files should have meaningful names (to you).
Recommended Y drive folder structure:
Freshmen Class Class Class Sophomore Class Class Class Junior Class Class Class Senior Class Class Class
Structure of folders should look like this:
CompApps
1Keyboarding
2Word
3Excel
4Powerpoint
5Dreamweaver
6Fireworks
7Access
8Misc
9Final
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Word Challenge:
Create return address labels for yourself on one regular sheet of paper.
Don’t print.
Create a macro in a Microsoft Word document that automatically puts your first and last name in the header of a word document. It should also insert the current date under your name in the header. Test it to make sure it works.
Create a second macro of your own choosing that would be helpful for a HHS student.
You are going to create a mailmerge document in which your Word document will be a birthday invitation to your birthday party. You will have your list of 8 guests (first name, last name, street address, town, zip code) in an excel spreadsheet. When you merge the documents, you should see your friends’ names and addresses. Once done, please try to also address each invitation so it says Hello (first name) of each guest.
Explain labels, macros and mailmerge features to class.
11
Topic: Efficient Keyboarding
Student Goal: Touch Typing without looking at the keyboard to ensure the most words per minute with the least amount of errors.
This finger placement is the fundamental position for touch typing, from which it is possible to press all the other keys.
A few tips for efficient and correct use of the keyboard.
In order to maximize your success, do not glance at the keyboard.
The fundamental position (HOME ROW) can easily be found without looking at
the keyboard - there are bumps on the letters 'F' and 'J' (at the bottom of the
key).
You will be practicing keyboarding in three ways:
o Comprehensible text (meaningful)
o Throughout all of your Computer Application assignments
The number of words per minute indicates your typing level and error rate are
two ways to measure keyboarding ability.
Throughout the course, each student should be building speed and accuracy
through repetition and the practicing of good keyboarding habits.
Keyboarding: http://www.freetypinggame.net/
• Choose Free Typing Tests o Select Lesson# o Select 3-minute timed typing test
• Select Games
Save all of your keyboarding stats in your keyboarding excel spreadsheet named
keyboarding.xls in your Keyboarding folder
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Joe Student
Computer Applications
Block: A
Keyboard Statistics
Date Lesson # Errors WPM
2/4/2012 10 9 150
2/5/2012 11 9 59
2/6/2012 12 10 65
2/7/2012 13 9 72
2/8/2012 14 14 87
2/9/2012 15 15 88
2/10/2012 16 21 89
2/11/2012 17 25 92
2/12/2012 100 50
Average
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Windows Features (specifically XP)
“When I grow up, I want to be just like who?”
General keyboard shortcuts
CTRL+C (Copy)
CTRL+X (Cut)
CTRL+V (Paste)
CTRL+Z (Undo)
Double-click within a word and it will highlight entire word without any spaces at either end of word
CTRL + Click will allow you to multi-select or de-select files & content individually based on what
you select. Use this within Windows Explorer.
SHIFT + Click will allow you to multi-select or de-select files & content based on a beginning &
ending point. Use this within Windows Explorer.
You can also use your mouse to select content, objects or groups of files
CTRL+A (Select all)
ALT+TAB (Switch between the open items)
ALT+ESC (Cycle through items in the order that they had been opened)
ESC (Cancel the current task)
F1 key (Display Help)
CTRL+P (Print the current page or active pane)
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Internet/Web Terms
Internet: Network of computers from all over the world, connected by hardware such as telephone
lines, satellites, and Digital Subscriber Lines (DSL).
URL: Uniform Resource Locator. It contains information about where a file is and what a browser should
do with it. Each file on the Internet has a unique URL. It is used for referring to resources. It’s a web
address for each file.
(Web) server: computer or machine that is connected to the Internet that has special software on it that allows web pages to be “served” to the Internet whenever anyone types in the web address.
When you finish your web site, you upload or post it on a server. Whoever owns the server, is the host.
(Which means they are hosting the site).
Domain Name: contains the address of the server. Sometimes you will see a web address that has
numbers – that number is the DNS (Domain Name Server) or IP address. Words translate to the
numbers simply because it’s easier for people to remember the names.
DNS (domain name system): a system that translates the computer’s numerical IP address into
something that’s easier for humans to read and remember.
Home page is the one that a user will see if they use a URL without a file name. It’s the default page. A
specific page is not requested.
Internet Service Provider (ISP): company that gives the user access to the Internet. Examples include:
MSN, America Online.
Search Engines are online tools that allow users to navigate the Web.
HTML: the programming language in which web pages are written on the Internet.
HTML Editors: software tools that allow you build html pages using a GUI (graphical user interface). One
editor is Adobe Dreamweaver.
Browser (Microsoft Internet Explorer, Safari, Firefox, Opera): software that interprets html and displays
the page of text, graphics, sounds, animation, and movie clips, etc. on your screen in a format that they
can understand.
Hits vs. Unique Visitors
File Transfer Protocol (FTP) enables you to send and receive files over the Internet.
Intranet: self-contained intra-organizational networks that are designed using the same technology as the Internet.
15
File Sizes
1 bit = 0 or 1
8 bits = 1 byte
1 kilobyte (kb) = 1,000 bytes
1 megabyte (mb) = 1 million bytes or 1,000 kb
1 gigabyte (gb) = 1 billion bytes or 1,000 mb
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Word Features
Toolbars
Textboxes
Tables
Non-printing characters
Bullets (Monday, Tuesday, Wednesday)
Custom Bullets – make a basketball or Flag
Background
Themes
Word Art
Effects
Borders
Shading
Drop Capital
Header & Footer
Format Painter
Using a wizard
Office online has docs/templates: http://office.microsoft.com (Download one to Y drive)
Word doc with table & excel embedded
Excel doc with embedded word table
Screenshots
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Tables - vocabulary
• Table • Column • Row • Border • Merge cells • Split cell • Rotate Text • Wrap text • Shading of cells
18
Red Sox Table
1. Create the Boston Red Sox table that is below. Name it redsox.doc 2. The last line should have two formulas:
a. average of all batting averages b. total of all home runs
3. Vertically align the document in the center. (This means you have equal spacing above and below the document).
Boston Red Sox
Fir
st
Las
t AB
Bat
ting
Aver
age
Hom
e
Runs
Jacoby Ellsbury 300 .351 32
JD Drew 250 .301 51
David Ortiz 154 .287 12
Jed Lowry 100 .215 5
0.289 100.00
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FONT ACTIVITY
In Word, please type:
When I grow up, I want to be just like Mr. George.
Save doc as font.doc.
Unplug your keyboard. Complete the rest of the assignment with your
mouse only.
Copy the line 4 more times so you have five.
Number each line just like below. Format each line as follows:
1: Arial, 24pt, red text
2: Tahoma, 14 pt, blue
3: Times New Roman, Strikethrough, Bold
4: Arial, Underline
5: Green text color, gray shading
Type your first and last name in the footer of the document using the
Windows On-Screen Keyboard.
Save document.
20
Sugar Hill Gang
1. Open Sugarhill Gang.doc from the word folder on the student drive
and save into your word folder with the same filename. 2. Set center tab at 3.5” on the first line (and tab) text over to it 3. Set left table on second line to 2” and tab the word “Though” over to it 4. Set three decimal tabs at 2.5 inches for the three lines with money
(dollar signs and decimal points) 5. Double space all lines in document. 6. Divide document into two paragraphs with 18pt spacing after each
paragraph. 7. Type your name in the header. 8. Type the word count into the footer. 9. Add an appropriate hyperlink to an external web site. 10. Change left and right margins to 1” on both sides. 11. Create a new document. Save as sugarsongs in your word
folder. Using either a bulleted or non-bulleted list, list 5 songs from the Sugar Hill Gang. Save your file.
12. Insert contents of sugarsongs.doc into sugarhill gang.doc 13. Save your document.
21
Wild Horses Directions
• Do the following activity without using your mouse - F1 is Help
• Skip anything you can’t problem solve • Smile while doing this assignment – it’s good exercise for
your face • Open up Wildhorses.doc from Student drive in MrGeorge
folder • Save onto Y drive in Word folder as u2.doc • Format document from 2 to 1 column • Horizontally center the first line of the document • Format all text to Comic Sans MS with a font size of 12 • Choose one word to make bold. Do it using your keyboard • Replace the word horses with chickens throughout the
document • Change the font color to white and the background of the
document to black • Be nice to someone in the cafeteria today • Use the thesaurus to change the word “dirty” to another word
22
Picture Toolbar Handout – Clipart, Images
Open two fitness tips.doc from Student drive and Save it
on your Y drive as soccerball.doc.
Insert a soccer ball from clip art (search for soccer ball)
before the word Park
Select the soccer ball (you’ll see handlebars around the
image)
Make sure the Picture Toolbar is open and move it along
the left side of your screen
Go through each option (with the soccer ball selected)
Discussion of saving or copying images from an Internet
web site
• Removing the hyperlink
• Resizing images
Review screenshots
23
Bullets – Numbered or Unordered Lists Review Custom Bullets
Monday
Tuesday
Wednesday
24
I don’t think so!
My list
25
Draw a picture using Autoshapes & other Word tools.
26
New Word Feature
Choose one word feature that we
haven’t discussed yet that you think
would be helpful for a HHS student to
be aware of so that he or she could
find a use for it at some point. You
are going to state it, explain it,
demonstrate how to use it and
explain why one would use it.
