Hello HBS students, Once again, I miss you all and hope you are well! The third two weeks of doing school from home will occur from May 4th – May 15th. Packets are attached to this document as well as posted on eschools and schoolwires. Also, keys have been posted on eschools so that you may check and add to your answers. For this round there is a packet titled, “The Body’s Response to Exercise.” This packet has you do some research and then create a timeline describing Mary’s physical state at various points during a race. This timeline does not have to be done as a traditional horizontal, linear timeline, but you may format it however you would like as long as the content is there. For example, many students in the past have chosen to do a power point and each slide represented a point in the race. The packet says this is 10 formal points, but given the unusual circumstances I am going to bump it up to 50 formal points. Please complete this assignment and then just email or share with me. At this time, I have posted the entire HBS curriculum on eschools so that if you’d like to work ahead or do more than will ever be assigned you may as means of enrichment. If you are able to print the packets and add them to your binder I think that would be great so that you will have an awesome resource for yourself as you move on in both your high school and college careers. The packets that are due by May 15th and will be graded at that time are:

1. The Body’s Response to Exercise (Including Timeline Project) 2. Performance Enhancers

Don’t forget to send me your timeline and please take pictures of your packets or hand written work once you have done all you can. Once you have pictures of both packets, please put all pictures into ONE google doc and share with me. This will work best since many times pictures on their own are large files and have a difficult time coming through by email, so if you are able, please use google doc as means for submitting your work. My email is Sandra.Fisher@bvasd.net. Please let me know if any technical difficulties arise and we will work something out! And please feel free to email me with any questions or concerns that you may have. In the meantime, stay safe! Miss Fisher

May the fourth be with you!

Name __________________________________

The Body’s Response to Exercise – 40 Informal & 10 Formal for the Timeline Independent activity à No class time given & expected to study from key Introduction

In this lesson, you will combine your knowledge of power and movement to explore how the body responds to exercise. How do the body’s resources fuel movement within the body and of the body as a whole? During exercise, nearly every one of your body systems helps divert energy to the muscles and meet the demands of intense activity. The coordination of your systems helps your body return to homeostasis even after miles of running or hours of basketball. ATP is the energy molecule of the body. We know the structure of the molecule and what happens chemically to release energy, but let’s take a deeper look into how our body produces this key resource. Because ATP is so important to the body, there are actually three routes our body uses to assemble this precious resource. The ATP that you have floating around in your system will only provide fuel for a few seconds. Muscle cells contain a high energy molecule called creatine phosphate. The phosphate group on this molecule can be added to ADP to create a supply of ATP. However, creatine phosphate is in short supply. This system, the phosphagen system, will only supply energy to the muscle for another 8-10 seconds. Next, your body turns to glycogen, a polymer of glucose that is stored in the liver. Your cells can use a process called anaerobic respiration (the glycogen – lactic acid system) to make ATP and a byproduct called lactic acid from these glucose molecules. The process is considered anaerobic because oxygen is not required. Without oxygen, however, this process can only give you another 90 seconds worth of energy. Once your heart and lungs get into the game and oxygen makes its way to your cells, glucose can be broken down by the process called aerobic respiration. Although this process proceeds at a slower rate, aerobic respiration produces much more ATP per glucose molecule and allows for sustained physical activity. As long as fuel is present, aerobic respiration will keep you going. Your body systems work together to utilize the body’s resources and provide power to both day-to-day activities and extreme endeavors. In this study, you will analyze what goes on inside the human body during each stage of racing a mile. You will read the story of a runner and relate her body’s response to exercise to action in the human body systems we have discussed thus far. You will create a time line of the race that clearly shows how these systems work together to power the body to the finish as well as restore homeostasis after the race.

