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Applied Human Biology, BTEC Level 3

Home New Starters New Starters Course Tasks and Activities Applied Human Biology, BTEC Level 3

New Starters

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    • Applied Human Biology, BTEC Level 3
    • Art (Fine Art) A Level
    • Biology A Level
    • Business A Level
    • Business, BTEC Level 3
    • Chemistry A Level
    • Classical Civilisation A Level
    • Computer Science A Level
    • Criminology, Eduqas Level 3
    • Dance, BTEC Level 3
    • Digital Media Production, BTEC Level 3
    • Economics A Level
    • Engineering, BTEC Level 3
    • English Language & Literature A Level
    • English Literature A Level
    • Extended Project Qualification
    • Fashion & Textiles A Level
    • Film Studies A Level
    • French A Level
    • Geography A Level
    • German A Level
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    • Information Technology Foundation Technical Level 3
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    • Law, BTEC Level 3
    • Mathematics and Further Mathematics A Level
    • Media Studies A Level
    • Music (Performing), BTEC Level 3
    • Music A Level
    • Music Technology A Level
    • Performing Arts (Acting, Musical Theatre and Movement) BTEC Level 3
    • Performing Arts (Acting) BTEC Level 3
    • Performing Arts (Musical Theatre) BTEC Level 3
    • Philosophy A Level
    • Photography A Level
    • Physical Education A Level
    • Physics A Level
    • Politics A Level
    • Product Design (3D Design) A Level
    • Psychology A Level
    • Public Services, BTEC Level 3
    • Sociology A Level
    • Spanish A Level
    • Sport, BTEC Level 3
    • Travel & Tourism, BTEC Level 3
  • Introductory Day: 6 and 8 July 2021
  • Choices Day: 1 September 2021
  • Enrolment Interviews: 2 and 3 September 2021
  • New Lower Sixth Induction Day: 10 September 2021
New Starters Guide image Download the New Starters Guide
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Hello and welcome to the Applied Human Biology Department at Reigate College.

My name is Liz Sanders and I’m the Head of Department for Applied Human Biology. The BTEC course is excellent preparation for many vocational careers so I’m really pleased you’ll be studying it at Reigate College and I’m looking forward to welcoming you to the department in person at the beginning of the academic year.

In advance of that, I’d like you to complete a series of tasks and activities over the coming months to keep your GCSE Science knowledge and skills fresh and in your mind. These activities are for you to complete independently from home, and we will then discuss together what you’ve learnt when you start the course in September.

The tasks will be released here, in three phases (see table below)  and should be completed by Choices Day on 1 September 2021.  Please throw yourself into them and above all enjoy them!

Please note, some Course Leaders (for example for Music) may release their tasks earlier, as they may form part of the College’s audition process.  If this applies to you, you’ll be notified separately.

New Starters Course Tasks and Activities

Release date To be completed by
Explore your Subject1 June1 July
Get Going1 July1 Aug
Aim High1 Aug1 Sep

Explore your Subject

Take note! How to approach studying Applied Human Biology

Effective notetaking from a variety of types of sources is an essential skill you’ll develop during your Applied Human Biology course. We’d like you to have a go at this in the two examples outlined in Activities 1 and 2 below. It’s really important you take notes in your own words and avoid copying and pasting from internet sources.

Activity 1

This is an example of how you would use the skill of notetaking to research and summarise how a pathogen causes disease, in this case how SARS-CoV-2 virus causes COVID-19.

Watch the video clip on COVID-19

Use the information in the video and your own research to create a COVID-19 Fact File. You will need to copy the table shown below and answer the questions using your own words.

During your Applied Human Biology course you’ll learn that as well as the information you find in your research, you also need to take a note of the source of that information, and the date it was accessed, so please include this information in your table.

Activity 2

Another way in which you will record your research is by creating a mind-map. Use this technique to create a mind map (like the one shown below) of cardiovascular disease. You should base your information on the WHO fact sheet and your own research.

https://www.who.int/news-room/fact-sheets/detail/cardiovascular-diseases-(cvds)

You should include the following:

  • Types of CVDs
  • Risk factors
  • Common symptoms of CVD
  • Interventions and treatments

Exploring the role of a Public Health Practitioner

In preparation for this task, you may like to research a career as a Public Health Care professional using the NHS Careers website.