27
Nationality Assignment – MS Word/Computer Applications
Choose one nationality that represents your ethnic background. You are going to celebrate this ethnic background for
one day of the year in Hingham. You are going to create a black and white flyer (not color) that explains how you’re
going to celebrate it. Your flyer/brochure should:
• Describe one culture (the way people live) – what you’d wear, eat, how you’d spend your time, music, etc. • Explain how one would celebrate the culture in Hingham • Provide details to your family if your family was going to celebrate its heritage for one day • Communicate to other students how one would celebrate an ethnic background • Demonstrate appropriate use of Word features in an interesting and organized format
It should be informative to you and to other students who may or may not have the same ethnic background. Be
creative. Make it interesting and fun. It should also demonstrate the appropriate use of more than 15 MS Word
features. List the 15 features at the bottom of your brochure (either in the footer or in a text box). Your name should
be somewhere on the one-page flyer. Save it in your Word folder with a meaningful file name. You will be using this
later in the course when you present this using PowerPoint. This should NOT BE a historical report on a country. All
of your content should be in your own words.
Unacceptable Needs Improvement Proficient Exemplary
Read
pu
rpo
sefu
lly Unable to read the
assignment sheet
independently to be
able to understand
how to complete the
assignment.
Content is
unacceptable due to
inaccuracies,
irrelevance or
unreliability of
Internet sources.
Weak content.1
Reads assignment sheet,
follows directions and completes
assignment while asking many
questions that would have been
answered by reading the
assignment sheet. Weak content
within the assignment
demonstrates inaccuracies,
irrelevance, or unreliability of
Internet sources. Content is
lacking and wouldn’t allow for a
90-second presentation.
2
Reads assignment sheet, follows
directions and completes
assignment while asking few
questions that would have been
answered by reading the
assignment sheet. Most content
demonstrates research is
accurate, relevant and reliable
from Internet sources.
Acceptable content.
3
Reads assignment sheet, follows
directions and completes assignment
while asking no questions - that
would have been answered by
reading the assignment sheet.
All content demonstrates research is
accurate, relevant and reliable from
Internet sources. Excellent content
that would allow for a 90-second
presentation.
4
Wri
te e
ffecti
vely
Writing is
disorganized.
Grammar, spelling,
punctuation or
capitalization errors
are unacceptable.
Did not proofread.
1
Writing could be more clear and
organized. Many grammar,
spelling, punctuation or
capitalization errors. Needs to
improve editing skills. Word
selection, word choice and
sentence structure could be
improved.3
Clear and organized writing. Few
grammar, spelling, punctuation or
capitalization errors.
Demonstrates acceptable editing.
Demonstrates good word
selection, varied word choice and
varied sentence structure.
5
Clear and organized writing. No
grammar, spelling, punctuation or
capitalization errors. Demonstrates
extremely careful editing.
Demonstrates excellent word
selection, varied word choice and
varied sentence structure.
6
Co
mm
un
icate
eff
ecti
vely
Weak effort. Poor
communication of
ideas to audience.
Content is not
relevant.
Unacceptable
communication of
ideas.
1
The communication of ideas and
information within the brochure
are not persuasive or creative.
Little content is relevant to
audience. Does not
communicate a clear message
to a specific audience. Needs
improvement.
2
The communication of ideas and
information within the brochure
are somewhat persuasive and
creative. Most content is relevant
to audience. Communicates a
somewhat clear message to a
specific audience.
3
The communication of ideas and
information within the brochure are
persuasive (makes one want to read
it) and creative. Content is relevant to
audience. Communicates a clear
message to a specific audience.
4
Score: /100 Name:
28
Ide
nti
fy, an
aly
ze, an
d s
olv
e
pro
ble
ms Does not
demonstrate the
ability to use or
apply technology
appropriately.
Unable to indentify,
analyze or solve
software problems.
1
Demonstrates the ability to use
and apply little technology
appropriately.
3
Demonstrates the ability to use
and apply most software
appropriately.
5
Demonstrates the ability to use and
apply technology appropriately.
6
Grade: Add all four scores. ______ x 5 = ________%
90-100 Points Exemplary
80-89 Points Proficient
60-79 Points Needs Improvement
0-59 Points Unacceptable
29
Saint Patrick’s Day: March 17, 2011 in
Hingham, Massachusetts!
Here are some tips for a fun day with your family!
Mid-Day
Travel into Boston, Massachusetts and visit the annual St. Patrick’s Day parade. It will feel like you’re in Dublin.
Crank up the music on your drive in- Listen to traditional folklore songs, or even the Dropkick Murphy’s band
Meet at an Irish Pub for lunch- such as the Boston Irish Pub for lunch (in Boston after the parade) or drive back to Hingham and relax at the Snug for some beers and good Irish Music.
Evening
Travel to church (assuming you are Christian) to celebrate Ireland’s conversion to Christianity
Watch a traditional Irish movie with your family- The Luck of the Irish, The Departed, Finian’s Rainbow, Leap Year, The Last Leprechaun, etc.
Cook an annual Irish Dinner: Corned Beef, Cabbage, Irish Stew and some Soda Bread…
Or, head to a local pub, possibly The Snug (Hingham, MA) and enjoy some Irish beer dyed green.
Morning
Wake up to the leprechaun who is in your house! Let the kids run around and try to catch the leprechaun. (If you catch a leprechaun, you are considered to have a lucky day!)
Make potato scones for breakfast- a traditional Irish delicacy
Dress in Green—from your Celtics jersey to going all out and even dying your hair- the more green the better (so you won’t get pinched!!)
30
Choose Nationality (1 minute)
Research Nationality & Gather Content (put in a Word
document) (1 class)
Review what you have & organize it (1 class)
Create a flyer/brochure using your content (use your
own words) (1 class) – s/b 90 seconds worth of
content.
31
Excel - vocabulary
• Workbook
• Spreadsheet/Worksheet
• Sheet tab
• Active cell
• Formula bar
• Formula
• Function
• Cell
• Cell reference
• Chart
• Gridlines
• Row height
• Column width
32
Excel In Class Assignments (on Student
Drive)
1. Ongoing keyboarding stats 2. 8sillyHS.doc (do together) 3. formulas.doc 4. 3d formulas.doc 5. Monthly rainfall.doc 6. Baseball lineup.doc
Level 2:
Macros, labels and mailmerge using an
excel spreadsheet with names &
addresses.
33
Excel Basics
First Last Hours Worked Hourly Rate Pay
Tiny Archibald 34 10 340 15% 36.38
Bernie Carbo 26 8 208 9% 27.82
ML Carr 30 8 240 10% 32.1
Chris Ford 38 10 380 17% 40.66
John Hannah 8 14 112 5% 8.56
Kevin McHale 16 12 192 8% 17.12
George Scott 40 14 560 24% 42.8
Bill Walton 22 12 264 11% 23.54
Totals 214 88 2296 1 229
1.07
Tiny
Worksheets: add, delete, re-name, move
Use Fill Handle (numbers, sequencing, days, months, etc.)
Formulas with cell references (add, subtract, multiply, divide)
Sort by last name
Move around a worksheet (Ctrl+Home, Ctrl arrows; select up rather than down)
Create a chart with data.
34
SillyHS assignment
1. Open sillyhs.xls from student drive
2. Save into excel folder on y drive and rename it studentlist.xls
3. Create a formula for total number of kids (column G)
4. Sort all data by Age (ascending), then by Gender (ascending) and
then by # of kids (ascending)
5. What is the astrological sign for Placido (first name)?
6. Find the average of #of pets?
7. Copy the worksheet to a new worksheet.
a. Rename the new worksheet Tuesday.
b. Have all of the students listed on this worksheet who have
Tuesday as his/her favorite day of the week.
c. Make sure the first line (header) of the Tuesday worksheet has
the same headings as the original worksheet (Period C). Make
sure the headings on the Tuesday worksheet are each
individually being referenced by their cell references.
8. Change the heading First Name on Period C sheet to fname. The
First Name on the Tuesday worksheet should automatically change.
9. Format the Age column in Period C worksheet to a number with two
decimal points.
