Name of Centre: Croydon College
Name of Centre: Croydon College
Learner achievement (please circle) NB: All learner achievement is provisional until confirmed at the AVA Awards Board.
Level Achieved: L3
Achievement P M D
Resubmission? Y N
Title of Access to HE Diploma: Nursing and Health Science
Unit title: Nutrition, Digestion and Excretion Unit code: CBB554 (6 credits)
Learner: Tutor/Assessor: Ann Francis
Description of Assignment: This assignment consists of 5 tasks.
Task 1 (AC 1.1, 2.1, 2.2, 3.3) Health Plan
Review the attached case study.
Write a health plan for Mrs Smith addressing the importance of good nutrition for optimum health, ensuring that you distinguish the varying functions of the main nutrient groups. In your plan you should also include the use of vitamin and mineral supplements, foods which will provide soluble fibre in the diet and water consumption guidance. The plan should be around 400 words (+/- 10%).
Attach examples of 2 healthy meals and 2 snacks for her using the table provided. In the space below the table, explain how the body uses carbohydrates, lipids, proteins, vitamins, minerals and water (use no more than 400 words for your explanation). Evaluate each meal in your chart by showing its nutritional content.
Guidance: Your health plan should be written in an academic tone and you should use the food plate chart to help you design healthy meal suggestions. All parts of the task should be referenced in-text using the Harvard system and you will need to attach a reference list separately to cover all three parts of Task 1.
Task 2 (AC 4.1) - Handout
You have been contracted to support a group of care home staff as part of their training programme. Your role is to familiarise them with the functions of the main organs of the digestive system, including the GI tract, pancreas, gall bladder and liver. You should prepare a handout for the staff that they can use to revise from for their final assessment. The handout should include illustrations and be no more than 500 words (+/- 10%).
Guidance: You will need to reference your work in-text and attach a reference list using the Harvard System. You may use images to illustrate and support your own explanations, do not use them instead of your own explanations. Ensure that you acknowledge the source of the images. You should write in an academic tone using the 3rd person, avoid the use of the 1st and 2nd person (I or you).
Task 3 (AC 5.1) Flow chart
Draw a flow chart to explain the three metabolic processes of cellular respiration: glycolysis, the tricarboxylic acid cycle (TCA) and oxidative phosphorylation. Include other ways the body breaks down nutrients into usable products together with the process of lipolysis and how triglycerides are stored and used in the body; protease enzymes in breaking down proteins; deamination of amino acids and how ammonia is converted to urea. (Word count: 400 words +/- 10%)
Task 4 (AC 3.1, 3.2, 3.3) Written response to questions
Review the attached case study and answer the following questions in no more than 500 words (+/- 10%):
Explain the influence of the gut microbiome on Mr Singhs physical and mental health.
Mr Singh received several courses of antibiotics over a period of six months due to recurrent and persistent bacterial infections. Evaluate the effect that is likely to have had on his gut microbiome. What other diseases could this result in and why?
Other than antibiotics, discuss other medical interventions that can have a negative impact on the gut microbiome.
Diet can have a positive effect on the gut microbiome. Suggest how Mr Singh could modify his diet in order to promote and support a healthy gut microbiome. You should use the information given about his current dietary intake in order to suggest both changes to his current intake as well as additions.
Task 5 (AC 6.1, 6.2, 6.3) - Test
End of Unit Test (closed book) of 1 hours duration on the processes of excretion which take place in the liver and kidneys.
The exam will take place W/b 16.01.23 during lesson.
If you require extra time or other assistance for the exam, this should be brought to the attention of your tutor by 4th November 2022 so that the request can be considered and, if agreed, suitable arrangements made.
Examination rules and procedures
Arrive for the exam early. If you arrive after the exam has started, you will not be permitted to enter the examination room as it would disturb your fellow students.
Mobile telephones must be switched off and placed out of reach.
You will be provided with a question and answer booklet.
You are permitted to use some pens, pencils, a ruler and a rubber. You may have a bottle of water on your desk.
