Unit 2 How do we respond to exercise?

Friday 5/09/2025

Focus: Unit 2 Review

Bell Question: On a nice, sunny day with temps near 80 °F, a 25 year old, male hiker ascends a 4000' peak mountain. He hikes at a very low pace for 30 minutes. During this time his heart rate is around 100 BPM. He then faces steeper sections and hikes at a moderate pace for 90 minutes; average heart rate is 127 BPM. He stops for a break and consumes a carbohydrate/sports gel, an orange and some berries. He completes his final ascent at low pace, average heart rate is around 105 BPM. Once he summits, he consumes water and then runs down the mountain at very fast pace, average heart rate 165 BPM. Although 165 BPM is an average, his heart rate did spike to 178 towards the end of the run. Once he gets to the bottom, he eats a peanut butter and jelly sandwich and chocolate chip cookies and drinks chocolate milk.

1. • 1. Calculate the hikers maximum heart rate.

     2. Calculate the hikers average percentage of maximum heart rate when running down the mountain.

     3. Describe the relationship between heart rate zones and energy systems.

     4. Explain how the hiker's body met his energy demands throughout his hike, up and down. Make sure you explain which energy systems he used and when.

     5. When did the following occur.

        1. • a) glycolysis

           • b) gluconeogenesis

           • c) glycogenolysis

           • d) glycogenesis

           • e) lipolysis

           • f) Beta-oxidation

     6. Describe the roles of insulin and glucagon

     7. Outline how glucagon and insulin played a role in his adventure.

     8. How was the nervous system involved in the hiker's 

        1. • cardiac function 

           • breathing and ventilation

           • temperature control

     9. How were proprioceptors, baroreceptors and chemoreceptors used by hiker's body

     10. Not including glucose regulation, how was the endocrine system employed by the hiker's body

     11. Why did the hiker's heart rate spike toward the end of his descent?

     12. Describe a negative feedback mechanism that took place during the hike.

     13. If not mentioned earlier, how did the hiker's body regulate temperature

     14. How was the hiker's systemic circulation effected by the different stages of the hike?

     15. If we graphed the hiker's tidal volume, what would the graph look like during the duration of the hike

     16. Which condition(s) should the hiker have be most concerned about during the hike; dehydration, hyernatremia or hyponatremia?

     17. How could the hiker determine hydration level during the hike?

     18. If not mentioned already, how does the endocrine system regulate hydration?

     19. If you had 10 - 25 year old hikers do the sam hike, they would all most likely have different heart rate measurements. Why?

     20. What was the role of hemoglobin and myoglobin during the hike?

Today's In-Class/Remote Class Tasks:

1. We will discuss all aspects of the Bell Question

2. Anyb remainng time will be spent prepping for the Unit Test

Assignments

• 1. Prepare for the Unit 2 Assessment, to be given on Tuesday, 5/13.

Supportive Media

Monday 5/05/2025

Focus: C.2.2 & C.4.1 Review

Bell Question:

1. Open the C.2.2 & C.4.1 Study Guide and address and respond to the prompts in numbers 8 - 11 of the C.4.1 section of the study guide.

Today's In-Class/Remote Class Tasks:

1. We will go over to the answers to the Bell Questions.

2. We will then discuss the answers to the Attentional Control Readings assignment and the Arousal and Anxiety Readings assignment.

3. We will then review the rest of the study guide and students will be given time work on the study guide.

4. While working on the study guide, I will return the last quiz and we will go over the answers.

Assignments

• 1. Prepare for the C.2.2 & C4.1 Quiz by going over the C.2.2 & C.4.1 Study Guide, lecture notes and text book.

  2. We will have a Unit 2 assessment on Tuesday, 5/13.

Supportive Media

Thursday 5/01/2025

Focus: C.2.2 & C.4.1 Review

Bell Question:

1. No Bell Question

Today's In-Class/Remote Class Tasks:

1. We will review the key concepts in C.2.2 & C.4.1

   1. • C.2.2 Lecture Notes

      • C.4.1 Lecture Notes

Assignments

• 1. Begin prepping for the C.2.2 & C4.1 Quiz.

  2. If not yet finished, complete the Attentional Control Readings assignment and the Arousal and Anxiety Readings assignment. Both are given in Google Classroom.

Supportive Media

Tuesday 4/29/2025

Focus: Arousal & Anxiety Student Created Lecture Notes

Bell Question:

1. Begin working on the Attentional Control Readings assignment, given in Google Classroom.

Today's In-Class/Remote Class Tasks:

1. We will work through the student video lectures in the following order:

   1. • Devin & Charlotte: Arousal and Attentional Narrowing p. 484

      • Addie & Hadleigh: Attentional Focus & Motor Learning p. 485, Non-linear Pedagogy & Attentional Control, 488

      • Kate & Sabine: Stress in Humans p. 525, Psychological & Physiological Responses to Stress p. 527

      • Warren & Anna: Arousal & Performance p. 529, Case Study p. 530

      • Brady & Levi: Traditional Theories of Arousal and Drive Theory p 531, Inverted U Theory 532

      • Lila & David:  Anxiety p. 538, Multidimensional Approaches to Anxiety p. 540, Limitations to Catatrophe Theory p. 541

      • Brendan & Caden: Measurement of Stress and Anxiety.

Assignments

• 1. Complete the Attentional Control Readings assignment and the Arousal and Anxiety Readings assignment. Both are given in Google Classroom.

Supportive Media

Tuesday & Thursday 4/15/2025 & 4/17/2025

Focus: Arousal & Anxiety Student Created Lecture Notes

Bell Question:

1. Think about your preferred sport or athletic activity.

   1. • What types of distractions are you confronted with when engaged in the sport/activity?

Today's In-Class/Remote Class Tasks:

1. With you partner, you wiull be designated a specific topic in the book to create lecture slides. Your slides must include:

   1. • Pertininet information about your topic, delivered in a way that is understandable by your peers

      • Voiceover MUST be included, explaining the information and not just reading over the slides content

        1. • You can record voice over directly in Google Slides.

