Module Title:
2014-2015 KS4 Medium term overview
BTEC First Award in Applications of Applied Science
Unit 7: Applications of life science
30 guided learning hours
Syllabus References:
Edexcel exam board Module Length:
Overall aims of the scheme:
Learning aim A :
Investigate factors that contribute to healthy living
Learning aim B:
Know how preventative measures can be used to support healthy living
Learning aim C:
Investigate how some treatments are used when illness occurs
Inclusion: gifted and talented, SEN, EAL
 SEN:
1. key word definitions;
2. Differentiated work sheets
3. Support through verbal interaction
4. Working towards level 2 but can evidence level 1 work
 G&T :
Core activities:
Learning aim A :
2A.P1
1. Learners list the foods they have eaten in 24 hours.
2. Learners list some foodstuffs and categorise them into carbohydrates, fats, proteins or a combination of different types.
3. In small groups, learners discuss the amount and type of exercise they take.
2A.P2
1. Learners analyse their own diet and design a menu for themselves, taking into account recommended daily intake of all food groups.
2. Learners carry out a practical activity to investigate the effects of exercise on blood pressure and pulse rate.
3. In groups, learners produce a consequence map of too little exercise.
2A.M1
Learners investigate balanced diets for different groups of people and produce a poster of their findings
Learners devise an activity plan for an older relative
2A.D1
1. Learners research and summarise how diet can prevent scurvy and night blindness.
2. Learners list the consequences of eating too much or too little food.
3. Learners prepare a diet and exercise plan for a teenager – the plan must explain and justify the suggestions.
2A.P3
1. In groups, learners discuss their ideal weight and how they monitor this.
ICT Links: a) Developing skills in Independent research b) Developing skills in specific research criteria c) Understanding what plagiarism is
Developing skills in referencing research resources- web sites correctly
Research: design a menu for themselves, taking into account recommended daily intake of all food groups.
Research and summarise how diet can prevent scurvy and night blindness.
Research: the government’s weekly alcohol consumption guidelines for both males and females.
Research types of
Research the causes
Literacy and Learning
Learning through talk:
Comparing different diets and exercise programmes
Discussion on consequence map of too little exercise.
Discussion on devising a short presentation on consequences of obesity on the body
Discussion on the ideal weight and how they

1. Differentiated skill sheets
2. Work towards merit/distinction grades
3. Take the lead in practical activities
 EAL:
1. Use of visual aids- PP slides, images, practical work
2. Emphasis on key words use and meanings
3. Availability of a dictionary
4. Use of Google translate
 PP:
1. Regular assessment of student progress
2. Encouragement in class activities
 LAC:
1. Use of Collins differentiated work tasks available
 Boys underachievement:
1. Encourage full interaction in activities
2. Identify roles in group work
3. Peer supporting activities
Assessment for Learning Opportunities:
1. Students have targets which they know and understand
2. Students know regularly at what level they are working in relation to these targets
3. Students know how they can improve their
2.Learners calculate the BMI of athletes and then discuss their findings as a class
3. In pairs, learners research the government’s weekly alcohol consumption guidelines for both males and females.
2A.M2
1. Learners research and devise a short presentation on consequences of obesity on the body.
2. Learners research the rates of one particular type of disease e.g. lung cancer or liver disease and relate this to lifestyle choices.
3.Lead a discussion on the most recent government health initiatives put in place, e.g. ‘5-a-day’, smoke free and ‘Drink
Aware’.
2A.D2
1. Learners research lifestyle campaigns to help promote healthy lifestyles.
2. In pairs, learners develop a diagram to illustrate the positive changes that can occur when a person reduces their weight/stops smoking/reduces their alcohol intake.
3. Learners follow up the discussion on the most recent government health initiatives with more in-depth research. They use this information to produce their own campaign to help improve the health of the nation.
4. Learners evaluate the government’s measures to improve the health of the nation.
Learning aim B:
2B.P4
1. Learners list some common infectious diseases and discuss whether the infections are caused by bacteria, viruses or fungi.
2.Learners describe the symptoms that they noticed and list any medication they used if they have been stung by a wasp or bee, got a splinter in their finger or had hay fever
2B.M3
1. Learners identify where the different physical and chemical barriers can be located in the human body.
Follow this up with an explanation of how these barriers function.
2. Learners create a short podcast, poster or animation to demonstrate how different immune responses work.
monitor this.
Discuss and collaborate on tests for blood pressure, blood cholesterol or scans of the arteries that they know about.
Small/large group activities – practical investigations- developing team work
Use of roles within groups
Learning from text:
Use research and put information into own words
Use of text books for research- students to gather appropriate information they required
Use of library books
Use of Applications Of science text books
Learning through writing:
Presenting work as: reports, leaflets, newspaper articles, posters
Numeracy Links:

Investigating the effects of exercise on blood pressure and pulse rate.
 calculate the BMI of athletes and then discuss their findings as a class

Calculating averages from practical results

working at level so as to achieve their targets
4. The students have access to level/grade descriptors, e.g. in their books or on classroom walls, and they understand them, and there is reference to them within lessons
5. There are exemplars of good work available of different types which we can show to students and which, in particular, illustrate level/grade requirements
6. Schemes of work/lesson plans all make specific reference to AFL
7. Learning objectives are differentiated and levelled/graded
8. Lesson observations show that each teacher is in “AFL mode”, i.e. always discussing their work with students and helping them see how they can improve in terms of level/grade descriptors and achieving targets.
9. There is evidence that teachers have the skill of asking the students the type of questions, both individually and to the whole class, that enables them to understand how they can progress, and where relevant lead them to see how they can move on to achieve higher levels/grades.
10. There is evidence that both peer and self assessment relating to the learning objectives are occurring in lessons as appropriate
11. There is the evidence of AFL comments in the marking of students’ work.
12. AFL is also being used to adjust schemes of work, lesson plans and overall teaching in the light of analysis of the ascertained responses of students
2B.D3
1. Learners explain how barriers can help protect them from pathogens.
2. Learners produce a table that identifies the similarities and/or differences between the different types of immunity.
3.Learners summarise why inflammation occurs and the role of antihistamines in reducing it
2B.P5
1. Learners list vaccinations they have had or might need when travelling abroad.
2. Lead learners in a class discussion to create a flowchart explaining the changes that occur in the body when a vaccination has been administered.
2B.M3
Explain the effects of vaccinations on the human body.
2B.D3
1. Learners evaluate the effectiveness of vaccination programmes, e.g. those against measles or TB.
2. Learners create posters to show how the body prevents entry by and defends itself against pathogens and how vaccinations work.
2B.P6
1. Learners pool their knowledge about inherited conditions such as sickle cell disease and cystic fibrosis. Learners agree a list of the five most important points from their discussion.
2. Lead learners in a discussion about the screening programmes for cancer that they know about.
3. Learners find out about tests for blood pressure, blood cholesterol or scans of the arteries that they know about.
4. Learners list factors that increase or decrease the risk of atherosclerosis
2B.M4
1.Show a video about living with cystic fibrosis from

Construct graphs lined/ bar/ curves from
Cross-Curricular Links:
Geography : looking at different areas within the country, then different countries on screening programmes and identify the effectiveness of them
Art/Design
Poster or animation to demonstrate how different immune responses work.
Create a short podcast, poster or animation to demonstrate how different immune responses work.
History
Of inherited diseases, and the percentages of disease occurrence, and ratios of inheritance
Progress over time in organ donation success rates

