STUDENT ASSESSMENT

BOOKLET
HLTAAP001 RECOGNISE HEALTHY BODY SYSTEMS

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 ASSESSMENT OVERVIEW
This Student Assessment Booklet includes all your tasks for assessment of HLTAAP001 Recognise healthy
body systems.

ABOUT YOUR ASSESSMENTS

This unit requires that you complete 4 assessment tasks. You are required to complete all tasks to
demonstrate competency in this unit.

Assessment Task About this task

Assessment Task 1: Written questions You must correctly answer all questions to show that you
understand the knowledge required of this unit.

Assessment Task 2: Case study You are to read the case study and complete the questions.

Assessment Task 3: Project – information You are develop an information brochure about
brochure maintaining a healthy body.

Assessment Task 4: Workplace project You need to complete this task in your workplace. You will
need to:
 obtain information about physical health status of a client
 participate in a physical health check (or observe one
being undertaken)
 identify variations from normal health
 gather suitable health information to share with others.

How to submit your assessments

When you have completed each assessment task you will need to submit it to your assessor.
Instructions about submission can be found at the beginning of each assessment task.

Assessment Task Cover Sheet

At the beginning of each task in this booklet, you will find an Assessment Task Cover Sheet. Please fill it in for
each task, making sure you sign the student declaration.
Your assessor will give you feedback about how well you went in each task, and will write this on the back of
the Task Cover Sheet.
Make sure you photocopy your written activities before you submit them – your assessor will put the
documents you submit into your student file. These will not be returned to you.

Assessment appeals
You can make an appeal about an assessment decision by putting it in writing and sending it to us. Refer to
your Student Handbook for more information about our appeals process.

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Assessment plan
The following outlines the requirements of your final assessment for this unit. You are required to complete all
tasks to demonstrate competency in this unit.
Your assessor will provide you with the due dates for each assessment task. Write them in the table below.

Assessment Requirements Due date

1. Written questions

2. Case study

3. Project – information brochure

4. Workplace project

AGREEMENT BY THE STUDENT

Read through the assessments in this booklet before you fill out and sign the agreement below. Make sure
you sign this before you start any of your assessments.
Have you read and understood what is required of you in terms of assessment?  Yes  No

Do you understand the requirements of this assessment?  Yes  No

Do you agree to the way in which you are being assessed?  Yes  No

Do you have any special needs or considerations to be made for this assessment?  Yes  No
If yes, what are they?

__________________________________________________________________________________________

Do you understand your rights to appeal the decisions made in an assessment?  Yes  No

Student name: ______________________________________________________________________________________

Student signature: ______________________________________________________ Date: ________________________

Assessor name: _____________________________________________________________________________________

Assessor signature: _____________________________________________________ Date: ________________________

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 ASSESSMENT TASK COVER SHEET – ASSESSMENT TASK 1

Students: Please fill out this cover sheet clearly and accurately for this task.
Make sure you have kept a copy of your work.

Name:

Date of birth: Student ID:

Unit:
 HLTAAP001 Recognise healthy body systems.

Student to complete Assessor to complete

Student
Resubmission? Sufficient/
Assessment Task Y/N initials insufficient Date

Written questions

STUDENT DECLARATION

I _________________________________________________________ declare that these tasks are my own work.

None of this work has been completed by any other person.

I have not cheated or plagiarised the work or colluded with any other student/s.

I have correctly referenced all resources and reference texts throughout these assessment tasks.

I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.

Student signature: ___________________________________________________________________________________

Student name: ______________________________________________________________________________________

Date: ______________________________________________________________________________________________

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ASSESSOR FEEDBACK
Assessors: Please return this cover sheet to the student with assessment results and feedback.
A copy must be supplied to the office and kept in the student’s file with the evidence.

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____________________________________________________________________________________________________

____________________________________________________________________________________________________

Assessor signature: __________________________________________________________________________________

Assessor name: _____________________________________________________________________________________

Date: ______________________________________________________________________________________________

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 ASSESSMENT TASK 1: WRITTEN QUESTIONS

TASK SUMMARY:
 This is an open book test – you can use the Internet, textbooks and other documents
to help you with your answers if required.
 You must answer all questions correctly.
 Write your answers in the space provided.
 If you need more space, you can use extra paper. All extra pieces of paper must
include your name and the question number/s you are answering.
 You may like to use a computer to type your answers. Your assessor will tell you if
you can email them the file or if you need to print a hard copy and submit it.

WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?

 Access to textbooks and other learning materials.
 Access to a computer and the Internet (if you prefer to type your answers).

WHEN DO I DO THIS TASK?

 You will do this task in the classroom or as homework – your assessor will advise.
 Write in the due date as advised by your assessor: _____________________________________

WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?

If your assessor marks any of your answers as incorrect, they will talk to you about resubmission. You will
need to do one of the following:
 Answer the questions that were incorrect in writing.
 Answer the questions that were incorrect verbally.

Instructions to students:

WRITTEN ANSWER QUESTION GUIDANCE

The following written questions use a range of ‘instructional words’, such as ‘identify’ or ‘explain’. These words
guide students as to how they should answer the question. Use the definitions below to assist you in
determining whether the student has provided enough detail (the guidance is the minimum level of response
required).
 Analyse – when a question asks students to ‘analyse’, they should do so in detail, identifying important
points and key features. Generally, students are expected to write a response of one to two paragraphs in
length.
 Compare – when a question asks students to ‘compare’, they will need to show how two or more things
are similar, ensuring they also indicate the relevance of the consequences. Generally, students are
expected to write a response of one or two paragraphs in length.
 Contrast – when a question asks students to ‘contrast’, they will need to show how two or more things are
different, ensuring they indicate the relevance or the consequences. Generally, students are expected to
write a response of one or two paragraphs in length.
 Discuss – when a question asks students to ‘discuss’, they are required to point out important issues or
features, and express some form of critical judgment. Generally, students are expected to write a
response of one or two paragraphs in length.
 Describe – when a question asks students to ‘describe’, they will need to state the most noticeable
qualities or features. Generally, they are expected to write a response of two or three sentences in length.

