Integration Notes: One of the ways Byron and other members of the expedition will keep warm is by exercising. During exercise, the action of your muscles produces most of the heat involved in maintaining a normal body temperature. Click here for additional background information . This activity can be linked to the Stairway To Everest challenge, introduced in Phase 1.
Learner Outcome:
Students will compare their own body temperatures before and after exercise.
Materials:
Liquid crystal temperature strip
Stool or bench for stepping exercises (stairs in school can be used)
Stop watch
Graph paper
Introduction/Purpose:
The purpose of this activity is to compare your body temperature before and after exercise.
Activity Instructions:
1. Review how to use the liquid crystal thermometer.
2. Create a data collection chart to record body temperature at rest, and after intervals of exercise. You should have two columns, one which measures Time (minutes after exercise) from O to 15; and one which measures Temperature (degrees C)
3. Determine where you will take your temperature - i.e. forehead.
4. Sit down and relax for three minutes.
5. Place the liquid crystal thermometer on your forehead and hold it for three minutes. Record the temperature of your forehead in your notebook or journal.
6. Climb stairs or do some type of physical activity for four minutes.
7. Sit down and use the liquid crystal thermometer to take your body temperature. Record this in the chart in the column beside the 0 minutes.
8. Take your temperature every three minutes for 15 minutes. Record these temperatures in your notebook.
9. Use the graph paper to construct a line graph of your body temperature after exercise.
Note for the teacher: Many students will have lower-than-normal skin temperatures after exercise. This can be explained in two ways:
During physical activity, the muscles need more oxygen-rich blood. Blood vessels in the skin constrict to allow improved blood flow to the muscles. After activity the blood may not return to the outer skin vessels quickly.
Humans sweat to get rid of excess body heat. As soon as water reaches the surface of skin, it starts to evaporate. Evaporation of water requires a great deal of heat and this heat is supplied by the body. The skin will likely be cooler than normal because of the evaporation of sweat.
Extension Ideas:
If time permits, collect data for the entire class to determine who has the "lowest", and who has the "highest" normal body temperatures. The cooling effects of water can be replicated by placing a small amount of rubbing alcohol on the skin. The alcohol evaporates very quickly and there is a noticeable cooling effect on the skin.
BACK TO: Top
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.