10. Shade the first row of both worksheets to a red color.
35
Formulas
1. Start Excel.
2. Open a new workbook and save it as formulas.xls
3. Type the information given in the table below into the worksheet
Sales Division 2008 2009
North 53412 58455
South 23100 19254
East 45378 48622
West 61823 68566
4. In cell D1, type Increase/Decrease. Increase the width of the column so that the text fits.
5. In column D, calculate the increase or decrease in sales for each Sales Division from 2008 to 2009.
6. In cell A6, type Totals.
7. In row 6, calculate the total sales for each year.
8. In cell A7, type Average
9. In row 7, calculate the average sales of each Sales Division for each year.
10. Format all sales figures as currency, with 1 decimal point.
11. Format all negative numbers on spreadsheet in red
o Don’t just change the font color of negative numbers to red – I want you to customize the cells so that a negative number will automatically appear in red font color. Hint: Custom Number Format
12. Apply bold format to all column and row labels to distinguish themselves from the cells with data
13. Make sure all cells are wide enough to fit all cell contents
14. Laugh a little.
36
3D (3 Dimensional formulas) in Excel
1. Open up 3D.xls on student drive george/excel/3d.xls in Microsoft Excel
2. Save to your Y drive in your excel folder as 3d grades.xls
3. Insert a new worksheet at the beginning of your workbook. Name it Totals
4. You are going to create a spreadsheet that includes:
a. The following column headings (Name, Term1, Term2, Term3, Term4, Final).
b. All of the students names will be cell references from the names on the Term 1 sheet. You will not copy and paste the names and you will not retype these names.
c. You will calculate by using 3D formulas each of their term grades on the Totals sheet. Format each term grade as a percentage (2 decimal places). Remember, your formulas will be cell references from the other worksheets (Use your mouse – don’t type the formulas)
d. You will calculate a final grade for each student by using a formula that will be an average of all 4 term grades. This will also be formatted as a percentage (2 decimal places)
5. You will then replace “Garciaparra” on the Totals sheet with your last name. Bold your last name (this is how I know it is your paper)
6. Continue to have a nice day.
37
Monthly Rainfall
Objective: Create a spreadsheet showing the monthly rainfall in Hingham
(in inches) for the past 12 months – not including the month we’re in right
now. You will make up the rainfall figures for this assignment:
Topics for this Activity:
Formatting numbers (percentages, decimals) Relative & Absolute References Formulas View formulas Charts
1. Create a spreadsheet in Excel.
2. Save your file as hinghamrain.xls in your excel folder
3. Your spreadsheet should have column headings.
4. If you list months of the year (type January and then copy it down using Autofill – or you can type all of the months manually if you like typing)
5. Your spreadsheet should have totals by month, a grand total for the past 12 months and an average monthly rainfall figure for the past 12 months.
6. Format all numbers with 2 decimal places. Use an Absolute Reference for at least one formula (using the dollar sign $).
7. Create one chart that reflects your data in the spreadsheet. The chart should easily illustrate the data from your spreadsheet. (it should tell a story). The chart should be an object within the existing worksheet.
8. Type your first and last name in the header section of this file.
38
Baseball Lineup Objective: Create a spreadsheet showing a lineup for a professional baseball team that is still playing and how an individual’s statistics would change based on the events of one game: Topics for this Activity:
Formatting numbers (percentages, decimals) Formulas View formulas What if analysis
First Last Hits At bats Current Batting Avg Hits Today At Bats Today Average Today New Average
Jerry Remy 158 351 3 4
Rick Burleson 126 330 1 5
George Scott 110 287 0 5
Butch Hobson 91 275 3 5
Jack Brohammer 99 310 2 5
Jim Rice 85 312 3 5
Fred Lynn 74 291 4 5
Dwight Evans 79 300 5 5
Rich Gedman 58 299 2 4
1. Use the Internet to research the existing statistics of 9 players (one team’s lineup)
2. Create a spreadsheet in Excel that lists at least the following data:
a. A formula that shows each player’s current batting average (carry out 3 decimal places) based on a formula
3. Save your file as lineup.xls in your excel folder
4. Your spreadsheet will have column headings (of your choice) for the lineup.
5. Smile today.
6. In a separate column, I want you to calculate the new batting average of each player based on how well each player does for one game:
a. For example, if Derek Jeter goes 0 for 5 – what’s his average for the game and his overall batting average. You should have at least five different scenarios.
7. Sort the batting lineup by overall batting average (make sure all of the data remains with the appropriate player)
8. Type your first and last name in the header section of this file. View your file as formulas (rather than as values)
9. Save your file.
39
Effective Presentation - Guidelines
Know what you are talking about
Rehearse and practice (especially if it’s a group presentation or involving software/technology)
Use some type of visual aid to help keep you on track as well as your audience
Entertain and engage your audience and communicate your message in a clear and interesting way. Be
enthusiastic. If you’re bored by it, don’t expect others to be excited about it and pay attention.
Use relatable examples and break complicated topics down into a simple to understand way
Voice volume is important – it’s difficult to pay attention if your audience can’t hear you. If you are
speaking to a screen, you are projecting your voice in the wrong direction.
Speak clearly and slowly enough so that your audience can process what you’re saying.
Eye contact keeps your audience’s attention. If your back is to the audience, don’t expect anyone to
listen to you. Do you like it when people read things to you?
Don’t read your presentation (either on paper or on an overhead projector). In both cases, it’s boring
and your audience is going to assume you don’t know what you’re talking about.
Add value to your presentation. If using PowerPoint, you should be talking about what is on the slides –
not reading them verbatim.
If using PowerPoint, have someone watch you practice it from the back of the room to make sure you
can read what is on your slides, offer you feedback, and ask any questions. You want honest feedback.
Too much text on slides is BORING. No one will pay attention. USE LOTS OF PICTURES – They’re more
interesting to look at. When you look at vacation pictures, how much text is on them?
If you have multiple items on one slide, introduce them one at a time so your audience will be forced to
listen to what you want …when you want them to. You are in control.
Test technology equipment prior to presenting to make sure your software is compatible and it works
(including sound). Do you really want to experience technical problems in front of your live audience?
Use a laser pointer to focus your audience on an aspect of your visual aid.
A good presentation is like a good paper: Introduce, Talk about what you want to talk about, Conclude.
Conclude your presentation. You can always end a presentation by saying, “This concludes my
presentation, does anyone have any questions?”
40
“How to do something using PPT as visual aid” Rubric (100pts)
Student Name: _____________Grade:
90-100 % Exemplary 60-79 % Needs Improvement
80-89 % Proficient 0-59 % Unacceptable
Student rarely: Student
occasionally:
Student
frequently:
Student
consistently:
Speaks clearly with teacher and classmates throughout the duration of the project
Expresses enthusiasm during oral presentation
Communicates ideas and information in an organized manner
Communicates a clear message to a specific audience
Eye contact, voice volume, voice clarity ,use of laser pointer
Includes Introduction, Each step, and Conclusion
Unacceptable-1 Needs Improvement-2 Proficient-3 Exemplary-4
Co
mm
un
icate
eff
ecti
vely
Student did not
communicate
effectively duration
this presentation or
did not present. Final
product
demonstrates an
unacceptable ability
to communicate
effectively.
Expresses little
enthusiasm when
presenting. Little oral
communication is
expressed clearly. The
communication of
ideas and information
within the presentation
are not very clear and
misunderstood by the
audience. Many
aspects of presentation
could have been
clearer. Communicates
an unclear message to
a specific audience.
Expresses some
enthusiasm when
presenting. Most oral
communication is
expressed clearly.
The communication
of ideas and
information within the
presentation are
somewhat clear and
understood by the
audience. Some
aspects of
presentation could
have been clearer.
Communicates a
somewhat clear
message to a specific
audience.
Expresses enthusiasm
when presenting. All
oral communication is
expressed clearly. The
communication of
ideas and information
within the presentation
are clear and easily
understood by the
audience.
Communicates a clear
message to a specific
audience.
-10 PTS if text on slides (unless it’s copyright text i.e. Days End)
-25 PTS if less than 45 seconds
-25 PTS if exceeds 3 minutes; Will receive a zero if not prepared to present when called.
41
Automated Nationality Presentation Rubric
Nationality Presentation Goal:
To present how you’d celebrate your heritage/ethnic background for one day in Hingham o What would you do? o How would you spend your time? o How would you be able to celebrate your
heritage? o What would the day look like?
Use PowerPoint as your visual aid
Presentation should be at least 90 seconds in duration
Print off slides as a handout (6 per page)
3 days to work on it/including practice
In groups of three, you will create a 3-minute fully automated presentation using
PowerPoint on how to celebrate a nationality in Hingham. Your final product should be
saved as a windows media video that can be played in our classroom. Your presentation
should be well organized and include text and images. It is recommended to use the
Notes section of each slide for your dialogue so you can more efficiently record the
audio of your presentation.
42
Grade: Add all and divide by 37 ______/37 = ________%
Should be at least 3 minutes. 50% will be subtracted from grade if less than 3 minutes.
The student
rarely:
The student
occasionally:
The
student
frequently:
The student consistently:
Writes effectively Unacceptable-
1
Needs
Improvement-
2
Proficient-
3
Exemplary-5
Writes with appropriate expression and structure
Writes with attention to the conventions of grammar, usage, and vocabulary
Creates a logically written outline for the slideshow
Communicates
effectively
Unacceptable-
1
Needs
Improvement-
6
Proficient-
7
Exemplary-8
Speaks clearly with teacher and classmates throughout the duration of the project
Expresses enthusiasm during oral presentation
Communicates ideas and information in an organized manner
Communicates a clear message to a specific audience
Communicates adequate content to audience
Identifies, analyzes,
and solves problems
Unacceptable-
1
Needs
Improvement-
6
Proficient-
7
Exemplary-8
Uses logic and deductive and inductive reasoning to solve problems
Demonstrates the ability to use and apply technology appropriately in terms of software and software features
Accesses and evaluates information for accuracy and relevance
Uses PowerPoint appropriately as a visual aid within an oral presentation
Works Independently Unacceptable-
1
Needs
Improvement-
3
Proficient-
6
Exemplary-8
Efficiently uses class time, accurately researches content and effectively manages time to complete assignment.
Demonstrates
Respect
Unacceptable-
1
Needs
Improvement-
3
Proficient-
6
Exemplary-8
Demonstrates excellent classroom behavior and is respectful of others
43
Automated Nationality Presentation Rubric
Unacceptable-1 Needs Improvement-2 Proficient-3 Exemplary-4
Wri
te e
ffec
tiv
ely
Writing is disorganized.
Slideshow outline is poor
and unacceptable.
Grammar, spelling,
punctuation or
capitalization errors are
unacceptable. Did not
proofread.
