Math-In-CTE Lesson Plan

Math-in-CTE Lesson Plan Lesson Title: Computer Virus Lesson # IT02 Occupational Area: Information Technology CTE Concept(s): Protecting computers Math Concepts: Exponents, graphic display Lesson Students will be able to: Objective:  Recognize ways in which computers and networks are affected by viruses  Estimate, compute, graph, and solve problems involving integer exponents Supplies Spreadsheet program, presentation software (PPT), internet Needed: access, handouts, writing utensil Link to Accompanying Materials: Information Technology IT02 Downloads TEACHER NOTES THE "7 ELEMENTS" (and answer key) 1. Introduce the CTE lesson.  How many of you have had a computer virus or know of  Answer: An annoying or someone who has experienced harmful program that can the effects of a computer virus? attach itself to other programs, What was the outcome? e-mail messages, macros in applications software, or disk  What is a virus? media; viruses are transmitted over networks, via modern  Discuss myths about viruses connections, and through the and what they might do (some exchange of infected floppy may have more than one disk media; software utilities to characteristic). combat computer viruses are a common facilities  Discuss some of the ways management tool. viruses attempt to disguise themselves. Point out that many  Have half of the students go to viruses fail in their efforts. McAfee, half go to Norton and share the findings.  Investigate types of Virus (use McAfee, Norton, etc. websites). Note: you can go www.glencoe.com,  Do you know what an select mathematics, and search for exponential graph look like? exponents or exponential growth 2. Assess students’ math awareness Vocabulary as it relates to the CTE lesson. Do you know anything about Exponent – tells how many times the exponential growth? base is used as a factor.

Discuss powers. Factor – the numbers you multiply together to get a product. (i.e. 3 X 5 = 40 = 4 ^ 0 = ? 15, the factors are 3 an 5) Product – the answer to a 41 = 4 ^ 1 = ? multiplication problem. Base – the number that is raised to 42 = 4 ^ 2 = ? various powers Exponential Growth – is represented 43 = 4 ^ 3 = ? by the Formula: y = a ^ x 38 = 3 ^ 8 = ? y is the answer (y column on chart) Use the Activity # 1 Understanding a is the base (the multiplier, Exponents. how many computers are infected by each computer) x is the (exponent) unit of time that it takes for the virus to spread

Note: on Excel and on a calculator, the ^ key represents an exponent. 3. Work through the math example embedded in the CTE lesson. To find the total number of computers There is a virus. Let’s assume that infected, add the number infected each computer that is infected will during each minute. infect 2 other computers every minute. How many computers will be infected After the 1st minute, 2 other after the first minute? How many will computers are infected: during the be infected after the 2nd minute? 2nd minute, 4 more are infected, and Suppose Norton stops the virus after so on. This simple virus is caught 30 minutes. How many computers after only 30 minutes. Create an were infected in the 30th minute? How excel spreadsheet to represent the many computers were infected in all? number of computers infected each Have the students graph the data in minute for the life of the virus. excel. See Excel spreadsheet. What if each computer affects 3 computers? What if the virus travels Students should come up with Excel through the address book (i.e. 25 Formulas: y = 3 ^ x and y = 25 ^ x people in students address book)? 4. Work through related, contextual math-in-CTE examples. Relate this to the Power outage Find the mean (average) number of across the country if you wish. addresses in everyone’s address book. Now create a similar excel spreadsheet using that number instead of the 2 we used before. How many people will be affected on the 10th minute? 5. Work through traditional math examples. Do this step after step 1 if you wish. Use the worksheet Activity # 2 Saving Money to Open a Business. (Note: This activity is also know as the Penny Problem)

6. Students demonstrate their understanding. In the 6th minute: 15,625 Let’s say you have been infected by a The total after 6 minutes is: 19531 virus that infects 5 computers every (don’t forget step 0) minute. How many computers will be infected in the 6th minute? How many Students can use either Excel or a will be infected in all after 6 minutes? scientific calculator to perform the calculations.

To use the calculator on the computer, go to accessories, then to calculate, go to view and change the view to scientific. Type in the base number, click the x ^ y key, then type the exponent and click the = key. To get the total, calculate

5^0+5^1+5^2+5^3+5^4+5^5+5^6 7. Formal assessment. Let’s say you have been infected by a In the 5th minute: 1,024 virus that infects 4 computers every The total after 6 minutes is: 1,365 minute. How many computers will be (don’t forget step 0) infected in the 5th minute? How many will be infected in all after 5 minutes?