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A MacGillivray Freeman Films Production

Major funding provided by the National Science Foundation

Sponsored in part by theEverest 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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MACGILLIVRAY FREEMAN FILMS

DISTRIBUTION COMPANY

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‘‘T enzing and I stepped on the summit of Everest on May 29th, 1953.I felt no great surge of joy and exaltation —only a mixture ofmore subdued feelings. There was a quiet satisfaction that we had

finally made it; a tinge of surprise that I, Ed Hillary, should be standinghere on top when so many good men had failed. Behind it all my brainconstantly churned out its familiar mental arithmetic—how many litres of oxygen did we have left? Could we get down safely?”

—Sir Edmund Hillary, Memories of Everest

The large format film, EV E R E S T, is appropriate for all intermediate grades (4-8). This teacher guide will be most useful when accompanying the filmbut is a valuable re s o u rce on its own. Teachers are strongly encouraged to adapt the activities included in this guide to meet the specific needs ofthe grades they teach and their students. All activites developed for this guide meet National Standards for Science, G e o g ra p hy, Math and English,but are not referenced in this guide due to space constraints and differences in standard use throughout the nation.

Major funding for EVEREST provided by Any opinions,findings and conclusions or recommendations

expressed in this material are those of the producers and do not

necessarily reflect the views of the National Science Foundation.

Notice: This publication may be re p roduced by the classroom teacher for classroom use only. This publication may not be re p roduced for storage in a re t r i eval system, or tra n s m i t t e d ,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 , re c o rding—without prior permission of the publisher. R e p roduction of these materials for commercial resale is strictly pro h i b i t e d .

EV E R E S T © M C M X C V I I All rights re s e rv e d . Printed in the USA.

Mount Everest—Where the Earth Meets the SkyMount Everest, the pinnacle of the Himalaya, is aname that conjures up many visions: savage rockand blue ice peaks, loneliness and desolation,beauty and grandeur, adventure and fear. It isthe stuff of dreams for many. The Sherpa peoplerevere its spirituality; physicians want to study itseffects on the human body and mind; geologistswant to measure its height and tectonic mov e m e n t ;meteorologists want to record its unpredictableweather patterns; and mountaineers want toclimb it simply to get to the top. W hy does Evere s tentice so many? To understand this draw to theultimate of ventures, we must first look at theregion of Mount Evere s t , its physical chara c t e r i s t i c s ,its people, culture, and spirit, and the uniquenessof the expedition team that allowed them torealize their dream.

A Historic BackdropThe word Himalaya (always singular) comes fromthe Sanskrit “hima”and “alaya”meaning seat ofs n o w. Between 1849 and 1855, the Himalayan peaksin Nepal were first surveyed in the Great Surveyof India. At the time, it was not known that thetallest mountain in the world was part of thismountain ra n g e . Lying tucked away in the northeastcorner of Nepal, bordering Tibet, Mount Everest,known as Roman Numeral XV then, was hidden byother impressive peaks and not prominently visible.

Calculating the height of such a mountainwas indeed a challenge, and it was not until muchlater that altitudes were computed with any degre eof accuracy. But in 1855, peak XV was estimatedto be 29,002 feet (8,840 m) above sea level.Thehighest mountain in the world had been found.Now it needed a name. Many were suggested butthe Surveyor General of India decided to name the

peak after his predecessor,Sir George Everest, acontributor to the GeodeticSurvey of India. The namewas accepted by the RoyalGeographical Society ofBritain in 1856, and theappellation mount waschosensinceEverest wasa single definitive peak,rather than a massif.

The ExpeditionTeamOn March 15,1996, a teamof climbers, scientists, andfilmmakers set off on amission to reach thesummit of the tallestmountain in the world.After years of researchand preparation, the teamwas ready. By late May,the team members hadsuccessfully installedresearch equipment andhad brought back thelargest format motionpictures ever shot from thetop of Mount Everest.

Who were these extraordinary people?Deputy leader Ed Viesturs, a climbing guide anda veterinarian,has summited six of the world’shighest peaks without oxygen and has previouslyclimbed Mount Everest three times. Climbing leaderJa m l i n g Norgay, son of Tenzing Norgay whoclimbed to the summit with Edmund Hillary in1953,is an experienced climber and expeditionorganizer. He dreamed of going where his fatherhad gone before him.

T E A C H E R’ S G U I D E

1

Table of Contents

1 Introduction

4 ACTIVITY 1 Prayer Flags

5 ACTIVITY 2 Butterfly Adaptation

6 ACTIVITY 3 Plate Tectonics:

Building Mountains

8 ACTIVITY 4 What Is Your Latitude

and Longitude?

10 ACTIVITY 5 Global Positioning

System

12 CHAPTER 6 Good Food,

Good Health!

14 CHAPTER 7 Can You Take It?

16 CHAPTER 8 Drink It Up!

18 CHAPTER 9 Talk It Out!

20 V O C A B U L A RY, R E S O U R C ES, A C K N O W L E D G E M E N T S

Introduction

A n E d u c at io n a l R e s o u rc e fo r Te a c h e r s

t h ree people from four other expeditions s u m m i t e dE v e re s t . Within hours the EV E R E S T t e a m m e m b e r sl e a r n e d a l l was not well with those c l i m b e r s . Thatevening a fierce storm blew in.As darknessd e s c e n d e d , about twenty climbers were still strungout along the Southeast Ridge, with only a few ofthem making it to the South Col High Camp(Camp IV) that night.

Team RescueSuddenly all ten expeditions on Everest mergedinto one and everyone scurried about assessingtheir oxygen and medical supplies with which toaid the rescue effort.A mini-hospital was set upat Camp II, staffed by a doctor on one of theexpeditions.

In the end,a total of eight were dead: fiveclimbers died on Evere s t ’s south side, and three onthe north.One miracle occurred when Dr. BeckWe a t h e r sw h oh a d b e e np re s u m e dd e a d , s t u mb l e dinto camp, s ev e rely fro s t b i t t e n . Both he and anotherclimber, Makalu Gau, were helicoptered toKathmandu in an amazing rescue operation.

The IMAX Expedition Team rested andrecuperated at Base Camp while monitoring theweather forecasts dispatched from points aroundthe globe. Would they continue their mission nowin the face of such tragedy? Breashears summedup the team’s feelings: “The mountain is a placeof awesome beauty. Despite all the work, thetragedies and the setbacks,we wouldn’t be goingup again if there wasn’t also a lot of joy in it…”

T E A C H E R G U I D E

3T E A C H E R G U I D E

2

A raceli Segarra , a phy s i o t h e ra p i s t , became thefirst Spanish woman to reach the top. Japaneseclimber Sumiyo Tsuzuki has climbed to 22,000(6,706 m) and 23,000 feet (7,010 m) on the northside of Everest on two previous expeditions.Dr.Roger Bilham, renowned geophysicist, joined theexpedition hoping to measure the mountain’sgeologic forces.

Co-Director David Breashears ascendedE v e rest twice and has won three Emmy awa rds forhis cinematography there. Now, with his A u s t r i a nassistant camera m a n , Robert Schauer, he facedthe challenge of filming the biggest mountain inthe world with the biggest camera in the world—an IMAX® camera.

A t 10: 5 5a . m .o nM ay 2 3 ,Vi e s t u r sa n dB re a s h e a r sradioed in that they “couldn’t go any f u r t h e r.”T h ey had made it to the top. By 11:35 a.m. Norgay,Segarra, and Schauer plus five camera t e a msherpas (guides) had also reached the summit.

Giant Mountain, Giant CameraAn IMAX camera weighs 92 pounds (42 kg.); a500-foot (152 m) roll of film weighing 5.5 pounds(2.5 kg.) lasts only 90 seconds—six feet (1.8 m) offilm per second. Each 500-foot (152 m) load shoots1.5 minutes of film, passing through the gate at arate of 336 feet (102 m) per minute,four times thespeed of 35mm. (IMAX differs from other filmformats in its wider, horizontal design. It is actuallyshot on 65mm film and projected on 70mm).

