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A MacGillivray Freeman Films Production

Major funding provided by the National Science Foundation

Sponsored in part by the Everest Film Network: Museum of Science, Boston Denver Museum of Natural History Fort Worth Museum of Science and History Houston Museum of Natural Science National Museum of Natural Science, Taiwan Science World, British Columbia, Vancouver

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P.O. Box 205, Laguna Beach, California USA 92652 Telephone (714) 494-1055 Fax (714) 494-2079 enzing and I stepped on the of Everest on May 29th, 1953. ‘‘ I felt no great surge of joy and exaltation —only a mixture of T more subdued feelings.There was a quiet satisfaction that we had finally made it; a tinge of surprise that I, Ed Hillary, should be standing here on top when so many good men had failed. Behind it all my brain constantly churned out its familiar mental arithmetic— how many litres of oxygen did we have left? An Educational Reso u rce for Tea ch e r s Could we get down safely?” —Sir , Memories of Everest Introduction

Mount Everest— after his predecessor, Table of Contents Where the Meets the Sky Sir , a contributor to the Geodetic , the pinnacle of the Himalaya, is a Survey of . The name 1 Introduction name that conjures up many visions: savage rock was accepted by the Royal and blue ice peaks, loneliness and desolation, Geographical Society of 4 ACTIVITY 1 Prayer Flags beauty and grandeur, adventure and fear. It is Britain in 1856, and the the stuff of dreams for many. The appellation mount was 5 ACTIVITY 2 Butterfly Adaptation revere its spirituality; physicians want to study its chosensinceEverest was effects on the human body and mind; geologists a single definitive peak, 6 ACTIVITY 3 : want to measure its and tectonic move m e n t ; rather than a . Building meteorologists want to record its unpredictable weather patterns; and mountaineers want to The Expedition 8 ACTIVITY 4 What Is Your Latitude climb it simply to get to the top. Wh y does Everes t Team and Longitude? entice so many? To understand this draw to the ultimate of ventures, we must first look at the On March 15,1996, a team ACTIVITY 5 Global Positioning region of Mount Everes t , its physical charac t e r i s t i c s , of climbers, scientists, and 10 its people, culture, and spirit, and the uniqueness filmmakers set off on a System of the expedition team that allowed them to mission to reach the realize their dream. summit of the tallest 12 CHAPTER 6 Good Food, in . Good Health! A Historic Backdrop After years of research and preparation, the team CHAPTER 7 Can You Take It? The word Himalaya (always singular) comes from was ready. By late May, 14 the Sanskrit “hima”and “alaya”meaning seat of the team members had CHAPTER 8 Drink It Up! sn o w . Between 1849 and 1855, the Himalayan peaks successfully installed 16 in were first surveyed in the Great Survey research equipment and of India. At the time, it was not known that the had brought back the 18 CHAPTER 9 Talk It Out! tallest mountain in the world was part of this largest format motion mountain ran g e . Lying tucked away in the northeast pictures ever shot from the 20 VO C A B U L A R Y, RE S O U R C E S, AC K N O W L E D G E M E N T S The large format film, EVE R E S T , is appropriate for all intermediate grades (4-8). This teacher guide will be most useful when accompanying the film corner of Nepal, bordering , Mount Everest, top of Mount Everest. but is a valuable res o u r ce on its own. Teachers are strongly encouraged to adapt the activities included in this guide to meet the specific needs of known as Roman Numeral XV then, was hidden by Who were these extraordinary people? the grades they teach and their students. All activites developed for this guide meet National Standards for Science, Ge o g ra p h y, Math and English, other impressive peaks and not prominently visible. Deputy leader , a climbing guide and but are not referenced in this guide due to space constraints and differences in standard use throughout the nation. Calculating the height of such a mountain a veterinarian,has summited six of the world’s Major funding for EVEREST provided by Any opinions,findings and conclusions or recommendations was indeed a challenge, and it was not until much highest peaks without oxygen and has previously expressed in this material are those of the producers and do not later that were computed with any degree climbed Mount Everest three times. Climbing leader necessarily reflect the views of the National Science Foundation. of accuracy. But in 1855, peak XV was estimated Jam l i n g Norgay, son of who

Notice: This publication may be rep r oduced by the classroom teacher for classroom use only. This publication may not be rep r oduced for storage in a ret r i e val system, or tran s m i t t e d , to be 29,002 feet (8,840 m) above .The climbed to the summit with Edmund Hillary in in any form or by any means—e l e c t ro n i c ,m e c h a n i c a l , rec o r ding—without prior permission of the publisher. Re p r oduction of these materials for commercial resale is strictly proh i b i t e d . highest mountain in the world had been found. 1953,is an experienced climber and expedition TEACHER’S GUIDE EVE R E S T © MC M X C V I I All rights res e rv e d . Printed in the USA. Now it needed a name. Many were suggested but organizer. He dreamed of going where his father the Surveyor General of India decided to name the had gone before him. 1 Ar aceli Segarra, a phys i o t h e ra p i s t , became the winds,thin air, and on icy precipices? They did it first Spanish woman to reach the top.Japanese in the face of great obstacles and with an amazing climber Sumiyo Tsuzuki has climbed to 22,000 amount of inner-fortitude. (6,706 m) and 23,000 feet (7,010 m) on the north First of all, the camera itself had to be specially side of Everest on two previous expeditions.Dr. designed for such conditions. Specifically, it had Roger Bilham, renowned geophysicist, joined the to be lighter weight.The body was reconstructed expedition hoping to measure the mountain’s out of magnesium, so that now the camera, with geologic forces. batteries and a loaded 500-foot (152 m) magazine of film, was down to 48 pounds (22 kg.) Plastic Did You Know? bearings were used in some critical areas, and The “wind chill factor” refers to how cold you feel when standing in direct wind synthetic drive belts were added for their flexibility versus the actual temperature. When it is cold your body works to maintain at low temperat u re s . The camera could now operat e heat by allowing heat to escape from your body and warm the air surrou n d i n g at temperatures as low as minus 40 degrees F. you. If the air is calm, the heat stays next to your body, maintaining your A camera used by news media, in contrast, body temperature. When heavy winds blow, the air around you is constantly weighs 26 pounds (11.8 kg) and has enough video moving, taking with it the warm air surrounding you. Your body continues to tape to record 20 to 30 minutes of information. create heat to compensate. The faster the wind, the more heat escapes The camera used to film major motion pictures and the colder you feel. weighs approximately 50 pounds (22.7 kg) when For a classroom activity, you can determine approximate wind chill factor fully loaded with lenses and film. with the following formula or use the “Wind Chill Factor Index” (seee sro u r ces): A special 32-volt lithium cell battery pack, Air Temperature minus (1.5 x Windspeed) = Wind Chill Factor weighing 6 pounds (2.7 kg.), provided the power and operated well in cold temperat u re s . In addition, (°F) - (mph) = (°F) the film base was Estar. Estar doesn’t shrink or rip and is more stable at lower temperatures Co-Director ascended than traditional acetate. Ev e r est twice and has won three Emmy awar ds for his cinematography there. Now, with his Au s t r i a n The Art of Filming assistant cameram a n , Robert Schauer, he faced Filmmaker David Breashears says that his biggest the challenge of filming the biggest mountain in challenge was not carrying the IMAX camera, nor the world with the biggest camera in the world— braving the cold and the .It was “finding ® an IMAX camera. good light in a place where the spring sun quickly At 10: 5 5a . m .o nM ay 23 , Vi e s t u r sa n dB re a s h e a r s gets up high in the sky, making for very