Professional Documents
Culture Documents
Outcome 1
GROUP MEMBERS :
AIMAN AIASHI / SARAH MAJOR
NERVOUS SYSTEM FUNCTIONING
ANITA ASHDOWN / SARAH MAJOR
STRESS AS AN EXAMPLE OF A PSYCHOLOGICAL PROCESS
1.
2.
3.
Aims ......................................................................................................................................................................................................................................... 3
4.
5.
6.
Topics 4 / 5 / 9 Nervous System Functioning & Stress Coping Strategies - Sarah ............................................................................................................ 11
7.
8.
9.
Unit 3, AOS 1
Outcome 1
In response to internal and external sensory stimuli a person uses different branches of the nervous system. This Area of Study will explore how the nervous
system responds, organises and assimilates this neural information.
Neural information is transmitted via specialised structures and functions of neurons. In examination of this students will be able to evaluate a persons
nervous system function in relation to biological, psychological and social factors. In particular, the role of stress and its effect on the mind and body and how
this can be managed.
Unit 3, AOS 1
Outcome 1
The topics will be approached through varied teaching pedagogy from teach-centred lecture style to hands-on interactive learning, peer-support/cooperative
learning and individual learning will be incorporated into these areas of study. Further, students will be able to utilise their varied learning techniques with
2
Unit 3, AOS 1
Outcome 1
opportunities for kinaesthetic learners, visual learning and auditory learners being catered to. In keeping teaching style varied it is the intention that learning
tasks will be engaging and allow creative students to participate to a high level while still extending them towards the SAC and final year exam.
3. Aims
Students will understand the roles of different divisions of the nervous system (central and peripheral nervous systems and their associated sub-divisions) in
responding to, and integrating and coordinating with, sensory stimuli received by the body by accurately completing a flow chart of each of sub-division. In
addition deeper understanding of the structure of the CNS and the areas of the spinal cord will be achieved by students creating life size structure of human
body and inserting the brain and spinal cord in blue colour.
Students will focus on the brain and its role in relation to receiving and processing stimuli from sensory receptors to different parts of the body. Students will
complete activities on website of the peripheral nervous system and sub-divisions. Students will draw the PNS on life size drawing and discuss the
subdivisions of PNS and insert information to flow chart.
Students will understand the distinction between conscious and unconscious responses by the nervous system to sensory stimuli, including the role of the
spinal reflex Students will role play and become the motor neuron, sensory neuron and inter-neuron and act out the transfer of information when reacting to a
stimuli using a ball. Students will understand the role of the neuron (dendrites, axon, myelin and axon terminals) as the primary cell involved in the reception
Unit 3, AOS 1
Outcome 1
and transmission of information across the synapse (excluding details related to signal transduction) with accurate completion of a flow chart and function and
structure worksheet.
By the conclusion of the sequence of lessons, students will be able to understand that role of neurotransmitters in transferring information between neurons.
This will be demonstrated by students being able to correctly label and annotate a diagram with the process including reference to glutamate and gamma
amino butyric acid (GABA) neurotransmitters. Students will be able to correctly identify the aspects of glutamate being an excitatory neurotransmitter;
and gamma amino butyric acid (an inhibitory neurotransmitter) through a quiz (Kahoot) and create their own characters to describe these types of
neurotransmitters. Students will be able to understand and describe the lock-and-key process of communication between neurons and that the neurotransmitter
must be received by the correct receptor in the post-synaptic neuron/dendrite.
In addition, students will be able to understand and explain that changes in the function of neurotransmitters can cause chronic changes in the function of the
nervous system as can be seen by those with Parkinsons disease. Students will be able to explain in a written response that a decrease in GABA, that has an
inhibitory effect, can cause an increase in tremors, and muscle spasms as typical in Parkinsons disease. Students will be able to explain that with the further
decrease in GABA there an associated increase in muscle spasms and tremors. Students will also be able to identify in written form that there is currently no
known cure for Parkinsons disease, though there are methods for keeping it under control for as long as possible students will be able to name and describe
at least two of these methods: exercising regularly and medical intervention through the use of drugs.