How did the team get this tremendouslyheavy load up to such heights, and once they did,how did they manipulate the equipment in high

winds,thin air, and on icy precipices? They did itin the face of great obstacles and with an amazingamount of inner-fortitude.

First of all, the camera itself had to be speciallydesigned for such conditions. Specifically, it hadto be lighter weight.The body was reconstructedout of magnesium, so that now the camera, withbatteries and a loaded 500-foot (152 m) magazineof film, was down to 48 pounds (22 kg.) Plasticbearings were used in some critical areas, andsynthetic drive belts were added for their flexibilityat low tempera t u re s . The camera could now opera t eat temperatures as low as minus 40 degrees F.

A camera used by news media, in contrast,weighs 26 pounds (11.8 kg) and has enough videotape to record 20 to 30 minutes of information.The camera used to film major motion picturesweighs approximately 50 pounds (22.7 kg) whenfully loaded with lenses and film.

A special 32-volt lithium cell battery pack,weighing 6 pounds (2.7 kg.), provided the powerand operated well in cold tempera t u re s . In addition,the film base was Kodak Estar. Estar doesn’t shrinkor rip and is more stable at lower temperaturesthan traditional acetate.

The Art of FilmingFilmmaker David Breashears says that his biggestchallenge was not carrying the IMAX camera, norbraving the cold and the altitude.It was “findinggood light in a place where the spring sun quicklygets up high in the sky, making for very flat,unattractive shots.”He worried about findinggood shots where it was safe to stop and nothamper the progress of the team.

In addition, Breashears had to learn to shootin the huge IMAX medium,quite different fromother filming experiences.He also had to dealwith “the contrast problems of filming in extre m e l ybright light reflecting off white peaks.”And eachshot re q u i red a tripod or monopod, without whichthe shots would be too jittery.

As if those challenges weren’t dauntingenough,there was always the little problem ofloading and unloading film stock with your barefingers in minus 40º plus wind chill factor!

Tragedy and TriumphThe EVEREST Film Expedition Team was not aloneon the mountain. On May 10, more than twenty-

Did You Know?The “wind chill factor” refers to how cold you feel when standing in direct windversus the actual temperature. When it is cold your body works to maintainheat by allowing heat to escape from your body and warm the air surro u n d i n gyou. If the air is calm, the heat stays next to your body, maintaining yourbody temperature. When heavy winds blow, the air around you is constantlymoving, taking with it the warm air surrounding you. Your body continues tocreate heat to compensate. The faster the wind, the more heat escapesand the colder you feel.

For a classroom activity, you can determine approximate wind chill factorwith the following formula or use the “Wind Chill Factor Index” (see re s o u rces):

Air Temperature minus (1.5 x Windspeed) = Wind Chill Factor

(°F) - (mph) = (°F)



4

O b j e c t i v e : Students will make Tibetan prayer flagsthat can be strung together inside the classroomor outdoors.

In the Film: For Climbing Leader Jamling TenzingNorgay and the team sherpas,offerings to thedeities were a natural and serious beginning tothe expedition. On the way to Base Camp, Norgayand Tsuzuki stopped to visit Kathmandu’s s t u p a o fSwayambhunath (a shrine sacred both to Hindusand Buddhists). At T hyangboche Monastery, N o rg ayoffered a ceremonial khata scarf to the presidingmonk of the monastery, who in turn, blessed thebundle of prayer flags that Norgay unfurled on thesummit.Across the valley at the Buddhist stupa ofB o 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,were lit and hundreds of devotees joined in thelighting ceremony.

Materials:■ One sheet of drawing paper

11”x 17”(29 x 44 cm) for each student■ Crayons, markers, or water colors■ Fishing line or cotton rope■ Stapler or clothespins

Teacher Prep Notes: Prayer flags are handled ina special way. They should not be put on the floor.If they need to be discarded, the respectful way to

do this is by burning them in a clean area.They are never thrown away in the trash. Ifyou choose to do this activity, please try torespect the Tibetan culture.

Messages can be written by individuals,or the class as a whole can decide on two ort h ree messages. Each student can personalizet h e i l l u s t ra t i o n of the group message. S t u d e n t scan ask their parents for a message and

send one from their families.Artist’s drop cloth or muslin material may be

used instead of paper. Cut in 12" (30 cm) squares,fold edges, and tape with masking tape to preventfraying. Use watered-down acrylic paints formessages and symbols.

Background: The Sherpas—Highlanders of the HimalayaS h e r p a s , or people from the east, a re a compara t i v e l ysmall ethnic group that originated in Tibet. Now,about 3,000 of Nepal’s more than 10,000 Sherpaslive in the Khumbu, an area extending southwardfrom Mount Everest.They raise yaks for milk,hides, and as pack animals.They are also traders,and yak trains still carry buffalo hides and s u n d ry

i t e m sa c ro s st h e 19 , 0 0 0f o o t( 5,7 91 m )N a n g p a LaPass to Tibet, returning with salt and wool.

Sherpas make prayer flags that are displayedat the various shrines and monastaries as theymake the trek up Mount Everest.They do this tohonor the mountain and the spirits living there.

At least forty sherpas or guides,assisted thisfilming expedition.They carried supplies andcamera equipment sometimes weighing over 60pounds (27 kg.) The film crew was amazed athow fast they could carry these heavy loads upsteep slopes at such high altitudes.

To Do: 1 Have students think about messages they

would like taken around the world.Whatwould they like to say to students in anotherpart of the world? What would they like to sayto world leaders? Examples of messages couldinclude peace in the Middle East,the end ofworld hunger, or an end to gang violence.

2 With these types of writing prompts, studentsconstruct a message which fills the drawingpaper leaving a 3-inch (7.6 cm) border at thetop. These messages can also be illustratedwith symbols of their meaning.

3 When finished, the teacher may turn the bord e rover the fishing line or rope and staple orclothespin the flags on.These can be hung inthe classroom or outdoors.

What’s Going On and Why: Prayer flags arerectangular pieces of cloth, 12 ”x 12 ”(30 cm x 30 cm),that have Buddhist scriptures, mantras, and deitysymbols written on them.They are hung through-out the Himalayan region in many places includingmonasteries, houses, and atop poles on MountEverest. It is believed that the prayers written onthe flags rise towa rd the heavens with each gust ofwind.These offerings to the gods are believed toc a r ry the written messages to all parts of the wo r l d .

Objective: Students will construct a mobile toi l l u s t rate the differences in the adaptations betweenbutterflies found in high altitudes and those foundin regions where students live.

In the Film: As the expedition team treks throughm a ny ecological zones to their first base camp, t h eynotice animals, insects, butterflies, and plants.Each species displays its unique adaptations to theH i m a l ayan env i ro n m e n t . C o - D i rector DavidBreashears even spotted an Impeyan pheasant,Nepal’s iridescent national bird, as well as anendangered musk deer on this expedition.

Materials:■ Drawing paper for each student■ Crayons, markers, or water colors■ Scissors■ 1 wire hanger for each student■ Fishing line or thread of various lengths for

each student■ Tape■ Access to a library and Field Guide books

about butterflies

Teacher Prep Notes: This activity can take sev e ra ld ays for re s e a rc h ,o ral reports and the actual mobileconstruction.

