SHB102 Function Of The Human Body :
|ASSESSMENT 2 BRIEF|
|Subject Code and Title||SHB102: Structure and Function of the Human Body|
|Assessment||Assessment 2: Concept Mapping of Homeostatic Pathways|
|Length||One (1) x A4 Page or 1 PowerPoint slide, plus reference list. 750 words ± 10%.|
|Learning Outcomes||SLO a) Define commonly accepted terminologies in relation to anatomy and physiology concepts. SLO b) Explain the levels of structural organisation in relation to the human body systems. SLO b) Explain the levels of structural organisation in relation to the human body systems. SLO c) Describe and discuss the concept of homeostasis and the integration of body systems to maintain a constant internal environment. SLO d) Identify and explain the major components in relation to anatomical features and the basic functions of each of the body systems studied. SLO e) Describe the physiological processes of metabolism, oxygenation, movement, protection, elimination and reproduction as essential to the maintenance of health and normal function.|
|Submission||11:55 pm AEST/AEDT Sunday end of Module 5.2 (Week 10)|
|Total Marks||100 marks|
As a practising health professional, you must be able to understand how each physiological and anatomical system works in an integrated manner and how any changes in this can result in altered health and disease.
This assessment piece will help you to piece together the biological systems studies within this course, to examine and appreciate the intricate manner that all work together to maintain whole system homeostasis.
Concept mapping is a visual tool used in many ways to integrate information across various subjects and has been shown to increase critical thinking skills, interpretation of information and permanence in retention (Moattari, 2014; Erdem, 2017). These are all critical skills for your future courses and career.
You will be familiar with flow charts through images in your text, such as that shown in Figure 1, and through formative activities performed in class.
Figure 1: A flow diagram depicting the feedback system of the body (Tortora et al., 2018, p. 13).
However, it is important to know that concept mapping do vary from flow charts. For example, they contain multiple concepts (known as nodes e.g., Osmosis); information flows in various directions; linking arrows contain descriptive words to explain the interaction between each topic.
An example can be seen in Figure 2:
Figure 2: A simple concept map outlining multiple concepts and pathways related to cellular solute and water regulation.
SHB102 Function Of The Human Body Instructions:
Integrated concept map
To complete this assessment task, you must construct a concept map that integrates three (3) of the biological systems that have been discussed in SHB102. To achieve this, you must:
- Choose one homeostatic pathway (see below for examples). Use the time you are in class to discuss this will your peers and Learning Facilitator.
- Choose three (3) biological systems that have been discussed in SHB102 that help regulate this homeostatic pathway. In addition, make sure you include at least one of the key systems which regulate homeostasis e.g., the Nervous System and/or Endocrine System.
- Design a concept map that clearly highlights:
- Levels of structural organisation in the body systems (e.g., cells, tissues and organ system)
- How these systems interact with each other to regulate and return the body to homeostasis
- How these relate to the homeostatic pathway of choice
- Ensure all linking arrows are labelled with a meaningful word e.g., stimulates (see the map above).
Function Of Human Some examples:
- Temperature regulation: integumentary, muscular, endocrine, nervous…
- Calcium homeostasis: skeletal, endocrine, cardiovascular, renal…
- Glucose homeostasis: digestive, endocrine, renal, cardiovascular, nervous….
- Bone remodeling: skeletal system, endocrine, digestive, cardiovascular…
- Respiration: respiratory, nervous, skeletal, muscular, cardiovascular…
- Blood pH: cardiovascular, respiratory, renal,
- Heart rate/blood pressure: cardiovascular, renal, endocrine, nervous, muscle
Please note that these are just examples, and you can choose any pathway of interest. Just make sure you run this by your facilitator, who can help you conceptualise your ideas.
To be successful in this task, you might consider
- Preparing for this early – creating concept maps while preparing for class/during class each week
- Brainstorming all the important concepts that you can think of for each system and its relation to the homeostatic pathway
- Organise these into groups based on the Structural Organisation of the system (perhaps even on individual pieces of paper)
- Rearrange until clear links are observed and record any meaningful linking words
- Input these into the digital technology of choice
In-text referencing on your map is not required. However, a reference list of a minimum of five credible resources must be provided on a separate A4 page. You must use the appropriate APA referencing style for citing and referencing research. Please see more information on referencing here http://library.laureate.net.au/research_skills/referencing
The concept map must not exceed 750 (± 10%) words. Additionally, you will then need to submit your reference list. There is an increasingly extensive range of online tools available for creating concept maps. If you choose one of these tools, take the time to research reviews and ensure the program does not require you to pay for the resource before downloading your final map. This assessment may be handwritten but note that only the Learning Facilitator can mark what is legible.
Submit both A4 pages as a combined document via the Assessment link in the main navigation menu in SHB102 Structure and Function of the Human Body. The Learning Facilitator will provide feedback via the Grade Centre in the LMS portal. Feedback can be viewed in My Grades.