Student Leadership Opportunities:
.
Group work roles- manager/ leader during practical activities
Organising a small group for a presentation to the class on
Extension/Enrichment Opportunities:
Working at the higher distinction grades, to evaluate, synthesise learning
2. Learners outline why screening programmes for cystic fibrosis in newborns are important.
3. Learners research how the screening for PKU is carried out.
4.Learners follow up their research by outlining their findings in a magazine article
5. Show a video of ‘A patient’s story of breast cancer and/or prostate cancer’. As a class, lead a discussion on why screening for cancer is important
6. Learners research the importance of adult vascular screening. They use their findings to create an information document or presentation for the public.
2B.D3
1, Learners discuss the advantages/disadvantages of newborn screening.
2. Learners create leaflets to explain how breast cancer screening and the PSA test can aid in a diagnosis.
3. Lea d learners in a debate on the notion ‘should the NHS bring in a national screening programme of the male population for prostate cancer?’
4. Learners list, describe, explain and outline the advantages and disadvantages of all the vaccinations and screening programmes available throughout the different ages and stages of development.
Learning aim C:
2C.P7
Learners discuss their experience and knowledge of antibiotics and as a class agree on five important points about antibiotics.
2C.M5
Learners research the use and misuse of antibiotics. They use their research to produce an A4 poster to display the information they have collected
2C.D4
Learners carry out a SWOT analysis on antibiotics.
2C.P8
1. Learners list fungal and viral infections they have had.
2. Learners suggest reasons why use of foot baths at swimming pools was stopped.
3. Learners list and describe different types of pain they may have experienced.
WrL / Enterprise:
SMSC
Screening programmes for inherited diseases- ethical issues
Use of and research on stem cell therapy
Blood transfusions and personal religious beliefs

Learners research and list some analgesics available.
2C.M5
1. Learners produce a mind map/flow diagram to show how anti-fungal and antiviral drugs work.
2. Learners discuss and give examples of which type of patients each of the analgesics they have researched would be best for.
3. Learners research the difference between analgesics and anti-inflammatories, the best way to take them and the role of pain.
2C.D4
1. Learners illustrate their knowledge of simple treatments of disorders and apply this to writing a magazine article about the use and misuse of antibiotics, antivirals and anti-fungal.
2. Learners produce a consequence map to show what happens when analgesics are misused.
3. Learners describe analgesics and their use. Learners move on to evaluating analgesics along with antibiotics, anti-fungal and antivirals, giving one justified use of each.
2C.P9
1. Learners share any personal experiences of blood groups, blood donation and blood transfusions.
2. Learners discuss the need for the understanding of blood groups and blood transfusion in small groups.
3. Learners investigate and report back on the work of
Landsteiner around blood groups.
4. Learners produce a short advert to encourage young people to donate blood.
5. Learners create a poster about blood groups and blood transfusions.
6.Learners discuss any experience they have of organ donation and transplantation before discussing their own personal views of organ transplantation
7. Explain the problems associated with taking immunosuppressant’s to prevent rejection of transplanted organs.
2C.M6
1. Learners suggest reasons why living close relatives are used most often for live kidney donors.
2. Learners list the pros and cons of having a kidney transplant

as opposed to having dialysis three times a week.
3. Learners debate whether people should opt in or opt out of a donor card scheme.
4. Learners write a report about organ donation: the organs that can be donated, whether these are from live or dead donors, and how rejection of the donor organ can be reduced.
2C.D5
1. Learners write down five facts that they can remember about cells.
2. Learners discuss what they know about stem cell research.
3. Create a class list of the five most important points from the discussion.
4. As a class, learners list diseases/disorders that may benefit from stem cell therapy.
5. Carry out a class debate on the pros and cons of stem cell therapy. Learners follow this discussion activity up by creating a spider diagram to identify the ethical considerations when using stem cells for treatment of certain disorders.
6. Learners discuss the ethical concerns over using stem cells taken from embryos.
7. Learners produce a Diamond 9 to suggest in which areas the government should target their spending for new research.
8. Learners make a table to evaluate different kinds of medical treatment met in the unit, including antibacterial and anti-fungal antibiotics, antiviral drugs, analgesics, organ transplants, blood transfusions and stem cell therapy

