Integration Notes:
Byron and the rest of the team need a great deal of water every day. They use the water to prevent dehydration and reduce the risk of high altitude illnesses.
Students might have an opportunity to use the Internet to discuss the importance of water and other nutrients with Dr. Virginia Robinson, the Everest 2000 team doctor.
About two-thirds of your body is water. Water is a very important nutrient. Many foods have more water in them than you think. For example, an apple is about 80 per cent water.
Learner Outcome:
Students will observe the amount of water contained in a variety of foods.
Materials:
Pan balance
Paper towel
Slices of food such as:
apples
bananas
oranges
bread
Introduction:
In the absence of familiar landmarks, people tend to follow a circular path. Is it possible to mentally compensate for this tendency? In this activity, blindfolded students attempt to follow a straight line to reach a distant landmark. Once they recognize their inclination to veer in a certain direction, they attempt to compensate for this tendency.
Activity Instructions:
1. Place a piece of paper towel on the balance.
2. Place four or five slices of a single food on the paper towel.
3. Use the balance to determine the mass of the food slices.
4. Estimate the amount you think is water.
5. Put the paper towel on a counter to dry for several days.
6. Determine the mass of the food slices after they have had a chance to dry out.
7. How close were your estimates? Did the food contain more or less water than you originally thought?
Extension Ideas:
An oven on very low heat can be used to speed up the drying process. If it is a cold day, the students might be able to "see their breath." Have them design and do an activity to prove that their breath that they can see is actually water vapour in exhaled air.
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Integration Notes: This activity is designed to get students thinking about how Byron and other members of the expedition use special tents to protect themselves from the elements.
The Everest 2000 expedition will be using a geodesic tent designed to withstand winds over 100 km/h and survive being completely buried under snow.
A geodesic dome is a specialized system of trusses that transfers the load of structure equally and uniformly to all members of the structure. These domes, built on the principle of tensegrity, do not use supporting columns. Domes use triangular shapes that are connected to transfer the load. They are also designed to provide the lateral strength within a sphere until the structure connects to the ground.
Many schools will be involved in the Everest 2000 telecollaborative project 'Getting to Know You.' During Phase 2, students could continue collaborating with their telecollaborative groups as they try to come up with a tent design.
Learner Outcomes:
Students will:
Design a geodesic dome structure.
Compare their structures to those created by other students in Canada.
Materials:
Wooden stir sticks
Introduction/Purpose:
To design a structure that will withstand a specific load.
Activity Instructions:
1. Students are to design and construct a geodesic dome based on the design of the tents used by the Everest 2000 expedition.
2. Students should begin by conducting research on geodesic domes. A good place to start is to learn more about the architect Buckminster Fuller.
Design Requirements:
The dome must have a radius of between 14 cm and 15.5 cm at the base.
The dome must not exceed a mass of 200 grams.
Fastening of the members can be done with any materials available.
The dome may be covered with a light, transparent covering.
Testing:
Students should construct their own model.
Test the structure by suspending a mass from the center of the dome. Testing should begin at 25 grams and be increased in 10 gram increments.
Record the load that was supported before the structure failed. For example, the structure being tested held a load of 100 grams but failed under a 110 gram load. The student would record the 100 gram load.
Share your design and results with other groups if you are involved in the Everest 2000 telecollaborative project.
Extension Ideas:
Teachers can adjust the dimensions and mass of the structure to make it more challenging. Teachers can set up a "play-money" bank and have students buy all of the materials they are going to use in the project. This will help to cut down waste and might make the project a bit more meaningful for the students.
