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Deadly Ascent
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Viewing Ideas
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Before Watching
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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.
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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
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Have students who took notes on the same topics meet, compare
their notes, and share what they learned.
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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.)
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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.
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