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ular,

15
16

Project Bodyworks:

SuperHuman

BTEC Unit 11: Physiology of Human Body Systems

BTEC Unit 13: Biochemistry & Biochemical Techniques
BTEC Unit 21: Biomedical Science Techniques

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

Frankie Barnes & Jon Tomkinson

Date set:

Monday 7th December 2015

Deadline:

Thursday 14th January 2016

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.

Project Bodyworks:
Superhuman

ere 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

The Bodyworks Projec

t will allow you
to choose your own me
thod of
assessment. You will sho
wcase
your work in the bodyw
orks
exhibition on Thursday
the 14th
January 2016 in the iST
EM building

learned about, as you have

to show your understating
of them in considerable detail.
You must also stick to the theme of
exhibition... Superhuman.

the

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?

a
i
Asses
r
e
t
i
sment
r
C
and Grading
In order to pass this unit, you must meet all the learning outcomes for the unit. The
assessment

criteria

for

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
Unit 11: P3 take measurements
related to the cardiovascular
system, relating the results
to the function of the
cardiovascular system.

To Achieve a MERIT

To Achieve a DISTINCTION

Unit 11: M2 explain the need Unit 11: D2 explain how the
for transport systems in a digestive,
cardiovascular
multi-cellular organism.
and respiratory systems are
interrelated.
Unit 11: M3 explain the need Unit 11: D3 explain the
for ventilation systems in a difference
in
lymphatic
multicellular organism.
function in health
and disease state.
Unit 11: M4 use chemical
equations to show how the
main food groups are dealt
with in the digestive system.

Unit 11: P4 take measurements

related to the respiratory
system, relating the results
to the function of the
respiratory system.
Unit 11: P5 use appropriate Unit 11: M5 explain how the
chemical tests to identify lymphatic system protects
different dietary nutrients. 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 lymphatic
system.
Unit 13: P1 identify the Unit 13: M1 interpret data
structure and function of obtained from experiments
biological molecules
designed
to
separate
biological molecules.
Unit 13: P2 use laboratory
separative techniques for
the
characterisation
of
biological molecules.
Unit 21: P3 explain how the Unit 21: M2 explain how the
body defends itself against cells of the immune system
infection
allow an immune response to
be evoked and maintained.

Unit 13: D1 discuss the

relationship
between
structure and function for
carbohydrates and lipids.

Unit 21: D2 compare and

contrast the effectiveness
and efficiency of non-specific
defences
with
specific
defences.

Internal verification: Victoria Stokes 20.10.2015

an

hu

up er

work together in
s
em
st
sy
s
y
d
o
b
n
a
The hum
st simplistic
o
m
e
th
en
Ev
.
y
n
o
m
remarkable har
s in complex
em
st
sy
s
u
o
er
m
u
n
e
actions involv
ervous system,
n
e
th
s
it
er
h
et
h
w
,
coordination
up to 248 mph...
g
n
li
el
av
tr
es
ls
u
with imp

system with
...or the muscular
ation of the
x
a
el
r
d
n
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c
a
contr
onsider the
C
s.
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bod
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o
v
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;
em
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endo
in one part of the
s
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ed
c
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d
o
pr
lected cells with
body that affect se
other parts
in
s
r
to
ep
ec
r
t
ec
r
the cor
phatic system,
m
ly
e
th
d
n
A
.
y
d
o
b
of the
homeostasis by
to
s
te
u
ib
tr
n
o
c
h
ic
wh
l fluid as well as
ia
it
st
r
te
in
g
in
in
a
r
d
r defence
fo
s
m
is
n
a
h
ec
m
e
th
providing
against disease.

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.

bumps, exposure to
,
ts
cu
s
re
du
en
e
ac
rf
su
The body
ical toxins, and minor
em
ch
,
ht
ig
nl
su
in
ys
ra
t
le
ultravio
nsive ploys. Should one
fe
de
of
y
ra
ar
an
th
wi
s
burn
performing its
in
er
lt
fa
dy
bo
e
th
of
em
organ or syst
is affected.
function, the entire body

an

hu

up er

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?

he
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.

n this project you will learn

about some of our amazing
body systems: for example the
coordination and efficiency of
the circulatory and respiratory
systems.

