Integration Notes: Byron and his team require large amounts of food to produce the energy they need to climb Mt. Everest.
Nutrients, especially the carbohydrate glucose, are needed to also produce the energy needed to prevent cold injuries. Other carbohydrates such as starch must be digested. The digestion process converts starch into sugar.
During the expedition there may be an opportunity to communicate with the expedition to see the types and amounts of food Byron consumes on a daily basis.
Learner Outcome:
Students determine which food samples contain glucose.
Materials:
Plastic spoon
Glucose test paper (used to test for glucose in urine)
Water
Honey
Food samples including:
Apple juice
Potato (baby food)
Sweet potato (baby food)
Maple syrup
Other liquid or semi liquid foods available
Introduction/Purpose:
The purpose of this activity is to determine which foods contain glucose.
Activity Instructions:
1. Create a data table in your notebook with four columns and enough rows for the various food samples. In the four colums across the top, write: Food; Colour of Food; Colour of glucose test paper - after testing food sample; Is sugar (glucose) present?
Under the "Food" column list the samples you will use, one per row. You will in the table according to your observations.
2. Look at the foods you have available and decide which ones you think have the sugar glucose.
3. Place a very small quantity of water on your plastic spoon.
4. Touch a piece of glucose test paper to the water. Wait one minute. Record your observations in the data chart. Sugar is present if the glucose test paper turns from yellow to green.
5. Clean your spoon.
6. Place a small sample of honey on the spoon. Use a different piece of glucose test paper. Touch the new piece of glucose test paper to the honey. Wait one minute. Record your observations in the data chart. Sugar is present if the glucose test paper turns from yellow to green.
7. Clean your spoon, get another small piece of glucose test paper.
8. Repeat steps five, six, and seven with as many food samples as are available in your classroom.
9. Clean up your mess.
Extension Ideas:
Many of the foods tested contain the carbohydrate starch. Test these same foods with iodine to identify this nutrient. Iodine turns from yellow-red to a dark purple or black in the presence of starch.
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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 110 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 100 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 200 grams but failed under a 210 gram load. The student would record the 200 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.