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 Evaluate – when a question asks students to ‘evaluate’, they should do so putting forward arguments for
and against something. Generally, they are expected to write a response of one or two paragraphs in
length.
 Examine – when a question asks students to ‘examine’, this is similar to ‘analyse’. Students will need to
provide a detailed response with key points and features and provide a critical analysis. Generally,
students are expected to write a response of one or two paragraphs in length.
 Explain – when a question asks students to ‘explain’, they will need to make clear how or why something
happened or the way it is. Generally, they are expected to write a response of two or three sentences in
length.
 Identify – when a question asks students to ‘identify’, they will need to briefly describe the required
information. Generally, they are expected to write a response of two or three sentences in length.
 List – when a question asks students to ‘list’, this means they will need to briefly state information in a list
format, often with a specific number of items indicated.
 Outline – when a question asks students to ‘outline’, this means giving only the main points. Generally,
students are expected to write a response of two or three sentences in length.
 Summarise – when a question asks students to ‘summarise’, this is similar to ‘outline’, only giving the main
points. Generally, students are expected to write a response of two or three sentences in length.

QUESTION 1
a) Draw an arrow to identify the parts of the cardiovascular system to their location on the diagram.

Aorta

Left atrium

Left ventricle

Right ventricle

Right atrium

Pulmonary veins

Pulmonary arteries

Inferior vena cava

Superior vena cava

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b) Refer to the diagram above of the cardiovascular system and explain how blood flows through the heart.

Your heart's right and left sides collaborate to ensure that blood is flowing freely throughout
your entire body. Your heart goes through several phases as blood flows through it. These
actions happen in one or two heartbeats, or just a few milliseconds.

 Right-hand side

 Your inferior vena cava and superior vena cava are two major veins that carry
oxygen-poor blood from all around your body into your right atrium.

 To allow blood to flow from your right atrium to your right ventricle, your tricuspid
valve opens.

 Your right ventricle contracts when it is full, closing your tricuspid valve and
opening your pulmonary valve.

 Your pulmonary artery transports blood to your lungs, where it receives oxygen.

 On the left-hand side

 Vast veins known as pulmonary veins carry oxygen-rich blood from your lungs to
your left atrium.

 To allow blood to flow from your left atrium to your left ventricle, your mitral valve
opens.

 Your left ventricle contracts when it is full, which causes your mitral valve to close
and your aortic valve to open.

 Blood is sent from your heart to your aorta, where it travels to the rest of your body,
through your aortic valve.

c) Describe the functions of the cardiovascular system.

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  The cardiovascular system, which includes your heart and blood arteries, is crucial because it
transports oxygen, nutrition, and other beneficial substances to all of the cells in your body.
They also remove trash and carbon dioxide. The primary roles of the cardiovascular system
are to supply nutrition and remove waste.
 The body's cells and organs receive vital nutrients, hormones, oxygen, and other chemicals via
the cardiovascular system. It is crucial in assisting the body in coping with the demands of
stress, exercise, and activity. In addition to other things, it aids in maintaining body
temperature.
 Body's cells are transported nourishment, oxygen, and hormones, as well as metabolic
wastes, across the body (carbon dioxide, nitrogenous wastes).
 White blood cells, antibodies, and complement proteins that travel through the blood protect
the body against harmful toxins and alien pathogens. The body has clotting systems that help
prevent blood loss following injuries.

QUESTION 2
d) Draw an arrow to identify the parts of the respiratory system to their location on the diagram.

Nasal cavity

Pharynx

Larynx

Trachea

Right lung

Right main bronchus

Bronchiole

Pleura

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e) Describe the functions of the respiratory system.

 Respiratory system is a web of tissues and organs that aids in breathing. Your body uses this
system to take in oxygen from the air so that your organs can function.
 Additionally, it purges waste gases from your blood, including carbon dioxide. Allergies,
illnesses, and infections are frequent issues.
 After entering the lungs, oxygen travels through your body's bloodstream. The waste gas
carbon dioxide is exchanged for oxygen at each cell in your body.

QUESTION 3
a) Identify the three main parts of the muscular system and briefly explain the purpose of each.

1. Skeletal Muscle: The specialised tissue that is connected to bones and permits movement is
called skeletal muscle. The musculoskeletal system refers to skeletal muscles and bones as a
whole (also known as the locomotor system). Skeletal muscle is typically paired in opposite
directions, such the biceps and triceps on the front and rear of the upper arm. Skeletal
muscles are also referred to as voluntary muscles because they are controlled by our will.
Since the tissue appears striped when seen under a microscope, another name for them is
striated muscles.

2. Smooth Muscle: Smooth muscle is a type of internal muscle that can be found in the uterus,
the gastrointestinal system, and blood vessels like arteries. Layered sheets of smooth muscle
are placed in a structure that contracts in waves as it extends. Since the motion of smooth
muscles occurs without our conscious knowledge, the term "involuntary muscle" is also
frequently used.

3. Cardiac Muscle: Cardiac muscle is the heart's particular muscle. Without our conscious
knowledge, the heart beats and relaxes. The contractility of the heart and consequent
pumping motion are caused by the cardiac muscle. The heart muscle must contract with
sufficient force and blood flow to meet the body's metabolic needs. The formula for this idea,
known as cardiac output, is heart rate x stroke volume. Pacemaker cells are specialised cells
that help it accomplish this. These regulate how your heart contracts. Pacemaker cells
respond to impulses from your neurological system by increasing or decreasing your heart
rate. Your pacemaker cells can transmit signals because they are linked to other heart muscle
cells. Your cardiac muscle contracts in a wave as a result, producing your heartbeat.

b) Identify the two main parts of the skeletal system.

1. Axial Skeleton: Your head, neck, back, and chest bones comprise your axial skeleton. Your
axial skeleton supports and insulates your brain, spinal cord, and internal organs. Your axial

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 skeleton is where your body's muscles that move your head, neck, and trunk are attached.
These muscles support your appendicular skeleton and aid in breathing. There are 80 bones in
it.