Background: Butterflies have co-evolved withp l a n t s . In areas where there is a diversity of plants,scientists will often find a diversity of butterflies.F ew species of butterflies can exist at high altitudes.They have been able to adapt to the oxygenrestrictions of these areas by decreasing in size.Their darker color allows them to absorb solarwarmth more efficiently. The climate in the highaltitude areas affects their activity and butterfliesslow down or stop activity completely when thereis cloud cover. They are dependent upon the sun’senergy. The caterpillars of these butterfly speciesare also ecologically flexible.They may become

inactive at a moment’s notice.The caterpillars haveadapted to high altitude environments by havingflexible life cy c l e s . Their life cycles can be completedin one and one-half ye a r s , if there is an early springas opposed to two years following long winters.

To Do:1 Assist students as they research the types of

butterflies found in the regions where they live.2 Ask students to research the types of butter-

flies found in high altitude regions of the globe.S t u d e n t s can report on the similarities andd i f f e rences between butterflies that live in theirregion and those which live in high altitudes.

3 After students have reported, have each oneselect 3 species of butterflies from their re s e a rc h .Try to get a good re p resentation of geogra p h i c a lregions from the class so the model studentsconstruct will show diverse butterfly adaptations.

4 Have students draw their butterfly selections,color them in and care f u l l y cut them out.

5 To make the butterfly mobile, have studentsattach each butterfly they have made to a sep-a ra t e piece of fishing line or thread with tape(tape may not adhere if crayons are used. Inthat case, make a small hole to tie thread orfishing line). Tie each piece of line or threadto the hanger in different areas, and at dif-ferent h e i g h t s , so the butterflies hangwithout touching each other. H a n geach mobile from the ceiling.

What’s Going On and Why: Thebutterfly mobiles represent thevarious populations of speciesthat are able to live in a variety ofg e o g raphical re g i o n s , includinghigh altitudes. By observing thepaper butterflies, students cansee the diversity of life in theregions of the world and relatethis diversity to their own region.

Taking it Further: Discuss thedifferent sizes and colors of the selectedbutterflies.How do these affect their survival?

Research the types of plants that live in eachof the regions where the mobile butterflies live.Discuss the diversity and interdependence of theplants in relation to the butterflies.

Did You Know?More Nepalese haveclimbed Mount Everestthan any other nationality,and Sherpa Ang Ritaholds the re c o rd as of1996, reaching t h esummit ten times.

Prayer Flags ButterflyAdaptation

2 Set the boards on a flat surface, such as a tabletop, making sure the plastic wrap lays flataround the board.

3 Use the clay to create a “continent”on each ofthe boards, allowing for some of the land formcreated to come off the board onto the plasticwrap. The land form created could be modeledafter Mt. Everest and the Himalaya Mountains.

4 Once the two continents are complete,arrange themon a flat surface as indicated inDiagram A and B.

5 Now firmly push the two land forms, stillattached to the boards, together until theytouch.Ask students to observe what happensto the portions of the land forms as they beginto make contact. Keep pressing firmly on theboards,forcing them to move together. Noticethat the harder you push, the closer the landforms get and the more clay is moved awayfrom the collision point. See Diagram C.

W h a t ’s Going On and Why: In this demonstra t i o nthe force of plate tectonics is simulated by thep u s h i n go ft h e c l ay l a n df o r m st o g e t h e r.The constantpropelling represents theforces that are moving thecontinentsof the earth.Whentwo landformscollide, several things canoccur and each of thesecan be related to actualgeological occurrenceson earth.

One type of reactionis called subduction.Thisoccurs when the twoplates collide and one,for a variety of reasons,is forced below the otherone.This is evident as thePacific plate descendsbeneath the Andean plate,along the Andean Trench,off the coast of SouthAmerica.

Another typeofreactioncauses hugemountains to form.Thearea where two platescome together is calleda convergent boundary. SeeDiagram D. The Himalayawere formed when theIndo-Australian platecollided with the Eurasianplate.The dirt and rockfrom each plate was forcedtogether and because ofthe force, crumpled upto make tall mountains.

Collisions between continents can also occurin a differentmanner. When two continents collidewith a sliding motion the reaction is called atransformation fault.A transformation fault canbe seen in the San Andreas fault in California.Here the Pacific Plate is moving northwest rela-tive to the North American plate. Earthquakesoccur near areas that are transformation faults asthe land forms slide by each other.

In this activity the clay“land forms”collidewith the force you apply. Depending on how hardthe force is, the clay could be forced up to formtall, jagged mountains,similar to Himalayanpeaks.

Taking it Further: By varying the amount ofpressure,how might the outcome be affected?Discuss why some areas of the clay land formsmight receive more pressure than others. Howwould this affect the seismic activity in the areas?What parts of the land form would studentsexpect to be more seismically active? Try the activ-ity again creating different reactions to the forcesof plate tectonics and continental drift.



6

Objective: Students will design two continentalplate models with horizontal land features andobserve the results created by the force of platetectonics.

In the Film: The EVEREST team takes a helicoptertrip from the Kathmandu Valley to the village ofLukla to begin their journey up the mountain.During the flight, Dr. Roger Bilham is coaxed intogiving an impromptu geology lesson on theincredible natural forces that are at work to createthe peaks of the Himalaya. Computer-GeneratedImaging (CGI) assists in demonstrating the mil-lions of years of growth of the Himalaya.TheIndian plate, in its collision with the Asian plate,proceeds to slide beneath the Asian plate.The topof the Indian plate is scraped off and beginsstacking up, creating the mountain range.Thecontinual force of this collision pushes the landmasses upward to form the peak of Mount Everestand the Himalaya.

Materials: ■ Several colors of plastic modeling clay■ 2 rectangular pieces of cardboard or Styrofoam

cut to 81/2” by 11”(22 x 28 cm)■ Plastic wrap■ Tape

Teacher Prep Notes: This activity is designed tobe done as a demonstration, but can be adaptedfor small group experimentation.

Background: Today we know that the ten tallestmountains in the world are found in the Himalaya .It is in this area where 20,000 foot (6,096 m) peaksare common along the 1,500 mile (2,414 km) longra n g e . Mount Everest is calculated to be 29,028 feet(8,848 m) and growing, perhaps up to 1.6 inches(4 cm) a ye a r. The growth of this mountain and thesurrounding range can be attributed to theories ofcontinental drift and plate tectonics. Scientistsb e l i ev et h a tt h e c o n t i n e n t s o ft h e e a r t ha re c o n s t a n t l ymoving, or drifting,on the layer of semi-moltenrock found below the crust of the earth. This theoryis coupled with the idea that these constantlymoving continents collide into each other alongtheir p e r i m e t e r s . The areas where the continentsc o l l i d e a re a re a s w h e re heavy seismic activity (earth-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 p e r i m e t e rof the continents that very high mountain ranges,such as the Himalaya , a re found and are illustra t i o n sof the f o rc eu s e dt op u s hm o u n t a i n s t og reat heights.

To Do: 1 Begin by attaching a piece of plastic wrap,

approximately 2”(3 cm) wider and longer thanthe piece of cardboard or Styrofoam with tape.

Plate Tectonics:Building Mountains

How Big is Mount Everest?STRUCTURE LOCATION COUNTRY HEIGHT

Mt. Everest Himalaya Tibet/Nepal 29,028 ft (8,853 m)

Mt. McKinley (Denali) Alaska United States 20,320 ft (6,198 m)

Elbrus Caucasus Mountains Russia 18,510 ft (5,646 m)

Mont Blanc Alps France/Italy 15,771 ft (4,810 m)

Matterhorn Alps Italy/Switzerland 14,690 ft (4,480 m)

Mt. Whitney California United States 14,494 ft (4,421 m)

Mauna Loa Volcano Hawaii United States 13,680 ft (4,172 m)

Cameroon Volcano Cameroon Africa 13,354 ft (4,073 m)

Asama Volcano Nagano-ken Japan 8,300 ft (2,532 m)

Empire State Building New York United States 1,472 ft (449 m)

World Trade Center New York United States 1,350 ft (412 m)

Eiffel Tower Paris France 984 ft (300 m)

Gateway Arch St. Louis United States 630 ft (192 m)

Great Pyramid Giza Egypt 450 ft (137 m)

Diagram B

Diagram C

Diagram A

Diagram D



8

Taking it Further: Ask the students to use thelatitude and longitude lines to locate differentobjects in the room. For example: Where is theteacher’s desk? The answers should be read asnumber of degrees followed by the directionsnorth, south, east or west.