           • You can also use a audio recording app, record you voiceovers and then insert thme onto your slides (see video below)

2. The sections to be covered are as follows:

   1. • Devin & Charlotte: Arousal and Attentional Narrowing p. 484

      • Addie & Hadleigh: Attentional Focus & Motor Learning p. 485, Non-linear Pedagogy & Attentional Control, 488

      • Kate & Sabine: Stress in Humans p. 525, Psychological & Physiological Responses to Stress p. 527

      • Warren & Anna: Arousal & Performance p. 529, Case Study p. 530

      • Brady & Levi: Traditional Theories of Arousal and Drive Theory p 531, Inverted U Theory 532

      • Lila & David:  Anxiety p. 538, Multidimensional Approaches to Anxiety p. 540, Limitations to Catatrophe Theory p. 541

      • Brendan & Caden: Measurement of Stress and Anxiety.

3. Students will have today and Thursday's block to finish slides

Assignments

• 1. If not finished in class, complete the Controlled Distraction Methods assignment, given in Google Classroom.

  2. Complete reading and taking notes on C.2.2, Attentional Control.

Supportive Media

Friday 4/11/2025

Focus: Topic C.2.2, Controlled Distraction Methods

Bell Question:

1. Think about your preferred sport or athletic activity.

   1. • What types of distractions are you confronted with when engaged in the sport/activity?

Today's In-Class/Remote Class Tasks:

1. Get a book and open it to page 480.

2. Review the the following Controlled Distraction Methods:

   1. • Deliberate Decisions

      • Performance Goals

      • Trigger Words

      • Routines

      • Mental Practice

3. Apply each one of the methods above, to any one of the situations demonstrated in the videos below.

4. Once finished discussing the Controlled Distraction Methods and the videos below, student will begin the Controlled Distraction Methods assignment, given in Google Classroom.

Assignments

• 1. If not finished in class, complete the Controlled Distraction Methods assignment, given in Google Classroom.

  2. Complete reading and taking notes on C.2.2, Attentional Control.

Supportive Media

Monday 4/7/2025

Focus: IA

Bell Question:

1. Open the Football Players and Concentration IA assignment given in Google Classroom.

Today's In-Class/Remote Class Tasks:

1. Students will read through a new IA on concentration and football players.

   1. • Using the 2026 NEW Scoring Rubric, students will work in pairs and score the IA

        1. • Scores and justifications for those scores will be added to IA Scoring document, given in Google Classroom.

             • Name of IA is Football Player Concentration

2. Students will then open the Focus Test and IA ideas assignment, given in Google Classroom

   1. • Students will take the Focus Test in this New York Times article

      • Students will then generate ideas on how the test can be used as a dependent variable

Assignments

• 1. Complete reading and taking notes on C.2.2, Attentional Control.

Supportive Media

1. Focus Test in this New York Times article

Thursday 4/3/2025

Focus: IA

Bell Question:

1. Open the IA Scoring Rubric in Google Classroom

Today's In-Class/Remote Class Tasks:

1. We will discuss the IA and the Grading Rubric

2. Students will the read and score IA #1

   1. • Once finished, students will pair-up with a partner and share their scoring thoughts

      • We will finally go over the actual scoresheet for this IA

Assignments

• 1. Continue reading and taking notes on C.2.2, Attentional Control.

Supportive Media

Tuesday 4/1/2025

Focus: A.2.1 Quiz / Attentional Focus

Bell Question:

1. No Bell Question, get into test taking seats

Today's In-Class/Remote Class Tasks:

1. Students will complete the A.2.1 Quiz.

2. Afte the quiz students will do the following:

   1. • Read pages 476 - 482, if not done already, in your book.

      • Read the Case Study on page 483

      • Identify distractors in your favorite sport and then select one specific distraction

      • Identify several strategies for focusing

      • Create a research question with an independent and dependent variable in the question.

      • Outline the experimental procedures you would do to conduct the experiment.

Assignments

• 1. Complete the Attentional Focus Experiment, given in Google Classroom.

  2. Continue reading and taking notes on C.2.2, Attentional Control.

Supportive Media

Friday 3/28/2025

Focus: Osmoregulation & The Urinary System (continued) / Hyponatremia

Learner Outcomes

1. Explain that homeostasis involves monitoring levels of variables and correcting changes in levels by negative feedback mechanisms.

2. Explain the roles of the loop of Henlé, medulla, collecting duct and ADH in maintaining the water balance of the blood.

3. Describe how the hydration status of athletes can be monitored.

4. Explain why endurance athletes require a greater water intake.

5. Discuss the regulation of electrolyte balance during acute and chronic exercise.

Bell Question:

1. Read the following article on a marathon runner who had a seizure after a race.

   1. • What caused the issue?

      • How could she have avoided the situation?

2. Another condition an athlete can face is hypernatremia.

   1. • What is hypernatremia?

      • How can a marathon runner avoid hypernatremia?

      • If a marathon runner is going down the hypernatremia route, how will the heart respond prior to any severe symptoms of hypernatremia are experienced?

Today's In-Class/Remote Class Tasks:

1. We will discuss the Bell Questions and then we will go over the homework assignment.

2. Students will then go to this online ball racing game and learn how to play. 

   1. • Students will then conduct and activity to distinguish the first vocabulary terms of C.2.2 Attention Control

        1. • We will then begin discussing the new topic

Assignments

• 1. Prepare for a quiz on A.2.1. Quiz is on Tuesday, 4/1

     • • Review all concepts and vocabulary terms in the text.

       • As well as reviewing:

         • • Learner Outcomes D.2.1 - D.2.3 Lecture Notes

           • D.2.4 through D.2.8 Lecture Notes

           • Our Osmoregulation card sort activity (you should have taped the boxes in place or snapped a pic)

           • Part of urinary system, kidney (renal arteries/veins, cortex, medulla) & nephron

  2. Begin reading and taking notes on C.2.2, Attentional Control.

Supportive Media

Wednesday 3/26/2025

Focus: Osmoregulation & The Urinary System (continued) / Hyponatremia

Learner Outcomes

1. Explain that homeostasis involves monitoring levels of variables and correcting changes in levels by negative feedback mechanisms.

