U3O1 Sac 2 Practice # 2

HEALTH AND HUMAN

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 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

© The Health Teachers’ Network 2019. This SAC is for the exclusive use of Traralgon College
 U3O1 Sac 2 Practice # 2
their school only. Any other use or reproduction of this task without the permission of the Health
Teachers’ Network is prohibited.

Question 5 (7 marks)
16
Infant mortality rate (per 1000 live births)

14

12

10

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1998

1999

2000

2001

2002

2003

2004

2005

2006

2007

2008

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2010

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2014

2015
Indigenous Non-Indigenous
Source: Adapted from AIHW 2017, Aboriginal and Torres Strait Islander health performance framework.
a. Identify one biological and one sociocultural factor and explain how each may have contributed to the
difference in infant mortality rates between Indigenous and non-Indigenous Australians in 2015. 4 marks
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b. Briefly explain what is meant by health status. 1 mark

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c. Besides differences in infant mortality rates, outline two variations in health status between
Indigenous and non-Indigenous Australians. 2 marks
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© The Health Teachers’ Network 2019. This SAC is for the exclusive use of Traralgon College
 U3O1 Sac 2 Practice # 2
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Question 6 (6 marks)

Dietary risks, including low intake of iron and alcohol misuse, have significant impacts on health status
and burden of disease in Australia.

a. Briefly explain how low intake of iron contributes to the burden of disease in Australia. 2 marks

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b. Besides low intake of iron and alcohol misuse, identify two dietary risks common in Australia and
explain how each contributes to health status. 4 marks

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Question 7 (2 marks)

Briefly outline the difference between incidence and prevalence as measures of health status.

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© The Health Teachers’ Network 2019. This SAC is for the exclusive use of Traralgon College
 U3O1 Sac 2 Practice # 2

Question 8 (6 marks)
Life expectancy is a health status indicator that shows variations in health status between those in high
and low socioeconomic (SES) groups.
a. Briefly explain life expectancy. 1 mark
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b. Briefly describe the relationship between life expectancy and socioeconomic status. 1 mark
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c. Identify two environmental factors and explain how each may contribute to the relationship identified
in part a. 4 marks
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© The Health Teachers’ Network 2019. This SAC is for the exclusive use of Traralgon College
 U3O1 Sac 2 Practice # 2

Question 9 (4 marks)
Those living outside major cities have higher rates of alcohol use than those living in major cities.

Making reference to various conditions, explain how this difference could contribute to variations in health status
between these groups.

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© The Health Teachers’ Network 2019. This SAC is for the exclusive use of Traralgon College
 U3O1 Sac 2 Practice # 2

END OF QUESTION AND ANSWER BOOKLET

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1. a. Students are awarded one mark for briefly explaining the infant mortality rate as a measure of
health status. Students should explain the infant mortality rate as opposed to infant mortality to
receive a mark. For example:

Infant mortality rate refers to the number of deaths (usually per 1000 live births) occurring
between birth and the first birthday.

b. Students receive one mark for outlining the overall change in infant mortality rates for Indigenous
Australians and another mark for non-Indigenous Australians. Data and the correct unit of
measurement must be used to be eligible for marks. An answer could be:

For Indigenous Australians, the infant mortality rate decreased from around 14 deaths per
1000 live births to around 6 deaths per 1000 live births between 1998 and 2015. For non-
Indigenous Australians, the rate decreased from just over 4 deaths per 1000 live births to
around 3 deaths per 1000 live births in the same period of time.

2. a. Students receive one mark each for correctly identifying a relevant biological and sociocultural
factor and a further two marks for linking each to the higher infant mortality rate among Indigenous

© The Health Teachers’ Network 2019. This SAC is for the exclusive use of Traralgon College
 U3O1 Sac 2 Practice # 2
Australians compared to non-Indigenous Australians for a total of four marks. Answers worth two
marks include:

Biological

 Birth weight - Indigenous babies are more likely to be born with a low birth weight
compared to the rest of the population. This can increase the risk of infectious diseases and
infant mortality among this group.
 Body weight – Higher rates of obesity among Indigenous Australians can contribute to
higher rates of complications during pregnancy and childbirth which can lead to higher
infant mortality rates compared to non-Indigenous Australians.

Sociocultural

 Access to health care - Indigenous Australians are more likely to experience cultural barriers
to health care when compared to the rest of the population. This can mean that conditions go
untreated which can increase the proportion of people assessing their health as fair or poor.
 Education / health literacy – Indigenous Australians have lower levels of education
compared to non-Indigenous Australians. This can mean that Indigenous mothers may not
have the same level of knowledge in relation to health care for their infants. This can mean
that conditions go undiagnosed, contributing to higher rates of infant mortality.
 Socioeconomic status – Indigenous Australians have an overall lower socioeconomic status
than non-Indigenous Australians. This can increase the risk of malnutrition during
pregnancy, contributing to low birth weight babies and higher rates of infant mortality.
 Early life experiences – Indigenous women are more likely to smoke during pregnancy than
non-Indigenous women. This can increase the risk of low birthweight babies and respiratory
conditions which contribute to higher rates of infant mortality.

b. Students receive one mark for briefly explaining health status. Answers worth one mark include:

 An individual’s or a population’s overall health, taking into account various aspects such as
life expectancy and morbidity rates.
 Health status reflects the level of health and wellbeing experienced by an individual or
group and is measured using indicators such as self-assessed health status and mortality
rates.

