BTEC Appl ied Sc ience 2015 - 16

Cardiovascular,

Respiratory,

Dig

estiv

e a

nd

Lym

phat

ic

Syst

ems.

Project Bodyworks:

SuperHuman

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BTEC Unit 11: Physiology of Human Body SystemsBTEC Unit 13: Biochemistry & Biochemical Techniques

BTEC Unit 21: Biomedical Science Techniques

Student Name:Assessor (s) Name (s):

Date set:

Deadline:

Learner Declaration: Please sign below to confirm you have read and fully understand that your project work is due in no later than the deadline stated above.

The Bodyworks Project will allow you to choose your own method of assessment. You will showcase your work in the bodyworks exhibition on Thursday the 14th January 2016 in the iSTEM building

Project Bodyworks:

Superhuman

Here are some ideas to get you thinking about how you can showcase your work at

the bodyworks “Superhuman” exhibition. Make sure your choices are based on what best suits the nature of what you have learned and your own learning style(s).

Wall charts Podcasts Radio broadcast TV show

Comic Books Games Interactive 3D models.

Any Other Methods? Clearly state what it is, and get the go ahead from your teachers.

Once agreed you must stick to this assessment method and be prepared to show off your amazing work at the iSTEM Bodyworks: exhibition in January 2016.

Think about the human body systems you have

learned about, as you have to show your understating of them in considerable detail. You must also stick to the theme of the exhibition... “Superhuman”.

What questions spring to mind when you consider our natural abilities - are we in-fact superhumans? Or is it shear determination, hard work and talent that make one individual appear “better” than another?

How can you showcase the evolutionary wonders of the human body, for example the magnificent workings of our circulatory, respiratory, digestive and lymphatic systems?

What can you discover about this amazing biological machine - the human body - that makes you want to share your knowledge in an inspirational and engaging way?

Monday 7th December 2015

Frankie Barnes & Jon Tomkinson

Thursday 14th January 2016

Superhum

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Internal verification: Victoria Stokes 20.10.2015

In order to pass this unit, you must meet all the learning outcomes for the unit. The

assessment criteria for a pass grade describes the level of achievement required

to pass this unit. You must achieve All Pass and Merit to gain Merit in this unit. To

gain a Distinction in this unit you must meet All Pass, Merit AND Distinction Criteria.

To Achieve a PASS To Achieve a MERIT To Achieve a DISTINCTIONUnit 11: P3 take measurements related to the cardiovascular system, relating the results to the function of the cardiovascular system.

Unit 11: M2 explain the need for transport systems in a multi-cellular organism.

Unit 11: D2 explain how the digestive, cardiovascular and respiratory systems are interrelated.

Unit 11: M3 explain the need for ventilation systems in a multicellular organism.

Unit 11: D3 explain the difference in lymphatic function in healthand disease state.

Unit 11: P4 take measurements related to the respiratory system, relating the results to the function of the respiratory system.

Unit 11: M4 use chemical equations to show how the main food groups are dealt with in the digestive system.

Unit 11: P5 use appropriate chemical tests to identify different dietary nutrients.

Unit 11: M5 explain how the lymphatic system protects the body.

Unit 11: P6 explain how these dietary nutrients are processed through the digestive system.

Unit 11: P7 describe the structure and purpose of the lymphaticsystem.

Unit 13: P1 identify the structure and function of biological molecules

Unit 13: M1 interpret data obtained from experiments designed to separate biological molecules.

Unit 13: D1 discuss the relationship between structure and function for carbohydrates and lipids.

Unit 13: P2 use laboratory separative techniques for the characterisation of biological molecules.

Unit 21: P3 explain how the body defends itself against infection

Unit 21: M2 explain how the cells of the immune system allow an immune response to be evoked and maintained.

Unit 21: D2 compare and contrast the effectiveness and efficiency of non-specific defences with specific defences.

Assessment and Grading Criteria

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...or the muscular system with

contraction and relaxation of the

body’s 600 muscles. Consider the

endocrine system; involving hormones

produced by glands in one part of the

body that affect selected cells with

the correct receptors in other parts

of the body. And the lymphatic system,

which contributes to homeostasis by

draining interstitial fluid as well as

providing the mechanisms for defence

against disease.

The human body’s systems work together in

remarkable harmony. Even the most simplistic

actions involve numerous systems in complex

coordination, whether its the nervous system,

with impulses travelling up to 248 mph...

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Maintaining homeostasis in the body requires continual combat against harmful agents in our internal and

external environment. Despite constant exposure to a variety of pathogens (disease-producing microbes such

as bacteria and viruses) most people remain healthy.