Public Health practitioners deal with all aspects of public health and will make decisions about methods for improving people’s health and wellbeing.

Activity 3

Watch the videos below and write a short account (100 words) of a the role of Public Health practitioner.

https://www.healthcareers.nhs.uk/working-health/working-public-health/what-public-health

You may also find the following website helpful in your research for this activity:

https://www.healthcareers.nhs.uk/working-health/working-public-health/why-work-public-health

Get Going

During your Applied Human Biology course you’ll revisit and build on the concepts you learnt at GCSE. You will be assessed via a mixture of coursework and examination so it’s important that you can both understand and remember the basic concepts to enable you to add to your knowledge.

Understanding cells

Task 1: BBC Bitesize revision of the biology of the cell

Go to the following website:
https://www.bbc.co.uk/bitesize/guides/zxm3jty/revision/1

Use this website to:

  1. Revise the Biology of animal, plant and bacterial cells (pages 1-10)
  2. Watch the video on Microscopy
  3. Complete the Quiz

Task 2: Animal cell organelles

Use the ‘Cells Alive’ animation https://www.cellsalive.com/cells/cell_model_js.htm to identify and research the following organelles within the animal cell:

  • Nucleus
  • Nucleolus
  • Ribosome
  • Golgi
  • Mitochondrion
  • Cell Membrane
  • Cytoskeleton

For each of the above terms, please:

  1. Draw its structure
  2. Explain its function (what it does)

Task 3: Bacterial cell organelles

Use the ‘Cells Alive’ animation https://www.cellsalive.com/cells/bactcell_js.htm to identify and research the following organelles within the bacterial cell:

  • Nucleoid
  • Pili
  • Fagellum
  • Cell Wall
  • Capsule

For each of the above terms, please:

  1. Draw its structure
  2. Explain its function (what it does)

Understanding body systems

Task 4: Two body systems

Research the following two body systems and produce a mind map or poster for each:

Respiratory System

Go to https://www.bbc.co.uk/bitesize/guides/z6h4jxs/revision/1 and summarise the information you find based on the following headings:

  • Structure
  • Ventilation
  • Gaseous Exchange
  • Effects of exercise on breathing
  • Effects of smoking on exercise

Nervous System

Go to https://www.bbc.co.uk/bitesize/guides/zkdnb9q/revision/5 and summarise the information you find based on the following headings:

  • Structure
  • Receptors to Effectors
  • Reflex Actions
  • Antagonistic Pairs
  • The Eye

Task 5: Disorders of the Respiratory and Nervous Systems

Using your own research skills, produce a 300 word summary including references (with date accessed) on your choice of two of the following (include one disease of the Respiratory System and one of the Nervous System):

  • Asthma
  • COPD
  • Cystic Fibrosis
  • Parkinson’s Disease
  • Alzheimer’s Disease
  • Motor Neurone Disease

As a minimum, you should include information on:

  • the cause of the disorder
  • the symptoms of the disorder
  • the treatments available

Task 6: The role of clinical staff

Research the different types of clinical staff who would investigate and treat the disorders you chose. What role do they play in diagnosing and treating these disorders? The following websites will help you in your research:

https://www.healthcareers.nhs.uk/explore-roles/healthcare-science/roles-healthcare-science/physiological-sciences/respiratory-physiology-and-sleep-sciences

https://www.healthcareers.nhs.uk/explore-roles/healthcare-science/roles-healthcare-science/physiological-sciences/respiratory-physiology-and-sleep-sciences/real-life-story-lizzie

https://www.healthcareers.nhs.uk/explore-roles/doctors/roles-doctors/medicine/respiratory-medicine

Aim High

Please bring your answers to this series of tasks to your first lesson of the course.

Scientific writing and avoiding plagiarism

In this next series of activities, you will learn:

  • how to write scientifically, but in your own words
  • what plagiarism is and how to avoid it

Introduction

A key skill in scientific writing is reviewing the work of other scientists to reach your own conclusions. To do this you need to be able to read and rewrite scientific literature in order to condense the information, use the information to support your argument or review the available knowledge of a field before proposing a research project.

It’s important to write clearly using scientific terminology but avoiding plagiarism.

