Write a letter to Mrs Smith explaining the importance of good nutrition for optimum health, ensuring that you distinguish the varying functions of the main nutrient groups.

Title of Access to HE Diploma: Nursing, Nursing in Work and Health and Human Sciences

Unit title:  Nutrition, Digestion and Excretion

Unit code:  CBB040 (6 credits)

Description of Assignment: 

Task 1 (AC 1.1, 2.1, 2.2, 2.3, 2.4) – Review the attached case study.

a)    Write a letter to Mrs Smith explaining the importance of good nutrition for optimum health,

ensuring that you distinguish the varying functions of the main nutrient groups. In your letter you

should also explain to Mrs Smith why she might need to take supplements of vitamins and minerals

and the need to drink a suitable amount of water for her weight. The letter should be around

700 words (+/- 10%).

b)    Attach a one-day diet plan for her and, in the space below the table, explain how the body

uses carbohydrates, lipids, proteins, vitamins, minerals and water

(use no more than 700 words for your explanation). Evaluate each meal in your chart by showing its

nutritional content. Use the food plate chart to help you.

c)    In the chart provided, evaluate through comparisons the three disorders that are caused as a result of malnutrition, specifically calcium and vitamin D deficiency (rickets, tetany and osteoporosis).

Your letter should follow formal letter writing conventions (e.g. address, formal greeting, paragraphs

and ending). 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 3.1, 3.2)

Produce an explanatory leaflet for an Access to HE learner on another course who does not

understand how the digestive system works.  In it, you will need to describe the main organs

involved in digestion and then explain their function in relation to the digestion of food.

 

You will need to reference your work in-text and attach a reference list using the Harvard System.

You may use images or your own drawings in your leaflet 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 3^rd person, avoid the use of the

1^st and 2^nd person (I or you).

 

Task 3 (AC 4.1)

Explain the three metabolic processes of cellular respiration: glycolysis, the tricarboxylic

acid cycle (TCA) and oxidative phosphorylation in a flow chart format. 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.

 

Task 4 (AC 5.1, 5.2, 5.3)

Complete an in-class viva voce (oral examination) on the liver. This task will help you to

demonstrate how you can recall factual information and relevant scientific terminology.

To prepare for the task, you should draw or find a diagram of the liver, which you will bring

into the viva. The assessor will give you clear initial instructions and may prompt you

as required and ask questions that are relevant to the aspects that you are discussing.

Your viva will be recorded.

 

·         The viva will be approximately 12 minutes and will take place on w/b 25^th November 2019

·         You will not be permitted to take your own notes into the viva.

 

Task 5 (AC 6.1, 6.2, 6.3)

End of Unit Controlled Assessment of 1½ hours’ duration on the structure and role of the

kidneys in excretion.

 

The controlled assessment will take place on w/b 9^th December 2019. If you require extra time

or other assistance for the controlled assessment, this should be brought to the attention of

your tutor by the 29^th November 2019 so that the request can be considered and, if agreed,

suitable arrangements made.

 

Examination rules and procedures

• Arrive for the controlled assessment early.  If you arrive after the controlled assessment
• 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 controlled assessment 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 the
• 29th November days before the test so that they can confirm whether you are eligible for these accommodations and make appropriate arrangements.

