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HEALTH AND HUMAN DEVELOPMENT - 2014

Unit 2 Outcome 2, Task 2b – Case Study / Data Analysis

Student preparationWhen presented with data, the data should be used at some stage in the related questions. This shows a greater level of understanding of data as opposed to making general comments.

The use of brackets can be useful to identify aspects of health and human development if a question asks for possible impacts on both.

If a question asks for impacts on or differences in health status, students should link back to a health indicator such as life expectancy, under 5 mortality rate and the incidence and prevalence of different conditions.

Students should be able to distinguish between determinants of health and development and factors or examples of each. For example, the determinants of health and development are biological, behavioural, physical environment and social. The examples of determinants are specific factors that relate to each determinant such as body weight, eating habits, access to recreation facilities and parental education.

Students should have an understanding of at least one example relevant to each determinant and be able to link it to impacts on health and development of children.

Students should be specific when discussing aspects of development relevant to a specific age. For example, stating that ‘a 10 year old can walk’, although true, is more relevant to infancy as this is when children actually learn to walk. Stating that ‘a 10 year old’s running style becomes more fluid and co-ordinated’ is more relevant to a 10 year old.

© The Health Teachers’ Network 2014. This SAC is for the exclusive use of St Columba's College.

HEALTH AND HUMAN DEVELOPMENT - 2014


Name___________________________________________

• 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 electronicdevices into the assessment room.


Letter Figures STUDENT NUMBER

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.

Question 1 (7 marks)

Lachlan was born recently and scored 10 on the APGAR test 5 minutes after birth.

a. Outline three factors that contributed to Lachlan scoring 10 on the APGAR test. 3 marks

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b. Outline two ways that Lachlan will develop in each of the following areas over the next two years. 4 marks

Social

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Intellectual

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The following graph shows the mortality rate (per 100 000) for those aged 0-4 and 5-9 over time.

19861987

19881989

19901991

19921993

19941995

19961997

19981999

20002001

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20042005

20062007

20082009

20102011

0

50

100

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3000-4

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Mor

tlaity

rate

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100

000

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Source: Adapted from AIHW data, 2014.

a. Outline one difference and one similarity in mortality rates between those aged 0-4 and those aged 5-9. 2 marks

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b. Identify a leading cause of death for those aged 0-4. 1 mark

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c. Using aspects of development as the basis of your response, explain possible reasons for the difference in mortality rates between those aged 0-4 and those aged 5-9. 4 marks

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Maria is 6 years old and lives with her mother and father. They live in a town in rural Victoria with a population of 200. Maria’s mother took her to their doctor recently for a check-up and she was weighed as a part of this process. Maria’s doctor told her that she was a healthy weight for her age and height. Maria has experienced dental decay in the past but her oral hygiene has improved since her dentist encouraged her to cut soft drinks and other sweetened drinks out of her diet. Her parents are well-educated, but are quite strict when it comes to disciplining Maria.

a. Outline two ways that Maria may develop in each of the following areas over the next four years. 4 marks

Emotional

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Physical

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b. Identify two determinants of health relevant to Maria (as outlined in the case study) and explain how they may impact on her health. 4 marks

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c. Identify and briefly explain a health issue relevant to people of Maria’s age. 2 marks

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d. Discuss two personal strategies that could be used to promote the health of children Maria’s age. These strategies can relate to parents and / or children. 4 marks

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e. Identify and explain one government or community program or initiative that has been developed to promote the health and individual human development of children such as Maria. 3 marks

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According to the Australian Institute of Health and Welfare (2012), ‘most of the early years of a child’s life are spent in home and family environments; therefore, these environments are the most influential on children’s development during this time’.

Identify a factor relating to the home or family environment and explain how it could impact on the health and / or individual human development of children.

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The following graph shows the proportion of people aged 2-18 experiencing a food allergy and the foods that cause their allergy.

Eggs

Cows milk

/Dair

y

Peanuts Fis

h

Shellfi

sh

Tree n

utsSo

yaGluten Yea

stOther

Total

persons w

ith a f

ood aller

gy0

2

4

6

8

10

12

14

Per c

ent

Source: ABS, Australian Health Survey, 2014.

a. Approximately, what proportion of those aged 2-18 experienced a food allergy? 1 mark

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b. Identify the top two foods responsible for causing food allergies among 2-18 year olds. 2 marks

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c. Explain how food allergies could impact on the health and / or individual human development of children. 4 marks

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The following graph shows the rate of hospitalisations due to injuries for various age groups in 2011-12.