2. Explain the roles of the loop of Henlé, medulla, collecting duct and ADH in maintaining the water balance of the blood.

3. Describe how the hydration status of athletes can be monitored.

4. Explain why endurance athletes require a greater water intake.

5. Discuss the regulation of electrolyte balance during acute and chronic exercise.

Bell Question:

1. With the members of your group discuss the following:

   1. • What does the "hypo" and "na" refer to in the name hyponatremia?

      • What are the two most common things to do to avoid hyponatremia?

      • Examine the data in Image 1. In what types of sports is EAH prevalent?

        1. • How should this influence your own hydration habits?

Today's In-Class/Remote Class Tasks:

1. We will discuss the Bell Question, Hyponatremia and the homework assignment.

2. We will watch the ADH and Homeostasis video, below, and discuss the negative feedback mechanisms that are used in osmoregulation

3. Students will then complete a urinary system feedback loop activity

4. If time permits we will work through D.2.4 through D.2.8 Lecture Notes

Assignments

• 1. Complete the Data-based Questions 1 & 2 on page 91, the answer sheet is given in Google Classroom.

  2. Complete reading and taking notes on A.2.1, Water and electrolyte balance.

Supportive Media

Monday 3/24/2025

Focus: Respiratory System Quiz / Osmoregulation & The Urinary System (continued

Learner Outcomes

1. Explain that homeostasis involves monitoring levels of variables and correcting changes in levels by negative feedback mechanisms.

2. Explain the roles of the loop of Henlé, medulla, collecting duct and ADH in maintaining the water balance of the blood.

3. Describe how the hydration status of athletes can be monitored.

4. Explain why endurance athletes require a greater water intake.

5. Discuss the regulation of electrolyte balance during acute and chronic exercise.

Bell Question:

1. Get into test-taking seats

Today's In-Class/Remote Class Tasks:

1. Students will complete the respiratory system test

2. We will then review the parts of the urinary system and how a nephron functions.

3. Students will then share their responses to the task utilizing the When Blood Water Levels Get Low information from the Anatomy and Physiology Water Balance page.

4. We will then discuss feedback loops and complete a urinary system feedback loop activity

5. If time permits we will work through D.2.4 through D.2.8 Lecture Notes

Assignments

• 1. Complete the Dangers of Hyponatremia assignment, given in Google Classroom.

  2. Continue reading and taking notes on A.2.1, Water and electrolyte balance.

Supportive Media

Thursday 3/20/2025

Focus: Osmoregulation & The Urinary System

Learner Outcomes

1. Explain that homeostasis involves monitoring levels of variables and correcting changes in levels by negative feedback mechanisms.

2. Explain the roles of the loop of Henlé, medulla, collecting duct and ADH in maintaining the water balance of the blood.

3. Describe how the hydration status of athletes can be monitored.

4. Explain why endurance athletes require a greater water intake.

5. Discuss the regulation of electrolyte balance during acute and chronic exercise.

Bell Question:

1. Take out your urinary system pics, given during last class.

Today's In-Class/Remote Class Tasks:

1. We will finish watching several Bozeman Science videos on The Urinary System & Osmoregulation.

   1. • During The Urinary System video, students will need to label diagrams given to them in class

        1. • We will discuss the answers at the end of the video

      • During the Osmoregulation video students will need to complete the Osmoregulation video worksheet

        1. • At the end of the video we will discuss the Loop of Henle diagram at the end of the worksheet.

2. Examine Image 1 and discuss the following with the members of your group:

   1. • Where is the Bowman's Capsule and glomerulus located?

      • Where is the Loop of Henle located?

      • In what part of the kidney is a concentration gradient of slats created?

      • What is the role of the vasa recta?

      • What role does ADH have on the collecting duct and the vasa recta?

      • What is the connection between the water volume in blood and blood pressure? See image 2

3. Students will read the information on this Anatomy and Physiology Water Balance page.

   1. • Student groups will then create a shared Google Document titled When Blood Water Levels Get Low

        1. • • On this page students will bullet each of the body's responses to low water level in the blood.

               1. 1. • Try to go in order of the reading

4. We will then discuss feedback loops

5. If time permits we will work through D.2.4 through D.2.8 Lecture Notes

Assignments

• 1. Prepare for the A.1.3 Respiration Quiz, Monday, 3/24

     • • The quiz will cover concepts and terms from pages 58 to 65 & 74

         • • You will need to know what drives gas exchange

           • The names, locations and functions of organs that form the respiratory system

           • mechanics of breathing ( how does air get in and out of the lungs)

           • lung volumes and capacities

           • minute ventilation

           • VO2 / Fick equation

  2. Continue reading and taking notes on A.2.1, Water and electrolyte balance.

Supportive Media

Tuesday 3/18/2025

Focus: Osmoregulation & The Urinary System

Learner Outcomes

1. State the reasons why humans cannot live without water for a prolonged period of time.

2. State where extracellular fluid can be located throughout the body.

3. Compare water distribution in trained and untrained individuals.

4. Explain that homeostasis involves monitoring levels of variables and correcting changes in levels by negative feedback mechanisms.

5. Explain the roles of the loop of Henlé, medulla, collecting duct and ADH in maintaining the water balance of the blood.

Bell Question:

1. Explain what Image 1 is illustrating.

Today's In-Class/Remote Class Tasks:

1. We will discuss Learner Outcomes briefly through lecture. Here are the notes I will go over, Learner Outcomes D.2.1 - D.2.3 Lecture Notes.

