Unit 16 Anatomy and Physiology For Health and Care

UNIT 16: ANATOMY AND PHYSIOLOGY
FOR HEALTH AND CARE

(LEVEL 3)
Learning outcomes
By completing this unit candidates will demonstrate knowledge and understanding of how the
human body functions and the effects on body organs of disease, conditions and dysfunction.
They will consider the effect that occupation and other external influences may have on the
function of body organs and how dysfunction can affect an individuals ability to maintain a chosen
lifestyle. Candidates will develop skills and understanding of the tests, medical care and treatment
to meet specific clinical needs.
Assessment objectives
Knowledge, understanding and skills
Digestive system:
structure
function
Investigate the
functions and
dysfunctions of the
digestive system
Dysfunctions:
Crohns disease
irritable bowel syndrome
obstruction
colitis
Causes:
diet
environment
chemical influences
Effects:
dehydration
weight loss
malabsorption
bowel control
pain
2
Investigate the
functions and
dysfunctions of the
respiratory system
Respiratory system:
structure (naso-phrarynx, trachea, bronchi, lungs, alveoli)
functions (respiratory process, gas exchange) (continued overleaf)
OCR Level 3 Nationals in Health, Social Care and Early Years
Unit 16: Anatomy and physiology for health and care
Dysfunctions:
asthma
broncho-spasm
pneumothorax and collapse
infective processes
Cont.
Investigate the
functions and
dysfunctions of the
respiratory system
Causes:
hereditary condition
lifestyle choices
Effects:
pleuretic chest pain
shortness of breath
haemoptasis
expectoration
3
Investigate the
functions and
dysfunctions of the
cardio-vascular
system
Cardio-vascular system:
structure (heart, veins, arteries)
functions
Dysfunctions:
heart attack
angina
hardening of arteries
Causes:
diet
lifestyle
genetic disposition
Effects:
changes in blood and blood pressure
chest pain
breathing difficulty
Investigate the
functions and
dysfunctions of the
renal system
Renal system:
structure (kidneys, uterers, bladder, prostate, urethra)
function (urine production, homeostasis)
Dysfunctions:
renal infection
calculi
haematuria
prostate enlargement
(continued overleaf)
renal failure
Causes:
diet
excessive alcohol consumption
ageing process
accidental damage
Cont.
Investigate the
functions and
dysfunctions of the
renal system
Effects:
pain
inability to pass urine/passing too much urine
diabetic kidney failure
infection
electrolyte imbalance
5
Investigate the
functions and
dysfunctions of the
musculo-skeletal
system
Musculo-skeletal system:
structure
functions (movement, support)
Dysfunctions:
arthritis
osteoporosis
rheumatism
Pagets disease
Bells Palsy
myasthenia gravis
Causes:
diet
ageing process
hereditary condition
lack of calcium/absorption of calcium
inflammation and oedema of nerve
infection (virus)
Effects:
muscle weakness
bone demineralisation
loss of mobility
lack of coordination/loss of function
deformity
pain
paralysis
Investigate the
functions and
dysfunctions of the
nervous system
Nervous system:
structure
functions
(continued overleaf)
Dysfunctions:
motor neurone disease
multiple sclerosis
dementia
Parkinsons disease
hypertension
Cont.
Investigate the
functions and
dysfunctions of the
nervous system
Causes:
blood born infection from other parts of the body
viral infection
injury
atrophy of the brain
degeneration of neurones
compression of spinal cord and nerve roots
Effects:
difficulties in co-ordination
nerve damage
loss of memory
general weakness
shaking
paralysis
7
Explain the
diagnostic tests,
medical care and
treatment received
by two service
users with different
needs
Service users:
children
adolescents
adults
older people
Needs:
acute medical conditions
chronic medical conditions
Diagnostic tests:
ECG traces
blood and body fluid sampling
genetic screening
X-ray
ultrasound scan
CAT scan
MRI scan
Use:
diagnosis
treatment
planning care
improve quality of life
Assessment
This unit is centre-assessed and externally moderated.
In order to achieve this unit candidates must produce a portfolio of evidence showing that they can
meet all of the assessment objectives.
Portfolios of work must be produced independently. They will need to be made available, together
with witness statements and any other supporting documentation, to the OCR Visiting Moderator
when required.
Centres must confirm to OCR that the evidence produced by candidate is authentic. An OCR
Centre Authentication Form is provided in the Centre Handbook and includes a declaration for
assessors to sign. It is a requirement of the QCA Common Criteria for all Qualifications that proof
of authentication is received.
Guidance on assessment and evidence requirements