2. Appendicular Skeleton: Everything else, or the bones that connect to (append to) your axial
skeleton, makes up your appendicular skeleton. The bones in your shoulders, pelvis, and limbs
—including your arms, hands, legs, and feet—make up your appendicular skeleton. The upper
and lower extremities, which also include the pelvis and shoulder girdle, make up the
appendicular skeleton. The axial skeleton and the appendicular skeleton are connected at the
shoulder girdle and pelvis, which is where mechanical loads are transferred.

c) Describe the functions of the musculoskeletal system.

 Your bones, cartilage, ligaments, tendons, and connective tissues all make up your
musculoskeletal system. Your muscles and other soft tissues are supported by your bones.
They assist you in moving, support the weight of your body, and keep your posture.
 The bones give the body support. Both holding bones in place and allowing them to move are
functions of muscles. Different bones are joined together by joints to permit motion.
 Cartilage keeps the ends of the bones from smacking into one another.
 The bone linked to the joint is moved by muscles contracting.
 Various illnesses and ailments can cause issues with the musculoskeletal system. Pain and
movement restrictions can be brought on by ageing, traumas, congenital anomalies (birth
defects), and disease.

Question 4

a) Identify where each of the following glands from the endocrine system are located and briefly explain the
purpose of each.
 Hypothalamus

 This organ links your neurological system and endocrine system. Its primary function is to
instruct the pituitary gland to begin or stop producing hormones.
 Above the pituitary gland, below the thalamus, is the hypothalamus, which is about the size of
an almond. It is located at the base of your brain, immediately above the brainstem.
 Despite being quite small, the hypothalamus is essential for numerous vital processes,
including:
hormone release.
Upholding normal physiological cycles every day.
Regulating hunger.
Controlling sexual conduct.
Controlling emotional reactions.
Controlling core body temperature.
 The hypothalamus is made up of various clusters of nuclei that include neurons that react to
both neuronal input from various parts of the nervous system and non-neural stimuli such
changes in blood hormone levels and body temperature.
 The anterior pituitary receives the release of the thyrotropin-releasing hormone (TRH),

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 gonadotropin-releasing hormone (GnRH), growth hormone-releasing hormone (GHRH),
corticotropin-releasing hormone (CRH), somatostatin, and dopamine from the hypothalamus.

 Pituitary gland

 This is the main gland in your endocrine system. It instructs other glands in your body using
information it receives from your brain.
 At the base of the brain, the pituitary gland, which is about the size of a pea, is situated. By
nerve fibres and blood arteries, the gland is joined to the hypothalamus, a region of the brain that
affects the pituitary gland.
 It generates a variety of hormones. Each of these hormones has an impact on a particular
bodily component (a target organ or tissue). The pituitary is frequently referred to as the master
gland since it regulates the operation of the majority of other endocrine glands.
 It produces a number of vital hormones, such as growth hormone, prolactin, which aids
lactating mothers in producing milk, antidiuretic hormone (ADH) (vasopressin), which regulates
blood pressure and aids in body water balance by acting on the kidney, corticotropin/ACTH:
Adrenocorticotrophic hormone, which stimulates the production of certain hormones by the
adrenal gland, thyroid-stimulating hormone (TSH).
 Your pituitary gland's primary job is to make and release a number of hormones that assist
with vital biological processes, such as:
Growth.
Metabolism (how your body transforms and manages the energy from the food you eat)
(how your body transforms and manages the energy from the food you eat).
Reproduction.
reaction to trauma or stress.
Lactation.
Salt and water coexist in harmony.
childbirth and labour.

 Thyroid gland

 An endocrine gland in your neck is called the thyroid. Thyroxine (T4) and triiodothyronine, two
hormones that are released into the blood, are produced by it (T3). All of the cells in your body
require these hormones to function appropriately.
 Although men, teenagers, children, and even newborns can be afflicted, thyroid diseases seem
to mostly affect women. There are thyroid disorders, which may be temporary or permanent, in
about one in every twenty persons.
 The thyroid gland is situated directly below your Adam's apple in the front of your neck. It
consists of two lobes, the right and left, each about the size of a plum divided in half. The isthmus,
a tiny bridge of thyroid tissue, connects the two lobes. Your windpipe is bordered by the two lobes
on either side.
 The thyroid typically weighs 20 to 60 grammes. There are two fibrous capsules covering it. The
muscles of the voice box, as well as numerous significant arteries and nerves, are attached to the
outer capsule.
 The inner and outer capsules of the thyroid can shift and change positions when we swallow
because there is loose connective tissue between them.
 The thyroid tissue is made up of numerous tiny, separate lobules that are encased in delicate
connective tissue layers. These lobules have a lot of tiny sacs, or vesicles, known as follicles, in
which thyroid hormones are kept in tiny droplets.
 The thyroid gland creates hormones that control the body's metabolic rate, which affects bone
growth and maintenance, heart, muscle, and digestive function. A sufficient intake of iodine from
the diet is necessary for its proper operation.

 Parathyroid glands

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  Small endocrine glands called parathyroid glands are found in the necks of tetrapods like
humans. Four parathyroid glands are typically present in humans, and they can be found in
various places on the thyroid glands back.
 A low blood calcium level causes the parathyroid gland to create and secrete parathyroid
hormone, which is essential for controlling the levels of calcium in the bones and blood.
 The blood supply, venous drainage, and lymphatic drainage of the parathyroid glands are
comparable to those of the thyroid glands.
 The superior and inferior parathyroid glands, which arise from the fourth and higher third
pharyngeal pouches, respectively, respectively, are produced from the epithelial lining of these
two pharyngeal pouches.
 The migration of embryological structures causes a shift in the relative position of the inferior
and superior glands, which are termed according to their final location.
 States of either excess or insufficient parathyroid function are known as hyperparathyroidism
and hypoparathyroidism, respectively, and are characterised by changes in blood calcium levels
and bone metabolism.
 The body's calcium and phosphate levels must be kept within a very specific range by the
parathyroid glands in order for the neurological and muscular systems to operate normally. By
secreting parathyroid hormone, the parathyroid glands accomplish this (PTH).
 A little protein known as parathormone, or parathyroid hormone, regulates the equilibrium of
calcium and phosphate as well as bone physiology. Contrary to calcitonin's actions, parathyroid
hormone has them.
Calcium: By directly stimulating osteoblasts and indirectly activating osteoclasts (via the
RANK/RANKL pathway), which break down bone and release calcium, PTH raises blood
calcium levels. PTH enhances calcium conservation (reabsorption) by the kidneys and
increases gastrointestinal calcium absorption by activating vitamin D.
Phosphate: Through its effects on the kidney, PTH is the main regulator of serum
phosphate concentrations. It prevents phosphorus from being reabsorption in the proximal
tubule. The intestinal absorption of phosphate is increased by vitamin D activation.