Week
1
2
Learning Objectives Tasks
2A.P1 Describe the possible effects of diet and exercise on the functioning of the human body.
2A.P2 Develop a diet and exercise plan based on level and type of exercise and appropriate nutritional balance, to promote healthy living for an individual.
2A.M1 Explain how the diet and exercise plan will affect the functioning of the human body.
2A.D1 Evaluate the diet and exercise plan, and justify the menus and activities chosen.
2A.P1 Describe the possible effects of diet and exercise on the functioning of the human body.
2A.P2 Develop a diet and exercise plan based on level and type of exercise and appropriate nutritional balance, to promote
As a dietician you are going to develop a diet and exercise plan for a teenager. Identify the ingredients of a balanced diet and exercise plan and understand how these affect the functioning of the body
1. I) Research and produce a table to show the key ingredients in a balanced diet.
II) Include the balanced food groups and the estimated average requirements (EAR) for a teenager.
2. Add information to the table to describe how the key ingredients affect the functioning of the body.
I) Research and design an exercise plan for a teenager
Explain how this exercise plan will affect the functioning of the body.
Justify your food choices for your diet and activities chosen for your exercise plan.
II) Make sure you link the age of the person to the lifestyle choices refer to the menus and activities chosen*
Add information to the table to describe how the key ingredients affect the functioning of the body.
Use the information in the table to describe a diet plan for a teenager.
Carry out a practical investigation to test different foods, complete a full lab report.
Including the frequency, type and level of exercise, so that it is appropriate for their life stage.
Differentiation
1A.1 and 1A.2
1. Explain the importance of a healthy balanced diet, and exercise
2. Identify the ingredients of a balanced diet and exercise plan for teenagers
3. Complete a table
2A.M1 and 2A.D1
Developing skills in developing plans for exercise independently, based on learning
1A.1 and 1A.2
1. Explain the importance of a healthy balanced diet, and exercise
2. Identify the ingredients of a balanced diet and exercise plan for teenagers
3. Complete a table

3
4
healthy living for an individual.
2A.M1 Explain how the diet and exercise plan will affect the functioning of the human body.
2A.D1 Evaluate the diet and exercise plan, and justify the menus and activities chosen.
2A.P3 Describe the ways in which health improvement measures are intended to improve the health of the population.
2A.M2 Analyse rates of disease in the population in relation to lifestyle choices.
2A.D2 Evaluate measures taken to improve the health of the population.
2A.P3 Describe the ways in which health improvement measures are intended to improve the health of the population.
2A.M2 Analyse rates of disease in the population in relation to
Produce an illustrated magazine article to highlight in what ways the plan you have chosen help the body to stay fit and
Healthy. This article must be informative to help other 2A.M1 and 2A.D1 teenagers understand the value of exercise, and provide Developing skills in developing plans for exercise examples independently, based on learning
Of how the plan will affect the functioning of the human body
Evaluate the diet and exercise plan, by comparing your plan to other researched examples complete an explanation sheet
Look at the NHS website which helps promote and improve healthy lifestyles. (Hint: look for initiatives related to healthy eating, exercise, smoking and alcohol intake.).
For each of the initiatives you have identified; describe how they aim to reduce the rate of non-infectious diseases in the
UK.
To do this you must: a) identify the aim of the initiative b) describe how the aim is achieved C) Suggest how the results of the initiative could be measured.
Discuss how the lifestyle choice under investigation affects the health of the Population, complete the discussion sheet provided II) you must include: a) Identifying the lifestyle choice under investigation b) Identifying how the lifestyle choice affects health c) Identifying how this effect on health is measured d) Describe the patterns in the data e) Explain the patterns in the data
List four initiatives on the website in a table identify how these initiatives improve healthy lifestyles
Research and produce a fact sheet to describe how screening tests for cancer and newborn babies keep people healthy.
Research data for rates of non-infectious diseases in the UK, present as a pie chart. Attempt to have at least two
Examples for different years
1A.3
Identify measures taken by relevant bodies to educate in order to improve the health of the population
2A.M2 and 2A.D2
Developing skills in analysis of research and discussions that are unbiased
1A.3
Identify measures taken by relevant bodies to educate in order to improve the health of the population

