Topic 1: Science and Health
GCSE Additional Applied Science
About the topic
Useful general Websites
In this topic learners:

develop knowledge and understanding of the way the body works, the systems
within the body and the processes that are necessary to keep us alive.

develop understanding of the routine and non-routine procedures for monitoring the
body systems by recording vital signs, for example, temperature, heart/pulse rates
and blood pressure

develop understanding of the procedures used by, and work of, practitioners
involved in maintaining health and wellbeing.
People and organisations working with health
http://www.nhscareers.nhs.uk/hcsci.shtml
http://www.ama-assn.org/ama/pub/education-careers/careers-health-care/directory.page?
http://en.wikipedia.org/wiki/X-ray
http://www.nhs.uk/conditions/x-ray/Pages/Introduction.aspx
http://www.nhs.uk/conditions/ct-scan/Pages/Introduction.aspx
http://www.nhs.uk/conditions/ultrasound-scan/Pages/Introduction.aspx
Physiological changes associated with exercise
Prior learning
It is helpful if learners know from KS3 Science:

Respiration is a chemical reaction that happens in all living cells and that the
respiratory system allows the body to get the oxygen it needs and remove waste
carbon dioxide

Blood system as a transport system

Basic structure of joints and antagonistic muscles
http://lgfl.skoool.co.uk/content/keystage4/biology/pc/lessons/uk_ks4_blood_and_circulation/h
-frame-ie.htm
http://lgfl.skoool.co.uk/content/keystage4/biology/pc/lessons/uk_ks4_breathing_and_respirati
on/h-frame-ie.htm
http://resources.schoolscience.co.uk/abpi/heart/heart4.html
http://www.abpischools.org.uk/res/coResourceImport/resources04/asthma/index.cfm
Movement and the human body
Health and safety
Risk assessments are required for any hazardous activity.
Model risk assessments used by most employers for normal science activities can be found
in the CLEAPSS Guidance. Teachers need to follow these as indicated in the guidance notes
for the activities, and consider what modifications are needed for individual classroom
situations.
http://kidshealth.org/teen/your_body/body_basics/bones_muscles_joints.html#a_The_Muscul
oskeletal_System
http://www.bbc.co.uk/schools/gcsebitesize/pe/appliedanatomy/3_anatomy_muscles_rev4.sht
ml
http://www.s-cool.co.uk/gcse/pe/how-the-body-moves/revise-it/muscles-and-movement
Monitoring and improving health and fitness
Language for learning
http://www.ngfl-cymru.org.uk/vtc/ngfl/pse/16/ks2/default.html
Through the activities in this unit learners will be able to use appropriate scientific and
technical language to clearly communicate their understanding of scientific concepts,
conveying their meaning in a coherent and succinct manner.
They will need to understand, use and spell correctly any technical words used in the
context of the unit e.g.
http://www.nhs.uk/Change4Life/Pages/change-for-life.aspx
GCSE additional Applied Science Unit 1, topic 1
http://www.bbc.co.uk/health/treatments/healthy_living/
http://www.direct.gov.uk/en/HealthAndWellBeing/HealthyLiving/index.htm
http://www.takelifeon.co.uk
1
Out-of-school learning
Learners could:

Use NHS website to investigate a particular health care job role in detail, including
skills required.

• Devise a questionnaire to assess health and wellbeing of self, family and friends

Research diseases/conditions that effect the efficient working of the cardiovascular
system
Good learning Practice
Learners should be given explicit level statements, using Grade Descriptors, relating to each
activity they undertake. This will enable them to measure and monitor their own performance.
Controlled Assessment
Teachers are advised to build into their teaching programme time to complete controlled
assessment. Controlled assessment activities are changed each year. This will mean that
centres will need to review their scheme of work to ensure that the chosen controlled
assessments are covered at an appropriate time.
GCSE Additional Applied Science
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1.1 People and organisations working with health
Learning Objectives
Possible Learning Activities
Learners should
1.1.1 understand that healthcare
practitioners (doctors, nurses,
Physiotherapists, sports physiotherapists,
accredited fitness trainers, biomedical
scientists etc.) play a vital role in our health
and wellbeing.