In the same manner, have students createmaps of the school campus or of their neighbor-hoods. Have students locate objects or speciallocations on those maps and ask other studentsto find them according to the coordinates given.

O b j e c t i v e : Students will create a map of the class-room and learn how to use latitude and longitudeto locate features.

In The Film: EVEREST film team members arrived atbase camp on Mount Everest fully aware of theland formations and the possible weather patternsthat might affect their climb. They each studiedmaps of the region and were able to gather va l u a b l einformation about the world’s tallest peak byeva 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 geogra p h i c a linformation. By learning as much as possible fromlatitude and longitude data, before they arrived,the team was better pre p a red for the hazard s anexpedition like this presents.

Materials:■ Large sheets of blank paper—approximately

11”x17”(29 x 44 cm)One sheet for each student

■ Measuring tape■ Pencil for each student■ Ruler for each student■ A large world map (with latitude and

longitude lines)

Teacher Prep Notes: This activity is designed asa precursor to: Global Positioning System (GPS).The map created by students here will be used inthat activity.

Background: Before beginning this activity, showthe class a world map that depicts lines of latitudeand longitude. Explain that lines of latitude, alsocalled parallels, circle the earth parallel to theEquator, like steps on a ladder. These lines runeast and west, but are measured as north or southfrom one pole to the other. Lines of longitude,known as meridians, run north and south througheach pole. Lines of longitude are separated furthestat the equator, and are measured as east or westof the Prime Meridian.The Prime Meridian runsthrough Greenwich,England.

The lines of latitude and longitude do not change;they are static.These lines are read as the numberof degrees, followed by directions of north, south,east or west. Latitude is read first, followed bylongitude.An example of proper latitude andlongitude coordinate recording would be: 30°N(latitude) and 90°W (longitude). Have studentsmark these coordinates on the world map. Theirlocation is New Orleans, Louisiana. Discuss why

these lines are important. How can they be usedfor navigation? What would happen if we had nodirectional lines on maps?

To Do:1 Create a map of your classroom, using your

own latitude and longitude lines to documentwhere objects are in the room.

2 Measure and record the dimensions of theclassroom and using these measurements, findthe center of the classroom and record thisinformation.

3 Fold the large sheet of paper in half along thewidth, then open it. Fold it again along thelength and open it again.

4 Using a ruler, draw a line on both folds tocreate an X and Y axis on the paper.

5 Label the X and Y lines while marking 0º attheir intersection. See Diagram A.

6 Using a ruler, create a graph on the paper bydrawing lines along both axis lines every inch(2.5 cm), being sure that the number of linesequals the number of feet of the classroom.E v e ry line on the graph should equal 1-foot(.3 m). The result: each square of the graphwill equal one square foot of the classroom.

7 Determine which walls of your classroom facenorth, south, east and west and label yourmap accordingly.

8 Label the lines going out from the X and Y axis10º, 20º, 30º,40º etc. Continue in all four direc-tions to the end of the paper. See Diagram B.

9 Measure the position of furniture in the class-room by square feet or meters and copy thelocation on the map, using the zero point ofthe grid as the center of the room. Studentscan map as many features as they wishdepending on how detailed they wantclassroom maps to be. See Diagram C.

ap When the map is complete, challenge studentsby moving a piece of furniture.What happensto the map when the furniture is moved?Discuss how students could alter the map toreflect the changes in the room, keeping inmind that the lines of latitude and longitudewill not change.

Wh at Is Yo u r Lati tu deand Lon gi tu de ?

Diagram A Diagram B

Diagram C

NORTH

SOUTH


10

Objective: Students will learn how radio wavessent from orbiting satellites can be used by GlobalPositioning System (GPS) receivers to find latitudeand longitude positions.

In The Film: As a part of the EVEREST FilmingExpedition in 1996, g e o p hy s i c i s t ,D r. Roger Bilhamjoined the team to study the processes re s p o n s i b l efor forming and reforming Mount Everest. Dr.Bilham has been instrumental in applying GlobalPositioning Systems (GPS) satellite receivers tothe measurement of changes in distance betweenhorizontal point on the surface of the earth.Members of the film team carry small, portableGPS receivers to metal pins that have been driveninto the ground at specified points on MountEverest. By comparing the readings taken at thesepoints over time, geologists can track the move-ments of Mount Everest and the Himalaya.

Materials: ■ Maps of classroom made in Activity 4■ 3 pieces of string per student■ Ruler■ Colored markers■ Tape

NOTE: Each string should be long enough to reach anywhere on the map from a single pointalong the edge of the map.

Teacher Prep Notes: Classroom maps made inActivity 4 will be used to perform GPS experiment.

Background: The Global Positioning System(GPS) uses communication between earthboundreceivers and approximately 24 satellites that areorbiting the earth at very high altitudes.The satel-lites, which orbit the earth twice a day, continuallybroadcast the time and its position (latitude andlongitude) via radio wave signals that are picked upby the ground based GPS receivers.The receiverspick up the radio waves and measure the timei n t e rva l st h a ta re needed to get the satellite’s signals.The receiver then calculates the distance betweenit and the satellite (SPEED X TIME = DISTANCE).The GPS receivers must get signals from threeorbiting satellites in order to provide accuratelatitude and longitude positions on earth. Foursatellite signals must be received in order for theGPS receiver to provide accurate latitude, l o n g itudeand altitude positions.

The Global Positioning System was designedfor military use and recently has become available

for researchers, mountain climbers, automobiletravelers, truckers and for other non-military use.Today small, hand-held GPS receivers can beactivated to give people extremely accurate navi-gation information. The Global Positioning Systemhas the ability to give every square meter of thee a r t h ’s surface an independent addre s s , which canbe used for mapping terrain.As continental platesshift and mov e , their locations can be re c o rded andcontinuously updated.Thanks to the informationgained using GPS, scientists can track the latitude,longitude and altitude of mountain ranges suchas the Himalaya.

To Do: 1 Ask students to label each of their strings A, B

a n d C. Each string re p resents a different satellite.2 Using the colored markers, h ave them measure

each satellite string with 1-inch (2.5 cm)increments. Have all students use the samecolor for each measure m e n t , i . e . all students willuse a blue pen to mark the first increment, agreen pen to mark second, etc.

3 H ave students tape their classroom maps, m a d ein Activity 4, to the desk or table top to prev e n tthem from moving.

4 Select three locations around the edge of themap and have each student place the designatedstring there , one in each of the areas you choose.Secure the stings with tape.

5 Radio waves travel 1,860 miles in 1/100th of asecond. Each mark on the satellite string rep-resents 1/100th of a second. This means thatt wo inches on the string will equal 2/100ths ofa second and so on.

6 Give the following information to students:Satellite A received radio signals in 5/100ths ofa second; Satellite B received radio signals in7/100ths of a second and Satellite C receivedsignals in 9/100ths of a second.

7 Have students count the inches (centimeters)on their strings to correspond with the infor-mation given.(Satellite A string at 5 inches,Satellite B string at 7 inches and Satellite Cstring at 9 inches). Students should hold ontoeach string at the corresponding mark, untilt h ey have all three strings, held together in onehand, over the map.

8 If there was a GPS receiver at the point whereall the strings meet, it would know where theorbiting satellites were, how long the signalstook to reach the receiver and from that infor-

Global PositioningSystem


11

mation could tell us the exact latitude andlongitude of the map position. If a fourth stringwere added to the activity, information aboutthe altitude of the location would be known.

