Download SAC 2b - Data Analysis

HEALTH AND HUMAN
DEVELOPMENT – 2015
Unit 3 Outcome 1, Task 2b – Data Analysis
Teacher Advice
This task has been developed within the scope of the Study Design and Assessment Handbook.
The relevant dot points from the Study Design for this task are:
Key knowledge
This knowledge includes


the National Health Priority Areas (NHPAs) including:
– key features and reasons for selection of each NHPA
– determinants that act as risk factors
– direct, indirect and intangible costs to individuals and communities of NHPAs
– one health promotion program relevant to each NHPA
the role of nutrition in addressing the following conditions recognised in the NHPAs:
cardiovascular disease, diabetes mellitus, colorectal cancer, obesity and osteoporosis, taking
into account, where relevant, the function (as a determinant of health) and major food sources
of protein, carbohydrate (including fibre), fats (mono, poly, saturated and trans), water,
calcium, phosphorus, sodium and vitamin D.
Key skills
These skills include the ability to


explain and justify one health promotion program that addresses each NHPA
explain the role of nutrition in addressing specific conditions within the NHPAs, including the
functions and major food sources of relevant nutrients.
The relevant dot points from the Assessment Handbook for this task are:

explain the key features of the selected NHPAs taking into consideration; reasons for selection,
costs to the individual and community, and the determinants that act as risk factors

explain at least one health promotion program and its relationship to relevant NHPAs

justify the implementation of at least one health promotion program in relation to relevant
NHPAs

demonstrate an understanding of the role of nutrition in addressing specific conditions within the
NHPAs taking into consideration: the functions as a determinant of health of relevant nutrients
and the major food sources
have the opportunity to demonstrate the highest level of performance.