They will be involved in the prevention or
diagnosis and treatment of diseases and
injuries. They also help in rehabilitation after
accidents or serious illness.
Resources
Hook Activities:
Involve an expert: a healthcare practitioner could be invited in to
take on the “mantle of the expert”. Prior to the visit learners could
work in pairs to prepare a set of questions related to the subject of
prevention, diagnosis or treatment of diseases and injuries. The
“expert” could be asked to give a short presentation (no more than
10 minutes) and then in turn pairs of learners ask their pre-prepared
questions.
Learners could then be set a task by “the expert” to design a leaflet
or poster for GP surgeries that explains the diagnosis and treatment
of a particular injury or disease
Research and presentation: spilt the class into teams (max 4 per
team) give each team a particular disease to research in terms of
prevention , diagnosis and treatment (learners could research
diseases such as Tuberculosis, Cirrhosis, heart failure, kidney
infection etc.., ) and a fixed time in which to carry out the research (
1 hour). Teams should allocate tasks to each member of the team—
one uses internet, one uses class room resources, one uses
resources in the library. Having completed their research the team
then has 30 minutes to produce either a poster or PowerPoint
presentation on the prevention, diagnosis and treatment of the
disease. Each team presents research results to rest of class, each
presentation is scored by the class and “winning team” is
announced at the end of all presentations
http://www.nhs.uk/Conditions/Cirrhosis/Page
s/Treatment.aspx
http://www.netdoctor.co.uk/diseases/facts/tu
berculosis.htm
http://www.bupa.co.uk/individuals/healthinformation/directory/h/heartfailure
http://www.nhs.uk/conditions/kidneyinfection/Pages/Introduction.aspx
Starters:
Who does what matching game: Arrange learners into pairs,
provide each pair with a list of health care practitioner roles such as: http://www.nhscareers.nhs.uk/hcsci.shtml
audiologist, perfusionist, pharmacist, occupational therapist,
physiotherapist, prosthetist, orthoptist etc. and a set of short job
descriptions, such as “investigates, diagnoses and treats defects of
vision and abnormalities of eye movement”. Learners are then given
a fixed amount of time to match role and job description. Ensure
that at then end of the activity learners have all the roles and
descriptions correctly matched
GCSE Science B
3
Points to note
Hospital visit: arrange for learners to visit a hospital to see
diagnostic equipment first hand. This could be linked to talks by
various technicians/ doctors/radiographers on how the equipment is
used.
On screen diagnosis and treatment Pull together a range of video
clips from hospital drama television programmes, such as: Holby
city, Casualty, House, Grey Anatomy etc... Which all contain
examples of a range of healthcare professionals and examples of
treatments and diagnostic techniques. Ask learners to identify as
many different practitioners, treatments and techniques as they can.
This can be set up as a team challenge activity.
Main Activities:
Resource station research: set up resource stations around the
room, which contain a range of information about the use of
different diagnostic techniques such as X-rays, CAT scans and
Ultrasound,. The information provided at each resource station
should be varied—i.e. pages of text, a short video, an audio
cassette, and website pages. Working in groups of 5, the group has
to decide which member of the group to send to each resource
station. Within a fixed time limit each learner must make notes
about the information at the resource station. Learners from
different groups will need to work together at each resource station.
Learners then return to their own “home group” and take it in turns
to explain what they learnt at their resource station.
