Download SAC 2c - Case Study Analysis

HEALTH AND HUMAN
DEVELOPMENT – 2015
Unit 3 Outcome 1, Task 2c – Case Study 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
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
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
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
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
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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.
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© 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 2c – Case Study 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 (11 marks)
Cheryl is 58 years old and has just been diagnosed with colorectal cancer. As a result, she was
admitted to a public hospital to begin her treatment, which included major surgery. Medicare
covered the cost of her treatment in hospital, but once released, she was required to make copayments towards her regular doctor’s and specialist’s consultations. As a result of her surgery,
Cheryl was forced to take extended periods away from her business in dressmaking, which resulted
in a loss of income for her and her family. This lost income also meant she paid less tax to the
government. Cheryl and her family have been extremely stressed as a result of her diagnosis and
fear for her health and well-being in the future.
a. Identify the NHPA that includes a focus on colorectal cancer.
1 mark
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b. Identify two other forms of cancer that are a focus of the NHPA identified in part a.
2 marks
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c. Using examples from the case study, identify examples of the following costs.
4 marks
i. A direct cost to the community.
______________________________________________________________________
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ii. An indirect cost to the individual.
_______________________________________________________________________
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iii. An indirect cost to the community.
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iv. An intangible cost to the community.
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d. Outline two reasons why the NHPA identified in part a. was selected as an NHPA.
2 marks
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© The Health Teachers’ Network 2015. This SAC is for the exclusive use of Suzanne Cory High School.
According to the Australian Institute of Health and Welfare (2014), ‘inadequate consumption of fruit
and vegetables is a risk factor for colorectal cancer’.
e. Discuss how inadequate intake of fruits and vegetables may increase the risk of colorectal
cancer.
2 marks
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Question 2 (6 marks)
In 2014, the Transport Accident Commission (TAC) launched the ‘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.
a. Justify the Safer P Platers campaign.
2 marks
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
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This program addresses the NHPA ‘injury prevention and control’.
b. Using two determinants as the basis of your answer, discuss how two factors can increase
the risk of injuries.
4 marks
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
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© The Health Teachers’ Network 2015. This SAC is for the exclusive use of Suzanne Cory High School.
Question 3 (7 marks)
Number and age-standardised rate of deaths due to dementia, 2006 to 2011
40
12000
Number of deaths
Deaths per 100 000
35
10000
30
8000
Deaths per 100 000
Number of deaths
25
20
6000
15
4000
10
2000
5
0
0
2006
2007
2008
2009
2010
2011
Year
Source: AIHW, 2014.
a. Briefly explain dementia.
1 mark
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
b. Outline the change in the number of people that died from dementia between 2006 and
2011.
2 marks
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
© The Health Teachers’ Network 2015. This SAC is for the exclusive use of Suzanne Cory High School.
c. Identify and explain one health promotion program designed to address dementia.
4 marks
____________________________________________________________________________
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____________________________________________________________________________
____________________________________________________________________________
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Question 4 (6 marks)
Monounsaturated and polyunsaturated are two types of fats.
a. Outline one similarity and one difference between monounsaturated and polyunsaturated
fats.
4 marks
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____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
b. Identify two NHPAs that mono and /or polyunsaturated fats may work to address.
2 marks
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c. Identify two fats that contribute to more negative health outcomes than monounsaturated
and polyunsaturated fats.
____________________________________________________________________________
____________________________________________________________________________
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 ‘cancer control’.
b. Students receive one mark for each cancer they identify that is a focus of the NHPA
cancer control. Answers are:







d.
lung cancer
melanoma
non‐melanoma skin cancers
prostate cancer
non‐Hodgkin lymphoma
cervical cancer
breast cancer.
Students receive one mark for each correct cost they identify. Answers are:
i. A direct cost to the community


The cost of Cheryl’s hospital treatment in a public hospital.
Medicare contributions to Cheryl’s doctor and specialist consultations.
ii. An indirect cost to the individual

Lost income as a result of not being able to work in her dress-making business.
iii. An indirect cost to the community

Lost taxation revenue as a result of Cheryl taking long periods of time off work.
iv. An intangible cost to the community

The stress Cheryl’s family have experienced as a result of her condition.
e. One mark is awarded for each reason that is provided in relation to why cancer control was
selected as an NHPA for a total of two marks. Examples include:

