Download Should athletes undertake high altitude training?

Professional Reflection-Oriented Focus on Inquiry-based Learning and Education through Science
Should athletes undertake high altitude
training?
Running on high altitude
High altitude training of football players
A grade 8 biology module on blood circulation system
Abstract
This module introduces an understanding of the heart and the blood circulation system
as in the Biology curriculum (biology, 2011). Through inquiry learning in groups, students
acquire knowledge of the composition and function of the blood, its constitution and the
working of blood vessels. They find out about blood types and blood circulatory
diseases. They also learn about the effects of high altitude training on the body systems
of athletes and are placed in a position to discuss whether such training is appropriate
for athletes.
Sections included
1.
Students activities
2.
3.
Teaching guide
Assessment
4.
Teacher notes
Describes the scenario in more detail and the tasks
the students should perform
Suggests a teaching approach
Gives suggested formative assessment strategies
Provides additional information about human cardiovascular system and students worksheets
Acknowledgment
This module has been developed by Irma Murad, Lilijana Homovec, Neva Rebolj, Katja Dragar and Matej Urbančič as
part of the recommendations of the EC FP7 PROFILES project at the University of Ljubljana, Faculty of Education,
Kardeljeva pl. 16, Ljubljana. Web page of the project http://www2.pef.uni-lj.si/kemija/projekti.php; UL-PROFILES
project group (2011) on bases of the Consortium - www.profiles-projects.eu.
Project founded within the EC FP7 Programme: 5.2.2.1 – SiS-2010-2.2.1
Grant Agreement No. 266589
Supporting and coordination actions on innovative methods in science education:
teacher training on inquiry based teaching methods on a large scale in Europe
Professional Reflection-Oriented Focus on Inquiry-based Learning and Education through Science
Learning Objectives/Competencies: The students are expected to:
1. understand that blood has many functions;
2. with observation (e.g. using microscope) recognise the types of blood cells and
have knowledge of their function in the organism;
3. recognising vessel types and relate their composition with their function;
4. by animation or modelling, relate the composition and function of the heart and
gain knowledge of pulse rate and blood pressure;
5. be able to measure heart rate and blood pressure and evaluate their values;
6. know reasons and consequences of heart and blood circulation diseases,
prevention and know how to react in case of bleeding;
7. understand how an athlete’s training at higher altitudes may influence his/her
achievements;
8. collaborate as a member of a group in devising and carrying out the
investigations and in undertaking discussions on the purpose of the athletes
training on higher altitudes;
9. decide, based on sound arguments, whether athletes should train on higher
altitudes to achieve better results in sport events and how this training influences
the cardio-vascular system.
Curriculum content: (1) Human, as also other animals, have structures for performing
the basic life functions: receiving material from the
outside/environment, breathing, transportation of material/
substance and excretion of waste substances;
(2) The viability of an organism depends on its transportation
systems which provide cells with nutrition and oxygen while
removing waste substances.
Kind of activity: Group work, conversation, experimental work, reporting.
Anticipated time: 5 lessons (45 min)
Prior knowledge: Students should know: (1) the process of breathing for all leaving
beings, (2) that cells get energy for operating from food, (3) that in
all cell operations, waste substances appear and that the body
excretes them, (4) body nutrition and oxygen is transported by the
blood.
Project founded within the EC FP7 Programme: 5.2.2.1 – SiS-2010-2.2.1
Grant Agreement No. 266589
Supporting and coordination actions on innovative methods in science education:
teacher training on inquiry based teaching methods on a large scale in Europe
Professional Reflection-Oriented Focus on Inquiry-based Learning and Education through Science
Student activities
Should athletes undertake high altitude
training?
Name and Surname: __________________________
Group: ____ Class: ___
The scenario
Running on high altitude
High altitude training of football players
Sport is one important aspect of our lives. It contributes to our health. In sport all need
to perform to the best of their abilities and try to be the best. The target is to win. One
very important system in the body affecting performance is the blood circulation system.
But how is this affected by high altitudes? The first research into the effects of higher
altitudes on human functioning began in the second half of the 19th century, but became
a subject of a great interest in the 1960’s related to the summer Olympic Games in
Mexico which were held in the high altitude of Mexico city. After that, high altitude
training became a very well established way of preparing, even for competitions at
normal heights. But how does high altitude affect the body and should this be
recommended for athletes? Is there an inherent health risk?
New concepts: arteries, veins, capillaries, the heart, blood, blood plasma, red blood cells, partial oxygen
pressure, heart and blood vessels diseases.
Student Tasks
Part (a)
1. Read the scenario individually and then hold a small group discussion. You need
to be ready to make a short presentation to the rest of the class.
In your group discussion reflect on What determines how fast we breathe? How do cells in the body get the energy
they need to function? What happens with waste substances produced in cells?
Project founded within the EC FP7 Programme: 5.2.2.1 – SiS-2010-2.2.1
Grant Agreement No. 266589
Supporting and coordination actions on innovative methods in science education:
teacher training on inquiry based teaching methods on a large scale in Europe
Professional Reflection-Oriented Focus on Inquiry-based Learning and Education through Science
What role does the blood play in the body? What affects the rate of blood flow?
What, do you suggest, is different at high altitudes?
2. Based on your discussion, reflect on the meaning of pulse rate, blood pressure
and the role of the heart in these processes.
3. What are the physical characteristics of high altitudes? Answer this with respect to
Change of air density.
Change of air (oxygen) pressure.
Humidity.
4. Reflect on what might happen to pulse rate, blood pressure, the blood itself, etc.
at altitude.
Part (b)
To find out more about the effects of high altitude on athletes, undertaking the
following investigations and answering the accompanying questions.
A. Investigating pulse rate?
1. Suggest a way to determine your pulse rate?
2. Carry out your suggestion and record the average pulse rate. For this you will
need a means of keeping time (e.g. a watch or i-phone, etc.).
3. Explain in writing how you determined the ‘average’ value. Record this value.
4. Compare you result with those of others in your group.
5. Suggest explanations for any differences.
6. Put forward suggestions as to what affects pulse rate?
Questions to answer
a) What aspects, associated with high altitudes, can you suggest might affect the
pulse rate?
b) What, in your opinion, is the importance of knowing the pulse rate?
B. Investigating the rate of your heart beat
1. Do you predict any relationship between heart-beat and pulse rate?
2. Test your prediction. You will probably find it easier to determine heart-beat by
using a stethoscope.