Health care practitioner practical: testing samples analysing
results: Using Visking tubing filed with various solutions of
water/salt/glucose and immersing these in beakers containing
different solutions, clinistix can be used to test for the presence of
glucose, inside and outside the bag. This practical obviously tests
the theory of osmosis, but allows learners to become familiar with
the use of clinistix
Make up different samples of “urine” using salt solution added to
glucose solution, added to protein solution with yellow food
colouring added. By using varying amounts of each of these
components it is possible to make up samples that are a) from a
diabetic (have glucose and protein present), b) normal (no protein
or glucose present) c) from someone who is dehydrated (no
glucose, no protein, high salt , dark colour) Unknown samples could
have to be identified. Glucose measured by clinistix and protein by
test strips, salt concentration measured by passing a current
through it (this may be better done by the teacher or results given
for this next to each sample)
GCSE Additional Applied Science
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http://www.macmillan.org.uk/Cancerinformati
on/Cancertreatment/Treatmenttypes/Radioth
erapy/Generalinformation/Whatisit.aspx
http://www.cancerhelp.org.uk/aboutcancer/treatment/radiotherapy/about/whatradiotherapy-is
http://en.wikipedia.org/wiki/X-ray
http://www.nhs.uk/conditions/xray/Pages/Introduction.aspx
http://www.nhs.uk/conditions/ctscan/Pages/Introduction.aspx
http://www.nhs.uk/conditions/ultrasoundscan/Pages/Introduction.aspx
Reviewing work
Learning Objectives
Learners should learn
Review their knowledge and understanding
of people and organisations working with
health
GCSE Additional Applied Science
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Possible Learning Activities
Resources
Who am I?: Assign a particular healthcare practitioner role to either
individual learners or pairs of learners, only the individual or pair
know the particular practitioner they have been assigned. Individuals
or pairs spend 15 minutes maximum reminding themselves of the
role their assigned practitioner undertakes. Who am I activity begins:
members of the class ask questions to an individual/pair to try to
ascertain the healthcare practitioner they have been assigned. The
class can only ask 10 questions and the individual/pair can only
answer yes/no. Once the 10 questions have been asked learners
write down who they think a particular learner/pair of learners
represents.
http://www.nhscareers.nhs.uk/hcsci.shtml
http://www.amaassn.org/ama/pub/education-careers/careershealth-care/directory.page?
Points to note
1.2 Physiological changes associated with exercise
Learning Objectives
Possible Learning Activities
Learners should
1.2.1 describe the structure of the human
cardiovascular system in terms of heart,
ventricles, atria, veins, arteries, capillaries
and double circulatory system. (names of
valves and structure of vessels are not
required.)
1.2.2 explain purpose of the cardiovascular
system in transporting gases (oxygen and
carbon dioxide), nutrients and waste
products around the body.
1.2.3 know the composition of the blood and
functions of red blood cells, white blood
cells, plasma and platelets.
1.2.4 understand the purpose of the
respiratory system in providing oxygen and
removing carbon dioxide.
1.2.5 recognise and label on a given
diagram a vertical section of the
human respiratory system: nasal cavity,
trachea, bronchi, bronchioles,alveoli, lungs,
diaphragm, ribs and intercostal muscles.
(Knowledge of pleural membranes is not
required.)
1.2.6 describe how air is breathed in and out
(contraction/relaxation of the intercostal
muscles and movement of diaphragm
causing pressure changes, and volume so
air is sucked in or forced out of the
lungs),and the changes that take place in
the composition of the air.
1.2.7 understand that muscles need energy
to do work (contract).
1.2.8 know that aerobic respiration occurs in
cells when oxygen is available. During
aerobic respiration chemical reactions within
the cell, controlled by enzymes, use glucose
and oxygen to release energy and produce
carbon dioxide and water. Some energy is
lost as heat. Write a word equation to
describe aerobic respiration.
GCSE Additional Applied Science
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Hook Activities:
Heart dissection Learners are given the opportunity to dissect a
heart or watch a demonstration of a heart dissection completed by
teacher/technician. During the demonstration ask learners to
identify key features
Circulatory system representation: in this activity learners will
represent the component parts of the double circulatory system. Set
up 4 “stations” in a cleared classroom or other large space. Body
and lungs at either end of a room and heart in the middle split into
right side of the heart and left side of the heart. Appoint a learner to
each station to assist others in the right direction. Supply several
learners with red bibs (borrowed from the PE department) and have
learners with blue bids stood at the “body station”. Start several
learners with red bids off from the lungs walking slowly to the lungs,
then at a quicker pace to the body. At the body the red bib learners
hand over to blue bib learners, who move from the body to the right
side of the heart (through atria and ventricle) and then back to the
lungs where they again hand over to red bid learners. This activity
also works with red and blue disks/bean bags etc.. which can be
“swapped” at the body and lungs If possible have a group of
learners taking a video (on a mobile phone) which can then be
replayed once the activity is completed
Starters:
Completing an on-line activity/quiz: Using an interactive website
such as the one given here, undertake a class activity with the
website displayed on the whiteboard. Print a copy of the completed
activity (with correct answers!) for learners to use as reference
Using a 3D heart animation: show an animation of the heart
pumping, ask learners to write down at least one reason why the
heart is divided into the two sides. Select learners to read out the
reason they have written down and begin a discussion about the
need for a double circulatory system
Resources
http://www.hometrainingtools.com/heartdissection-project/a/1318/
http://www.bbc.co.uk/schools/gcsebitesize/p
e/appliedanatomy/0_anatomy_circulatorysys
_rev1.shtml
http://www.klbict.co.uk/interactive/science/he
art.htm
http://www.kscience.co.uk/animations/heart.
swf
http://www.nhlbi.nih.gov/health/dci/Diseases/
hhw/hhw_pumping.html
Points to note
1.2.9 know the balanced symbol equation for
aerobic respiration:
C6H12O6 + 6O2 → 6CO2 + 6H2O (+
energy)
1.2.10 understand that in the absence of
oxygen, anaerobic respiration may occur.
Anaerobic respiration is less efficient than
aerobic respiration. Energy is released from
glucose and lactic acid is produced. Oxygen
debt may occur in muscles as a result of
anaerobic respiration –oxygen debt is the
amount of oxygen required by the body after
a period of intense exercise (and hence after
having respired anaerobically).
1.2.11 understand the physiological effects
of exercise on: • breathing (Short term
effects: breathing rate increases to provide
the oxygen and remove carbon dioxide.
Long term effects: the body becomes more
efficient at transporting oxygen)
• heart rate (Short term effects: heart rate
increases, cardiac output increases. Long
term effects: heart muscle strengthened,
heart muscle becomes more efficient)
• the body (Short term effects: during
intense exercise the body’s temperature
rises, messages sent from brain to skin
make it sweat, heat is lost from the body as
a result of evaporation of sweat and blood is
diverted to capillaries under the skin
causing it to redden. Long term effects:
improves general health and wellbeing).
Practical activities
Composition of air practical: Quick practical activity analysing
inhaled and exhaled air using limewater. Learners to provide a
conclusion about why inhaled air has less Carbon Dioxide present
than exhaled air
Demonstrating anaerobic respiration in yeast. Set up a glucose
and yeast solution in a boiling tube using warm water (previously
boiled). Add two drops of methylene blue-an indicator which is blue
in the presence of oxygen and colourless in anaerobic conditions.
Pour a thin layer of paraffin onto the suspension (to prevent any
oxygen entering). Connect a delivery tube to the boiling tube (which
should be kept in a beaker of warm water). When the methylene blue
turns colourless connect the delivery tube to a test tube containing
lime water and show that respiration is still taking place i.e. Carbon
dioxide is being produced)
Main Activities:
Data investigations: Learners are provided with data that forms a
“case study” of a particular individual who has undertaken an
exercise programme at a local gym. The first set of data they are
provided with is heart rate and breathing rate of this individual at
intervals during and after exercise on day one of their training
programme. Learners could plot this data on a graph and make
some initial conclusions about the physiological effects that exercise
had on heart rate and breathing rate (and why). Learners are then
provided with the same data but from day twenty of the individuals
training programme. Learners need to plot this data and then
comment on differences between day one and day twenty.
Different teams of learners could be presented with different data,
from different individuals which they could then join together to
discuss. Additional data/information could also be provided to make
the “case study” more realistic, so weight of individual on day one
and day twenty, questionnaire completed by the individual etc...
