Heart Races

Challenge
A new year means time for a resolution, which means determined to do something. All around the world these resolutions are made. The most common one has something to do with fitness. In fact, about 14% of people making resolutions are determined to exercise more. This also matches the data of how gym memberships increase about 10-15% every January. 2021 is no different! People are finding innovative ways to make their resolutions come true while still following appropriate guidelines regarding the pandemic. What are gyms doing to remain open? How do you participate in gym class while following guidelines? What is your favorite exercise in gym class or at home? How can you get the most out of exercise in gym class or at home? These questions, of course, relate to the STEM Challenge for this month.

Your challenge is to design an experiment to see which exercise raises your heart rate the most. What exercises will be tested? How long should you perform each activity? How do you test your heart rate?

Your challenge does have some criteria and constraints. All testing perimeters should be the same for each activity (duration, vigorousness, person conducting, etc.). If testing back-to-back, resting heart rate should be back to the original. At least three different types of exercises need to be tested.

Materials

• stopwatch or clock with second hand
• data sheets
• weights (optional)

Hints and Tips for Success

1. Allow students planning and discussion time by having them experiment and discuss the different types of exercises they can easily do in the classroom or at home. Also, instruct students how to find their heart rates on their wrist or neck and allow them to practice.
2. After experimenting/discussing, allow student groups to plan their activities. Be sure they include the exercises, the length each one will be performed, the vigorousness of the activity, and a data table for the experiment.
3. For differentiation, create a class data table that would work for everyone, decide on the same three exercises for each group, have a list of exercises students can choose from (running in place, sit-ups, push-ups, jumping jacks, burpees, squats, arm curls, skipping, lunges, etc.), set a time length for all exercises (30 secs is generally a good time, 60 secs can be long especially if vigorousness is high and/or using bodyweight), supply light weights or alternatives (books, full water bottles, etc.).
4. Remember to standardize the activities with groups so that there is fair testing. Groups could all be different with times/exercises/vigor but standardized within their group. Or, the class could be standardized with these variables. The most important standardization would be that heart rate starts at the same speed before conducting each exercise. Additionally, making sure students aren’t too fatigued to complete all the exercises in a fair manner.
5. Connect to math by discussing graphing, data, average, time, speed.  
6. Connect to science by discussing health, body systems, work, input/output, calories, energy, independent/dependent variables.