All your other personal belongings need to be left at the front of the room away from the desks. You are not permitted to bring any notes into the examination.
Once the exam has started you must not communicate with anyone except the invigilator. If you need to communicate with the invigilator, you should raise your hand and wait for her/him to come to you.
You need permission from the invigilator to leave the examination room (e.g. to go to the toilet). If you leave the room then you may not take the question paper or your answer booklet with you. If you leave without permission then you will not be permitted to re-enter the examination.
You should not leave your desk until all your papers/scripts have been collected. You should not speak to your peers until you have left the examination room.
Any learners found to have broken the rules of examination will have their scripts automatically invalidated. This means that you will have to undertake a resubmission examination.
Preparing for the examination
Make sure that you have read the assessment criteria (6.1, 6.2 and 6.3) and grade guidance so that you know what to revise and what is expected from your answers.
If you normally need to be contactable by phone, ensure that those who may contact you are aware of the times that you will be in the examination and will not have access to your phone.
If you require special conditions for sitting tests (e.g. extra time), inform your tutor by [4th November 2022] so that they can confirm whether you are eligible for these accommodations and make appropriate arrangements.
Draft submission requirements
A draft submission is not permitted.
Date set: 31st October 2022 Date for draft submission
(if applicable): N/A Date for final
submission: 9th December 2022
The controlled assessment will take place W/b 16.01.23 during lesson
Extension date
(if agreed): Signed by Tutor/Assessor to agree extension:
Date
submitted:
Internal Moderation: Yes / No
Date: Signed by internal moderator: ON TIME/LATE
Learner declaration:
The explanations and evaluations in this work have been developed and written by me.
I have not submitted material copied from the Internet, text books or other sources in place of my own thinking and writing.
When I have referred to the work of others I have done so to discuss, comment on or argue their ideas.
I have kept quotation and paraphrasing to an absolute minimum and only to support points I have made.
I understand that referencing the names of authors whose ideas I have used without including my own interpretation of those ideas, does not meet the assessment criteria and cannot attract the Pass, Merit or Distinction grades.
I have not copied the work of my peers.
Learner comments: (please use this space to comment on any aspect of the assignment when handing in your work)
Signature: Date:
TO THE LEARNER: Please attach this assignment brief to any written work you are handing in for assessment, or submit the brief as instructed.
YOUR WORK CANNOT BE ASSESSED UNLESS YOU HAVE SIGNED AND SUBMITTED THIS FORM
Level 3 Unit title: Nutrition, Digestion and Excretion
Learning outcomes Assessment criteria
This is what you will learn on the unit. This is what you must be able to demonstrate that you can do in your assignment in order to achieve the unit.
The learner will: The learner can:
Understand the need for nutrition. Explain the importance of the main nutrient groups to living things.
Understand the main nutrients required. Differentiate between the functions of carbohydrates, lipids and proteins.
Justify the need for vitamins and minerals.
Understand the role of the gut microbiota in nutrition and health. Explain how gut microbiota influence various aspects of human health.
Evaluate the effect of bacterial diversity on health.
Explain the effects of food and drugs on the gut microbiota.
Understand the functions of the main and accessory organs of the digestive system. Explain the functions of the main and accessory organs of the digestive system.
Understand the process of digestion. Explain the process of digestion and the assimilation of digested proteins, carbohydrates and lipids occur with reference to metabolic pathways.
Understand processes involved in excretion. Explain the role of the liver in dealing with nitrogenous waste and other toxins.
Explain the process of ultrafiltration in
the nephron.
Explain the methods by which the kidney varies the volume and concentration of urine.
Level 3 units only:
Learners achieve a Pass if they meet all Level 3 Assessment Criteria for a unit. You will achieve a Merit or Distinction by meeting the following Grade Descriptors. Your tutor will give you feedback for all three grades.