Writing could be more clear
and organized. Slideshow
outline could be more
logically written. Many
grammar, spelling,
punctuation or capitalization
errors. Needs to improve
editing skills. Word
selection, word choice and
sentence structure could be
improved.
Clear and organized
writing. Slideshow has a
logically written outline.
Few grammar, spelling,
punctuation or
capitalization errors.
Demonstrates acceptable
editing. Demonstrates
good word selection,
varied word choice and
varied sentence structure.
Clear and organized writing.
Slideshow has a logically
written outline. No
grammar, spelling,
punctuation or capitalization
errors. Demonstrates
extremely careful editing.
Demonstrates excellent
word selection, varied word
choice and varied sentence
structure.
Co
mm
un
ica
te e
ffe
cti
ve
ly Student did not
communicate effectively in
writing or orally throughout
the duration of this project.
Final product
demonstrates an
unacceptable ability to
communicate effectively.
Expresses little enthusiasm
when presenting. Little oral
communication is expressed
clearly. The communication
of ideas and information
within the project are not
very clear and
misunderstood by the
audience. Many aspects of
presentation could have
been clearer. Communicates
an unclear message to a
specific audience.
Expresses some
enthusiasm when
presenting. Most oral
communication is
expressed clearly. The
communication of ideas
and information within the
project are somewhat
clear and understood by
the audience. Some
aspects of presentation
could have been clearer.
Communicates a
somewhat clear message
to a specific audience.
Expresses enthusiasm when
presenting. All oral
communication is expressed
clearly. The communication
of ideas and information
within the project are clear
and easily understood by the
audience. Communicates a
clear message to a specific
audience.
Ide
nti
fy, a
naly
ze
, a
nd
so
lve
pro
ble
ms Does not demonstrate the
ability to use or apply
technology (presentation
software) appropriately.
Unable to use software to
indentify, analyze or solve
software problems.
Demonstrates the ability to
use and apply technology
(presentation software)
appropriately some of the
time. Sometimes uses
software to solve problems.
Demonstrates the ability
to use and apply
technology (presentation
software) appropriately
most of the time. Most of
the time uses software to
solve problems.
Demonstrates the ability to
use and apply technology
(presentation software)
appropriately. Always uses
software to solve problems
in an appropriate manner.
Wo
rks
Ind
ep
en
de
ntl
y Unable to independently
complete the project.
Content is unacceptable
due to inaccuracies,
irrelevance or unreliability
of Internet sources. Did
Weak content within the
project demonstrates
inaccuracies, irrelevance, or
unreliability of Internet
sources. The majority of
class time was not used
appropriately and used
Most content
demonstrates research is
accurate, relevant and
reliable from Internet
sources. The majority of
class time was used
appropriately and
All content of assignments
within the project
demonstrates research is
accurate, relevant and
reliable from Internet
sources. Class time was
used properly and
44
De
mo
ns
tra
tes
Re
sp
ec
t
Poor behavior. Disruptive
to other students. Lack of
respect and courtesy is
demonstrated in the
classroom.
Classroom behavior needs
to be improved. Needs to act
in a more respectful way and
repeatedly is spoken to.
Demonstrates inability to
pay attention when others
are speaking.
Classroom behavior was
acceptable. Acts
respectful in the
classroom on most
occasions.
Classroom behavior was
superior, professional, and a
model for others.
Demonstrates self-respect
and respect for others at all
times.
not use class time
appropriately. Improper
use of class time. Student
was not able to manage
time.
improperly. Need to use
class time more efficiently.
Student needs to improve
time management skills.
Teacher had to direct
student to stay on task.
properly. Student had an
opportunity to manage
individual time better. Very
few times when teacher
needed to redirect or
refocus student.
appropriately. Student made
efficient use of class time.
Student effectively managed
time to complete project
45
Selected Topics in Technology
You are going to work in small groups and each group will be assigned a technology topic from
the teacher. You will then do the following:
• Research the topic individually so that each group member understands what the topic is, how it works and why it is important.
• Communicate with each other so that each person understands the topic • Use the outline feature in PowerPoint to structure the presentation • Create a script – slide by slide – that will serve as the narration for the presentation • Record audio on each slide • Completely automate the presentation (with narration)
The completed presentation should be something that could be emailed to someone so that
he/she could understand what the topic is, how it works and why it is important.
The presentation should be at least four minutes in duration.
You should present your complex topic to your audience in a simple way so that the
audience understands it. (what it is, why is it important)
Your presentation should address the following questions (depending on the topic):
What is it?
How does it work?
Why is it important or is it not? To whom?
Give examples of it?
Is it something you can get? Where?
Benchmark of how well you explained the topic:
Your presentation should be clear enough (even though the topic may be complex) so that at its
completion, anyone in the audience should be able verbally explain it to any random sketchy
student walking in the hallway by our classroom.
Tips to breaking down a complex topic into something simple:
Use analogies that your audience can understand – relate to your audience.
Don’t use big words if you don’t know what they mean
Work cooperatively with other students if you’re confused about a topic(s)
Tips for delivering a successful presentation:
Know your content – know your stuff
Get feedback from your group
46
Student Name:___________________________________ Comp Appls Block: _____
Web Site Planning Sheet
To be completed prior to using Dreamweaver
My web site will be about: _________________________
The purpose of my web site is to: _______________________________
The major sections of the web site will be:
1.
2.
3.
4.
5.
How will the navigational structure (text, images, one image, buttons, etc.) look?
Where will it be located?
What types of images should be on each section?
Section 1:
Section 2:
47
Section 3:
Section 4:
Section 5:
What will be the background color(s) or background image for each page/whole site?
What would be relevant hyperlinks to my site?
How can I integrate an image map into my site?
How can I integrate a swap image into my site?
48
Image Map: One image that has multiple hyperlinks (to
either other pages within site or to other web sites)
Rollover Image: One image loads. When you put your
mouse over it, another image is displayed in the same
space. When you take your mouse out, the original image
is restored.
Swap Image: Two images load. When you put your
mouse over image #1, image #2 changes to image #3.
Rotating Banner: Multiple images that rotate within the
same space.
3dtextmaker.com allows you to make your own image
with an effect.
Animfactory.com is a site with animated graphics.
49
Create a Review folder under Dreamweaver folder
Create a series of html pages that include:
• Navigational structure using flash buttons • Tables in each page (everything should be in a
table) • Text and image hyperlinks • A rollover image • Font and background colors • An image for a background • An original image from Fireworks (export as gif
or jpg) • An animated image from 3dtextmaker.com • An image map • An anchor • Swap image
50
Web Site Rubric Student Name: ___________________________________
Grade: Add all and divide by 56 ______/56 = ________%
Assignment: Create at least a 3-page web site that has text and images on each page. All of
your text should be your own original work. At least one image should be your own original
image. The remaining images can be copied and pasted from the Internet (for the sake of time
and for the purpose of this assignment). The site should have a goal as well as a way to
navigate to any of the pages from either one. Plan it out on a piece of paper. Your
comprehensive plan should be submitted prior to starting your web site. Be creative.
The student
rarely:
The student
occasionally:
The student
frequently:
The student consistently:
Writes effectively
Unacceptable-
1
Needs
Improvement-4 Proficient-7
Exemplary-8
Writes with appropriate expression and structure
Writes with attention to the conventions of grammar, usage, and vocabulary
Communicates
effectively Unacceptable-
1
Needs
Improvement-4 Proficient-7
Exemplary-8
Speaks clearly with teacher and classmates throughout the duration of the project
Communicates ideas and information in an organized manner
Communicates a clear message to a specific audience
Identifies,
analyzes, and
solves problems
Unacceptable-
1
Needs
Improvement-8 Proficient-
14
Exemplary-16
Uses logic and deductive and inductive reasoning to solve problems
Demonstrates the ability to use and apply technology appropriately in terms of
software and software features
Works
Independently Unacceptable-
1
Needs
Improvement-8 Proficient-
14
Exemplary-16
Efficiently uses class time, accurately researches content and effectively manages
time to complete assignment.
Demonstrates
Respect Unacceptable-
1
Needs
Improvement-4 Proficient-7
Exemplary-8
Demonstrates excellent classroom behavior and is respectful of others
51
Web Site Rubric (Computer Applications)
Potential Ideas: hobby, favorite team, favorite vacation destination, restaurant web site, an
extra credit assignment for another class (check with your teachers), school club or activity, or
an idea of your choice.
Unacceptable-1 Needs Improvement-2 Proficient-3 Exemplary-4
Wri
te e
ffec
tiv
ely
Writing is disorganized.
Site outline is poor and
unacceptable. Grammar,
spelling, punctuation or
capitalization errors are
unacceptable. Did not
proofread. No site plan.
Writing could be more clear
and organized. Site plan
could be more logically
written. Many grammar,
spelling, punctuation or
capitalization errors. Needs
to improve editing skills.
Word selection, word choice
and sentence structure
could be improved. Weak
site plan with very few
details.
Clear and organized
writing. Site has a logically
written plan. Few
grammar, spelling,
punctuation or
capitalization errors.
Demonstrates acceptable
editing. Demonstrates
good word selection,
varied word choice and
varied sentence structure.
Site plan provides a
general direction for site
but lacks many specific
details.
Clear and organized writing.
Site has a logically written
plan with enough details to
serve as a blueprint. No
grammar, spelling,
punctuation or capitalization
errors. Demonstrates
extremely careful editing.
