Download summer work

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 knowledge expected 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.
LIMIT TO: Epimysium,
Muscle Fiber, Perimysium,
Myofibril, Endomysium
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.
LIMIT CV SYSTEM
LABELS TO: Heart,
Capillaries, Aorta, Arteries,
Veins, Vena Cava,
Oxygenated Blood,
Deoxygenated Blood
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)
STATE the composition of blood.
DEFINE the terms systolic and diastolic pressure.
LIMIT HEART
LABELS TO:
Aorta, Vena Cava,
Atrium, Ventricles,
Pulmonary Arteries,
Pulmonary Veins
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.
STATE how many kilocalories (kcals) are in 1 grams of carbohydrate
STATE how many kilojoules (kJ) are in 100 grams of carbohydrate
STATE how many kilocalories (kcals) are in 1 grams of protein
STATE how many kilojoules (kJ) are in 100 grams of protein
STATE how many kilocalories (kcals) are in 1 grams of fat
STATE how many kilojoules (kJ) are in 100 grams of fat
LABEL on the body where the major storage sites are for:
A) Glycogen (label 2 major sites)
B) Triglycerides (label 2 major sites)
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 and
impulse.
DEFINE the term centre of mass.
LABEL the 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 angular
velocity.
STATE and explain the factors that affect, projectile motion at take-off or release.
TOPIC 5: Skill in Sport, Information Processing, and Learning
DEFINE the term skill from a sport related context.
LIST 5 examples of sports skills.





DEFINE the term technique from a sport related context.
STATE the relationship of ability to technique and skill.
DEFINE the term response time.
DEFINE the concept of transfer from a sport related context.
TOPIC 6: Measurement and Evaluation of Human Performance
DEFINE mean as it is used in math and statistics.
STATE what the statistical standard deviation is used for in statistical analysis.
STATE in regards to statistic standard deviation in normally distribute data what
percentage of all values fall within ±1 standard deviation of the mean.
STATE in regards to statistic standard deviation in normally distribute data what
percentage of all values fall within ±2 standard deviations of the mean.
DEFINE error 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.