Health & Safety Pie Chart - Hine Consultancy



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|measuring your client’s health |

HEALTH & SOCIAL CARE ASSIGNMENT

|WHAT YOU DO | |You will use at least three measures of health to allow you to assess your client’s |

| | |health and well-being |

| | | |

|EQUIPMENT AND MATERIALS | |Information sheets |

| | |A computer |

| | |A peak flow meter |

| | | |

|QUALIFICATION UNITS | |GCSE Health & Social Care |

| | |Unit 2:: Promoting health & well-being |

| | |You have successfully identified and described the factors and risk which can affect your |

| | |client’s health and well-being. Now you are going to measure just how fit and healthy |

| | |your client is. To do this you are going to use up to four different measures of health. |

| | |Body mass index |

| | |Height/weight charts |

| | |Harvard Step Test |

| | |Peak Flow |

| | | |

|TASK 1 | |BODY MASS INDEX |

| | |Use the body mass index information sheet to help you complete this task. |

| | |Explain what Body Mass Index is, what it measures and how it is calculated. |

| | |Calculate your client’s body mass index using the worksheet. |

| | |Explain what your results mean: is your client overweight, underweight or OK? Eg, if your|

| | |client is overweight you need to explain why this is putting their health at risk. |

| | |Check your calculations by logging onto |

| | |.uk/healthydiet/healthyweight/bmicalculator |

| | | |

|TASK 2 | |HEIGHT-WEIGHT |

| | |Use the Height-Weight information sheet to help you. |

| | |Explain what height/weight charts are and why they are used. |

| | |Either use the chart you have been given or find one on the internet (.uk) |

| | |to mark your clients height/weight on it. |

| | |Explain what your results mean and which category your client falls into. |

| | |Explain the implications for their health, and whether their health is at risk. |

| | | |

|TASK 3 | |HARVARD STEP TEST |

| | |Use the information sheet to help you. Explain what the Harvard Step Test is. Follow the|

| | |instructions for the Harvard Step Test and ask your client to carry it out. |

| | | |

|TASK 4 | |PEAK FLOW |

| | |If your client is a smoker or lives with a smoker you could use peak flow as a measure of |

| | |health. Use the worksheet ‘What is Peak Flow’ to help you. |

| | | |

|TASK 5 | |CONCLUSION |

| | |You have used four measures of health to assess your client’s health and well-being. Now |

| | |do the following. |

| | | |

| | |Choose one or two of these measures of health and describe them in detail, making sure you|

| | |include any calculations. |

| | | |

| | |Draw conclusions from these results. Comment on your client’s physical health. For |

| | |example, “From the results of my client’s BMI assessment, I have discovered that they fall|

| | |into the over-weight category. This means that ………………………….., and my client could be at |

| | |risk of ……………” |

| | |To get a higher grade you need to write about this in as much detail as possible. Try to |

| | |compare your results against any developmental norms for your client’s age. |

|INFORMATION SHEET |

|BODY MASS INDEX |

| |

|In adults the relationship between height and weight can be an indicator of good or ill health. A person’s weight should be |

|in proportion to their height as shown in the height-weight charts. A person is considered obese when their weight is more |

|than 20% above the average weight for people of the same height and similar cultural background |

| |

|BMI assesses whether a person is underweight, normal, overweight, or obese. It measures the amount of fat in a person in |

|relation to his or her height. BMI is less accurate for athletes or those who are very muscled because muscle weighs more |

|than fat. Such people can appear in a higher BMI category despite having a healthy level of body fat. The BMI is not |

|accurate for women who are pregnant or breastfeeding, or for people who are frail. |

|The BMI Calculator is only one guide to a person’s overall health. Waist measurement, body fat level, blood pressure, |

|cholesterol, physical activity, smoking and the healthiness of the diet are also important. A BMI assessment is not the same|

|as a height-weight assessment. |

| |

|BMI is assessed by using the following calculation: |

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|Weight (kg) = BMI |

|Height (m) x Height (m) |

| |

|TRY IT FOR YOURSELF |

|Using the formula above work out the BMI for the following people. Round up your results to the nearest whole figure: |

| |

|Name |

|Age |

|Weight in kg |

|Height in m |

|BMI |

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|Rachel |

|28 |

|54 |

|1.62 |

| |

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|Mike |

|28 |

|94 |

|1.85 |

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|Siobhan |

|15 |

|60 |

|1.60 |

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|Robert |

|15 |

|80 |

|1.84 |

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|Alana |

|15 |

|49 |

|1.62 |

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|Ben |

|15 |

|60 |

|1.68 |

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|Linzi |

|15 |

|70 |

|1.72 |

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|Sarah |

|16 |

|52 |

|1.59 |

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|Use the heights and weights from question 1 to create a scatter graph. |