Unit 3, AOS 1
Outcome 1
By the end of the sequence of lessons on context-specific effectiveness of stress, students will be able to identify & describe stress in specific contexts i.e.
sporting arena, exams, work, peer-pressure, and coping flexibility in relation to stress as assessed by filling out worksheets. Students will be able to identify
and describe strategies for comping with stress (including exercise, approach & avoidance strategies), define and explain terms problem-focused coping,
emotion-focused coping and avoidance coping, identify which strategies have been used in scenarios and evaluate the effectiveness of them as
demonstrated in filling out a table. Not only will students be able to evaluate which coping strategies are most effective and most sound for mental health and
well-being, but students will also be given the opportunity to assess which coping strategies may be useful for them (as provided in a table). Further, students
will be able to assess their peers coping strategies under certain scenarios and agree/disagree with them via an interactive-student activity. In addition,
students will be able to consolidate information regarding stress coping strategies and create a brochure/website providing advice to VCE students on
effective stress-coping strategies.
Students will know the basic structural and functional knowledge from work conducted in Area of Study 1 and which is revisited in different
diagrams and worksheets during the unit.
Students will understand the difference the concept of eustress and distress by taking scenario and writing responses that would mirror a eustress
response to the stressor, a distress response or no response.
The students will learn the fight flight response and will further develop insight into an understanding of the biological, social and psychological
factors (biopsychosocial framework) that interact with stress and impact on physical and mental well-being. Students will do this through tasks that
ranks different stressors in daily life, identifying these as external and internal stressors and mapping the physiological response on flow charts and
Unit 3, AOS 1
Outcome 1
labelling the responses on body diagrams. Students will also maintain a diary for a 5 day period that records moments when they encounter stress and
their analysis of that.
The student will be able to look at the physiological response to a stressor that persists by using a flow chart and annotated diagram and playing a
competitive HPA vs fight / flight game.
Students will be able to identify the different social, cultural and environmental factors that intensify stress and what mediating responses to this are.
Students will understand the Selyes General Adaptation Syndrome through analysis of a case study, identifying strengths and limitations of the GAS
model and participating in a role playing scenario.
Students will learn the Richard Lazarus and Susan Folkmans transactional Model of stress and coping determinants and will be able to critically
analyse the strengths and limitations of this model.
Unit 3, AOS 1
Outcome 1
the roles of different divisions of the nervous system (central and peripheral nervous systems and their associated sub-divisions) in responding to, and
integrating and coordinating with, sensory stimuli received by the body
the distinction between conscious and unconscious responses by the nervous system to sensory stimuli, including the role of the spinal reflex
the role of the neuron (dendrites, axon, myelin and axon terminals) as the primary cell involved in the reception and transmission of information across
the synapse (excluding details related to signal transduction)
the role of neurotransmitters in the transmission of neural information between neurons (lock-and-key process) produce excitatory effects (as with
glutamate) or inhibitory effects (as with gamma amino butyric acid [GABA])
the effects of chronic changes to the functioning of the nervous system due to interference to neurotransmitter function, illustrated by the role of GABA
in Parkinsons disease.
Unit 3, AOS 1
Outcome 1
Aims
Students will understand he
roles of different divisions
of the nervous system
(central and peripheral
nervous systems and their
associated sub-divisions) in
responding to, and
integrating and
coordinating with, sensory
stimuli received by the
body.
Content/Tasks/Activities
Resources/Activity
Assessment
Socrative Quiz
Diagnostic Assessment
Socrative quiz
Formative assessment.
Students complete flow
chart and structure
worksheet to apply
understanding of all
divisions of the NS.
-
Class discussion
Q/A
Worksheets
Online quiz
Unit 3, AOS 1
Outcome 1
Topic
2
Aims
Understand the roles of
different divisions of the
nervous system (central and
peripheral nervous systems
and their associated subdivisions) in responding to,
and integrating and
coordinating with, sensory
stimuli received by the
body.
Students will understand
the distinction between
conscious and unconscious
responses by the nervous
system to sensory stimuli,
including the role of the
spinal reflex
Content/Tasks/Activities
Activity:
Students become motor neuron, sensory neuron and
inter-neuron and act out the transfer of
information when reacting to a stimuli using a
ball.
Resources/Activity
Assessment
Somatic NS:
- Video overview of Somatic NS
http://study.com/academy/lesson/somaticnervous-system-definition-function-example.html
Formative assessment:
Students complete table
on Sympathetic and
Parasympathetic NS as
well as a scenario.
Scenario also will assist
with end of unit SAC.