flat, radioed in that they “couldn’t go any fu r t h e r .” unattractive shots.”He worried about finding Th e y had made it to the top. By 11:35 a.m. Norgay, good shots where it was safe to stop and not Segarra, and Schauer plus five camera te a m hamper the progress of the team. th r ee people from four other expeditions su m m i t e d In the end,a total of eight were dead: five sherpas (guides) had also reached the summit. In addition, Breashears had to learn to shoot Ev e re s t . Within hours the EVE R E S T te a m me m b e r s climbers died on Everes t ’ s south side, and three on in the huge IMAX medium,quite different from Giant Mountain, Giant Camera le a r n e d al l was not well with those cl i m b e r s . That the north.One miracle occurred when Dr. Beck other filming experiences.He also had to deal evening a fierce storm blew in.As darkness We a t h e r sw h oh a d b e e np re s u m e dd e a d , st u m bl e d An IMAX camera weighs 92 pounds (42 kg.); a with “the contrast problems of filming in extrem e l y de s c e n d e d , about twenty climbers were still strung into camp, sev e r ely fros t b i t t e n . Both he and another 500-foot (152 m) roll of film weighing 5.5 pounds bright light reflecting off white peaks.”And each out along the Southeast Ridge, with only a few of climber, Gau, were helicoptered to (2.5 kg.) lasts only 90 seconds—six feet (1.8 m) of shot req u i r ed a tripod or monopod, without which them making it to the High Camp in an amazing rescue operation. film per second. Each 500-foot (152 m) load shoots the shots would be too jittery. (Camp IV) that night. The IMAX Expedition Team rested and 1.5 minutes of film, passing through the gate at a As if those challenges weren’t daunting recuperated at Base Camp while monitoring the rate of 336 feet (102 m) per minute,four times the enough,there was always the little problem of Team Rescue weather forecasts dispatched from points around loading and unloading film stock with your bare speed of 35mm. (IMAX differs from other film Suddenly all ten expeditions on Everest merged the . Would they continue their mission now fingers in minus 40º plus wind chill factor! formats in its wider, horizontal design. It is actually into one and everyone scurried about assessing in the face of such tragedy? Breashears summed shot on 65mm film and projected on 70mm). their oxygen and medical supplies with which to up the team’s feelings: “The mountain is a place TEACHER GUIDE How did the team get this tremendously Tragedy and Triumph aid the rescue effort.A mini-hospital was set up of awesome beauty. Despite all the work, the TEACHER GUIDE heavy load up to such , and once they did, The EVEREST Film Expedition Team was not alone at Camp II, staffed by a doctor on one of the tragedies and the setbacks,we wouldn’t be going 2 how did they manipulate the equipment in high on the mountain. On May 10, more than twenty- expeditions. up again if there wasn’t also a lot of joy in it…” 3 Prayer Flags Butterfly Adaptation

Ob j e c t i v e : Students will make Tibetan prayer flags inactive at a moment’s notice.The caterpillars have that can be strung together inside the classroom adapted to high altitude environments by having or outdoors. flexible life cyc l e s . Their life cycles can be completed in one and one-half yea r s , if there is an early spring In the Film: For Climbing Leader Jamling Tenzing as opposed to two years following long winters. Norgay and the team sherpas,offerings to the deities were a natural and serious beginning to To Do: Ẅ the expedition. On the way to Base Camp, Norgay Assist students as they research the types of and Tsuzuki stopped to visit Kathmandu’s st u p a of butterflies found in the regions where they live. ẅ Swayambhunath (a shrine sacred both to Ask students to research the types of butter- and Buddhists). At Th yangboche Monastery, No rg a y flies found in high altitude regions of the globe. offered a ceremonial khata scarf to the presiding St u d e n t s can report on the similarities and monk of the monastery, who in turn, blessed the di f f e r ences between butterflies that live in their i t e m sa c ro s st h e 19 , 0 0 0f o o t( 5,79 1 m )N a n g p a La Objective: Students will construct a mobile to bundle of prayer flags that Norgay unfurled on the region and those which live in high altitudes. Pass to Tibet, returning with salt and wool. il l u s t r ate the differences in the adaptations between Ẇ summit.Across the valley at the Buddhist stupa of After students have reported, have each one Sherpas make prayer flags that are displayed butterflies found in high altitudes and those found Bo u d h a n a t h ,2 0 , 0 0 0 b u t t e rl a m p s , or small oil lamps, select 3 species of butterflies from their res e a rc h . at the various shrines and monastaries as they in regions where students live. were lit and hundreds of devotees joined in the Try to get a good rep r esentation of geograp h i c a l make the trek up Mount Everest.They do this to lighting ceremony. In the Film: As the expedition team treks through regions from the class so the model students honor the mountain and the spirits living there. ma n y ecological zones to their first base camp, th e y construct will show diverse butterfly adaptations. Materials: At least forty sherpas or guides,assisted this notice animals, insects, butterflies, and plants. ẇ Have students draw their butterfly selections, ■ filming expedition.They carried supplies and One sheet of drawing paper Each species displays its unique adaptations to the color them in and caref u l l y cut them out. camera equipment sometimes weighing over 60 11”x 17”(29 x 44 cm) for each student Hi m a l a yan envi ro n m e n t . Co - D i r ector David Ẉ To make the butterfly mobile, have students ■ pounds (27 kg.) The film crew was amazed at Crayons, markers, or water colors Breashears even spotted an Impeyan pheasant, attach each butterfly they have made to a sep- ■ how fast they could carry these heavy loads up Fishing line or cotton rope Nepal’s iridescent national bird, as well as an ara t e piece of fishing line or thread with tape ■ steep slopes at such high altitudes. Stapler or clothespins endangered musk deer on this expedition. (tape may not adhere if crayons are used. In To Do: that case, make a small hole to tie thread or Teacher Prep Notes: Prayer flags are handled in Materials: Ẅ Have students think about messages they fishing line). Tie each piece of line or thread a special way. They should not be put on the floor. ■ Drawing paper for each student would like taken around the world.What to the hanger in different areas, and at dif- If they need to be discarded, the respectful way to ■ Crayons, markers, or water colors do this is by burning them in a clean area. would they like to say to students in another ferent he i g h t s , so the butterflies hang Did You Know? ■ Scissors They are never thrown away in the trash. If part of the world? What would they like to say without touching each other. Ha n g More Nepalese have ■ 1 wire hanger for each student you choose to do this activity, please try to to world leaders? Examples of messages could each mobile from the ceiling. climbed Mount Everest ■ Fishing line or thread of various lengths for respect the Tibetan culture. include peace in the Middle East,the end of than any other nationality, each student What’s Going On and Why: The world hunger, or an end to gang violence. and Sherpa Ang Rita Messages can be written by individuals, ■ Tape butterfly mobiles represent the ẅ With these types of writing prompts, students holds the rec o r d as of or the class as a whole can decide on two or ■ Access to a library and Field Guide books various populations of species construct a message which fills the drawing 1996, reaching th e th r ee messages. Each student can personalize about butterflies that are able to live in a variety of summit ten times. th e il l u s t ra t i o n of the group message. St u d e n t s paper leaving a 3-inch (7.6 cm) border at the ge o g r aphical reg i o n s , including can ask their parents for a message and top. These messages can also be illustrated Teacher Prep Notes: This activity can take seve ra l high altitudes. By observing the send one from their families. with symbols of their meaning. da ys for re s e a rc h ,o ral reports and the actual mobile paper butterflies, students can Ẇ Artist’s drop cloth or muslin