The Spread of a Virus: Which Virus Is More Virulent?

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Phase:

After/Explain/Elaborate

Activity:

The activity linked above and provided here should be given to students to complete individually. As students are completing this after activity, the teacher should move around the classroom monitoring student responses. After students complete the activity, the teacher should collect student responses and assess the student responses to prepare for the next class period.

Assessment Strategies:

Teachers need to attend to how students made sense of the different virus spread representations to determine the rate of change in each representation. Teachers should offer comments on student strategies that provided the rate of change for each representation or suggestion for how students can move toward thinking about determining the rates of change for each representation. The correct response is the virus represented as a graph, but students should be able to justify their response by demonstrating that this virus has the greatest rate of change. Student answers and strategies may vary, and teachers should analyze responses according to students' demonstration of their understanding of comparing multiplicative rates of change.

Advanced Preparation:

Teachers should answer the after activity before class in as many strategies as possible to effectively assess student responses to the activity. The after activity is again linked here.

Variation Tips (optional):

Notes or Recommendations (optional):

ALCOS 2019

24. Distinguish between situations that can be modeled with linear functions and those that can be modeled with exponential functions. a. Show that linear functions grow by equal differences over equal intervals, while exponential functions grow by equal factors over equal intervals. b. Define linear functions to represent situations in which one quantity changes at a constant rate per unit interval relative to another. c. Define exponential functions to represent situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another.

27. Interpret the parameters of functions in terms of a context. Extend from linear functions, written in the form mx + b, to exponential functions, written in the form ab^x. Example: If the function V(t) = 19885(0.75)^t describes the value of a car after it has been owned for t years, 19885 represents the purchase price of the car when t = 0, and 0.75 represents the annual rate at which its value decreases.

Keywords and Search Tags:

Disease, Exponential Functions, Social Distancing, Virus