Grade Descriptor Merit Distinction
GD1:
Understanding of the Subject The student, students work or performance:
demonstrates a very good grasp of the relevant knowledge base The student, students work or performance:
demonstrates an excellent grasp of the relevant knowledge base
GD2:
Application of Knowledge The student, students work or performance:
makes use of relevant facts and theories with very good levels of consistency and insight. The student, students work or performance:
makes use of relevant facts and theories with excellent levels of consistency and insight.
GD7: Quality The student, students work or performance:
is structured in a way that is generally logical and fluent and taken as a whole, demonstrates a very good response to the demands of the brief / assignment. The student, students work or performance:
is structured in a way that is consistently logical and fluent and taken as a whole, demonstrates an excellent response to the demands of the brief / assignment.
Grade Guidance: Learners must carefully read the guidance below which is linked to the components above
MERIT:
GD1: Understanding of the subject
Across the tasks, your use of scientific and medical terminology will be generally accurate and used in the right context.
In task 2, your summary will contain mainly relevant facts and accurately communicate most of the functions of the individual component organs of the GI tract as well as the accessory organs.
In task 3, your flow chart will give broad explanations of the reactants and products of the metabolic processes.
In task 5, the majority of your answers to the longer questions will be detailed and accurate responses.
GD2:Application of Knowledge
Across the tasks, you will provide work that shows you have read around the subject and are therefore able to consistently summarise the facts and theories that you have read from the texts.
Your diet plan for task 1 will generally be explained using the context of the personal characteristics, health issues and lifestyle choices of the person in the case study.
In task 4 your responses will consistently relate to the case study and show your ability to select and apply relevant theories when suggesting dietary changes.
GD7: Quality
Across all tasks, you should ensure that your work has an academic tone and that it is clear and succinct with your ideas ordered logically.
Where you use facts or information from another source then you will reference your work generally accurately using the Harvard System and supply a bibliography of the sources you have used.
Generally, you will have used reliable and appropriate sources.
Your work will be within the specified word limits on most tasks
Images and drawings will be clearly labelled and be applicable to the assignment.
DISTINCTION:
GD1: Understanding of the subject
Across the tasks, your use of scientific and medical terminology will be consistently accurate and used in the right context.
In task 2, your summary will contain only relevant facts and accurately communicate all of the functions of the individual component organs of the GI tract as well as the accessory organs.
In task 3, your flow chart will give detailed explanations of the reactants, products and purposes of the metabolic processes.
In task 5, your answers to the longer questions will be detailed and accurate responses which demonstrate that you have read widely around the subject.
GD2: Application of knowledge
Across the tasks, you will provide work that shows you have read around the subject and are therefore able to summarize the facts and theories that you have read from the texts succinctly and with consistent accuracy.
Your diet plan for task 1 will be clearly linked to the personal characteristics, health issues and lifestyle choices of the person in the case study and your explanations will be consistently sound.
In task 4 your responses will consistently relate to the case study, be detailed and show insight when applying relevant theories to both the effect the microbiome has on human health and how diet should be modified to support a healthy microbiome.
GD7: Quality
All parts of your written will be clear, succinct and coherent.
Where you use facts or information from another source then you will have consistently referenced your work using the Harvard System accurately. You will supply a bibliography of the sources you have used. You will have used a range of reliable and appropriate sources that you have found yourself.
For task 1, you will follow a formal letter structure and layout. Your letter will be written for the patient so you will clearly explain nutrition in a way that the patient can understand with an appropriate level of formality.
Images and drawings should be neat, an appropriate size, have titles, include only relevant labels, citation (if needed), and be integrated logically into the work.
You will keep to the stated word limits on all tasks where they are specified.
Part A: Feedback on credit level
AC Credit achieved (L3) Location of evidence Tutor/Assessor comments on assessment criteria
(you could also indicate on the work itself where each AC is met)
1.1 Task 1 2.1 Task 1 2.2 Task 1 3.1 Task 4 3.2 Task 4 3.3 Task 4 4.1 Task 2 5.1 Task 3 6.1 Task 5 6.2 Task 5 6.3 Task 5 Level achieved Tutor/Assessors signature: Date: Resubmission (if applicable) If any of the assessment criteria for this assignment have not been met at Level 3, a resubmission may be permitted. Resubmission must follow the QAA guidelines and be permitted only once.