material may be When finished, the teacher may turn the borde r construction. see the diversity of life in the used instead of paper. Cut in 12" (30 cm) squares, over the fishing line or rope and staple or Background: Butterflies have co-evolved with regions of the world and relate fold edges, and tape with masking tape to prevent clothespin the flags on.These can be hung in pl a n t s . In areas where there is a diversity of plants, this diversity to their own region. fraying. Use watered-down acrylic paints for the classroom or outdoors. scientists will often find a diversity of butterflies. messages and symbols. Taking it Further: Discuss the What’s Going On and Why: Prayer flags are Fe w species of butterflies can exist at high altitudes. different sizes and colors of the selected Background: rectangular pieces of cloth, 12” x 12” (30 cm x 30 cm), They have been able to adapt to the oxygen butterflies.How do these affect their survival? The Sherpas—Highlanders of the Himalaya that have Buddhist scriptures, mantras, and deity restrictions of these areas by decreasing in size. Research the types of plants that live in each Sh e r p a s , or people from the east, ar e a comparat i v e l y symbols written on them.They are hung through- Their darker color allows them to absorb solar of the regions where the mobile butterflies live. small that originated in Tibet. Now, out the Himalayan region in many places including warmth more efficiently. The climate in the high Discuss the diversity and interdependence of the about 3,000 of Nepal’s more than 10,000 Sherpas monasteries, houses, and atop poles on Mount altitude areas affects their activity and butterflies plants in relation to the butterflies. live in the , an area extending southward Everest. It is believed that the prayers written on slow down or stop activity completely when there TEACHER GUIDE from Mount Everest.They raise for milk, the flags rise towar d the heavens with each gust of is cloud cover. They are dependent upon the sun’s TEACHER GUIDE hides, and as pack animals.They are also traders, wind.These offerings to the gods are believed to energy. The caterpillars of these butterfly species 4 and trains still carry buffalo hides and su n d r y ca r r y the written messages to all parts of the wor l d . are also ecologically flexible.They may become 5 ẅ Set the boards on a flat surface, such as a table Collisions between can also occur Plate Tectonics: top, making sure the plastic wrap lays flat in a differentmanner. When two continents collide around the board. with a sliding motion the reaction is called a Ẇ Use the clay to create a “”on each of transformation .A transformation fault can the boards, allowing for some of the land form be seen in the San Andreas fault in California. Building Mountains created to come off the board onto the plastic Here the Pacific Plate is moving northwest rela- wrap. The land form created could be modeled tive to the North American plate. Earthquakes after Mt. Everest and the Himalaya Mountains. occur near areas that are transformation faults as ẇ Once the two continents are complete, the land forms slide by each other. Objective: Teacher Prep Notes: Students will design two continental This activity is designed to arrange themon a flat surface as indicated in In this activity the clay“land forms”collide plate models with horizontal land features and be done as a demonstration, but can be adapted Diagram A and B. with the force you apply. Depending on how hard observe the results created by the force of plate for small group experimentation. Ẉ Now firmly push the two land forms, still the force is, the clay could be forced up to form tectonics. Background: Today we know that the ten tallest attached to the boards, together until they tall, jagged mountains,similar to Himalayan In the Film: The EVEREST team takes a helicopter mountains in the world are found in the Himalaya. touch.Ask students to observe what happens peaks. to the portions of the land forms as they begin trip from the to the village of It is in this area where 20,000 foot (6,096 m) peaks Taking it Further: By varying the amount of to begin their journey up the mountain. are common along the 1,500 mile (2,414 km) long to make contact. Keep pressing firmly on the pressure,how might the outcome be affected? During the flight, Dr. Roger Bilham is coaxed into ran g e . Mount Everest is calculated to be 29,028 feet boards,forcing them to move together. Notice Discuss why some areas of the clay land forms giving an impromptu lesson on the (8,848 m) and growing, perhaps up to 1.6 inches that the harder you push, the closer the land might receive more pressure than others. How incredible natural forces that are at work to create (4 cm) a yea r . The growth of this mountain and the forms get and the more clay is moved away would this affect the seismic activity in the areas? the peaks of the Himalaya. Computer-Generated surrounding range can be attributed to theories of from the collision point. See Diagram C. What parts of the land form would students Imaging (CGI) assists in demonstrating the mil- continental drift and plate tectonics. Scientists Wh a t ’ s Going On and Why: expect to be more seismically active? Try the activ- lions of years of growth of the Himalaya.The b e l i ev et h a tt h e co n t i n e n t s o ft h e e a r t ha re co n s t a n t l y In this demonstrat i o n ity again creating different reactions to the forces Indian plate, in its collision with the Asian plate, moving, or drifting,on the layer of semi-molten the force of plate tectonics is simulated by the proceeds to slide beneath the Asian plate.The top rock found below the crust of the earth. This theory p u s h i n go ft h e cl a y l a n df o r m st o g e t h e r.The constant of plate tectonics and continental drift. of the Indian plate is scraped off and begins is coupled with the idea that these constantly propelling represents the stacking up, creating the .The moving continents collide into each other along forces that are moving the continual force of this collision pushes the land their pe r i m e t e r s . The areas where the continents continentsof the earth. masses upward to form the peak of Mount Everest co l l i d e ar e are a s wh e r e heavy seismic activity (earth- Whentwo landforms and the Himalaya. q u a k e s ,v o l c a n o e s )i sf o u nd. I ti s a l s oa tt h e pe r i m e t e r collide, several things can of the continents that very high mountain ranges, occur and each of these Diagram A Materials: such as the Himalaya, ar e found and are illustrat i o n s can be related to actual ■ Several colors of plastic modeling clay of the f o rc eu s e dt op u s hm o u n t a i n s t og reat heights. geological occurrences ■ 2 rectangular pieces of cardboard or Styrofoam on earth. cut to 81/2” by 11”(22 x 28 cm) To Do: One type of reaction ■ Ẅ Plastic wrap Begin by attaching a piece of plastic wrap, is called subduction.This ■ Tape approximately 2”(3 cm) wider and longer than occurs when the two the piece of cardboard or Styrofoam with tape. plates collide and one, for a variety of reasons, is forced below the other Diagram B How Big is Mount Everest? one.This is evident as the Pacific plate descends STRUCTURE LOCATION COUNTRY HEIGHT beneath the Andean plate, Mt. Everest Himalaya Tibet/Nepal 29,028 ft (8,853 m) along the Andean Trench, Mt. McKinley () 20,320 ft (6,198 m) off the coast of South Elbrus Caucasus Mountains 18,510 ft (5,646 m) America. Another typeof /Italy 15,771 ft (4,810 m) reactioncauses huge Alps Italy/Switzerland 14,690 ft (4,480 m) mountains to form.The Mt. Whitney California United States 14,494 ft (4,421 m) area where two plates Volcano United States 13,680 ft (4,172 m) come together is called Diagram C a convergent boundary. See Cameroon Volcano Cameroon Africa 13,354 ft (4,073 m) Diagram D. The Himalaya Asama Volcano Nagano-ken 8,300 ft (2,532 m) were formed when the Empire State Building United States 1,472 ft (449 m) Indo-Australian plate World Trade Center New York United States 1,350 ft (412 m) collided with the Eurasian plate.The dirt and rock Eiffel Tower Paris France 984 ft (300 m) from each plate was forced Gateway Arch St. Louis United States 630 ft (192 m) TEACHER GUIDE together and because of TEACHER GUIDE Great Pyramid Giza Egypt 450 ft (137 m) the force, crumpled up 6 to make tall mountains. Diagram D 7 Wha t Is You r Latitu d e and Longi tu de ?