Case study of
Karen Ann
Quinlan
Worksheet
Class discussion
Autonomic NS:
- Introduction case study/Research task: Karen
Ann Quinlan coma.
Sympathetic/Parasympathetic
- Introductory video & examples
https://www.youtube.com/watch?v=YFYRosjcVu
U
- Diagram of Sympathetic and Parasympathetic
nervous system http://ihperformance.com/wpcontent/uploads/2014/10/sympth_parasymth.gif
- Table worksheet. Parasympathetic vs Sympathetic
NS (Appendix 6)
- Structure of cross section of spinal cord
http://ged.free-ed.net/FREEed/Resources/PubServ/EMS/EMS%20Primer/pics
/FM823045.gif
Unit 3, AOS 1
Outcome 1
Topic
Aims
Content/Tasks/Activities
Resources/Activity
Assessment
Formative assessment is
in the form of a
worksheet testing
students knowledge on
the parts of the neuron
and the role.
-
Online Quiz
Class discussion
10
Unit 3, AOS 1
Outcome 1
Aims
Content/Tasks/Activities
Resources
Textbook
Videos
Context for purpose in understanding
communication process between neurons
https://www.youtube.com/watch?v=nvXuq9jR
WKE
Synaptic Transmission:
https://www.youtube.com/watch?v=WhowH0
kb7n0
Importance of synapses and
neurotransmission:
https://www.youtube.com/watch?v=VitFvNvR
IIY
Neurotransmitters - GABA & Glutamate:
https://www.youtube.com/watch?v=DuGP6dOVnY
Assessment
Diagnostic:
Students to label &
annotate a diagram of
neurons information
between neurons (per
previous KK)
Formative Assessments:
Class discussions Q&A
Answered questions
collected.
Kahoot quiz (ICT based)
11
Unit 3, AOS 1
Outcome 1
Topic
5
Aims
Content/Tasks/Activities
Resources
Video:
Show the physical effects of someone with Parkinsons
Disease.
Students to brainstorm what a) what they observe b) name
the Disease (if they can) c) biological factors they think
may contribute. Follow with class discussion
Lecture style
Teacher to clear up uncertainties regarding Parkinsons.
Explain the changes in NT GABA & glutamate that
contribute to Parkinsons
Explain medical findings that can assist with Parkinsons.
Student activity: Answer worksheet
Read the article Drug reversed my Parkinsons symptoms
and let me read again. Consider the ethics of this study.
Care: Research care options including medications, and
practical things (e.g. exercise) that can be done to slow
the progression of Parkinsons disease.
Table worksheet: Table of NT dopamine, glutamate &
GABA. The effects of these NT. The influence of these
on Parkinsons.
Research: What is the latest research you can find?
Report back to class.
Textbook
Question sheets
Videos (examples below)
Gait demonstration of Parkinsons:
https://www.youtube.com/watch?v=ylHZW
O17W70&index=4&list=PL5994619A3FF9
39C4
Parkinsons Disease an overview pt 1
https://www.youtube.com/watch?v=pqeZDFn
pLpg
Pt2: https://www.youtube.com/watch?
v=6fFlx_hZpPo
Faces of Parkinsons
https://www.youtube.com/watch?v=CqEwP
qUO1Bw
Recent findings of potential genetic
contributor:
http://www.ndtv.com/health/scientists-findgene-linked-to-parkinsons-disease-1234196
Drug treatment, the assistance to patient,
ethical considerations for stopping drug
trial:
https://www.newscientist.com/article/dn2837
1-drug-reversed-my-parkinsons-symptomsand-let-me-read-again/
Teacher & Student Resources:
http://www.parkinsons.org.au/
http://www.parkinson.org/understandingparkinsons/what-is-parkinsons
https://www.michaeljfox.org/
http://en.hdbuzz.net/024
Assessment
Formative Assessment:
1 page profile of person
with Parkinsons.
Include: age, sex, name,
how old when diagnosed,
effects on their lives &
care regimes e.g.
medication they use (if
known). Include a
scientific section
explaining what
Parkinsons is and known
causes (with reference to
GABA).
Table worksheet of
neurotransmitters:
GABA, dopamine,
glutamate.
12
Unit 3, AOS 1
Outcome 1
Topic
9
Aims
Content/Tasks/Activities
Resources
Lesson 1: Activities:
Students to re-visit sources of stress. A number of examples
given and they need to identify the context in which the
stress exists (individually).