2. We will then watch several Bozeman Science videos on The Urinary System & Osmoregulation.

   1. • During The Urinary System video, students will need to label diagrams given to them in class

        1. • We will discuss the answers at the end of the video

      • During the Osmoregulation video students will need to complete the Osmoregulation video worksheet

        1. • At the end of the video we will discuss the Loop of Henle diagram at the end of the worksheet.

3. Any time remaining will be spent completing the video worksheet and working on the  Osmoregulation & ADH Negative Feedback cut and paste activity

Assignments

• 1. Prepare for the A.1.3 Respiration Quiz

     • • The quiz will cover concepts and terms from pages 58 to 65 & 74

         • • You will need to know what drives gas exchange

           • The names, locations and functions of organs that form the respiratory system

           • mechanics of breathing ( how does air get in and out of the lungs)

           • lung volumes and capacities

           • minute ventilation

           • VO2 / Fick equation

  2. Begin reading and taking notes on A.2.1, Water and electrolyte balance.

Supportive Media

Friday 3/14/2025

Focus: Fick Equation / Water

Bell Question:

1. How much water should you drink each day?

Today's In-Class Class Tasks:

1. We will discuss the Bell Question, students will then listen to a Ted Talk on water consumption

   • • While students listen to the Ted Talk they will complete the Ted Talks: Note Taking & Processing Guide

       1. • Student will need bio information; here are links to Jen Gunter's bio info

            1. • TED Talk Personal Profile

               • Wikipedia Page

Assignments:

• 1. Read this article on the Fick Equation and be prepared to discuss in class on Tuesday

  2. Finish reading and taking notes on A.1.3, pages 58 - 75

Supportive Media

1. article on the use of spirometers in athletics

2. Lung Capacity and Volumes Lab worksheet,

Wednesday 3/12/2025

Focus: Lung Volumes & Capacities Lab

1. Define the terms pulmonary ventilation, total lung capacity (TLC), vital capacity (VC), tidal volume (TV) expiratory reserve volume (ERV), inspiratory reserve volume (IRV) and residual volume

Bell Question:

1. While I check homework, read this article on the use of spirometers in athletics and answer the question below:

   1. • What is a spirometer and why should athletes use them?

Today's In-Class Class Tasks:

1. We will start class by going over the answers to the Lung Capacity and Volumes Lab

2. Students will then complete the Lung Volumes & Capacities Lab.

Assignments:

• 1. If not finished during class, complete the the Lung Capacity and Volumes Lab worksheet,

  2. Finish reading and taking notes on A.1.3, pages 58 - 75

Supportive Media

1. article on the use of spirometers in athletics

2. Lung Capacity and Volumes Lab worksheet,

Monday 3/10/2025

Focus: The Respiratory (Ventilatory) System

1. Explain the mechanics of of ventilation (breathing) in the human lungs

2. Define the terms pulmonary ventilation, total lung capacity (TLC), vital capacity (VC), tidal volume (TV) expiratory reserve volume (ERV), inspiratory reserve volume (IRV) and residual volume

Bell Question:

1. Read the following article Breathing Drills for Athletes

   1. • Identify a breathing drill that will help you with a sport you play or for overall general health

Today's In-Class Class Tasks:

1. We will start class with a breathing model activity

   • • Students will then try to explain how the model works by using the Boyle's Law Gizmo

       1. • https://apps.explorelearning.com/account/el/login/student

2. We will then go over the answer key to the respiratory system packet

3. We will then discuss the mechanism of breathing using the BioNinja Mechanism of Breathing web page as well as the information in the Antagonistic Muscles of Breathing handout and the Mechanics of Breathing, given in class and in Google Classroom.

4. We will then discuss the terminology for lung volumes.

5. With anytime left, students will begin the homework.

Assignments:

• 1. Complete the Lung Capacity and Volumes worksheet, given in Google Classroom.

  2. Continue reading and taking notes on A.1.3, pages 58 - 75

     • • We are now covering the beginning of the Topic A.1.3 and discussing the Respiratory System

Supportive Media

1. Breathing Drills for Athletes

2. Antagonistic Muscles of Breathing handout 

3. Mechanics of Breathing

Thursday 3/6/2025

Focus: Cardiovascular Quiz

Bell Question:

1. Look at Image 1, How does the right side of the heart differ from the left side of the heart?

Today's In-Class Class Tasks:

1. We will discuss the Bell Questions and then students will take the Circulatory Quiz.

2. The rest of the block will be spent working completing respiratory system packet.

Assignments:

• 1. If not finished with the respiratory system packet, do such.

  2. Continue reading and taking notes on A.1.3, pages 58 - 75

     • • We are now covering the beginning of the Topic A.1.3 and discussing the Respiratory System

Supportive Media

Tuesday 3/4/2025

Focus: Blood Distribution / The Respiratory (Ventilatory) System

Bell Question:

1. Read the Importance for Exercise Performance and Physiological Adaptations of this Exercise Physiology Review article and be prepared to discuss each of the major points.

Today's In-Class Class Tasks:

1. We will review the rest of the Cardiovascular Mathematics handout, given in Google Classroom.

2. We will then talk about blood flow distribution, at rest and during exercise.

3. The rest of the block will be spent working on a respiratory system packet.

   • • This packet is NOT homework.

     • Students will work on the packet after the quiz as well.

       1. • After the quiz the remainder will be homework.

          • Before we begin talking about Cardio-respiratory exercise physiology, I want students to know this basic information about the respiratory system

Assignments:

• 1. Prepare for the A.1.3 Circulation Quiz

     • • The quiz will cover concepts and terms from pages 66 to 73 Thursday

         • • You will need to know the sequential steps for the flow of blood through the heart, including chambers and major blood vessels

           • It will also include terms from the Cardiovascular Mathematics Vocabulary sheet and formulas from Cardiovascular Mathematics handout.