The body surface endures cuts, bumps, exposure to

ultraviolet rays in sunlight, chemical toxins, and minor

burns with an array of defensive ploys. Should one

organ or system of the body falter in performing its

function, the entire body is affected.

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The complexity of the human body can

be seen from the level of cells to that of systems. These cells and systems are performing diverse reactions, involving repair, reproduction, communication, waste disposal, and nutrition. So what, if anything defines an individual as being “superhuman”? Is it the ability to sprint 100M in under 10 seconds? Diving to depth of 145M on just one breath? Or Maybe being flung into the air during a tornado and walking away completely unscathed?

The Biological Machinery of

the human body continues to amaze scientists today. As we discover more about the remarkable adaptability of our species, questions about our evolutionary future often arise. Are we still evolving? What does the next 10, the next 100 or 1000 years hold in store for the future of our species Homo sapiens - Man the Wise.

In this project you will learn about some of our amazing

body systems: for example the coordination and efficiency of the circulatory and respiratory

systems.

T he biochemical accomplishments of the digestive system to break

down the foods we eat in order to

effectively absorb and assimilate

simple products that rebuild this

complex organism. Finally you will consider the roles of the lymphatic and immune systems in

maintaining our systems optimal health.

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Wright your Chosen Method of Assessment for the exhibition below:

Failure to do so

will result in a missed deadline!!

For each section of the bodyworks project you

will come up with a Plan of action!!

Consider what needs to be done... and provide a deadline for when you will have that particular task

done by.

In this section you

will investigate

the cardiovascular and respiratory

systems, explaining the need for mass

transport and ventilation systems

in multicellular organisms. You

will go on to explain how these

systems and the digestive system are

interdependent upon one

another.

Project Bodyworks: Superhuman Section 1:

The cardiovascular and respiratory systems

You need to use the Schneider

index!

Unit 11 P3:

Take measurements related to the

cardiovascular system,...

You can measure your cardiovascular fitness be measuring responses to

change in body position. For example, lying down

decreases heart rate and blood vessels dilate. If

you stand quickly your blood vessels constrict

and a sudden increase of heart rate compensates for the sudden decrease

in blood pressure. You can test your

circulatory efficiency by using a Schneider index.

The Schneider index uses both heart rate

and blood pressure to determine

circulatory efficiency. You

can find your pulse either on the carotid

artery on the neck just beneath your jaw, or on

the wrist just under the thumb. Blood Pressure

can be measured using a sphygmomanometer.

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Accurately record your reclining heart rate by

counting your pulse for 30 seconds and doubling the number of recorded

pulses. Accurately record

reclining blood pressure.Do this a total of 3

times and calculate the average.

Record your results in table 1 (heart rate) and

table 2 (BP) respectively.

Lets get to it...Step 1.

Make sure you are comfortably lying down and rest for a full 5 minutes before taking your readings.

Table showing average reclining heart rate in

beats per minute.

Table showing average Standing heart rate in

beats per minute.

Heart rate (bpm) #1

Heart rate (bpm) #2

Heart rate (bpm) #3

Average Heart rate (bpm):

Table showing average reclining BP

Table showing average Standing BP

BP #1 Sys = Dia =

Sys = Dia =

BP #2 Sys = Dia =

Sys = Dia =

BP #3 Sys = Dia =

Sys = Dia =

Average BP Sys = Dia =

Sys = Dia =

Table 1

Table 2

P3Project Bodyworks: Superhuman Section 1:

The cardiovascular and respiratory systems

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Step 2:Once you have recorded your reclining heart rate and blood

pressure stand up and immediately record your heart rate and blood pressure. Repeat 3 times and calculate the average. (Record

your results in tables 1 and 2 respectively).

Step 3:Measure heart rate following light activity.

Using a Step follow the pattern: -Right foot up, left foot up, right foot down, left foot down.

Repeat 5 times. Allowing no more than 3 seconds per repetition.

Immediately after the exercise measure your heart rate for 15 seconds and multiply the pulse rate by 4.

Record heart rate 30, 60, 90, 120 seconds after the exercise (and then every 30 seconds until heart rate returns to normal).

Record your results in table 3 below.

Table to show heart rate recovery following light exercise.

Heart rate immediately

after exercise (bpm)

Heart rate 30 seconds

after exercise (bpm)

Heart rate 60 seconds

after exercise (bpm)

Heart rate 90 seconds

after exercise (bpm)

Heart rate 120 seconds

after exercise (bpm)

Heart rate 150 seconds

after exercise (bpm)

Heart rate 180 seconds

after exercise (bpm)

Table 3

Score your cardiovascular fitness

Compile all your results into the following

table (table 4) and use charts 1 – 5 to help you

work out your cardiovascular fitness based on

the Schneider index.