 Adrenal glands

 The small, triangular-shaped adrenal glands, also called suprarenal glands, are found on top
of both kidneys.
 Your immune system, blood pressure, stress response, metabolism, and other critical
processes are all controlled by hormones that are produced by your adrenal glands.
 The cortex and the medulla, the two components that make up an adrenal gland, are each in
charge of manufacturing a separate hormone.
 Adrenal insufficiency (Addison's disease) can result from the adrenal glands producing
insufficient amounts of hormones.
 Nodules, either benign or malignant, that form on the adrenal glands have the potential to
produce too much of a number of hormones, resulting in a variety of health problems.
 The endocrine glands known as your adrenal glands are situated above your kidneys. These
include cortisol, aldosterone, and adrenaline, among many other crucial chemicals. The adrenal
hormones regulate your body's response to stress, blood pressure, metabolism, and other
biological processes.
 There are two primary components to an adrenal gland:
The largest and outermost portion of an adrenal gland is called the adrenal cortex. Three
distinct zones—the zona glomerulosa, zona fasciculata, and zona reticularis—make up this
region. Particular hormones are produced by each zone.
The middle of an adrenal gland contains the adrenal cortex and the adrenal medulla.
Adrenaline is one of the "stress hormones" it creates.

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  An adipose capsule that creates a protective layer around an adrenal gland encloses the
adrenal cortex and adrenal medulla.
 Your body's adrenal glands function by releasing specific hormones right into the
bloodstream. Some of these hormones are essential to life, and many of them have to do with how
the body reacts to stress. The actions carried out by the adrenal cortex and adrenal medulla, two
components of the adrenal glands, are unique and independent.
 An Addisonian crisis can result from adrenal insufficiency because stress cannot enhance
cortisol production. A life-threatening condition known as an Addisonian crisis is characterised by
low blood pressure, low blood sugar, and high blood potassium levels. You must get medical help
right away.

 Pineal gland

 Most vertebrates have a tiny endocrine gland called the pineal gland, sometimes known as the
conarium or epiphysis cerebri, in their brains. Melatonin, a hormone derived from serotonin that
regulates sleep cycles in both seasonal and circadian cycles, is produced by the pineal gland.
 The gland gets its name from the way it resembles a pine cone in shape. The pineal gland is
tucked in a groove where the two sides of the thalamus intersect in the epithalamus, which is
close to the centre of the brain and between the two hemispheres. 
 One of the circumventricular neuroendocrine secretory organs where blood solutes are
predominantly permeable to capillaries is the pineal gland.
 A midline, unpaired brain structure is the pineal gland. Its pine-cone shape gave rise to its
name. In humans, the gland is reddish-gray and measures 5-8 mm, or about the size of a rice
grain.
 The epithalamic structure known as the pineal gland, or pineal body, is located behind the
habenular commissure and between the lateral thalamic bodies. It is situated next to the corpora
quadrigemina in the quadrigeminal cistern. Additionally, it is situated behind the third ventricle and
is bathed in cerebrospinal fluid that enters the stalk of the gland through a small pineal recess of
the third ventricle.
 Functions of pineal gland includes:
Melatonin production is one of the pineal gland's functions. The most significant of
melatonin's several roles in the central nervous system is its assistance in regulating sleep
cycles. Light inhibits melatonin production whereas darkness stimulates it.
The suprachiasmatic nucleus (SCN) is synchronised to the day-night cycle by a signal sent
from light-sensitive nerve cells in the retina that sense light. The paraventricular nuclei
(PVN), the spinal cord, the sympathetic nervous system, the superior cervical ganglia
(SCG), and finally the pineal gland get the daylight information via nerve fibres after
leaving the SCN.

 Reproductive glands

 The testes in men and the ovaries in women are the gonads, which are the primary
reproductive organs. The sperm and ova are produced by these organs, which are termed
endocrine glands since they exude hormones.
 THE OVARY
A female has two ovaries. Just below the opening of the fallopian tubes, the ovaries are
situated on either side of the uterus. The tubes that run from the uterus to close to the
ovaries are these.
The egg cells required for reproduction are found in the ovaries. They also produce the
hormones progesterone and oestrogen.
These have an impact on a number of female traits and reproductive processes.
Estrogens are also essential for strong, healthy bones. Several hormones produced by the
hypothalamus and pituitary gland in the brain regulate the amounts of oestrogen and

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 progesterone in the body.
 THE TESTES
Men have two testicles. These oblong organs are suspended outside the male body in the
scrotum, a pouch of skin.
Sperm are created in the testes. Along with other hormones, they also produce
testosterone. Numerous male traits are influenced by these hormones, which also aid in
sperm production.
The strength and health of bones are significantly influenced by testosterone. Certain
hormones produced by the brain's hypothalamus and pituitary gland regulate the amount
of testosterone in the body.

 Pancreas

 An organ in the back of your abdomen is called the pancreas (belly). Your digestive system
includes it.
 Both an organ and a gland, the pancreas. The body's glands are organs that manufacture and
secrete chemicals.
 Two primary tasks are carried out by the pancreas:
Produces chemicals (enzymes) that aid in digesting as part of its exocrine function.
Function of the endocrine system: Releases hormones that regulate blood sugar levels.
 Your pancreas has an exocrine gland that runs the length of it. It generates enzymes that aid in
food digestion (digestion). The following enzymes are released by your pancreas:
Bile: A fluid made by the liver, and lipase work together to break down fats.
Amylase: Uses energy to break down carbs.
Protease: Protein breakdown agent, protease.
 When food enters the stomach:
Your pancreas produces pancreatic enzymes into tiny ducts (tubes) that run into the main
pancreatic duct when food reaches your stomach.
Your bile duct and your major pancreatic duct are connected. The bile is moved through
this duct from the liver to the gallbladder.
The duodenum is a section of the small intestine where bile travels after leaving the
gallbladder.
Your duodenum receives both bile and pancreatic enzymes, which break down food.
 The endocrine glands in your pancreas release hormones that control blood sugar (glucose).
These hormones are:
Insulin: Reduces high blood sugar levels.
Glucagon: Increases low blood sugar levels.

b) Describe the function of the endocrine system.