Students brainstorm their own coping strategies for
scenarios provided by teacher. (Think-pair-share
pedagogy)
Textbook
Question sheets
Videos
Managing Stress and Pressure During Sports
Training
https://www.youtube.com/watch?v=EHtWS
W6OGyU
Lecture style
PowerPoint lecture introducing formal language for the
topic, ideas, context of stress. Key terms: problemfocused coping, emotion-focused coping, and avoidancefocused coping strategies.
Glossary
Add terms and explanations to glossary (on-going task)
Activity
Watch 3 videos in class. In the table provided (see
appendix) identify the cause/s of stress, the positives of
the stress (if any), the negatives of the stress (if any), the
coping strategy used (identify & explain how it was
applied), and identify any additional coping strategies
you think would have been useful in the scenario.
Lesson 2: Activity
Effects of meditation & relaxation (Make sure students
are hyped up either after lunch/sport or small physical
activity with light stress). Guided relaxation/meditation
task. (See appendix How do you feel?)
Lecture style
PowerPoint lecture with student input regarding:
importance of physical exercise in managing stress;
Assessment
Diagnostic Assessment:
Prior knowledge of stress,
causes, types established.
Students given scenario:
they articulate the
stressor/s, identify their
management strategy.
Class discussion plus
individual writing.
Formative Assessment:
Chatterbox activity
articulating a stressor, an
approach to dealing with
the stressor, own example
using the
exercise/problemfocused/avoidance
strategy.
Next level: Assess your
cohorts coping strategy,
draw a star on their hand if
you evaluate it to be an
effective and appropriate
coping strategy.
Create information
brochure to hand out to
fellow VCE students
suffering from stress.
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Unit 3, AOS 1
Outcome 1
Topic
Aims
Content/Tasks/Activities
importance of social support networks; the importance of
approaching the stressor/s as opposed to avoiding them.
Articulating times when it may be appropriate for
avoidance strategies.
Resources
Assessment
Activity
Stress-head! Chatterbox activity. Individual work & group
work with student-student interaction. (Formative
Assessment see appendix)
Lesson 3: Application taking coping mechanisms further
Working lesson application
Activity
Create a brochure/website providing advice to VCE
students on effective stress-coping strategies. Provide
links/contact details for associations that assist with metal
wellbeing.
Activity
Browse the internet for articles on social support strategies
for coping with stress. Evaluate the research undertaken.
- Outline the aim & hypothesis
- Participants numbers and populations
- Method & materials used for the experiment
- Conclusions of the study.
- Evaluate the research. Is it reliable? Can it be generalised
to a greater population? Were there any additional
extraneous variable or limitations?
14
Unit 3, AOS 1
Outcome 1
Aims
Content/Tasks/Activities
Resources
models of stress as a
biological process, with
reference to Selyes
General Adaptation
Syndrome of alarm
reaction (shock/counter
shock), resistance and
exhaustion, including the
fight-flight-freeze
response and the role of
cortisol
Diagnostic
Images of stressful situations, summarise on
worksheet.
Activity
1. Look back at ranking of stressor and recall how
some ranked much differently. Ask students to
recall any items that there were substantially
different responses. What possible causes for
this. Lead into discussion of eustress and
distress.
2. Complete a worksheet giving scenarios of
eustress, distress and no stress accordingly.
Highlight same sheet for internal vs external
stressor.
https://www.youtube.com/watch?v=ZlAI_FN3r0k
Assessment
Diagnostic
o Picture descriptions
stressful situations
and accompanying
worksheet.
Formative
o Ranking activity
o Write example of
eustress / distress /
no stress responses
Homework
o Stress Diary
o Stressors for
different age
groups
o Chapter 12 pp 582584
Homework Activity
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Unit 3, AOS 1
Outcome 1
Topic
Aims
Content/Tasks/Activities
Resources
Assessment
Activity
https://www.youtube.com/watch?v=BIfK0L8xDP0
Homework
http://www.proprofs.com/quizschool/story.php?title=stress-and-adaption-quiz
Diagnostic
o Balloon pop
response
Formative
o Reactions YouTube
sheet activity
o Labelling activity
o HPA FFR game
o Case Study
worksheet
Homework
o Stress Diary
o Venn Diagram
biospyschosocial
stress response
16
Unit 3, AOS 1
Outcome 1
Topic
Aims
Content/Tasks/Activities
Resources
Assessment
Reading
o Chapter 12 pp 585
587
Diagnostic
o Celebrity head
physical responses
to stress (Appendix
26)
Formative
o Lucky dip
o Case study and
table
o Create a brochure
Homework
o Stress Diary
17
Unit 3, AOS 1
Outcome 1
Topic
Aims
Content/Tasks/Activities
and share information back to group for
feedback.
