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The number of s sent by Mydoom forms a sequence: 6000, 10800, 19440, A geometric sequence is formed by multiplying a term in the sequence by a fixed number to find the next term. Sample Answer: The virus searched through a user s contact list and sent out a copy of itself to everyone on that user s contacts. In your own words, describe how the virus spread. Enter the data from the table in lists L1 and L2. hours Texas Instruments Incorporated 2 education.ti.comģ Press than Í to open the List Editor. The second column gives the number of s sent by the virus in that hour. The first column gives the number of hours since the virus was released. The table shows one approximation of what we do know. The Mydoom virus was like a chain that forwarded itself to your closest friends and thousands of other people you didn t even know! No one knows exactly how fast Mydoom spread. Now 31 ( ) people have seen the, and the chain continues.
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Then each of your 5 closest friends forwards it to their 5 closest friends. An example that you be more familiar with is a chain when you get the, you forward it to your 5 closest friends. Those users would receive the s and the cycle would repeat. For example, if it found in a contact list, it would also send s to and so forth. The virus would even guess additional addresses to send itself to. Then the virus sent copies of itself to all the addresses in their contact list. If they opened the attachment, the virus infected their computer. Users received an with an attachment, often from a familiar address. Before beginning, discuss as a class how the virus spread. In this activity, students explore how the virus spread so quickly and derive an equation to model its spread. Six days later, over 1,000,000 people reported that their computers were infected and Mydoom was named the fastest spreading computer virus ever. Modeling the Spread of a Virus At 8 AM on January 26, 2004, the Mydoom virus was released. If your students are using TI-84 Plus, they could use GridDot. Lesson Files: Spreading_Doom_Student.pdf Spreading_Doom_Student.doc 2015 Texas Instruments Incorporated 1 education.ti.comĢ Tech Tip: If your students are using the TI-84 Plus CE have them turn on the GridLine by pressing ` # to change the é settings.
#DOOM FOR TI 84 PLUS C SILVER FREE#
Access free tutorials at rs/pd/us/online- Learning/Tutorials Any required calculator files can be distributed to students via handheld-to-handheld transfer. Watch for additional Tech Tips throughout the activity for the specific technology you are using. Slight variations to these directions may be required if using other calculator models. It is also appropriate for use with the rest of the TI-84 Plus family. Tech Tips: This activity includes screen captures taken from the TI-84 Plus CE. Activity Materials Compatible TI Technologies: TI-84 Plus* TI-84 Plus Silver Edition* TI-84 Plus C Silver Edition TI-84 Plus CE * with the latest operating system (2.55MP) featuring MathPrint TM functionality. You may wish to have the class record their answers on separate sheets of paper, or just use the questions posed to engage a class discussion. The student worksheet provides detailed instructions for the completion of the activity and a place for students to record their work. Students should have been exposed to arithmetic and geometric sequences and work competently with exponents and scientific notation. Vocabulary geometric sequence exponential function Teacher Preparation and Notes This activity is appropriate for an Algebra 1 classroom. Graph an exponential function of the form f(x) = ab x where a and b are non-zero real numbers and b 1. Graph the terms of a geometric sequence as a scatterplot. Display the terms of a geometric sequence on a spreadsheet using recursion. As a result, students will: Display the terms of a geometric sequence on a spreadsheet using the formula for the nth term. The activity concludes by discussing the meaning of the constants a and b in the exponential function f(x) = ab x. Then they derive, evaluate, and graph an exponential function to model the data. After finding a rule for the sequence, they apply it recursively to extend it and graph the resulting data as a scatter plot. 1 About the Lesson Students explore a geometric sequence that models the spread of the 2004 Mydoom virus.