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.

Wright your Chosen Method of Assessment for the exhibition below:

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.

Failure
to do so
will result
in a missed
deadline!!

an

hu

up er

an Section 1:
Project Bodyworks: Superhumatory systems
The cardiovascular and respir

ion you
In this sect
igate
st
ve
in
will
iratory
ar and resp
ul
sc
va
io
rd
r mass
fo
the ca
ed
ne
e
plaining th
stems
sy
n
systems, ex
io
and ventilat
You
s.
transport
sm
ular organi these
in multicell
w
ho
n
ai
pl
to ex
are
will go on
ive system
d the digest
e
on
systems an
on
nt up
interdepende
another.

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.

You need to
use the Schneider
index!

Lets get to it...

Step 1.

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.

Sup

m an

e r hu

P3

Section 1:
an
um
rh
pe
Su
:
ks
or
w
dy
Bo
t
ec
Proj
atory systems
The cardiovascular and respir

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

Table

Table showing average

reclining heart rate in
beats per minute.

Table showing average

Standing heart rate in
beats per minute.

Table showing average

reclining BP

Table showing average

Standing BP

Heart rate (bpm) #1

Heart rate (bpm) #2
Heart rate (bpm) #3
Average Heart rate
(bpm):

Table

BP #1

BP #2

BP #3

Average BP

Sys =
Dia =
Sys =
Dia =
Sys =
Dia =
Sys =
Dia =

Sys =
Dia =
Sys =
Dia =
Sys =
Dia =
Sys =
Dia =

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 3
Table to show heart rate recovery following light exercise.
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)

11

m an

e r hu

Sup

Heart rate
immediately
after
exercise
(bpm)

Step 4

...

ess
n
t
i
f
ing
lar
w
u
c
o
s
l
l
a
e fo
diov
u
h
r
t
o
a
y
o
c
t
p
r
l
n
i
he
you
o
lts
e
t
u
r
s
5
on
e
o

c
r
1
d
S
e
r
s
s
t
u
a
r
sb
ha
l yo
s
c
l
e
a
e
n
s
t
e
i
u
l
f
i
Comp ble 4) and vascular
(ta
dio
ex.
r
d
e
a
l
n
i
c
b
a
r
t
ide
our
e
y
n
t
h
u
c
o
the S
work

Table

Reclining heart rate

Standing heart rate
Change in systolic BP
Difference in heart rate
between reclining and
standing
Difference in heart rate
following light exercise
Time taken for pulse to
return to normal
Final Score of CV fitness
based on the Schneider index

Points

Change in Pressure

Points

Increase 8+ mmHg

Increase 2-7 mmHg

0 (+/- 1 mmHg)

Fall 2-5 mmHg

Fall 6+ mmHg

-1

Chart 2: difference in heart rate (reclining

to standing)

Reclining rate
(bpm)
50-60
61-70
71-80
81-90
91-100
101-110 (+)

Chart 3: difference normal and post-exercise

heart rate

bpm
61-70
71-80
81-90
91-100
101-110
111-120
121-130
131-140

Points: Difference in pulse (bpm)

0-10
11-18
19-26 27-34 25-43
3
3
2
1
0
3
2
1
0
-1
3
2
1
-1
-2
2
1
0
-2
-3
1
0
-1
-3
-3
1
-1
-2
-3
-3
0
-2
-3
-3
-3
0
-3
-3
-3
-3

Chart 5: Schneider
index and
the scores of
cardiovascular
fitness.