2. Record the average heart-beat over one minute and compare this with others in
your group.
3. Comment on the relationship of pulse rate to heart-beat.
3. Hence comment on the likely effect of high altitude on heart-beat.
4. Find out from suitable sources what is meant by arteries and recognise that
potentially any artery can enable you to measure your heart-beat or pulse. On
your own body, try to find as many spots for measuring as possible. Measure the
beats in different places and compare the measurements.
Questions to answer
Project founded within the EC FP7 Programme: 5.2.2.1 – SiS-2010-2.2.1
Grant Agreement No. 266589
Supporting and coordination actions on innovative methods in science education:
teacher training on inquiry based teaching methods on a large scale in Europe
Professional Reflection-Oriented Focus on Inquiry-based Learning and Education through Science
1. On which parts of the body can you best measure your heart-beat (with a
stethoscope and also by using your fingers)?
2. How fast is your heart-beat when not involved in any exercise? How many times, on
average, does the heart beat with no exercise for persons in general? (suggestion –
try to calculate an average beat in the group)?
3. Does the rate of heart-beat vary, if we measure it at different points? Can you offer
an explanation for your prediction?
C. Investigating how the heart works
Clearly the heart is an important organ related to pulse rate, heart-beat and blood flow.
Using the link:
http://www.avogel.si/download/movies/animation/Heart.swf (or otherwise)
investigate how the heart operates by examine the parts of the heart and understanding
the process. Make sure you identify the separate functions of the two parts in the heart.
Be prepare to explain the way the heart works in writing or orally to the rest of the class
if asked to do so by the teacher
Questions to answer
1. Why does the heart have two parts – that is, two atriums and two ventricles?
2. From where does the heart get its energy to operate?
3. What happens to the working of the heart when you undertake exercise?
4. How important would you rate a well functioning heart for the human body?
Answer by comparing with other bodily operations eg lungs, kidneys, etc.
D. Investigate how to measure blood pressure
The easiest way to do this is to use a blood pressure meter, but try to find out how
blood pressure was determined in the past before such technology was available.
When measuring blood pressure it is important to:
- refrain from drinking coffee (or other stimulants) thirty minutes before measuring;
- stay calm for five minutes before measuring;
- while measuring sit with the arm parallel to the heart.
1. Using the blood pressure meter, determine your blood pressure and record this
in a table alongside the rate of your heart-beat. (Create your own table design).
2. Record the blood pressure and heart-beat for each person in the group
3. Decide the number of readings to take for each person (You need to justify your
decision).
4. Compare the readings with the optimum values indicated below.
Optimum blood pressure = 120/80 mm Hg,
We assume the blood pressure is too high when it is higher than 130/85 mm Hg.
Project founded within the EC FP7 Programme: 5.2.2.1 – SiS-2010-2.2.1
Grant Agreement No. 266589
Supporting and coordination actions on innovative methods in science education:
teacher training on inquiry based teaching methods on a large scale in Europe
Professional Reflection-Oriented Focus on Inquiry-based Learning and Education through Science
Questions to answer
1. What is the average of measures of blood pressure and heart-beat in your group?
2. What would you recommend to someone whose blood pressure is higher than
130/85 mm Hg?
3. What are you predicted reasons for getting high blood pressure?
4. What suggestion do you have for what might happen to blood pressure and heart
beat at high altitudes. (Give reasons for your suggestions).
E Investigate causes for change in blood pressure
To determine factors affecting change of blood pressure, first examine the working of the
heart further.
1. We are aware that the blood carries nutrients and oxygen to the tissues in the body.
How, in your opinion, do you expect the working of the heart to differ if the body
undergoes exercise?
2. Compare the size of the left and right ventricle. Try to explain why this is the case
related to the functions of the different parts of the heart. Thus suggest reasons for
the difference.
3. Suggest how the valves in the heart function.
Questions to answer
1. Assuming in your opinion the working of the heart differs on undergoing exercise,
what is this difference and what effect will this have on the blood pressure?
2. If the blood vessels decrease in size (in internal diameter), what effect do you
suggest this will have on working of the heart and blood pressure?
3. Is it desirable, in your opinion, for there to be a big, or a small, difference between
the two readings usually taken for measuring blood pressure? Give your reasons
F. Investigation blood cells
Using a microscope and a prepared specimen of human blood smear,
observe the prepared specimen under the microscope.
Draw it in your note book as accurately as you can.
Questions to answer
1. How many different blood cells can you recognise in the specimen?
2. What are typical shapes of blood cells? Using appropriate sources find out and
draw typically shaped blood cells and name them.
3. What are the functions of each type of blood cell? Record this.
4. Which person’s body cells are better provided with oxygen:
a. in 1 liter of blood there is 4,5 · 1012 erythrocytes
b. in 1 liter of blood there is 6,3 · 1012 erythrocytes ?
Carefully explain your answer.
Project founded within the EC FP7 Programme: 5.2.2.1 – SiS-2010-2.2.1
Grant Agreement No. 266589
Supporting and coordination actions on innovative methods in science education:
teacher training on inquiry based teaching methods on a large scale in Europe
Professional Reflection-Oriented Focus on Inquiry-based Learning and Education through Science
G Investigating changes that take place when training at high altitude
From experiments carried to by others, it seems there are a number of effects of training
at high altitude. Some characteristics of organism functioning and adjustments that are
caused by living and training at high altitudes are given below. Carefully note each point
and in your groups suggest its likely impact on the body:
a) in trained muscles (for runners, this especially applies to muscle groups in the legs)
the number and volume of mitochondrion (energetic cell centrals) is higher.
b) breathing action is lower and maximal breathing frequency is higher;
c) less lactic acid is produced in the muscles, hence a possibility of controlling
acidification of muscles is better and with that muscle cells injuries are better
controlled;
d) the frequency of heart beat is higher and it stays at that level. In time there is a phase
of adjustment when it is slowly lowering until it is at the level as at sea level (or the
usual atmospheric conditions);
e) gradually the heart-beat, at being active, is lowering, too, although the maximum beat
level stays the same;
f) because of hypoxia (lack of oxygen), greater amount of the hormone erythropoietin is
produced in the kidneys and this stimulates a bigger production of erythrocyte in the
bone marrow;
g) the level of haemoglobin and the number erythrocyte cells in the blood is above
lowland values;
h) the ability of the blood to transfer oxygen is enlarged.