What’s Going On and Why? The strings repre-senting the three satellites are needed to displaythe necessary coordinates to provide accurate GPSreadings. One string, or satellite signal, creates ana rc corresponding to the amount of time the signaltook to arrive at the GPS receiver. The arc,createdby the curve of the string,shows the GPS receiver

could be any w h e re along its curv e . When a secondstring, or satellite, is added, the range of possiblelocations is narrowed.The third string, againrepresenting a satellite,narrows the possiblelocation for GPS receivers to one point, wherethe arcs from all three strings or satellites meet.

Taking It Further: Arrange to have a portableGPS receiver available for students to experimentwith. Outdoor equipment retail outlets may sellthese items and may be contacted for classroomdemonstrations.


12

the physical attributes associated with thefoods eaten by the other student.The studentreviewing the Log will act as the “RegisteredDietitian”working with a team of men andwomen training to climb Mount Everest.

5 Have students evaluate the quality and quantityof the foods listed in the Log and relate themto a trip to Mount Everest. Would the studentwhose Log they rev i ewed make a good climber?Does that student eat a balanced diet, a c c o rd i n gto the U.S. Department of Health and HumanServices? Did the exercise recorded affect howmuch the person ate or how they felt aftereating?

6 Students can use the Food Guide Pyramid as areference to see suggested serving amounts ofthe essential foods in a balanced diet. Canthey predict how a classmate will feel aftereating certain meals or snacks? Help studentsadjust their daily food intake to allow them tohave more energy.

What’s Going On and Why? To achieve peakperformance in physical fitness, we must eat abalanced diet and exercise re g u l a r l y. E x e rcise helpsk e e pt h e m u s c l e st o n e da n d a b a l a n c e d diet prov i d e sthe fuel needed by the muscles during exercise.


13

Objective: Students will evaluate their daily foodintake and determine how their diet relates totheir physical well-being.

In The Film: As we see the film team membersf i g h t bone-chilling winds and freezing cold intheir attempt to reach the summit of MountEverest, we wonder how they find the strength toclimb. The food they eat must sustain them

through these extreme conditions.DeputyLeader, Ed Viesturs references one meal:“…some sliced, lightly sauteed Spam alongwith some mustard.” But Climber AraceliSegarra dreams of ice cream, vanilla with “alittle cream topping.”

Materials:■ A copy of the traditional Food Guide

Pyramid ■ Paper to make“Dietary Log Books”■ Pencils

Teacher Prep Notes: This activity isdesigned to take several class periods for theaccumulation of d a t a .S ev e ral more days maybe needed to eva l u a t e gathered data.

Background: The Food Guide Pyramidindicates the ideal number of servings fromeach of the food groups found in a balanceddiet, according to the U.S. Department ofAgriculture and the U.S. Department ofHealth and Human Services.

The largest part, at the bottom of thepyramid, encompasses the group of foodsthat has the highest number of accepted

daily servings.This level includes bread,cereal,rice and pasta.Six to eleven servings from thisfood group are acceptable each day.

Vegetable and fruit allowances are marked inthe next level and add to a balanced diet.Thisincludes dark leafy green and yellow or orangefruits or vegetables and starchy vegetables likepotatoes. Two to five servings from this pyramidlevel are adequate each day. The next level of theFood Guide Pyramid includes milk, c h e e s e , p o u l t ry,meat,fish, beans, eggs, and nuts. We can eat twoto three servings from this section every day.

The smallest portion of the pyramid, locatedat the top, includes the allowances for sweets, fatand oil. Foods in this category provide calories butlittle else nutritionally and should be eaten spar-ingly, with no more than three servings per day.

Carbohydrates are examples of nutrients that

provide the body with energy. There are two typesof carbohydrates—simple and complex. Simplecarbohydrates are made from one or two sugarunits and are found naturally in fruits, vegetablesand milk. Simple carbohydrates are also found intable sugar, hard candy and soft drinks.Thesetypes of simple carbohydrates give us a “boost”ofenergy as our body uses the energy.“Junk food”simple carbohydrates do not provide the vitamins,minerals or fiber that the natural simple carbohy-drates do.

Complex carbohydrates also provide energy.They are plentiful in grains, starchy vegetables,and beans (legumes). The body converts both typesof carbohydrates into glucose (blood sugar) top roduce energ y, but complex carbohy d rates prov i d ethe added benefit of vitamins,minerals, and fiber.

To Do: 1 Have each student create a “Dietary Log

Book.”Provide space to record lists of theitems eaten every day and space for them torecord how they feel physically.

2 Ask students to record everything they eat anddrink each day for one school week in their“Dietary Log Book.”Students should recordthe approximate amount of each food item.Be sure that students are recording what theyeat for breakfast,lunch, and dinner, includingall snacks or tre a t s . Students can keep a journalof how they feel physically after each meal.T h ey should re c o rd how much energy they hador how tired they felt after each meal or snack.

3 H ave students also re c o rd any exercise they hav eperformed each day in their “ D i e t a ry Log Book.”

4 At the end of one school week, ask students tot rade their “ D i e t a ry Log Book”with a classmate.Have students read the list of items eaten and

Good Food,Good Health!

Did You Know?An average breakfast forclimbers on an Everestexpedition includes: twogranola bars, two bowlsof fortified instant cereal,peanut butter, and driedfruit. Lunch can include:crackers, nuts, powerbars, dark wheat bread,salami, cheese andcandy bars for dessert.Dinner: Noodle soups,freeze dried dinners(similar to those back-packers eat), crackers,nuts, meat and cheeseselections, with a candybar for dessert. Climbersmay drink cocoa, herbalteas, milk (yak milk, too!)or hot cider, while climb-i n g . Caffeine and alco-holic drinks are not rec-ommended for those whoclimb at high altitudes.

Bread, Cereal,Rice & PastaGroup6-11 Servings

Vegetable Group3-5 Servings

Fruit Group2-5 Servings

Meat, Poultry,Fish, Dry Beans,Eggs & Nuts Group2-3 Servings

Milk, Yogurt &Cheese Group2-3 Servings

Fats, Oils & Sweets USE SPARINGLY

Nose — Run X3.”Record the pulse rates foreach student performing this test in this sectionof the chart.

NOTE: If any of the student test subjects becomeslightheaded or dizzy at any time during the activity,stop the tests and select another test subject.

8 Ask the test subjects to describe how they feltboth mentally and physically as they completedeach portion of the activity. Ask them if theynoticed a change in their breathing rate asthey increased the workout length,duration,and difficulty. Ask how each felt when theclothes-pin was on their nose.

What’s Going On and Why: Your body is anincredible machine that has interdependentsystems for optimum performance.The circulatorysystem is very dependent on the re s p i ra t o ry system.W h e no n e system is working hard the other systemsare taxed to work harder. When you exercise, yourheart is forced to work harder to pump blood tosupply oxygen to your muscles.As exertionincreases, more oxygen is needed by the muscles.The lungs expand more fully and more oftenwhen the heart is beating faster. This is why youbreathe more heavily when you perform rigorousexercises. Oxygen is brought into the body by thelungs, then transferred into the blood and muscles.Men and women who climb tall peaks, such asMount Everest,push their bodies to extremes.They must acclimatize themselves to the highaltitude and the subsequent lack of oxygen.The climbers featured in the film were able toacclimatize their bodies to the high altitude envi-ronments by spending extended periods of timeat base camp and at high elevation training areas.

Taking it Further: Have students graph theresults of the test and display. Have them makecomparisons of their “ D i e t a ry Logs”f rom Activity 6.Are students who eat well and exercise better ableto cope with the lack of oxygen? Have test sub-jects make three more trips up the stairs, this timecarrying a heavy load of books. How does thisexperience relate to what the climbers on MountEverest endure?