<1 1-4 5-90

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2000MalesFemales

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italis

ation

s due

to in

jurie

s (pe

r 100

000

)

a. Discuss the change in the rate of hospitalisations for males and females for the different age groups. 3 marks

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b. Identify two significant causes of injuries for children. 2 marks

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c. Identify and briefly explain a government or community program or strategy that has been developed to reduce the risk of injuries among children. 3 marks

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End of Question and Answer Booklet


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Clearly number all responses in this space.

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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 each aspects of the APGAR test they outline for a total of three marks. Examples include:

Lachlan’s heart rate would have been beating strongly and at over 100 beats per minute. Lachlan would have had active, spontaneous movement. Lachlan would have responded to stimulation by pulling away, coughing or sneezing. Lachlan’s skin would have been a normal colour. Lachlan would have had a normal breathing pattern and had a good cry.

b. Students receive one mark for each aspect of development relevant to infants that they outline for a total of four marks. Examples include:

Social: Lachlan will begin to smile at around six weeks. Lachlan will begin to recognise facial expressions of others, such as a smile or a frown. Lachlan will begin to enjoy basic games such as peekaboo. Lachlan will begin to learn culturally acceptable behaviours such as not hitting others. Lachlan may be able to speak a few words at around one year.

Intellectual: Lachlan will use his senses to make sense of the world around it. Lachlan will begin to recognise his name and will respond when called. Lachlan will begin to recognise the names of his favourite people, toys, other objects and

basic colours. The attention span of Lachlan is short and may last only a matter of seconds.

2. a. Students receive one mark for outlining a similarity and one mark for outlining a difference in mortality rates between 0-4 and 5-9 year olds. Data should be used for full marks. An example could be:

Mortality rates for both age groups have decreased over time. For 0-4 year olds, mortality rates decreased from 25 to around 15 per 100 000 and for 0-4 year olds it decreased from around 250 to around 100 per 100 000. Mortality rates for 0-4 year olds are significantly higher than for 5-9 year olds (around 90 deaths per 100 000 higher).

b. Students receive one mark for identifying a leading cause of death for 0-4 year olds, examples include:

Congenital abnormalities (or malformations or anomalies) Cancer Perinatal conditions Sudden Infant Death Syndrome Injuries


c. Students receive two marks for each reason for the difference in mortality rates between those age 0-4 and those aged 5-9 they discuss, for a total of four marks. Answers should relate to differences in individual human development. Examples include:

Body proportions are different for the two age groups. 0-4 year olds have a large head in relation to the rest of their bodies. This can make it difficult for them to support the weight of their head which increases their risk of drowning compared to 5-9 year olds.

0-4 year olds are not as intellectually developed as 5-9 year olds which may mean they do not understand the risks associated with activities such as tasting unknown liquids which can lead to death.

0-4 year olds do not have the same motor skill development as 5-9 year olds so they may be more likely to experience falls which can contribute to death.

3. a. Students receive one mark for each aspect of development they outline relevant to 6-10 year olds. Examples include:

Emotional Maria will increase her ability to recognise and control her emotions compared to early

childhood. As Maria develops empathy, she will begin to be able to identify emotions in others. Having better control of her emotions will allow Maria to better function in a range of

settings including school and at friends’ houses.

Physical Growth is slow and steady for those Maria’s age and she will gain around 5 centimetres

per year in height. Body proportions continue to change as the head grows more slowly in comparison to

the torso, arms and legs. Motor skills continue to develop and the child can perform skills such as those required

for gymnastics.

b. Students receive one mark for each determinant of health they identify and a further mark for explaining how an example of the determinant may impact on Maria’s health. Note that the examples of determinants should come from the case study. Students should be encouraged to identify the actual determinant first (i.e. biological, behavioural, physical environment, social), as opposed to an example relating to the determinant (such as vaccination and parental education). Examples could be:

Biological Body weight can influence aspects of physical health such as energy levels and fitness.

