S/N

Time

Activity

Equipment
/ Remarks

1

5 mins

Introduction and Overview
1. Brief students of the learning
objectives of the activity, which would be achieved by the ‘viral infection’
in the community activity.


2

10 mins

Making Connections to Prior
Knowledge
(Pair
work)
2. In pairs, the group is given an
overview on the concepts of graphs and Cartesian Coordinates.
3. Using the analogy of a vending
machine, students will be taught on input and output as x and y – axes.
4. Given that the cost of a can of
soft drink is $0.75, students have to key in the cost of 2, 3, 4, 5 cans of
softdrinks. The responses will be reflected on the screen for all to view.
5. Students to make connections
between the input, output and the generating results shown.
6. Students to key in their
observations / responses in the Activity blog.

einfo
sheet
eTask
sheet and
TINspire
Activity
Blog

3

10 mins

The Mission – setting the Context
(pair
work)
7. Students are presented with the
scenario when Singapore was confronted by the SARSissue
8. Using the Activity Blog, students
will comment on the following questions.
Key Questions
o What do you think are the causes
of the widespread of SARS in East Asia (in general) and in Singapore (in
particular)?
o Do you think Singapore is now safe
from SARS attack? Why?

einfo
sheet
TINspire
Activity
Blog

3

10 mins

The Mission – Scenario 1
(pair
work)
9. Students are presented with Netlogo
– a simulation tool and the scenario of ‘ the virus attack’ via Netlogo.
10. In pairs students will be assigned
a ‘virus avatar’. Students will be working in a network environment where
they will be able to view the positions of other avatars. Students will test
the system by navigating their ‘virus avatars’ according to instructions
given by facilitator (top left, bottom right, specific coordinates)
Scenario
1
11. Students are presented with
scenario 1 of the virus attack, where the community knows the identity of the
infected party.
o Member 1 of pair will maneuver the
‘virus avatar’ to avoid infection.
o Member 2 of pair will observe the
patterns created by the graph.
o Activity ends when all the avatars
have been infected.
12. Students will input the patterns
observed in the Activity Blog.
Key Questions:
o State at least 2 patterns observed
on all the avatars once the infection is detected?
o What do you notice about the
steepness/gentleness of the graphs as time progresses?

NetLogo –
virus activity
Activity
Blog

3

10 mins

The Mission  Scenario 2
13. Students are presented with
scenario 2 of the virus attack, where the community does not know the
identity of the infected party.
o Member 2 of pair will maneuver the
‘virus avatar’ to avoid infection.
o Member 1 of pair will observe the
patterns created by the graph.
o Before the Start of Activity: students
to predict patterns on the graphs and key into the Activity Blog:
o Activity ends when all the avatars
have been infected.
Key Questions:
o State at least 2 patterns observed
on all the avatars?
o Is your prediction accurate? Why?

NetLogo –
virus activity
Activity
Blog

3

10 mins

Consolidation and Conclusion
14. Consolidate their findings. Focus
on the following
o How Mathematics is used to model a
real life scenario.
o Collaborative and networked
learning environments allow students to discuss online synchronously or
asynchronously thus creating more depth and variety in the discussions.
o Using collaborative tools like
TINspire or Netlogo give everyone the ‘voice’ and opportunity to articulate
their thoughts.
o End the sessions by requesting all
students to complete the survey
Key Questions:
o What are your key learning points
from this activity about teaching and learning in SST?

Mathematics
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