Diagram A Diagram B Ob j e c t i v e : Students will create a map of the class- these lines are important. How can they be used room and learn how to use latitude and longitude for navigation? What would happen if we had no to locate features. directional lines on maps?

In The Film: EVEREST film team members arrived at To Do: base camp on Mount Everest fully aware of the Ẅ Create a map of your classroom, using your NORTH land formations and the possible weather patterns own latitude and longitude lines to document that might affect their climb. They each studied where objects are in the room. Diagram C maps of the region and were able to gather val u a b l e ẅ Measure and record the dimensions of the information about the world’s tallest peak by classroom and using these measurements, find eva l u a t i n gl a t i t u d e ,l o n g i t u d ea n d other geograp h i c a l the center of the classroom and record this information. By learning as much as possible from information. latitude and longitude data, before they arrived, Ẇ Fold the large sheet of paper in half along the the team was better prep a r ed for the hazards an width, then open it. Fold it again along the expedition like this presents. length and open it again. ẇ Using a ruler, draw a line on both folds to Materials: create an X and Y axis on the paper. ■ Large sheets of blank paper—approximately Ẉ Label the X and Y lines while marking 0º at 11”x17”(29 x 44 cm) their intersection. See Diagram A. One sheet for each student ẉ Using a ruler, create a graph on the paper by ■ Measuring tape drawing lines along both axis lines every inch ■ Pencil for each student (2.5 cm), being sure that the number of lines ■ Ruler for each student equals the number of feet of the classroom. ■ A large world map (with latitude and E v e ry line on the graph should equal 1-foot longitude lines) (.3 m). The result: each square of the graph Teacher Prep Notes: This activity is designed as will equal one square foot of the classroom. a precursor to: Global Positioning System (GPS). Ẋ Determine which walls of your classroom face The map created by students here will be used in north, south, east and west and label your that activity. map accordingly. ẋ Label the lines going out from the X and Y axis Background: Before beginning this activity, show 10º, 20º, 30º,40º etc. Continue in all four direc- the class a world map that depicts lines of latitude tions to the end of the paper. See Diagram B. and longitude. Explain that lines of latitude, also Ẍ Measure the position of furniture in the class- called parallels, circle the earth parallel to the room by square feet or meters and copy the , like steps on a ladder. These lines run location on the map, using the zero point of east and west, but are measured as north or south the grid as the center of the room. Students from one pole to the other. Lines of longitude, can map as many features as they wish known as meridians, run north and south through depending on how detailed they want each pole. Lines of longitude are separated furthest classroom maps to be. See Diagram C. at the equator, and are measured as east or west ẍẻ When the map is complete, challenge students of the Prime Meridian.The Prime Meridian runs by moving a piece of furniture.What happens through ,England. to the map when the furniture is moved? SOUTH The lines of latitude and longitude do not change; Discuss how students could alter the map to they are static.These lines are read as the number reflect the changes in the room, keeping in of degrees, followed by directions of north, south, mind that the lines of latitude and longitude east or west. Latitude is read first, followed by will not change. Taking it Further: Ask the students to use the In the same manner, have students create longitude.An example of proper latitude and latitude and longitude lines to locate different maps of the school campus or of their neighbor- longitude coordinate recording would be: 30°N objects in the room. For example: Where is the hoods. Have students locate objects or special TEACHER GUIDE (latitude) and 90°W (longitude). Have students teacher’s desk? The answers should be read as locations on those maps and ask other students TEACHER GUIDE mark these coordinates on the world map. Their number of degrees followed by the directions to find them according to the coordinates given. 8 location is New Orleans, Louisiana. Discuss why north, south, east or west. 9 Global Positioning System

Objective: Students will learn how radio waves for researchers, mountain climbers, automobile sent from orbiting satellites can be used by Global travelers, truckers and for other non-military use. Positioning System (GPS) receivers to find latitude Today small, hand-held GPS receivers can be and longitude positions. activated to give people extremely accurate navi- gation information. The Global Positioning System In The Film: As a part of the EVEREST Filming has the ability to give every square meter of the Expedition in 1996, g e o p hy s i c i s t ,D r. Roger Bilham ea r t h ’ s surface an independent addres s , which can joined the team to study the processes res p o n s i b l e be used for mapping terrain.As continental plates for forming and reforming Mount Everest. Dr. shift and move , their locations can be rec o r ded and Bilham has been instrumental in applying Global continuously updated.Thanks to the information Positioning Systems (GPS) satellite receivers to gained using GPS, scientists can track the latitude, the measurement of changes in distance between longitude and altitude of mountain ranges such horizontal point on the surface of the earth. as the Himalaya. Members of the film team carry small, portable GPS receivers to metal pins that have been driven To Do: into the ground at specified points on Mount Ẅ Ask students to label each of their strings A, B Everest. By comparing the readings taken at these an d C. Each string rep r esents a different satellite. points over time, geologists can track the move- ẅ Using the colored markers, ha ve them measure ments of Mount Everest and the Himalaya. each satellite string with 1-inch (2.5 cm) Materials: increments. Have all students use the same color for each measurem e n t , i. e . all students will ■ Maps of classroom made in Activity 4 use a blue pen to mark the first increment, a ■ 3 pieces of string per student green pen to mark second, etc. ■ Ruler Ẇ Ha ve students tape their classroom maps, ma d e ■ Colored markers in Activity 4, to the desk or table top to preve n t ■ Tape them from moving. NOTE: Each string should be long enough to ẇ reach anywhere on the map from a single point Select three locations around the edge of the along the edge of the map. map and have each student place the designated string there, one in each of the areas you choose. Teacher Prep Notes: Classroom maps made in Secure the stings with tape. Ẉ Activity 4 will be used to perform GPS experiment. Radio waves 1,860 miles in 1/100th of a second. Each mark on the satellite string rep- Background: The Global Positioning System resents 1/100th of a second. This means that (GPS) uses communication between earthbound tw o inches on the string will equal 2/100ths of receivers and approximately 24 satellites that are a second and so on. ẉ orbiting the earth at very high altitudes.The satel- Give the following information to students: lites, which orbit the earth twice a day, continually Satellite A received radio signals in 5/100ths of broadcast the time and its position (latitude and a second; Satellite B received radio signals in longitude) via radio wave signals that are picked up 7/100ths of a second and Satellite C received by the ground based GPS receivers.The receivers signals in 9/100ths of a second. Ẋ Have students count the inches (centimeters) pick up the radio waves and measure the time mation could tell us the exact latitude and could be anyw h e r e along its curve . When a second in t e r va l st h a ta re needed to get the satellite’s signals. on their strings to correspond with the infor- mation given.(Satellite A string at 5 inches, longitude of the map position. If a fourth string string, or satellite, is added, the range of possible The receiver then calculates the distance between locations is narrowed.The third string, again Satellite B string at 7 inches and Satellite C were added to the activity, information about it and the satellite (SPEED X TIME = DISTANCE). representing a satellite,narrows the possible string at 9 inches). Students should hold onto the altitude of the location would be known. The GPS receivers must get signals from three location for GPS receivers to one point, where each string at the corresponding mark, until What’s Going On and Why? orbiting satellites in order to provide accurate The strings repre- the arcs from all three strings or satellites meet. latitude and longitude positions on earth. Four th e y have all three strings, held together in one senting the three satellites are needed to display satellite signals must be received in order for the hand, over the map. the necessary coordinates to provide accurate GPS Taking It Further: Arrange to have a portable GPS receiver to provide accurate latitude, lo n g i tude ẋ If there was a GPS receiver at the point where readings. One string, or satellite signal, creates an GPS receiver available for students to experiment TEACHER GUIDE and altitude positions. all the strings meet, it would know where the ar c corresponding to the amount of time the signal with. Outdoor equipment retail outlets may sell TEACHER GUIDE The Global Positioning System was designed orbiting satellites were, how long the signals took to arrive at the GPS receiver. The arc,created these items and may be contacted for classroom 10 for military use and recently has become available took to reach the receiver and from that infor- by the curve of the string,shows the GPS receiver demonstrations. 11 Good Food, Fats, Oils & Sweets Good Health! USE SPARINGLY