As Maria has a healthy body weight, energy levels and fitness levels may be optimal. Behavioural Now that Maria has reduced her intake of sweetened drinks, her risk of dental decay may

decrease. Social Access to health care can mean that conditions can be detected and treated earlier which

can enhance physical health. Maria’s parenting practices are strict which may mean that she cannot associate with the

people she wants to which can impact on her social health. Maria’s parents are well educated which may mean that they feed her nutritious foods

which can enhance her energy levels and assist in maintaining healthy body weight.


c. Students receive one mark for identifying a health issue relevant to those of Maria’s age and another mark for briefly explaining it. Note that the issue identified does not necessarily have to be one identified in the Study Design. Examples include:

Asthma – a condition characterised by narrowing of the airways leading to restricted breathing.

Juvenile arthritis – relates to any form of arthritis that occurs in those aged under 16. Type 1 diabetes – is an autoimmune disease that causes an inability of the body to utilise

blood glucose. Food allergies – relates to allergic reactions (including anaphylaxis) that occurs as a

result of exposure to certain foods. Sight issues – long and short sightedness can occur in children leading to problems with

vision. Mental and behavioural problems (such as Attention Deficit Hyperactivity Disorder) –

can lead to children not being able to maintain their attention at school and at home.

d. Students receive two marks for discussing each personal strategy that could be used to promote the health of children Maria’s age. Examples include:

Physical activity. Regular exercise assists in maintaining a healthy body weight which can reduce the risk of obesity. This reduces the impact on joints, which can prevent the risk of juvenile arthritis.

Food intake. By consuming a healthy food intake, children receive the nutrients they need for maintaining a healthy immune system and reducing the risk of infectious diseases.

Accessing health care. Taking children to have regular health checks ensures that their health can be monitored and any health concerns can be addressed early.

Not smoking. Tobacco smoke is a trigger for asthma symptoms. By not smoking and ensuring exposure to environmental tobacco smoke is reduced, the risk of having an asthma attack is reduced.

Maintaining a safe housing environment. Eliminating hazards in the home by clearing walkways, having secure locks on cupboards and storing chemicals and cleaning products away from the reach of children can reduce the risk of poisoning.

Improving education. By accessing information relating to the health of children, parents and carers of children may be better informed regarding ways to promote the health of children.

e. Students receive one mark for identifying a government or community program or initiative that has been developed to promote the health and individual human development of children such as Maria, and another two marks for explaining two aspects of it. Examples include:

Through Medicare, those with type 1 diabetes can access subsidised doctor’s check-ups. This could assist in providing advice relating to managing his condition and reducing the risk of adverse effects such as hypoglycaemia.

The Maternal and Child Health Service supports families with young children. It is through this service that families are provided with referrals to other professionals and are linked with other families in the local community. Parents have regular appointments from birth until the child reaches school age. All appointments are provided free of charge.

Sensitive Choice program – this aims to educate consumers in relation to low allergenic products. This can reduce the risk of having an asthma attack in children.

Quit – this program aims to reduce the proportion of smokers in Australia. Tobacco smoke is a risk factor for developing asthma and for triggering asthma attacks in children.


4. Students receive one mark for identifying a factor relating to the home or family environment and three marks for explaining how it can impact on the health and / or human development of children for a total of four marks. Examples include:

Tobacco smoke in the home – this can lead to respiratory issues which may result in taking time off school. This can reduce intellectual development as the child will not gain the knowledge they otherwise would have.

Housing environment – if housing is unsafe, the child may be more likely to sustain injuries. They may also not be able to have friends over which can impact on social development.

Fluoridation of water – fluoridation of water can assist in the development of strong teeth. This can reduce the risk of dental caries.

Parental education – educated parents are more likely to read to their children. This can increase vocabulary which impact on social and intellectual development.

Parenting practices – if parents are strict, they may not let their children socialise with others outside of school hours. This can impact on social health.

5. a. Students receive one mark for identifying ‘around 11-12% of children’.

b. Students receive two marks for identifying ‘cows milk’ / dairy and ‘peanuts’. Note that ‘other’ is not a type of food.

c. Students receive four marks for explaining how food allergies can impact on health and / or individual human development of children. Examples include:

If children have allergic reactions, they may miss out on school which can impact on their social health as they cannot associate with their friends.

If children have to take time off school, they may miss out on learning at school which can impact on their intellectual development.

Children with allergies may not be able to attend other children’s houses which can impact on social health.