Understanding all about Blood: Following a PowerPoint
presentation which outlines the composition of blood and identifies
the functions of different blood cells, ask learners to complete a
worksheet with questions such as: list 3 functions of blood, which
blood cells carry oxygen around the body? Which constituent of
blood is involved in the blood clotting process etc..
Learners could also carry out additional research using the websites
suggested here and produce a table of structure and function for
each component of blood
GCSE Additional Applied Science
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http://www.bbc.co.uk/schools/gcsebitesize/p
e/appliedanatomy/0_anatomy_circulatorysys
_rev4.shtml
http://www.bbc.co.uk/schools/gcsebitesize/s
cience/edexcel/electrical/hormonesrev1.sht
ml
http://www.blood.co.uk/aboutblood/components/
Respiration stepping stones challenge: sit the class in a large
circle (desks cleared to the side of the room) or use the hall/dining
room/outside.
In the centre of the circle place several sheets of flipchart paper
each with a step in the process of respiration. Ask for a volunteer
who thinks they can get across “the stepping stones” in the correct
order to show the process of respiration. The volunteer must explain
each step fully and accurately before taking his/her next step. If they
cannot do this, they have fallen off and must sit back down, when
another volunteer takes up the challenge
Leaflet Design: following a presentation by the teacher on the long
term benefits of exercise, learners are asked to design a leaflet for
GP surgeries that will help patients understand how exercise could
improve general health and well being
http://www.bbc.co.uk/schools/gcsebitesize/pe
/exercise/2_exercise_effectsoftraining_rev3
.shtml
http://www.bbc.co.uk/schools/ks3bitesize/scie
nce/biology/gas_1.shtml
http://www.bupa.co.uk/individuals/healthinformation/directory/b/benefits-of-exercise
Reviewing work
Learning Objectives
Possible Learning Activities
Learners should
Review their knowledge and understanding
of physiological changes associated with
exercise
Revision Bingo: Ask learners to draw quickly a blank nine square
“bingo” grid on a piece of paper in front of them. The teacher writes
on the white board 12 key terms related to the Cardiovascular
system or Respiratory system Learners choose 9 of these terms and
write them into their squares. Start the “game” by reading the first
definition of one of the 12 terms and continue in a random order.
Learners’ mark of their “card” when the definition read out matches a
term they have written on their card. Learners can call out when they
have a “line” and they read back both the terms and definitions. The
“game” can continue until someone has a full house
Reviewing information on a website: provide learners with a
particular website (such as the one given here). Explain that they are
a website reviewer, they need to read through specific pages and
comment on what is good about the website, who could use it, how it
could be improved. Learners could work individual on this activity or
in pairs, different pairs could review different pages
Breathing system keyword matching activity: provide learners
with 6 key terms, such as lungs, thorax, diaphragm, alveoli, wind
pipe and ventilation and separately 6 definitions, such as “sheet of
muscle separating lungs from abdomen” give them a very short time
scale to match term and definition.
Completing sentences. Provide learners with a worksheet that lists
GCSE Additional Applied Science
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Resources
http://sixthsense.osfc.ac.uk/biology/biology_e
xcellence/circulatory_system.asp
Points to note
words and phrases related to the physiological changes associated
with exercise, such as respiration, muscle contraction, oxygen,
glucose, carbon dioxide, heart rate, breathing rate, artery dilation,
muscle fatigue, lactic acid, plasma, and oxygen debt. The task
learners are ask to complete is to connect any two words or phrases
into a sentence (long or short). They should try to use as many of the
words/phrases as possible. Higher ability learners could then be
asked to put three words into a sentence.
GCSE Additional Applied Science
9
1.3 Movement and the human body
Learning Objectives
Possible Learning Activities
Learners should
1.3.1 understand that muscles contract in
response to signals from the nervous system
which is comprised of the central nervous
system (the brain and spinal cord) and the
peripheral nervous system. Nerve impulses
are mainly electrical and are carried in nerve
cells, or neurones.