Resources
Assessment
o Venn Diagram
Reading
Glossary
Collect key terms for glossary, ongoing.
o Chapter 12 pp 588592
18
Unit 3, AOS 1
Outcome 1
Instructions:
Sac Includes: Scenario, Diagrams, multiple choice & short answer questions.
Read the scenario located on the SAC paper and use it to answer the designated questions.
*If you run out of space, please use the back of your answer sheet
19
Unit 3, AOS 1
Outcome 1
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Unit 3, AOS 1
Outcome 1
CATEGORY
10-9
Clear and accurate identification
and explanation of the CNS & PNS
and their associated sub-divisions
with well articulated reference to a
scenario.
8-7
Clear and accurate identification
and explanation of the CNS & PNS
and their associated sub-divisions
with reference to a scenario.
6-5
Accurate identification and
explanation of the CNS & PNS
and their associated subdivisions with reference to a
scenario.
4-3
Identification and explanation of
some elements of the CNS & PNS
and their associated sub-divisions
with little reference to a scenario.
2-1
Weak identification and
explanation of some elements of
the CNS & PNS and their
associated sub-divisions with
little-no reference to a scenario.
Identification, analysis,
application and evaluations of
context-specific effectiveness,
coping flexibility and coping
strategies is limited.
Feedback:
/50
Please note: Two assessment criteria have been created for this one assessment. The educator would only use one of these assessment methods, either the scoring system (on the SAC) or the rubric. Due to the type of assessment involved, it is
recommended that educators use the marking system as indicated on the SAC proper due to the simplicity in scoring, and the similarities with the final exams thereby preparing students for the intense exam conditions ahead.
21
Unit 3, AOS 1
Outcome 1
A temporary shift in the polarity of the cell membrane, which leads to the firing of a neuron.
First stage of the General Adaptation Syndrome. Following initial exposure to a stress the body goes into temporary shock ,
then rebounds (countershock).
The bodys ability to maintain a stable physiological state by adjusting and changing to meet internal and external demands.
Stress endured by brain and body due to cumulative exposure to increased levels of stress hormones over a period of time
One of two subdivisions of the peripheral nervous system into sympathetic and parasympathetic nervous system. Provides
feedback between brain and internal organs and glands.
Actively avoiding dealing with the problem/stressor
Part of neuron that transmits information to other neurons.
Information received about state of one or more of physiological functions
How the biological, psychological and social factors combine and interact on a persons physical and psychological health.
Part of human nervous system comprising brain and spinal cord
Coiled outer layer of the cerebral hemispheres involved in information processing and control of voluntary body movements.
Prolonged/long-lasting change (to the nervous system)
Active efforts to reduce, master or tolerate demands created by stressors within specific situations. E.g. managing stress of
sports training and managing stress of the high-level competition
Being able to appropriately manage stress by discontinuing an ineffective coping strategy and instigating an alternative
coping strategy.
Thin branchlike extension of neuron that receives information from other neurons.
Utilised to manage feelings of distress rather than dealing with the problem/stressor directly.
Positive psychological response to a stressor
Stressor that originates outside the person, such as loud noise,
22
Unit 3, AOS 1
Outcome 1
KEY TERMS
Fight-flight response
Gamma amino butyric
acid (GABA)
Glutamate
Graded Potential
HPA Axis
Internal stressor
Lock-and-key process
Motor Neuron
Myelin Sheath
Neuron
Neurotransmitter
Noradrenaline
Parasympathetic nervous
system
Parkinsons disease
Problem-focused coping*
(Approach strategy)
Resting Potential
Secondary appraisal
Sensory Neuron
Sensory receptors
Somatic Nervous System
Involuntary reaction of the sympathetic nervous system resulting in physiological readiness to deal with immediate threat by
confronting (fight) or running away (flight) from it
An inhibitory neurotransmitter regulating anxiety and sleep/arousal. Regulates glutamate.