Objective: Students will evaluate their daily food provide the body with energy. There are two types intake and determine how their diet relates to of carbohydrates—simple and complex. Simple their physical well-being. carbohydrates are made from one or two sugar Milk, Yogurt & units and are found naturally in fruits, vegetables In The Film: As we see the film team members Cheese Group and milk. Simple carbohydrates are also found in Meat, Poultry, fi g h t bone-chilling winds and freezing cold in 2-3 Servings table sugar, hard candy and soft drinks.These Fish, Dry Beans, their attempt to reach the summit of Mount types of simple carbohydrates give us a “boost”of Eggs & Nuts Group Everest, we wonder how they find the strength to energy as our body uses the energy.“Junk food” 2-3 Servings climb. The food they eat must sustain them simple carbohydrates do not provide the vitamins, through these extreme conditions.Deputy Did You Know? minerals or fiber that the natural simple carbohy- Leader, Ed Viesturs references one meal: An average breakfast for drates do. “…some sliced, lightly sauteed Spam along Fruit Group climbers on an Everest Complex carbohydrates also provide energy. with some mustard.” But Climber Araceli 2-5 expedition includes: two They are plentiful in grains, starchy vegetables, Segarra dreams of ice cream, vanilla with “a Servings granola bars, two bowls and beans (legumes). The body converts both types of fortified instant cereal, little cream topping.” of carbohydrates into glucose (blood sugar) to Vegetable Group peanut butter, and dried Materials: pr oduce energy , but complex carbohyd r ates provi d e fruit. Lunch can include: 3-5 Servings ■ the added benefit of vitamins,minerals, and fiber. crackers, nuts, power A copy of the traditional Food Guide bars, dark wheat bread, Pyramid To Do: ■ salami, cheese and Paper to make“Dietary Log Books” Ẅ ■ Have each student create a “Dietary Log candy bars for dessert. Pencils Book.”Provide space to record lists of the Dinner: Noodle soups, Teacher Prep Notes: This activity is items eaten every day and space for them to freeze dried dinners designed to take several class periods for the record how they feel physically. (similar to those back- accumulation of d a t a .S ev e ral more days may ẅ Ask students to record everything they eat and packers eat), crackers, be needed to eval u a t e gathered data. drink each day for one school week in their nuts, meat and cheese “Dietary Log Book.”Students should record selections, with a candy Background: The Food Guide Pyramid the approximate amount of each food item. bar for dessert. Climbers indicates the ideal number of servings from Be sure that students are recording what they may drink cocoa, herbal each of the food groups found in a balanced teas, milk (yak milk, too!) eat for breakfast,lunch, and dinner, including diet, according to the U.S. Department of all snacks or trea t s . Students can keep a journal or hot cider, while climb- Agriculture and the U.S. Department of in g . Caffeine and alco- of how they feel physically after each meal. Health and Human Services. holic drinks are not rec- Th e y should rec o r d how much energy they had The largest part, at the bottom of the ommended for those who or how tired they felt after each meal or snack. Bread, Cereal, climb at high altitudes. pyramid, encompasses the group of foods Rice & Pasta that has the highest number of accepted Group daily servings.This level includes bread,cereal, 6-11 Servings rice and pasta.Six to eleven servings from this food group are acceptable each day. Vegetable and fruit allowances are marked in the next level and add to a balanced diet.This the physical attributes associated with the ẉ Students can use the Food Guide Pyramid as a includes dark leafy green and yellow or orange foods eaten by the other student.The student reference to see suggested serving amounts of fruits or vegetables and starchy vegetables like reviewing the Log will act as the “Registered the essential foods in a balanced diet. Can potatoes. Two to five servings from this pyramid Dietitian”working with a team of men and they predict how a classmate will feel after level are adequate each day. The next level of the women training to climb Mount Everest. eating certain meals or snacks? Help students Food Guide Pyramid includes milk, ch e e s e , po u l t r y, Ẉ Have students evaluate the quality and quantity adjust their daily food intake to allow them to meat,fish, beans, eggs, and nuts. We can eat two of the foods listed in the Log and relate them have more energy. to three servings from this section every day. to a trip to Mount Everest. Would the student The smallest portion of the pyramid, located whose Log they revi e wed make a good climber? What’s Going On and Why? To achieve peak at the top, includes the allowances for sweets, fat Ẇ Ha ve students also rec o r d any exercise they have Does that student eat a balanced diet, ac c o rd i n g performance in physical fitness, we must eat a and oil. Foods in this category provide calories but performed each day in their “D i e t a r y Log Book.” to the U.S. Department of Health and Human balanced diet and exercise reg u l a r l y . Ex e r cise helps TEACHER GUIDE little else nutritionally and should be eaten spar- ẇ At the end of one school week, ask students to Services? Did the exercise recorded affect how k e e pt h e m u s c l e st o n e da n d a ba l a n c e d diet provi d e s TEACHER GUIDE ingly, with no more than three servings per day. tr ade their “D i e t a r y Log Book”with a classmate. much the person ate or how they felt after the fuel needed by the muscles during exercise. 12 Carbohydrates are examples of nutrients that Have students read the list of items eaten and eating? 13 What’s Going On and Why: Your body is an incredible machine that has interdependent Can You Take It? systems for optimum performance.The circulatory system is very dependent on the res p i ra t o r y system. W h e no n e system is working hard the other systems are taxed to work harder. When you exercise, your Carotid heart is forced to work harder to pump blood to Artery supply oxygen to your muscles.As exertion increases, more oxygen is needed by the muscles. Objective: Students will exercise to test changes The lungs expand more fully and more often in their pulse rates and to experience the need for when the heart is beating faster. This is why you Did You Know? more oxygen. breathe more heavily when you perform rigorous Living crea t u r es must brea t h e In the Film: In the film we see people exercises. Oxygen is brought into the body by the in enough oxygen to live. At silhouetted by the huge, rocky peaks of lungs, then transferred into the blood and muscles. sea level, air presses on us the Himalaya in the background.These Men and women who climb tall peaks, such as at about fifteen pounds per mountain climbers are working their way Mount Everest,push their bodies to extremes. square inch and one-fifth of up the dangerous face of Mount Everest, They must acclimatize themselves to the high that air is oxygen. As we climb pushing their bodies and minds to the altitude and the subsequent lack of oxygen. higher than sea level the To Do: l i m i t .E v e ry foot of their ascent causes their Ẅ The climbers featured in the film were able to amount of oxygen available to Set up the table and chair as a “pulse-taking acclimatize their bodies to the high altitude envi- hearts to beat faster, partly from extreme Nose — Run X3.”Record the pulse rates for breathe decreases, and the test station.” The location for the test station ronments by spending extended periods of time physical exertion, partly from the thinning each student performing this test in this section air thins. In fact, the summit should be in a relaxing atmosphere, free from at base camp and at high training areas. of Mount Everest has only one air, and partly from sheer exhilaration. loud noises, with low lighting.The test station of the chart. th i r d of the air pres s u r e found Deputy Climbing Leader, Ed Viesturs is area should also be near the stairway. In the Taking it Further: Have students graph the NOTE: If any of the student test subjects becomes at sea level and theref o r e has the only team member to climb Everest test area each of the four student test subjects results of the test and display. Have them make lightheaded or dizzy at any time during the activity, only a third of the oxygen. without bottled oxygen because he has will have their pulse rates measured and comparisons of their “D i e t a r y Logs”fr om Activity 6. stop the tests and select another test subject. High altitudes and a lack conditioned his body, by a process called recorded.The measurements should be taken