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 Hormone-producing glands make up the endocrine system. The body's chemical
messengers are called hormones. From one set of cells to another, they transport data and
instructions. The majority of our body's cells, organs, and functions are influenced by the
endocrine system. Hormones are released into the bloodstream by endocrine glands. The
hormones can now reach cells in other places of the body thanks to this.

The endocrine hormones play a role in the regulation of mood, development, metabolism,
and reproduction.  The amount of each hormone released is controlled by the endocrine
system. The number of hormones already present in the blood as well as other blood
constituents, such as calcium, may have a role in this. Stress, infections, and alterations in
the fluid and mineral balance of the blood are just a few of the many factors that can affect
hormone levels.  Any hormone in excess or too little can be harmful to the body. Many of
these issues can be treated with medications.

The appropriate balance will be kept by the endocrine system. Endocrine disorders and
other problems that impact your weight, emotions, development, and other aspects might
result from problems with the endocrine system. This is why it's so crucial to maintain the
best possible health of our systems, organs, and glands.

QUESTION 5
a) Identify the two parts of the nervous system and briefly explain their function.
1. CENTRAL NERVOUS SYSTEM:

 The  central nervous system  is made up of the brain and spinal cord.
 The brain directs our thoughts, memories, movements, and emotions. Between the brain and
the nerves that run throughout the body, the spinal cord relays messages.
 The body's systems and organs typically regulate a single bodily function, but the central
nervous system handles several tasks at once.
 It regulates every voluntary action, including breathing and blinking as well as involuntary
movements like walking and speaking. It also serves as the foundation for our perceptions,
feelings, and thoughts.
 More than any other organ or system in the body, the central nervous system is well protected.
The skull and spinal column bones, which provide a solid physical barrier to harm, are its main
line of protection. The synapse, a cavity filled with fluid beneath the bones, acts as a shock
absorber.

2. PERIPHERAL NERVOUS SYSTEM:

 The portion of your nervous system outside of your brain and spinal cord is known as your
peripheral nervous system (PNS). It is crucial for both relaying data from various regions of
your body back to your brain and carrying out instructions from your brain to various bodily
components.
 The messages to your heart and gut, for example, are automatic. You have influence over
certain of them, including those that regulate mobility.
 Autonomic and somatic are the two primary subsystems of the peripheral nervous system.
Autonomic: These nervous system operations are carried out by your brain automatically
and without your conscious awareness.
Somatic: You control these processes by thinking about them.
 Your peripheral nervous system accomplishes its three primary tasks using those two
subsystems:

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 Senses: Your PNS plays a critical role in providing your brain with information about the
environment. The somatic nervous system is responsible for this task.
Movement: All of the muscles in your body that you are conscious of controlling receive
control signals from your peripheral nerves. The somatic nervous system also
encompasses this profession.
Unconscious processes: Your brain uses this to carry out important tasks that don't require
your conscious thought. Blood pressure and heartbeat are two examples of this. You need
your autonomic nervous system to do this job.
 The nerves and ganglia make up the peripheral nervous system's organs. Similar to how
muscles are made up of bundles of muscle fibres, so are nerves. Peripheral organs including
muscles and glands are connected to the CNS by spinal and cranial nerves.

b) Describe the function of the nervous system.

 Functions of the nervous system includes:

Control  of body’s internal environment to maintain ‘homeostasis’
Programming of spinal cord reflexes
Memory  and learning
Voluntary control of movement
 Neurons are specialised cells that your nervous system uses to deliver signals or messages
throughout your body.
 These electrical signals are sent and received by your muscles, organs, glands, skin, and brain.
You can move your limbs and experience sensations like pain thanks to the communications.
 Signals sent by various neuronal types vary. Your muscles are told to move by motor neurons.
Your brain receives messages from sensory neurons that process information from your
senses.
 Other varieties of neurons manage automatic bodily functions like breathing, shivering, a
regular heartbeat, and food digestion.
 Information about your surroundings is taken in by your eyes, hearing, tongue, nose, and all of
the nerves throughout your body. Nerves then transfer that information to and from your brain.
 When a muscle contracts, it pulls on our bones to produce movement. The neurological
system, however, is what actually stimulates the muscles and causes them to contract.
Muscle could not function without the neural impulses of the neurological system.

QUESTION 6
a) Draw an arrow to identify the parts of the digestive system to their location on the diagram.

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 Oesophagus

Liver

Stomach

Gall bladder

Duodenum

Jejunum

Ileum

Colon

Rectum

Anus

b) Describe the function of the digestive system, including how waste is removed from the body.

 Food is broken down by the digestive system into nutrients like proteins, lipids, and carbs. The
body can utilise them for energy, growth, and repair after they are absorbed into the
bloodstream. Waste materials are thrown away like faeces.

 The stomach, small intestine, and large intestine are the three main digestive organs in
humans.

 The pancreas, gallbladder, and liver are examples of accessory organs.

 FUNCTIONS OF EACH ORGANS:

 Stomach: Gastric fluids and muscular churning are used in the stomach's chemical and
mechanical digestion of food.

 Small Intestine: The majority of absorption takes place in the small intestine.

 Large Intestine: Water can be added to or taken out of the faeces before excretion in the large
intestine, where the microbiota ferments the dietary residue.

 Liver: Bile is created by the liver, which also processes nutrients taken in from the small
intestine.
 The process of removal of waste products from the body is known as  excretion.
 The human body removes waste products such as urea and other nitrogenous wastes from
the body by kidney.

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  Kidneys are the major excretory organs that filter blood containing soluble wastes and excrete
them in the form of urine. Urine is formed in her three main stages: glomerular filtration,
reabsorption and secretion.
 Composed of 95% water and 5% waste products (sodium, potassium, calcium ions, etc.) and
nitrogen waste products (creatinine, urea, ammonia, etc.).
 Undigested waste, called feces, is removed from the colon through the rectum after digestion.

QUESTION 7
a) Identify the four main parts of the urinary system and provide a brief explanation of the function of each.

1. KIDNEYS:
 In vertebrates, the kidneys are two reddish-brown, bean-shaped organs. They are around 12
centimetres (4+12 inches) in length in adult humans and are situated on the left and right sides
of the retroperitoneal region.
 Blood enters them through the paired renal arteries, and it leaves through the paired renal
veins.
 A ureter, a tube that transports expelled urine to the bladder, is connected to each kidney.
 These organs operate continuously. Your body excretes waste through urine, which they filter
from your blood. Your two kidneys are located directly below your rib cage, one on each side
of the back of your abdomen. As large as your fist, each kidney is.
 The following processes are carried out by the kidneys, which are potent chemical factories:
Eliminate drugs from the body,
Eliminate trash from the body, and balance the body's fluids
Release of blood pressure-regulating hormones
Create a vitamin D active form that supports strong, healthy bones
Govern the red blood cell formation
 Up to a million nephrons, or functional units, can be found in each kidney. A tubule and a
glomerulus, a collection of microscopic blood arteries used for filtration, make up a nephron.
The glomerulus filters the blood as it enters, and the liquid that is left then travels along the
tubule. According to the body's requirements, chemicals and water are either added to or
subtracted from this filtered fluid in the tubule, with the result being the urine we expel.
 About 200 quarts of fluid are filtered and returned to the bloodstream by the kidneys every 24
hours as part of their life-sustaining function. Two quarts of urine are excreted from the body,
and around 198 quarts are retrieved.
 The bladder has been holding onto the pee we expel for anywhere between one and eight
hours.

2. URETERS:
 Urine is transported from the kidneys to the bladder via smooth muscular tubes known as
ureters. The ureters in an adult human are typically 3–4 mm (0.1–0.26 in) in diameter and 20–30
cm (8–12 in) length.
 Urothelial cells, a type of transitional epithelium, line the ureter, which also possesses an extra
smooth muscle layer in its lower third that aids in peristalsis.
 A part of the urinary system are the ureters. The kidneys' output of urine flows through the
ureters and into the bladder. Peristalsis, a type of regular contraction, accomplishes this.
 Urinary fluid is moved from the kidneys and into the bladder by ureteric contractions. Every 10
to 15 seconds, the ureters, which are continually active, drain urine into the bladder.
 The kidneys play an important role in the body's waste removal process as well as fluid
balance, hormone release to manage blood pressure, and red blood cell synthesis.

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  The bladder is a muscular organ that contracts to release urine, much like the ureters. Up to
two cups of pee can be stored in the bladder of the typical adult.

3. BLADDER
 Just above and behind the pubic bone in the pelvis, the urine bladder is a muscular sac. The
bladder is roughly the size and shape of a pear when it is empty.
 The kidneys produce urine, which then passes via two tubes called ureters and into the
bladder. Urination can be restricted and rare thanks to the bladder's ability to hold pee. Layers
of muscle tissue that stretch to contain pee line the bladder. The bladder typically holds 400–
600 mL of fluid.
 The bladder muscles contract and two sphincters (valves) open to let urine flow out during
urination. The urethra, which transports urine outside the body, receives urine when it leaves
the bladder.
 The urethra in men is 8 inches longer than in women due to the fact that it goes through the
penis (1.5 inches).
 The bladder has two main functions which are the  storage and emptying of urine.
 Remove waste from the blood in the form of urine. Keep substances stable in the blood. Make
erythropoietin, a hormone which helps make red blood cells.

4. URETHRA:
 For the elimination of urine from the body in both males and females, the urethra is a tube that
joins the urinary bladder with the urinary meatus.
 While the female urethra in marsupials empties into the urogenital sinus, it connects to the
urinary meatus above the vagina in humans and other primates.
 Males use their urethra for both urine and ejaculation, but females just use it for urination.
 Urine travels from the bladder through the urethra before exiting the body. In order to
aggressively release the urine in a pressured stream during urination, the smooth muscle
lining the urethra relaxes in conjunction with bladder contraction(s). T
 he bladder then goes back to its relaxed, quiescent condition as the urethra restores muscle
tone by contracting the smooth muscle layer. To arrange and unite mechanical force and
electrical signalling, urethral smooth muscle cells are mechanically connected to one another.

b) Describe the function of the urinary system as a whole, including its role in regulating fluid and electrolyte
balance in the body.

 Urine travels from the bladder through the urethra before exiting the body. In order to
aggressively release the urine in a pressured stream during urination, the smooth muscle
lining the urethra relaxes in conjunction with bladder contraction(s).
 The bladder then goes back to its relaxed, quiescent condition as the urethra restores muscle
tone by contracting the smooth muscle layer. To arrange and unite mechanical force and
electrical signalling, urethral smooth muscle cells are mechanically connected to one another.
 The urinary system keeps toxins and waste from accumulating in your blood. It also:
helps control the levels of chemicals and salts in your blood, maintains your body's water
balance, supports the production of red blood cells, and helps keep bones strong and
healthy.
 A mixture of trash and extra fluid is present in the urine that accumulates. It travels to your
bladder where it is stored. The bladder wall's muscles remain loose so that the bladder can
expand as it fills. To retain urine in your bladder until you're ready to use the restroom, other
muscles act as a barrier.
 The brain communicates with your bladder, telling it when to save urine and when to release
it. When urine leaks from the bladder unintentionally or accidentally, it is said to have urinary