Requirements for resubmission/new Task set:
Date Set: Date due: Date Submitted: Feedback on resubmission:
Level achieved
after resubmission: Tutor/Assessors signature: Date:
Part B: Feedback on grading (Applicable only if all assessment criteria achieved at Level 3)
Grade Descriptor Tutor/Assessor comments against grade descriptors Grade indicator
(P/M/D)
Please enter the final grade on page 1 based on this grade profile e.g. PPM=P
GD1: Understanding of the Subject GD2: Application of knowledge GD7: Quality Tutor/Assessors reason for final grade decision (if applicable):
Areas for development (how will the learner be able to use and improve on what they have learnt on this unit and the skills that they have used in their further studies?)
Task 1 - Case Study
Name: Mrs Smith
Address: 123 London Road, Anywhere AA11 2BB
Age: 55
Weight: 97 kilograms
Height: 160 centimetres
Health issues:
Heart palpitations; menopause - hormone fluctuations; sciatica with numbness down one leg; often suffers from colds; tight muscles; high cholesterol; often suffers from constipation; low energy levels
Lifestyle:
Very stressful job; little time for exercise; heavy sleeper
In the table below, create one healthy breakfast and one healthy dinner suggestion and two healthy snack examples for Mrs Smith. Use the chart to break down the component of each meal, analysing how each meal will help her, taking into consideration her health issues and lifestyle. An example of a snack is shown below.
Meals Proteins Carbohydrates Fats Vitamins kCalMinerals
Snack:
1 Apple
25g Walnuts 0
3.8mg 9.4g (all in form of sugars) Energy
1.8g (of which 0.7g are in the form of sugars)Energy0
16.3g
Slow energy release A, B1, B2, B6, C Folic Acid
Omega 3, which is an anti-inflammatory and vitamin B for energy 44
172 Calcium is important for her bones especially as she is menopausal as calcium depletes after the menopause (Jones 2010)
Manganese supports skin health as it is a co-factor for an enzyme called prolidase that helps make collagen (Lee, 2008)
You may have to check food labels for the information.
Below the table, give explanations of the functions of carbohydrates, lipids and proteins. These explanations need to be written in an academic style, avoiding use of the first and second personal pronouns, whereas the letter to Mrs Smith will be addressed to her. Make sure you fully reference your work in text and include a reference list using the Harvard System of Referencing.
Meals Proteins Carbohydrates Fats Vitamins kCalMinerals
Breakfast:
Dinner: Snack 1: Snack 2: Explanations of the functions of carbohydrates, lipids and proteins:
Task 4 - Case Study
Name: Mr Singh
Address: 56 Redruth Road, Warrington, Cheshire
Age: 35
Weight: 130 kilograms
Height: 183 centimetres
Health issues:
Mr Singh contracted a urinary tract bacterial infection a year ago which took six months to resolve. His doctor prescribed several courses of antibiotics as the infection was persistent and kept recurring. Since that time Mr Singh has put on 15kgs weight and has noticed he has a very sluggish digestion with bouts of constipation. Lately he has noticed that he has been feeling low in mood and increasingly finds socialising with family and friends very tiring. This is unusual as normally he is the life and soul of the party. He used to enjoy going to the gym regularly but finds that exercise leaves him feeling out of breath and tired rather than energised as it used to.
Lifestyle:
Lorry driver, shift work, poor sleep patterns. Rarely eats three meals a day, tends to snack on crisps, pies and fried foods when driving and have one big meal when he gets home from work. This is most often a takeaway but sometimes a meal cooked by a family member which consists of white rice and naan bread with a meat or vegetarian curry. He does not enjoy sweet foods but does drink canned soft drinks and bottled water. He rarely eats fresh fruit or vegetables unless they are prepared for him at home.
Name of Centre: Croydon College
Learner achievement (please circle) NB: All learner achievement is provisional until confirmed at the AVA Awards Board.
Level Achieved: L3
Achievement P M D
Resubmission? Y N
Title of Access to HE Diploma: Nursing and Health Science
Unit title: Nutrition, Digestion and Excretion Unit code: CBB554 (6 credits)
Learner: Tutor/Assessor: Ann Francis
Description of Assignment: This assignment consists of 5 tasks.
Task 1 (AC 1.1, 2.1, 2.2, 3.3) Health Plan
Review the attached case study.
Write a health plan for Mrs Smith addressing the importance of good nutrition for optimum health, ensuring that you distinguish the varying functions of the main nutrient groups. In your plan you should also include the use of vitamin and mineral supplements, foods which will provide soluble fibre in the diet and water consumption guidance. The plan should be around 400 words (+/- 10%).
Attach examples of 2 healthy meals and 2 snacks for her using the table provided. In the space below the table, explain how the body uses carbohydrates, lipids, proteins, vitamins, minerals and water (use no more than 400 words for your explanation). Evaluate each meal in your chart by showing its nutritional content.
Guidance: Your health plan should be written in an academic tone and you should use the food plate chart to help you design healthy meal suggestions. All parts of the task should be referenced in-text using the Harvard system and you will need to attach a reference list separately to cover all three parts of Task 1.
Task 2 (AC 4.1) - Handout
You have been contracted to support a group of care home staff as part of their training programme. Your role is to familiarise them with the functions of the main organs of the digestive system, including the GI tract, pancreas, gall bladder and liver. You should prepare a handout for the staff that they can use to revise from for their final assessment. The handout should include illustrations and be no more than 500 words (+/- 10%).
Guidance: You will need to reference your work in-text and attach a reference list using the Harvard System. You may use images to illustrate and support your own explanations, do not use them instead of your own explanations. Ensure that you acknowledge the source of the images. You should write in an academic tone using the 3rd person, avoid the use of the 1st and 2nd person (I or you).
Task 3 (AC 5.1) Flow chart
Draw a flow chart to explain the three metabolic processes of cellular respiration: glycolysis, the tricarboxylic acid cycle (TCA) and oxidative phosphorylation. Include other ways the body breaks down nutrients into usable products together with the process of lipolysis and how triglycerides are stored and used in the body; protease enzymes in breaking down proteins; deamination of amino acids and how ammonia is converted to urea. (Word count: 400 words +/- 10%)
Task 4 (AC 3.1, 3.2, 3.3) Written response to questions
Review the attached case study and answer the following questions in no more than 500 words (+/- 10%):
Explain the influence of the gut microbiome on Mr Singhs physical and mental health.
Mr Singh received several courses of antibiotics over a period of six months due to recurrent and persistent bacterial infections. Evaluate the effect that is likely to have had on his gut microbiome. What other diseases could this result in and why?
Other than antibiotics, discuss other medical interventions that can have a negative impact on the gut microbiome.
Diet can have a positive effect on the gut microbiome. Suggest how Mr Singh could modify his diet in order to promote and support a healthy gut microbiome. You should use the information given about his current dietary intake in order to suggest both changes to his current intake as well as additions.
Task 5 (AC 6.1, 6.2, 6.3) - Test
End of Unit Test (closed book) of 1 hours duration on the processes of excretion which take place in the liver and kidneys.
The exam will take place W/b 16.01.23 during lesson.
If you require extra time or other assistance for the exam, this should be brought to the attention of your tutor by 4th November 2022 so that the request can be considered and, if agreed, suitable arrangements made.
Examination rules and procedures
Arrive for the exam early. If you arrive after the exam has started, you will not be permitted to enter the examination room as it would disturb your fellow students.
Mobile telephones must be switched off and placed out of reach.
You will be provided with a question and answer booklet.
You are permitted to use some pens, pencils, a ruler and a rubber. You may have a bottle of water on your desk.