An excitatory neurotransmitter. (Involved in learning and memory)
Change in the neuron voltage when the neural membrane receives information
Chain of reaction in physiological response to stress involving the hypothalamus, pituitary gland and adrenal glands.
Stressor that originates from individual, physical pain concern about personal problem.
The process whereby neurotransmitters are received by the correct receptor of the post-synaptic neuron/dendrite. E.g.
glutamate received by a glutamate receptor
A neuron that transmits commands from the brain to the glands or musculature of the body, typically through the spinal cord,
also called the efferent neuron.
Tight coat of cells that insulate the Axon from chemical or physical stimuli that might interfere with the transmission.
cell in the nervous system specialized to receive, process, and/or transmit information to other cells
Chemical substance (such as glutamate and GABA) made by neurons to transmits message across synaptic gap between the
axon of one neuron and the dendrite of another, allows communication between neurons.
Neurotransmitter involved in attention, alertness and states of arousal and stress response
Division of autonomic nervous system. Restores body to state of cam by reversing direction of bodily changes activated by
sympathetic nervous system.
A neuro-degenerative disease that effects neurotransmitters (dopamine, GABA, glutamate) in the brain. There is no known
cure, and the causes are unclear. People with Parkinsons display visible signs of Parkinsonism mild to severe impaired
movement, muscle spasms and tremors are typical signs of Parkinsons disease.
Active methods of dealing with the problem/stressor directly.
Condition where the neuron is not transmitting information
Transactional model of stress and coping , the evaluation of coping resources in dealing with a stressor
Neuron that transmit information from sensory cells in the body to brain
Specialised cells in the Nervous System that transform energy in the environment into neural impulses that can be interpreted
to the brain.
Division of the Peripheral Nervous system that consists of sensory and motor neurons that communicate sensory information
and control actions.
23
Unit 3, AOS 1
Outcome 1
KEY TERMS
Stimuli
Stress
Stress response
Stressor
Spinal Cord
Spinal Reflex
Sympathetic nervous
system
Tiny space between neuron and dendrite of a postsynaptic neuron
Synaptic gap
Structures at the end of the neuron that receives nerve impulses.
Terminal buttons
Model that proposes that the response to a stressor is mediated by the individuals perceived ability to cope with the stressor
Transactional model of
stress and coping
*refers to terminology not in the 2016 study design, however useful terminology to know
24
Unit 3, AOS 1
Outcome 1
the distinction between conscious and unconscious responses by the nervous system to sensory stimuli, including the role of the spinal reflex
the role of the neuron (dendrites, axon, myelin and axon terminals) as the primary cell involved in the reception and transmission of information
across the synapse (excluding details related to signal transduction).
This formative assessment will test students knowledge of all areas covered in the unit so far. Students must read a scenario and explain the role of the
nervous system based on the events that occurred. In order for students to successfully respond to the scenario they must write a short essay that explains the
role of the nervous system and its divisions when responding to stimuli within the scenario.
25
Unit 3, AOS 1
Outcome 1
Scenario
John had been on the go the entire day. His busy schedule had included a Psychology exam in the morning, followed by a classroom presentation and to top it
off, a basketball Grand Final to play that night. Once home, John decided to practise shooting some hoops, he wanted to perfect the shot of the ball rolling
gently off his finger-tips. However, the longer he played the more he came to realise that the big game was only hours away. He could feel the nerves, his
stomach churning and his heart pounding. In order to relax, John decided he should take a break, sit down and listen to soothing music. As John sat down he
immediately screamed in pain and noticed a nail sticking out of the seat. Fortunately, he did not cause more damage to his body because he reacted before he
sat completely on the nail. John went on to win his basketball final and was pleased the day had finally come to an end. (20 marks)
In this short scenario involving Johns basketball practice, nerves and incident with the nail, explain the role the Nervous System had on his body.
Things to consider in your response:
-
Spinal Reflex
26
Unit 3, AOS 1
Outcome 1
Understanding of content;
Nervous System and
subdivisions.