1.3.2 describe the action of antagonistic
muscles (e.g. biceps and triceps).
1.3.3 understand the role of muscles in
moving bones which act as simple
levers (e.g. the arm) and use the equation:
moment = force x perpendicular distance
between force and point of turning
1.3.4 know the structure of a synovial joint
and its parts (cartilage, ligaments, synovial
fluid and synovial membrane).
1.3.5 understand the function of cartilage,
synovial fluid and ligaments in a synovial
joint.
1.3.6 understand that disease (limited to
osteoarthritis) and injury (e.g. torn ligaments)
can result in limited movement of joints. The
body can repair itself but some injuries may
take a long time to recover from.
Recognise that badly damaged joints can
replaced by artificial joints.
1.3.7 analyse movement (walking, running,
cycling) using distance-time and velocitytime graphs.
1.3.8 select and use the equations:
speed = distance/time
acceleration (or deceleration) = change in
velocity/time
1.3.9 use velocity-time graphs to determine
acceleration and distance travelled.
1.3.10 interpret information on modelling
and monitoring particular movement
sequences (e.g. slow motion videos,
photographic frames of movement) to
improve sporting performance.
GCSE Additional Applied Science
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Resources
Hook Activities:
Fitness studio/gym visit: arrange for learners to visit a local gym or
fitness studio, so that a fitness instructor/sports coach can
demonstrate how the various fitness machines use different
antagonistic muscle groups.
http://en.wikipedia.org/wiki/Antagonist_(mus
cle)
The science of movement: Pull together a range of video clips from
which demonstrate different movement activities:, for example
running in athletics, javelin throwing, swimming, skiing, and reading
a book(!) Ask learners to identify the muscles that are being used in
each activity
http://www.bcb.uwc.ac.za/Sci_Ed/grade10/m
anphys/skel_mus.htm
Starters:
Sports injuries: spilt learners into research teams to carry out
investigations into the possible sports injuries. These could include
Damaged ligaments, torn muscle, tendon rupture, torn cartilage,
fractured bone. On completion of their research (in a set amount of
time, with given websites to use), learners then prepare and present
a 5 minute overview of their findings in relation to a particular sports
injury
Learner presentations could be followed by a talk from a general
physiotherapist, sports physiotherapist (from a local football or rugby
club) or orthopaedic surgeon from local hospital. Such a
representative could talk about muscle and bone injuries they have
seen (any photographs would be motivating for learners)
http://www.bupa.co.uk/individuals/healthinformation/directory/k/knee-ligament-injuries
http://www.tornmuscle.net/
http://www.pncl.co.uk/~belcher/information/T
endon%20injury.pdf
Analysing movement: split learners into teams of 4 to record and
analyse movement. Each team will need recording equipment. They
will be given a set amount of time (no more than 30 minutes) to
record a 5 minute “clip” that they can show to the rest of the class
that effectively demonstrates different movement activities (walking,
running, jumping etc..)
Main Activities:
Analysing graphs: Learners are provided with distance-time and
velocity-time graphs. They are asked to use these to determine
acceleration and distance travelled and also to consider which
http://www.bbc.co.uk/schools/gcsebitesize/sci
ence/add_ocr/explaining_motion/describingm
otionrev3.shtml
Points to note
graphs represent different movement activities i.e. walking, running,
cycling etc.. Different teams of learners could be presented with
different graphs, which they could then join together to discuss.
Learners could combine this activity with watching an illustrated pod
cast summary of distance/time and velocity/time graphs on the
website suggested here.