All your other personal belongings need to be left at the front of the room away from the desks. You are not permitted to bring any notes into the examination.
Once the exam has started you must not communicate with anyone except the invigilator. If you need to communicate with the invigilator, you should raise your hand and wait for her/him to come to you.
You need permission from the invigilator to leave the examination room (e.g. to go to the toilet). If you leave the room then you may not take the question paper or your answer booklet with you. If you leave without permission then you will not be permitted to re-enter the examination.
You should not leave your desk until all your papers/scripts have been collected. You should not speak to your peers until you have left the examination room.
Any learners found to have broken the rules of examination will have their scripts automatically invalidated. This means that you will have to undertake a resubmission examination.
Preparing for the examination
Make sure that you have read the assessment criteria (6.1, 6.2 and 6.3) and grade guidance so that you know what to revise and what is expected from your answers.
If you normally need to be contactable by phone, ensure that those who may contact you are aware of the times that you will be in the examination and will not have access to your phone.
If you require special conditions for sitting tests (e.g. extra time), inform your tutor by [4th November 2022] so that they can confirm whether you are eligible for these accommodations and make appropriate arrangements.
Draft submission requirements
A draft submission is not permitted.
Date set: 31st October 2022 Date for draft submission
(if applicable): N/A Date for final
submission: 9th December 2022
The controlled assessment will take place W/b 16.01.23 during lesson
Extension date
(if agreed): Signed by Tutor/Assessor to agree extension:
Date
submitted:
Internal Moderation: Yes / No
Date: Signed by internal moderator: ON TIME/LATE
Learner declaration:
The explanations and evaluations in this work have been developed and written by me.
I have not submitted material copied from the Internet, text books or other sources in place of my own thinking and writing.
When I have referred to the work of others I have done so to discuss, comment on or argue their ideas.
I have kept quotation and paraphrasing to an absolute minimum and only to support points I have made.
I understand that referencing the names of authors whose ideas I have used without including my own interpretation of those ideas, does not meet the assessment criteria and cannot attract the Pass, Merit or Distinction grades.
I have not copied the work of my peers.
Learner comments: (please use this space to comment on any aspect of the assignment when handing in your work)
Signature: Date:
TO THE LEARNER: Please attach this assignment brief to any written work you are handing in for assessment, or submit the brief as instructed.
YOUR WORK CANNOT BE ASSESSED UNLESS YOU HAVE SIGNED AND SUBMITTED THIS FORM
Level 3 Unit title: Nutrition, Digestion and Excretion
Learning outcomes Assessment criteria
This is what you will learn on the unit. This is what you must be able to demonstrate that you can do in your assignment in order to achieve the unit.
The learner will: The learner can:
Understand the need for nutrition. Explain the importance of the main nutrient groups to living things.
Understand the main nutrients required. Differentiate between the functions of carbohydrates, lipids and proteins.
Justify the need for vitamins and minerals.
Understand the role of the gut microbiota in nutrition and health. Explain how gut microbiota influence various aspects of human health.
Evaluate the effect of bacterial diversity on health.
Explain the effects of food and drugs on the gut microbiota.
Understand the functions of the main and accessory organs of the digestive system. Explain the functions of the main and accessory organs of the digestive system.
Understand the process of digestion. Explain the process of digestion and the assimilation of digested proteins, carbohydrates and lipids occur with reference to metabolic pathways.
Understand processes involved in excretion. Explain the role of the liver in dealing with nitrogenous waste and other toxins.
Explain the process of ultrafiltration in
the nephron.
Explain the methods by which the kidney varies the volume and concentration of urine.
Level 3 units only:
Learners achieve a Pass if they meet all Level 3 Assessment Criteria for a unit. You will achieve a Merit or Distinction by meeting the following Grade Descriptors. Your tutor will give you feedback for all three grades.