  2. Continue reading and taking notes on A.1.3, pages 58 - 75

     • • We are now covering the beginning of the Topic A.1.3 and discussing the Respiratory System

Supportive Media

1. Cardiovascular Mathematics Vocabulary sheet

Friday 2/28/2025

Focus: Blood Flow / Cardiovascular Mathematics / Cardiac Drift

Bell Question:

1. Get a book from the book shelf and turn to page 73 and read Activity 5 and review the data table. With your partner(s) address the following:

   1. • What is heart rate, stroke volume and cardiac output?

      • Questions 1 & 2

Today's In-Class Class Tasks:

1. We will begin class by discussing the Bell Questions followed by a brief review of the parasympathetic and sympathetic nervous systems.

2. We will then discuss the Cardiovascular Mathematics Vocabulary and the assignment itself.

3. Students will then analyze the graphs in image 1 (all graphs indicate data from one cyclist during the same training) and:

   • • Identify what the graphs indicate

     • suggests possible reasons for the cause

4. We will then discuss the concept "Cardiac Drift," which is in A.2.1 but relevant to our discussion on Cardiovascular Mathematics.

   • • Video #1 will be used to explain this concept

5. The remaining time in the block will be spent completing the Cardiovascular Mathematics assignment, given in Google Classroom. 

Assignments:

• 1. Complete the Cardiovascular Mathematics assignment, given in Google Classroom. 

  2. Read and take notes on A.1.3, pages 58 - 75

     • • We are beginning with the Circulatory System

       • We will have a quiz on topics from pages 66 to 75 next Thursday

Supportive Media

Wednesday 2/26/2025

Focus: Blood Pressure

Bell Question:

1. Read this Colorado State article on Blood Pressure and Exercise and respond to these questions with your grop members.

   1. • What is Blood Pressure?

      • What is the difference between systolic and diastolic blood pressures?

      • What are some long term impacts on blood pressure caused by exercise?

      • What advice would you give an older, sedentary family member in order to maintain a healthy blood pressure.

2. With your partners, discuss the following questions regarding your homework:

   1. • One thing I learned.

      • One thing I am curious about.

      • One thing I didn't understand.

Today's In-Class Class Tasks:

1. We will begin class by discussing the homework assignment and the Bell Questions.

2. Students will then watch a short video on blood pressure

   • • We will discuss the differences between systolic and diastolic blood pressure

     • We will then discuss health factors that influence blood pressure.

3. Students will then learn how to use a sphygmomanometer and students can measure their blood pressure

4. We will then analyze the graph and discuss how physical activity will impact blood pressure during the activity

5. The remaining time in the block will be spent working on the Cardiovascular Mathematics Vocabulary sheet, students can use the Cardiovascular Mathematics handout, given in Google Classroom, to help with the vocabulary sheet.

Assignments:

• 1. Complete the Cardiovascular Mathematics Vocabulary sheet and complete #s 1 & 2 and the data table for #3 of the Cardiovascular Mathematics handout, given in Google Classroom.

     • • Students do NOT need to do the graphs or questions for #3

  2. Read and take notes on A.1.3, pages 58 - 75

     • • We are beginning with the Circulatory System

Supportive Media

1. article on Sympathetic Nervous System vs Parasympathetic Nervous System

2. link for BioNinja Heart Beat web page

Monday 2/24/2025

Focus: Thermoregulation Review / Components of the Circulatory System / Complete Blood Count for Athletes

Bell Question:

1. What is the core body temperature in degrees celsius and fahrenheit? Is that true for everyone?

2. What are the 3 ways heat is transferred within and out of the body?

3. What is the integumentary system and how does it play a role in thermoregulation?

4. What are the other mechanisms by whcih your body can thermoregulate?

5. What factors can influence thermoegulation?

Today's In-Class Class Tasks:

1. We will discuss the answer to the Bell Question as student take notes on the Composition of Blood - Structured Notes handout 

2. We will then discuss blood vessels  as students take notes on the Blood Vessels - arteries, Veins and Capillaries handout 

3. We will then work through the Path of Blood Through the Heart handout 

   1. • We will work through the Circulatory System Gizmo as we move through the handout.

        1. • Gizmo login

Assignments:

1. Complete the CBC & Athletes assignment, given in Google Classroom. You will need the following links:

   1. • Complete Blood Count for Athletes Explained

      • Florida State University, Graphic Organizers by Subject (Biological Sciences/Chemistry)

2. Finish reading and taking notes on A.1.2, pages 22 - 33.

   1. • Do NOT go past page 16; we will discuss female reproductive hormones later in the curriculum.

3. Begin reading and taking notes on A.1.3, pages 58 - 75

   1. • We are beginning with the Circulatory System

Supportive Media

Tuesday 2/11/2025

Focus: Homeostasis / Maintenance of Blood Glucose Levels

Bell Question:

1. We had many students out on Friday. Discuss the goals of Friday's class and what our data suggested.

   • • How does the data from our lab ALSO demonstrate the regulation of Blood pH?

2. Image 1 shows the molecule glycogen.

   • • What is it made of?

     • Where is it found in the human body?

     • When is it produced?

     • What is its function?

Today's In-Class Class Tasks:

1. We will start class by reviewing our lab on Friday and the answers to the Bell Question

2. We will then analyze the role of the pancreas, insulin and glucagon

   1. • Here are the very brief Glucose Regulation Lecture Notes I will use.

      • In Google Classroom there os also a Glycogen & Insulin Drag and Drop activity we will use.

      • Students will then complete this Glucose and Glucagon Feedback Loop assignment

3. We will then discuss heat transfer within the human body

Assignments:

• 1. Begin reading and taking notes on A.1.2, pages 22 - 33.

     • • Do NOT go past page 16; we will discuss female reproductive hormones later in the curriculum.

Supportive Media

Friday 2/7/2025

Focus: Homeostasis / How the pulse-respiration quotient changes during exercise

Bell Question:

1. Read the first 2 paragraphs (before and after image) of this UC Davis Sports Science article on Heart Beat

   • • How does the sympathetic and parasympathetic nervous systems impact heart rate as a person begins to engage in an aerobic activity?

     • How do the adrenal glands impact heart rate?