Learners could also be provided with data, for example from an
athlete running a 200m race and they could then construct velocitytime and distance-time graphs from this real time data
The science of movement: A local hospital physiotherapy
department has asked for help in explaining to patients how bones
and muscles work together to produce movement. The department
would like a leaflet that could be used for a range of people who
have movement difficulties. Learners could each produce individual
leaflets and then compare and select “the best” or this could be a
team activity
The role of Synovial fluid: Following a PowerPoint presentation
which introduces the Synovial joint and the function of the various
components, ask learners to complete a worksheet with questions
such as: what is the function of the synovial fluid? What produces
synovial fluid? Give three examples of synovial joints in the human
body, what function does cartilage perform? Learners could also
carry out further research using the websites suggested here
GCSE Additional Applied Science
11
http://www.bbc.co.uk/schools/gcsebitesize/p
e/appliedanatomy/2_anatomy_skeleton_rev3
.shtml
http://en.wikipedia.org/wiki/Synovial_joint
Reviewing work
Learning Objectives
Possible Learning Activities
Learners should
Review their knowledge and understanding
of movement and the human body
Memory board: write down a number of terms related to
understanding movement and the human body on the board Give
learners a minute or so to remember the terms (but not to write them
down). As soon as the time is up rub the terms off the board, now
ask the students to write down, not the terms themselves, but the
definition/explanation of the term. Again give only a specified time to
do this then go over each term and discuss the different ways in
which learners have defined/explained them ,
Go large exam questions: Write out an exam style questions on the
topic of movement and the human body at the top of a flipchart
sheets. Put these sheets on desk around the class room. Allocate
pairs of learners to a particular question sheet. At the word “go” the
pair makes a start to answer the question they have been allocated
to, at the word “move” learners then move to another question. There
needs to be more questions then pairs of students, as only one pair
is allowed at a question sheet at anyone time. When at the second
and subsequent question sheets, learners need to read the previous
answer, add to this or make corrections to any incorrect information.
At the end of the activity (say up to 5 “moves”) learners return to their
original questions, review and mark the answer that has been
provided. .
GCSE Additional Applied Science
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Resources
Points to note
1.4 Monitoring and improving health and fitness
Learning Objectives
Possible Learning Activities
Learners should
1.4.1 describe how basic information is
collected in an initial health or fitness
assessment (pulse rate, temperature, blood
pressure, height, body mass, aerobic fitness,
gender, age, family/personal medical
history).
1.4.2 understand that lifestyle factors (e.g.
food, alcohol consumption, smoking,
exercise, and stress) can adversely affect
health and fitness.
1.4.3 understand the short term and long
term impact of excessive alcohol
consumption on the body. Be aware that
individuals can also become addicted to
alcohol. Short term: Alcohol depresses the
central nervous system. It interferes with
communication between nerve cells, by
interacting with the receptors on some cells.
As a result excessive alcohol consumption
can result in slurred speech, excessive
talking, disruptive sleep, nausea and
vomiting. Long term: Excessive alcohol
consumption can damage internal organs.
Examples limited to cirrhosis of the liver
(irreversible scarring of the liver). Healthy
liver cells die and the dead cells are
replaced by fibrous tissue. The liver is no
longer able to complete its functions
(i.e. metabolism of carbohydrates, proteins
and fats, detoxification and excretion of
waste products from the body) so effectively.
1.4.4 understand that NHS
recommendations for alcohol consumption
are intended to lower the risk of long term
damage from alcohol.
1.4.5 explain why personal medical or
fitness information must be recorded, stored
and made available to other people on the
health or fitness practitioner team. Show an
awareness of ethical implications of
recording information.
1.4.6 be able to take appropriate
GCSE Additional Applied Science
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Resources
Hook Activities:
Gym/fitness suite visit: arrange for learners to visit a local gym
(public or private) to see how basic information is collected from
individuals who join the gym. Learners could also be shown how a
fitness programme for an individual is developed. (this could be
linked to a visit to investigate muscle group use—see previous
section of this guide)
Involve an expert: a representative from a Health promotion
agency could be invited in to take on the “mantle of the expert”.
Prior to the visit learners could work in pairs to prepare a set of
questions related to the subject of how lifestyle factors can
adversely effect health and fitness. The “expert” could be asked to
give a short presentation (no more than 10 minutes) and then in
turn pairs of learners ask their pre-prepared questions.