Grade Descriptor Merit Distinction
GD1:
Understanding of the Subject The student, students work or performance:
demonstrates a very good grasp of the relevant knowledge base The student, students work or performance:
demonstrates an excellent grasp of the relevant knowledge base
GD2:
Application of Knowledge The student, students work or performance:
makes use of relevant facts and theories with very good levels of consistency and insight. The student, students work or performance:
makes use of relevant facts and theories with excellent levels of consistency and insight.
GD7: Quality The student, students work or performance:
is structured in a way that is generally logical and fluent and taken as a whole, demonstrates a very good response to the demands of the brief / assignment. The student, students work or performance:
is structured in a way that is consistently logical and fluent and taken as a whole, demonstrates an excellent response to the demands of the brief / assignment.
Grade Guidance: Learners must carefully read the guidance below which is linked to the components above
MERIT:
GD1: Understanding of the subject
Across the tasks, your use of scientific and medical terminology will be generally accurate and used in the right context.
In task 2, your summary will contain mainly relevant facts and accurately communicate most of the functions of the individual component organs of the GI tract as well as the accessory organs.
In task 3, your flow chart will give broad explanations of the reactants and products of the metabolic processes.
In task 5, the majority of your answers to the longer questions will be detailed and accurate responses.
GD2:Application of Knowledge
Across the tasks, you will provide work that shows you have read around the subject and are therefore able to consistently summarise the facts and theories that you have read from the texts.
Your diet plan for task 1 will generally be explained using the context of the personal characteristics, health issues and lifestyle choices of the person in the case study.
In task 4 your responses will consistently relate to the case study and show your ability to select and apply relevant theories when suggesting dietary changes.
GD7: Quality
Across all tasks, you should ensure that your work has an academic tone and that it is clear and succinct with your ideas ordered logically.
Where you use facts or information from another source then you will reference your work generally accurately using the Harvard System and supply a bibliography of the sources you have used.
Generally, you will have used reliable and appropriate sources.
Your work will be within the specified word limits on most tasks
Images and drawings will be clearly labelled and be applicable to the assignment.
DISTINCTION:
GD1: Understanding of the subject
Across the tasks, your use of scientific and medical terminology will be consistently accurate and used in the right context.
In task 2, your summary will contain only relevant facts and accurately communicate all of the functions of the individual component organs of the GI tract as well as the accessory organs.
In task 3, your flow chart will give detailed explanations of the reactants, products and purposes of the metabolic processes.
In task 5, your answers to the longer questions will be detailed and accurate responses which demonstrate that you have read widely around the subject.
GD2: Application of knowledge
Across the tasks, you will provide work that shows you have read around the subject and are therefore able to summarize the facts and theories that you have read from the texts succinctly and with consistent accuracy.
Your diet plan for task 1 will be clearly linked to the personal characteristics, health issues and lifestyle choices of the person in the case study and your explanations will be consistently sound.
In task 4 your responses will consistently relate to the case study, be detailed and show insight when applying relevant theories to both the effect the microbiome has on human health and how diet should be modified to support a healthy microbiome.
GD7: Quality
All parts of your written will be clear, succinct and coherent.
Where you use facts or information from another source then you will have consistently referenced your work using the Harvard System accurately. You will supply a bibliography of the sources you have used. You will have used a range of reliable and appropriate sources that you have found yourself.
For task 1, you will follow a formal letter structure and layout. Your letter will be written for the patient so you will clearly explain nutrition in a way that the patient can understand with an appropriate level of formality.
Images and drawings should be neat, an appropriate size, have titles, include only relevant labels, citation (if needed), and be integrated logically into the work.
You will keep to the stated word limits on all tasks where they are specified.
Part A: Feedback on credit level
AC Credit achieved (L3) Location of evidence Tutor/Assessor comments on assessment criteria
(you could also indicate on the work itself where each AC is met)
1.1 Task 1 2.1 Task 1 2.2 Task 1 3.1 Task 4 3.2 Task 4 3.3 Task 4 4.1 Task 2 5.1 Task 3 6.1 Task 5 6.2 Task 5 6.3 Task 5 Level achieved Tutor/Assessors signature: Date: Resubmission (if applicable) If any of the assessment criteria for this assignment have not been met at Level 3, a resubmission may be permitted. Resubmission must follow the QAA guidelines and be permitted only once.