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| |

|For each client compare their BMI to the chart below. |

| |

|Body mass indexes |

|Female |

|Significance |

|Male |

|Significance |

| |

|Less than 18 |

|Underweight |

|Less than 18 |

|Underweight |

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|18 – 20 |

|Lean |

|18 – 20 |

|Lean |

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|21 –22 |

|Average |

|21 –23 |

|Average |

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|23 – 28 |

|Plump |

|24 – 32 |

|Plump |

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|29 – 36 |

|Moderately obese |

|33 – 40 |

|Moderately obese |

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|37+ |

|Severely obese |

|41+ |

|Severely obese |

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| |

|Are any of the clients under or overweight? |

|If so which ones? |

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|Name |

|Conclusion |

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|Rachel |

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|Mike |

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|Siobhan |

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|Robert |

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|Alana |

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|Ben |

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|Linzi |

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|Sarah |

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|Working with 3 friends collect information about each other’s height and weight in feet and inches and stones. |

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|Height (feet & inches) |

|Weight (stones and pounds) |

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|Person 1 |

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|Person 2 |

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|Person 3 |

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|Person 4 |

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|Now convert this into metric |

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|To convert your client’s weight: |

|Change their weight into pounds (lbs) and then divide that by 2.2 to convert it into kilograms. |

|Weight 1 kg = 2.2 lbs |

|1 stone = 14 lbs |

| |

|Example: client’s weight =8 stone 6lbs |

|To convert to pounds do the following: |

|8 x 14 = 112 + 6 = 118 lbs |

| |

|Now to convert this to kilograms: |

|divide 118 by 2.2 |

|118 ( 2.2 = 53.636 (round this up to 2 decimal places) |

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|Now calculate your clients BMI using the formula given above. |

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|What conclusions can you draw from this result? |

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|Could their BMI affect their health and well-being? If so, how? |

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|INFORMATION SHEET |

|Height and Weight |

| |

|A person’s weight should be in proportion to their height and this can be a good indicator of an adult’s health. They are |

|standard ways of measuring a person’s weight against their height. To do this standard charts are used which take into |

|account the person’s frame size. Frame size s is a person’s bone size and build. Different tables are used for men and |

|women. |

|A person will be considered OBESE if their weight is 20% or more above the average weight for people of the same height. |

|If someone falls into the severely overweight range then they are at risk of: |

|Cardiovascular disease |

|High blood pressure |

|Diabetes |

|Arthritis and other conditions. |

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|Moderately overweight people are still at risk and should follow the same plan as severely overweight people. |

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|Slightly overweight people are still at a greater risk than those of normal weight, but should follow a sensible |

|weigh-reducing plan and take more exercise. |

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|Being slightly underweight is not a problem but being very underweight is a problem. |

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|What category does your client fall into? |

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|Is this a factor which could affect your client’s health and well-being? |

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|If so what health risks are they facing? |

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|See the weight and height table overleaf. |

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|[pic] |

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|INFORMATION SHEET |

|Harvard Step Test |

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|The Harvard Step Test measures your endurance (stamina) fitness level. It tests how quickly your heart rate returns |

|to its resting rate after exercise. The more quickly the heart rate returns to its resting rate the fitter your |

|client is. |

| |

|You need to be able to measure your pulse to do the Harvard Step Test. Ask your teacher to show you how if you are |

|not sure how to do this. |

| |

|How to carry out the Harvard Step Test |

|Work in pairs. You must step up and down on to a 50 cm step (if possible). You must: |

|Step up with one foot |

|Step up with the other foot and stand straight |

|Step down with the first foot |

|Step down with the other foot and place both feet side by side. |

| |

|To calculate a person’s fitness indexes carry out the following exercise. |

|0 – 4 minutes – step up and down |

|Rest for 1 minute |

|Take their pulse for 30 seconds |

|Rest for 30 seconds & record their score |

|Take their pulse for 30 seconds |

|Rest for 30 seconds & record their score |

|Take their pulse for 30 seconds |

|Record their score |

|Record all 3 scores in the table below. |

| |

|1. Length of exercise in seconds |

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|2. Multiply by 100 (this is figure A) |

|Figure A = |

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|3. Enter pulse counts |

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|Add up the pulse counts |

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|5. Multiply by 2 (this is figure B) |

|Figure B = |

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|6. Work out your client’s fitness index by dividing A by B |

|A) length of exercise in seconds |

|B) 2 x sum of the three pulse counts |

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|7. FITNESS INDEX |

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|Find your fitness rating by using the ‘rating’ table. |

