4 Task 3 Tutor introduces learners to the structure of the Observation of learner Calculating average key structures of the heart including bicuspid valve, tricuspid valve, mitral valves, heart and how it functions. practical activity blood pressure and (AO1c) comparing class results sinoatrial node (SAN), atrioventricular node The heart (AVN), Purkinje fibres, bundle of His Learners may dissect a pig’s heart to explore the Outcomes of structures. If there are any moral or religious calculations Oral communication myogenic stimulation of the heart objections to doing this, learners may observe during discussion. the role of the SAN, AVN, Purkinje fibres peers carrying out the procedure / watch a video Discussion of research and bundle of His in cardiac stimulation / take apart an anatomical model. findings Practical skills and the role of carbon dioxide chemoreceptors health and safety and baroreceptors in controlling heart rate artificial pacemakers as treatment for Research arrhythmia (abnormal heart rate), and how Tutor demonstrates safe use of they work to re-establish normal heart rate sphygmomanometer and learners work in groups the advantages and disadvantages of to measure blood pressure. different types of artificial pacemakers Brief tutor-led discussion on artificial pacemakers. Learners work in small groups to research pacemakers and then class discuss their findings together. Specification Week Key learning objectives Learning activities and resources Plenary Skills reference 5 Task 4a how homeostasis involves physiological Tutor introduces learners to the concept of Q & A on homeostasis Oral communication control systems that maintain the internal homeostasis using examples. The principle of during discussion (AO1d) negative feedback is demonstrated and discussed Completion of diagrams environment within restricted limits, i.e. The principles of using a given example. Written communication body temperature is homeostasis and Discussion of research and spelling during blood glucose range is mg/dL glucose Learners are given incomplete diagrams of the findings diagram completion blood pH range is regulation regulation of blood glucose. Completion of and leaflet production
4 Task 3 (AO1c) The heart key structures of the heart including bicuspid valve, tricuspid valve, mitral valves, sinoatrial node (SAN), atrioventricular node (AVN), Purkinje fibres, bundle of His myogenic stimulation of the heart the role of the SAN, AVN, Purkinje fibres and bundle of His in cardiac stimulation the role of carbon dioxide chemoreceptors and baroreceptors in controlling heart rate artificial pacemakers as treatment for arrhythmia (abnormal heart rate), and how they work to re-establish normal heart rate the advantages and disadvantages of different types of artificial pacemakers Tutor introduces learners to the structure of the heart and how it functions. Learners may dissect a pig’s heart to explore the structures. If there are any moral or religious objections to doing this, learners may observe peers carrying out the procedure / watch a video / take apart an anatomical model. Tutor demonstrates safe use of sphygmomanometer and learners work in groups to measure blood pressure. Brief tutor-led discussion on artificial pacemakers. Learners work in small groups to research pacemakers and then class discuss their findings together. Observation of learner practical activity Outcomes of calculations Discussion of research findings Calculating average blood pressure and comparing class results Oral communication during discussion. Practical skills and health and safety Research Week Specification reference Key learning objectives Learning activities and resources Plenary Skills 5 Task 4a (AO1d) The principles of homeostasis and glucose regulation how homeostasis involves physiological control systems that maintain the internal environment within restricted limits, i.e. body temperature is blood glucose range is mg/dL blood pH range is Tutor introduces learners to the concept of homeostasis using examples. The principle of negative feedback is demonstrated and discussed using a given example. Learners are given incomplete diagrams of the regulation of blood glucose. Completion of Q & A on homeostasis Completion of diagrams Discussion of research findings Oral communication during discussion Written communication and spelling during diagram completion and leaflet production
AQA-1775-SOW-KCS.DOCX