15

Objective: Students will exercise to test changesin their pulse rates and to experience the need for

more oxygen.

In the Film: In the film we see peoplesilhouetted by the huge, rocky peaks ofthe Himalaya in the background.Thesemountain climbers are working their wayup the dangerous face of Mount Everest,pushing their bodies and minds to thel i m i t .E v e ry foot of their ascent causes theirhearts to beat faster, partly from extremephysical exertion, partly from the thinningair, and partly from sheer exhilaration.Deputy Climbing Leader, Ed Viesturs isthe only team member to climb Everestwithout bottled oxygen because he hasconditioned his body, by a process calledacclimatization, to the the lack of oxygen.

Materials: ■ Four students as test subjects ■ A clock with a second hand ■ Access to a staircase

(with at least ten steps)■ Clothes-pin for each test subject ■ Chart paper ■ Pencil ■ A table ■ A comfortable chair

Teacher Prep Notes: If no staircase isavailable, student may run in place or dopushups.Students may choose to pinchnose with fingers rather than use theclothes-pin.

Background: One way to take a pulsemeasurement is to lightly hold the rightarm of another person. Gently grasp thearm by the wrist with your fingers. Placethe tip of your middle finger over the arterylocated near the tendons on the inside ofthe wrist.You will feel a stronger pulse ifyou place your middle finger on the artery

nearer the thumb, moving your hand until yo ufeel a gentle thro b b i n g . To re c o rd the pulse ra t e , usea clock‘s second hand and count the number ofbeats you feel for ten seconds.

Use the carotid artery as another way tomeasure pulse rates.The carotid artery is locatedon the inside of your neck, just below the jaw.

NOTE: It is important not to take a pulse readingwith your thumb.The thumb has large blood vesselsand a pulse which can confuse your measure m e n t .

To Do: 1 Set up the table and chair as a “pulse-taking

test station.” The location for the test stationshould be in a relaxing atmosphere, free fromloud noises, with low lighting.The test stationarea should also be near the stairway. In thetest area each of the four student test subjectswill have their pulse rates measured andrecorded.The measurements should be takenwhen the subject is calm,and has a restingheartbeat.

2 Have students practice taking pulses severaltimes until they feel comfortable with theprocedure. Students may be able to take thepulse measurement from the carotid arterymore easily than from the wrist but they shouldlearn how to administer both forms of pulsereading.

3 Take a resting pulse rate by using one of thetwo methods listed above.

4 One at a time, have each of the student testsubjects walk briskly up and down the stairsone time, returning to the test station for pulsereading. Record the pulse rates of each testsubject on the chart paper under the heading“Brisk Stair Climb—X1.”

5 N e x t ,h ave the same students who participatedin the first test, run up and down the stairs,one at a time, as fast as they can. Make a newheading on the chart “Fast Run Stair Climb”and record the new pulse rates, again for tenseconds.

6 Now, increase the number of “running”tripsto three.A new section will be needed on thechart for the pulse data and it will be titled“Stair Run — X3.”

7 For the last part of the test, the students willdeal with a different variable. Each studentwill close their nose with a clothes-pin beforethey run the stairs. Students should plan tokeep the clothes-pins on their nose until aftertheir pulse rates have been recorded.A newheading will be needed for this test,“Pin On

Can You Take It?

Did You Know?Living cre a t u res must bre a t h ein enough oxygen to live. Atsea level, air presses on usat about fifteen pounds persquare inch and one-fifth ofthat air is oxygen. As we climbhigher than sea level theamount of oxygen available tobreathe decreases, and theair thins. In fact, the summitof Mount Everest has only onet h i rd of the air pre s s u re foundat sea level and there f o re hasonly a third of the oxygen.

High altitudes and a lackof oxygen can cause myriadphysical problems. S y m p t o m sof Acute MountainS i c k n e s s(A MS) a re h e a d a c h es, w e a k n e s sand nausea. These usuallyi m p rove rapidly, and climbingslowly—no more than 1,500(457 m) per day over 10,000feet (3,048 m) and acclima-tizing yourself to the altitudeg r a d u a l l ycan help considerablyin avoiding these symptoms.Severe cases of oxygendepletion can result in HighA l t i t u d eC e re b r a l E d e m a( H A C E )which requires immediatetreatment or may be fatal.M o re common is High AltitudePulmonary Edema (HAPE),water in the lungs, which canbe dangerous without tre a t-m e n t as well. Breathing oxygenwill help, but rapid descentwill be necessary.

Carotid Artery

Objective: Students will experiment with piecesof fruit to see the effects of dehydration.

In the Film: Luck plays a heavy role in the out-come of situations on a mountain such as MountEverest, but experienced climbers know how totake advantage of every opportunity to maketheir own luck.They prepare well in advance byplanning all the equipment, food and other suppliest h ey’ll need. And they plan for emergencies: oxygenbottles for the high altitudes, special clothing forthe extreme temperatures, and specialized foodsand beverages to keep up their energy levels andavoid illness.

Materials: ■ A fresh, firm banana ■ A sharp knife ■ A few drops of lemon juice ■ A cookie sheet ■ Tongs ■ Oven mitts ■ An oven

Teacher Prep Notes: This activity is designed tobe done as a demonstration and may take severalclass periods to complete. Teachers maychoose to have students make observationsabout the dehydration process as a partof the activity.

If an oven is not available,bananaslices may be dried naturally by leav i n gout in a sunny location for several days.

The sunlight and the air will eventually dehydratethe slices, but an oven will speed up the process.Natural dehydration is, historically how peoplehave preserved fruit and vegetables for out-of-season use.If you choose to dehydrate this way,do not allow students to eat the dehy d ra t e dbanana slices. E x p o s u re to bacteria and other air-borne organisms will be increased due to thelength of time the slices are exposed.A fruit andvegetable dehydrator may be substituted in placeof the oven. Follow the manufacturer’s d i re c t i o n sfor the operation of the food dehy d ra t i o n machine.Packages of pre-dried bananas can be purchasedif no means to dehydrate the fruit as indicated areavailable.

Background: Men and women who attempt highaltitude climbing face one of the most seriousproblems for humans: dehydration, the abnormaldepletion of body fluids.At high elevations,thehuman body must work harder than at lowerelevations to complete even the simplest tasks.Also, in conjunction with the cold temperatures,this cold, dry, high altitude air robs the humanbody of much needed water.

Each time we exhale, we expel gases mixedwith water vapor into the air. In dry regions we aref o rc e dt ob re a t h em o re . As we breathe more oxygen,water is released into the atmosphere in vaporform.

E va p o ration also uses up moisture . B o dywa t e r, now in perspiration form, comesto the surface through the pores of theskin where it is exposed to the cooldry air. The increased amount ofwater vapor released into theair and the evaporation ofsweat from exercise are tworeasons why keeping thebody hydrated is a major concern.

To Do: 1 Peel the banana and slice it into pieces about

1/2 inch (2 cm) thick.2 Dip each banana slice into the lemon juice to

keep it from turning brown during the activity.3 Place the banana slices onto the cookie sheet,

forming a single layer. Make sure that theslices are not touching each other or the sideof the pan.

4 Place the cookie sheet into the oven that hasbeen pre-heated to 140° Fahrenheit (60°Celsius).Allow the banana slices to dry in theoven for several hours. Turn each banana sliceover, with the tongs, every half hour to alloweven drying on both sides. It is important todry the banana slices not cook them.

5 As the slices begin to dehydrate, their shapeand texture will change. The thickness and masswill also change as the fruit is dehydrating.

6 The banana slices will be fully dehydratedwhen they no longer stick to the pan or to theother slices.Another way to tell if the slicesare fully dehydrated is by cutting open oneslice and squeezing it. If no moisture can beexpressed then the slice is dehydrated.Allowthe slices, now called chips, to cool completely.