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 incontinence.
 By controlling the quantity of water discharged in the urine, the urinary system maintains the
proper fluid volume. Its duties also include regulating the levels of different electrolytes in
bodily fluids and preserving a balanced pH in the blood.
 The typical adult will consume roughly 3 quarts (2500 mL) of watery fluid every day. The latter
stages of aerobic respiration, which account for the majority of intake, generate roughly 230
mL (8 ounces) of daily fluid through metabolic processes. A similar amount of water (2500 mL)
also exits the body every day through various channels; the majority of this water loss is
eliminated by urine. Through mechanisms that remove water from the filtrate and urine, the
kidneys can also modify blood volume. When you are dehydrated, the kidneys preserve water
for you, and when it's required to get rid of extra water, they might make urine more diluted.
Without overt sweating, water is lost through the skin by evaporation from the skin's surface
and from air expelled from the lungs. Because a person is typically unconscious of it, this sort
of water loss is known as insensible water loss.
 The ratio of solutes to solvent volume in a solution is known as osmolality. Thus, the ratio of
solutes to water in blood plasma is known as plasma osmolality. A person's level of hydration
is indicated by their plasma osmolality measurement. A healthy body uses a number of
systems to control both water intake and output to keep plasma osmolality within a specific
range.
 Ions, also known as electrolytes, are found in the body in huge quantities and serve a variety of
purposes. Some ions aid in the movement of electrical impulses across the cell membranes of
muscles and neurons. In enzymes, other ions aid in stabilising the protein structures. Others
help the endocrine glands release hormones. The osmotic balance, which regulates the flow
of water between cells and their surroundings, is influenced by all of the ions present in
plasma.

QUESTION 8
a) Identify the five main parts of the female reproductive system and provide a brief explanation of their
function.

1. OVARIES:
 The female reproductive system includes an organ called the ovary, which creates an ovum.
When released, this moves into the uterus via the fallopian tube and might be fertilised by a
sperm.
 Each side of the body contains an ovary. The ovaries also release hormones that are important
for fertility and the menstrual cycle.
 The ovary develops through a number of stages, starting in the prenatal stage and ending with
menopause. Because it secretes a number of different hormones, it is also an endocrine gland.
 The female gonads are regarded as the ovaries. The ovarian fossa, where each ovary is
situated, is an area that runs along to the uterus' lateral wall.
 The area in front of the ureter and internal iliac artery, and bordered by the external iliac artery,
is known as the ovarian fossa. This region measures around 4 cm by 3 cm by 2 cm.
 FUNCTIONS:
The ovary starts secreting more and more hormones at puberty. The hormones trigger the
development of secondary sex traits. Starting with adolescence, the ovary undergoes
structural and functional changes.
The ability of the ovaries to control hormones makes them crucial to fertility and
conception. Several feedback mechanisms activate the endocrine system after the
discharge of egg cells (oocytes) from the Fallopian tube, which changes the hormone
levels. The hypothalamus and pituitary glands are in charge of regulating these feedback
systems.
The hypothalamus transmits signals or messages to the pituitary gland. The ovaries then

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 receive the hormones that the pituitary gland releases. The ovaries release their own
hormones as a result of this signalling.

2. UTERUS:
 The primary hormone-responsive, secondary sex organ of the female reproductive system in
humans and the majority of other mammals is the uterus, also known as the womb.
 The phrase "in utero" refers to activities that take place inside the uterus. In a human, the
uterus's top end, the fundus, is attached to the fallopian tubes, while the lower end, the cervix,
opens into the vagina.
 The embryo and later the foetus grow inside the uterus during gestation.
 The paramesonephric ducts, which combine to form the single organ known as a simplex
uterus, help the uterus grow in the human embryo.
 The human uterus is situated in the pelvic area, in front of the sigmoid colon, behind and
virtually above the bladder. The human uterus has a pear-shaped form and measures
approximately 7.6 cm (3.0 in) in length, 4.5 cm (1.8 in) in width, and 3.0 cm (1.2 in) in thickness.
 An adult uterus typically weighs 60 grammes. The fundus, which is the rounded top of the
uterus, the corpus (body), the cervix, and the cervical canal are the four anatomical divisions of
the uterus. Into the vagina protrudes the cervix.
 Ligaments, which are a component of the endopelvic fascia, hold the uterus in place within the
pelvis. The pubocervical ligaments, cardinal ligaments, and uterosacral ligaments are some of
these ligaments.
 The broad ligament, which forms the peritoneum, folds over it like a sheet.
 FUNCTIONS:
The uterus's role in reproduction is to receive a fertilised ovum from the fallopian tube
as it travels via the utero-tubal junction. A blastocyst, which implants into the
endometrium and receives sustenance from blood vessels that grow specifically for
this purpose, develops from the fertilised ovum after it divides mitotically to produce a
blastocyst. The fertilised ovum develops into an embryo, connects to the uterine wall,
forms a placenta, and continues to grow until birthing.
By guiding blood flow to the pelvis, ovaries, and external genitalia, the uterus also
contributes to the sexual response.

3. VAGINA:
 The female genital tract's elastic, muscular portion is called the vagina.
 It stretches from the vestibule to the cervix in humans. The hymen, a thin layer of mucosal
tissue, generally covers a portion of the outer vaginal opening. The cervix, or neck of the
uterus, protrudes into the vagina at the deep end. The vagina facilitates both birth and sexual
activity.
 It also facilitates the flow of menstrual blood, a process essential to the menstrual cycle in both
humans and closely related primates.
 The uterus, cervix, and vaginal epithelium are the main sources of vaginal secretions, while
tiny amounts of vaginal lubrication are produced by the Bartholin's glands in response to
sexual desire.
 Vaginal secretions can rise during sexual desire, the middle or just before menstruation, or
during pregnancy. It takes very little vaginal secretion to make the vagina moist. Menstruation
is the term for the regular passage of blood and mucosal tissue (sometimes referred to as
menses) via the vagina.
 The regular, natural shift in the female reproductive system (particularly the uterus and
ovaries) that takes place during the menstrual cycle affects the thickness and composition of
the vaginal mucous membrane, which makes conception feasible.