Demonstrated a clear
understanding of the Nervous
System and its role
Satisfactory understanding of
the Nervous System and its
role
Sentence Fluency
Understandable responses
and well written sentences
Grammar/spelling
27
Unit 3, AOS 1
Outcome 1
_________________
_________
_________________
_________
_________
_________
_________
_________
28
Unit 3, AOS 1
Outcome 1
29
Unit 3, AOS 1
Outcome 1
Bodily Function
Pupils
Salivary Glands
digestion
Heart
Pumping blood
Lungs
breathing
Stomach
Increases salivation
Accelerates heart rate
Contracts
Decreases contractions
Liver
Gall bladder
Stores bile
Adrenal Glands
Bladder
Intestine
digestion
Genitals
reproduction
Relaxes
Sweat glands
30
Unit 3, AOS 1
Outcome 1
Autonomic
Autonomic
Somatic
Somatic
31
Unit 3, AOS 1
Outcome 1
Function
1.
2. dendrites
3. motor neurons
4.
5.
32
Unit 3, AOS 1
Outcome 1
1. What would happen to your nervous system if the neurotransmitters in your body were suddenly blocked from passing into the synaptic spaces?
2. What do you think would happen if a lot of neurotransmitters were suddenly released throughout your nervous system?
33
Unit 3, AOS 1
Outcome 1
NB: This is a hurdle activity and will be assessed for accuracy. You will also be judged on presentation and participation in the
class.
Have fun chatting!
34
Unit 3, AOS 1
Outcome 1
________________________________________
CATEGORY
10-9
Identify sources of stress Student can accurately
identify four or more
sources of stress
8-7
Student can accurately
identify three sources of
stress
Students must receive 25+ in order to gain an 'S' for this hurdle task
6-5
Student can accurately
identify two sources of
stress
4-3
Student can accurately
identify one source of
stress
2-1
Student cannot accurately
identify sources of stress
Accurate identification
of coping strategies
Accurate and
appropriate application
of coping strategy to the
stressor/s; well
articulated example of
coping strategy for
situation/s.
Participation in group
activity
Presentation of
chatterbox
Chatterbox presented to a
very high standard in a
clear and visually
appealing manner with
visible care taken.
Chatterbox presented to a
high standard in a clear
and visually appealing
manner with visible care
taken.
Chatterbox presented
with little visual appeal
and effort displayed.
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Unit 3, AOS 1
Outcome 1
Coping strategies
In the table below describe the video clip in class and fill in the table. Share your findings with the class.
Video clip
Cause of stressor/s
Positives/negatives of the
stress (if applicable)
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Unit 3, AOS 1
Outcome 1
Class Results
Class Results
3) As a class, collate your data together and discuss the results. Make your own notes on the results and class discussion below.
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Unit 3, AOS 1
Outcome 1
4) What effect did the guided relaxation have on you? Reflect on this from a BSP perspective. What kind of coping strategy
was this?
5) Utilising the internet, research different relaxation and meditation techniques. Define and describe them. Present your findings to a group of 4 people
in a PowerPoint or Prezi. (Reference your websites! Use your research skills to evaluate if they are reliable sources of information.)
6) Evaluate the strengths and limitations of the relaxation procedure conducted in class. Assess if this is a useful coping strategy for you and explain
why/why not.
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Unit 3, AOS 1
Outcome 1
sources of stress (eustress and distress) including daily pressures, life events, acculturative stress, major stress and catastrophes that disrupt whole
communities
models of stress as a biological process, with reference to Selyes General Adaptation Syndrome of alarm reaction (shock/counter shock), resistance
and exhaustion, including the fight-flight-freeze response and the role of cortisol
models of stress as a psychological process, with reference to Richard Lazarus and Susan Folkmans Transactional Model of Stress and Coping
(stages of primary and secondary appraisal)
Students will have one week of out of class time to design a brochure or poster on Understanding the signs and symptoms of Stress. Your guide to handle
stress in VCE.
The brochure is designed to help students understand what stress is, the signs and symptoms of stress. The brochure should be creative as possible, defining
stress and the impact is can have physically and psychologically. Students should use diagrams and flow charts where appropriate to explain stress and its
symptoms. The fight -flight , HPA Axis and the GAS model have to be included in the brochure. (20 marks).
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Unit 3, AOS 1
Outcome 1
Example Brochure:
What is a stress
response?
What is really
happening
in my body?