At this stage in using the module, you are expected to be able to conceptualise the
working of the heart, the pulse rate, blood pressure, cells present in the blood and
possible concerns in the blood circulatory system. You are also expected to have
some insights in to the impact of high altitude on these functions. To check your
comprehension, you are asked to complete the following consolidation questions,
exercises and problems.
Consolidation Questions
1. List functions of blood circulatory system!
2. Which types of vessels are in blood circulatory system?
3. Which organ sends blood around blood circulatory system?
4. How does the great or body blood circulatory system run?
5. How does the small or lung blood circulatory system run?
6. Where does heart lie?
7. With the help of a picture name parts of the heart! (you get the picture at the
teacher’s desk)
8. Describe how heart pumps blood through the body!
9. List heart and vessels system diseases!
10. Why a proper nutrition is needed for sustaining the blood circulation system?
11. How do you recognise bleeding from veins or from arteries?
Project founded within the EC FP7 Programme: 5.2.2.1 – SiS-2010-2.2.1
Grant Agreement No. 266589
Supporting and coordination actions on innovative methods in science education:
teacher training on inquiry based teaching methods on a large scale in Europe
Professional Reflection-Oriented Focus on Inquiry-based Learning and Education through Science
12. Why do we need to well and precisely plan and monitor high altitude training for
runners?
13. List at least 5 advantages that an athlete can benefit from high altitude training!
Consolidation Exercises
1. Do you know how much blood runs through your heart in one day? With every
contraction heart squeezes 70 ml of blood. Calculate the data!
2. Matevž is a haemophilic. He wishes to train sports climbing. What can you suggest to
him?
3. Use the measurements of the task 3 and draw a histogram entitled Frequency of the
heart beat in dependence of physical activity.
Further Consolidation Problems.
1. Imagine a situation in which you measure the heart beat of your friend before and
after physical activity and you come across some interesting results. Your school friend
who trains basketball had before and after physical activity (just 10 squats) the same
heart-beat. How can you explain that?
2. During a basketball game one of your school friends complains of a very high heartbeat. When you measure it on his wrist it is up to 190. How would you help him/her?
3. A gym teacher claims that by measuring the heart beat he can determine if a pupil
has worked out properly? Explain how.
4. Before high altitude training, Martin made his last measurements for 400 m running
and also measurements of sugar metabolism in muscle cells. When he came back from
the high altitude training, the new measurements didn’t show any faster running, but the
metabolism of sugar with the help of oxygen had profoundly prolonged. Discuss why
this happened?
Part (c) Decide whether athletes should undertake high altitude training
How we have a working understanding of the function of the heart and blood circulatory
system, let us consider the initial issues – should athletes undertake high altitude
training?
In your group, discuss the benefits and disadvantages of high altitude training. Consider
the way the heart functions and the change in blood cells. Reflect on whether changes
are temporary or permanent. Reflect on the effects later in life.
In your group decide, carefully giving reasons, whether athletes should undertake high
altitude training and whether this relates to some or all athletes. Carefully formulate the
reasons for your decision so that you end up with a consensus opinion of the group.
Later the opinion of your group can be compared to the decisions of other groups. At this
time you may be called upon to justify your stance and persuade others of the value of
your decision.
Project founded within the EC FP7 Programme: 5.2.2.1 – SiS-2010-2.2.1
Grant Agreement No. 266589
Supporting and coordination actions on innovative methods in science education:
teacher training on inquiry based teaching methods on a large scale in Europe
Professional Reflection-Oriented Focus on Inquiry-based Learning and Education through Science
Should athletes undergo high altitude
training?
Teaching Guide
A major consideration in all PROFILES modules is that the teaching begins in a
motivational manner. But besides the introduction (called a scenario in PROFILES)
being motivational, it is also used to determine actual prior learning, as well instigate
discussion on the additional science required to explore and discuss the scenario
further.
The further discussion on the scenario is a crucial component of PROFILES because it
forms an introduction to both the ‘IL’ and ‘ES’ in the PROFILES name. The first
represents inquiry learning which is required as an integral part of all PROFILES module
and the second the wider learning that comes from meeting the goals of education (see
learning outcomes).
The inquiry learning, by definition, involves students in constructing their learning. Such
learning requires a ‘trigger’ to instigate the inquiry, which in most cases is a scientific
question (or questions), and which, in best cases, is put forward by the students
themselves. The scientific question then drives the inquiry learning. The inquiry learning
enables the students to think further and to obtain data either through first-hand
experimentation, gaining the included process skills, or second hand from alternative
sources. The outcome is interpretation of the data to put forward a scientific solution.
In this module, the introduction (scenario) is raising the value of high altitude training on
athletes. What is this? Why is it considered? What are its effects? Is it dangerous?
These are some questions that the scenario may trigger and begin to engage students
in discussion (recommended to be undertaken in small groups of students).
The teacher is, of course, interested in guiding the students towards science learning as
per the prescribed curriculum. Helpful here would be to determine the students’ prior
learning. For most PROFILES modules this is likely to be of an interdisciplinary nature.
Thus, for this module, such learning is expected to be:
(1)
(2)
(3)
(4)
(5)
cells get their energy for functioning from food and oxygen;
in cell processes, waste substances are produced and the body has to eliminate
them;
food and oxygen is transferred around the body by the blood;
air pressure drops with altitude;
at altitude, it takes more effort to obtain the usual air pressure inside the lungs.
Project founded within the EC FP7 Programme: 5.2.2.1 – SiS-2010-2.2.1
Grant Agreement No. 266589
Supporting and coordination actions on innovative methods in science education:
teacher training on inquiry based teaching methods on a large scale in Europe
Professional Reflection-Oriented Focus on Inquiry-based Learning and Education through Science
But beyond all the foregoing, the scenario is of much importance in initiating the further
science learning, which in PROILES modules is gained through an inquiry learning
approach. For this the scientific question(s) needs to derive from the student
discussions, or supplied by the teacher. In this module, the scientific questions that are
appropriate to be considered are likely to be:
1. What effect does altitude have on blood circulation?
2. How does the blood change to cope with the effect of altitude?
3. What other adjustments are made by the body to cope with high altitudes?
Having identified the scientific questions to investigate, the next step is how the inquiry
will be conducted. The questions (at least the first 2) have two key components – (a)
what is meant by the terms in each case, and (b) how can measurements be undertaken
(this being at classroom pressure)?