Learners could then be set a task by “the expert” to design a leaflet
or poster for GP surgeries that explains the long term effects of
Obesity, smoking, stress, lack of exercise and excessive alcohol
consumption on health and fitness
http://www.ngflcymru.org.uk/vtc/ngfl/pse/16/ks2/default.html
http://www.nhs.uk/Change4Life/Pages/change
-for-life.aspx
http://www.bbc.co.uk/health/treatments/health
y_living/
http://www.direct.gov.uk/en/HealthAndWellB
eing/HealthyLiving/index.htm
Starters:
Interpreting an article: Read an article on the effect of alcohol to
the class. Ask learners (working in pairs) to draw a flip chart poster
that illustrates the short and long term effects of alcohol
consumption. Flipcharts can then be displayed, shared and
photographed for learner’s files
http://www.drinkaware.co.uk/facts/effects-ofalcohol2?gclid=CNmc4sPx7qoCFYUNtAod_mzVPQ
Ethical spectrum: Ask learners to stand along an agree/disagree
line to represent views on a statement such as: “personal medical
records should be available to anyone who needs them”. Ask
learners to justify their position in the line
Main Activities:
Practical activities:
1) taking baseline measurements of self/other learners/willing
volunteers. Following a demonstration of how to use equipment
learners could record height, weight, heart rate, temperature,
and blood pressure. This data can then be used to calculate
BMI. Ask learners to consider the limitations of this
http://www.nhs.uk/Livewell/alcohol/Pages/Eff
ectsofalcohol.aspx
http://www.nhs.uk/Livewell/alcohol/Pages/Bi
ngedrinking.aspx
Points to note
measurements to monitor pulse rate,
breathing rate and recovery time. Interpret
data on pulse, breathing and recovery rates.
1.4.7 use data to calculate pulse, breathing
and recovery rates.
1.4.8 be able to calculate daily energy
requirements and the Body Mass
Index from measurements of mass (kg) and
height (m) using the ratio mass/height 2:
BMI =mass/height
1.4.9 be able to interpret body mass index
data and meaning of categories.
Be aware of the limitations of BMI,
particularly for children and athletes such as
rugby players, weight lifters etc.
1.4.10 describe key elements of a training
programme (aerobic exercise, muscular
exercise, stretching, core stability, balance)
designed to improve general fitness.
1.4.11 use data to assess the health or
fitness of an individual.
GCSE Additional Applied Science
14
2)
measurement by providing BMI measurements of rugby players,
and weight lifters
Monitoring changes during and after exercise. Once learners
are able to successfully take baseline measurements, the
practical can be extended to take the same measurements
immediately after 5 minutes of exercise and then 5 minutes after
exercise has been completed to investigate recovery rates. Ask
learners to comment on the “fitness” of the individual they have
taken measurements for and any suggestions they would make
if developing a fitness programme for this individual
Physiological measurement in practice – A local district hospital
or health centre could be part of a focused visit. These invariable
have a Physiological Measurement Department – a Cardiac and/or a
Lung function dept. Learners prior to their visit could produce a series
of questions relating to the affects of lifestyle choices and how they
are measured in the health care environment. The physiological
department could demonstrate the use of some of their equipment to
measure physiological parameters and learners could ask prior to
visiting the department for anonymised data or copies from
individuals who have visited the department recently. This data can
then be analysed back at school and compared to normal values or
values measured in the class. The learners could be asked ‘act as
lifestyle coaches’ - to calculate differences from the patient to normal
values and write a short report on what lifestyle factors are affecting
the changes in abnormal data. The learners could also include
suggestions that could improve the health of the individual.
Reviewing work
Learning Objectives
Possible Learning Activities
Learners should
Review their knowledge and understanding
of monitoring and improving health and
fitness
GCSE Additional Applied Science
15
True and False cards: Teacher reads out statements related to the
topic and learners hold up either True or False cards (on mini-white
boards if available). Statements could include “3 pints of lager is the
recommended daily amount of alcohol consumption for men”
(False). “Drinking alcohol can contribute to the conditions that cause
diabetes” (True) etc..
Resources
Points to note