Real Estate Finance projet in Excel

Real Estate Finance projet in Excel
I have a project due tomorrow in my real estate finance class. I have written the entire business memo but have no clue how to do the Excel portion of it. I need it done in a timely fashion as it is due tomorrow. All the instructions are attached. Please get in contact ASAP.

Real Estate Finance and Investment
Project #1: Investment Property
Recommendation and Valuation
Learning Objectives
• Use research to analyze and understand a particular housing and rental market.
• Make a recommendation to invest in an investment property.
• Create a valuation model and calculate the value of potential investment property.
• Demonstrate your ability to support your recommendation based on your market research and
investment analysis.
Due Date
Please have one team member submit your assignment by Sunday, November 15th at 11:59 PM (AZ time).
Assignment Overview
You are an analyst for Wildcat Investment Company, LLC. You have been asked to analyze the Flagstaff housing
market and complete a valuation of the investment property at 2912 N. Main Street. To accomplish your task,
you will need to complete the following steps.
• Based on your research in Week 3 along with the class discussion on the Flagstaff housing market, write a 1-
page business memo to the CEO of Wildcat Investments Company, Dr. Eller. In the memo, make sure you
include the following:
• Describe the rental property and the items that make it unique from an investment perspective – be
sure to include analysis of the key risk factors;
• Summarize the Flagstaff housing market in general and the rental market in particular;
• Explain what you learned in your research of the Flagstaff housing market that would make Flagstaff an
attractive rental market;
• Highlight what specifically makes the location of the investment property at 2912 N. Main Street
• Compare similarities and differences of the investment property to other investment properties in the
• Discuss any improvements that will be required before you will be able to rent out the property.
• Use the Excel template provided to create a valuation model. Use this model to determine how much you
could pay for the property and still earn 15% before-tax IRR (BTIRR)? For your calculations, assume you will
purchase the house on 12/31/2019 The key data your research identified for the property is below:
• With several of the improvements made, Wildcat Investments will be able to increase rents in the three
units for 2020 (see the Rental Forecast tab). For future years, assume rental payments will grow by the
same percentage growth rate as your forecast for 2020 (hint: calculate the growth in gross rents from
2019 to 2020 and use that rate for the remaining years).
• Vacancies and collection losses are expected to average 1.5% of gross rents.
• Operating expenses will stay at the same percentage of gross rents as forecast for 2020.
• Given the strong growth in the Flagstaff market, you forecast a 4% annual growth in the property value
for the five years Wildcat intends to own the property.
Copyright © Arizona Board of Regents Page 2 of 3
• To purchase the property, Wildcat will put 20% down and finance the rest with a 15-year mortgage at
• When Wildcat sells, they will pay a 6% sales commission to sell the property.
Remember, you can find details and photos of the property on the Table of Contents -> Learning Modules ->
Week 3 area of D2L.
The final deliverable will be a 2-page .pdf document. This project must be done as a group. Remember,
appearance and content matter. The writing should be professional, concise and comprehensive and formatted
as a business memo. Be sure to include the names of all your group members on the memo.
Questions should be posted to the Ask the Instructor discussion forum provided in D2L. No late assignments
will be accepted. Important: While the project will be graded for the team as a whole, you can lose up to 100%
of the points earned by the team if you have not equally contributed to the project during the course. Your
participation will be assessed based on a peer evaluation as well as my review of the team’s progress
throughout the course.
Evaluation Criteria
In order to receive full points for the project, you must thoroughly address the above items using proper
spelling, grammar, and professional formatting. You must also calculate an accurate valuation for the property
and submit your project as a .pdf file.
Assignment Submission Instructions
Save your answers as an Adobe Acrobat file (.pdf). Include your group’s name in the title of the electronic file
for identification purposes, for example “Group1Project1” and do NOT use any spaces, punctuation, or special
characters in the file name. After completing the assignment, have one team member submit it for grading using
the appropriate assignment drop box as indicated below.
• Navigate to the Table of Contents -> Learning Modules -> Week 4 area of D2L.
• Click on the Project #1 assignment drop box title.
• Click on the Add a File button.
• Find the file you would like to upload. If you are using the most current version of your internet browser,
you can drag and drop the file into the target area of the Add a File window. You can also use the
Upload button to browse for and select the file you would like to add.
• Once you have selected your file(s), click the Add button in the bottom, left corner of the window.
• Click on the Submit button to complete the file submission.
• Upon successful assignment submission, you will receive a confirmation email.
For further details on submitting assignments, please refer to the website.
Please note: If you make a mistake (such as leaving out part of the assignment, send the wrong files, etc.) and
the Assignment tool won’t let you submit, then you must contact the instructor and describe what happened.
Assignment Feedback
When the instructor has graded the assignment, you will be able to view your grade and feedback comments by
clicking on Assignments (in the blue navigation bar toward the top of the screen). For further details on viewing
Copyright © Arizona Board of Regents Page 3 of 3
assignment grade and feedback, please refer to the website.
Group Tools Information
Your team will be able to work privately using a variety of D2L tools that will become available to you as soon as
groups have been created. You can access the group tools by clicking on the Groups link in the navigation bar
toward the top of the screen and then clicking on the name of the group you have been assigned to. D2L offers
a variety of tools to collaborate on group work. As a group, you will need to determine which tools, if any, will
be most appropriate for your project.
You will also be able to use the tools offered by Zoom. To access Zoom and related step-by-step instructions,
click on Table of Contents -> Group Resources link in D2L.

