Download YEAR 11 PHYSICAL EDUCATION – AREA OF STUDY 1 – BODY

YEAR 11 PHYSICAL EDUCATION – AREA OF STUDY 1 – BODY SYSTEMS & HUMAN MOVEMENT
ASSIGNMENT 1:
DUE DATE =
Thinking Things Through Questions Page 10:
1
Carry out some research to find out why fibrous joints are joined but provide no movement at all. Why
are they joined rather than being large single bones?
2
Discuss how each of the five sections of the vertebral column is suited to the type of movement most
likely to occur there.
3
Why is the shoulder joint more likely to dislocate than the hip joint?
4
Discuss what would happen to a football player if they had an artificial ball and socket joint inserted to
replace a badly damaged knee joint.
5
Which bones are more likely to be injured when playing a contact sport such as Australian?
Rules football: those of the axial or the appendicular skeleton? Briefly discuss the reason for your
selection.
YEAR 11 PHYSICAL EDUCATION – AREA OF STUDY 1 – BODY SYSTEMS & HUMAN MOVEMENT
ASSIGNMENT 2:
DUE DATE =
Thinking Things Through Questions Page 14:
IDENTIFYING MUSCLES
Complete one of the following tasks.
1
Work in groups of three. Write the names of 10 anterior and 10 posterior muscles on sticky labels.
Two group members of the same sex are to work together and place the labels on one partner’s
body. The third group member acts as a ‘judge’. For each correct placement, score 1 point (as
determined by the third student).
2
Work in pairs. Obtain a body building magazine or a photo of a body builder posing from the
anterior and posterior views. Point to a muscle and state its correct name while your partner
judges the accuracy of your muscle naming. Continue for as long as you name correctly. Once
you make an error, your partner starts naming other muscles and you become the judge.
3
Work in pairs. One partner thinks of a muscle and then describes it by an anatomical term
(such as inferior, lateral etc.), without naming the muscle. The other partner guesses the
correct muscle.
YEAR 11 PHYSICAL EDUCATION – AREA OF STUDY 1 – BODY SYSTEMS & HUMAN MOVEMENT
ASSIGNMENT 3:
DUE DATE =
Thinking Things Through Questions Page 16:
MUSCLE FIBRES
1
List four examples of fusiform muscles.
2
Why are pennate muscles able to generate greater force than fusiform muscles?
3
If muscles need to contract rapidly, what should the muscle length to fibre length ratio be – high or
low? Briefly discuss.
4
Sportspeople often stretch or injure their ligaments.
a
How does this affect a sportsperson?
b
How is a ligament different from a tendon?
c
Why are ligaments harder to ‘repair’ than tendons?
YEAR 11 PHYSICAL EDUCATION – AREA OF STUDY 1 – BODY SYSTEMS & HUMAN MOVEMENT
ASSIGNMENT 4:
DUE DATE =
Thinking Things Through Questions Page 22:
1
Are these statements true or false?
a
Tendons attach one bone to another.
b
Multipennate muscle fibres produce greater forces than unipennate muscle fibres.
c
Nerve cells come into direct contact with muscle fibres.
d
Acetylcholine activates the release of calcium ions, which stimulate cross-bridges on
myosin to reach out and attach to actin fi laments.
2 Draw a sarcomere (all that is contained between Z-lines) and clearly label the following:
• Z-lines
• I-band
• actin filaments
• A-band
• myosin filaments
• H-zone
3
Describe how the sliding filament theory explains muscle movement. Include a brief explanation of
how a message sent from the brain very quickly becomes a muscular movement.
4
How are athletes able to control the amount of force that a particular muscle group exerts?
For example, in one instance a performer may use her arm muscles to pick up a drink bottle
and in another the same muscles may be responsible for hurling the discus over 60 metres.
5
What does the all or nothing principle refer to?
YEAR 11 PHYSICAL EDUCATION – AREA OF STUDY 1 – BODY SYSTEMS & HUMAN MOVEMENT
ASSIGNMENT 5:
DUE DATE =
Thinking Things Through Questions Page 26:
1
Clearly indicate what happens to each of the following during eccentric and concentric muscular
contractions by using the words ‘increase’, ‘decrease’ or ‘no change’.
Type of contraction
I-band
A-band
H-zone
Eccentric
Concentric
2
Briefly explain why isokinetic contractions are responsible for greater gains in muscular
strength and power than isometric and isotonic contractions.