Requirements for resubmission/new Task set:
Date Set: Date due: Date Submitted: Feedback on resubmission:
Level achieved
after resubmission: Tutor/Assessors signature: Date:
Part B: Feedback on grading (Applicable only if all assessment criteria achieved at Level 3)
Grade Descriptor Tutor/Assessor comments against grade descriptors Grade indicator
(P/M/D)
Please enter the final grade on page 1 based on this grade profile e.g. PPM=P
GD1: Understanding of the Subject GD2: Application of knowledge GD7: Quality Tutor/Assessors reason for final grade decision (if applicable):
Areas for development (how will the learner be able to use and improve on what they have learnt on this unit and the skills that they have used in their further studies?)
Task 1 - Case Study
Name: Mrs Smith
Address: 123 London Road, Anywhere AA11 2BB
Age: 55
Weight: 97 kilograms
Height: 160 centimetres
Health issues:
Heart palpitations; menopause - hormone fluctuations; sciatica with numbness down one leg; often suffers from colds; tight muscles; high cholesterol; often suffers from constipation; low energy levels
Lifestyle:
Very stressful job; little time for exercise; heavy sleeper
In the table below, create one healthy breakfast and one healthy dinner suggestion and two healthy snack examples for Mrs Smith. Use the chart to break down the component of each meal, analysing how each meal will help her, taking into consideration her health issues and lifestyle. An example of a snack is shown below.
Meals Proteins Carbohydrates Fats Vitamins kCalMinerals
Snack:
1 Apple
25g Walnuts 0
3.8mg 9.4g (all in form of sugars) Energy
1.8g (of which 0.7g are in the form of sugars)Energy0
16.3g
Slow energy release A, B1, B2, B6, C Folic Acid
Omega 3, which is an anti-inflammatory and vitamin B for energy 44
172 Calcium is important for her bones especially as she is menopausal as calcium depletes after the menopause (Jones 2010)
Manganese supports skin health as it is a co-factor for an enzyme called prolidase that helps make collagen (Lee, 2008)
You may have to check food labels for the information.
Below the table, give explanations of the functions of carbohydrates, lipids and proteins. These explanations need to be written in an academic style, avoiding use of the first and second personal pronouns, whereas the letter to Mrs Smith will be addressed to her. Make sure you fully reference your work in text and include a reference list using the Harvard System of Referencing.
Meals Proteins Carbohydrates Fats Vitamins kCalMinerals
Breakfast:
Dinner: Snack 1: Snack 2: Explanations of the functions of carbohydrates, lipids and proteins:
Task 4 - Case Study
Name: Mr Singh
Address: 56 Redruth Road, Warrington, Cheshire
Age: 35
Weight: 130 kilograms
Height: 183 centimetres
Health issues:
Mr Singh contracted a urinary tract bacterial infection a year ago which took six months to resolve. His doctor prescribed several courses of antibiotics as the infection was persistent and kept recurring. Since that time Mr Singh has put on 15kgs weight and has noticed he has a very sluggish digestion with bouts of constipation. Lately he has noticed that he has been feeling low in mood and increasingly finds socialising with family and friends very tiring. This is unusual as normally he is the life and soul of the party. He used to enjoy going to the gym regularly but finds that exercise leaves him feeling out of breath and tired rather than energised as it used to.
Lifestyle:
Lorry driver, shift work, poor sleep patterns. Rarely eats three meals a day, tends to snack on crisps, pies and fried foods when driving and have one big meal when he gets home from work. This is most often a takeaway but sometimes a meal cooked by a family member which consists of white rice and naan bread with a meat or vegetarian curry. He does not enjoy sweet foods but does drink canned soft drinks and bottled water. He rarely eats fresh fruit or vegetables unless they are prepared for him at home.