Procedure Part I: Read Scenario & Research the biology behind what is happening at each point in the race

1. Read the description of the race found below.

Mary is stretched and ready to go. She had been a member of the high school track team for the past three years, but this is the first time she is competing in the mile. As she sits with her coach before the race, she tries to visualize each step around the track. She is well-rested, well-hydrated and overall pretty calm. Her heart rate monitor reads a steady 68 beats/minute. It is 85 degrees outside, but in the shade her body temp remains a steady 98.6 degrees. As she approaches the start, she takes a look at her competition and does one last stretch of her calves. She gets into position and waits for the starting gun. Her heart rate is now up to 85 beats/minute and her mouth feels incredibly dry. Mary can feel the tension in the air as the competitors wait for their signal. The gun sounds and they are off. Mary sprints off the line. She knows the pace will soon come down so she really pushes herself in this first minute. Her heart rate is now 180 beats/minute. Her muscles are feeling that all-too-familiar burn and her breathing feels fast and forced. Sweat starts to bead on her forehead. If she can keep ahead of the pack, she will soon be able to settle into her race pace. Now at a comfortable pace, Mary feels her heart relax a bit and she is not struggling as hard for breath. Sweat runs down her face. The middle of the race comes and goes and she mentally prepares herself for the push ahead. She’s currently in second place, but she is waiting to make her move. As she heads into the final lap, Mary picks up the pace. Her speed builds as she turns the last corner. Her heart rate is now over 200 beats/minute and she tries to pair her quick breaths with the sound of her shoes on

the ground. She can hear her coach in her head. She lengthens her stride and pushes her muscles to the limit. Mary and her competitor are neck and neck – there is no slowing down at this point. One last push and Mary propels herself into first place. She crosses the finish line and slows down, but she keeps moving. She can feel her heart beating in her chest. Her respiratory rate is extremely high, but she still feels like she is not getting enough air. Sweat is pouring out of every pore. Her body temperature is now 101 degrees. She feels a little dizzy, but she keeps moving. She can hear her family and her team cheering in the background. 10 minutes later, Mary is starting to feel much better. Her heart rate is down to 80 beats/minute and she is having no trouble breathing. Her body temperature is lower, but still a bit above normal. She is extremely thirsty and she sips water as she stretches. Mary rubs her sore muscles and makes her way to the locker room. She weighs herself when she gets there and finds that she has lost 4 pounds. Starting to feel hungry, Mary gets ready to meet her family for a celebratory meal. 2. Investigate how human body systems work together to get Mary to the finish line. Think about the role the

nervous system, the cardiovascular system, the respiratory system, the muscular system, the digestive system, the urinary system and the endocrine system play in preparing the body for intense exercise. Look at the body’s response to exercise at these key points.

o At the start

o 1 minute into the race

o Halfway through the race

o At the finish

o 10 minutes after the race

3. You may use the website listed below as well as other reliable sources you might find to research the body’s response to exercise.

o How Stuff Works: “How Exercise Works” – Dr. Craig C. Freudenrich http://health.howstuffworks.com/sports-physiology2.htm

4. Answer the following questions to aid you in understanding what happens at each point in the race: AT THE START

1. We have talked about the central and peripheral nervous systems. We know that the peripheral nervous system relays signals to and from the spinal cord. But this system is divided yet again. What are the two main divisions of the peripheral nervous system? How do these systems relate to the three types of muscle?

2. Why is the sympathetic division of the autonomic nervous system active just before the race? 3. How does the nervous system influence other body systems at the start of the race?

4. What is happening to the digestive and urinary systems at the start of the race? Why?

5. What is happening to Mary’s blood glucose levels right before the race? Relate this change to energy and ATP.

6. Why does her mouth feel dry?

1 MINUTE INTO THE RACE

1. Running at a sprint puts new demands on Mary’s body. What are these demands and how are they being met?

2. Why do Mary’s muscles feel like they are burning? Relate this burn to information about ATP production. 3. Why does Mary’s respiratory rate increase as she starts to run? Provide two reasons.

4. How does Mary’s increase in heart rate relate to cardiac output?

5. How does the nervous system interact with the cardiovascular and respiratory systems to increase the

blood flow to the muscles?

HALFWAY THROUGH THE RACE

1. Why does Mary’s body temperature start to increase? What is one of the main by-products of muscle contraction?

2. How does sweat work for the body?

3. What part of the brain helps stimulate the sweat glands in the skin?

4. How does the urinary system deal with the loss of water through sweat? What did Mary do before the

race to try to alleviate this conflict?

5. Why does Mary feel a bit more comfortable during the middle of the race? Where is she drawing her

energy at this point? AT THE FINISH

1. Why does Mary feel dizzy at the end of the race?

2. Why is Mary’s heart rate and breathing rate so high even though she has stopped moving?

3. Why did Mary only sip water at the end of the race? What could happen if she drank water too fast?

10 MINUTES AFTER THE RACE

1. What division of the autonomic nervous system is at work now? How does this division impact Mary’s other body systems?

