Human Physiology Through Self Awareness

Human Physiology Through Self Awareness

Waist-to-Hip Ratio

Introduction
Task
Materials
Process
Resources
Data Analysis
Conclusion

Homework
Practice
Critical Thinking
New Challenges
Standards
Grades

Introduction
Scientific evidence suggests that the way people store fat affects their risk for disease. Some individuals tend to store fat in the abdominal area (�apple� shape). Other individuals tend to store fat mainly around the hips and thighs (gluteal femoral fat or �pear� shape).
Obese individuals with a lot of abdominal fat are at higher risk for coronary heart disease, congestive heart failure, hypertension, Type II diabetes, and strokes than are obese people with similar amounts of total body fat stored primarily in the hips and thighs. Among individuals with a lot of abdominal fat, those whose fat deposits are around internal organs (visceral fat) have an even greater risk for disease than those whose abdominal fat is mainly beneath the skin (subcutaneous fat).
Because of the higher risk for disease individuals who tend to store a lot of fat in the abdominal area, as contrasted with the hips and thighs, a waist-to-hip ratio test was designed by a panel of scientists appointed by the National Academy of science and the Dietary Guidelines Advisory Counsel for the U.S. Departments of Agriculture and Health and Human Services. The waist-to-hip ratio differentiates the �apples� form the �pears.� Most men are apples, and most women are pears. The panel recommends that men need to lose weight if the ratio is 1.0 or higher. Women need to lose weight if the ratio is 0.85 or higher. More conservative estimates indicate that the risk starts to increase when the ratio exceeds 0.95 for men and 0.80 for women, respectively.

Note: Please keep in mind that you should never rely on one assessment when evaluating you body composition. There are many variables that influence your results (i.e., degree of error in measurement, precision of reliability of the measurements, etc.). Using a variety of techniques and implementing the process of scientific method will help you learn about human physiology and concepts of a healthier life style.

Task
1. Determine your waist-to-hip ratio using a cloth measuring tape.
2. Determine where fat is stored on your body:
  • Abdominal area: �apple� shape
  • Hip and thighs: gluteal femoral fat or �pear� shape
    3. Determine if your fat deposits are:
  • Around internal organs: visceral fat
  • Mainly beneath the skin: subcutaneous fat
    4. Determine your disease risk according to waist-to-hip ratio

    Materials
  • Standard measuring tape: units in inches (in.)

    Process
    1. Record your waist measurement at the point of smallest circumference:

    2. Record your hip measurement at the point of greatest circumference:

    3. Calculate the waist-to-hip ratio by dividing your waist measurement by your hip measurement:

    MALEFEMALEDISEASE RISK
    0.950.80Very Low
    0.96 - 0.990.81 - 0.84Low
    1.000.85High

    Analysis
    Collect the waist-to-hip ratios of your class and use that information to support a possible answer to the question proposed below.

    SEXAGEWAISTHIPWAIST-TO-HIP RATIODISEASE RISK

    What do you want to know?

    1. Develop a minimum of two (2) questions that you would like to ask your peers based on this activity.

    2. Analyze the waist-to-hip ratios of the sample population represented by your class and develop a theory from comparing the disease risk of the males to the disease risk of females.

    Critical Thinking
    1. Are you an �apple� or a �pear�? Explain

    2. Refer to the chart to determine your disease risk according to waist-to-hip ratio. Based on your results describe any changes you would make in your present life style to created a higher personal standard of good health.

    Enter your work in the documentWaist-to-Hip Ratio

    Standards
    NYSED, Learning Standards for Mathematics, Science and Technology
    NYCED, Performance Standards for Science
    NYCED, Performance Standards for Mathematics
    The Core Curriculum Living Environment
    Physical and Health Education

    NYSED, Learning Standards for Mathematics, Science and Technology

    Standard 1:

  • Students will use mathematical analysis and scientific inquiry to pose questions, seek answers and develop solutions.
  • Standard 2:

  • Students will access, generate, process, and transfer information using appropriate technologies.
  • Standard 3:

  • Students will use data analysis to communicate and reason mathematically.
  • Standard 4:

  • Students will apply scientific concepts, principles, and theories pertaining to the living environment.

    The Core Curriculum LIving Environment

    Standard 1 Inquiry - Key Idea 1 - Performance Indicator 1.3

    Major Understanding

  • Scientific explanations are accepted when they are consistent with experimental and observational evidence and when they make accurate predictions
  • NYCED, Performance Standards for Science

    S5 Scientific Thinking:

  • S5e Identifies problems: proposes and implements solutions; and evaluates the accuracy of data collection
  • S5f Works individually and in teams to collect and share information and ideas
  • S6 Scientific Tools and Technologies:

  • S6b Records and stores data using a varity of formats
  • S6c Collects and analyses data using concepts and techniques in Mathematics Standard 4
  • S6e Recognizes and limits sources of bias in data
  • S7 Scientific Communication:

  • S7b Argues from evidence
  • S7d Explains a scientific concept or procedure to other students
  • S7e Communicates in a form suited to the purpose and audience
  • S8 Scientific Investigation:

  • S8 Demonstrates scientific competence by completing a controlled experiment
  • NYCED, Performance Standards for Mathematics

    M1 Number and Operation Concepts:

  • M1a Use addition and division
  • M7 Mathematical Communication:

  • M7a Be familiar with basic mathematical terminology;
  • M7c Organize work and present mathematical procedures and results correctly
  • M7f Explain mathematical concepts clearly enough to be of assistance to those who may be having difficulty
  • M8 Putting Mathematics to Work:

  • M8a Data Study
  • Physical and Health Education

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