IB SEHS YEAR 2 - SUMMER WORK
DUE First week of class 2016-2017
AIM:The aim of the required summer work activities are designed to ensure you are ready in September to actively engage in discussions, labs, and assessment work in the CORE SEHS material.
In addition to familiarizing yourself with the six topic areas above you will need to begin to become familiar with the specific language IB teachers, students, and assessment moderators consider ‘common’. Below is a list of terminology we will be using from DAY 1 of class. As an IB student you should understand the difference between these ‘prompts’ and begin to familiarize yourself with the depth of knowledge that is expected about a topic for each prompt. There are 3 different ‘levels’ of depth of knowledge. We will begin with Level 1:
Level (Objective) 1 – This is the most BASIC of knowledge demonstration we will require you to have of any of the topics we will cover in IB SEHS. For example, let’s look at the 1st term, “Define”. If you are asked on a quiz, test, lab, homework assignment, etc to “Define” something you will simply be required to provide the precise meaning, without any elaboration or explanation. You will see as the levels increase, the depth of knowledge will also increase.
Level (Objective) 2 – This is the middle level of depth of knowledge. The following commands or prompts are level 2 in depth of knowledge. Notice, the level 1 command we used as an example, “Define” is different that the level 2 command “Describe”. Describing something may include not only defining something, but also explaining what it does or how it works. There is a greater level of depth of knowledgeexpected for a level 2 prompt response.
Level (Objective) 3 – These commands are the most in depth you will encounter. The following is a list of prompts requiring the most depth of knowledge. Continuing our comparison of terms from level 1 to 2 to 3, looking at the prompt “Discuss” compared to “Define” or “Describe” and realizing there must be a display of knowledge of the topic BEYOND simply providing a definition or a description of a concept. You would be required to “Discuss” the topic based on a range of arguments, supporting your opinions/conclusions with evidence.
You have a responsibility over the Summer to become familiar with this common IB “language” and be prepared to answer questions in September during quizzes, labs, assignments and homework to the proper depth.
The following pages contain the work that is due for IB SEHS Year 2 during the first week of class.Handout must be complete, with answers attempted for all assigned TOPICS. If the packet is turned in incomplete, it will not be eligible for a grade. REMEMBER, follow the command terms in bold at the start of each question. The answers expected are all only LEVEL 1 prompts, so don’t do more work than you need to! See you in September and have a great Summer
TOPIC 1: Anatomy
Define the terms ‘origin’ and ‘insertion’ of muscles.
STATE the four types of bone.
DEFINE the term joint (in the SEHS/human body context).
Label the structure of the below skeletal muscle.
TOPIC 2: Exercise Physiology Respiratory and Cardiovascular Systems
LIST the principle parts of the ventilatory (respiratory) system.
DRAW a picture of the ventilatory system with all of the listed principle parts:
Nose, mouth, pharynx, larynx, trachea, bronchi, bronchioles, lungs and alveoli
LABEL the provided heart diagram and cardiovascular system.
DEFINE the terms:
Pulmonary ventilation (PV)
Total lung capacity (TLC)
Vital Capacity (VC)
Tidal Volume (TV)
Expiratory Reserve Volume (ERV)
Inspiratory Reserve Volume (IRV)
Residual Volume (RV)
STATEthe composition of blood.
DEFINE the terms systolic and diastolic pressure.
TOPIC 3: Energy Systems, Metabolism and Nutrition
LIST the Macronutrients and Micronutrients.
STATE the chemical composition of a glucose molecule, protein molecule, and a triglycerol molecule.
STATEhow many kilocalories (kcals) are in 1 grams of carbohydrate
STATEhow many kilojoules (kJ) are in 100 grams of carbohydrate
STATEhow many kilocalories (kcals) are in 1 grams of protein
STATEhow many kilojoules (kJ) are in 100 grams of protein
STATEhow many kilocalories (kcals) are in 1 grams of fat
STATEhow many kilojoules (kJ) are in 100 grams of fat
LABELon the body where the major storage sites are for:
DEFINE the term cell respiration.
LABEL the diagram of the ultrastructure of the Mitochondrion with the following terms:
A)Cristae
B)Inner Matrix
C)Outer Smooth Membrane
TOPIC 4: Movement Analysis
LABEL the following diagram of a motor unit.
Limit to: dendrite, cell body, nucleus, axon, motor end plate, synapse and muscle.
DEFINE the terms force, speed, velocity, displacement, acceleration, momentum andimpulse.
DEFINE the term centre of mass.
LABELthe following anatomical ‘lever’ with proper identification of fulcrum, load, effort, muscle contraction, muscle relaxation.
DEFINE Newton’s three laws of motion.
STATE the relationship between angular, momentum, moment of inertia and angularvelocity.
STATEand explain the factors that affect, projectile motion at take-off or release.
TOPIC 5: Skill in Sport, Information Processing, and Learning
DEFINEthe term skill from a sport related context.
LIST5 examples of sports skills.
DEFINEthe term technique from a sport related context.
STATEthe relationship of ability to technique and skill.
DEFINEthe term response time.
DEFINEthe concept of transfer from a sport related context.
TOPIC 6: Measurement and Evaluation of Human Performance
DEFINEmeanas it is used in math and statistics.
STATE what the statistical standard deviation is used for in statistical analysis.
STATEin regards to statistic standard deviation in normally distribute data what percentage of all values fall within ±1 standard deviation of the mean.
STATEin regards to statistic standard deviation in normally distribute data what percentage of all values fall within ±2 standard deviations of the mean.
DEFINEerror bars from a statistical perspective
MEASURE the mean for the following two value sets:
Sample set 1 values: 12, 6, 15, 3, 12, 6, 21, 15, 12, 18.
Sample set 2 values: 12, 10, 12, 14, 13, 12, 11, 14, 12, 10.