Connections between equations, situations, graphs, and tables for exponential functions are the main topic during this project. My class was introduced by watching a clip of War World Z giving a taste of the Apoplectic scenario. The Brain Pox disease has begun, symptoms including people turning into mindless wandering creatures (zombies).

 

The zombies grow at a rate of 80% of urban area of Ohio and 70% in Rural also in the mindset that the whole situation starts with only one person with the disease. How long does it take for Ohio to be rid of any unaffected people? But this was only one of the questions. Then we looked for the amount of time for the rest of America to be completely infested also assuming that the rate of growth was at the least 70%.

 

After all of America was hopeless, a cure was discovered having a possibility of curing 20% of the infected each day. The rest however will perish but if not if the amount of healthy does not exceed the infected by a certain amount. So that lead to our final question is the U.S. equipped to survive? After that I pieced together the equation, structured my table, and then built a graph for each scenario. I then collected all the information and pasted it into a formal letter to the governor, explaining the situation and what is to come and how I have discovered it.

 

Below is my presentation with a basic visual overview on what my partner and I have discovered during this project. I also have a link to my final letter to the governor which demonstrates the entire situation and solution through tables, graphs, and explanations.

 

My biggest struggle was when I was creating my equations and messed up, which led for all of my graphs and tables to have incorrect data too. For example adding the number of Day, or the sequence number, or instead of creating that has the end result of Y= Zombies I had Y= Human Population which was not that hard to figure out if you did know one over another but still didn’t get across the point I was trying to make. After receiving feedback from my teacher that my data was incorrect I narrowed down until I found where I messed up. I went over my equations again and fixing the minor proaininblems contg a huge effect.

 

Overall in this project I have extended my knowledge in the multiple categories listed, I also worked on my presentation skills, and learned on how to efficiently use Excel. The wide range skills like Excel and presenting are things that have common with today’s real world. I also am still using the situational graphs, equations, and tables in my math class. In order to improve and enhance my skills I need to master those skills and know right off the bat how to use them.

 

The DRSS quality I grew in was Persistence. Persistence is taking on a challenge and continuing to improve that material until reaching a point where you have met your goal. Putting full effort in a project can be a challenge but having to pretty much redo that project based off of a equation error would not of have been possible for me last year. However with persistence I have completed this project and repairing the mistakes inflicted on the graph, tables, and information I have written to the governor.