Children may not be able to eat certain foods such as dairy, which may impact on their physical development such as the strengthening of bones.

6. a. Students should make reference to males and females in each age group and use data in their answer for three marks. For example:

Around 700 females per 100 000 and 900 per 100 000 children aged under one were hospitalised. This compares to around 1300 and 1700 females and males per 100 000 in the 1 – 4 age group. Rates then drop for the 5-9 age group to around 1000 and 1500 per 100 000 for females and males respectively.

b. Students receive one mark for each cause of injuries they identify. Answers can relate to a broad type of injury (such as falls), a more specific cause (such as falling off a bike). Answers include:

Drowning and near drowning Burns Falls Cuts and lacerations Physical abuse

c. Students receive one mark for identifying a government or community strategy or program and a further two marks for explaining aspects of it for a total of three marks. Examples include:


Victorian Child Protection Service - The Department of Human Services Victoria is a state government department that provides the Victorian Child Protection Service which is designed to promote the health and individual human development of children by ensuring their safety and investigating claims of abuse.

Kidsafe is a non-government, not for profit organisation that aims to prevent child deaths from unintentional injury and reduce the severity of injuries in children aged less than 15 years. It does this by providing education and raising awareness about childhood injuries.

Note that this question may not have been included in the assessment:


X. a. Students receive one mark for briefly explaining the selected issue. For example:

Asthma is a condition characterised by narrowing of the airways in response to environmental triggers.

Juvenile arthritis relates to any form of arthritis that occurs in those aged under 16 years of age.

Type 1 diabetes is a condition characterised by an inability to effectively utilise blood glucose.

b. Students receive two marks for each example of a determinant they identify and link to an increased risk of the selected condition. Examples include:

Asthma Genetics: genetics can increase the risk of developing asthma. Body weight: Those who are overweight or obese have a greater chance of developing

asthma. Tobacco smoke in the home: tobacco smoke can increase the risk of developing asthma. Parental education: this can influence the decisions made by parents such as whether they

smoke in the home. Educated parents are less likely to smoke in the home which can decrease the risk of developing asthma.

Juvenile arthritis Genetics: current research indicates that there may be a genetic predisposition to juvenile

arthritis. Sex: a greater number of girls are affected by juvenile arthritis Eating habits: If children over consume energy dense nutrients then they are at risk of

becoming overweight/obese. Extra body weight increases the stress on joints, particularly the knees, hips and back which can increase the risk of developing juvenile arthritis.

Type 1 diabetes Genetics: Some children may be genetically more likely to develop type 1 diabetes. Exposure to some viruses: may increase the risk of type 1 diabetes. Age: the incidence of type 1 diabetes decreases with increasing age.

c. Students receive one mark for identifying a community or government program or strategy that has been developed to address their selected issue and a further two marks for explaining two aspects of it. Examples include:

Sensitive Choice program – this aims to educate consumers in relation to low allergenic products. This can reduce the risk of having an asthma attack in children.

Quit – this program aims to reduce the proportion of smokers in Australia. Tobacco smoke is a risk factor for developing asthma and for triggering asthma attacks in children.

Through Medicare, those with type 1 diabetes can access subsidised doctor’s check-ups. This could assist in providing advice relating to managing his condition and reducing the risk of adverse effects such as hypoglycaemia.

The National Diabetes Services Scheme (NDSS) is an initiative of the Australian Government administered by Diabetes Australia Ltd. Children with type 1 diabetes are provided with practical assistance, information and subsidised products through the NDSS.

The Maternal and Child Health Service supports families whose children have a health issue such as juvenile arthritis. It is through this service that families are provided with referrals to other professionals and are linked with other families in the local community. Parents have regular appointments from birth until the child reaches school age. All appointments are provided free of charge.


HEALTH AND HUMAN DEVELOPMENT


Marking sheet

Student Name________________________________

Question Marks available

Marks awarded

Comments

1.a. 3

1.b. 4

2.a. 2

2.b. 1

2.c. 4

3.a. 4

3.b. 4

3.c. 2

3.d 4

3.e. 3

4. 4

5.a. 1

5.b. 2

5.c. 4

6.a. 3

6.b. 2

6.c. 3

TOTAL 50

Overall comments____________________________________________________________

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Teacher__________________________________ Date______________________________


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