Centres should generate their own assignments to cover the assessment objectives. OCR
suggests that the following tasks would create sufficient evidence to meet the assessment
objectives for this unit.
Produce materials for trainee nurses that show the structure and functions of body
systems. The display materials and presentation should cover the body systems given in
Assessment Objectives 1 6.
Use case studies to explain the tests, medical care and treatment received by two service
users with different needs.
Review the structure and function of the digestive system, describing one dysfunction and
explaining its causes and effects.
Review the structure and function of the respiratory system, describing one dysfunction and
Review the structure and function of the cardio-vascular system, describing one dysfunction
and explaining its causes and effects.
Review the structure and function of the renal system, describing one dysfunction, and
Review the structure and function of the musculo-skeletal system, describing one dysfunction
and explaining its causes and effects.
Review the structure and function of the nervous system, describing three dysfunctions and
their causes and effects.
For two service users with different medical conditions, explain the use of diagnostic tests
and how these helped to diagnose their conditions. Describe the medical care and treatment
they received and how this improved their quality of life.
Candidates may provide evidence of meeting assessment objectives in writing and/or through the
use of assessor written records. Where candidates are demonstrating competence,
assessors/tutors should record the skills demonstrated on appropriate recording documentation.
Issues around health and safety for candidates participating outside and within the centre
environment should be acknowledged.
When considering the musculo-skeletal system, candidates may wish to consider making a papier
mach model, for example.
Candidates may wish to consider making a video of their presentations.
Candidates may find it helpful to talk to a range of professionals in order to gather information
about dysfunctions that service users have experienced and the effects on them.
Visits to a hospital testing and diagnostic unit may be helpful. Alternatively, it may be helpful to
invite specialists to the centre. If this method is used, candidates should have prepared well so
that their questions focus on the specific information required.
The science department or health promotion unit may be able to supply or recommend video/DVD
material about human body systems that would be useful. Fitness Centres may be another useful
source of material.
Signposting to Key Skills

9
The unit contains opportunities for developing the Key Skill, and possibly for generating
portfolio evidence, if teaching and learning is focused on that aim.
Key Skill
reference
C3.1a
C3.1b
C3.2
C3.3
9
9
9
9
Key Skill
reference
N3.1
N3.2a
N3.2b
N3.2c
N3.2d
N3.3
Key Skill
reference
ICT3.1
ICT3.2
ICT3.3
9
9
9
Mapping to National Occupational Standards

NOS/
Unit
Knowledge
specification
NWC
There is no overlap between national occupational standards/national workforce competencies

and this unit.
Resources
The following are suggestions of resources that could be useful when delivering the unit. They are
neither prescriptive nor exhaustive, and candidates should be encouraged to gather information
from a variety of sources.
Candidates will find most A Level textbooks and home doctor-type publications useful. Through
internet search engines a variety of service user support websites will be discovered. They will
provide useful links at various levels.
Books
Fisher, A. et al (2006)
OCR Nationals Level 3: Health and Social Care

Heinemann
Fisher, A. et al (2007)
Applied A2 Health and Social Care

Folens
Tortora, G. (2005)
Principles of Anatomy and Physiology

John Wiley and Sons (WIE)
Ross, J. et al (2001)
Ross and Wilson Anatomy and Physiology in Health and Illness

Churchill Livingstone
Smith, T. (2004)
BMA Family Doctor Home Adviser: The Complete Quick-reference Guide

to Symptoms and How to Deal with Them
Dorling Kindersley
Fermie, P. and
Shepherd, S. (2003)
Family Health Encyclopaedia

Lorenz Books
Websites
Skills for Health. URL:http://www.skillsforhealth.org.uk
Skills for Health (SfH) is the UK Sector Skills Council (SSC) for health.
BBC. URL:http://www.bbc.co.uk/health/
Contains a section devoted to health matters.
NHS. URL:http://www.nhs.uk/
This site connects you to local NHS services in England and provides national information about
the NHS.
Inner Body (Anatomy and Physiology): www.innerbody.com/htm/body.htm
Anatomy and Physiology: www.howstuffworks.com
BUPA: www.bupa.org.uk
NHS Direct: www.nhsdirect.nhs.uk/
Grading
AO
Pass
Merit
Distinction
1
2
3
4
5
6
Candidates show basic understanding of the

underpinning knowledge of the structure and
function of the digestive, respiratory, cardiovascular, renal, musculo-skeletal and nervous
systems. Simple diagrams are included to explain
information, but these are accurate. For each
system in Assessment Objectives 1-6, candidates
describe, at a basic level, at least one dysfunction
(three dysfunctions for the nervous system), briefly
explaining the causes and making some
connections to the effects on the service users.
Candidates show a sound level of understanding of

the underpinning knowledge of the structure and
function of the digestive, respiratory, cardiovascular, renal, musculo-skeletal and nervous
systems. The structure of each system is described
in detail. Diagrams are used to help explain
information. These are accurately labelled. The
functions of each system are discussed, showing
breadth of understanding. There is some coherence
within the work. Candidates describe, showing
depth and breadth of understanding, one
dysfunction for each system (three dysfunctions for
the nervous system) in Assessment Objectives 1-6,
explaining, in detail, the causes and effects on the
service user. Firm connections are made between
cause and effect. Different sources of evidence are
used.
Candidates use a wide range of sources to show a

high level of understanding of the underpinning
knowledge of the structure and function of the
digestive, respiratory, cardio-vascular, renal,
musculo-skeletal and nervous systems. Significant
connections are made to show the relationship
between structure and function. Clear, accurately
labelled diagrams are used to explain complex
information. There is evidence of synthesis within
the work. The structure of each system is described
in detail. The functions of each system are
discussed, showing breadth and depth of
understanding. There is coherence and originality
within the work. Candidates describe, giving a
comprehensive account, one dysfunction for each
system (three dysfunctions for the nervous system)
in Assessment Objectives 1-6, explaining, in detail,
and making informed judgements about the causes
and effects on the service user. Evidence is drawn
from both professional care workers and service
users. There is evidence of synthesis and originality
within the work.
AO
Pass
Merit
Distinction
At least two different testing or screening methods

are described, one for each service user who have
different needs. Some brief conclusions are drawn
about how they contribute to the physiological wellbeing and treatment of the service user. These
conclusions show that candidates can make simple
judgements about how monitoring procedures, tests,
medical care and treatment have improved the
quality of life for the service user. Candidates use
more than one source of evidence.

are explained, one for each service user who have
different needs. Some connections are made
between the monitoring procedures, tests, medical
care and treatment. Examples are used to illustrate
some of the points made. Some detailed
conclusions are drawn and informed judgements
made to show how monitoring procedures, tests,
medical care and treatment have improved the
quality of life for the service users and about how
they contribute to the physiological well-being and
treatment of the service users. Candidates use
different sources of evidence.

are explained in detail, one for each service user
who have different needs. Significant connections
are made between the monitoring procedures, tests,
medical care and treatment. Some conclusions are
drawn and informed, reasoned judgements made, to
show how monitoring procedures, tests, medical
care and treatment have improved the quality of life
for the service users. Candidates make significant
connections to show how they contribute to the
physiological well-being and treatment of the service
users. These conclusions reflect the candidates
ability to make reasoned judgements and to analyse
in depth. There is evidence of synthesis and
originality within the work. A range of sources of
evidence are used.

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UNIT 16: ANATOMY AND PHYSIOLOGY

FOR HEALTH AND CARE

Knowledge, understanding and skills

OCR Level 3 Nationals in Health, Social Care and Early Years