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|Rating |

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|Over 90 |

|Superbly fit |

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|81 – 90 |

|Very fit |

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|71 –80 |

|Fit |

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|61 –70 |

|Fairly fit |

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|51 – 60 |

|Lacking fitness |

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|Below 51 |

|Seriously lacking fitness |

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|Check that your results are accurate. |

| |

|Record your own and your partner’s results in the table below. Now collect the results from at least eight other |

|people in the class and up to other 20 people and record their results. |

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|Name |

|Fitness Index |

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|You need to draw some general conclusions about this group of people. So calculate the following: |

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|The mean fitness index for the group |

|The mode fitness index for the group |

|The median fitness index for the group |

|Find the range of the fitness index for the group. |

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|You must show your workings. |

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|Present the information using two different charts, graphs or diagrams. This should clearly show the fitness indices |

|of your client group. |

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|How many people had a fitness index between 51 – 60? |

|How many people had a fitness index between 71 – 80? |

|What conclusions can you draw from your findings? |

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|Performing the Harvard Step Test on Your Client |

|Ask your client to practise this movement so that they get a steady rhythm going. The four step-ups are one cycle |

|and should take two seconds to complete. |

|How many step-ups will they do: |

|in one minute? ________________________ |

|in four minutes? ________________________ |

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|1. Length of exercise in seconds |

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|2. Multiply by 100 (this is figure A) |

|Figure A = |

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|3. Enter pulse counts |

|1. |

|2. |

|3. |

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|4. Add up the pulse counts |

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|5. Multiply by 2 (this is figure B) |

|Figure B = |

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|6. Work out your clients fitness index by dividing A by B |

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|7. A) length of exercise in seconds |

|B) 2 x sum of the three pulse counts |

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|8. FITNESS INDEX |

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|Using the results from your client’s Harvard Step Test draw conclusions about their level of fitness. Could it have |

|an effect on their health? |

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|INFORMATION SHEET (or other title) |

|Peak Flow |

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|A peak flow meter is a special kind of Spirometer, an instrument that measures the breathing rate and volume of air |

|taken in by a person during each breath. They are used to see how effective a person’s lungs are. The peak flow |

|meter usually measures the maximum rate at which air is expelled from the lungs when a person breathes out as hard as|

|they can. This is called forced vital capacity. This is an example of a pulmonary function test, because it |

|measures lung function. |

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|To measure peak flow you will need a peak flow meter, which will record the maximum speed at which air can flow out |

|of the lungs. The measurement is used to assess the width of the air passages (the bronchi). |

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|The most common use of peak flow measurement is to monitor the narrowing of the air passages in people who suffer |

|from asthma. It is also a useful measurement in people who have respiratory problems such as coughing or difficulty |

|with breathing. |

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|The peak flow meter can be use to diagnose whether someone has a problem with their lungs by comparing their score |

|with a chart of expected scores. You could use peak flow to measure your client’s health, especially if you have a |

|peak flow meter at home. This is a good measure of health to use if your client is a smoker. |

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|How to Use the Peak Flow Meter |

|Your peak flow is a measure of how much air you can push out of your lungs with maximum effort. Below are simple |

|instructions for using a peak flow meter. Be sure to write down your results. |

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|Move the marker to 0 or to the lowest point/position on the scale. |

|Stand. |

|Make sure you're in the same position each time you test. |

|Take in as deep a breath as you can. |

|Put the mouthpiece of the peak flow meter in your mouth between your teeth. |

|Close your lips tightly around it. |

|Be sure your tongue does not block the opening. Blow into the mouthpiece once, as hard and as fast as you can. |

|Take the peak flow meter out of your mouth. |

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|Peak Flow as a Measure of Health |

|If you are to draw conclusions about your client you have to compare their peak flow to the expected range for |

|someone of the same sex, age and height. |

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|My client |

|Sex: |

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|Age: |

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|Height: |

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|Peak flow reading: |

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|Once you have recorded you client’s peak flow, you must mark it on the appropriate chart below. What conclusions can|