5
6
lifestyle choices.
2A.D2 Evaluate measures taken to improve the health of the population.
2B.P4 Describe how the immune system defends the body in relation to specific and non-specific immune responses.
2B.M3 Compare the different defence mechanisms the immune system uses to protect the human body.
2B.P4 Describe how the immune system defends the body in relation to specific and non-specific immune responses.
2B.M3 Compare the different defence mechanisms the immune system uses to protect the human body.
2B.D3 Evaluate the effectiveness of human vaccination and screening programmes
II) Explain how the initiatives taken to promote healthy lifestyles may have affected the data you have obtained
Using all the information above write an article about the effects of diet and exercise for a lifestyle magazine
Use information to compare different lifestyle choices in terms of affects on the body. Evaluate measures taken to improve the health of the population with reference to the case study
Give background information to the parents of young children.
The information leaflet needs to include information on how the body defends itself against infectious diseases. Define the terms specific and non-specific defences
Produce a flow diagram showing how vaccinations help to prevent pathogens making us ill. Include specific details on how the immune system helps with this.
Produce a leaflet describing how the immune system works; include suitable diagrams to help your description. The leaflet should compare: I) Physical and chemical barriers to the invasion of microorganisms II) Non-specific and specific defences inside the body
The practice manager needs to provide a report for the health trust to justify money used to promote the flu vaccination to elderly patients. She has asked you to write the report.
2. Refer to the ‘Case study data – vaccination’ for the seasonal flu vaccination programme, complete an explanation sheet following a discussion with a partner
3. Research and compare the different defence mechanisms the immune system uses to protect the human body
To evaluate the effectiveness of human vaccination programs
Write a report that: a) describes the data b) suggests an explanation for the pattern seen in the data c) describes the
potential benefits and drawbacks of the vaccination programme d) has a conclusion about how effective the vaccination Programme has been e) gives evidence for your
2A.M2 and 2A.D2
Developing skills in analysis of research and discussions that are unbiased
1B.4 and 1B.5 and 1B.6
1. Investigate and identify the role of the immune system (refer to content B1, and B2)
2. Investigate and identify the role of vaccinations
(refer to content B1, and B2)
3. Investigate and identify the role of screening programmes (refer to content B1, and B2)
2A.M3
Developing skills in comparing data obtained, and drawing conclusions from the information available
2A.D3
Evaluating independently and using higher level literacy skills to write a report on vaccination programmes

7
8
9
2B.P5 Describe the changes in the human body following vaccination.
2B.P6 Describe the role of specific health screening programmes.
2B.M4 Discuss the advantages and disadvantages of a specific health screening programme.
2B.P6 Describe the role of specific health screening programmes. conclusion from the information provided and further research.
1. Research the key terms, memory cells, vaccine, immunity, and active immunity.
2. Produce a leaflet on vaccination. Your leaflet needs to include information on: I) How vaccination works
II) Why vaccination programmes are aimed at certain groups of people, such as children. III) Describe a specific national vaccination programme, such as the MMR vaccination
1B.4 and 1B.5 and 1B.6
1. Investigate and identify the role of the immune system (refer to content B1, and B2)
2. Investigate and identify the role of vaccinations
(refer to content B1, and B2)
3. Investigate and identify the role of screening programmes (refer to content B1, and B2) programme which protects against
Mumps, measles and rubella. In your leaflet you should: a) Describe the effects of vaccination on the body
b) Describe what a vaccine is and identify the changes that result in the body after vaccinations include diagrams. c) Use the example you have chosen above to show this.
d) Describe the potential advantages and disadvantages of vaccination to the children and their parents.
You need to provide information on how screening programs are used to support healthy living.
1. Use the NHS website to research at least three of the four following screening programmes: a) screening for breast cancer b) screening for Down’s syndrome c) screening newborn babies for phenylketonuria d) vascular screening for atherosclerosis
2. Complete a table of your information
In pairs discuss the advantages and disadvantages of a specific chosen health screening programme, complete
A discussion sheet identifying the advantages and disadvantages
You need to provide information on how screening programs are used to support healthy living.
1. Use the NHS website to research at least three of the four following screening programmes: a) screening for breast cancer b) screening for Down’s syndrome c) screening newborn babies for phenylketonuria d) vascular screening for atherosclerosis
1B.4 and 1B.5 and 1B.6
1. Investigate and identify the role of the immune system (refer to content B1, and B2)
2. Investigate and identify the role of vaccinations
(refer to content B1, and B2)
3. Investigate and identify the role of screening programmes (refer to content B1, and B2)
2A.M4
Discussion and listening skill emphasis to identify advantages and disadvantages.
1B.4 and 1B.5 and 1B.6
1. Investigate and identify the role of the immune system (refer to content B1, and B2)
2. Investigate and identify the role of vaccinations
(refer to content B1, and B2)
3. Investigate and identify the role of screening programmes (refer to content B1, and B2)