References used in this brief (a great example of what you should do!):
Erdem, A. (2017). Mind Maps as a life-long learning tool. Universal Journal of Education Research, 5(12A), 1-7. https://doi.org/10.13189/ujer.2017.015301
Moattari, M., Soleimani, S., Moghaddam, N. J., & Mehbodi, F. (2014). Clinical concept mapping: Does it improve discipline based critical thinking of nursing students? Iranian Journal of Nursing and Midwifery Research, 19(1), 70-76. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3917188/
Tortora, G. J., Derrickson, B. H., Burkett, B., Dye, D., Cooke, J., McKean, M., Mellifont, R., Samala, L., & Peoples, G. (2015). Principles of anatomy and physiology (2nd ed. Asia Pacific E.). [e-book]. John Wiley & Sons Australia.
Learning Rubric: Assessment 2 – Concept Mapping of Homeostatic Pathways:
|Assessment Attributes||Fail (Unacceptable) 0-49%||Pass (Functional) 50-64%||Credit (Proficient) 65-74%||Distinction (Advanced) 75 -84%||High Distinction (Exceptional) 85-100%|
|Grade Description (Grading Scheme)||Fail grade will be awarded if a student is unable to demonstrate satisfactory academic performance in the subject or has failed to complete required assessment points in accordance with the subject’s required assessment points.||Pass is awarded for work showing a satisfactory achievement of all learning outcomes and an adequate understanding of theory and application of skills. A consistent academic referencing system is used, and sources are appropriately acknowledged.||Credit is awarded for work showing a more than satisfactory achievement of all learning outcomes and a more than adequate understanding of theory and application of skills. A consistent academic referencing system is used, and sources are appropriately acknowledged.||Distinction is awarded for work of superior quality in achieving all learning outcomes and a superior integration and understanding of theory and application of skills. Evidence of in-depth research, reading, analysis and evaluation is demonstrated. A consistent academic referencing system is used, and sources are appropriately acknowledged.||High Distinction is awarded for work of outstanding quality in achieving all learning outcomes together with outstanding integration and understanding of theory and application of skills. Evidence of in‐ depth research, reading, analysis, original and creative thought is demonstrated. A consistent academic referencing system is used, and sources are appropriately acknowledged.|
|Knowledge of concepts 25%||Anatomical concepts were missing. Physiological concepts were missing. Concepts were not arranged in a logical manner.||Topics identified were not related to the homeostatic pathway of choice. Arrangement of concepts reflected major misunderstanding in the anatomical and physiological processes.||Some important biological concepts were identified and were related to the homeostatic pathway of choice. Arrangement of concepts reflects very simple and superficial recall of the anatomical and physiological processes.||Most important biological concepts were identified and clearly related the homeostatic pathway of choice. Arrangement of concepts reflects an almost complete understanding of the anatomical and physiological processes.||All significant biological concepts identified and clearly related to homeostatic pathway of choice. Arrangement of concepts reflects complete understanding of the anatomical and physiological processes.|
|Integration of biological systems 20%||No integration between systems was presented.||Limited, basic integration between systems.||Many systems were not integrated.||Most important integrative links were made between systems. Some key details missing.||All systems were integrated comprehensively.|
|Detail 20%||Biological activity within organs was not presented.||Biological activity within organs was unclear.||Some mechanisms driving organ function were clearly identified from cellular structure.||Most mechanisms driving organ function were clearly identified from cellular structure.||Mechanisms driving organ function were clearly identified from cellular structure.|
|Hierarchy 15%||No hierarchical organisation within systems and organs was presented.||Very limited use of hierarchy in systems and organs was used, and/or biological details unclear/inaccurate.||Some use of hierarchy in systems and organs was used. Some biological details were unclear.||Many concepts, systems and organs connected in a hierarchical structure, leading to specific biological processes.||All concepts, systems and organs connected in a hierarchical structure, leading to specific biological processes.|
|Cross links 10%||No linking words were presented. No cross links were presented.||Linking words were often ambiguous or inaccurate. Positioning of cross links reflected major misunderstanding of biology and was difficult to follow.||Linking words were occasionally ambiguous or inaccurate. Positioning of cross links reflected recall of gross biological interactions or was difficult to follow.||Linking words added biological detail to integrated systems but some technically incorrect. Positioning of cross links reflected an almost complete understanding of biological processes||All links were annotated with explicit linking words that added biological detail to integrated systems. Positioning of cross links reflected a complete understanding of biological processes|
|References 10%||Incorrect APA referencing style throughout the assignment.||Some errors in APA referencing style throughout the assignment.||Mostly correct APA referencing style throughout the assignment.||Consistent and correct APA referencing style throughout the assignment.||Flawless, consistent and correct APA referencing style throughout the assignment.|