|
|
Deadly Ascent
|
|
|
|
Viewing Ideas
|
|
|
Before Watching
Draw a chart on the board that shows the relationship between altitude and
atmospheric pressure (see Background on page 2 for chart). Explain that
atmospheric pressure is related to the strength of Earth's gravitational pull.
The farther away from the center of the Earth, the weaker the gravitational
pull. The air molecules (including oxygen) high on a mountain are less dense
per square inch so they exert less pressure on the human body.
Organize students into four groups and have them take notes on the following
topics: weather conditions during the climb, health issues that arise, the
team's responses to the changing conditions, and important decisions made by
the team during the climb.
After Watching
Have students who took notes on the same topics meet, compare their notes,
and share what they learned.
In the program, the physiological conditions related to AMS and HAPE are
discussed. Have students describe how low oxygen levels and/or cold cause or
influence these conditions. (AMS is mainly a physiological response to low
oxygen; both cold and low oxygen contribute to HAPE.)
Making a decision to climb a high-elevation mountain involves risk,
resources, and much preparation. Make a three-column chart on the board and
label the columns Groundwork and Preparations, Potential Risks, and Potential
Rewards. Have students fill in the chart with information they learned from the
program.
|
|