Are students who eat well and exercise better able of oxygen can cause myriad acclimatization, to the the lack of oxygen. when the subject is calm,and has a resting to cope with the lack of oxygen? Have test sub- ẋ Ask the test subjects to describe how they felt physical problems. Sy m p t o m s Materials: heartbeat. jects make three more trips up the stairs, this time of Acute MountainSi c k n e s s ẅ both mentally and physically as they completed ■ Four students as test subjects Have students practice taking pulses several carrying a heavy load of books. How does this (AM S) ar e he a d a c h e s, we a k n e s s each portion of the activity. Ask them if they ■ times until they feel comfortable with the experience relate to what the climbers on Mount and nausea. These usually A clock with a second hand noticed a change in their rate as ■ procedure. Students may be able to take the Everest endure? Access to a staircase they increased the workout length,duration, im p r ove rapidly, and climbing pulse measurement from the carotid artery slowly—no more than 1,500 (with at least ten steps) and difficulty. Ask how each felt when the ■ more easily than from the wrist but they should (457 m) per day over 10,000 Clothes-pin for each test subject clothes-pin was on their nose. ■ ■ learn how to administer both forms of pulse feet (3,048 m) and acclima- Chart paper Pencil ■ ■ tizing yourself to the altitude A table A comfortable chair reading. Ẇ Take a resting pulse rate by using one of the gr a d u a l l y can help considerably Teacher Prep Notes: If no staircase is in avoiding these symptoms. two methods listed above. available, student may run in place or do ẇ Severe cases of oxygen One at a time, have each of the student test pushups.Students may choose to pinch depletion can result in High subjects walk briskly up and down the stairs Al t i t u d e Ce re b r a l E d e m a( H A C E ) nose with fingers rather than use the one time, returning to the test station for pulse which requires immediate clothes-pin. reading. Record the pulse rates of each test treatment or may be fatal. Background: One way to take a pulse subject on the chart paper under the heading Mo r e common is High Altitude measurement is to lightly hold the right “Brisk Stair Climb—X1.” Ẉ Pulmonary Edema (HAPE), arm of another person. Gently grasp the N e x t ,h ave the same students who participated water in the lungs, which can arm by the wrist with your fingers. Place in the first test, run up and down the stairs, be dangerous without trea t - the tip of your middle finger over the artery one at a time, as fast as they can. Make a new me n t as well. Breathing oxygen located near the tendons on the inside of heading on the chart “Fast Run Stair Climb” will help, but rapid descent the wrist.You will feel a stronger pulse if and record the new pulse rates, again for ten will be necessary. you place your middle finger on the artery seconds. ẉ nearer the thumb, moving your hand until you Now, increase the number of “running”trips feel a gentle throb b i n g . To rec o r d the pulse rat e , use to three.A new section will be needed on the a clock‘s second hand and count the number of chart for the pulse data and it will be titled beats you feel for ten seconds. “Stair Run — X3.” Ẋ Use the carotid artery as another way to For the last part of the test, the students will measure pulse rates.The carotid artery is located deal with a different variable. Each student on the inside of your neck, just below the jaw. will close their nose with a clothes-pin before they run the stairs. Students should plan to TEACHER GUIDE NOTE: It is important not to take a pulse reading keep the clothes-pins on their nose until after TEACHER GUIDE with your thumb.The thumb has large blood vessels their pulse rates have been recorded.A new 14 and a pulse which can confuse your measurem e n t . heading will be needed for this test,“Pin On 15 Each time we exhale, we expel gases mixed with water vapor into the air. In dry regions we are Drink It Up! f o rc e dt ob re a t h em o re . As we breathe more oxygen, water is released into the atmosphere in vapor form. Eva p o r ation also uses up moisture. Bo d y wat e r , now in perspiration form, comes to the surface through the pores of the skin where it is exposed to the cool Objective: Students will experiment with pieces The sunlight and the air will eventually dehydrate dry air. The increased amount of of fruit to see the effects of dehydration. the slices, but an oven will speed up the process. water vapor released into the Natural dehydration is, historically how people In the Film: Luck plays a heavy role in the out- air and the evaporation of have preserved fruit and vegetables for out-of- come of situations on a mountain such as Mount sweat from exercise are two season use.If you choose to dehydrate this way, Everest, but experienced climbers know how to reasons why keeping the do not allow students to eat the dehyd ra t e d take advantage of every opportunity to make body hydrated is a major concern. banana slices. Ex p o s u r e to bacteria and other air- their own luck.They prepare well in advance by borne organisms will be increased due to the To Do: planning all the equipment, food and other supplies length of time the slices are exposed.A fruit and Ẅ Peel the banana and slice it into pieces about th e y’ll need. And they plan for emergencies: oxygen vegetable dehydrator may be substituted in place 1/2 inch (2 cm) thick. bottles for the high altitudes, special clothing for of the oven. Follow the manufacturer’s di re c t i o n s ẅ Dip each banana slice into the lemon juice to the extreme temperatures, and specialized foods for the operation of the food dehyd ra t i o n machine. keep it from turning brown during the activity. and beverages to keep up their energy levels and Packages of pre-dried bananas can be purchased Ẇ Place the banana slices onto the cookie sheet, avoid illness. if no means to dehydrate the fruit as indicated are forming a single layer. Make sure that the What’s Going On and Why: Almost 75 percent of Materials: available. slices are not touching each other or the side the human body is made up of water. Since our ■ A fresh, firm banana of the pan. bodies contain so much moisture, we are always Background: Men and women who attempt high ■ A sharp knife ẇ Place the cookie sheet into the oven that has in danger of becoming dehydrated.Dehydration altitude climbing face one of the most serious ■ A few drops of lemon juice been pre-heated to 140° Fahrenheit (60° is a process that removes bound water (oxygen problems for humans: dehydration, the abnormal ■ A cookie sheet Celsius).Allow the banana slices to dry in the and hydrogen molecules) from the body or from depletion of body fluids.At high ,the ■ Tongs oven for several hours. Turn each banana slice moist food.The banana slices used in the activity human body must work harder than at lower ■ Oven mitts over, with the tongs, every half hour to allow illustrate the importance of water in living things elevations to complete even the simplest tasks. ■ An oven even drying on both sides. It is important to and show us what happens when the water is Also, in conjunction with the cold temperatures, dry the banana slices not cook them. removed from something that was once alive. Teacher Prep Notes: this cold, dry, high altitude air robs the human This activity is designed to Ẉ As the slices begin to dehydrate, their shape Dehydration is one of the most dangerous body of much needed water. be done as a demonstration and may take several and texture will change. The thickness and mass aspects of a trek to Mount Everest’s summit.The class periods to complete. Teachers may will also change as the fruit is dehydrating. moisture found in the exposed portions of your choose to have students make observations ẉ The banana slices will be fully dehydrated body, such as your lips and eyes are robbed of about the dehydration process as a part when they no longer stick to the pan or to the their moisture when the air is dry. When too of the activity. other slices.Another way to tell if the slices much water is taken from the body either from If an oven is not available,banana are fully dehydrated is by cutting open one evaporation of sweat or from breathing, and is not slices may be dried naturally by leavi n g slice and squeezing it. If no moisture can be replenished, the danger of dehydration is high. out in a sunny location for several days. expressed then the slice is dehydrated.Allow The human body, with its exposed supple skin, is the slices, now called chips, to cool completely. constantly losing moisture in much the same way Ẋ Once the chips are cool, allow students to as the banana slices in the activity. Have you ever taste the dehydrated food.Ask students to felt your lips or eyes begin to get dry because of co m p a r e the banana slices to the banana chips. low humidity? It is vital for one who exercises Ask students to explain the importance of regularly or to dry areas to keep rep l e n i s h i n g fluid to the taste and usefulness of the banana. the body with liquid as dehydration occurs. Signs Compare what happened to the banana slices of dehydration include fatigue,headaches, and to what might happen to a person, if not even muscle cramps. If not corrected, dehydration enough fluid is available. can be fatal.