Demonstrates excellent
word selection, varied word
choice and varied sentence
structure.
Co
mm
un
ica
te
eff
ec
tive
ly Final product
demonstrates an
unacceptable ability to
communicate effectively.
Not creative.
Communicates an unclear
message to a specific
audience. Goal/objective of
site is not stated and vague.
Communicates a
somewhat clear message
to a specific audience.
The communication of ideas
and information within the
web site are clear and easily
understood by the audience.
Communicates a clear
message to a specific
audience. Goal/objective of
site is stated or obvious.
Very creative.
Ide
nti
fy, a
naly
ze
, a
nd
so
lve
pro
ble
ms Does not demonstrate the
ability to use or apply
technology appropriately.
Unable to use software to
indentify, analyze or solve
software problems. Uses
1-2 web features* within
site appropriately and
effectively. Features are
not relevant and do not
work.
Demonstrates the ability to
use and apply technology
appropriately some of the
time. Sometimes uses
software to solve problems.
Uses few web features*
within site appropriately and
effectively. Some features
are relevant and/or fully
functioning.
Demonstrates the ability
to use and apply
technology appropriately
most of the time. Most of
the time uses software to
solve problems. Uses
many web features* within
site appropriately and
effectively. Most features
are relevant and/or fully
functioning.
Demonstrates the ability to
use and apply technology
(HTML editor, graphic editor
software) appropriately.
Always uses software to
solve problems in an
appropriate manner.
Uses all web features* within
site appropriately and
effectively. All features are
relevant and/or fully
52
functioning.
Dem
on
str
ate
s
Res
pe
ct
Poor behavior. Disruptive
to other students. Lack of
respect and courtesy is
demonstrated in the
classroom.
Classroom behavior needs
to be improved. Needs to act
in a more respectful way and
repeatedly is spoken to.
Classroom behavior was
acceptable. Acts
respectful in the
classroom on most
occasions.
Classroom behavior was
superior, professional, and a
model for others.
Demonstrates self-respect
and respect for others at all
times.
*Minimum Web features: An animated image from 3dtextmaker.com, an original image from
Fireworks, rollover image, one image map, one swap image, a navigation structure of hyperlinks
(text or buttons) and one rotating banner.
Wo
rks
In
de
pe
nd
en
tly Unable to independently
complete the project. Did
not use class time
appropriately. Improper
use of class time. Student
was not able to manage
time.
The majority of class time
was not used appropriately
and used improperly. Need
to use class time more
efficiently. Student needs to
improve time management
skills. Teacher had to direct
student to stay on task.
The majority of class time
was used appropriately
and properly. Student had
an opportunity to manage
individual time better. Very
few times when teacher
needed to redirect or
refocus student.
Class time was used
properly and appropriately.
Student made efficient use
of class time. Student
effectively managed time to
complete project
53
Fireworks Tutorials: You can work individually or in pairs.
Create a folder named Fireworks on your Y drive. Save all of your files in that folder.
Visit the web site noted below:
http://www.entheosweb.com/fireworks/default.asp
You are going to re-create the
images under Text Effects & Image
Effects. After you’ve re-created the
image, create a new image of your
choice and apply the effect to it.
Follow along with the tutorial (step
by step). You may want to split your
screen between the tutorial and
Fireworks so you don’t have to keep
toggling back and forth.
Export each completed image as
either a jpg or gif file.
Add all of your new images to one
new html page and link to your web
site.
54
Flash Outline –
Create a Flash folder on your Y drive under your last name where all of your Flash files will be saved.
Filename.fla is the name of the document when building it in Flash.
Test Movie will export file to Filename.swf in the same folder. This is the file you’ll be inserting into your HTML document.
If you get a movie to a point where you don’t want to mess it up, then do Save as so you can roll back to a version where your movie is good.
Complete the next few activities to gain a better understanding of the Flash authoring environment – so that you’ll be able to create your own flash movies.
Activity #1: Overview of toolbars, online help, movie and stage properties. Make sure
three panels are visible under Window drop down: Properties, Timeline, and Tools.
Create a new flash document and name it firstname.fla. Save to your Y drive.
The white rectangular Stage area is where you can arrange objects as you wish them to appear
in your published file.
The Tools panel, next to the Stage, offers a variety of controls that let you create text and vector
art.
Click the Pencil tool in the Tools panel. Click the Stroke color box, in the Tools panel Colors
area, and select any color except white.
Click and drag around the Stage, without releasing the mouse, to draw a line.
Undo actions
Flash can undo a series of changes to your document. You’ll undo the artwork that you
just created.
1. To see the undo feature in action, first open the History panel (Window > Other Panels > History).
The Pencil tool appears in the panel, because using the tool was your last action.
2. Do one of the following:
Select Edit > Undo Pencil Tool.
Press Control+Z (Windows)
55
Your scribbles disappear from the Stage. The History panel now shows a dimmed Pencil
tool, which indicates the undo action was executed.
Flash, by default, is set to undo 100 of your changes, in reverse order of execution. You
can change the default setting in Preferences.
To close the History panel, click the options menu in the upper right corner of the panel
and select Close Panel.
Now use the Pencil tool to write your first name in Green font.
View the Timeline
Just above the Stage, you see the Timeline and layers. You can create and name layers, then
add content to frames on layers to organize how your Flash content plays as the playhead
moves across the frames.
Move the mouse pointer over the area that separates the Stage from the Timeline. When the resizing handle appears, drag up or down slightly to resize the Timeline as necessary.
The playhead (the red indicator line) is on Frame 1 in the Timeline. The keyframes are
designated by small circles in the frames, which are filled, indicating there’s content in those
frames. You can add a keyframe to a document when you want the Flash content to
change in some way in that frame.
Change background and Stage size
The Stage provides a preview of how your Flash content will appear in your published file. You
can change the size and background color of the Stage, to accommodate artwork designed for
a larger Stage.
1. In the Tools panel, click the Selection tool.
2. On the Stage, click anywhere in the gray work area that surrounds the Stage, or on the background area of the Stage, so that no objects are selected.
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The Property inspector, below the Stage, displays properties for the document when no
objects are selected.
3. To change the Stage background color, click the Background color box and select a light shade of gray, such as gray with the hexadecimal value of #CCCCCC.
4. To change the Stage size, click the Size button in the Property inspector. In the Document Properties dialog box, enter 750 for the Stage width, then click OK.
The Stage resizes to 750 pixels wide.
Test the document
As you author a document, you should save and test it frequently to ensure the Flash content
plays as expected.
Save the document (File > Save) and select Control > Test Movie.
The Flash content plays in a SWF file window. While FLA is the extension for documents
in the authoring environment, SWF is the extension for tested, exported, and published
Flash content.
When you finish viewing the SWF content, close the SWF file window to return to the authoring environment.
Find help
The lessons provide an introduction to Flash, and suggest ways that you can use features to create exactly the kind of document required. For comprehensive information about a feature, procedure, or process described in the lessons, see the Help tab of the Help panel (Help > Help).
Activity #2: Working with layers
Overview
Layers are analogous to transparent sheets of acetate stacked on top of each other. In the areas of a layer
that don’t contain content, you can see through to content on the layers below. Layers assist you in
organizing content in your document. For example, you can keep background art on one layer and
navigational buttons on another. Additionally, you can create and edit objects on one layer without affecting
objects on another layer. In this lesson, you’ll learn about layers as you accomplish the following tasks:
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Set up your workspace & adding a layer
First, you’ll open the start file for the lesson and set up your workspace to use an optimal layout for taking
lessons.
1. Create a new flash file. Save it as layers.fla to your Y drive.
2. Close the Help panel so you have more space to work with. You can also use the scroll bar to scroll through the layers.
3. Add your first name as text into the default layer
4. Rename Layer 1 FirstName
5. Insert a second layer. Add your last name as text into Layer 2.
6. Rename Layer 2 as LastName
You place objects, add text and graphics, and edit on the active layer. To make a layer active, you either
select the layer in the Timeline or select a Stage object in the layer. The active layer is highlighted in the
Timeline, and the pencil icon indicates it can be edited.
A pencil icon in the Timeline indicates that the Red Car layer is now the active layer.
Hide and show layers
You can hide layers to view content on other layers. When hiding layers, you have the option of hiding all
layers in your document simultaneously or hiding layers individually.
1. Click the eye icon above the layers, so that a red X appears in the Eye column.
All content disappears from the Stage.
2. One by one, click each red X in the column and watch the content for the layer reappear on the Stage.
Controls to the right of each layer name let you show or hide the contents of a layer.
Lock a layer
When you’ve placed content as desired on a layer, you can lock the layer to avoid inadvertent changes to
the content by you or by others working on the document.
1. In the Timeline, click the black dot under the Lock column, next to the FirstName layer.
A padlock icon appears, indicating the layer is now locked.
2. With the Selection tool, try to drag the first name that appears along the Stage.
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You can’t drag the logo, because the layer is locked.
Note: If you accidentally drag something from an unlocked layer, press Control+Z (Windows) to
undo your change.
Change the order of layers
Insert a third layer. Rename it background. Select the layer. Add the cityscape.jpg image from the student
drive into this layer. Resize this image through Modify>Transform by scaling it.
Change the stacking order of the layers so you can see your first name and last name. change the colors of
the font of your first and last name so you can see it.
Save the file
1. To view the movie, select Control > Test Movie. You’ll notice the same file name is generated with a
SWF extension in the same folder as your fla file.