7 Once the chips are cool, allow students totaste the dehydrated food.Ask students toc o m p a re the banana slices to the banana chips.Ask students to explain the importance offluid to the taste and usefulness of the banana.Compare what happened to the banana slicesto what might happen to a person, if notenough fluid is available.

What’s Going On and Why: Almost 75 percent ofthe human body is made up of water. Since ourbodies contain so much moisture, we are alwaysin danger of becoming dehydrated.Dehydrationis a process that removes bound water (oxygenand hydrogen molecules) from the body or frommoist food.The banana slices used in the activityillustrate the importance of water in living thingsand show us what happens when the water isremoved from something that was once alive.

Dehydration is one of the most dangerousaspects of a trek to Mount Everest’s summit.Themoisture found in the exposed portions of yourbody, such as your lips and eyes are robbed oftheir moisture when the air is dry. When toomuch water is taken from the body either fromevaporation of sweat or from breathing, and is notreplenished, the danger of dehydration is high.The human body, with its exposed supple skin, isconstantly losing moisture in much the same wayas the banana slices in the activity. Have you everfelt your lips or eyes begin to get dry because oflow humidity? It is vital for one who exercisesregularly or travels to dry areas to keep re p l e n i s h i n gthe body with liquid as dehydration occurs. Signsof dehydration include fatigue,headaches, andeven muscle cramps. If not corrected, dehydrationcan be fatal.


17

Drink It Up!


16

Objective: Students will participate in discussionsabout ethics and personal beliefs, relating them tothe EVEREST Expedition.

In the Film: Members of the EVEREST expeditionare forced to make difficult choices in theirattempt to summit the peak of Mount Everest.They must choose between the progress of theirown expedition and the lives of other climbers onother expeditions who are also on the mountain.In the film, members of several other teams arein trouble.The lives of these climbers depend onassistance from other teams.

The EVEREST Film team members made somehard choices.They helped the rescue efforts ofthese other teams in trouble by giving up theirprecious oxygen bottles.They prepared campsbelow to help the wounded who made it down,and they talked by radio to the team leader of onee x p e d i t i o n encouraging him to keep his spirits up.

Materials: ■ A large room ■ Seats arranged so students can see each other

Teacher Prep Notes: You may choose to duplicatethe excerpts, one per student,to allow for silentreading. To adapt to a creative writing activity,develop journals for students to record feelingsabout the excerpts.

Background:Years ago, few people were able tob rav et h e e l e m e n t so fM o u n tE v e re s t . Those climberstrained for months,preparing their bodies andminds for the experience. Today, unfortunately,Mount Everest offers a challenge for those whomay not have the required experience to climb amountain of Everest’s magnitude. People whohave not trained themselves well for the climbmay require rescue if they become stranded.Theever-changing weather surrounding the peak ofMount Everest can also create dangerous situationsfor all climbers.

To Do:Read each of the excerpts below to the students.After each reading, lead a discussion using thequestions following each excerpt.The discussionshould be a catalyst to get students talking aboutissues that are crucial to teamwork, problem-solving and to survival in stressful situations.Encourage students to be frank with the answersthey give and accept all possible answers.

NOTE: Excerpts were taken from a book by JonKrakauer, called Into Thin Air: A Personal Account

of the Mount Everest Disaster . ©1997, Jon Krakauer.Available in paperback from Anchor/Doubleday.

What’s Going On and Why: Mountain climbersnot o n l yh av et o ov e rc o m e the physical challengesof the climb itself, but must deal with their inter-personal feelings as well.The feelings that amountain climber has can affect the outcome ofthe expedition as much as physical issues. Fear cancause a climber, who is already thinking moreslowly due to lack of oxygen,to make irrationaldecisions.Any decision made by one memberof a team will affect the other team members. Fo re x a m p l e , if one person needs to return to basec a m p, the entire team will be affected. One personmay lose a “safety buddy”while another personmay need to c a r ry more gear up the mountain toa c c o m m o d a t e the loss of a team member.

Feelings of isolation, often felt if a climber isdetained in a tent during storms,can affect thehealth of the climber. Dealing with the environ-mental impact on the body can also force a climberto deal with interpersonal feelings. Feelings ofinadequacy or disappointment may plague aclimber who is unable to reach the summit dueto severe weather conditions, snow blindness, orfrostbite.

Excerpt One:

‘‘Straddling the top of the world, onefoot in China and the other in Nepal,I cleared the ice from my oxygen

mask, hunched a shoulder against thewind and stared absently down at thevastness of Tibet, a boundless expanse ofdun-colored earth. I’d been fantasizingabout this moment for months. But nowthat I was finally here, actually standing onthe summit of Mount Everest, I couldn’tsummon the energy to care.

It was early in the afternoon of May 10,1996. I hadn’t slept decently in 57 hours.The only food I’d been able to force downover the preceding three days was a bowlof soup and a handful of M&M’s. Weeksof violent coughing had left me with twoseparated ribs that made breathing anexcruciating trial. Twenty-nine thousand,twenty-eight feet up in the troposphere,there was so little oxygen reaching mybrain that my mental capacity was thatof a slow child.

I’d arrived on the summit. I snapped afew quick photos and turned and headeddown from the peak. My watch read 1:17p.m. I had spent less than five minutes onthe roof of the world.”

— JO N KR A K AU E R

Discussion Questions:

If you were a climber, how would you feel whenyou reached the peak of Mount Everest?

How could the feeling of being “let down”atreaching the summit affect your descent?

How would extreme cold or lack of oxygen affectyou or your climb? How could you overcomethese elements to make it to the summit?

At what point would you abandon your dream toreach the summit? Would you stop after your ribswere injured, like those of Mr. Krakauer?

Would you continue to the summit even if youwere not able to eat the balanced meals you knewyour body needed? Why or why not?

Would you risk your life to reach the summit ofMount Everest? Why or why not?

Excerpt Two:

‘‘As I continued my descent, I checked my oxygen-tank gauge and found that my tank was almost empty.

I needed to get down fast. In the perilouslythin air, my brain could not function longwithout the supplemental gas.

Fifteen minutes of cautious shufflingalong a 7,000-foot abyss brought me to thenotorious Hillary Step, 30 feet of near-ver-tical rock and ice. One rope had been fixedin place to navigate it, and as I clippedonto it and prepared to rappel over the lip,I was greeted with an alarming sight. D o w nbelow me, three climbers were haulingthemselves up the rope that I wanted todescend, and more than a dozen peoplewere lined up behind them.This meantthat I had no choice but to unclip myselffrom the communal line and step aside.”

— JO N KR A K AU E R

Discussion Questions:What thoughts would go through your mind ifyou noticed a low oxygen level while climbingdown from the summit of Mount Everest?

How would you feel as you “shuffled”along thedangerous cliff, knowing that you were runningout of oxygen?

How would you feel knowing that other climbershad died on this stretch of trail?

What would you think when you saw the otherclimbers attached to the rope you wanted to use?

What would you say to these people,keeping inmind that you may not know them, and that theyare trying to achieve the same goal as you?

How would you feel if you saw a lone climberdescending from the summit,knowing that thereis only one way for each of you to maneuver overthe face of the cliff?

Describe the feelings you would have as youunclipped yourself from the only rope “life line.”

Is it important to take extreme risk, like climbingMount Everest, to be sucessful in life? Why orwhy not?



19

Talk It Out!