TEACHER GUIDE TEACHER GUIDE 16 17 Excerpt One:

Talk It Out! traddling the top of the world, one ‘‘ foot in and the other in Nepal, SI cleared the ice from my oxygen Excerpt Two: mask, hunched a shoulder against the wind and stared absently down at the s I continued my descent, I checked Objective: Students will participate in discussions vastness of Tibet, a boundless expanse of ‘‘ my oxygen-tank gauge and found about ethics and personal beliefs, relating them to that my tank was almost empty. the EVEREST Expedition. dun-colored earth. I’d been fantasizing A I needed to get down fast. In the perilously In the Film: Members of the EVEREST expedition about this moment for months. But now are forced to make difficult choices in their that I was finally here, actually standing on thin air, my brain could not function long attempt to summit the peak of Mount Everest. the summit of Mount Everest, I couldn’t without the supplemental gas. They must choose between the progress of their Fifteen minutes of cautious shuffling own expedition and the lives of other climbers on summon the energy to care. other expeditions who are also on the mountain. It was early in the afternoon of May 10, along a 7,000-foot abyss brought me to the In the film, members of several other teams are notorious , 30 feet of near-ver- in trouble.The lives of these climbers depend on 1996. I hadn’t slept decently in 57 hours. assistance from other teams. The only food I’d been able to force down tical rock and ice. One rope had been fixed The EVEREST Film team members made some over the preceding three days was a bowl in place to navigate it, and as I clipped hard choices.They helped the rescue efforts of onto it and prepared to rappel over the lip, these other teams in trouble by giving up their of soup and a handful of M&M’s. Weeks precious oxygen bottles.They prepared camps of violent coughing had left me with two I was greeted with an alarming sight. Do w n below to help the wounded who made it down, separated ribs that made breathing an below me, three climbers were hauling and they talked by radio to the team leader of one themselves up the rope that I wanted to ex p e d i t i o n encouraging him to keep his spirits up. excruciating trial. Twenty-nine thousand, descend, and more than a dozen people Materials: twenty-eight feet up in the troposphere, ■ A large room there was so little oxygen reaching my were lined up behind them.This meant ■ Seats arranged so students can see each other brain that my mental capacity was that that I had no choice but to unclip myself Teacher Prep Notes: You may choose to duplicate of a slow child. from the communal line and step aside.” the excerpts, one per student,to allow for silent —J O N K R A K AU E R reading. To adapt to a creative writing activity, I’d arrived on the summit. I snapped a of the Mount Everest Disaster. ©1997, . develop journals for students to record feelings few quick photos and turned and headed Discussion Questions: about the excerpts. Available in paperback from Anchor/Doubleday. down from the peak. My watch read 1:17 What thoughts would go through your mind if Background: Years ago, few people were able to What’s Going On and Why: Mountain climbers you noticed a low oxygen level while climbing br av et h e e l e m e n t so fM o u n tE v e re s t . Those climbers not o n l yh av et o ove rc o m e the physical challenges p.m. I had spent less than five minutes on down from the summit of Mount Everest? of itself, but must deal with their inter- trained for months,preparing their bodies and the roof of the world.” How would you feel as you “shuffled”along the minds for the experience. Today, unfortunately, personal feelings as well.The feelings that a —JO N K R A K AU E R dangerous cliff, knowing that you were running Mount Everest offers a challenge for those who mountain climber has can affect the outcome of the expedition as much as physical issues. Fear can out of oxygen? may not have the required experience to climb a Discussion Questions: mountain of Everest’s magnitude. People who cause a climber, who is already thinking more How would you feel knowing that other climbers have not trained themselves well for the climb slowly due to lack of oxygen,to make irrational If you were a climber, how would you feel when had died on this stretch of trail? you reached the peak of Mount Everest? may require rescue if they become stranded.The decisions.Any decision made by one member What would you think when you saw the other ever-changing weather surrounding the peak of of a team will affect the other team members. For How could the feeling of being “let down”at climbers attached to the rope you wanted to use? Mount Everest can also create dangerous situations ex a m p l e , if one person needs to return to base reaching the summit affect your descent? for all climbers. ca m p , the entire team will be affected. One person What would you say to these people,keeping in may lose a “safety buddy”while another person How would extreme cold or lack of oxygen affect mind that you may not know them, and that they To Do: may need to ca r r y more gear up the mountain to you or your climb? How could you overcome are trying to achieve the same goal as you? Read each of the excerpts below to the students. ac c o m m o d a t e the loss of a team member. these elements to make it to the summit? After each reading, lead a discussion using the How would you feel if you saw a lone climber Feelings of isolation, often felt if a climber is questions following each excerpt.The discussion At what point would you abandon your dream to descending from the summit,knowing that there detained in a tent during storms,can affect the should be a catalyst to get students talking about reach the summit? Would you stop after your ribs is only one way for each of you to maneuver over health of the climber. Dealing with the environ- issues that are crucial to teamwork, problem- were injured, like those of Mr. Krakauer? the face of the cliff? mental impact on the body can also force a climber solving and to survival in stressful situations. Would you continue to the summit even if you Describe the feelings you would have as you to deal with interpersonal feelings. Feelings of Encourage students to be frank with the answers were not able to eat the balanced meals you knew unclipped yourself from the only rope “life line.” they give and accept all possible answers. inadequacy or disappointment may plague a your body needed? Why or why not? TEACHER GUIDE climber who is unable to reach the summit due Is it important to take extreme risk, like climbing TEACHER GUIDE NOTE: Excerpts were taken from a book by Jon to severe weather conditions, snow blindness, or Would you risk your life to reach the summit of Mount Everest, to be sucessful in life? Why or 18 Krakauer, called : A Personal Account . Mount Everest? Why or why not? why not? 19 GLOSSARY acclimatization The adaptation of the human prayer wheel Cylindrical wheel printed with National Science Education Standards, Global Positioning System: NAVCO: body to decreasing oxygen levels found at high pr ayers and having paper inside containing written National Research Council www.unavco.ucar.edu altitudes.It is a slow process, in which breathing, prayers. National Ac a d e m y