2. Explain how Mary could have lost four pounds in such a short period of time.

3. How will Mary’s actions and her endocrine system work to bring her body back into water balance?

4. Why do Mary’s muscles still feel so sore?

Part II: Create a Timeline

1. Electronically, create a timeline of the race that shows the role of key body systems along the way and shows connections between systems. Imagine you have been asked by the local physical education department to share your research with middle school and high school athletes and that this timeline serves as your visual aid. This may be done using Power Point, Google Slide, Prezi, etc… The visual aid must be colorful and contain eye catching images.

Conclusion Questions

1. Provide at least two examples of the opposite effects of the sympathetic and parasympathetic divisions of the nervous system.

2. Explain how the respiratory and the cardiovascular system work together to meet the demands of the working muscle.

3. Our body sweats to stay cool during exercise. How does this seem to counteract the action of the urinary system?

4. List and describe at least three things a runner can do before a race to prepare the body for the demands it is about to endure.

5. When you set out to jog five miles, your body first uses the ATP that is floating around in your system. Describe the systems that your body relies on for ATP after this point.

6. Which muscle energy system(s) is (are) used for each of the following activities? Make sure to explain your reasoning.

o The 50 meter dash o A game of basketball o A single football play o Weight lifting o Running a marathon

Performance Enhancer NOTES

PERFORMANCE ENHANCER

WHY TAKE IT? HEALTH RISKS?

Creatine

Creatine is a natural substance that turns into creatine phosphate in the body. Creatine phosphate helps make a substance called adenosine triphosphate (ATP). ATP provides the energy for muscle contractions.

Although creatine is a natural substance, it hasn't been well-studied over the long-term. Researchers still aren't sure what effects it might have on the body, particularly in young people, or how effective it might be.

Anabolic Steroids

Some adults and teens use illegal anabolic steroids to lower body fat, get bigger muscles, and increase strength. They use the drugs because they are seeking to improve how well they play sports or how they look.

Anabolic steroids are synthetic substances similar to the male hormone testosterone. When taken without a prescription they cause males to have over developed male characteristics or females to develop male characteristics, such as a deeper voice. Also, it enlarges muscles including the heart so heart complications occur.

Caffeine

When consumed before exercise—can cause fat cells to be used as an energy source, as opposed to glycogen. Also, the high amounts of caffeine in black coffee will increase your metabolism, which makes you burn more calories throughout the day. Having coffee before exercise enhances that effect.

Caffeine is LIKELY SAFE for most adults when used appropriately. Caffeine is POSSIBLY UNSAFE when taken by mouth for a long time or in fairly high doses. Caffeine can cause insomnia, nervousness and restlessness, Stomach irritation, nausea and vomiting, increased heart rate and respiration, and other side effects.

Beta-blockers

It stops “hand tremors”

• Dizziness. • Weakness. • Drowsiness or fatigue. • Cold hands and feet. • Dry mouth, skin, or eyes. • Headache. • Upset stomach. • Diarrhea or constipation

Human growth hormone (hGH)

Like steroids, HGH seems to be in constant demand by athletes, not only to increase lean body mass but also to speed recovery from muscle fatigue or injury. ...

In turn, IGF-1 causes bone growth and also plays a key role in muscle and organ growth, according to the World Anti-Doping Agency (WADA).

Ephedrine

As a central nervous system stimulant, the ephedrine in Ma Huang increases basal metabolic rate (BMR), meaning it spurs the body to burn calories faster.

• nervousness,

• anxiety,

• dizziness,

• spinning sensation (vertigo),

• headache,

• nausea,

• loss of appetite,

• trouble sleeping (insomnia),

• fast heart rate,

• palpitations,

• sweating,

• vomiting,

• weight loss, and

• difficult or painful urination.

Erythropoietin (EPO)

EPO is erythropoietin, which is naturally produced by the kidneys. Blood doping is a method of increasing athletic performance by artificially increasing an athlete's red blood cell (RBC) count. Because red blood cells carry oxygen to the muscles, having a higher RBC count can dramatically improve an athlete's aerobic capacity and delay fatigue.