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:
1.    Understand the need for nutrition.		1.1.  Explain the importance of the main nutrient groups to living things.
2.    Understand the main nutrients required.		2.1.  Differentiate between the functions of carbohydrates, lipids and proteins. 2.2.  Justify the need for vitamins and minerals. 2.3.  Apply experimental data to analyse the nutritional value of different food sources. 2.4.  Evaluate the need for a balanced diet and identify possible consequences of malnutrition for 3 given examples.
3.    Know the organs of the digestive system.		3.1.  Justify the position and function of the main organs of the digestive system. 3.2.  Explain the functions of the main organs of the digestive system.
4.    Understand the process of digestion.		4.1.  Explain the process of digestion and the assimilation of digested proteins, carbohydrates and lipids occur with reference to metabolic pathways.
5.    Understand the structure and role of the liver.		5.1.  Classify the gross and ultra-structure of the liver. 5.2.  Explain the role of the liver in dealing with nitrogenous waste. 5.3.  Explain the role of the liver in dealing with toxins and explain the effects of alcohol and drug abuse on the liver.
6.    Understand the structure and role of the kidneys in excretion.		6.1.  Classify the gross and ultra-structure of the kidney. 6.2.  Explain the process of ultrafiltration in the nephron. 6.3.  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, student’s work or performance: demonstrates a very good grasp of the relevant knowledge base	The student, student’s work or performance: demonstrates an excellent grasp of the relevant knowledge base
GD2: Application of Knowledge	The student, student’s work or performance: makes use of relevant facts and theories with very good levels of accuracy and insight.	The student, student’s work or performance: makes use of relevant facts and theories with excellent levels of accuracy and insight.
GD7: Quality	The student, student’s 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, student’s 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 medical terminology will be generally accurate and used in the right context. ·         In task 3, your flow chart will have broad explanations under each topic with generally insightful information. ·         In task 4, you will demonstrate a general understanding of the ultra-structure of the liver and be able to make broad comparisons between the two types of liver damage resulting from alcohol and drug abuse. ·         In task 6, the majority of your answers will give detailed and accurate responses to the questions.   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 with general accuracy. ·         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 3 you will apply your knowledge to a generally logical flowchart explaining how the body assimilates and uses nutrients. ·         In task 6, you will use your knowledge from your studies and revision to answer the questions generally accurately with few errors.   GD7: Quality ·         Across all tasks, you should ensure that your written work 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. ·         You will generally use correct spellings of anatomical and medical terms where appropriate.
DISTINCTION: GD1: Understanding of the subject ·         Across the tasks, you will provide detailed and accurate explanations. ·         In task 1, you need to demonstrate your understanding of our need for a balanced diet and write a formal letter with consistently accurate information.  The diet sheet and explanation will also show that you understand the subject to a high level by giving elaborate of detail. In the comparison chart you will extensively compare the three types of malnutrition. ·         Across the tasks, your use of medical terminology will be consistently accurate and used in the right context. 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 3 you will apply your knowledge to a consistently logical flowchart explaining in depth how the body assimilates and uses nutrients with perceptive information applied to your responses. ·         In task 4, you need to explain the facts showing that you have a deep knowledge of the liver and how it deals with waste and toxins; you should not need to be prompted during the viva. 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 – in alphabetical order and the Harvard style. 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. ·         For task 2, your work will be presented as an explanatory leaflet, which is easy to follow. If images or diagrams are included, these will be clearly integrated into the explanations. ·         During the viva, for task 3, your explanations will be fluent and you will use medical terminology with confidence. ·         You will keep to the stated word limits on all tasks.

 

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 a one day healthy diet 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	Calories	Minerals
Snack:   1 Apple                 28g Walnuts	0                 4mg	19mg                 4mg Energy	0                 20mg Slow energy release	A, B1, B2, B6, C Folic Acid             Omega 3, which is an anti-inflammatory and vitamin B for energy	52                 183	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.

Task 1b) – Diet Plan for Mrs Smith, showing the nutrients provided

Meals Proteins Carbohydrates Fats Vitamins MineralsBreakfast:

Lunch:

Snack:

Dinner:E

Explanations of the functions of carbohydrates, lipids and proteins:

CARBOHYDRATES

Those are mainly sugars  and starches , which are found in awide variety of  food . eg jam,

cereals, bread amony other, they consist of carbon , hydrogen and oxgyen .whereby oxgyen

and hydrogen are in same proportion as water (h20), it is classified according to complexity

of chemical  substances. Forexample monosaccharides, disaccharides, polysaccharide.

There are mand of function of carbrohyrates