Heart Health Activities

Division I: The Heart as a Pump

Integration Notes:
The heart is a muscle that pumps blood throughout the body. Blood is forced through the arteries in waves called a pulse. The blood transports oxygen and nutrients to all cells of the body. The oxygen is used by all cells to produce energy.
JUMP TO: background on the Heart, Blood.

Byron must have a constant supply of oxygen to all of his cells. When he is actually climbing, his heart must be able to pump more blood to his muscles. In this activity, you will take your own pulse at rest and after exercising. Byron's doctor on Mt. Everest will be taking Byron's pulse at various times and putting this information on the Everest 2000 Website.

Learner Outcomes:
Students will:

• Measure their own heart rate (pulse).
• Describe the effect exercise has on heart rate.

Please Note:
Additional activities for Division I and Division II students can be found on the Heart and Stroke Foundation of Canada's website.

Materials:

• Stopwatch or wrist watch

Activity Instructions:
1. Your teacher will show you how to find your own pulse by gently holding two fingers next to the voice box in your throat. Practice until you can find and count your pulse.

2. Make a copy of the data table in your notebook (see example).

3. Your partner should sit down and rest for at least two minutes.

4. After resting for two minutes, your partner should take his or her pulse. You should record this number in the data table.

5. Calculate the resting heart rate. Your partner should count each beat of the pulse rate silently for 15 seconds. Multiply this number of beats by four and record this number in the data table.

6. Your partner should climb stairs or jog in place for one minute.

7. After one minute of exercise, your partner should sit down and immediately take his/her pulse rate for 15 seconds.

8. Calculate the pulse rate after exercise by multiplying the number of heart beats in 15 seconds by four.

9. Change roles - your partner is the timer/recorder as you take your own pulse rate at rest and after exercise.

Data Table – (make a copy of this table in your notebook)

Pulse Rate	Partner’s Pulse Rate for 15 seconds	Partner’s Pulse Rate for One minute	Your Pulse Rate for 15 seconds	Your Pulse Rate for One minute
At rest
After one minute of exercise

Discussion:
Students should be able to:

• Describe what happens to their pulse rate (heart rate) after exercise.
• Discuss why Byron must be able to get more oxygen to his muscles when he is climbing different sections of Mt. Everest.

Extension Ideas:
Design an experiment to determine the effects different kinds of exercise have on pulse rate.

Division II: The Heart

Integration Notes:
The heart is a muscle that pumps blood throughout the body. Blood is forced through the arteries in waves called a pulse. The blood transports oxygen and nutrients to all cells of the body. The oxygen is used by all cells to produce energy.
JUMP TO: background on the Heart, Blood.

Byron must have a constant supply of oxygen to all of his cells. When he is actually climbing, his heart must be able to pump more blood to his muscles. In this activity, you will take your own pulse at rest and after exercising. Byron's doctor on Mt. Everest will be taking Byron's pulse at various times and putting this information on the Everest 2000 Website.

Learner Outcomes:
Students will:

• Measure their own heart rate (pulse).
• Describe the effect exercise has on heart rate.
• Calculate their average pulse rate before and after exercise.
• Compare human pulse rate to that of another animal.

Please Note:
Additional activities for Division I and Division II students can be found on the Heart and Stroke Foundation of Canada's website. Each province in Canada has its own branch of the Heart and Stroke Foundation. Teachers are encouraged to visit their provincial Heart and Stroke Foundation website to learn more about programs such as "Jump Rope for Heart" and "Fit for Heart."

Materials:

• Stopwatch or wrist watch
• Live earthworm (Dew worm from a store that sells live fish bait)
• Shallow dish with a cover
• Water at room temperature and a medicine dropper
• Hand lens

Activity Instructions:
1. Your teacher will show you how to find your own pulse by gently holding two fingers next to the voice box in your throat. Practice until you can find and count your pulse.

2. Make a copy of the two data tables in your notebook (see example). 3. Your partner should sit down and rest for at least two minutes. 4. After resting for two minutes, your partner should take his or her pulse and you should record this number in the data table. This is Trial #1 at rest.

5. Calculate the resting heart rate. Your partner should count each beat of the pulse rate silently for 15 seconds. Multiply this number of beats by four and record this number in the data table.

6. Repeat Steps 4 and 5 two more times. This is Trial #2 and Trial #3 at rest.

7. Calculate the average pulse rate at rest and record this information in your data chart.

8. Your partner should climb stairs or jog in place for one minute.

9. After one minute of exercise, your partner should sit down and immediately take his/her pulse rate for 15 seconds. This is Trial #1 after exercise.

