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Math I Zombie Apocalypse Project 2016 Due May 16, 2016

The purpose of this project is to give students a thorough understanding of the exponential growth and decay models through a “real-life” scenario. This project supports the following NC Common Core State Standards: CCSS.Math.Content.HSF-LE.A.1c Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another. CCSS.Math.Content.HSF-LE.A.1c  CCSS.Math.Content.HSF-LE.A.2 Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).CCSS.Math.Content.HSF-LE.A.2  CCSS.Math.Content.HSF-LE.A.3 Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function.CCSS.Math.Content.HSF-LE.A.3  CCSS.Math.Content.HSF-LE.A.4 For exponential models, express as a logarithm the solution to ab ct = d where a, c, and d are numbers and the base b is 2, 10, or e; evaluate the logarithm using technology.CCSS.Math.Content.HSF-LE.A.4  CCSS.Math.Content.HSF-LE.B.5 Interpret the parameters in a linear or exponential function in terms of a context.CCSS.Math.Content.HSF-LE.B.5

Scenario: Zombies are taking over! Using creativity and research, it is your job to figure out ways to stave off the end of humanity as we know it!!!

With Whom May I Work??  Students may work either alone, in pairs or groups of 3  No more than three students per group  Students may work with any other Math I student within the same block  with the understanding that during class research time students will not be working alongside their partner unless said person has Math I during the same block.  project presentations may need to be scheduled during Activity/Team time if time runs out during class

Where does my story take me?  Students will research and decide what geographic area they would like to concentrate their Zombie Apocalypse project (i.e. world population,any continent population, or any country population). The population must be at least 50 million.  Students will research and find the MOST CURRENT population information for the geographic area they have chosen.

How do I start?  Students will receive a rate (percentage).  They will be given a rate and whether or not this rate will be the rate of growth of the Zombie population or rate of decay of the human population.  If students are given growth, they are beginning the Apocalypse with ONE zombie.

The Algebra??? (Eek)  Students will then create an exponential function representing their exponential growth or decay model.  Students will model this function using a table of values utilizing 13 input values (one for each month of the year represented in 30 day increments – 0, 30, 60, 90, )

Oh no!! Not a Graph!!!!!   Students will graph the model on GRAPH PAPER (will need to extend your coordinate plane using multiple sheets or small grids).  Remember, depending on the size of your area, your population may not make it through the year.  graph of curve based on your input/output values,  you may need to explain in your story that your population would have only lasted 5 months without your interventions

How do I save us???  Students will research ways to slow down the growth or decay of the Zombie/human population  Each reasonable, successful method of saving humanity will decrease the rate (percentage) by 0.5%. ONLY ONE METHOD MAY INVOLVE WEAPONS.  Remember, you are trying to save the population of people you have chosen. You will need to come up with as many interventions as it takes to do so. There must be at least 2 people left in the world!!! (not rounded)

How do I show off my heroism???  Students will create a NEW exponential function, a NEW table of values and a NEW curve for the NEW rate  For example, if the original rate of exponential Zombie growth was 3.2% and you found 5 ways to slow the growth of the Zombie population, your new rate of growth would be 0.7%. The graphical model of representing BOTH scenarios (before and after intervention) should be drawn using two different colors on the same x- and y- axis on the same Coordinate plane on the same graph paper

Example Graph: Notice the two curves on one coordinate plane!! THIS IS COMPUTER GENERATED, BUT YOURS NEEDS TO BE HAND-DRAWN!!

You want me to write in Math????  Students will create a detailed story about the original scenario  how their interventions were successful  as well as the final outcome at the end of the year. Students are encouraged to utilize themselves as characters in the story  All stories must be typed  At least 6 paragraphs in length for a single/pair or 9 paragraphs for a trio  Each paragraph must be at least 5 sentences long.  Highlight (color) or number interventions in story

Can I make it Pretty????  All of the data will be handed in on Poster Board  Story W/ 3 facts (interventions highlighted or numbered)  List of Interventions  exponential equations  tables and graph  Picture  Citations (on back)  Name and Block

Creative Piece  Students will then present their findings creatively with the use of creative presentation mediums  Examples:  Skit  Poem  Song  Rap  Video  Computer Animated Presentation  etc..  All presentations will be 1-3 minutes in length.  May combine groups for presentation purposes.

Costumes (Whoo,hoo!!!)  Students MUST dress up for presentation day as some character from the creative piece. You are graded on obvious effort. If your character calls for “streetwear” attire, you MUST have props and/or make-up.  Keep in mind - school dress code policies trump creativity.

Keep It Clean Please keep all presentation material at a rated ” E” (All audiences) level  No realistic looking weapons  No gratuitous violence  No foul language  No inappropriate gore  Dress code applies  No persons included in your story, pictures or creative piece without their permission (especially teachers!!)  etc.

Alternate assignment: If the Zombie Apocalypse is not for you, instead you may choose a disease affecting the human race. The exact same parameters apply to the alternate assignment as the Zombie Apocalypse Assignment. The only difference will be that all aspects of your assignment will deal with the disease. Please see your teacher if you have chosen this alternate assignment.