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Assignment 6 – Data: Advanced Graphs in R Studio

Background: We have seen how simple data analysis and simple graphs assist us with telling the story of raw datasets. Now we will learn how the use of advanced graphs play a major “drilling down” deep into the meaning of the data.


Use RStudio to generate advanced graphs (using the ggplot2 package) using the dataset below.

Use the following videos to learn the commands to produce advanced graphs in RStudio: RStudio – Advanced Graphs – Part1.mp4

RStudio – Advanced Graphs – Part2.mp4

Graphs to Produce:

  1. ggplot2 – Bar Plot: (Use dataset_student_survey_data.csv)
  • x=Smoke
  • fill=Exer
  • position=dodge
  • facet=Sex
  • x-label=Smoker
  • y-label=Counts
  • title=The Exercise habits of Male and Female students that smoke



  1. ggplot2 – Histogram: (Use dataset_us_car_price_data.csv)
  • x=Price
  • fill=Type
  • facet=Type
  • x-label=Price
  • y-label=Freq
  • title=Car Price Distribution based on Car Type
  1. ggplot2 – Box Plot: (Use dataset_production_of_rice_in_india.csv)
  • x=varieties
  • y=price
  • fill=bimas
  • facet=status
  • x-label=Rice Varieties
  • x-label=Price
  • title=India Rice Prices based on Varieties, Land Status, and Bimas Program


  1. ggplot2 – Scatter Plot: (Use dataset_production_of_rice_in_india.csv)
  • x=price
  • y=wage
  • shape=bimas
  • col=bimas
  • facet=status
  • method=lm
  • se=F
  • x-label=Rice Price
  • y=Wage
  • title=India Rice Prices vs Wage broken down by Land Status and Bimas Program



This midterm assignment consists of 2 “parts,” which will both be submitted
through Canvas”
Part 1:
Write a short essay (maximum: 5 pages) explaining the difference between the heliocentric and
geocentric models of the solar system.
To receive a strong grade, you must discuss a) the development of at least 2 testable predictions* that
helped us confirm the existence of our heliocentric (and not geocentric) solar system, and b) discuss the
significant people involved in these 2 developments. It is up to you how much detail to discuss the
people involved – you do not need to write a biography! – but giving a little bit of information about a
scientists’ life and background can help contextualize their work.
*testable predictions here means: an argument that you could tell to someone, and they could grab
some equipment and go check out your claim. Any good hypothesis makes a testable prediction, and the
prediction will differentiate between two competing hypotheses. For example, I might make the
hypothesis “I think there will be a full moon tonight,” and you might make the hypothesis “I do not think
there will be a full moon tonight;” we can conduct an experiment by going out at night and looking for
the moon, and the observations we make will differentiate between the two hypotheses we proposed.
You may include diagrams if you choose to, but keep in mind they do count toward the page maximum.
If you include a diagram you did not make, make sure to give proper credit with citation.
Please provide references in MLA-style citation at the end of your paper; your works cited page does not
count toward the page maximum. At minimum, your citations section should include your textbook.
Essays should be no longer than 5 pages; there is no page minimum.
Part 2
Pick one of the following 2 topics:
1) Moon phases and the phases of planets in inferior orbits; or
2) Emission spectra and absorption spectra.
You have the option to either create either a video explaining your chosen topic, or design an in-class
activity that would help a student at the undergraduate level learn about your chosen topic. Regardless
of your choice of medium, you must address the following misconception for your topic choice:
Moon phases misconception: You must address the following claim, and why it is a misconception:
“Moon phases are caused by the shadow of the Earth onto the moon”
Spectra misconception: You must address the following claim, and explain why it is a misconception:
“when a certain color of light is impingent on an atom, that atom can absorb the light. The atom can
only absorb the light if the energy of the light matches the energy of the electron in the atom that is
absorbing it.”
Video option: (Maximum length: 5 minutes)
Create a video explaining your chosen topic. You must use some sort of physical demonstration as part
of your video explanation, using objects that you can find around your apartment/house/residence. To
be clear: if you choose to create a video but do not use any physical demonstration, and it is just you
talking into a camera, you will not receive an excellent grade. If you have an idea for a video you’d like to
make but are unsure if it will “work”, please get in touch with me and we can talk about it!
In-class activity option: (Maximum: 4 pages)
Design an in-class activity that would help an introductory astronomy student learn about your chosen
At the top of the assignment you design, list 2 “learning outcomes” that you hope a student would
achieve when completing this assignment. Your grade will be based on whether or not your activity
would successfully address these outcomes. For the topic you choose, you must also address the
“misconception” listed above.
Try to model your activity after the types of activities we have done so far in class. You should aim for
the in-class activity to address any pitfalls that you noticed when you were first learning about this topic
(or any pitfalls you notice while you are still solidifying you understanding of it!) Your goal for the activity
is for it to take ~20 minutes for a hypothetical student to complete, and for the activity to help the
student achieve the learning outcomes you’ve listed.

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