       1. • Do a little more research: What is the difference between epinephrine and norepinephrine?

Today's In-Class Class Tasks:

1. While students are answering the Bell Question, I will pass review notes for A.1.1.

   1. • We will then review the Bell Question, as it is a segue into A.1.2

2. Students will then conduct a lab analyzing the pulse-respiration quotient at rest and during exercise

Assignments:

• 1. Begin reading and taking notes on A.1.2, pages 22 - 33.

     • • Do NOT go past page 16; we will discuss female reproductive hormones later in the curriculum.

Supportive Media

Wednesday 2/5/2025

Focus: Receptors / Endocrine System

Bell Question:

1. Take out your Heart Beat handout and your Endocrine System homework assignment

Today's In-Class Class Tasks:

1. We will start class by discussing cell signaling and watching the video below

2. We will then discuss the movement of electrical impulses through the heart and how this causes the heart chambers to pump.

   1. • I will discuss points in these A.1.1 Lecture Notes

      • This will lead to discussions about the endocrine system and cell signaling.

3. We will then go over the answers to the endocrine color coding assignment.

4. We will finish by discussing the Endocrine System, again, refer to the A.1.1 Lecture Notes

Assignments:

• 1. Finish reading and taking notes on A.1.1, pages 3 - 16.

     • • Do NOT go past page 16; we will discuss female reproductive hormones later in the curriculum.

Supportive Media

Tuesday 1/28/2025

Focus: Nervous System Review

Bell Question:

1. Take out your Nervous System Exhibition Lab handout.

2. A hockey player manages a breakaway, see Video 1 for examples; what is the role of the central and peripheral nervous systems for the shooter and goalie during the situation.

Today's In-Class Class Tasks:

1. We will go over the Bell Question and discuss the answers to the Nervous System Exhibition Lab.

   1. • Students should take additional notes as we discuss specific IB content related to the lab activity

2. We will then discuss the Brain and Spinal Cord

3. Finally, we will discuss what causes a heart to beat.

   1. • We will use this BioNinja webpage when discussing the heart beat.

Assignments:

• 1. Read and take notes on A.1.1, pages 3 - 16.

     • • Do NOT go past page 16; we will discuss female reproductive hormones later in the curriculum.

Supportive Media

Friday 1/24/2025

Focus: Nervous System Exhibition Lab

Bell Question:

1. No Bell Question, we will get into today's activity

Today's In-Class Class Tasks:

1. Students will travel in pairs, gathering information from each of the 21 stations set-up in the room.

Assignments:

• 1. Read and take notes on A.1.1, pages 3 - 16.

     • • Do NOT go past page 16; we will discuss female reproductive hormones later in the curriculum.

  2. No test during Midterm Week BUT we do have class.

Supportive Media

Friday 1/17/2025

Focus: Divisions of the Nervous System

Bell Question:

1. Take out your Central and Peripheral Nervous System Handout.

Today's In-Class Class Tasks:

1. We will go over the answers to the Central and Peripheral Nervous System Handout questions

2. We will then do several activities involving the Divisions of the Nervous System:

   1. • Doodle Notes

      • Worksheet

      • Card Sort

Assignments:

• 1. Read and take notes on A.1.1, pages 3 - 16.

     • • Do NOT go past page 16; we will discuss female reproductive hormones later in the curriculum.

  2. No test during Midterm Week BUT we do have class.

Supportive Media

Wednesday 1/15/2025

Focus: Statistical Analysis Quiz

Bell Question:

1. No Bell Question, I need to explain the quiz

Today's In-Class Class Tasks:

1. Students will complete the statistical analysis quiz.

2. After the quiz we will go over the answers to the Central and Peripheral Nervous System handout questions

Assignments:

• 1. Read and take notes on A.1.1, pages 3 - 16.

     • • Do NOT go past page 16; we will discuss female reproductive hormones later in the curriculum.

Supportive Media

Monday 1/13/2025

Focus: Senses

Bell Question:

1. No Bell Question

Today's In-Class Class Tasks:

1. Login to Gizmos and open the Senses Gizmo

   1. • Work through the student worksheet, given in Google Classroom, and the Senses Gizmo

2. With any time remaining you can grab a SEHS book from the book case, read and take notes on A.1.1, pages 3 -16

Assignments:

• 1. Read and take notes on A.1.1, pages 3 - 16.

     • • Do NOT go past page 16; we will discuss female reproductive hormones later in the curriculum.

  2. Finish reading and taking notes on pages 138 - 146 (minus Components of Fitness) of the Old SEHS Textbook

     • • We will have a quiz on Wednesday 1/15. Students will have to use a spreadsheet to:

         • • Determine the mean and standard deviation of data sets

           • Determine the coefficient of variation within the data sets

           • Calculate the p value of data sets (T.test) and determine the importance of this p value.

           • Determine appropriate conclusions from the data

           • Graph the data, which will include titles and standard deviation (error) bars.

Supportive Media

Thursday 1/09/2025

Focus: T tests and p value Review / Central and Peripheral Nervous Systems (A.1.1)

Bell Question:

1. Review this entire page on a sports related investigation and:

   • • Determine what the research question was

     • What the results mean

Today's In-Class Class Tasks:

1. We will discuss the answers to the Bell Question

2. We will then discuss the Practicing T Test Assignment followed up by a discussion on the Causation vs Correlation assignment

3. We will then move into Topic A.1.1 by watching an introductory Crash Course video on the nervous system.

   1. • Student will finish by completing The Central and Peripheral Nervous Systems

Assignments:

• 1. Begin reading and taking notes on A.1.1, pages 3 - 16.

     • • Do NOT go past page 16; we will discuss female reproductive hormones later in the curriculum.

  2. Finish reading and taking notes on pages 138 - 146 (minus Components of Fitness) of the Old SEHS Textbook

     • • We will have a quiz on Wednesday 1/15. Students will have to use a spreadsheet to:

         • • Determine the mean and standard deviation of data sets

           • Determine the coefficient of variation within the data sets

           • Calculate the p value of data sets (T.test) and determine the importance of this p value.

