macronutrients and micronutrients and their symptoms. AO2 Understand the musculoskeletal system and movement Specification content Learning objectives Additional guidance Session number Learning activities and resources Task 3f (AO2) The skeletal system. Structure of the skeleton: axial and appendicular cartilage bone. Function of the skeleton: support protection movement cell production resorption (the breaking down of old bone) and ossification (formation of new bone) as Labelling skeleton. Booklet responses. Written and oral communication. 6 has a model skeleton. Individual learners are asked to label various bones. Tutor discusses the difference between cartilage and bone and demonstrates their properties using ready prepared chicken bones that have either been burnt or soaked in acid. Tutor distributes function of the skeleton booklets containing questions, of varying complexity, to begin in class and complete for homework.
processes in bone remodelling. Task 3g (AO2) Synovial joints. Structure and functions of synovial joints: adaptations for movement types of synovial joint and range of movement: gliding hinge ball and socket pivot. Completion of diagrams. Joint movement. Written communication and spelling during diagram completion. Practical skills and health and safety. 7 Tutor gives a presentation on using a skeleton, anatomical models and the learners performing a range of movements. Learners are given incomplete diagrams of synovial joint. Completion of diagrams will demonstrate the structure and function of the joints, and the range of movement of each type of joint. Diagrams may be of varying levels of completion depending on ability of individual learners. Task 3h (AO2) Muscle action. The main features of a myofibril, including: myosin filaments (thick filaments) actin filaments (thin filaments) Z line, A band, H band and I band. The sliding filament theory for muscle contraction, including: Notes made during discussion. Observation of learner practical activity outcomes. Experimental reporting. Written and oral communication. Practical skills and health and safety. 8 Tutor introduces learners to the structure of a myofibril and the sliding filament theory of muscle contraction. Learners make notes and respond to questions. Learners use pork muscle to explore the need for ATP in muscle contraction. If there are any moral or religious objections to doing this learners may observe peers carrying out the procedure or watch a video. Risk assessments are up and experiments are carried out by learners. Class discussion of results and interpretation of findings.
Muscle action. tropomyosin (in the thin/actin filaments) prevents myosin heads from attaching to actin by blocking the binding sites nerve impulses (action potentials) cause calcium ions to be released calcium ions bind with troponin (in the filaments) causing tropomyosin to change shape and unblock the binding sites when action potentials stop arriving the calcium ions are actively transported out of the sarcoplasm and the muscle Q and A discussion. Study card outcomes. Written and oral communication skills for worksheets, cards and discussion. understanding and establish relationship to this week’s topic. led presentation/discussion on . To include video. Consolidate learning and understanding by using Study guide 4 -
How the presence of carbon dioxide assists in the dissociation of oxygen and shifts the curve to the right (the Bohr effect). How training at high altitudes affects oxygen transportation. Task 3m (AO3) Oxygen saturation. How to use a oximeter to measure oxygen saturation as a non-invasive method. The normal range for oxygen saturation levels as (95-99%). Using SaO2 % to represent oxygen saturation. Observation of learner practical activity outcomes. Experimental reporting. Summary table. Calculations. Written and oral communication skills. Practical skills and health and safety. Research. 13 Tutor demonstrates the use of the oximeter. Learners carry out risk assessments and. work in pairs to take each other’s readings (3 times) and record results on a group table including calculation of means. Class discussion on results including anomalous results. Learners are split into small groups. Each group researches a disease that has detrimental effects on oxygen saturation levels. Each group presents their findings which are summarised in a group table.
AO4 Understand the structure and function of the nervous system and brain Specification content Learning objectives Additional guidance Session number Learning activities and resources Task 3o (AO4) The nervous system. The organisation of the nervous system into the central nervous system (CNS) and the peripheral nervous system (PNS). The somatic and automatic nervous systems and the difference in roles. Q and A discussion. Quiz. Written and oral communication skills. Research. 15 Learners access the and boundless sites and use the e resources to establish how the central and peripheral systems work. Learners are stretched and challenged by the boundless quiz. Task 3p (AO4) The sympathetic and para sympathetic nervous systems. The sympathetic and para sympathetic nervous systems. The role of the sympathetic nervous system in controlling Observation of learner practical activity outcomes. Experimental reporting. Calculations. 16 Learners work through the following Learners access. Learners work in pairs to carry out the online timer and sources
Task 3s (AO4) The and brain damage. The lobes of the cerebral cortex, cerebellum and brain stem. How brain damage may result in symptoms that indicate the area of the brain that has been affected. Q and A discussion. Interactive handouts Written and oral communication skills. Research. Communication skills. 19 Learners work through the following website articles. Tutor confirms knowledge and understanding through interactive handouts. AO5 Understand nerve impulses Specification content Learning objectives Additional guidance Session number Learning activities and resources Task 3t (AO5) Sensory and motor nerves and nerve impulses. The sensory and motor nerves, including dendrites, cell body, myelin sheath and nodes of Ranvier. The movement of ions into and out of the Q and A discussion. Booklet responses. Written and oral communication skills. Research. 20 Learners access relevant e and work through a booklet to complete on nerves and nerve impulses. It includes diagrams of sensory and motor nerves to label and annotate together with an article
drugs used to treat depression. AO1 revision: The digestive system and diet. Revision of work covered in weeks 1 to 5. A variety of approaches may be employed depending on the cohort and their requirements Outcome of methods employed. Written and oral communication. Calculations, drawing and interpreting data and graphs. 25 Depending on cohort this could include: discussions worksheets Q and A These may be tutor/learner led. All of the above lend themselves to stretch and challenge opportunities. AO2 revision: The system and movement Revision of work covered in weeks 6 to 11. A variety of approaches may be employed depending Outcome of methods employed. Written and oral communication. Calculations, drawing and interpreting data and graphs. 26 Depending on cohort this could include: discussions worksheets Q and A These may be tutor/learner led.
on the cohort and their requirements. All of the above lend themselves to stretch and challenge opportunities. AO3 revision: How oxygen is transported in the and how physiological measurement can be applied. Revision of work covered in weeks 12 to 14. A variety of approaches may be employed depending on the cohort and requirements. Outcome of methods employed. Written and oral communication. Calculations, drawing and interpreting data and graphs. 27 Depending on cohort this include: discussions worksheets Q and A These may be tutor/learner led.
All of the lend themselves to stretch and challenge opportunities. AO4 revision: The structure and function of the nervous system and Revision of work covered in weeks 15 to 20. A variety of approaches may be employed depending on the cohort and their requirements. Outcome of methods employed. Written and oral communication. Calculations, drawing and interpreting data and graphs. 28 Depending on cohort this could include: discussions worksheets Q and A tests. These may be tutor/learner led. All of the above lend themselves to stretch and challenge opportunities. AO5 revision: Nerve impulses. Revision of work covered in weeks 21 to 24. A variety of approaches may be Outcome of methods employed. Written and oral communication. 29 Depending on cohort this could include: discussions worksheets Q and A tests. may be tutor/learner led.