3
What is the main difference between fast-twitch A fibres and fast-twitch B fibres?
4
Complete the following table of fibre characteristics by inserting the words ‘high’ or ‘low’.
Characteristic
Oxidative enzymes
Myoglobin content
Force produced
Fatigability
Mitochondria density
Glycogen stores and glycolytic
enzymes
Phosphocreatine stores
Motor neuron size
Triglyceride stores
Slow-twitch
Fast-twitch
YEAR 11 PHYSICAL EDUCATION – AREA OF STUDY 1 – BODY SYSTEMS & HUMAN MOVEMENT
ASSIGNMENT 6:
Laboratory Page 27:
DUE DATE =
MUSCLE CROSS-SECTIONAL AREA vs STRENGTH
AIM
To see if any relationship exists between the cross-sectional area of muscle and the force it is able to
generate.
METHOD
You cannot slice through the biceps to obtain its true cross-sectional area, so you will measure its
circumference with a tape measure.
1
For a group of subjects, measure and record the circumference of each biceps (fully flexed).
2
Each subject is to perform bicep curls with increasing weights of dumb-bell until a weight is
reached for which they cannot complete a bicep curl. Choose weights that the subjects believe
to be close to their maximum. (Subjects are being tested for strength and not endurance.)
Subjects should only use their biceps. They should avoid swinging or swaying the back to initiate
the curl by standing side-on in a doorway, leaning against the door frame with their back
so that they have either side to move the weights on the downward phase.
3
Record the most successful maximal effort of each subject in a table such as that shown below.
Name of subject
4
Bicep circumference (cm)
Maximal weight curled (kg)
Plot your results on a graph to show the relationship between bicep circumference and weight
curled (strength).
DISCUSSION
1
Does a relationship exist between cross-sectional area and strength generated by muscles?
If so, what is it?
2
Are there any exceptions? In other words, are any results different from the general trend?
a How do you account for these differences?
b If applicable, compare the results obtained for females to those obtained for male class
members.
c If you could not obtain results from both males and females, which gender do you believe
would obtain the greatest results given the same bicep circumferences? Why?
3
Comment on the speed of contraction required to obtain the greatest force/maximal contraction.
YEAR 11 PHYSICAL EDUCATION – AREA OF STUDY 1 – BODY SYSTEMS & HUMAN MOVEMENT
ASSIGNMENT 7:
DUE DATE =
REVIEW Questions Page 29:
Multiple Choice
1 Fast-twitch B fibres:
A can be converted into fast-twitch A fibres after 12 months of aerobic training
B are best suited to high-intensity activities
C are found in high proportions in endurance athletes.
D None of the above.
2 During isometric contractions, the H-zone:
A increases slightly
B decreases
C remains unchanged
D doubles in size.
Short answer
3 What characteristics of slow-twitch fibres enhance their ability to take up and utilise oxygen? Briefly
discuss the role of each of these characteristics.
4 Provide a brief summary of the nervous control of muscular contraction.
5 a Discuss the different nervous control and muscles involved in a golf putt over 10 metres compared to a
drive off the tee with a 1-wood that travels over 200 metres. Your response should consider the number of
motor units recruited as well as the fibre types recruited and the signals sent by the brain to the muscles.
b Discuss the difference between motor and sensory neurons in Part A and how sensory neurons can be
used to provide feedback to the golfer.
6 You have just been appointed the coach of the women’s national weightlifting team training for the
Commonwealth Games.
a Clearly indicate why you would include eccentric activities in the resistance training program.
b Why would it be relevant to include isometric contractions in some of the sessions?
c Which fibre characteristics would you be attempting to develop or improve in fast-twitch fibres to bring
about improvements? Clearly outline how these improvements would lead to improved weightlifting
performances.
d You are sometimes confronted by situations where muscles ‘spasm’ and seem to be constantly
contracting.
Clearly outline the neuromuscular conditions when this would occur.
7 What movements occur at the:
a shoulder and elbow during a freestyle stroke out of the water?
b hip and knee during a soccer free kick?
c shoulder, elbow and wrist during an overarm volleyball serve?
8 For each of the following joints, state which muscles are used for the movements indicated in brackets:
a Ankle (dorsiflexion and inversion)
b Shoulder (extension and circumduction)
c Elbow (flexion and extension)
d Hip (adduction and flexion)