2018 SAC 1a – Practice SAC

Question 1 (3 marks)

  1. Describephysical health. 2 marks

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  1. Briefly explain what is meant by health status. 1 mark

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Question 2 (4 marks)

The following table shows selected statistics for three developed countries.

DALYs (per 100 000 people) / Health-Adjusted life expectancy / U5MR
(per 1000 live births)
Australia / 21 987 / 71.4 / 3.8
Belgium / 26 520 / 70.3 / 4.1
New Zealand / 22 714 / 70.9 / 5.7

Source: Adapted from and WHO data, 2017.

  1. Select two health status indicators from the table and explain what is meant by each. 2 marks

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  1. Using data from the table, compare health status between Australia and another developed

country. 2 marks

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Question 3 (4 marks)

The following table shows the prevalence of selected risk factors according to socioeconomic status.

  1. What conclusion can you make about the relationship between risk factors and socioeconomic status from the graph above? 2 marks

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  1. Explain why income is considered a pre-requisite for health 2 marks

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Question 4 (4 marks)

Psychological distress relates to unpleasant feelings and emotions that impact on an individual’s level of functioning. Measuring psychological distress can provide information about the level of mental health experienced.

In 2013, Indigenous Australians were 2.7 times more likely to experience high or very high psychological distress than non-Indigenous males, which indicates that Indigenous males experience poorer levels of mental health than non-indigenous males (ABS, 2015).

  1. Briefly explain what is meant by mental health. 2 marks

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  1. Explain how experiencing very high levels of psychological distress could impact social health. 2 marks

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Question 5 (1 mark)

According to the AIHW (2015), the injury mortality rate for residents of remote areas (75 per 100,000 population) is around 1.8 times the rate for residents of the major cities (41 per 100,000 population).

  1. What is meant by mortality? 1 mark

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END OF QUESTION AND ANSWER BOOKLET

Extra space for responses

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 must make two points about physical health for two marks. One point must explain what physical health actually is, for example ‘it relates to the efficient functioning of the body and its systems’. Other examples worth one mark include:
  • It includes the physical capacity to perform tasks and physical fitness
  • Examples relating to physical health include the presence or absence of disease, body weight and blood pressure levels.

b. Students must provide a brief explanation of health status. For example:

Health status relates to the overall level of health experienced by an individual or group (both individual and group or population should be included for one mark).

  1. a. Students receive one mark for each health status indicator from the table they explain for a total of two marks. Examples could be:

DALY

  • One DALY is equal to one year of life lost due to premature death or one healthy year of life lost due to illness, disease and / or disability.

HALE

  • A measure of burden of disease based on life expectancy at birth, but including an adjustment for time spent in poor health.
  • It is the number of years in full health that a person can expect to live, based on current rates of ill health and mortality.

U5MR

  • The number of deaths occurring between birth and the 5th birthday, per 1000 live births.

b. Students receive two marks for making two comparisons between Australia and one of the developed countries shown in the table. If students make one comparison between Australia and each of the other countries, only one mark should be awarded. Examples worth two marks include:

  • Australia has better health status than Belgium in relation to DALY per 100 000 and HALE. Australia experiences 21 987 DALY per 100 000 compared to 26 520 per 100 000 for Belgium, and a HALE of 71.4 compared to 70.3 in Belgium.
  • Australia experiences a higher health status than New Zealand with the U5MR 3.8 per 1000 live births in Australia and 5.7 per 1000 live births in New Zealand. Australia also has a higher health-adjusted life expectancy at 71.4 compared to 70.9 in New Zealand.
  1. a. Students can choose from the following for one mark:
  • Current daily smoker (or smoking)
  • Physically inactive
  • Risky alcohol consumption

Data must be used to explain the relationship between the selected factor and socioeconomic status according to the graph for another mark. For example:

  • As socioeconomic status increases, the rate of daily smoking decreases, from around 20% in the lowest socioeconomic group, down to around 8% in the highest socioeconomic group.
  • As socioeconomic status decreases, the rate of physical inactivity increases. Around 80% of those in the lowest socioeconomic group were physically inactive compared to around 55% in the highest socioeconomic group.
  • As socioeconomic status increases, so does the rate of risky alcohol consumption. Around 15% of those in the lowest socioeconomic group consume alcohol at risky levels compared to around 20% in the highest socioeconomic group.
  1. Students must use 2 examples of how income is associated with better health outcomes for full marks in this question. For example:

Higher levels of income are associated with better health outcomes throughout life. Adequate income gives people the ability to live in adequate housing, provide for themselves and their families and cope with ill health by the ability to purchase medicine and access medical services.

  1. a. Students must explain two aspects of mental health for two marks. Note that this question asks students to ‘explain’ rather than ‘define’. As a result, the answer does not have to be the same as the definition in the Advice for Teachers (VCAA document). Students must provide some explanation as opposed to simply providing examples that relate to mental health, such as self-esteem. Only award one mark if students just use examples. If the student defines mental health according to the Advice for Teachers, two marks can be awarded.

Examples worth one mark include:

  • Mental health refers to a person’s state of mind.
  • It is a state of well-being in which the individual realises his or her own abilities and can cope with the normal stresses of life.
  • Examples include confidence, self-esteem and a positive frame of mind.
  • Mental health refers to a person’s state of mind and includes aspects such as levels of stress.

b. Students must link high levels of psychological distress (i.e. poor mental health) to a possible impact on social health. Examples include:

  • If a person is experiencing poor mental health, they may not feel like socialising which can affect their social health.
  • If a person is experiencing anxiety, they may not want to be in social situations which reduces their level of social health.
  1. a. Students receive one mark for stating that mortality relates to death. As the question does not ask for an explanation, students can simply state ‘death’ for one mark

© The Health Teachers’ Network 2017. This SAC is for the exclusive use of Mentone Girls' Secondary College.