Total
score
17-18
14-16
8-13
0-7

Rating
Excellent
Good
Fair
Poor

Points: Difference in pulse (bpm)

0-10
11-18
19-26 27-34 25-43
3
3
2
1
0
3
2
1
0
-1
3
2
0
-1
-2
2
1
-1
-2
-3
1
0
-2
-3
-3
0
-1
-3
-3
-3
Chart 4: Time for
pulse rate to return
to normal following
exercise

Points
0-30 seconds

31-60 seconds

61-90 seconds

91-120 seconds

120+ seconds

-1

for
d
e
e
n
e
h
t
n
ltiM2 explai
u
m
a
n
i
s
ystem
s
t
r
o
p
s
n
tra
nism
a
g
r
o
r
a
l
cellu
ed for
e
n
e
h
t
n
i
M3 expla
s in a
m
e
t
s
y
s
n
o
ventilati
anism
g
r
o
r
a
l
u
multicell

13

m an

e r hu

Sup

Chart 1: change in
systolic pressure
(reclining to standing)

P4

Section 1:
an
um
rh
pe
Su
:
ks
or
w
dy
Bo
t
ec
Proj
atory systems
The cardiovascular and respir

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.

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.

Investigate the Vital Capacity of your class

and record your resulting by completing
the table below. VC can be measured using a

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)

Calculate the mean VC for:

Males:
Females:

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 individuals 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

Sup

15

m an

e r hu

an Section 2:
um
rh
pe
Su
:
ks
or
w
dy
Bo
t
ec
oj
Pr
Biochemistry and Digestion

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

Unit 13: P2 use

ive
laboratory separat
techniques for the
f
characterisation o
s.
biological molecule

16

section he
In this
igate t
l invest
n.
you wil ry of digestio
t
is
m
e
ow
bioch
ating h
Investig s are broken
ilated
olecule
macrom bed and assim
r
bso
down, a human body.
in

data
Unit 13: M1 interpret
iments
obtained from exper
biological
e
at
r
pa
se
to
ed
n
ig
des
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.

ical
Unit 11: M4 use chem
how
equations to show
ps
the main food grou
e
are dealt with in th
digestive system.

17

 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]
Diagram of monosaccharides

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

18

 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]

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

Isomer:

Disaccharide:

Polysaccharide:

19

 Making use of diagrams and appropriate chemical equations explain how polysaccharides are
broken down into monosaccharides [part unit 11 M4]
Diagram showing the breakdonw of polysaccharides

20

 Name the following biomolecules [part unit 13 P1]

Making use of diagrams explain how triglycerides are formed, include the name of the bond.
[Part unit 13: P1]

Diagram explaining the formation of triglycerides

21

 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]

22

Chemical equation for the breakdown of lipids in the human body

 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]

Diagram explaining the digestion of proteins in the human body

23

Uni

t 11:

P6

Draw a poster of the digestive system, label it and explain how

dietary nutrients are processed through each relevant section.

24

25

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.

26

In this section you will

investigate the ways in which
the human body protects
itself against infections and
diseases.

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.

Sup

27

m an

e r hu

Un

it 1

1: P7

and M5

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

this system protects the body

28

Sup

29

m an

e r hu

and SMART targets

g
n
i
n
n
la
p
t
c
e
Proj
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

30

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

ar n i n

emember the ethos of

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

ro

je c t b

g
n
i
k
ls and Pr ct Trac
oje

d
as e le

My S
ki l

required to succeed in the

real world by working
together you will develop
many transferable skills, for
example:

Digital Literacy: using online resources, communicating digitally & using digital technology
Delivering Results: planning for success, adapting to change & decision making
Innovation: problem analysis, designing solutions, generating and pitching ideas
Self-Development: self-analysis, self-motivation, using feedback, independent learning & managing stress
Workplace Literacy: resilience, professionalism & financial awareness
Enterprise skills: commercial awareness, understanding customers & social responsibility

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:

Have you c ompl e te d?

Unit 11: D2
Unit 11: D3

Unit 13: M1

Unit 13: D1

Unit 21: M2

Unit 13: D2

31

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up er

Unit 11: M2
Unit 11: M3
Unit 11: M4
Unit 11: M5

an

Unit 11: P3
Unit 11: P4
Unit 11: P5
Unit 11: P6
Unit 11: P7
Unit 13: P1
Unit 13: P2
Unit 21: P3