10. Calculate the pulse rate after exercise by multiplying the number of heart beats in 15 seconds by four.

11. Repeat steps 7, 8, and 9 two more times. This is Trial #2 and Trial #3 after exercise.

12. Calculate the average pulse rate after exercise.

13. Change roles - your partner is the timer/recorder as you take your own pulse rate at rest and after exercise.

Data Table – (make a copy of these tables in your notebook)

Pulse Rate At Rest	Partner’s Pulse Rate for 15 seconds	Partner’s Pulse Rate for One minute	Your Pulse Rate for 15 seconds	Your Pulse Rate for One minute
Trial #1
Trial #2
Trial #3
Total
Average Pulse Rate at Rest

Part 2: Pulse Rate of an Earthworm
Caution: An earthworm is a living organism and must be treated gently and with respect.

1. Copy the data table shown below into your notebook.

2. Place the live earthworm in the shallow dish.

3. Keep the earthworm moist. Use the medicine dropper to gently place two or three drops of water on the earthworm as long as it is in the dish.

4. Use the hand lens to find the blood vessel that runs down the back of the earthworm. You should see a pulse of blood flowing through this vessel.

5. Count and record the pulse rate for the earthworm for 15 seconds. Multiply this number by four to determine the pulse rate for one minute. This is Trial #1.

6. Repeat Steps 2, 3, and 4 two more times. This is Trial #2 and Trial #3.

7. Calculate the average pulse rate for the earthworm.

8. Return the earthworm to your teacher. Remember, do not harm this animal.

Data Chart – Earthworm Pulse Rate

Trial	Earthworm Pulse Rate for 15 seconds	Earthworm Pulse Rate for One minute
Trial #1
Trial #2
Trial #3
Total
Average Pulse Rate of an Earthworm

Discussion:
Students should be able to:

• Describe what happens to their pulse rate (heart rate) after exercise.
• Discuss why Byron must be able to get more oxygen to his muscles when he is climbing different sections of Mt. Everest.
• Discuss how the pulse rate of the earthworm compares to their pulse rate.

Extension Ideas:

• Design an experiment to determine the effects different kinds of exercise have on pulse rate.
• Research the effects of high altitude on heart rate. (begin with: Factors affecting heart rate)

Division III: The Heart and Blood Pressure

Integration Notes:
If blood is to reach the hands, feet, brain and all other parts of the body, it must be pumped out under great pressure. The highest pressure occurs in the aorta - the large artery leaving the left side of the heart. As the blood is forced into smaller vessels and the distance from the heart becomes greater, the pressure becomes greatly reduced.
JUMP TO: Parts of the heart | Blood Pressure

Human blood pressure is measured by an instrument called a sphygmomanometer. The usual blood pressure for a young adult is given as a ratio - somewhere around 120/70 or 115/70 mmHg. The numbers refer to the pressure in millimetres of mercury. The numerator of this fraction represents the highest pressure generated when the ventricles contract. It is known as systolic pressure or systole.

The denominator shows the diastolic pressure, recorded when the ventricles relax and the elastic walls of the arteries offer the least resistance.

Dr. Virginia Robinson, the Everest 2000 team doctor, will be measuring and keeping track of Byron's blood pressure at various times during the expedition. One of the things students might want to ask Dr. Robinson is, "How does high altitude affect human blood pressure?"

Learner Outcomes:
Students will:

• Measure their own blood pressure.
• Describe the effect exercise has on blood pressure.
• Calculate their average blood pressure before and after exercise.

Please Note:
Teachers are encouraged to visit the Heart and Stroke Foundation of Canada website for additional information and activities. Each province in Canada has its own branch of the Heart and Stroke Foundation. Teachers are encouraged to visit their provincial Heart and Stroke Foundation's website to learn more about programs such as "Jump Rope for Heart" and "Fit for Heart."

Materials:

• Battery operated digital blood pressure gauge (sphygmomanometer)

Activity Instructions:
1. Your teacher will show you how to determine your own blood pressure according to the instructions provided with the specific blood pressure gauge you are using.
Caution: Make sure you follow all instructions.

2. Make a copy of the two data tables in your notebook (see example). 3. Your partner should sit down and rest for at least two minutes.

4. After resting for two minutes, your partner should take his or her blood pressure and you should record this number in the data table (systolic/diastolic mmHg). This is Trial #1 at rest.

5. Repeat Steps 3 and 4 two more times. This is Trial #2 and Trial #3 at rest.

6. Calculate the average blood pressure at rest and record this information in your data chart.

7. Your partner should climb stairs or jog in place for one minute.

8. After one minute of exercise, your partner should sit down and immediately take his/her blood pressure. This is Trial #1 after exercise.

9. Repeat steps 7 and 8 two more times. This is Trial #2 and Trial #3 after exercise.

10. Calculate the average blood pressure after exercise.

11. Change roles - your partner is the timer/recorder as you take your own blood pressure at rest and after exercise.

Data Table – (make a copy of these tables in your notebook)

Trial At Rest	Partner’s Blood Pressure at Rest (mmHg) Systolic/Diastolic	Your Blood Pressure at Rest (mmHg) Systolic/Diastolic
Trial #1
Trial #2
Trial #3
Total
Average Blood Pressure at Rest

Blood Pressure After Exercise Trials	Partner’s Blood Pressure after Exercise (mmHg) Systolic/Diastolic	Your Blood Pressure after Exercise (mmHg) Systolic/Diastolic
Trial #1
Trial #2
Trial #3
Total
Average Blood Pressure after Exercise

Discussion:
Students should be able to:

• Describe what happens to their blood pressure after exercise.
• Discuss why Byron must be able to get more oxygen to his muscles when he is climbing different sections of Mt. Everest.

Extension Ideas:

• Design an experiment to determine the effects different kinds of exercise have on blood pressure.
• Research the effects of high altitude on blood pressure. (begin with: Blood pressure at altitude)

Division IV:Blood and Oxygen Levels

Integration Notes:
Dr. Virginia Robinson, the Everest 2000 team physician, will be concerned with the acclimatization of Byron, and other members of the expedition, to high altitude. One feature of blood that will be tested during the Everest 2000 expedition is the hematocrit.
JUMP TO: High altitude and the circulatory system | Blood

Hematocrits can be sketched best by drawing a test tube of spun blood. The red blood cells (RBCs) settle to the bottom of the test tube while the straw coloured plasma stays on top.

The height of your red blood cells is your hematocrit. For example, if the RBCs and straw measure 5 cm and the RBCs alone measure 2.5 cm, your hematocrit is 50% or 0.5.

Dr. Robinson is hoping to take a hemoglobinometer with her as it would be fascinating to compare Byron's hemocrit as he acclimatizes to his natural hemocrit as well as to the hematocrits of the Sherpa people.

Things to Ponder: You have been introduced to a number of concepts including high altitude, blood cells, and the hematocrit. Adaptations to different environmental conditions take on many forms. In this activity you will think about and research the adaptations of the human body to high altitude.

Learner Outcomes:
Students will:

• Describe the effects of high altitude on the human circulatory system.
• Describe how the human body acclimatizes to high altitude.
• Research the adaptations people living in Aconquilcha, Chile have to survive, at an altitude of 5,340 metres above sea level.

Materials:

• Access to Everest 2000 Website.
• Access to various print and electronic sources of information for research.

Activity Instructions:
1. Access the Everest 2000 Website and read about high altitude and the human circulatory system. Use this information to define high altitude and the challenges associated with mountain climbing.
JUMP TO: High Altitude and the Circulatory System

2. Access the Everest 2000 Website and locate the file on Human Blood. Use this information to determine how red blood cells are formed and their role in the human body.
JUMP TO: Human blood

3. Access the Everest 2000 Website and locate the file on Human Blood. Use this information to describe how the circulatory system helps acclimatize the human body to high altitudes.
JUMP TO: Blood and Tissue Oxygen Transfer at High Altitude

4. Access the Everest 2000 Website and locate the file tabulating physiological information for Byron and other members of the expedition. Dr. Virginia Robinson will be posting physiological information on a regular basis. Design a data chart that will compare Byron to other members of the expedition - including the Sherpa people. This activity will take several weeks.
When available this physiological information will be on the Results and Submissions page.

5. Research the inhabitants of Aconquilcha, Chile by using print and electronic sources. Try to identify how the people of this region have adapted to living at an altitude of 5,340 metres. Compare the results of your research to what is happening to members of the Everest 2000 expedition as they trek from Kathmandu to Basecamp, and then as Byron acclimatizes to the very high altitude conditions found on Mt. Everest.

Analyze:

• Record the data on Byron and the other team members provided on the Everest 2000 Website.
• Graph the data to explain how Byron and the others are adapting to very high altitude conditions.
• Compare Byron to the other members of the expedition. Are there any team members that are not adjusting as quickly to the changing altitude?
• Compare Byron to the Sherpa people. How have the Sherpa adapted to living and working at a very high altitude?

• Use the Internet to communicate the results of your research and observations to Dr. Virginia Robinson.
• Prepare a series of questions for Dr. Robinson and send them to her by e-mail. Dr. Robinson will respond to these questions as she has time.

Extension Ideas:
Compare the Sherpa people to people living in Chile. Are there any similarities?