10
2B.M4 Discuss the advantages and disadvantages of a specific health screening programme.
2B.D3 Evaluate the effectiveness of human vaccination and screening programmes.
2C.P7 Investigate the use and misuse of antibiotics using secondary data.
2C.M5 Analyse the effectiveness of different kinds of medical treatment in health care using secondary data.
2C.D4 Evaluate the use of
2. Complete a table of your information
Assess the effectiveness of human screening programmes, by producing a leaflet describing each of the screening programmes you have researched.
a) include: a table, describing the advantages and disadvantages of at least three of the screening programmes
b) data showing how effective each screening programme has been at detecting illnesses
Use the data you have gathered for task 2 to evaluate how effective screening is at reducing disease or reducing the effects of the disease.
As a medical researcher you need to be up-to-date with current treatments for different kinds of infectious diseases. In this task you will investigate the use of different drug treatments and report on your findings.
1. Carry out the experiment ‘Investigating the effectiveness of antibiotics’ .
2. Write a report on your experiment. Comment on how effective the different antibiotics you tested are at treating
Different diseases.
3. Look at the results of an experiment carried out by another scientist as secondary data. Answer the questions ‘Case
Study data provided. Compare these results with the results you obtained from your experiment.
4. In pairs discuss why it’s important not to take antibiotics if you don’t really need them, complete a discussion sheet
Identifying the most important points you have raised with your partner
1. Analyse the effectiveness of different kinds of medical treatment in health care using secondary data researched
2. Describe why it is important that antibiotics, anti-fungal, antiviral and analgesics are not over-prescribed
Evaluate the different types of treatment investigated. For each
2A.M4
Discussion and listening skill emphasis to identify advantages and disadvantages.
2A.D3
Evaluating independently and using higher level literacy skills to write a report on screening programmes
1C.7 and 1C.8 and 1C.9
1. Evidence of treatments available when the body ceases to be healthy
2. Understand standard guidelines on treatment regimes, and guidance to complete a course of antibiotics
3. When practical work is done in a laboratory knowing the health and safety issues
4. Risk assessments and the use of CPSHH and other regulations in place in laboratories must be followed
5. Witness/observation records must be completed as evidence that practical work has been carried out safely and appropriately
2A.M5
Developing skills in independent analysis following secondary data research
2A.D4
Independently providing evidence to evaluate learning on

11
12
different kinds of medical treatments, justifying your opinions.
2C.P8 Describe the use of antifungal, antiviral and analgesic treatments.
2C.M5 Analyse the effectiveness of different kinds of medical treatment in health care using secondary data.
2C.D4 Evaluate the use of different kinds of medical treatments, justifying your opinions.
2C.P8 Describe the use of antifungal, antiviral and analgesic treatments.
2C.M5 Analyse the effectiveness of different kinds of medical treatment in health care using secondary data. type of drug, describe what sort of disorders they would be used to treat. Justify your choice in each case
Research and write a short paragraph to describe the differences between bacteria, fungi, and viral infections
Discuss the possible consequences of over-prescription, present your work as a newspaper article, warning the Public of the consequences in your role as a medical researcher.
Write at least one paragraph to evaluate the advantages and disadvantages of using antibiotics to treat bacterial Infections, justify your opinions
Research using different resources the uses of different treatments available, include: antibiotics, anti-fungal, antiviral and analgesics. a) Describe what each type of drug can be used for. b) Describe how each works on the body and include diagrams
Discuss the possible consequences of over-prescription, present your work as a newspaper article, warning the Public of the consequences in your role as a medical researcher.
Research examples of organs that can be transplanted
Include: a) some reasons why organs may need to be transplanted b) Describe how and why tissue matching is medical treatments
1C.7 and 1C.8 and 1C.9
1. Evidence of treatments available when the body ceases to be healthy
2. Understand standard guidelines on treatment regimes, and guidance to complete a course of antibiotics
3. When practical work is done in a laboratory knowing the health and safety issues
4. Risk assessments and the use of CPSHH and other regulations in place in laboratories must be followed
5. Witness/observation records must be completed as evidence that practical work has been carried out safely and appropriately
2A.M5
Developing skills in independent analysis following secondary data research
2A.D4
Independently providing evidence to evaluate learning on antibiotics treatments, also considering personal experience
1C.7 and 1C.8 and 1C.9
1. Evidence of treatments available when the body ceases to be healthy
2. Understand standard guidelines on treatment regimes, and guidance to complete a course of antibiotics
3. When practical work is done in a laboratory knowing the health and safety issues
4. Risk assessments and the use of CPSHH and other regulations in place in laboratories must be followed
5. Witness/observation records must be completed