c. Students receive one mark for each difference in health status they outline for a total of two
marks. A detailed explanation is not required here, but students should make reference to both
groups. Examples include:

 Lower life expectancy among Indigenous Australians compared to non-Indigenous

3. a. Students receive one mark for explaining how low iron intake contributes to disease and another
mark for linking it to burden of disease in Australia. Note that low intake of iron does not contribute
to many deaths in Australia and answers should therefore link to either DALY or YLD:

© The Health Teachers’ Network 2019. This SAC is for the exclusive use of Traralgon College
 U3O1 Sac 2 Practice # 2

Low intake of iron can contribute to iron-deficiency anaemia, a condition characterised by

b. Students receive one mark for each dietary risk they identify and another two marks for linking
each to health status for a total of four marks. High body mass index can occur as a result of dietary
risks, but is not a dietary risk itself. Student responses should be phrased as risk factors to be eligible
for marks (for example, ‘high salt intake’ as opposed to ‘salt intake’). Students should receive a
maximum of three marks if they ‘double dip’ (i.e. use two similar explanations for each dietary risk).
For example, under-consumption of fruit and vegetables both contribute to low fibre intake, weight
gain and associated conditions such as cardiovascular disease. If students use these two dietary risks
and use a similar link for each, only three marks should be awarded. Answers worth two marks
include:

 under-consumption / low intake of vegetables – vegetables are high in fibre and low intake
can contribute to feelings of ongoing hunger. This can lead to overeating, weight gain and
an increased prevalence of conditions such as cardiovascular disease.
 under-consumption / low intake of fruit – fruit is high in antioxidants. Low intake can
therefore mean that free radicals can harm body tissues and contribute to cancer. Cancer can
lead to premature death and lower life expectancy.
 under-consumption / low intake of dairy foods – Dairy foods are high in calcium. Low
intake can therefore mean that bones are not as strong as they should be which can lead to
higher rates of osteoporosis.
 high intake of fat – high fat intake can lead to weight gain. Weight gain can increase the
prevalence of type 2 diabetes which can lead to premature death.
 high intake of salt – salt increases blood pressure by increasing blood volume. This can
increase the rate of heart attack and stroke which can decrease life expectancy.
 high intake of sugar – sugar can provide fuel for bacteria in the mouth which produce acid
and can lead to dental decay. This increases the rate of dental caries.
 low intake of fibre – fibre assists in cleansing the digestive tract. Lack of fibre can therefore
increase the risk of conditions such as colorectal cancer and contribute to increased rates of
mortality.

4. Students must explain the difference between incidence and prevalence for two marks. For example:

Incidence refers to the number or proportion of new cases of a particular condition during a
given time period whereas prevalence refers to the total number or proportion of cases of a
particular condition at a given time.

5. a. Students must briefly explain life expectancy for 1 mark:

Life expectancy relates to the number of years a person can expect to live. It is the number
of years remaining to a person at a particular age if mortality rates don’t change.

b. Students are not expected to know data relating to life expectancy between high and low
socioeconomic groups, but should be aware of the relationship between the two concepts. An answer
worth one mark could be:

As socioeconomic status increases, so does life expectancy.

c. One mark is awarded for each environmental factor that is identified and a further two marks for
linking each to the lower life expectancy experienced by low socioeconomic status groups (or the

© The Health Teachers’ Network 2019. This SAC is for the exclusive use of Traralgon College
 U3O1 Sac 2 Practice # 2
higher life expectancy experienced by higher socioeconomic groups). Answers worth two marks
include:

 Environmental tobacco smoke – lower socioeconomic groups are more likely to smoke
tobacco inside the home. Exposure to tobacco smoke can increase the risk of respiratory
conditions and cancer among non-smokers which can contribute to premature death and
lower life expectancy.
 Proximity to fast food outlets – lower socioeconomic neighbourhoods are often targeted by
fast food outlets more than higher socioeconomic areas. This can increase the consumption
of foods that are energy dense which can contribute to weight gain and conditions that can
cause premature death and lower life expectancy such as cardiovascular disease and some
cancers.
 Quality of recreation facilities – the quality of recreation facilities is often poorer in low SES
areas compared to high SES areas. This can mean that those in low SES areas do not have as
many opportunities for physical activity which can lead to weight gain and premature death
from conditions such as type 2 diabetes. This contributes to lower life expectancy among
these groups.
 Housing quality – housing quality is often poorer in low SES areas compared to high SES
areas. This can increase the risk of injuries such as electrocution from faulty wiring,
contributing to lower life expectancy.
 Work environments – those in low SES groups often work in more dangerous working
environments such as factories, than those in high SES groups. This can lead to higher rates
of injury deaths and lower life expectancy.

6. Students receive one mark for each disease they link to alcohol use and another mark for a link to
health status for a total of four marks. Answers worth two marks include:

 Alcohol contains energy and contributes to higher levels of obesity for those living outside
major cities compared to those living in major cities. Obesity can contribute to
cardiovascular disease which is a leading cause of mortality in Australia.
 Alcohol is filtered through the liver and excess consumption can contribute to liver disease.
Liver disease can contribute to premature death and lower life expectancy among those
living outside major cities compared to those living in major cities.
 Alcohol increases the risk of injuries by impairing people’s judgement and motor control.
Higher intake among those living outside major cities contributes to more injuries than those
in major cities leading to higher mortality and morbidity rates.

© The Health Teachers’ Network 2019. This SAC is for the exclusive use of Traralgon College