Delete a layer
You can delete a layer by selecting a layer, right clicking and choosing delete
Summary
Congratulations on learning how to work with layers in Flash. In just a few minutes, you learned how to
accomplish the following tasks:
Select a layer
Hide and show layers
Lock a layer
Add and name a layer
Change the order of layers
Delete a layer
Activity #3: Draw in Flash.
When you draw in Flash, you create vector art, which is a mathematical representation of lines, curves,
color, and position. Vector art is resolution-independent; you can rescale the art to any size or display it at
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any resolution without losing clarity. Additionally, vector art downloads faster than comparable bitmap
images. In this lesson, you’ll create vector art of a bolt and logo as you accomplish the following tasks:
Create a polygon
Rotate a shape
Cut out a shape within a shape
Transform artwork
Copy strokes
Draw lines with the Line tool
Select and add a fill color
Group a shape
Create a logo with the Pen tool
To open your start file, in Flash select File > Open and navigate to the file on the Student Drive under webdesign/flash/drawing_start.fla. Save to your Y drive.
Select a shape tool
Shape tools offer an easy way to create figures such as ovals, rectangles, polygons, and stars. You’ll use the
PolyStar tool to create a polygon.
1. In the Timeline, select the Content layer.
2. In the Tools panel, select the PolyStar tool. You may need to click the lower right control on the Rectangle tool to see a menu that displays the PolyStar tool.
3. Click anywhere in the gray work area beside the Stage to display properties for the shape you’ll
create. In the Property inspector (Window > Properties), verify that black is selected as the stroke color, 1 pixel is selected as the stroke height, and Solid is selected as the stroke style.
The stroke is the line that outlines your shape.
4. Click the Fill Color control and select blue with a hexadecimal value of #0000FF.
The fill color appears within the stroke in a shape.
Select options to create a polygon
The PolyStar tool offers options that let you specify the number of sides in a polygon; you can also use
options for the tool to create a star. You’ll specify that your polygon have six sides.
In the Property inspector, with the PolyStar tool still selected, click Options.
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In the Tools Setting dialog box, verify that Polygon appears in the Style pop-up menu, and enter 6
in the Number of Sides text box. Click OK.
Draw a polygon
The Shift key assists you in constraining your shape along a vertical or horizontal line.
Press Shift and drag the mouse over the left side of the Stage (away from the numbers on the Guides layer) to draw a hexagon, as shown in the following illustration:
Rotate the shape
Once you’ve created a shape, you can use the Transform panel to specify a precise number of degrees in
which to rotate the shape.
In the Tools panel, click the Selection tool. On the Stage, double-click within the hexagon to select both the stroke and the fill.
Clicking just once within a shape selects only the fill.
Select Window > Design Panels > Transform. In the Transform dialog box, verify that Rotate is selected, and enter -15 in the Rotate text box to rotate the shape 15º clockwise. Press Enter or Return.
Use the cut-out feature
When you create one shape on top of another on the same layer, and the two shapes are ungrouped, the
shape on top “cuts out” the area of the shape underneath. You’ll create a circle within the hexagon, then cut
out the circle.
1. Select View > Snapping and select Snap to Objects if it’s not already selected.
2. In the Tools panel, click the Oval tool. While pressing Shift to constrain the shape, draw a circle
within the hexagon (imagine the hexagon as the face of a clock and begin your circle at the 10:00 corner point, dragging to the 4:00 corner point), as in the following illustration.
Note: If you make an error drawing the circle, press Control+Z (Windows) or Command+Z
(Macintosh) to undo your circle.
3. In the Tools panel, click the Selection tool. On the Stage, click within the circle and press Backspace
or Delete.
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Transform the shape of your drawing
Using the Free Transform tool you can scale, rotate, compress, stretch, or skew lines and shapes. You’ll use
the Free Transform tool to compress your drawing.
1. In the Tools panel, select the Free Transform tool. Double-click the hexagon on the Stage to
select both the stroke and the fill.
2. Drag the top middle handle of the Free Transform tool down to transform the hexagon into the following shape:
Copy strokes
You can select and copy strokes, which you’ll do now to create the lower edge of the bolt.
1. With the Selection tool, click anywhere on the Stage or work area, away from an object, to deselect the shape.
2. Hold Shift and click the three lines of the shape on the Stage that comprise the bottom of the hexagon to select them, as shown in the following illustration:
3. Press Shift + Alt and drag down slightly to drag a copy of the three lines, as in the
following illustration:
Draw with the Line tool
The Line tool allows you to draw straight lines in any direction.
In the Tools panel, select the Line tool. On the Stage, draw four vertical lines from the hexagon to the stroke copies that you dragged down, as shown in the following illustration:
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Select and add a different fill color
You can use the Paint Bucket tool to change an existing color and to fill empty areas surrounded by lines.
You’ll use the Paint Bucket tool to add a fill color to the empty areas of your drawing.
1. In the Tools panel, select the Paint Bucket tool. In the Colors area, click the Fill Color control and select blue with the hexadecimal value of #3366FF.
2. On the Stage, click within the lines to add the selected color to the empty areas:
Group the shape
You can manipulate the stroke and fill of a shape as separate entities, as you did earlier, or you can group
the stroke with the fill to manipulate the shape as a single graphic, which you’ll do now.
With the Selection tool, drag around the shape to select both the stroke and the fill. Select Modify > Group.
Click the fill area and move the shape around the left side of the Stage, as desired, to place it.
Create a logo with the Pen tool
The Pen tool offers a way to draw precise straight or curved line segments. You click to create points on
straight line segments, and click and drag to create points on curved line segments. You can adjust the
segments by adjusting points on the line. You’ll use the Pen tool to create the logo.
1. In the Tools panel, select the Pen tool.
2. Click the dot next to the number 1, and then click the dot next to the number 2 to create a straight line segment.
3. Click the dot next to the number 3 and next to the number 4 in sequence (as though you were completing a dot-to-dot drawing) to create the straight line segments that comprise the logo.
4. To close the path, position the Pen tool over the first anchor point (the dot by number 1). A small circle appears next to the pen tip when it is positioned correctly. Click to close the path. Once the path is closed, it fills with the selected fill color.
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By default, selected curve points appear as hollow circles, and selected corner points appear as
hollow squares.
5. With the Selection tool, move the pointer around the logo that you created.
When you move the pointer over a corner point, which you can click and drag to create various
angles, the pointer appears as follows:
When you move the pointer over a curved line segment (you don’t have curve points in your logo),
which you can click and drag to create various curved lines, the pointer appears as follows:
Summary
Congratulations on learning how to use some of the various drawing tools in Flash. In a few minutes, you
learned how to accomplish the following tasks:
Create a polygon
Rotate a shape
Cut out a shape within a shape
Transform artwork
Copy strokes
Draw lines with the Line tool
Select and add a fill color
Group a shape
Create a logo with the Pen tool
Activity #4: Create a timeline animation.
Macromedia Flash MX 2004 and Macromedia Flash MX Professional 2004 provide powerful tools for creating
animation. Most simple animation in Flash is done using a process known as tweening. Tweening is short for
“in between” and refers to filling in the frames between two keyframes so that a graphic displayed in the
first keyframe changes into the graphic displayed in the second keyframe.
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There are two types of tweening you can create in Flash—a motion tween and a shape tween. The main
difference between motion tweening and shape tweening is that motion tweening operates on grouped
objects or symbols, and shape tweening is used with objects that are not symbols and are ungrouped.
In this lesson you will learn how to accomplish the following tasks:
Create an animation using motion tweening
Create an animation using shape tweening
Copy and paste keyframes in an animation
Change the speed of an animation
To open your start file, in Flash select File > Open and navigate to the file on the Student Drive
under webdesign/flash/animation_start.fla. Save to your Y drive.
Create a motion tween
You create a motion tween by defining properties for an instance, a grouped object, or text in a starting
keyframe, and then changing the object’s properties in a subsequent keyframe. Flash creates the animation
from one keyframe to the next in the frames between the keyframes.
To create a motion tween, you’ll take an instance of a tire symbol and make it appear to bounce.
1. In the Timeline (Window > Timeline), double-click the Layer 1 title and type TireAnim. Then press
Enter or Return to rename the layer.
2. With the TireAnim layer still selected, drag the Tire movie clip from the Library window (Window > Library) to the Stage, positioning it above the tire shadow.
3. Use the Selection tool to reposition the tire, if necessary.
4. With the Selection tool still selected, in the TireAnim layer, select Frame 30. Then press F6 to insert
a keyframe.
5. Select Frame 15 and press F6 to add another keyframe.
6. With the playhead still on Frame 15, hold the Shift key to move the tire in a straight line, and drag the tire up.
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7. In the TireAnim layer, select any frame between Frames 2 and 14. In the Property inspector, select Motion from the Tween pop-up menu.
An arrow appears in the Timeline between the two keyframes.
8. Select any frame between frames 16 and 29. Again, use the Tween pop-up menu in the Property inspector to select Motion.
9. Select File > Save to save your changes.
Create a shape tween
With shape tweening, you specify attributes for a shape in one keyframe, and then modify the shape or
draw another shape in a subsequent keyframe. As with motion tweening, Flash creates the animation in the
frames between the keyframes.
You’ll now set up a tween for the tire’s shadow so that as the tire bounces, the shadow moves and fades.