           • Determine appropriate conclusions from the data

           • Graph the data, which will include titles and standard deviation (error) bars.

Supportive Media

Tuesday 1/07/2025

Focus: Performing T tests and determining p values

Bell Question:

1. View the graphs below and then do the following with your table mates:

   • • Determine statements that can be made about the data.

Today's In-Class Class Tasks:

1. We will briefly discuss the Bell Question,

2. Students will then take part in a Ping Pong Toss Investigation.

3. When not active with the Ping Pong Investigation, students will work on the Causation vs Correlation assignment, given in Google Classroom.

Assignments:

• 1. Complete the Ping Pong Toss Investigation, given in Google Classroom

  2. Read and take notes on pages 138 - 146 (minus Components of Fitness) of the Old SEHS Textbook

Supportive Media

Friday 1/03/2025

Focus: Standard Deviation / Coefficient of Variation / Performing T tests and determining p values

Bell Question:

1. View Image 1 below and address the following questions with your table mates (the last column is Coefficient of Variation).

   • • Which player scored between 26.3 and 11.9 points in 68% of his games and between 33.5 and 4.7 points in 95% of his games?

     • Which player had the highest standard deviation? What does this mean?

     • Which player had the lowest standard deviation? What does this mean?

     • Which player was the most consistent scorer? How do you know?

     • Which player was the least consistent scorer? How do you know?

     • Steph Curry's highest points scored in a game is 62. Statistically speaking, what can you say about this performance?

     • Who would you put on your fantasy basketball team?

     • Regarding most points scored in a game, who has 10 of the top 15 highest scores? (No research and name is not on the list)

Today's In-Class Class Tasks:

1. We will discuss your completed Super Bowl 2024 assignment.

2. Students will then to Google Classroom and open the spreadsheet in the Performing T-tests assignment.

3. We will watch a tutorial on how to perform T-tests.

   1. • While watching the video, I will stop the video and students will practice along with the narrator.

        1. • The spreadsheet has a Video Practice tab with all of the problems in the video. Students will just have to calculate the p value

      • In the Google assignment, and here, is a link for T-test codes for Google Sheets

        1. • Use the codes in here to understand the order of commands and the numbers that represent tails and paired/unpaired)

             1. • Always use 3 for unpaired

Assignments:

• 1. Complete the Performing T-tests assignment.

  2. Read and take notes on pages 138 - 146 (minus Components of Fitness) of the Old SEHS Textbook

Supportive Media

Friday 12/20/2024

Focus: Standard Deviation & Coefficient of Variation

Bell Question:

1. Open the 2023/24 Super Bowl and Standard Deviation assignment in Google Classroom

   • • Open the Google Doc

Today's In-Class Class Tasks:

1. We will discuss Tables 1, 2 and Step 5 of 2023/24 Super Bowl and Standard Deviation assignment.

2. We will then watch the video below on standard deviation.

3. Students will work through the Analysis Questions

4. We will then discuss how to graph our data and add standard deviation bars to a graph.

   1. • You will need to take notes on this

5. We will then discuss the Graphing Super Bowl Data assignment, given in Google Classroom.

6. Students will have the rest of the block to work on 

   1. • the Analysis of the 2023/24 Super Bowl and Standard Deviation assignment

      • the Graphing Super Bowl Data assignment, given in Google Classroom

Assignments:

• 1. Complete the 2023/24 Super Bowl and Standard Deviation and the Graphing Super Bowl Data assignment, both are given in Google Classroom.

  2. Read and take notes on pages 138 - 146 (minus Components of Fitness) of the Old SEHS Textbook

Supportive Media

• 1. San Francisco 49ers 23/24 Game Schedule

  2. Kansas City Chiefs 23-24 Game Schedule

  3. Standard Deviation & Variance

Wednesday 12/18/2024

Focus: VO2 Max and the IA / Standard Deviation / A.2.3 Quiz

A.2.3.1—The body relies on the phosphagen, glycolytic and oxidative systems for energy production to sustain life and physical activity.

• The energy systems have different fuel sources for ATP production, recovery capabilities, benefits and limitations during physical activity.

• The energy continuum aids in describing the relative contribution of each energy system depending on the nature of the activity.

• While at rest, and during extended periods of submaximal intensity, the oxidative system is the dominant supplier of ATP to support the body’s activities.

• During both short- and high-intensity periods, and sudden increases of intensity, anaerobic ATP production (phosphagen and anaerobic glycolysis) supports the body’s functions.

Bell Question

• 1. Examine our class data for the Step Test & VO2 max and discuss the following:

     1. • What issues exist with this data?

        • If you were interested in doing an IA with VO2 max, what do you need to take into consideration and how do you alter your research plan?

        • Was their a significant difference between males and females in this class? How do you know?

Today's In-Class/Remote Class Tasks:

1. We will discuss the answers to the Bell Question as well as ways training impacts VO2 max.

2. We will then discuss how to analyze data.

   1. • Focus today will be on mean and standard deviation

      • We will address the concepts in pages 138 - 146 (minus Components of Fitness) of the Old SEHS Textbook

3. We will then look over Steps 1 through 5 of the Standard Deviation and the 2024 Super Bowl assignment

4. Students will then complete the A.2.3 Quiz

5. After the quiz students will complete the Standard Deviation and the 2024 Super Bowl assignment, given in Google Classroom

   1. • We will be covering parts of Topic 6 from the old curriculum.

AssignmentsI

• 1. Complete the 2024 Super Bowl assignment, do so.

  2. Read and take notes on pages 138 - 146 (minus Components of Fitness) of the Old SEHS Textbook

Supportive Media

1. Old SEHS Textbook

Monday 12/16/2024

Focus: VO2 Max and the IA

A.2.3.1—The body relies on the phosphagen, glycolytic and oxidative systems for energy production to sustain life and physical activity.