• Rapid increases in blood pressure when the substance is introduced too quickly.

• Convulsions. • Influenza-like symptoms, bone aches and shivering

following injection. • Skin reactions, allergy-like swelling at the site of injection. • Liver or pancreatic damage.

Diuretics Diuretics increase the production of urine, and some athletes use them to try to flush out residue from steroids. They can also be used to shed water as a temporary weight loss measure in sports with weight categories (boxing, equestrian sports).

• too little potassium in the blood. • too much potassium in the blood (for potassium-sparing

diuretics only) • low sodium levels. • headache. • dizziness. • thirst. • increased blood sugar. • muscle cramps.

Human chorionic gonadotropin (hCG)

A pregnancy hormone: used by athletes to minimize some of the side effects of anabolic steroids, manipulate testosterone levels to mask steroid use, and build muscle. a hormone used by bodybuilders to improve results during anabolic-androgenic steroid use. The hormone is produced by the placenta of a pregnant female and is essential for healthy pregnancy in humans.

• Headache. • Irritability. • Restlessness. • Fatigue. • Swelling in the feet, ankles, lowers legs, or hands. • Appearance of female breasts in men. • Pain in the area where you received the injection.

Blood doping

Blood doping is the practice of boosting the number of red blood cells in the bloodstream in order to enhance athletic performance. Because such blood cells carry oxygen from the lungs to the muscles, a higher concentration in the blood can improve an athlete's aerobic capacity (VO2 max) and endurance.

• the formation of blood clots, • overload of the circulatory system, • kidney damage from allergic reactions and. • transmission of infectious diseases like HIV.

Glutamine

glutamine supplementation can not only help an athlete prevent illness and prevent catabolism of muscle tissue, but it can actually boost growth hormone levels, enhance glycogen storage, and hydrate muscle cells.

• nausea, vomiting, stomach pain, gas; • swelling in your hands or feet; • muscle or joint pain, back pain; • headache, dizziness, tired feeling; • mild skin rash or itching; or. • dry mouth, runny nose, increased sweating.

Androstenedione (Andro)

The goal of the andro is to increase testosterone levels so athletes can train harder and recover in less time.

Male Side Effects. In men, androstene causes a low sperm count, aggression, and irritability. Andro has also been linked to premature baldness. These side effects are due to andro increasing testosterone in men.

Name ____________________________________ Date ___________________________ Period _______ Performance Enhancers Assignment

Toxicology is very important when it comes to athletics. During the Olympics or other elite sporting events, competitors test the limits of human strength, speed and agility. These athletes spend hours in the gym, building muscle and enhancing their cardiovascular fitness. Many athletes train for years, hoping to make it to the top of their sport. The pressure to perform is often overwhelming. Looking for an edge and fearing falling behind the competition, some athletes up their training and alter their diet, while others turn to more controversial, often illegal and dangerous performance enhancers to “level the playing field.” While these drugs may have positive effects on performance, they inflict serious long term and short term damage on the human body. These drugs or treatments damage the health and the reputation of the athlete, as well as the integrity of the sport. Despite repeated scandals, performance enhancing drugs and treatments still are being used. In 1999, the World Anti-Doping Agency (WADA) was created to monitor the use of performance enhancing drugs, screen athletes for the use of banned substances and protect the integrity of athletic competition. Their mission is to encourage athletes around the globe to “play true” and to refrain from the use of artificial enhancements.

1. Read through the Performance Enhancer Information Table. Then use this information to answer the following questions.

a. Some performance enhancers are only banned in specific sports. Why do you think beta-blockers are banned in sports such as archery or gymnastics?

b. Unfortunately, it is not just athletes who are turning to these types of treatments. Many young men and woman, unhappy with their bodies, may turn to drugs in the hopes of added muscle mass, increased size or a leaner body. Why do you think students your age might consider using these drugs and what would you say to those who are considering it?

c. “Gene doping” has recently been added to the WADA prohibited list. What do you think this term means?

d. Finnish cross-country skier Eero Mantyranta won two gold medals in the 1964 Winter Olympics. It was not until decades later that scientists identified a genetic mutation in Eero’s family that causes an excessive response to EPO. How do you think this “natural advantage” contributed to Eero’s success in endurance sports?

e. Explain how performance enhancers show the negative side of medicine.