Step 4...

Points

Reclining heart rate

Standing heart rate

Change in systolic BP

Difference in heart rate between reclining and

standingDifference in heart rate

following light exercise

Time taken for pulse to return to normal

Final Score of CV fitness based on the Schneider index

Table 4

Chart 3: difference normal and post-exercise heart rate

bpm Points: Difference in pulse (bpm)0-10 11-18 19-26 27-34 25-43

61-70 3 3 2 1 071-80 3 2 1 0 -181-90 3 2 1 -1 -291-100 2 1 0 -2 -3101-110 1 0 -1 -3 -3111-120 1 -1 -2 -3 -3121-130 0 -2 -3 -3 -3131-140 0 -3 -3 -3 -3

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M2 explain the need for

transport systems in a multi-

cellular organism

M3 explain the need for

ventilation systems in a

multicellular organism

Chart 1: change in systolic pressure

(reclining to standing)

Change in Pressure Points

Increase 8+ mmHg 3

Increase 2-7 mmHg 2

0 (+/- 1 mmHg) 1

Fall 2-5 mmHg 0

Fall 6+ mmHg -1

Chart 4: Time for pulse rate to return to normal following

exercise

Points

0-30 seconds 3

31-60 seconds 2

61-90 seconds 1

91-120 seconds 0

120+ seconds -1

Chart 5: Schneider index and

the scores of cardiovascular

fitness.

Total score

Rating

17-18 Excellent14-16 Good8-13 Fair0-7 Poor

Chart 2: difference in heart rate (reclining to standing)

Reclining rate (bpm)

Points: Difference in pulse (bpm)0-10 11-18 19-26 27-34 25-43

50-60 3 3 2 1 061-70 3 2 1 0 -171-80 3 2 0 -1 -281-90 2 1 -1 -2 -391-100 1 0 -2 -3 -3

101-110 (+) 0 -1 -3 -3 -3

Chart 3: difference normal and post-exercise heart rate

bpm Points: Difference in pulse (bpm)0-10 11-18 19-26 27-34 25-43

61-70 3 3 2 1 071-80 3 2 1 0 -181-90 3 2 1 -1 -291-100 2 1 0 -2 -3101-110 1 0 -1 -3 -3111-120 1 -1 -2 -3 -3121-130 0 -2 -3 -3 -3131-140 0 -3 -3 -3 -3

P4Project Bodyworks: Superhuman Section 1:

The cardiovascular and respiratory systems

Take measurements related to the respiratory system, relating the results to the function of the respiratory system.

Investigating Ventilation.

Vital Capacity (VC) is the greatest volume of air that can be expelled from the lungs after taking your deepest possible breath. VC can be affected by a number of factors; e.g. age, gender, ethnicity, height and disease.

Investigate the Vital Capacity of your class and record your resulting by completing the table below. VC can be measured using a

6dm3 calibrated bell jar, supported in a sink. The jar is calibrated by inverting it, pouring in known volumes of water and marking the level on the jar.

To measure VC, take a deep breath in (maximum inhalation) and then exhale out as much as possible (maximum exhalation) into the mouth piece connected to tubing on the bell jar. The drop in volume within the bell jar is measured – this indicates the VC in dm3.

Males Females

Name / Height (cm) VC (dm3) Name / Height (cm) VC (dm3)

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Plot Height Versus VC as a scatter graph and staple into your booklets here.

Label your graph properly (remember to include a descriptive title, line of best and different symbols (indicating males and females). On your graph describe the relationship between height and VC.

Peak flow:Using the peak flow meter measure your peak flow and record your results in the space provided.

A peak flow meter is a small hand held monitor used to indicate an individual’s ability to breath out air. Measuring the airflow from the bronchi and thus the degree of obstruction in the lungs. Explain how using a peak flow meter can be a good indicator for some respiratory diseases

Calculate the mean VC for:

Males:

Females:

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In this section

you will investigate the

biochemistry of digestion.

Investigating how

macromolecules are broken

down, absorbed and assimilated

in human body.

Project Bodyworks: Superhuman Section 2:

Biochemistry and Digestion

Unit 13: P1

identify the

structure

and function

of biological

molecules

Unit 13: P2 use

laboratory separative

techniques for the

characterisation of

biological molecules.

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Unit 13: M1 interpret data

obtained from experiments

designed to separate biological

molecules.