• The energy systems have different fuel sources for ATP production, recovery capabilities, benefits and limitations during physical activity.

• The energy continuum aids in describing the relative contribution of each energy system depending on the nature of the activity.

• While at rest, and during extended periods of submaximal intensity, the oxidative system is the dominant supplier of ATP to support the body’s activities.

• During both short- and high-intensity periods, and sudden increases of intensity, anaerobic ATP production (phosphagen and anaerobic glycolysis) supports the body’s functions.

Bell Question:

1. Read this short article on Factors Impacting VO2 max and be prepared to explain WHY each factor can impact VO2 max.

   1. • In your opinion which factor do you think is directly related to the Fick Equation?

Today's In-Class/Remote Class Tasks:

1. We will discuss factors that impact VO2 max.

2. We will then discuss an IA and research questions.

3. Students will then examine gender and VO2 max as an example of a researchable question and data collection/evaluation

   1. • 1. • Students will follow the directions for the Harvard Step Test (the 3 minute version)

             1. • Each student will record their own data and then input it into the class data sheet

                  1. • We will use this Step Test Calculator for recording VO2 max

4. While students are waiting to do the Step Test, they will be working on the Standard Deviation and the 2024 Super Bowl assignment, given in Google Classroom.

   1. • We will be covering parts of Topic 6 from the old curriculum.

        1. • We will address the concepts in pages 138 - 146 (minus Components of Fitness) of the Old SEHS Textbook

AssignmentsI

• 1. If you did not reach Step 5 of the 2024 Super Bowl assignment, do so.

  2. Finish reading and taking notes on A.2.3, pages 126 - 141 (ending at, and not including, Lactate Inflection Point)

     • • This course is equivalent to a college level class. Reading assignments are not optional, it is an expectation of a student who wishes to find success at this level.

  3. ******Prepare for the A.2.3 Quiz, to be given on Wednesday.******

Supportive Media

1. Metabolism Lecture Notes

2. PAR-Q Example

3. Old SEHS Textbook

Thursday 12/12/2024

Focus: Metabolism Review / Hormonal Control of Glucose / Diabetes / VO2 Max

A.2.3.1—The body relies on the phosphagen, glycolytic and oxidative systems for energy production to sustain life and physical activity.

• The energy systems have different fuel sources for ATP production, recovery capabilities, benefits and limitations during physical activity.

• The energy continuum aids in describing the relative contribution of each energy system depending on the nature of the activity.

• While at rest, and during extended periods of submaximal intensity, the oxidative system is the dominant supplier of ATP to support the body’s activities.

• During both short- and high-intensity periods, and sudden increases of intensity, anaerobic ATP production (phosphagen and anaerobic glycolysis) supports the body’s functions.

Bell Question:

1. Students will start class by:

   1. 1. Listing and describing the coping mechanisms an average person with Type 1 Diabetes must employ.

      2. Discussing the additional challenges a competitive athlete with Type 1 Diabetes must face.

Today's In-Class/Remote Class Tasks:

1. We will discuss student feedback on the Bell Questions

2. We will then watch Video 1 and:

   1. • 1. • Identify the athletes' actions to maintain glucose homeostasis

           • Suggest why blood glucose levels might go up and down during training

3. We will then discuss how oxygen is delivered to and throughout the body and VO2 max

4. We will discuss your homework assignment, training at altitude and blood doping

Assignments

• 1. Complete the Fick Equation and Cardio-resp Training assignment, given in Google Classroom.

  2. Continue reading and taking notes on A.2.3, pages 126 - 141 (ending at, and not including, Lactate Inflection Point)

     • • This course is equivalent to a college level class. Reading assignments are not optional, it is an expectation of a student who wishes to find success at this level.

  3. There will be an A.2.3 Quiz on Wednesday.

Supportive Media

1. Metabolism Lecture Notes

Tuesday 12/10/2024

Focus: Metabolism Review / Hormonal Control of Glucose / Diabetes / VO2 Max

A.2.3.1—The body relies on the phosphagen, glycolytic and oxidative systems for energy production to sustain life and physical activity.

• The energy systems have different fuel sources for ATP production, recovery capabilities, benefits and limitations during physical activity.

• The energy continuum aids in describing the relative contribution of each energy system depending on the nature of the activity.

• While at rest, and during extended periods of submaximal intensity, the oxidative system is the dominant supplier of ATP to support the body’s activities.

• During both short- and high-intensity periods, and sudden increases of intensity, anaerobic ATP production (phosphagen and anaerobic glycolysis) supports the body’s functions.

Bell Question:

1. Open your copy of the Insulin and Glucagon Drag and Drop Activity

   • • We will discuss the answers. 

     • We will then finish going over energy systems. Here is a copy of my Metabolism Lecture Notes

       1. • We do NOT need to know EPOCH, this is now considered an HL concept.

Today's In-Class/Remote Class Tasks:

1. Once we finish going over the lecture notes, students will look at image 1, below, and then:

   1. • Outline (Give a brief account or summary.) this person's response to glucose levels as depicted in the graphs.

      • Predict what these graphs would look like IF this person had Type 1 Diabetes

2. Students will then:

   1. • List and describe the coping mechanisms an average person with Type 1 Diabetes must employ.

      • What are the additional challenges a competitive athlete with Type 1 Diabetes must face.

      • Watch Video 1 and:

        1. • Identify the athletes' actions to maintain glucose homeostasis

           • Suggest why blood glucose levels might go up and down during training

3. We will then discuss how oxygen is delivered to and throughout the body

4. We will finish with a focus on VO2 max

Assignments

• 1. Complete the "Is training at altitude worth it for athletes?" article assignment, given in Google Classroom.

  2. Continue reading and taking notes on A.2.3, pages 126 - 141 (ending at, and not including, Lactate Inflection Point)

     • • This course is equivalent to a college level class. Reading assignments are not optional, it is an expectation of a student who wishes to find success at this level.

Supportive Media

1. Metabolism Lecture Notes

Friday 12/6/2024