1. Click the ShadowAnim layer to select it.
2. Select Frame 30 and press F6 to insert a keyframe; then select Frame 15 and press F6 to insert a keyframe.
3. With the playhead on Frame 15, select the Selection tool. Drag the tire shadow slightly up and to the right.
4. With Frame 15 still selected, select the Eyedropper tool in the Tools panel, and then click the
shadow object.
5. If the Color Mixer is not already open, select Window > Design Panels > Color Mixer to open it, then change the Alpha value from 25% to 10%.
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6. Click the options menu control in the upper right of the Color Mixer, and select Close Panel to close
the panel.
7. Select any frame between Frames 2 and 14 on the ShadowAnim layer. In the Property inspector, select Shape from the Tween pop-up menu.
8. On the ShadowAnim layer, select any frame between Frames 16 and 29. Again, use the Tween pop-up menu in the Property inspector to select Shape.
Copy and paste keyframes in an animation
For the tire to look realistic as it bounces, it should compress slightly on each bounce. You can create this
effect by transforming the shape of the tire in Frame 1 of the animation, and copying that frame in Frame
30.
1. With the Selection tool, select Frame 1 of the TireAnim layer. Then press F6 to add a keyframe.
A new keyframe is added, and the playhead moves to Frame 2.
2. Select Frame 1 of the TireAnim layer again.
3. In the Tools panel, select the Free Transform tool.
The tire is selected, and transform handles appear around it.
4. Select the transformation center point (the small circle near the center of the movie clip) and drag it
to the bottom of the tire.
The center point snaps to the lower middle transform handle.
5. On the Stage, drag the upper middle transform handle down to slightly compress the tire shape.
If necessary, drag the tire to align it over the shadow. To view the positioning, drag the playhead
over Frames 1 and 2.
6. Save your file.
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Note: Always save your document before attempting to manipulate tweens, including copying,
cutting, and pasting frames. If you make an error, you can revert to your saved document.
7. Right-click (Windows) or Control-click (Macintosh) Frame 1 of the TireAnim layer and select Copy
Frames from the context menu.
8. Select Frame 29 of the TireAnim layer, and then press F6 to insert a keyframe.
9. In Frame 30 of the TireAnim layer, right-click (Windows) or Control-click (Macintosh) and select Paste Frames from the context menu.
10. Select Control > Test Movie to view the animation.
11. Close the SWF file window to return to the authoring environment.
Change the animation speed
When you tested the animation, you might have noticed that the tire bounces rather slowly. You can change the speed of an animation by changing the number of frames that play per second, and by setting positive and negative easing values, which determine the rate of acceleration and deceleration.
Change the frames per second speed
The frame rate, measured in frames per second (fps) is the speed at which the animation plays. By default,
Flash animations play at a rate of 12 fps, which is ideal for web animation. Sometimes, however, it’s
desirable to change the fps rate. You’ll now change the frame rate to 36 frames per second, which will make
the tire appear to bounce more rapidly.
1. Click on the Stage, away from any objects.
2. In the Property inspector, type 36 in the Frame Rate text box.
The frame rate applies to the entire Flash document, not just to an animation within the document.
Change the acceleration and deceleration
By default, tweened frames play at a constant speed. With easing, you can create a more realistic rate of
acceleration and deceleration. Positive values begin the tween rapidly and decelerate the tween toward the
end of the animation. Negative values begin the tween slowly and accelerate the tween toward the end of
the animation. You’ll now add both positive and negative easing values to your animation.
1. On the TireAnim layer, select any frame between Frames 2 and 14. Then in the Property inspector, in the Ease text box, type 100. Press Enter or Return.
2. On the same layer, select any frame between Frames 16 and 29. Then in the Ease text box, type -
100. Press Enter or Return.
3. On the ShadowAnim layer, select any frame between Frames 2 and 14. Then in the Ease text box, type 100. Press Enter or Return.
4. In the same layer, select any frame between Frames 16 and 29. Then in the Ease text box, type -100. Press Enter or Return.
Test the SWF file
You’ll test your document to view the animation and see if it works as expected.
1. Save your document and select Control > Test Movie.
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2. When you finish viewing the animation, close the SWF file window.
Summary
Congratulations on learning how to animate objects in Flash. In just a few minutes, you learned how to
accomplish the following tasks:
Create an animation using motion tweening
Create an animation using shape tweening
Copy and paste keyframes in an animation
Change the speed of an animation
Activity #5: Bird picture. (Motion Tweening). You are choosing the starting and
ending frames and Flash is automatically filling in the frames “in-between” – thus the term
“Tweening.”
Objectives:
To animate a bird image across the stage in Flash To add your flash movie to an existing html page in Dreamweaver
1. Start Flash 2. Save new document as bird.fla 3. Import the file of a bird from the student drive under
student\george\webdesign\flash\bird.jpg 4. Rename the layer. Name it bird 5. Change the background color of the stage so that it resembles the blue sky from the
image. (Modify>Document) 6. Resize the image (using Transform) so that it fits on the stage 7. Position the bird on the left side of the stage 8. You are now going to have the bird move from left to right 9. Position your cursor on Frame 1 10. From the pulldown menu, choose Insert>Timeline>Create Motion Tween 11. Position your cursor on Frame 40 12. From the pulldown menu, choose Insert>Timeline>Keyframe Or just select F6 which will
automatically insert a keyframe for you 13. Notice the arrow within your timeline 14. Position your cursor on Frame 40 15. Move the image of the flying bird to the right side of the stage 16. You should now be able to grab the red playhead within the timeline and see the image
move as you move the playhead along the timeline.
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17. Move the playhead back to Frame 1 18. Select Control>Play and you’ll see the image automatically move left to right 19. Select Control>Test Movie and you’ll see the movie in full screen (Please note at this
point your bird.fla created bird.swf 20. Change the frames per second (fps) to increase the speed of the image from 12 to 24. 21. View movie by selecting Control>Test Movie 22. Save your file.
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1. Start Dreamweaver 2. Create a new html page and name it bird. Save it in your flash folder under your last
name. 3. Position your cursor in your document where you want to place the movie 4. Insert>Media>Flash 5. Select your file (fbird.swf). You must make sure you select the .swf file and not the .fla
file. 6. It doesn’t matter if you copy it to your root folder. 7. Save your html document. 8. View in your browser to make sure you can see your flash movie in your html page
Activity #6: Pizza. (Applying Effects)
Objective: You are going to apply effects to an image as it moves across the stage in
Flash
1. Start Flash 2. Import the file of a pizza from the student drive under
student\george\webdesign\flash\pizza.jpg 3. In Flash, File>Import and then choose the pizza.jpg 4. Rename layer 1 to pizza 5. Save your file as pizza.fla 6. Resize the pizza so that it’s not too small or too big (use judgement) 7. Change the background color of the stage to yellow 8. Position the image in the upper left side of the stage 9. You are now going to have the image move from to the lower right 10. Position your cursor on Frame 1 11. From the pulldown menu, choose Insert>Timeline>Create Motion Tween 12. Position your cursor on Frame 50 13. From the pulldown menu, choose Insert>Timeline>Keyframe Or just select F6 which will
automatically insert a keyframe for you 14. Notice the arrow within your timeline 15. Position your cursor on Frame 50 16. Move the image to the lower right side of the stage
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17. You should now be able to grab the red playhead within the timeline and see the image move as you move the playhead along the timeline.
18. Move the playhead back to Frame 1 19. Select Control>Play and you’ll see the image automatically move 20. Select Control>Test Movie and you’ll see the movie in full screen 21. Save your file as pizza.fla 22. Position your cursor in Frame 1.
Please do the following:
a. Set background color of movie to black b. Make the pizza explode as it goes from left to right (Insert>Timeline
Effects>Effects>Explode) c. Undo the explode effect and please do the next two bullets below.
Rotate the pizza image counter clockwise 3 times between frames 1 and 50
Fade in the pizza image either in or out as it moves across the stage.
Activity #7: Freehand Bird. Draw a bird with two squiggly lines. Create a flash
movie so that it appears that the wings are actually going up and down. Start with a stationary
bird (so the bird is in the same location) and then modify it so that the bird is actually moving
across the screen while the wings go up and down.
Activity #8: Shape Tweening: Create a red circle. Have it tween over a timeline
so that it gradually turns into a blue rectangle.
Activity #9: Drawing a Cat. pg 22 in Flash workbook. Draw with basic shapes,
select objects and position objects on the stage.
Activity #10: Star. pg 33 in Flash workbook. Skip #10 & #11 of assignment.
Rotate, flip and scale objects.
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Activity #11: Car moving down street. pg 42 of Flash workbook. Car appears to
be moving down the street. Place the car and street scene on two separate layers. Advanced
challenge: get one or both wheels rotating independently while the car is moving (by placing
wheels on third layer). Could also add sound files to movie.
Activity #12: Shrinking cat. pg 56 in Flash workbook. Understand how multiple
layers work within a timeline.
Activity #13: Add sound: Choose a flash movie that you’ve previously created –
and add a wav file to the movie. You’ll need to import the wav file.
Activity #14: Scene of your choice
Activity #15: Try and duplicate a scene (with or without sound)
Singing Santa
Advanced Topics to Explore:
Guide Layers
Using the Library
Action scripting
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Integrating MS Office Software Applications
Save everything into 9AppIntegration folder
Insert> Add Object
Why would you do these actions?