According to the type of module, which is structured in a way that students can learn
cooperatively and without an extended teachers’ guide, group work is recommended.
The group work is put forward in the form of investigations which for the most part are
designed by the students themselves. After finishing the group work, students report
their solutions from the inquiry learning. A key theme through the inquiry work is how the
outcomes may differ if undertaken at high altitude. The questions include in the student
text are designed to guide the student thinking in this direction.
Through the inquiry learning, it is expected that students acquire knowledge on
composition and functions of blood circulatory system. Text related to this is included in
the teacher notes with pictures for the teacher to use if appropriate. There are also web
page links in the teacher notes where students can find more information on the subject.
A full presentation of the heart, specially the composition and functioning, is given in the
teacher notes and the constitution and functioning of vessels is presented. The
difference between arteries and veins is shown.
It is important for students to know that blood pressure should be measured regularly
and that high blood pressure is one of the main objectives of heart and vessels system
diseases risk. These diseases are in Slovenia and in majority of other developed
countries the main reason for dying. The risk of heart and vessels system diseases
caused by high blood pressure can be successfully reduced by a healthy life style,
including proper nutrition and sufficient body activity. Students get detailed knowledge of
the blood composition.
The teacher notes also include text about influences of higher altitudes on human
organism. The text may help students to discuss the question given in the title of the
module which forms a further important component of learning within the module.
Students have an opportunity to bring in their newly gained knowledge such as
Project founded within the EC FP7 Programme: 5.2.2.1 – SiS-2010-2.2.1
Grant Agreement No. 266589
Supporting and coordination actions on innovative methods in science education:
teacher training on inquiry based teaching methods on a large scale in Europe
Professional Reflection-Oriented Focus on Inquiry-based Learning and Education through Science
knowledge on blood and circulation system diseases and how some diseases can be
prevented or minimised by the right way of life.
Thus, while the inquiry phase can end by interrelating the concepts involved in the blood
circulatory system, this is not the end. The important issue in the title needs to be
considered and here the students not only consolidate their learning by participating in a
discussion, but also they develop reasoning and argumentation skills. The outcome is
formulating a decision at an individual, group and eventually class level by consensus.
.
Learning outcomes by Lesson
At the end of lesson 1, students are expected to be able to:
describe the human circulatory system;
understand that blood has many functions.
put forward socio-scientific reasons why athletes train at higher altitudes;
recognise the limitations of their present scientific knowledge to fully understand
the possible reason for high altitude training and also the manner in which the
heart, and blood circulatory system, operate.
At the end of lesson 2 students are expected to be able to:
understand what is meant by pulse rate and how it can be measured;
describe the main structure and function of the heart.
Relate pulse rate to heart-beat
At the end of lesson 3, students are expected to be able to:
recognising blood vessel types and relate their structure with their function;
understand what is blood pressure, how to measure it and how to evaluate its
value;
list and discuss reasons and consequences of heart and blood circulatory
diseases, prevention and know how to react in case of bleeding.
At the end of lesson 4, students are expected to be able to:
know how to use a microscope and, through observation, sketch the shape of
blood cells, plus be aware of different blood cells and understand their function;
understand the range of components that may have value for athletes undergoing
training at higher altitudes.
Consolidate understanding of the blood circulatory system as a whole.
At the end of lesson 5
Further consolidate the conceptual learning and make a well-reasoned decision on
whether high altitude training is appropriate.
Project founded within the EC FP7 Programme: 5.2.2.1 – SiS-2010-2.2.1
Grant Agreement No. 266589
Supporting and coordination actions on innovative methods in science education:
teacher training on inquiry based teaching methods on a large scale in Europe
Professional Reflection-Oriented Focus on Inquiry-based Learning and Education through Science
Achieving the Competences
Competency
1. understand
functions
that
blood
has
This is achieved by...
many Discussion backed up by... careful reading
and answering the key questions.
2. with
observation
(e.g.
using ... using microscopy and connecting this
microscope) recognise the type of activity to the previously obtained
blood cells and have knowledge of knowledge about the blood composition.
their function in the organism
3. recognising vessel types and relate ... using the internet and reading additional
material or using the textbook for biology.
their composition with their work
4. by animation or model observation ... carefully analysing the animation on-line
relate the composition and function of and figures and text in the students’
the heart and gain knowledge on the material.
function of pulse and blood pressure
5. be able to measure heart rate and ... measuring the pulse and blood pressure
blood pressure and evaluate their and obtaining data, and analysing
measured data.
values
6. know reasons and consequences of ... by reading and discussing the text in the
heart and blood circulation diseases, students’ material.
prevention and know how to react in
case of bleeding
7. understand how the athletes’ training ... analysing the text in the students’
on the higher altitudes influence his/her material and discussing the influence of
the higher altitude training on athletes’
achievements
cardio-vascular
physiology
and
metabolism.
8. collaborate as a member of a group in ... actively participating in the group work
devising and carrying out the during collaborative learning and doing the
investigations and in undertaking experiments.
discussions on the purpose of the
athletes training on higher altitudes
9. decide,
based
on
the
sound
arguments, whether athletes should
train on higher altitudes to achieve
better results on sport events and how
these trainings influence on cardiovascular system
... participating in a debate about the
influence of higher altitude training on
athletes’ cardio-vascular physiology and
metabolism and how these activities
promote better achievements in sport and
why/how good/bad sport results influence
on athletes’ personal and on the national
perspective.
Project founded within the EC FP7 Programme: 5.2.2.1 – SiS-2010-2.2.1
Grant Agreement No. 266589
Supporting and coordination actions on innovative methods in science education:
teacher training on inquiry based teaching methods on a large scale in Europe
Professional Reflection-Oriented Focus on Inquiry-based Learning and Education through Science
Should athletes undertake high altitude
training?
Suggested Assessment
This guide to assessment strategies is put forward from different perspectives (only one
approach is expected – chosen by the teacher – but of course the teacher can use
different approaches in different lessons if seen by the teacher to be appropriate).
Importantly, the assessment ideas are only suggestions. Undertaking student
assessment on all the components indicated, or in all categories, is emphatically not
intended – the teacher chooses those considered to be meaningful). In part A the
assessment is based on the skill to be developed in the student. Part B is based on the
assessment strategies to use in each lesson, whereas part C illustrates the assessment
by the 3 different approaches which a teacher may use formative assessment –
observation, by oral communication, or by making of written work.
