Title
Bomb Threats : An Action Plan (October Crowell)
Goals
1. Students will apply their knowledge of trees and shortest route to design a tree that shows a system of notification.
2. Students will work in small groups to develop an action plan for notification that reflects the shortest route to notify all persons.
Abstract
This activity asks the students to develop a plan for notifying all persons in the building of a bomb threat so that the building can be cleared. It is envisioned to be used after students have been introduced to the concepts of trees and shortest route. The students will work in groups to devise different action plans for notification.
Problem Statement
Tell students that in this day and age of bombs and bomb threats, we must all be prepared to handle the situation of a bomb threat should it occur. Let them know that they will be developing plans of notification using the concept of trees for clearing the building in case of such a threat. The focus should be on the shortest route possible so as to expedite the process of clearing the building.
Instructor Suggestions
1. Introduce the activity by discussing the "problem statement" as above with the students.
2. Distribute the "Bomb Threat: An Action Plan" activity sheet as well as a map of the school and allow the students to individually read and review.
3. Break the class into groups and have them devise a tree that represents the notification process used.
4. When the groups are finished, have each group spokesperson present their plan with justification as to why it is the shortest route and how they decided on the plan.
5. Discuss the different plans in terms of shortest route and feasibility of execution.
Materials
"Bomb Threat: An Action Plan" activity sheet, map of school, chalk or overhead projector
Time
Activity Introduction (5 min), Group Work (20 min), Group Presentations and Discussion (20 min)
Mathematics Concepts
Discrete Mathematics Concepts
Trees, Shortest Route, Circuits, Paths, Traveling Salesman Problems
Related Mathematics Concepts
Tree Diagrams, Optimization
NCTM Standards Addressed
Problem Solving, Communication, Reasoning, Connections, Geometry, Probability, Discrete Mathematics.
Colorado Model Content Standards Addressed
Algebraic Techniques (2), Geometric Techniques (4), Problem Solving Techniques (5), Linking Concepts and Procedures (6)
Curriculum Integration
This activity could be integrated into an Algebra or Geometry class when the topic of mapping is introduced. In addition it could be used in conjunction with studies of probability in any class with a bridge to possible outcomes.
Further Investigation
Extension of this activity could include development of a plan for the school neighborhood or for a community of homes and businesses. Ask the students to discuss how the plan would change if the whole neighborhood needed to be notified.
Variations/Comments
The condition could be varied on this activity to make it more complex. More that one person could notify the classrooms or there could be several starting points.
References/Resources
Colorado State Content Standards. Colorado Department of Education.
Crisler, N., Fisher, P., & Froelich, G. (1994). Discrete mathematics across the curriculum, K-12. Reston, VA: National Council of Teachers of Mathematics.
National Council of Teachers of Mathematics. (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: Author.