13
14
2C.D4 Evaluate the use of different kinds of medical treatments, justifying your opinions
2C.P9 Explain the importance of blood group matching in blood transfusions.
2C.M6 Describe organ donation and approaches used to reduce rejection .
2C.P9 Explain the importance of blood group matching in blood transfusions. carried out prior to the operation
Evaluate the different types of treatment investigated. For each type of drug, describe what sort of disorders they would be used to treat. Justify your choice in each case as evidence that practical work has been carried out safely and appropriately
As a medical researcher you need to be aware of the effectiveness of different treatments for organ failure.
Explain the importance of blood group matching in blood transfusions you need to present this as an information Leaflet.
You need to include a) identify all the blood groups, b) describe what the rhesus factor means) give some examples of why blood transfusions are used, d) Describe why it is important for patients to receive the correct blood group, e) outline some effects on the body if it was to receive the wrong blood group
Complete a report to evaluate your findings to discuss;
a) Other tissue matching approaches, adopted when a patient needs an organ transplant. b) Other methods used to stop rejection when a patient undergoes an organ transplant.
c) The potential advantages and disadvantages of organ transplants d) The potential advantages of stem cell treatment compared with organ transplants.
Evaluate your report to include identifying the ethical, religious, moral and social implications/objections there may be
As a medical researcher you need to be aware of the effectiveness of different treatments for organ failure.
Explain the importance of blood group matching in blood transfusions you need to present this as an information Leaflet.
You need to include a) identify all the blood groups, b) describe what the rhesus factor means) give some examples of why blood transfusions are used, d) Describe why it is important for patients to receive the correct blood group, e) outline some effects on the body if it was to receive the wrong blood group
1C.7 and 1C.8 and 1C.9
1. Evidence of treatments available when the body ceases to be healthy
2. Understand standard guidelines on treatment regimes, and guidance to complete a course of antibiotics
3. When practical work is done in a laboratory knowing the health and safety issues
4. Risk assessments and the use of CPSHH and other regulations in place in laboratories must be followed
5. Witness/observation records must be completed as evidence that practical work has been carried out safely and appropriately
2A.M6
Developing discussion skills in pros and cons of transplant donation.
1C.7 and 1C.8 and 1C.9
1. Evidence of treatments available when the body ceases to be healthy
2. Understand standard guidelines on treatment regimes, and guidance to complete a course of antibiotics
3. When practical work is done in a laboratory knowing the health and safety issues
4. Risk assessments and the use of CPSHH and other regulations in place in laboratories must be

2C.M6 Describe organ donation and approaches used to reduce rejection.
2C.D5 Evaluate the potential benefits of stem cell therapy.
Describe what transplanted organ rejection is and research ways rejection can be reduced
Discuss the potential advantages and disadvantages of organ transplants complete the sheet provided
1. Evaluate the potential advantages of stem cell treatment compared with organ transplants, include other alternative to organ transplants
2. Evaluate the main principles and current applications of stem cell treatment followed
5. Witness/observation records must be completed as evidence that practical work has been carried out safely and appropriately
2A.M6
Developing discussion skills in pros and cons of transplant donation.
2A.D5
Developing awareness of others beliefs and opinions and the ethical aspect of stem sell research and use of stem cells to treat medical conditions