Action
Embed an excel spreadsheet into a Word document
• View object • View object as an icon
Insert a word document into an excel spreadsheet
• View object • View object as an icon
Insert an existing excel spreadsheet (as a link) into
a word document. It will update when source file is
updated, saved and link is updated.
Insert a new word document into PPT file
Insert a new excel spreadsheet into PPT file
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Insert an existing spreadsheet into PPT
Insert an existing word document into PPT file
Output a query in Access to an excel spreadsheet
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Data In Data Out
Database
Database is a collection
of related data.
Database examples:
• Itunes (songs) • HHS (attendance, grades, classes, teachers, personal
info, etc.) • IMDB (Internet Movie Database)
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Define Criteria for Query so you can
get the results you want. (A question)
Tables – where
data is stored. Data
can be directly
entered into tables.
Tables are
organized by
related data.
Forms – a
convenient way of
entering data/
information into
Tables
Your Results
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• HHS girls • Play a
fall sport
• HHS girls • Play a
spring sport
4
Query: is a question
This diagram shows the difference between Or/And
Total Students: 8
HHS girls who play a fall sport: 5 (left circle)
HHS girls who play a spring sport: 4 (right circle)
HHS girls who play a fall and spring sport: 1 (overlap)
HHS girls who play a fall or spring sport: 8 (all of them)
3
1
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Should be able to do in Access:
Create, modify and save a database
Create a table with field names and data types
Modify a table
Assign a primary key
Add data to a table by typing in table or form, importing or paste appending.
Create a relationship (one to one, one to many)between 2 tables
Create, modify and save a query based on criteria from one or more tables
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Solutions to Queries:
1. Total students? 22 2. Total boys? 10 3. How many have +10 cousins? 7 4. Girls who went to South? 1 5. Boys, 6-10 cousins, Bruins favorite team?3 6. Boys, 6-10 cousins, Celtics favorite team?0 7. Boys,(Pats or Bruins favorite team)? 7 8. Female, Red Sox or Pats? 5 9. Greater than grade 10? 6 10. (All boys) or (all females who chose other for favorite
team)? 14
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Survey
Gender: Male Female
Grade: 9 10 11 12
Number of First Cousins: A. 0 B. 1-5 C. 6-10 D. +10
Elementary School: A.Foster B.PRS C.South D.Other
Favorite Team: A.Red Sox B.Pats C.Celtics D.Bruins E.Other
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Copy AC52.mdb
1. How many books are in the books table? 36
2. How many books are priced higher than $30?
22
3. How many books are priced between $30 and
$100? 27
Create a one-to-many relationship between
AuthorID field between the tblBooks table and
tblAuthor table.
4. All books with Author’s first and last name 36
5. All books with nothing in Picture field? 27
6. Books with Judy as first name as author 4
7. Contains the term Computer in the title 20
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Access Review for Final Save AccessPrep.mdb from the student
drive onto your Y drive in your Access
folder.
Create relationships so that the two tables
can be related.
Answer the following queries:
1. How many total customers are there? 91
2. How many total orders are there? 830
3. How many orders did BERGS (Customer ID)
have? 18
4. What is the company name for order 10587?
Que Delicia
5. How many orders were ordered prior to
January 1, 1995? 121
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New Software - Feature
Identify a new web software application. Explore and use it. Be
prepared to demonstrate it to the class as well as provide
reasons why it would be helpful for students.
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Internet Safety Unit
I-Safe
Introduction –
View hands.wmv
View soccer girl.wmv
View predator.wmv
View the following webcasts on class projector and follow up with
Q& A through note-taking guide.
• I-Safe (Webcast 1 (10:14): Privacy & the Internet)
• I-Safe (Webcast 2 (13:26): Cyber Relationships)
• I-Safe (Webcast 3 (15:14): Intellectual Property Theft)
• I-Safe (Webcast 4 (12:36): Malicious Code)
• I-Safe (Webcast 5 (9:45): Cyber Citizenship)
• I-Safe (Webcast 6 (20:18): Social Issues on the Web)
• I-Safe (Webcast 8 (22:24): Cyber Harassment)
Missing Simulation
• Individually students view (with headphones) Missing 1 (Just Friends, Baiting the Hook, Caught in the Net) and Missing 2 (Living in Paradise, Closing the Trap, The Betrayal).
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• Each student maintains a notebook with notes, a pencil, and a map.
• Notebook is collected at end of each class.
• Q&A at the end of each episode.
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Rubric:
Points
Task 0 - Beginning 20 - Developing 32 - Focused 40 - Exemplary
Use of class
time. Time
management.
Did not use class
time appropriately.
Improper use of
class time. Student
was not able to
manage time.
The majority of class
time was not used
appropriately and used
improperly. Need to use
class time more
efficiently. Student
needs to improve time
management skills.
Teacher had to direct
student to stay on task.
The majority of class
time was used
appropriately and
properly. Student
had an opportunity to
manage individual
time better. Very few
times when teacher
needed to redirect or
refocus student.
Class time was used
properly and
appropriately. Student
made efficient use of
class time. Student
effectively managed
time to complete project.
40
Demonstrates
Respect for
Others
Poor behavior.
Disruptive to other
students. Lack of
respect and
courtesy is
demonstrated in
the classroom.
Classroom behavior
needs to be improved.
Needs to act in a more
respectful way and
repeatedly is spoken to.
Demonstrates inability
to pay attention when
others are speaking.
Classroom behavior
was acceptable. Acts
respectful in the
classroom on most
occasions.
Classroom behavior
was superior,
professional, and a
model for others.
Demonstrates self-
respect and respect for
others at all times.
40
Communicates
Effectively
Rarely speaks
clearly and
confidently in class.
Rarely listens
critically and
accurately to
spoken messages.
Rarely
communicates
ideas and
messages within a
class discussion.
Occasionally speaks
clearly and confidently
in class. Occasionally
listens critically and
accurately to spoken
messages.
Occasionally
communicates ideas
and messages within a
class discussion.
Frequently speaks
clearly and
confidently in class.
Frequently listens
critically and
accurately to spoken
messages.
Frequently
communicates ideas
and messages within
a class discussion.
Consistently speaks
clearly and confidently
in class. Consistently
listens critically and
accurately to spoken
messages. Consistently
communicates ideas
and messages within a
class discussion.
40
Total 120
Student Expectations:
• To be an active participant and demonstrate excellent communication and listening skills related to I-Safe and Missing units.
• To participate in class discussions regarding the units. • To present a one-minute summary/recap of a selected topic (of interest) that you learned
on Wednesday, 6/10.
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Millionaire or Jeopardy
Students should work in groups of 2 or 3. Review sample
Millionaire and Jeopardy games created in PowerPoint. As a
group, choose one of them to manipulate and modify.
• Copy the entire folder for the game from the student drive onto the Y drive of one student from the group (if you don’t copy the whole folder then the sound will not work).
• Create interesting and challenging questions based on your chosen categories by modifying the PPT document.
If you choose Jeopardy, you only need to do Round 1 and Final
Jeopardy.
Test it when you’re all done to make sure the game works – so
we can eventually play it in class. (make sure your speakers are
on so you can listen for the sound)
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Web Hosting – Student Handout
Vocabulary Terms
URL: web address.
Web Hosting: A company that is basically renting individuals/organizations server space for a
defined time period for a defined price.
Reseller: One who purchases a set amount of server space from a web hosting company &
bills clients directly. Clients pay the reseller directly and in turn the reseller receives one bill from
the web hosting company. The web hosting company has no idea how many clients are under
the reseller.
FTP: process of transferring files from your local drive to a remote drive.
Server: a machine that serves up pages. HTML pages are parked on a type of server which
allows users to view them through an Internet connection.
Encryption: process of obscuring information to make it unreadable.
Web Logs: Online reports that show web visitor usage and patterns statistically. It is a
quantitative way to measure a site’s effectiveness through site traffic analysis.
Go to godaddy.com (one clearinghouse for domain name registration)
See if your firstname.com is available? With other domain extensions? See if fullname.com is available? Who owns it? When does it expire?
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Web Hosting
So if you were going to build a web site for someone – what are the general steps you’d
take?
1. Determine if name (URL) is available. Register URL through an Internet clearinghouse (Register.com, godaddy.com, netsol.com). Identify who owns the name you’d like. You own name for defined period of time)
2. Build the web site through communications and meetings with client 3. Set up web hosting with a company (media3.net, godaddy.com). As long as you pay
monthly fee for web space, pages will be displayed. a. Obtain IP address, username, password
4. Transfer files (FTP) from your local drive to web host (you’d have a default home page like index.html)
Process
Meet with Client
Build Site Iteratively
Get URL - $$
Set up web hosting (would do this after site was finished)- $$.
FTP files to web host
Hosting Arrangement (3 ways)
1. Host yourself with own
server
2. Host bills client directly for
service
3. Designer serves as a reseller and designer bills client for
service (Host manages server)
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General Questions:
Could you own a URL but not have a web site? o Yes. Nothing will come up though.
Could you register a URL and then sell it to someone else for more money? o Absolutely – check ebay
Why would you pay someone to host your site when you could run one out of your basement? o Paying for expertise o Server up and running 99.99% of time o Server security (graffiti/tagging/defacing, theft of data) o Secure site/Encryption for credit card processing,
confidential information o Provide statistics/web logs
Why would a web host want you to be a reseller of web space? o They only deal with one client/one bill. The reseller
deals with multiple client contacts & multiple client billing.