John Marshall High School Rochester, mn

Communications – Student/Parent

Dear Parent / Guardian;

Field trips to regional parks $35.00

Ropes Course at Camp Victory $25.00

Wild Caving near Spring Valley $20.00

Extended all day canoe trip $15.00

Total = $120.00
The money must be collected in one lump sum at the beginning of the course so that it will be available to pay for some of our experiences and buses. Checks are the preferred method of payment, however cash will be accepted for this fee, please make the check payable to JM High School.
If the cost is a problem for any student they should let me know as we can always find a creative way to solve this problem. No student should pass up the opportunities offered in any course because of finances.
This year will prove to be an exciting and valuable one for your child. If you have any concerns along the way please feel free to e-mail me at josamuell@rochester.k12.mn.us or call me at 328-5421. Thank you for supporting your child in her/his education!
Sincerely,

Mr. John Samuell

JMHS Environmental Awareness Teacher

Environmental Awareness

Field Trip Parental Permission

Field trips are an integral part of the Environmental Awareness course. We will be taking field trips to conduct studies on local streams, the Zumbro River, various nature centers, Vertical Endeavors, caves near Spring Valley, Fire Station 2 Rappelling Training, and local parks. In order for your son or daughter to participate in these field trips I must have a signed permission slip on file.

Mr. John Samuell

Environmental Awareness Instructor

josamuell@rochester.k12.mn.us

507-328-5421

------------------------------------Remove bottom of the form, sign and return-------------------------------------

My son/daughter ___________________________________ (print name) has my permission to participate in all field trips that are scheduled for the Environmental Awareness course during this school year.

_____________________________________________________ _____________

Parent/Guardian’s Signature

EA#3.0 Student Interest Survey
Activity Experience Level Interest Level Equipment

1. 
   X country skiing
   
2. 
   Snow shoeing
   
3. 
   Winter camping
   
4. 
   Snow climbing
   
5. 
   Survival training
   
6. 
   Weather predicting
   
7. 
   Geological studies
   
8. 
   Fossil collecting
   
9. 
   Snow caves
   
10. 
    Hiking
    
11. 
    Back packing
    
12. 
    Rock climbing
    
13. 
    Rappelling
    
14. 
    Bicycling
    
15. 
    Wildlife viewing
    
16. 
    Canoeing
    
17. 
    Stream studies
    
18. 
    Snorkeling
    
19. 
    Orienteering
    
20. 
    Camping
    
21. 
    Fitness training
    
22. 
    Kayaking
    
23. 
    BWCAW
    
24. 
    Spelunking
    
25. 
    Downhill skiing
    
26. 
    Air pollution
    
27. 
    Water pollution
    
28. 
    Snow hydrology
    
29. 
    CPR
    
30. 
    Others???
    

Age ______ Height _______ inches _______cm (2.54 cm = 1.0 inch)

Weight _______lbs ________kg (2.2 lbs = 1 kg) Arm span ______ inches _______cm

Google BMI calculator and determine your BMI _________.

1. 
   Breaths per minute while sitting ___________
   
2. 
   Breaths per minute while lying down _________
   
3. 
   Take a deep breath and time how long you can hold it _________
   
4. 
   Pant for 15 seconds and time how long you can hold your breath.______
   
5. 
   Rapidly inhale and exhale for 10 seconds and take a deep breath and time how long you can hold it ___________
   
6. 
   Do the Harvard Step Test for 2 minutes at a rate of 20 steps per minute.
   
   1. 
      How many breaths per minute after the 2 minutes? _________
      
   2. 
      What is the percent increase in your rate? _________
      
7. 
   Determine your lung capacity using the accompanying sheets ( S.B. #4.1).
   
8. 
   Tidal volume ______ Vital capacity _______Percentage percent error from accepted _________
   

1. 
   Pulse rate while sitting _______
   
2. 
   Pulse rate taken immediately after standing _______
   
3. 
   Pulse rate taken immediately after lying down _______
   
4. 
   Do the Harvard Step Test for 3 minutes.
   
   1. 
      What is your pulse rate after the 0 minutes, 0.5 min, 1.0, 1.5, 2.0, 2.5 and 3 min.
      

2. 
   Collect your heart rate for 3 minutes as you cool down (0, 0.5, 1.0, 1.5, 2.0, 2.5 and 3 min).
   

3. 
   Graph this data? _______
   
4. 
   From the table below what is your conditioning rating for your heart rate after the 3 minutes of stepping? ________
   
5. 
   Your heart rate after one minute of rest is a measure of your conditioning. What percent has it dropped in the one minute of rest? ______ The percent drop is another measure of your conditioning, the larger the percent the better your conditioning.
   

6. 
   .
   

1. 
   Listen to your heart with a stethoscope. Do you hear the normal lub-dub? ______
   
2. 
   Put the stethoscope in the positions shown in the diagram below and listen for the valves of your heart closing. Can you hear this? _________ If you have trouble identifying the sounds google auscultation and find audio files of heart sounds.
   
3. 
   Do the Harvard Step Test for one minute. Do you notice any change in the lub-dub or valve sounds? _________ anything unusual that you hear? _________
   

1. 
   Take your blood pressure sitting down ask for help from me. Are you in the normal range? _______
   
   1. 
      What is your systolic pressure, the higher number or pressure when your heart is beating _______
      
   2. 
      What is your diastolic pressure, the lower number or the pressure when your heart is in between beats ________
      

In this investigation, you will determine the tidal volume and vital capacity of your lungs.