TASK 1: Please answer the following questions:

  1. What does plagiarism mean?
  2. Do you think plagiarism is over emphasised? Give a reason for your answer.
  3. How can you avoid plagiarism but still write scientifically?

TASK 2: Below are three extracts taken from the New Scientist article: ‘Controversial forensic DNA test gets the green light’. Under each are ways of rephrasing the extract. Can you spot which one in each case has not used plagiarism?

Extract 1

Although Caddy’s report backs the science behind the analysis, it criticises the lack of uniformity in the way that police forensics teams collect and interpret DNA evidence, and the lack of awareness that contamination with DNA could falsify matches.

  1. Even though Caddy’s report backs the science behind the analysis, it doesn’t back the lack of uniformity in the way that forensics teams collect and translate DNA evidence, and the fact they are not aware that contamination with DNA can falsify matches.
  2. Caddy has said that forensic teams do not all collect and interpret the evidence that they find. There is also the added problem of forensic teams not realising that contamination with other DNA can lead to the wrong conclusion.
  3. Caddy’s report might have supported the analysis’ science, but it criticises the lack of uniformity in the forensics team’s collection and interpretation of DNA evidence, and that contamination with DNA could falsify matches.
Police review 10,000 cases in forensics data 'manipulation ...

Extract 2

There are also technical problems with the process caused either by the unexpected appearance in DNA profiles of extra chunks of DNA, or the disappearance of chunks that should be there. The former is caused by contamination, the latter because working with such tiny quantities means sometimes the amplification enzymes miss bits of DNA.

  1. Sometimes through contamination we find that there are DNA sequences that are not supposed to be in the profile. Alternatively, the amplification enzymes miss sections of DNA and these sections will not appear in the profile.
  2. There are technical difficulties with the process when there is either a sudden appearance of extra chunks of DNA, or the disappearance of bits that were meant to be there. The first appearance is because of contamination, the disappearance is because of working with small amounts so the amplification enzymes miss chunks of DNA.
  3. The technical problems which occur are caused by contamination where there is the unexpected appearance of extra chunks of DNA, or the disappearance of chunks which should be there, which is caused by working with such tiny amounts of DNA that the enzymes don’t work properly.
DNA profiling - Wikipedia

Extract 3

As to the technique itself, the panel said it was satisfied that the three organisations offering the service to the police in the UK had each taken the required steps to ensure reliability and repeatability, even though the validations hadn’t been independently peer-reviewed and published.

  1. Regarding the technique itself, the panel were happy that the three organisations offering the service to the UK police force had made sure that they had ensured reliability and repeatability, even though this had not been independently published and peer-reviewed.
  2. The panel says of the technique, that it was satisfied that those organisations offering the service to the police had each taken the required steps to ensure reliability and repeatability without independent peer review and publication.
  3. All reliable techniques are usually written up, submitted for publication and undergo the peer-review process. However in this case the panel stated that the organisations offering the technique had done more than enough to make sure that results would be reproducible and accurate.
A colorful illustration of showing human-like figures with the letters A, G, T, and C.



TASK 3: Using the article below, write a 100 word summary in your own words. Remember you can include any key terms used in the article but you cannot cut and paste any sections into your own writing. Quotes should be kept to a minimum and included in quote marks. Keep a simple bibliography including the link to the article and date accessed for future reference.

Malaria Prevention – NHS: https://www.nhs.uk/conditions/malaria/prevention/ (accessed 20/1/2020)

You will need to read the article and condense the information by summarising the key points. Keep the document in front of you whilst you write so you do not have to write from memory. Write in the same style as the article and use the same key terms that the article uses.

https://i0.wp.com/www.wanderintwo.com/wp-content/uploads/2018/01/what-travel-vaccinations-do-i-need-the-travel-clinic-malaria-prevention.jpg?ssl=1

TASK 4: Using this link to ‘NHS Behind the Headlines’ https://www.nhs.uk/news/ choose a news story that you find of interest in the Health Care News. In your own words summarise the following points in 200 words:

  • where the story came from
  • the kind of research it was
  • what the research involved
  • how the researchers interpreted the results
  • conclusions

Please bring your work from this and from the earlier tasks to your first Applied Human Biology lesson. We look forward to welcoming you then!

This material has been adapted from © 2008 Gatsby Technical Education Projects.           

Liz Sanders
Head of Applied Human Biology

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