|you draw from these results? |

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|Normal Males* |

|Age |

|Height |

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|(Years) |

|60" |

|65" |

|70" |

|75" |

|80" |

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|20 |

|554 |

|602 |

|649 |

|693 |

|740 |

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|25 |

|543 |

|590 |

|636 |

|679 |

|725 |

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|30 |

|532 |

|577 |

|622 |

|664 |

|710 |

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|35 |

|521 |

|565 |

|609 |

|651 |

|695 |

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|40 |

|509 |

|552 |

|596 |

|636 |

|680 |

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|45 |

|498 |

|540 |

|583 |

|622 |

|665 |

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|50 |

|486 |

|527 |

|569 |

|607 |

|649 |

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|55 |

|475 |

|515 |

|556 |

|593 |

|634 |

| |

|60 |

|463 |

|502 |

|542 |

|578 |

|618 |

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|65 |

|452 |

|490 |

|529 |

|564 |

|603 |

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|70 |

|440 |

|477 |

|515 |

|550 |

|587 |

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|Normal Females* |

|Age |

|Height |

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|(Years) |

|55" |

|60" |

|65" |

|70" |

|75" |

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|20 |

|390 |

|423 |

|460 |

|496 |

|529 |

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|25 |

|385 |

|418 |

|454 |

|490 |

|523 |

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|30 |

|380 |

|413 |

|448 |

|483 |

|516 |

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|35 |

|375 |

|408 |

|442 |

|476 |

|509 |

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|40 |

|370 |

|402 |

|436 |

|470 |

|502 |

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|45 |

|365 |

|397 |

|430 |

|464 |

|495 |

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|50 |

|360 |

|391 |

|424 |

|457 |

|488 |

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|55 |

|355 |

|386 |

|418 |

|451 |

|482 |

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|60 |

|350 |

|380 |

|412 |

|445 |

|475 |

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|65 |

|345 |

|375 |

|406 |

|439 |

|468 |

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|70 |

|340 |

|369 |

|400 |

|432 |

|461 |

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|Normal Children and Adolescents1 |

|Height |

|(inches) |

|Males & |

|Females |

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|43" |

|147 |

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|44" |

|160 |

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|45" |

|173 |

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|46" |

|187 |

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|47" |

|200 |

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|48" |

|214 |

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|49" |

|227 |

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|50" |

|240 |

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|51" |

|254 |

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|52" |

|267 |

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|53" |

|280 |

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|54" |

|293 |

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|55" |

|307 |

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|56" |

|320 |

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|57" |

|334 |

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|58" |

|347 |

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|59" |

|360 |

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|60" |

|373 |

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|61" |

|387 |

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|62" |

|400 |

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|63" |

|413 |

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|64" |

|427 |

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|65" |

|440 |

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|66" |

|454 |

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key skills

MEASURING HEALTH ASSIGNMENT

|STUDENT’S NAME | |

|KEY SKILLS COVERED |LEVEL 1 |

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|This assignment addresses the skills | |

|highlighted in bold type. | |

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|Circle those which have been achieved by | |

|the student. | |

| | | | | | |

| |C1.1.1 | |N1.1.1 | |ICT1.1.1 |

| |C1.1.2 | |N1.1.2 | | |

| | | | | | |

| |C1.2.1 | |N1.2.1 | |ICT1.2.1 |

| |C1.2.2 | |N1.2.2 | |ICT1.2.2 |

| |C1.2.3 | | | | |

| | | | | | |

| |C1.3.1 | |N1.3.1 | |ICT1.3.1 |

| |C1.3.2 | |N1.3.2 | | |

| |C1.3.3 | |N1.3.3 | | |

| | | |N1.3.4 | | |

| | | | | | |

| |LEVEL 2 |

| | | | | | |

| |C2.1a.1 | |N2.1.1 | |ICT2.1.1 |

| |C2.1a.2 | |N2.1.2 | | |

| |C2.1a.3 | |N2.1.3 | | |

| | | | | | |

| |C2.1b.1 | | | | |

| |C2.1b.2 | | | | |

| |C2.1b.3 | | | | |

| | | | | | |

| |C2.2.1 | |N2.2.1 | |ICT2.2.1 |

| |C2.2.2 | |N2.2.2 | |ICT2.2.2 |

| |C2.2.3 | | | | |

| | | | | | |

| |C2.3.1 | |N2.3.1 | |ICT2.3.1 |

| |C2.3.2 | |N2.3.2 | |ICT2.3.2 |

| |C2.3.3 | |N2.3.3 | | |

| |C2.3.4 | |N2.3.4 | | |

|COMMENTS | |

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