Zombie Outbreak (Linear, Quadratic, Exponential Comparison)

Zombie Outbreak (Linear, Quadratic, Exponential Comparison)
Zombie Outbreak (Linear, Quadratic, Exponential Comparison)
Zombie Outbreak (Linear, Quadratic, Exponential Comparison)
Zombie Outbreak (Linear, Quadratic, Exponential Comparison)
Zombie Outbreak (Linear, Quadratic, Exponential Comparison)
Zombie Outbreak (Linear, Quadratic, Exponential Comparison)
Zombie Outbreak (Linear, Quadratic, Exponential Comparison)
Zombie Outbreak (Linear, Quadratic, Exponential Comparison)
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Title:
Zombie Outbreak (Linear, Quadratic, Exponential Comparison)

Description of student activity:
This activity has students compare three zombie infection models (linear, quadratic, and exponential). Students will complete a table, graph the resulting models, write equations for each model, and then simulate infecting 3 cities, a state, and a country of their choosing before infecting the entire world using the equations.

Students will begin this lesson by completing a 10 day infection table for a linear, quadratic, and exponential infection model. Days 0 through 3 are completed as an example to demonstrate the connection of linear, quadratic, and exponential functions to constant 1st differences, 2nd differences, and common ratio, respectively.

After students complete the table, they will complete two graphs by plotting points and drawing the trend line. The 1st graph focuses on the initial behavior of the models and the 2nd focuses on comparing the rapidly increasing exponential model to the linear and quadratic models. Small, medium, and large graphs are provided.

When students are done with the graphs, they will find the constants for each of the standard form equations of the linear, quadratic, and exponential functions. Helpful guides will assist students during this portion.

Once completed, they will simulate infecting 3 cities, a state, and a country of their choice as well as the world by using these equations to calculate how many days it will take to completely infect it. For this part they will need internet access to research the most current population data for each locations. (Note: To better aid you in checking student work, I have derived simplest form equations for calculating the number of days in each model in terms of population).

Feedback:
If you have any comments for how I can improve this resource, please contact me at Brian@OnlineMathMentor.com or the Q & A section. My goal is to only have high quality resources and I appreciate all feedback I receive to continue to strive towards this goal.

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Additional Licenses:
If you would like to copy this product for more than one teacher, please download additional licenses, available at 50% off the original price.

Terms of Use:
This product is for a personal classroom use by a single teacher. Permission is granted to copy pages specifically designed for student or teacher use by the original purchaser or licensee. The reproduction of any other part of this product is strictly prohibited. Copying any part of this product and placing it on the Internet in any form (even a personal/classroom website) is strictly forbidden. Doing so is a violation of the Digital Millennium Copyright Act (DMCA).
Total Pages
10 pages
Answer Key
Included
Teaching Duration
N/A
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