Please note – the use of grades 1-5 is arbitrary. The teacher can use whatever scale is
appropriate. In the scale chosen, 1 = insufficient/not able; 2 = sufficient/acceptable; 3 =
good/average; 4 = very good; 5 = excellent/perfect. Teacher can also use tri-point scale;
for example x – low achievement, √= achieved the learning and √√ = achieved more
than intended/ expected (for example – being creative, independent thinking/reasoning,
showing initiative, etc). With numerical or other grade teacher can also make descriptive
notes for the whole group or individual student.
Summative assessment strategies are not shown, but these could relate to viva type oral
communication and/or to the marking of written tests/examination (post-test) questions.
Post-test questions can be formed by the teacher individually. Students’ gains using the
modules regarding their knowledge can be tested using pre-post approach, so that even
before the module is applied in the classroom teacher can use some written questions
about the pre-requisite knowledge and then the comparisons between pre- and post-test
achievements can be done.
Project founded within the EC FP7 Programme: 5.2.2.1 – SiS-2010-2.2.1
Grant Agreement No. 266589
Supporting and coordination actions on innovative methods in science education:
teacher training on inquiry based teaching methods on a large scale in Europe
Professional Reflection-Oriented Focus on Inquiry-based Learning and Education through Science
Part A
Assessment based on skills acquired
Mark/grade/description
1-5 / notes
Skills
Social Values
Able to distribute the tasks within the
group
Able to perform teamwork
Able to contribute to the discussion in a
meaningful way
Personal Skills
Willing to participate in the learning
process
Able to think critically
Able to be creative
Able to present the subject in an
interesting way
Able to have self-confidence during the
presentation
Willing to present the subject to the
class
Able to indicate opinion when asked
Using Science Method
Able to determine the purpose of the
project
Able to apply different sources to
gather information
Able to make the observations
carefully
Able to make an appropriate working
plan for the inquiry
Able to analyze collected data
Able to make inferences
Project founded within the EC FP7 Programme: 5.2.2.1 – SiS-2010-2.2.1
Grant Agreement No. 266589
Supporting and coordination actions on innovative methods in science education:
teacher training on inquiry based teaching methods on a large scale in Europe
Professional Reflection-Oriented Focus on Inquiry-based Learning and Education through Science
Part B
Assessment by lessons
Lesson 1
1
Dimension
Suggested criteria/competency
for evaluation; The student:
Create a list
put forward socio-scientific reasons
for athletes to do training in higher
altitudes
2
Interpret structure
and function of the
circulatory system
3
Mark/grade/description
1-5 / notes
describe the human circulatory
system
understand that blood has a lot of
functions
Lesson 2
Dimension
Suggested criteria/competency
for evaluation; The student:
1
Interpret structure
and function of the
circulatory system
describe the structure and function
of the heart
2
Performing the
experiment, record
data and drawing
conclusions
understand what a pulse is and
how to measure it
Mark/grade/description
1-5 / notes
Lesson 3
Suggested criteria/competency
for evaluation; The student:
Dimension
1 Finding data on-line
Mark/grade/description
1-5 / notes
recognising vessel types and relate
their structure with their function
2
Performing the
experiment, record
data and drawing
conclusions
understand what a blood pressure
is, how to measure it and how to
evaluate its value
3
Create a list,
discussion and
list and discus reasons and
consequences of heart and blood
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decision making
circulatory diseases, prevention
and know how to react in case of
bleeding
Lesson 4
Suggested criteria/competency
for evaluation; The student:
know how to use a microscope and
during observation sketch different
types of blood cells and
understand their function
Dimension
1
Drawing
observations
2
Socio-scientific
decision making
Part C
Mark/grade/description
1-5 / notes
understand what is the meaning of
athletes’ training at higher altitudes
Assessment based on teacher strategy
Assessment Tool based on the Teacher’s Marking of Written Material
Dimension
1
Writes a plan or
report of an
investigation
Suggested criteria/competency for
evaluation; The student:
Puts forward an appropriate research/
scientific question and/or knows the
purpose of the investigation/ experiment
Mark/grade/description
1-5 / notes
Creates an appropriate investigation or
experimental plan to the level of detail
required by the teacher
Puts forward an appropriate prediction
2
Record
experimental
data collected
3
Interpret or
calculate from
data collected
and making
conclusions
Develops an appropriate procedure and
indicates variables to control
Makes and records observations/data
collected appropriately (in terms of no. of
observations deemed acceptable/
accuracy recorded/errors given)
Interprets data collected in a justifiable
manner including the use of appropriate
graphs, tables and symbols
Draws appropriate conclusion related to
the research/scientific question
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4
5
6
Provides correct written answers to
questions given orally or in written format
Answers
Provides answers in sufficient detail
questions
especially when called upon to give an
opinion or decision
Able to provide graphical representation as
required
Draws charts/
diagrams/tables/ Able to present graphical representations
models/symbolic of suitable size and suitable details
representations. Able to provide full and appropriate
headings for diagrams, figures, tables
Illustrates creative thinking/procedures in
solving problems
Scientific or
socio-scientific
Given a justified socio-scientific decision to
reasoning
an issue or concern, correctly highlighting
the scientific component
Assessment Tool based on the Teacher Observations
Dimension
1
Functioning in the
group during
activities and
discussions
2
Performing the
investigation or
experiment
Suggested criteria/competency for
evaluation; The student:
Contributes to the group work
Cooperates with others in a group and
fully participates in the work of the group.
Illustrates leadership skills – guiding the
group by thinking creatively and helping
those needing assistance (cognitive or
psychomotor); summarising outcomes.
Shows tolerance with, and gives
encouragement to, the group members.
Understands the objectives of the
investigation/experimental
work
and
knows which tests and measurements to
perform.
Performs the investigation/experiment
according
to
the
instructions/plan
created.
Uses lab tools and measurement
equipment in a safe manner.
Behaves in a safe manner with respect to
him/herself and to others.
Maintains an orderly and clean work
table.
Mark/grade/description
1-5 / notes
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Should athletes undertake high altitude
training?
Teachers Notes
You can find additional reading about high altitude training on www.kronosklub.si/texts/visinski_trening.rtf.