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
Cancer contributes more YLL than any other condition.
Cancer is one of the leading causes of death in Australia.
Cancer is often preventable with behaviour change.
Early detection can lead to greater treatment options and reduced rates of death due to
cancer.
Cancer disproportionately affects vulnerable groups such as low socioeconomic groups
and Indigenous Australians.
Cancer costs significant amounts of money to treat.
© The Health Teachers’ Network 2015. This SAC is for the exclusive use of Suzanne Cory High School.
f. Students should refer to nutrients in their answer and receive one mark for each relevant
nutrient they identify and another mark for the function of the nutrient in reducing the risk of
colorectal cancer for a total of two marks. Answers worth two marks include:


2.
Fruits and vegetables contain fibre which can provide feelings of fullness. This can
reduce the risk of becoming obese which is a risk factor for colorectal cancer.
Fibre adds bulk to faeces and promotes regular bowel movements. Those with higher
fibre intake experience lower rates of colorectal cancer.
a. Students receive two marks for justifying the Safer P Platers campaign. At least one specific
aspect of the program should be used in the justification. Answers worth two marks include:


Young people are over-represented in deaths from road accidents. Focussing on them can
significantly reduce the mortality rate from injuries.
Parents are often a key influence on their children. Targeting parents may bring about
greater improvements as opposed to targeting young people themselves.
b. Students receive one mark for each determinant and factor relating to the determinant they
identify, and a further mark for explaining how it increases the risk of injuries for a total of four
marks. Note that these answers do not have to relate to young people and road trauma as the
question does not specify this. Examples include:



3.
Biological: Higher levels of testosterone in males may increase the risk of risk taking in
males compared to females. This can increase the risk of injuries among males.
Behavioural: Alcohol consumption can increase the risk of injuries from falls and
violence.
Social: Individuals from low socioeconomic backgrounds may work in more dangerous
jobs which can increase the risk of injuries.
a. Students receive one mark for briefly explaining dementia. For example:
Dementia relates to a range of conditions characterised by the gradual loss of brain
function.
b. Students must refer to the number of people that died from dementia, not the rate. Data
should refer to the vertical axis on the left and the columns as opposed to the vertical axis on
the right and the line. An answer could be:
Around 6500 people died from dementia in 2006 compared to around 9500 to 10 000 in
2011.
© The Health Teachers’ Network 2015. This SAC is for the exclusive use of Suzanne Cory High School.
c. Students receive one mark for identifying a relevant program and three marks for explaining
three aspects of it. Examples include:


4.
‘Know the signs’ of dementia – this is a Federal Government initiative that works to raise
awareness of dementia and the early signs. Posters and brochures have been produced for
display in public places. These resources include information about the early signs of
dementia and include the phone number for the National Help Line for dementia.
Your Brain Matters – this program aims to address known and possible risk factors for
dementia. It encourages people to keep their minds active and provides an app that
provides online games to promote mental activity. By entering information on the app,
people can record activities that promote brain health such as exercise and socialising. It
also provides videos and fact sheets online that educate people about dementia and how
they can reduce their risk.
a. Students receive one mark for identifying a similarity and another mark for identifying a
difference between monounsaturated and polyunsaturated fats for a total of two marks.
Answers include:
Similarity



Both mono and polyunsaturated fats can assist with lowering low-density lipoprotein.
Both mono and polyunsaturated fats contribute to weight gain if eaten in excess.
Both mono and polyunsaturated are used as a fuel for energy production.
Difference

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
Polyunsaturated fats prevent blood clotting and promotes elasticity of blood vessels
whereas monounsaturated fats don’t.
Polyunsaturated fats reduce the impact of inflammation of the blood vessels whereas
monounsaturated fats don’t.
Polyunsaturated fats reduce the impact of impaired glucose regulation whereas
monounsaturated fats don’t.
b. Students receive one mark for each NHPA they identify that may be addressed by
monounsaturated and / or polyunsaturated fat intake. No explanation is necessary here. Correct
answers are:





Obesity
Cardiovascular health
Diabetes mellitus
Cancer control
Dementia
c. Students receive one mark for identifying ‘saturated’ fat and another for identifying ‘trans’
fats for a total of two marks.
© 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 2c – Case Study Analysis
Marking sheet
Student Name________________________________
Question
Marks
available
1.a.
1
1.b.
2
1.c.
4
1.d.
2
1.e.
2
2.a.
2
2.b.
4
3.a.
1
3.b.
2
3.c.
4
4.a.
2
4.b.
2
4.c.
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.