Unit 13: D1

discuss the

relationship

between

structure and

function for

carbohydrates

and lipids.

Unit 11: P5 use

appropriate

chemical tests

to identify

different

dietary

nutrients.

Unit 11: P6

explain how

these dietary

nutrients are

processed

through the

digestive

system.

Unit 11: M4 use chemical

equations to show how

the main food groups

are dealt with in the

digestive system.

What elements are carbohydrates composed of? [Part unit 13: P1]

Diagram of monosaccharides

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What does the term monosaccharide mean? [Part unit 13: P1]

In what ways can carbohydrates be represented (diagrammatically)? [Part unit 13: P1]

In the space below draw 2 named monosaccharides [Part unit 13: P1]

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Define the following and give an example of each: [Part unit 13: P1]

Isomer:

Disaccharide:

Polysaccharide:

What is the main function of carbohydrates in the human body? [Part unit 13: P1]

Explain how carbohydrates fulfil the main role in the human body. [Part unit 13: P1]

Diagram showing the breakdonw of polysaccharides

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Making use of diagrams and appropriate chemical equations explain how polysaccharides are

broken down into monosaccharides [part unit 11 M4]

Diagram explaining the formation of triglyceride’s

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Name the following biomolecules [part unit 13 P1]

Making use of diagrams explain how triglyceride’s are formed, include the name of the bond.

[Part unit 13: P1]

Chemical equation for the breakdown of lipids in the human body

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Fatty acids are composed of 3 main elements, what are they? [Part unit 13: P1]

Fatty acids vary in length but have the same general structure. Describe this structure. [Part unit

13: P1]

State 3 main functions of triglycerides. [Part unit 13: P1]

Show the chemical equation for how lipids are broken down in the human body? [Part unit 13:

P1]

Diagram explaining the digestion of proteins in the human body

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Amylase is an enzyme – explain how this enzyme functions and its key role in digestion [Part

unit 11: P6]

Making use of diagrams and appropriate chemical equations explain how proteins are digested

in the human body [Part unit 11: P6]

Draw a poster of the digestive system, label it and explain how dietary nutrients are processed through each relevant section.

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Unit 11: P6

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In this section you will investigate the ways in which

the human body protects itself against infections and

diseases.

Project Bodyworks: Superhuman Section 3:The Lymphatic system and the immune response.

Unit 11: P7 describe the structure and

purpose of the lymphatic

system.

Unit 11: M5 explain how the lymphatic

system protects the body.

Unit 11: D3 explain the difference in

lymphatic function in health

and disease state.

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Unit 21: P3 explain how the body defends itself against

infection

Unit 21: M2 explain how the cells of the immune system

allow an immune response to be evoked and maintained.

Unit 21: D2 compare and contrast the effectiveness

and efficiency of non-specific defences with specific defences.

Create a poster of the lymphatic system, label it and explain how this system protects the body

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Unit 11: P7 and M5

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You are all individual learners aiming to gain the same qualification. Detailed below is your own individual learning plan. Using this plan you (and your teachers) will put in place the necessary requirements that enable you to succeed in acquiring your qualification with the best grades possible. Learning is a personal thing! So make it work for you by setting yourself achievable goals...

My Personal learning Plan:Task This is what

I am setting out to Learn

These are the Questions I Will Answer

I Have to Finish THIS

Learning by

How i will apply this

Project planning and SMART targets

State how you have developed your “My Skills” and put a tick when completed during this project.

Communication:

Enterprise:

Delivering Results:

Workplace Literacy:

Innovation:

Self - Development:

Digital Literacy:Su

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Project planning and SMART targets

Digital Literacy: using online resources, communicating digitally & using digital technologyDelivering Results: planning for success, adapting to change & decision makingInnovation: problem analysis, designing solutions, generating and pitching ideas

Self-Development: self-analysis, self-motivation, using feedback, independent learning & managing stressWorkplace Literacy: resilience, professionalism & financial awareness

Enterprise skills: commercial awareness, understanding customers & social responsibility

My Skills and Project Tracking

Project based learni

ngRemember the ethos of project based learning

allows you not only to learn your chosen subjects, but also arms you with the skills

required to succeed in the ‘real world’ – by working together you will develop many transferable skills, for example:

Have you complete d?Unit 11: P3 Unit 11: M2 Unit 11: D2Unit 11: P4 Unit 11: M3 Unit 11: D3Unit 11: P5 Unit 11: M4Unit 11: P6 Unit 11: M5Unit 11: P7Unit 13: P1 Unit 13: M1 Unit 13: D1Unit 13: P2Unit 21: P3 Unit 21: M2 Unit 13: D2