Musculoskeletal system WJG339

Course Title: Access to Higher Education Diploma
Unit Title: Musculoskeletal system WJG339
Unit: Level: 3 Credit Value: 3
Tutor Name: Mohua Roy
Student Name:

Date due 4/3/2023
Task 1 of 1
Task Number:
(if applicable)

Task Title: Exam at Centre

WORK SUBMITTED AFTER THE DEADLINE WILL BE CONSIDERED FOR PASS ONLY

Learning Outcomes Assessment Criteria

1. Understand the classification of muscles 1.1. Illustrate the structure of skeletal, cardiac and smooth muscle.
1.2. Explain muscle contraction.
1.3 Identify two antagonistic pairs of skeletal muscles and explain how they work together.

2. Understand the human endoskeleton 2.1. State the functions of bone in the human skeleton
2.2. Compare and contrast the 5 bone types in the human skeleton.
2.3. Describe the structure of a long bone
3. Understand the structure and function of joints. 3.1. Describe the characteristics for the three types of joints
3.2. Describe the features of synovial joint
3.3 Name the six types of synovial joint
3.4 Explain the possible movements for two types of synovial joint

Description of Assessment Task (mapped to Assessment Criteria)
Task Briefing Front sheet (TA04b)graded

Instructions for assessment :
Answer the questions given in the Exam question paper (learning outcome 1,2,3.).
Give relevant examples of bones, joints, muscles.
Answer all questions, with accuracy and in detail.
Exam will be held at the Centre.

Grading Information
If you have achieved all Level 3 Assessment Criteria you will receive a grade (Pass, Merit or Distinction) against the following Grade Descriptors. The grade awarded will be determined by your aggregated performance against the Grade Descriptor Components noted below. The boxes below each Grade Descriptor provide contextual statements which relate the language of the Grade Descriptor to the set assignment task. These statements will help you to know what is required at the identified Grade Descriptor and also to understand the Grade Profile that you have been allocated.

Grade Descriptor
(Insert more rows as necessary) To achieve a Merit:
The learner has To achieve a Distinction:
The learner has Grade Awarded

GD1:
Understanding of subject The student, student’s work or performance:
a) demonstrates a very good grasp of the relevant knowledge base
b) is generally informed by the major conventions and practices of the area of study
The student, student’s work or performance:
a) demonstrates an excellent grasp of the relevant knowledge base
b) is consistently informed by the major conventions and practices of the area of study

What this means for the assignment
The student’s work shows understanding of function of bones, structure of long bone ,different types of bones, many types of joints , muscle and movement. There are some areas where material could be developed. Some theoretical inaccuracies are evident.

The student’s work shows an excellent understanding of function of bones, structure of long bone, different types of bones, all types of joints , muscle and movement. There are few (if any) areas where material could be developed. There are few (if any) theoretical inaccuracies.

.

GD2:
application of knowledge The student, student’s work :
a) makes use of relevant

• facts
• theories
• concepts
with either

b) breadth or depth that goes beyond the minimum required to Pass
and/or

c) very good levels of
• consistency
• precision
• accuracy The student, student’s work :
a) makes use of relevant

• facts
• theories
• concepts
with both

b) breadth and depth

and/or

c) excellent levels of
• consistency
• precision
• accuracy

What this means for the assignment
The student’s work evidences the application of the student’s knowledge clearly and appropriately to the set task. Information applied is generally accurate and consistent in terms of its application to answering the set tasks and shows either breadth of knowledge in relation to the task or detailed development of knowledge (analyse how antagonistic muscles help in movement, also explains muscle contraction in detail,
identify different types of muscles) In both cases there are areas where the knowledge might have been more focussed in its application and/or developed further analytically. However, overall, the work represents a very good application of knowledge to the set task.
The student’s work evidences the application of the student’s knowledge clearly and appropriately to the set task. Information applied is consistently accurate in terms of its application to answering the set tasks and shows both breadth of knowledge in relation to the task and detailed development (depth) of knowledge in identified areas (this includes a consistent application of knowledge (explain how antagonistic muscles help in movement, also explain muscle contraction in detail,
identify different types of muscles ). There are few (if any) areas where the knowledge might have been more focussed in its application and/or developed further analytically. Overall, the work represents an excellent application of knowledge to the set task

•

GD4:
Use of information The student, student’s work or performance:
a) identifies new information from sources which are generally appropriate
b) makes some use of new information
c) generally appraises the relevance and value of new information accurately
d) shows a very good grasp of the meaning and significance of new information

The student, student’s work or performance:
a) identifies new information from sources which are consistently appropriate
b) makes extensive use of new information
c) consistently appraises the relevance and value of new information accurately
d) shows an excellent grasp of the meaning and significance of new information

What this means for the assignment

Work provides evidence of very good independent research
on pairs of antagonistic muscles, role of calcium and adenosine triphosphate in muscle contraction,
range of movement at different synovial joints Work provides evidences of excellent independent research
on pairs of antagonistic muscles, role of calcium and adenosine triphosphate in muscle contraction,
range of movement at different synovial joints

GD7: Quality The student, student’s work or performance:
a) is structured in a way that is generally logical and fluent
b) taken as a whole, demonstrates a very good response to the demands of the brief/assignment
The student, student’s work or performance:
a) is structured in a way that is consistently logical and fluent
taken as a whole, demonstrates an excellent response to the demands of the brief/assignment
What this means for the assignment
The student’s work shows development of a clear and logically structured response to the task. The student uses his/her knowledge and understanding well in presenting his/her response. There are some errors in terms of knowledge and understanding (or structural consistency). However, on balance the work presents a very good coherent response which clearly addresses the assessment tasks.
The student’s work shows development of a clear, consistent and logically structured response to the task. The student uses his/her knowledge and understanding well in presenting his/her response. There are few (if any) errors in terms of knowledge and understanding (or structural consistency). On balance the work presents an excellent and insightful response which clearly addresses the assessment tasks.

Grade Profile Achieved for Assignment
Final unit grade, if applicable *

Tutor Feedback
Individual feedback and targets for improvement and any comment in relation to resubmission (if appropriate):

Please also refer to the ‘What this means for the assignment’ boxes on page 3 in terms of understanding the rationale for the grade judgments allocated to the different Grade Descriptor Components.
Areas for Improvement:

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Spelling

Punctuation

Grammar

Structure

Referencing

Signposting

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Tutor Signature: Date: