Page 62 - AV Presentations - Student Textbook
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Push Transitions – Time Lines
You can use this same effect in time-lines and can use any number of slides to expand the line
to the right or left as you present the show. Simply draw a line across the slide, set the density
and color of your line, then duplicate that slide (control-c is “copy”, control-x is “paste”). With
the second slide and all slides thereafter in the time line, use the push transition and set the
push from the right. Add all your timeline events and vertical lines to show the date of events.
You can add graphics along the slide to increase interest.
Grouping through Animation
Here is an example of grouping using animation. Notice in our slide we have three groups: students
(freshmen), graduates, and teachers. We have created an icon for each and placed the icon over a
colored oval graphic. The key information about each group is included below the labels for each group.
Now comes the special effect of animating the grouping. We want to relocate the icons to new
locations and reveal more information about the entire group so we created a purple circle with the
information the audience needs to concentrate on. We can move the icons using an animation called
motion paths. We first want to GROUP our icon and oval to one image. Select them both, then right
click and group them. After they are grouped, we can create a motion path (we selected straight line)
from their current location (Green arrow) to where we want them to end up (red arrow). We can then
time their movement or move them on a click of the mouse. At the same time, we will remove the
bottom labels and information that we have already covered in our lecture. Now when they all move;
the emphasis will be on the purple icon and the information there.
Again, our purpose for grouping through animation is to create an emphasis on the information we are
sharing verbally with our audience. This video aid will cement in the minds of our audience the piece of
information that we want them to remember.
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