Name: “EM” Emily Michels
9/27/20187:41:45 PM
Both students and teachers should be able to perform "what-if" analyses to project budgets, grades or other numeric values. Analyze the sample family budget and make reasonable recommendations to balance the budget should one of the wage earners lose their job. Include a printout of your balanced budget.
(2) Graphing and interpreting data: One of the most important analytical skills for students is the ability to read and interpret graphs. Fortuantely, spreadsheet programs can graph data and provide opportunities for analysis and discussion.
Create two or more different types of graphs (chart) from spreadsheets related to your discipline. Make sure the graph is meaningful and is fully and correctly labeled. Copy the graphs into the portoflio. Write two or more questions (and provide answers) for each graph.
(3) Creating a spreadsheet for your subject:
Create a new spreadsheet or a new worksheet in an existing spreadsheet file. Your worksheet should include a variety of useful calculations based upon cells in your new worksheet and/or associated ones in your modified spreadsheet file. Include a printout of your new spreadsheet in your portfolio and describe the purpose of your spreadsheet and describe how you would use it in your class.
Please see the spreadsheet in my website.
What did I create it for? Well, part of being a big time animation director is getting paid, (YAY!) but most big time animation directors have to pay an agent to get them the big time director jobs. Agents usually get 10% of the director’s salary. Using this formula, the students would start out with one pay, then switch jobs at a lower rate (part of the reality of working in the business) and calculate the amount of money they would have to pay their agent. Yikes!
Something even more useful and certainly more technical…
I would like to create a spreadsheet for animation timing and camera moves. Not that this would happen, but if I ever worked at a school with a traditional animation camera, I could calculate pans, trucks and camera moves based on the amount of frames the action would take. For example, there are 24 frames of animation in 1 second. If you wanted the camera to truck in from 12 field to 6 field in 10 seconds, that would be 240 frames. The camera movements from 12 field to 6 field would need to be spaced incrementally from 12 field at frame 1 to 6 field at frame 240. It’s not all that complicated, but my brain is fried, I don’t have any measurement of animation camera moves, no secondary school will possess such a camera, if such a camera existed – I probably wouldn’t get the teaching job because the school would outsource the position to an ROP teacher from India, and I am still not done with all the assignments in my website because my computer (which is also fried) keeps getting errors & software glitches and takes forever to load each screen, CSUN keeps playing with the website and even locked up my udrive for 4 hours yesterday, I didn’t pay the cell phone bill and the phone shut off my husband on an important phone call because I’m sitting here at the computer all day & all night waiting for the screen to download or email to send.
I’m spent.
Today, the clock radio woke me up with a good song, and I could find the right button to save it in my udrive. I think that means I must be done. Please let me be done. I just want to keep that 4.0. Does it really matter? What good is it to have a 4.0 when all the art teacher jobs will be taught by un-credentialed nomads and I’ll get to work at 7 eleven, my cell phones get shut off, I’m trying to link clock radio songs to my udrive, my husband is mad at me, I eat my meals at the computer and everything smells like electronic dust and I can only talk to my kids through filtered topics that are written on our pizza box.
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