Suggestions to do the experiments:
1. The pulse can be used instead of a stethoscope or measurement with fingers.
2. For measuring blood pressure, every group should have its own blood pressure
meter. The teacher first demonstrates how the measurement is undertaken. It is also
possible to invite a medical person who can show students in a more thorough way
how to measure blood pressure and explain why careful measurements are
important.
3. Teacher prepares the blood smears of human blood for all groups. Only permanent
smears should be used.
4. Students should be warned to being careful when using blood pressure meters. Also
obey microscope regulations for safe lab work. Students should be warned to ensure
the right distance is set up between the lens and the surface so that the prepared
smear isn't damaged.
Possible answers to the questions in the students’ worksheets:
(8) Key questions
1. List functions of the blood circulatory system!
The blood circulation system transfers blood full of oxygen from the heart to all body tissues and the
takes carbon dioxide back to the heart and then further to the lungs. By blood transfers, nutritional
substances are passed to the tissues and waste substances removed from them. Also transfer of
hormones from the blood takes place. The blood also transfers substances for the immune system and
for blood clotting to places where they are needed. The blood also helps with the regulation of the body
temperature.
2. Which types of vessels are in blood circulatory system?
Arteries, veins, capillaries.
3. Which organ sends blood around the blood circulatory system?
The heart.
4. How does the great, or body, blood circulatory system operate?
From the left atrium, blood runs to left ventricle and then through the arteries to all tissues. From the
blood, nutritional substances and oxygen are up taken by cells, and pass carbon dioxide and unusable
substances into the blood. Through the veins, the blood runs back to the right atrium in the heart.
5. How does the small, or lung, blood circulatory system operate?
From right atrium, blood full of carbon dioxide, runs into right ventricle. From the right ventricle blood is
pushed by the heart through the lungs artery to the lungs where through gaseous exchange the blood
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loses carbon dioxide and receives oxygen. From the lungs, the blood runs through the lung veins to the
left atrium.
6. What name is given to the area in which the heart lies?
In thoracic cavity.
7. With the help of a picture, name the parts of the heart! (you can get the picture from
the teacher’s desk)
On the sketch include: right atrium, left atrium, right ventricle, left ventricle, heart valves, septum, aorta.
8. Describe how the heart pumps blood through the body!
The heart muscle contracts and extracts. In the contracting phase the heart muscle is compressed and
this pushes blood from the heart. In the extracting phase the heart muscle loosens and the heart is filled
with blood.
9. List at least 4 heart and vessels system diseases!
High blood pressure, stroke, haemophilia, leukaemia, anaemia, …
10. Why do we need to precisely plan and monitor high altitude training for runners?
Because otherwise this kind of training can bring negative effects, such as overheating and dehydration
instead of positive ones.
11. List at least 5 advantages that an athlete gains from high altitude training!
In trained muscles, (1) the number and volume of mitochondrion is higher, (2) breathing action is lower
and (3) maximal breathing frequency is higher, (4) less of lactic acid is produced, (5)the frequency of
heart beat is higher, (6) greater amount of hormone erythropoietin in the kidneys is produced that
stimulates (7) a bigger production of erythrocyte in bone marrow, (8) the level of haemoglobin and (9) the
number of erythrocyte in blood is above lowland values, (10)blood ability to transfer oxygen is enlarged.
(9) Exercises
1. Do you know how much blood runs through your heart in one day? With every
contraction the heart squeezes about 70 ml of blood. Calculate blood flow per day!
If we assume there are 60 heart beats in one minute (average value) then in one day 60x70x60x24 =
6048000ml (6048 litres) of blood is circulated.
2. Matevž is a haemophilic. He wishes to train for sport climbing. What can you suggest
to him?
For climbing he has to protect himself well with proper clothing so that he minimises the danger of
bleeding because he has problems with blood coagulation. He has to be very careful not to cut himself.
3. Using the measurements from task 3, draw a histogram entitled dependence of
frequency of heart beat o physical activity.
Present physical activity on the x axis x and on the y axis, frequencies of heart beat.
(10) Do I understand?
1. Why proper nutrition is important for sustaining blood circulation system?
With proper nutrition, plaques that could impede the circulation are not formed on the inner surface of the
blood vessels and thus the blood circulation can function normally.
2. What are the benefits for an athlete who has high altitude training?
If he trains by running in lower density of air situations, this helps him as much as if the wind would be
blowing in his back. In the trained muscles of athletes, the number and volume of mitochondrion is
enlarged. In time the athlete’s heart beat lowers. The number of erythrocytes is enlarged and because of
that the ability of the blood to transfer oxygen is enlarged too.
3. How do you recognise bleeding from veins or from arteries?
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When bleeding from arteries, the blood flow is stronger than when bleeding from veins because blood
pressure in the arteries is stronger than in the veins.
(11) Problems.
1. When you measured your friend’s heart beat before and after physical activity you
came across some interesting results. Your school friend who trains for basketball had
before and after physical activity (just 10 squats) the same heartbeat. How can you
explain that?
With higher physical activity heart beat increases. But in the case of your school friend who trains
basketball just 10 squats were not enough to increase her beat. She should choose a heavier activity.
2. During your basketball game one of your school friends complains of a very high
heart beat. When you measure it by hand pressure it is up to 190. How would you help
him?
I would suggest him to stop playing and calm himself. I would also suggest him to make an appointment
to see a doctor.
3. Can a gym teacher by measuring heart beat determine if a student worked out
properly? Explain how.
Yes. If the heart rate is elevated this means that the student worked out properly.
4. Before high altitude training Martin measured his 400 m running times and also
measurements of sugar metabolism in muscle cells. When he came back from high
altitude training the new measurements didn’t show any faster running, but the
metabolism of sugar with the help of oxygen had profoundly prolonged. Discuss why
this happened?
Because Martin is not a long distance runner, the high altitude training has not a significant effect on his
running. But Martins’ endurance for physical workout increased.
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(7) Information and models
Construction and functions of circulatory system
The blood-vessels system is composed of a blood
circulation system and blood that runs through the
vessels. A systematic blood circulation system (1) is a
part of the blood circulation system and transfers blood
rich with oxygen from the heart to other tissues in the
body and returns blood poor in oxygen back to the heart.
Contrary to the systematic blood circulation system, a
lung blood circulation system (2) distributes blood from
the heart to the lungs and vice versa. In this cycle, blood
poor in oxygen is enriched with oxygen in the lungs. Look
careful at the picture of blood circulation system and
determine the exact route of the blood.
2
1
The blood circulation system transports blood by means
of blood vessels which perform the following functions in
the body:
1. transports oxygen from the lungs to every tissue
and carbon dioxide in the opposite direction.
2. transports nutritional substances from the digestive tract to the tissues and, in the
opposite direction, transfers waste material from metabolism in the tissues to the
kidneys and liver.
3. transport blood which is also important for transporting hormones between
different organs and for transporting white blood cells and platelets.
4. controls body temperature; by vascularity of the skin, the body controls the heat
loss through the skin surface.
HEART
For a relaxed person, the heart beat sends 60-90
mL of blood around body.. Would you believe that
the blood circulation system, through which blood
runs, measures some 80 to 100 kilometres in
length and yet the blood covers this distance in
just 1 minute. In this time, heart pumps
approximately 5 litres of blood.
Position of the heart in the chest.
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An adult’s heart is as big
as a fist (see left figure). It
is a hollow muscled organ
that is separated by a
muscle wall (septum) into
a left and right half. The
heart is constructed of a
right and left atrium and a
right and left ventricle.
In the picture you can
notice
that
the
left
ventricle is much smaller
from the right one. The
muscle that is around it is
4 time thicker that on the
right. The explanation is
simple – a smaller volume means a greater power for pumping. The right “pump” needs
to pump blood just a few centimetres away to the lungs and back, while the left one has
to pump enough blood for the whole body.
When oxygenated blood from the lung system returns the very short distance back to
the heart, it enters the left atrium. The left blood valve lets this blood enter the left
ventricle and then strong muscles send it through arteries around the body.
The function and construction of valves is very simple, but very important. They work like
an open parachute. When there is no blood pressure underneath, the valve is passive
and the blood above can flow down through it. In the opposite case, with pressure
below, the valve is under tension and doesn’t allow blood to go through. Blood can only
travel through the main lung artery into the right auricle and than through the aorta into
the left ventricle.
How does a heart work?
Have a look of a heart functioning on the link:
http://www.avogel.si/download/movies/animation/Heart.swf
The basic work of the heart muscle is pulsation. There a two phases - one of contraction
and the other of extension. In the contraction phase the heart muscle contracts and
pushing blood into the lungs and body. In the extension phase the muscle loosens and
the heart ventricles fill again with blood.
One heart beat includes the following actions:
The atriums fill with blood.
The atriums contract.
The valves open.
Blood runs into the ventricles.
The ventricles contract.
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Blood under pressure gushes into the blood vessels.
What is the rate of my heart beat
You need: stethoscope (or fingers), watch
Procedure:
1. Put stethoscope (or fingers) on your chests so that you will hear your heart beat well.
Count how many times did your heart beat in one minute. Write down the
measurement.
2. You learned where arteries are and that they enable you to measure your heart beat
or pulse. On your own body try to find as many spots for measuring as possible.
Measure the beat and compare the measurements.
Answer these questions:
4. How fast is your heart beat in no-motion? How many times in average does a heart
beat in no-motion (suggestion – try to calculate an average beat in the group)?
5. How does our heart beat, if we measure it at different points?
6. On which parts of the body can you measure your heart beat? Which processes
happen in the heart in time of one heart beat?
BLOOD VESSELS
We distinguish three types of blood vessels: arteries, veins and capillaries.
Arteries and veins
The arteries are vessels through which blood flows from the heart and from the veins,
through which the blood returns to the heart. Consequently a higher blood pressure is in
the arteries than in the veins. Thus veins have thinner walls and special vein valves that
prevent blood to flow in the opposite direction. The walls of the arteries are thicker and
more flexible so that they can manage the pressure of the blood flow that is produced by
heart contraction. See the difference between arteries and veins in the cross-section on
http://www.cenim.se/319-a.html.
The biggest artery in the body is the aorta through which blood runs from the left
ventricle to blood tissues (see the figure of the heart structure). After a few centimetres,
it divides into an artery that supplies the heart with blood and the artery that goes to the
whole body. A transition network between the arteries and veins is made of a capillary
network.
Capillary
Capillaries are small blood vessels that usually measure just 7 to 10 µm, rarely up to 20
µm. In one square millimetre of human tissue there is approximately 2000-3000
capillaries, and in the heart even more. This thick capillary system enables the exchange
of substance, gases, hormones, etc. between the blood and body tissues.
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What is blood pressure?
Blood pressure is the pressure of the blood column on the walls of the vessel through
which it flows. The systolic (“upper”) blood pressure is a measure of the pressure when
the heart pushes blood into the vessels and the diastolic (“lower”) blood pressure
measures the pressure when the heart muscle is resting. We read this pressure in
millimetres of mercury (Hg). A high blood pressure is when the reading is higher than
130/85 mm Hg – whether this refers to higher systolic or diastolic blood pressure, or
even both.
What is the purpose of regular blood pressure measurements?
Higher blood pressure is one of the important risk factors of heart and blood vessel
diseases. These diseases are, in most developed countries, one of the main reasons
causing death. High blood pressure can be reduced and hence the risk of heart and
vessels diseases by a healthy way of life.
Measure your blood pressure
You need: blood pressure meter
Procedure:
Preparation for measuring:
- thirty minutes before measuring we don’t drink coffee or any other liquid that can rise
your blood pressure,
- we calm ourselves five minutes before measuring,
- while measuring we sit, arm parallel to the heart.
Write down measurements from the whole group in the table. Optimal blood pressure is
at 120/80 mm Hg, we assume the blood pressure to bi too high when it is higher than
130/85 mm Hg.
Student
Blood pressure Heart beat
1
2
3
4
Average
Answer these questions:
5. What is the average of measures of blood pressure and Heart beat in your group?
6. What would you recommend to someone whose blood pressure is higher than
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130/85 mm Hg?
7. What is the reason for getting high blood pressure?
BLOOD AND CIRCULATORY SYSTEM DISEASES
Haemophilia is a genetic dysfunction of blood coagulation.
Leukaemia; in all types of leukaemia there is a process of making and accumulating
abnormal, or highly undeveloped, white blood cells in the bone marrow.
Anaemia is a state when an organism doesn’t have enough red blood cells
(erythrocyte), or haemoglobin, the red substance in red blood cells.