Types of Stressors
Internal
Weight
Hair style
external
Argument with
friend
Dog is sick
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Unit 3, AOS 1
Outcome 1
Outstanding (5)
Good (3)
Satisfactory (2)
Unsatisfactory (0-1)
Clear description of
the Flight Fight
Response
Some description of
the Flight Fight
Response
Limited description of
the Flight Fight
Response
Clear description of
the HPA Axis
Some description of
the HPA Axis
Limited description of
the HPA Axis
Comprehensive and
accurate explanation
of the stages of GAS
Adequate explanation
of the stages of GAS
Limited explanation of
the stages of GAS
Very limited
explanation of the
stages of GAS
Assessment is
extremely well
structured and
succinct with no errors
of grammar or spelling
Assessment is well
structured and
succinct with few
errors of grammar or
spelling
Assessment is mostly
well structured and
succinct with some
errors of grammar or
spelling
Assessment is
reasonably well
structured and
succinct but with
errors of grammar or
spelling
Assessment is
extremely well
structured and
succinct with many
errors of grammar or
spelling
Comments/grade:
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Unit 3, AOS 1
Outcome 1
42
Unit 3, AOS 1
Outcome 1
43
Unit 3, AOS 1
Outcome 1
Is there anything that the situations have in common? Are they situations a person goes through in life that create feelings and reactions?
What did you feel like when you experienced a similar situation?
44
Unit 3, AOS 1
Outcome 1
All
Discussion points
1. Do people find all life events equally stressful?
2. Is the stress experienced by each individual necessarily distress in each scenario?
45
Unit 3, AOS 1
Outcome 1
In groups (3 or 4) you will be allocated 2-3 of the scenes to discuss. Things to discuss may include:
46
Unit 3, AOS 1
Outcome 1
47
Unit 3, AOS 1
Outcome 1
48
Unit 3, AOS 1
Outcome 1
49
Unit 3, AOS 1
Outcome 1
50
Unit 3, AOS 1
Outcome 1
EUSTRESS
Anita realises that the extra
time to get class means she
can now read the notes on
the train that she forgot to
read the night before.
DISTRESS
Anita hates being late and
her teacher is very strict.
NO STRESS
Anita has never been late before
and has a very good relationship
with her teacher.
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Unit 3, AOS 1
Outcome 1
3. For one of the above stressors, describe the nature, duration and intensity of the stressor (3).
52
Unit 3, AOS 1
Outcome 1
4. Discuss how is stress affecting her physically (5)?
53
Unit 3, AOS 1
Outcome 1
Time
20/10/2015 8.00 am
Stressor
Reaction
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Unit 3, AOS 1
Outcome 1
STRESSOR:
55
Unit 3, AOS 1
Outcome 1
Strengths
Limitations
56
Unit 3, AOS 1
Outcome 1
BRAIN
Brain
Fight
Flight
S
NS
P
G
A
M
A
C
Stress
Hormones
A
N
HPA
Axis
57
Unit 3, AOS 1
Outcome 1
Game Instructions
Two teams of five have to navigate from the brain to the final response.
1. First person from each team puts both feet on the H square. They have to say the
name of each square they are on (as does each subsequent person) before they
stand on the square.
2. One person must have a foot on each square until they reach the end. If a person
takes foot off the square then they must return to the start. So the person in front
of you cannot step on the next square until the person behind them has put a
food on their square.
3. First to finish wins.
4. Repeat swapping sides.
58
Unit 3, AOS 1
Outcome 1
RESISTANCE
EXHAUSTION
ALARM REACTION
COUNTERSHOCK
SHOCK
PHYSIOLOGICAL
AROUSAL
IMMUNE SYSTEM
PHYSICAL DISORDERS
STRENGTHS (GAS)
LIMITATIONS (GAS)
SEYLES EXPERIMENT
MENTAL DISORDERS
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Unit 3, AOS 1
Outcome 1
Students faces opposite direction to class term is written on board they have to guess what word is by asking
class questions, they are only allowed to answer yes or no.
Pituitary Gland
Hypothalamus
Fight-flight response
HPA Axis
Cortisol
Adrenaline
Noradrenaline
Stressor
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Unit 3, AOS 1
Outcome 1
61
Unit 3, AOS 1
Outcome 1
62
Unit 3, AOS 1
Outcome 1
63
Unit 3, AOS 1
Outcome 1
64
Unit 3, AOS 1
Outcome 1
Biological Factors
Fight - flight response
HPA Axis
general adaptaion syndrome
allostasis
Psychological Factors
Social Factors
biofeedback
65