© The Health Teachers’ Network 2015. This SAC is for the exclusive use of Suzanne Cory High School.
Student preparation
Students should be adequately prepared with regards to all relevant key knowledge and key skills dot
points before sitting the task. Teachers should read through SAC tasks prior to students completing
the task to ensure all relevant content has been addressed.
As well as having an understanding of key knowledge points and the ability to carry out the key skills,
students should be able to explain or define all words within the dot points. Many of these definitions
are found in the glossary of the ‘Advice for Teachers’ document. Although these definitions do not
have to be memorised, the meaning cannot be compromised by the students’ interpretation.
Ensure the correct names for NHPAs are used. For example, ‘cardiovascular health’, not
‘cardiovascular disease’.
Students should have knowledge of the conditions that are the focus of each NHPA, particularly the
conditions that have nutrition as a risk or protective factor (i.e. cardiovascular disease, diabetes
mellitus, colorectal cancer, obesity and osteoporosis).
Use the mark allocation as a guide as to how much detail is required about health promotion
strategies. Students should ensure they discuss the strategy itself (as opposed to benefits of the
strategy) if this is what the question has asked for.
Time
This SAC has been developed to be completed in a 40 minute timeframe. Teachers may want to add
reading time to simulate the end of year examination. It can also be split into two parts if time does
not permit it to be completed in one session.
Materials
Students only require a pen to complete this task.
Conditions
This task should be completed under test conditions. It has been written to reflect the end of year
examination and provides valuable practice for the skills required to succeed in the examination.
Students should not have access to any notes, mobile phones, calculators or any other electronic
device.
© The Health Teachers’ Network 2015. This SAC is for the exclusive use of Suzanne Cory High School.
HEALTH AND HUMAN
DEVELOPMENT
Unit 3 Outcome 1, Task 2b – Data Analysis
Name___________________________________________
STUDENT NUMBER
Letter
Figures
• Students are permitted to bring into the assessment room: pens, pencils, highlighters, erasers,
sharpeners and rulers.
• Students are NOT permitted to bring into the assessment room: blank sheets of paper and/or white
out liquid/tape.
• No calculator is allowed in this assessment.
Materials supplied
• Question and answer booklet.
• Additional space is available at the end of the booklet if you need extra paper to complete an answer.
Ensure any extra space used is labelled clearly with the question number.
Instructions
• Write your name and student number in the space provided above on this page.
• All written responses must be in English.
Students are NOT permitted to bring mobile phones and/or any other unauthorised electronic
devices into the assessment room.
This assessment task (including teacher advice and answer guide) remain the copyright of the Health
Teachers’ Network. Schools that have purchased this task are authorised to reproduce it for use within
their school only. Any other use or reproduction of this task without the permission of the Health
Teachers’ Network is prohibited.
© The Health Teachers’ Network 2015. This SAC is for the exclusive use of Suzanne Cory High School.
Question 1 (15 marks)
Prevalence of cardiovascular disease according to socioeconomic status
30
25
Percent
20
15
10
5
0
Group 1 (lowest SES)
Group 2
Group 3
Group 4
Group 5 (highest SES)
Source: Adapted from ABS, Australian Health Survey 2011-12, Updated Results, 2014.
a. Identify the NHPA that focusses on cardiovascular disease.
1 mark
____________________________________________________________________________
b. Using data from the graph, describe the relationship between socioeconomic status and
the proportion of people with cardiovascular disease.
2 marks
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Socioeconomic status is determined by three factors; income, education and occupation.
c. Select two of these factors and explain how each may contribute to the trend identified in
part b.
4 marks
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© The Health Teachers’ Network 2015. This SAC is for the exclusive use of Suzanne Cory High School.
d. Explain how fibre intake can decrease the risk of cardiovascular disease.
2 marks
____________________________________________________________________________
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e. Identify one other nutrient and explain how it can reduce the risk of cardiovascular
disease.
2 marks
____________________________________________________________________________
____________________________________________________________________________
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f. i. Besides the NHPA identified in part a., identify an NHPA that has nutrition as a risk or
protective factor.
1 mark
________________________________________________________________________
ii. Besides fibre intake, explain how nutrition can increase or decrease the risk of an
individual developing a condition that is a focus of the NHPA identified in part f.i.
3 marks
________________________________________________________________________
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________________________________________________________________________
________________________________________________________________________
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© The Health Teachers’ Network 2015. This SAC is for the exclusive use of Suzanne Cory High School.
Question 2 (12 marks)
Proportion of people with mental and / or behavioural problems, 2001 to 2011-12
16
14
12
Percent
10
8
6
4
2
0
2001
2004–05
2007–08
2011–12
Year
Source: ABS, Australian Health Survey 2011-12, First Results, 2014.
a. Outline the change in the proportion of people experiencing a mental and / or behavioural
problem over time as shown in the graph.
1 mark
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Mental and behavioural problems are a focus of the NHPA ‘Mental health’.
b. Identify two conditions that are categorised as mental or behavioural problems.
2 marks
____________________________________________________________________________
____________________________________________________________________________
c. Besides an increase in the proportion of people experiencing mental and behavioural
problems, outline two reasons why mental health was included as an NHPA.
2 marks
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
© The Health Teachers’ Network 2015. This SAC is for the exclusive use of Suzanne Cory High School.
d. Identify and briefly explain a program that has been implemented to promote mental
health in Australia.
4 marks
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
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e. Outline one direct cost to the individual and one indirect cost to the community as a result
of mental or behavioural problems.
2 marks
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____________________________________________________________________________
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Question 3 (4 marks)
a. Identify the condition that is characterised by inflammation of the airways and episodes of
wheezing, breathlessness and chest tightness.
1 mark
____________________________________________________________________________
b. i. Briefly explain what is meant by intangible costs.
1 mark
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
ii. Outline one intangible cost to the individual and community as a result of the condition
identified in part a.
2 marks
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
END OF QUESTION AND ANSWER BOOKLET
© The Health Teachers’ Network 2015. This SAC is for the exclusive use of Suzanne Cory High School.
Extra space for responses
Clearly number all responses in this space.
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© The Health Teachers’ Network 2015. This SAC is for the exclusive use of Suzanne Cory High School.
Answer Guide
Please note that these answers are a guide only and do not represent every possible correct answer.
1.
a. Students receive one mark for identifying ‘cardiovascular health’.
b. Students receive one mark for explaining the relationship between cardiovascular disease and
another mark for using data from the graph for a total of two marks. For example:
The higher the SES group, the lower the rates of cardiovascular disease. Around 26% of
those in the lowest SES group had cardiovascular disease compared to around 16% in the
highest SES group.
c. Students receive two marks for linking each selected factor to the relationship identified in
part a. Examples could be:



Those in the lowest SES groups have lower incomes than those in the highest SES
groups. This may mean that there is less money to spend on recreational pursuits which
can mean there is less physical activity. This can lead to weight gain and higher rates of
cardiovascular disease than those in the highest SES groups.
Those in the lowest SES groups have lower levels of education than those in the highest
SES groups. This can lead to poor choices that affect health such as tobacco smoking and
poor food intake which can both increase the risk of cardiovascular disease.
Those in the highest SES groups often have occupations that are more stable and where
people have more job control than those in the lowest SES group. These occupations
have been shown to have a relationship with lower levels of cardiovascular disease.
d. Students receive two marks for explaining how fibre can reduce the risk of cardiovascular
disease. Students should make two points for two marks. Answers worth two marks include:


Fibre provides feelings of fullness which can prevent overeating. This can reduce the risk
of overweight and obesity which are risk factors for cardiovascular disease.
Fibre reduces cholesterol levels in the blood. This can reduce the rate of atherosclerosis
which can reduce the risk of cardiovascular disease such as heart attack.
e. Students receive one mark for correctly identifying a relevant nutrient and a further mark for
explaining how it can reduce the risk of cardiovascular disease. Answers include:


Monounsaturated fat: Monounsaturated fat can reduce the levels of low-density
lipoprotein in the blood stream which can reduce narrowing of the blood vessels and
reduces the risk of heart attack.
Polyunsaturated fat: polyunsaturated fat can increase levels of high-density lipoprotein
which can reduce the risk of cardiovascular disease.
f. i. Students receive one mark for identifying a relevant NHPA. Correct answers are:





Obesity
Cancer control
Arthritis and musculoskeletal conditions
Diabetes mellitus
Dementia
© The Health Teachers’ Network 2015. This SAC is for the exclusive use of Suzanne Cory High School.
ii. Answers should include reference to three points relating to how nutrition can increase or
decrease the impact of a condition within the NHPA selected for part f.i. If students make no
reference to a specific nutrient, they should not be awarded full marks. Points worth one mark
include:
-
Reference to a specific nutrient
Reference to a food source
Outlining the role the nutrient / food group plays in increasing / decreasing the risk of
the selected condition
Examples of answers worth full marks include:





2.
Obesity – by reducing intake of soft drinks and other sweetened drinks, the amount of
carbohydrates can be reduced which can reduce the amount of fat that is stored around
the body and reduce the risk of obesity.
Cancer control – obesity is a risk factor for colorectal cancer. By consuming too many
carbohydrates and fats, there is more chance of them being stored as adipose tissues (fat)
which increases the risk of obesity and colorectal cancer.
Arthritis and musculoskeletal conditions – calcium and phosphorus intake can prevent
osteoporosis. These two nutrients bind to form calcium phosphate which is the hardening
agent for bones and reduces the risk of osteoporosis.
Diabetes mellitus – by choosing water as the main drink, fewer kilojoules will be
consumed compared to if sweetened drinks are consumed. This can assist in maintaining
a healthy body weight and reducing the risk of obesity and type 2 diabetes. Reducing
trans fat intake can also reduce the risk as this nutrient can damage cell membranes and
contribute to type 2 diabetes.
Dementia – consuming excess fat can increase the risk of vascular dementia. By
consuming lower amounts of saturated and trans fats particularly, the rate of
atherosclerosis will be slowed which can reduce the risk of vascular dementia.
a. Students receive one mark for outlining the change in the proportion of people experiencing a
mental and / or behavioural problem over time as shown in the graph. For example:
The proportion of those experiencing a mental and / or behavioural problem increased
from around 10% in 2001 to around 13.5% in 2011-12.
b. Students receive one mark for each example of a mental or behavioural problem they identify
for a total of two marks. Examples include:







Depression
Anxiety
Attention Deficit Disorder
Schizophrenia
Oppositional defiant disorder
Attention deficit hyperactivity disorder
Bipolar disorder
© The Health Teachers’ Network 2015. This SAC is for the exclusive use of Suzanne Cory High School.
c. Students receive one mark for each reason they outline relating to why mental health was
included in the NHPA initiative. Students cannot use increasing rates of people experiencing
mental and behavioural problems. Relevant examples include:



Mental health problems contribute the most to YLD in Australia.
The cost of treating mental problems is significant.
There is room for improvement relating to the impact that mental health problems have
in Australia.
d. Students receive one mark for correctly identifying a program designed to promote mental
health and three marks for explaining aspects of it. Examples include:



Kidsmatter – Kidsmatter is a strategy developed by the Australian Government in
conjunction with health and education organisations and professionals. It provides a
framework for institutions such as schools and kindergartens that allows them to
implement a program to promote mental health. Guidelines are given relating to the
development of an inclusive community where everyone feels valued. Support is also
provided for families experiencing mental health issues.
‘Safer P Platers’ campaign. This program aims to educate parents about how they can
assist in promoting safe driving among their children. Implemented through a range of
media, including television, billboards and internet, parents are made aware of a range of
factors that can increase the risk of road crashes among their children and ways to reduce
the risk of road trauma among young drivers.
MindMatters: MindMatters is an initiative of the Federal Government and BeyondBlue
that supports schools around Australia to foster the mental health of their students.
Training is provided to schools and resources are provided online for young people,
families, teachers and schools. MindMatters also assists secondary schools and health
services to work more closely together.
e. Students receive one mark for outlining a direct cost to the individual and one mark for
identifying an indirect cost to the community associated with mental or behavioural problems.
Answers include:
Direct (individual)


Patient co-payments for doctors’ consultations to manage depression.
Patient co-payment for medications such as anti-anxiety medicines.
Indirect (community)


3.
If someone with a mental illness is unable to work, they will not contribute to tax
revenue for the government.
If an individual with a mental illness is unable to work, they may require social security
payments from the government.
a. Students receive one mark for identifying ‘asthma’.
b. i. Students must briefly explain what is meant by intangible costs for one mark. Students
should include an explanation of what indirect costs actually refer to as opposed to simply
providing examples. An answer worth one mark could be:
Intangible costs are unmeasurable costs that often relate to emotional impacts of illness,
disease and disability.
© The Health Teachers’ Network 2015. This SAC is for the exclusive use of Suzanne Cory High School.
ii. Students receive one mark for outlining an intangible cost to the individual and another mark
for outlining an intangible cost to the community for a total of two marks. Examples include:
Individual


A person with asthma may feel a sense of panic when they have an asthma attack.
A person may feel stressed if they are hospitalised due to an asthma attack.
Community


Parents of young children with asthma may feel stress when their children are away from
home.
Family and friends may experience anxiety if a loved one is hospitalised due to having a
severe asthma attack.
© The Health Teachers’ Network 2015. This SAC is for the exclusive use of Suzanne Cory High School.
HEALTH AND HUMAN DEVELOPMENT - 2015
Unit 3 Outcome 1, Task 2b – Data Analysis
Marking sheet
Student Name________________________________
Question
Marks
available
1.a.
1
1.b.
2
1.c.
4
1.d.
2
1.e.
2
1.f.i.
1
1.f.ii.
3
2.a.
1
2.b.
2
2.c.
2
2.d.
4
2.e.
2
3.a.
1
3.b.i.
1
3.b.ii.
2
TOTAL
30
Marks
awarded
Comments
Overall comments____________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Teacher__________________________________ Date______________________________
NOTE: This assessment is a school-based assessment. It is therefore a preliminary result only. The
total result for all School Assessed Coursework in the study will be statistically moderated against
the GAT and the end-of-year examination results.
© The Health Teachers’ Network 2015. This SAC is for the exclusive use of Suzanne Cory High School.