Pres s , Was h i n g t o n , D. C. , 19 9 6 . National Science Foundation: heart rate, and blood pressure are all affected. Sherpa Literally means “people from the East,” Nepal, The Mountain Kingdom, http:globe.fsl.noaa.gov.scicom.wsmith.html Kerry Moran, Passport Books,Lincolnwood, altitude The height of something above a designating a cultural group of Buddhist . Articles Illinois, 1995. ref e re n c e level, especially above sea level or In lower case, sherpa refers to mountain guides. Everest, American Cinematographer, August 1995. above the earth’s surface. Science Is…A Source Book of Fascinating Facts, snow blindness Temporary impairment of vision Complex Carbohydrates: They’re the Best Thing Projects and Activities, base camp Principal area of an expedition, due to the glare of the sun reflecting off snow. Since Sliced Bread, usually placed at the start of the expedition. Susan V. Bosak, Scholastic Canada Ltd., 1991. BIBLIOGRAPHY Better Homes and Gardens, May 1997. Sherpas of Nepal, A religion started by Siddhartha Reader’s Digest, Into Thin Air, Jon Krakauer, May Everest: Mountain Without Mercy, Broughton Fürer Haimendor, Christoph, Gautama (Buddha) who lived during the 5th 1997. c e n t u ry B.C. in India. Coburn, Society, 1997 University of California Press, Into Thin Air,Jon Krakauer, , 1997 Berkeley and Los Angeles, 1964. Outside Magazine, Into Thin Air, Jon Krakauer, continental drift The concept of continent September 1996. formation by the fragmentation and movement 474 Science Activities for Young Children, Sherpas: Reflections on Change in Himalayan Nepal, of land masses on the surface of the earth. Moira D. Green, Delmar Publishers, 1996. Fisher, Dr.James, University of California Press, Materials Berkeley, Los Angeles, Oxford, 1990. Butterfly Kits dehydration The loss of body fluid due to lack After Everest,An Autobiography, Bi o S c i e n t i f i c , P.O . Box 2692, Es c o n d i d o , CA, 92 0 3 3 , of water intake or to evaporation of body fluids. Sherpa, Tenzing Norgay, Teaching Science with Everyday Things, Vikas Publishing House,New Delhi, 1977. Victor E. Schmidt and Vern N. Rockcastle,AIMS 1-(800)-654-0792, (619)-745-1445, FAX: (619)- frostbite A condition affecting the extremities, Education Foundation,1995. 489-2268. in which blood vessels become constricted due to Butterflies and Moths, Carter, David, The Sherpas Transformed, ice crystal formations between cells; full treatment ACKNOWLEDGMENTS can be administered in hospitals with hyperbaric Dorling Kindersley, Inc., New York, 1992. Fürer Haimendor, Christoph, Sterling Publishers, oxygen chambers. Everest the Hard Way, New Delhi, 1984. We wish to recognize the following individuals who , contributed to this study guide: Global Positioning System The use of satel- The Weather Book, Hodder and Stoughton,Sydney, 1976. lites and earthbound receivers to plot the latitude, Jack Williams,Vintage Books—A Division of Reuben H. Fleet Space Theater longitude, and altitude of any location on the Everest: The Testing Place, Random House, Inc., NewYork, 1994. and Science Center, San Diego,California: Lynne Kennedy earth’s surface. John B. West, The World Almanac and Book of Facts, McGraw Hill Book Company, NewYork, 1985. Deputy Executive Director, Education and Exhibit Programs hypoxia A condition due to lack of oxygen at Funk & Wagnalls Corp., 1995. Aly Evans Faces of Everest, high altitudes; it is characterized by insomnia, Tigers of the Snows and Other Virtual Sherpas: An Education Specialist nausea, irregular breathing, fatigue, dehydration, Major H.P.S. Ahluwalia, Ethnography of Himalayan Encounters, Michaeleen Farrington Vikas Press, NewYork, 1978. and loss of coordination, and can lead to pul- Adams, Vincanne,Princeton University Press, Education Coordinator monary distress or even death. First on Everes t , The Mystery of Mallory and Irvine, Princeton, New Jersey, 1996. Educators Holzel, Tom and Audrey Salkeld, A narrow band of upper-atmospheric Trekking in the Nepal Himalaya, Susan Bernstein Henry Holt and Company, New York, 1986. Formerly, Education Director, San Diego Museum of Man wind often exceeding speeds of 250 miles (400 Armington, Stan Australia, 1996. Carol Radford, kilometers) per hour. Foodworks, Ontario Science Centre, RESOURCES San Diego Natural History Museum latitude Angular distance from the equator of Ad d i s o n - We s l e y Publishing Company, In c . , 19 8 7 . Margaret Schleicher, any point on the earth’s surface.The equator is 0º Video Steve Prendergast, St.Charles Borromeo Academy From the Ocean to the Sky, and the poles are 90º N and S, respectively. Scientific American Frontiers,“Going to Extremes: Dennis Christian, Miramar Ranch Elementary School Edmund Hillary,Viking Press, NewYork, 1979. Frances Cornell, Bonita Vista Middle School longitude Angular distance on the earth’s sur- Testing Nature’s Limits” GPS: A Guide to the Next Utility, Advisors face, measured east or west from the prime Public Broadcasting System, 1997. Jeff Hurn for Trimble Navigation, 1989. Dr.Pat Abbott, San Diego State University meridian at Greenwich, England, to the meridian Web Sites High Religion: A Cultural and Political History of Dr.John B. West, University of California,San Diego passing through a position,expressed in degress EVEREST Sherpa Buddhism, Ross Clark, Landing Marine Labs & The Watershed (or hours),minutes and seconds. Official Website of MacGillivray Freeman Films Institute Ortner, Sherry, www.macfreefilms.com mantra A mystical formula of invocation or Princeton Univesity Press, Princeton, 1989. Design incarnation found in the eastern religions. Jeff Girard, Victoria Street Graphic Design Himalaya: Encounters With Eternity, NOVA/WGBH Educational Foundation: massif A massive block of the earth’s crust that Ashvin Mehta, www/wgbh.org Illustration Phil Roberts is more rigid than the surrounding rocks. Thames and Hudson, New York, 1985. The EVEREST Expedition Team plate tectonics A theory of global dynamics (Nancy Ferguson’s third grade class): MacGillivray Freeman Films, Laguna Beach,California: International Wildlife Magazine Alice Casbara ha ving to do with the movement of a small number Yaks, March-April,1997, vol 27. www.wi.mit.edu/deb/everest/team.html Thanks to Broughton Coburn,Audrey Salkeld,Roger of semi-rigid sections (plates) of the earth’s crust, Mani-rimdu: Sherpa Dance-Drama, Everest From Outer Space: with seismic activity and volcanism occurring www.jpl.nasa.gov/sircxsar/everest.html Bilham,Charles Houston,Kevin Kowalchuk,Liesl Clark, Jerstad, Luther G., Liz Cohen, Linda Marcopulos,Steve Judson,and Janna primarily at the margins of these sections. Oxford & IBH Publishing, Calcutta,1969. Everest Expedition: www..org/nova/everest Emmel for their informative Everest Field Dispatches,and prayer flag Long strips or square pieces of cloth National Standards for Life, Nutrition Information: www.ganesa.com Myles Connolly, MacGillivray Freeman Films. TEACHER GUIDE printed with prayers whose messages are believed National Geographic Research and Exploration, Wind Chill Factor Index: Special thanks to Marcello Mastrocola for sharing his to travel to all parts of the world as the wind 1145 17th Street, N.W., www.ns.doe.ca/aeb/wes/gwind.html Everest (1973 Italian Team) experiences with us. 20 blows them. , D.C. 20036, 1994.