How are the tidal volume and vital capacity of the human lungs measured?

• 
  2 round balloons (1 for each student in the pair) — meter stick
  
• 
  metric ruler — bathroom scale
  

1. 
   Stretch a round balloon lengthwise several times.
   
2. 
   Inhale normally and then exhale normally into the balloon. Note: Do not force your breathing.
   
3. 
   Immediately pinch the end of the balloon shut so that no air escapes. Place the balloon on a flat surface. Have your partner use the metric ruler to measure the diameter of the balloon at it widest point, as shown in Figure 1. Record this measurement in Data Table 1.
   

4. 
   Deflate the balloon and repeat steps 2 and 3 two more times. Use your three measurements to calculate an average diameter. Record this number in Data Table 1.
   

1. 
   After breathing normally, inhale as much air into your lungs as possible. Exhale as much air as you can from your lungs into the balloon.
   
2. 
   Immediately pinch the end of the balloon shut so that no air escapes. Place the balloon on a flat surface. Have your partner use the metric ruler to measure the diameter of the balloon at its widest point. Record this measurement in Data Table 1.
   
3. 
   Deflate the balloon and repeat steps 1 and 2 two more times. Use your three measurements to calculate a mean diameter. Record this number in Data Table 1.
   
4. 
   Use Figure 2 to convert the balloon diameters in Data Table 1 into lung volumes. On the horizontal (x) axis, locate the diameter of the balloon in centimeters and follow the number up until it meets the curved line. Then move across in a straight line to the vertical (y) axis and approximate the lung volume. Record this number in Data Table 2. Repeat this procedure for all of the balloon diameters in Data Table 1.
   

1. 
   Research has shown that the capacity of a person’s lungs is proportional to the surface area of his or her body. To find the surface area of your body, you will need to know your height in centimeters and your mass in kilograms. Use a meter stick to find your height and the bathroom scale to find your mass.
   

2. 
   Use Figure 3 to estimate the surface area of your body. Find your height in centimeters on the left scale. Find your mass in kilograms on the right scale. Lay a metric ruler across Figure 3 so that its edge connects these two points. Now look at the center scale. The point at which the ruler crosses this scale gives your surface area in square meters. Record this number in the space provided.
   

3. 
   To calculate the accepted vital capacity of your lungs, multiply your surface area (from figure 3 above) by the accepted ratio of the vital capacity to surface area (For females this ratio is 2000 mL per square meter for males, this ratio is 2500 mL per square meter).
   

Calculate and record the accepted vital capacity of your lungs in the space provided.

4. 
   Calculate the percent error in your measured vital capacity and the accepted vital capacity from #3 above.
   

%error = [(measured-accepted)/accepted]x100

1. 
   EA #5.0 Physiological Reactions of Environmental Students
   

1. 
   The effect of temperature on muscular contraction.
   
   1. 
      Write your name 3 times.
      
   2. 
      Hold snow or ice cubes in your hand for one minute and write your name three times as soon as you remove it from the ice.
      
   3. 
      Warm your hand until it returns to the original temperature. Again write your name 3 times.
      
   4. 
      What effect did the change in temperature have on your muscular contractions in your hand used in fine motor skills like writting? How can you explain this effect?
      
2. 
   The effect of fatigue on muscles.
   
   1. 
      Either open and close your hand rapidly and forcefully against the lab table or squeeze a rubber ball , counting the number of times you can do this in 20 seconds. Repeat immediately for 10 trials of 20 seconds and keep a record of the number of closures you make for each of the 10 trials.
      
   2. 
      Graph this data by plotting the number of closures per trial on the vertical axis and the trial number on the horizontal axis. From your graph, what can you conclude about the effect of fatigue on muscle performance?
      
3. 
   The effect of oxygen on fatigue in muscles.
   
   1. 
      Put the blood pressure cuff around the upper arm and inflate it to 140 mm of Hg. This will cut off the blood supply to your arm muscles and in effect cut off the oxygen form the muscles. Now, open and close your hand as many times as possible in 20 seconds. Repeat immediately for 5 trials of 20 seconds and keep a record of the number of closures you make for each of the 5 trials.
      
   2. 
      Graph this data by plotting the number of closures per trial on the vertical axis and the trial number on the horizontal axis. How does this graph compare to the graph in step 2? What relationship exists between blood/oxygen supply and the time required for muscle fatigue to develop?
      
4. 
   The effect of discrimination on reaction time.
   
   1. 
      Time how long it takes to deal a full deck of cards into one pile as rapidly as possible______.
      
   2. 
      Now record the time needed to deal as rapidly as possible but separate the red suits from the black suits_________. From this time subtract the time from step a,this difference in time from step a is your discrimination rate ___________.
      
   3. 
      Shuffle the cards and now record the time needed to separate the cards into the four suits __________.
      
   4. 
      Shuffle the cards and repeat step c four more times. Record each trials time.
      
   5. 
      Draw a graph where the time for each trial is on the y axis and the trial numbers are on the x axis. Is there any evidence in your graph that you are able to train for this task?