The most usual symptom of anaemia is tiredness. Besides that also noticeable is:
shortness of breath, pale skin, faster heart-beat, noise in ears, greater thirst, lose of
weight, memory troubles, yellow skin… If any of these are noticed, it is important to visit
a doctor.
Coronary thrombosis (stroke) is a result of disturbance of the blood flow into a part of
a heart because of a blood clot. The part of the heart muscle affected by the stroke is
usually much damaged. The most common reason for that to happen is atherosclerosis
which is a build-up of plaque on the walls of blood vessels. If the blood flow is closed for
a longer time, the muscle can be badly damaged and the injury can never be repaired. It
can even happen that the patient dies.
Symptoms: person feels pressure or pain under the breast bone, in the middle of
breasts, that lasts more than a few minutes, or it passes and returns again. The pain
expands into the shoulders, neck and arms. The person feels a disturbance in the chest,
faintness, sweatiness, nausea and shortness of breath, and finds it hard to breath.
High blood pressure – artery hypertension
In the last 25 years, research has shown that with a healthy way of life we can prevent
the consequences of artery hypertension on organs that cause a high number of
illnesses and too early terminal illnesses. Here, we mainly refer to suffering a stoke,
coronary thrombosis, heart failure, kidney failure and impairment of vessels in the body.
CHARACTERISTICS OF HIGHER ALTITUDES
Factors that influence an athlete’s capabilities at higher altitudes:
1. lower air density
2. lower partial pressure of oxygen
3. lower partial pressure of water in the atmosphere (humidity)
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A lower air density and consequently a lower air resistance when running mostly in an
anaerobic fashion (running below 400 meters) can be treated as having back wind. The
lower air density (lower air pressure) causes a higher breathing frequency.
Endurance running is primary aerobic: the runner’s specific ability depends on the level
of air that is available. The exchange of oxygen between the lung bubbles (alveoli) and
lung blood depends on the difference in the partial oxygen pressure; in the lungs at
altitudes of 2500 meters, that pressure is almost 30% lower than at sea level. The
reduced difference in oxygen pressure by moving to a higher altitude usually doesn’t
cause problems for motionless athletes – the lack of oxygen is compensated by faster
breathing. But problems occur when undertaking intense body activity – the lung
exchange of oxygen becomes insufficient and breathing becomes a limiting factor; the
maximum aerobic strength is lowered. In disciplines where bigger muscle groups are
highly active for more than 2 minutes, the energy is mostly produced aerobically.
A lower pressure of water in the atmosphere indirectly influences the outcomes of the
endurance disciplines; losing water by breathing is greater in high altitudes, the loss of
water by sweating is less noticeable because it evaporates faster. Thus both of these
can disturb the need for greater entry of fluids and hence possibility of dehydration
becomes bigger.
ADJUSTMENTS AT HIGH ALTITUDE TRAINING
Adjustment concern living and training activities at high altitude. Some characteristics of
organism functioning and adjustments caused by living and training at high altitudes are:
- in trained muscles (with runner specially some muscle groups in legs) the number and
volume of mitochondrion (energetic cell centrals) is higher,
- breathing action is lower and maximal breathing frequency is higher,
- less lactic acid is produced, the possibility of controlling acidification of muscles is
better and with that also injuries to the muscle cells are better controlled,
- the frequency of heart beat is higher and it stays at that level, yet in the phase of
adjustments it is slowly lowering until it reaches the level as it was at sea level;
gradually the beating when active is lowering, too; maximum beats stays the same.
- because of hypoxia (lack of oxygen) greater amount of the hormone erythropoietin is
produced in the kidneys that stimulates a bigger production of erythrocyte in the bone
marrow,
- the level of haemoglobin and the number of erythrocytes in the blood is above lowland
values,
- the blood’s ability to transfer oxygen is enlarged.
Analyse the blood smear
You need: a microscope, prepared specimen of human blood smear
Procedure:
Observe the prepared specimen under the microscope and draw it in your note book as
accurate as you can.
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Answer these questions:
5. How many different blood cells can you recognise in the specimen?
6. Draw typically shaped blood cells and properly name them.
7. Write down functions of each type of blood cells.
8. Which person’s body cells are better provided with oxygen:
c. in 1 litter of blood there is 4,5 · 1012 erythrocyte
d. in 1 litter of blood there is 6,3 · 1012 erythrocyte
Explain your answer.
(8) Key questions
1. List functions of blood circulatory system!
2. Which types of vessels are in blood circulatory system?
3. Which organ sends blood around blood circulatory system?
4. How does the great or body blood circulatory system run?
5. How does the small or lung blood circulatory system run?
6. Where does hear lie?
7. With the help of a picture name parts of the heart! (you get the picture at the
teacher’s desk)
8. Describe how heart pumps blood through the body!
9. List heart and vessels system diseases!
10. Why do we need to well and precisely plan and monitor high altitude training for
runners?
11. List at least 5 advantages that an athlete can benefit from high altitude training!
(9) Exercises
1. Do you know how much blood runs through your heart in one day? With every
contraction heart squeezes 70 ml of blood. Calculate the data!
2. Matevž is a haemophilic. He wishes to train sports climbing. What can you suggest to
him?
3. Use the measurements of the task 3 and draw a histogram entitled Frequency of the
heart beat in dependence of physical activity.
(10) Do I understand?
1. Why a proper nutrition is needed for sustaining blood circulation system?
2. What are the benefits for an athlete who has high altitude training?
3. How do you recognise bleeding from veins or from arteries?
(11) Problems.
1. When you measured your heart beat before and after physical activity you came
across some interesting results. Your school friend who trains basketball had before
and after physical activity (just 10 squats) the same heart-beat. How can you explain
that?
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Supporting and coordination actions on innovative methods in science education:
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2. During your basketball game one of your school friends complains of a very high
heart-beat. When you measure it on his hand it is up to 190. How would you help him?
3. Can a gym teacher by measuring heart beat determine if a pupil worked out
properly? Explain how.
4. Before high altitude training Martin made his last measurements for 400 m running
and also measurements of sugar metabolism in muscle cells. When he came back for
the high altitude training the new measurements didn’t show any faster running but the
metabolism of sugar with help of oxygen has profoundly prolonged. Discus why did this
happen?
Project founded within the EC FP7 Programme: 5.2.2.1 – SiS-2010-2.2.1
Grant Agreement No. 266589
Supporting and coordination actions on innovative methods in science education:
teacher training on inquiry based teaching methods on a large scale in Europe