National Science Education Standards,National Research CouncilNational A c a d e my Pre s s , Wa s h i n g t o n , D. C. , 1 9 9 6 .Nepal, The Mountain Kingdom,Kerry Moran, Passport Books,Lincolnwood,Illinois, 1995.Science Is…A Source Book of Fascinating Facts,Projects and Activities,Susan V. Bosak, Scholastic Canada Ltd., 1991.Sherpas of Nepal,Fürer Haimendor, Christoph,University of California Press,Berkeley and Los Angeles, 1964.Sherpas: Reflections on Change in Himalayan Nepal,Fisher, Dr. James, University of California Press,Berkeley, Los Angeles, Oxford, 1990.Teaching Science with Everyday Things,Victor E. Schmidt and Vern N. Rockcastle,AIMSEducation Foundation,1995.The Sherpas Transformed,Fürer Haimendor, Christoph, Sterling Publishers,New Delhi, 1984.The Weather Book,Jack Williams,Vintage Books—A Division ofRandom House, Inc., NewYork, 1994.The World Almanac and Book of Facts,Funk & Wagnalls Corp., 1995.Tigers of the Snows and Other Virtual Sherpas: AnEthnography of Himalayan Encounters,Adams, Vincanne,Princeton University Press,Princeton, New Jersey, 1996.Trekking in the Nepal Himalaya,Armington, Stan Australia, 1996.

RESOURCES

VideoScientific American Frontiers,“Going to Extremes:Testing Nature’s Limits”Public Broadcasting System, 1997.

Web SitesEVERESTOfficial Website of MacGillivray Freeman Filmswww.macfreefilms.comNOVA/WGBH Educational Foundation:www/wgbh.orgThe EVEREST Expedition Team (Nancy Ferguson’s third grade class):www.wi.mit.edu/deb/everest/team.htmlEverest From Outer Space:www.jpl.nasa.gov/sircxsar/everest.htmlEverest Expedition: www.pbs.org/nova/everestNutrition Information: www.ganesa.comWind Chill Factor Index:www.ns.doe.ca/aeb/wes/gwind.html

Global Positioning System: NAVCO: www.unavco.ucar.eduNational Science Foundation:http:globe.fsl.noaa.gov.scicom.wsmith.html

ArticlesEverest, American Cinematographer, August 1995.Complex Carbohydrates: They’re the Best ThingSince Sliced Bread,Better Homes and Gardens, May 1997.Reader’s Digest, Into Thin Air, Jon Krakauer, May1997.Outside Magazine, Into Thin Air, Jon Krakauer,September 1996.

MaterialsButterfly Kits B i o S c i e n t i f i c , P. O. Box 2692, E s c o n d i d o , CA , 9 2 0 3 3 ,1-(800)-654-0792, (619)-745-1445, FAX: (619)-489-2268.

ACKNOWLEDGMENTS

We wish to recognize the following individuals whocontributed to this study guide:Reuben H. Fleet Space Theaterand Science Center, San Diego,California:Lynne KennedyDeputy Executive Director, Education and Exhibit ProgramsAly EvansEducation SpecialistMichaeleen FarringtonEducation Coordinator

EducatorsSusan BernsteinFormerly, Education Director, San Diego Museum of ManCarol Radford,San Diego Natural History MuseumMargaret Schleicher,Steve Prendergast, St.Charles Borromeo AcademyDennis Christian, Miramar Ranch Elementary SchoolFrances Cornell, Bonita Vista Middle School

AdvisorsDr. Pat Abbott, San Diego State UniversityDr. John B. West, University of California,San DiegoRoss Clark, Moss Landing Marine Labs & The WatershedInstitute

DesignJeff Girard, Victoria Street Graphic Design

IllustrationPhil Roberts

MacGillivray Freeman Films, Laguna Beach,California:Alice Casbara

Thanks to Broughton Coburn,Audrey Salkeld,RogerBilham,Charles Houston,Kevin Kowalchuk,Liesl Clark,Liz Cohen, Linda Marcopulos,Steve Judson,and JannaEmmel for their informative Everest Field Dispatches,andMyles Connolly, MacGillivray Freeman Films.

Special thanks to Marcello Mastrocola for sharing hisEverest (1973 Italian Team) experiences with us.


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GLOSSARY

acclimatization The adaptation of the humanbody to decreasing oxygen levels found at highaltitudes.It is a slow process, in which breathing,heart rate, and blood pressure are all affected.altitude The height of something above are f e re n c e level, especially above sea level orabove the earth’s surface.base camp Principal area of an expedition,usually placed at the start of the expedition.Buddhism A religion started by SiddharthaGautama (Buddha) who lived during the 5thc e n t u ry B.C. in India.continental drift The concept of continentformation by the fragmentation and movementof land masses on the surface of the earth.dehydration The loss of body fluid due to lackof water intake or to evaporation of body fluids.frostbite A condition affecting the extremities,in which blood vessels become constricted due toice crystal formations between cells; full treatmentcan be administered in hospitals with hyperbaricoxygen chambers.Global Positioning System The use of satel-lites and earthbound receivers to plot the latitude,longitude, and altitude of any location on theearth’s surface.hypoxia A condition due to lack of oxygen athigh altitudes; it is characterized by insomnia,nausea, irregular breathing, fatigue, dehydration,and loss of coordination, and can lead to pul-monary distress or even death.jet stream A narrow band of upper-atmosphericwind often exceeding speeds of 250 miles (400kilometers) per hour.latitude Angular distance from the equator ofany point on the earth’s surface.The equator is 0ºand the poles are 90º N and S, respectively.longitude Angular distance on the earth’s sur-face, measured east or west from the primemeridian at Greenwich, England, to the meridianpassing through a position,expressed in degress(or hours),minutes and seconds.mantra A mystical formula of invocation orincarnation found in the eastern religions.massif A massive block of the earth’s crust thatis more rigid than the surrounding rocks.plate tectonics A theory of global dynamicsh aving to do with the movement of a small numberof semi-rigid sections (plates) of the earth’s crust,with seismic activity and volcanism occurringprimarily at the margins of these sections.prayer flag Long strips or square pieces of clothprinted with prayers whose messages are believedto travel to all parts of the world as the windblows them.

prayer wheel Cylindrical wheel printed withp rayers and having paper inside containing writtenprayers.Sherpa Literally means “people from the East,”designating a cultural group of Buddhist hill people.In lower case, sherpa refers to mountain guides.snow blindness Temporary impairment of visiondue to the glare of the sun reflecting off snow.

BIBLIOGRAPHY

Everest: Mountain Without Mercy, BroughtonCoburn, National Geographic Society, 1997Into Thin Air, Jon Krakauer, Random House, 1997474 Science Activities for Young Children,Moira D. Green, Delmar Publishers, 1996.After Everest,An Autobiography,Sherpa, Tenzing Norgay,Vikas Publishing House,New Delhi, 1977.Butterflies and Moths,Carter, David,Dorling Kindersley, Inc., New York, 1992.Everest the Hard Way,Chris Bonington,Hodder and Stoughton,Sydney, 1976.Everest: The Testing Place,John B. West,McGraw Hill Book Company, NewYork, 1985.Faces of Everest,Major H.P.S. Ahluwalia,Vikas Press, NewYork, 1978.First on Evere s t , The Mystery of Mallory and Irvine,Holzel, Tom and Audrey Salkeld,Henry Holt and Company, New York, 1986.Foodworks,Ontario Science Centre,A d d i s o n - We s l ey Publishing Company, I n c . , 1 9 8 7 .From the Ocean to the Sky,Edmund Hillary,Viking Press, NewYork, 1979.GPS: A Guide to the Next Utility,Jeff Hurn for Trimble Navigation, 1989.High Religion: A Cultural and Political History ofSherpa Buddhism,Ortner, Sherry,Princeton Univesity Press, Princeton, 1989.Himalaya: Encounters With Eternity,Ashvin Mehta,Thames and Hudson, New York, 1985.International Wildlife MagazineYaks, March-April,1997, vol 27.Mani-rimdu: Sherpa Dance-Drama,Jerstad, Luther G.,Oxford & IBH Publishing, Calcutta,1969.National Geography Standards for Life,National Geographic Research and Exploration,1145 17th Street, N.W.,Washington, D.C. 20036, 1994.

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