Unit 8: Physiology of Human Body Systems This is an internally assessed unit and you will be required to carry out three assignments to complete the unit. Introduce learners to the unit.

In this unit you will learn about the physiology of three human body systems: Musculoskeletal Lymphatic Digestive You need to develop your knowledge and understanding of the three systems, the implications when they are not working properly and the corrective treatments that are available.

Learning aim A Understand the impact of disorders of the musculoskeletal system and their associated corrective treatments Please take a few minutes to complete the prior learning sheet (Activity sheet 8.1) for the unit. Hand out Activity sheet 8.1 and allow learners a few minutes to complete it. Emphasise it is not a test and they can discuss it with their neighbour, but need to be honest about their own level of understanding. These sheets should be collected in and reviewed to allow teaching and learning to be adapted to meet learners’ needs. While learners are doing this, you could get changed or have a learner get changed into a onesie or T-shirt with a skeleton on it…

The structure of the skeleton: axial skeleton, appendicular skeleton You need to know: The structure of the skeleton: axial skeleton, appendicular skeleton The types of bone: long bones, short bones, flat bones, irregular bones, sesamoid bones Composition of bones: periosteum, spongy/compact bone, bone marrow, mineral use Types of joints: gliding, condyloid, saddle, socket, ball and socket, pivot, hinge Types of muscle: Major muscle groups and structure of muscle fibres Composition of ligaments and tendons. … yourself or learner could enter room wearing the onesie or T-shirt with a skeleton on it. Can learners identify the parts listed on the slide? If a model skeleton is available, they could add sticky notes to it. They can also label a diagram of their own.

attachment for skeletal muscles storing minerals producing blood cells Consider how the skeletal system carries out the following functions and why each is important in the normal functioning of the human body: support protection attachment for skeletal muscles storing minerals producing blood cells maintaining mineral homeostasis. Introduce the functions of the skeleton and discuss how they are carried out. Models of bones or bones from a chicken carcass could be available for learners to handle and inspect.

Types of joints: gliding condyloid saddle socket ball and socket pivot hinge. Ask learners to match type with examples and range of movement. Discuss answers.

Synovial joints Discuss the structure and function of a synovial joint, and how it works. Discuss the structure and function of a generalised synovial joint. Look at the different types of synovial joints and position in body. Discuss range of movement. Discuss ligaments.

‘Crunchie bones’ investigation Learners could use the apparatus shown here to devise an investigation into the structure and strength of bones. See the ‘Crunchie bones’ investigation: http://www.nuffieldfoundation.org/practical-physics/crunchie-bones.

Structure of a long bone Discuss the structure of bones and relate it to their function.

Can you make a similar model for other parts of the body? Make a model arm Learners could make a model arm to demonstrate antagonistic muscles. Give an introduction to muscles. Discuss antagonistic muscles. Look at the role of tendons. Make a model arm using thick cardboard or lollipop sticks and elastic bands or string. Which muscle is flexing when the arm is raised? Can you make a similar model for other parts of the body?

How do muscles contract? Types of muscle: skeletal muscle smooth muscle. Role of tendons How do muscles contract? Give an introduction to muscles. Discuss antagonistic muscles. Look at the role of tendons. Learners should carry out practical microscope work on structure of muscle. Relate this to contraction.

Muscle contains two different types of muscle fibre – slow twitch and fast twitch fibres. They each have a different structure and function. Fast twitch muscle fibres can contract very quickly. This uses a lot of energy so they get tired very quickly. They cause fast movement like humans sprinting or birds flying. White chicken meat, e.g. chicken breast, contains a lot of fast twitch fibres allowing the bird to fly rapidly but only for short times and short distances. Chicken leg meat contains a lot of slow twitch fibres, which are used most of the time for walking and standing. The muscle contains a lot of blood because the slow twitch fibres need a rich supply of oxygen to generate constant energy. Look at light and dark meat from raw and cooked chicken and discuss fast and slow twitch fibres.

joint replacement therapy Rest, Ice, Compression, Elevation (RICE) Consider the physiological reasoning behind each of the following corrective treatments: physiotherapy arthroscopy joint replacement therapy Rest, Ice, Compression, Elevation (RICE) splinting and casting pain relief. What are the advantages and disadvantages of each? How do they work to alleviate the disorder? Discuss the different treatments and the physiological reasons behind each.

Assessment At the end of the teaching and learning phase, following the tasks provided in the assignment brief, you will now be assessed on your ability to explain, describe, compare and evaluate: the structure and function of the musculoskeletal system in generating movement the disorders that can occur in the musculoskeletal system and their impact on normal function of the human body the corrective treatments available for the conditions you have identified. When producing evidence for assessment, you must work independently and produce valid and authentic work to submit by the hand-in date. You can refer to notes and materials from lessons when producing your evidence. You must give references for source materials you have used.