4. FALLOPIAN TUBE:
 The paired tubes that connect the uterus to the ovaries in a female human are known as
fallopian tubes, uterine tubes, oviducts, or salpinges. Other mammals only refer to them as

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 oviducts.
 Each tube is a muscular hollow organ with an exterior diameter of 1 cm, ranging in length from
10 to 14 cm on average. The intramural portion, isthmus, ampulla, and infundibulum with
related fimbriae are its four described sections.
 Each tube has two openings: a distal entrance, which opens to the abdomen, and a proximal
opening, which opens to the uterus.
 The mesosalpinx, a portion of the broad ligament mesentery that wraps around the tubes,
holds the fallopian tubes in place.
 The mesovarium, which is a component of the wide ligament, suspends the ovaries in
position.
 FUNCTIONS:
An egg can go from the ovary to the uterus through the fallopian tube. A spherical
cluster of cells known as an ovarian follicle surrounds an oocyte as it develops in an
ovary.
The primary oocyte completes meiosis I just prior to ovulation, resulting in the
formation of the first polar body, and a secondary oocyte that is stopped in meiosis II's
metaphase.
The secondary oocyte is expelled from the ovary at ovulation in the menstrual cycle.
The secondary oocyte is able to escape when the follicle and ovary's wall rupture.
The secondary oocyte moves to the ampulla after being trapped by the fallopian tube's
fimbriated end. Here, the egg can receive sperm fertilisation.
Normal sperm contact and fertilisation take place in the ampulla, where meiosis II is
swiftly finished. The ovum is now referred to as a zygote after fertilisation and moves in
the direction of the uterus with the assistance of the hair-like cilia and the contraction
of the fallopian tube muscle. The fallopian tube is essential for the early embryo's
growth. The new embryo reaches the uterine canal after approximately five days, and
on the sixth day or so, it implants on the uterine wall.

2. CERVIX:
 The lowest portion of the uterus (womb) of the human female reproductive system is known
as the cervix or cervix uteri. The cervix typically measures 2 to 3 cm (1 inch) in length and has a
generally cylindrical form, however this can fluctuate throughout pregnancy.
 Along its entire length, the uterine cavity and vaginal lumen are connected by the small,
central cervical canal. The external os is the opening into the vagina, and the internal os is the
opening into the uterus.
 The vaginal region of the cervix, sometimes called the ectocervix, protrudes into the top of the
vagina.
 Sperm enter the uterus through the cervical canal after being stimulated by estradiol during
sexual activity and in certain cases after artificial insemination.
 Cervical crypts, infoldings of the endocervix, which serve as a reservoir and release sperm
over several hours to maximise the possibility of fertilisation, still contain some sperm.
 According to one theory, during orgasms, the cervical and uterine muscles spasm, drawing
semen into the uterus. Despite the "upsuck idea" being widely accepted for a while, it has
been challenged because of a lack of supporting data, a limited sample size, and
methodological flaws.

b) Identify the three main parts of the male reproductive system and provide a brief explanation of their
function.

1. TESTIS:
 The male gonad, also known as a testicle or testis, is present in all bilaterians, including
humans. It resembles the female ovary in structure.
 The testes are organs that produce sperm as well as androgens, primarily testosterone.

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  The anterior pituitary luteinizing hormone regulates the release of testosterone, whereas the
anterior pituitary follicle-stimulating hormone and gonadal testosterone jointly regulate sperm
generation.
 The testes are where sperm and testosterone, the main hormone involved in male sex, are
produced. Seminiferous tubules, coiling collections of tubes, are found inside the testes.
 Through a process known as spermatogenesis, these tubules are in charge of creating the
sperm cells.

2. VAS DEFERNS
 Many vertebrates have a male reproductive system that includes the ductus deferens or vas
deferens. In preparation for ejaculation, the ducts move sperm from the epididymis to the
ejaculatory ducts.
 The inguinal canal serves as the exit point for the vas deferens, a partially coiled tube from the
abdominal cavity.
 The smooth muscle in the walls of the vas deferens contracts reflexively during ejaculation,
which propels the sperm forward. Peristalsis is another name for this.
 The mass of semen, the seminal vesicles, the prostate gland, and the bulbourethral glands,
which are male accessory sex glands, partially mix with the sperm when it is transmitted from
each vas deferens into the urethra.

3. MALE ACCESSORY GLAND:

 The prostate gland, bulbourethral glands, and seminal vesicles are examples of male
accessory glands (MAG) in humans. In insects, seminal fluid proteins produced by the male
accessory glands are mixed with the sperm to store and protect it.
 These glands release fluid to feed the sperm.
 The ampullary gland, seminal vesicles, prostate, bulbourethral gland, and urethral glands are
the male accessory glands.
Ampullary glands: These simple columnar epithelium-lined, branched tubular glands
are each an expansion of the terminal section of the vas deferens. The cat lacks these
glands, while boars have underdeveloped versions of the normal tubular glands found
in ruminants, horses, and dogs.
Seminal Vesicles: These glands' main ducts are lined with stratified columnar
epithelium, while their secretory endpieces are lined with plain columnar epithelium.
Horses, ruminants, and swine all have these glands in some form, but carnivores do
not have them. Spermatozoa are transported through seminal fluid, which is the
gland's output.
Prostate Gland: The body and the disseminated portion of the prostate gland can be
crudely separated. This complex tubuloalveolar gland is lined by a low cuboidal to low
columnar epithelium and is predominantly made up of serous secretory end pieces.
Bulbourethral Glands: These paired, compound tubuloalveloar glands have a
straightforward columnar epithelium lining them. Along with skeletal muscle from the
bulbospongiosus and urethral muscles, a capsule of dense connective tissue also
contains some smooth muscle.

c) Describe the function of the human reproductive system.

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 To ensure the survival of the species, the reproductive system's primary role is. For an individual's
survival, other bodily systems like the endocrine and urinary systems operate nonstop to maintain
homeostasis. A person can live a long, healthy, and happy life without having children, but for the
species to survive, at least some of the individuals need to have children. The reproductive system
serves four purposes in the context of procreation:
To create sperm and egg cells
To move and support these cells
To raise the children as they grow
Creating hormones
The primary and secondary, or accessory, reproductive organs each perform some of these tasks. The
ovaries and testes are the two main reproductive organs, or gonads. Gametes (egg and sperm cells)
and hormone production occur in these organs.
These hormones play a role in the development of sexual traits, the maturation of the reproductive
system, and the control of the reproductive system's typical physiology. Secondary or accessory
reproductive organs are all additional reproductive organs, ducts, and glands in the reproductive
system. The gametes are transported, maintained, and the growing progeny are nurtured by these
structures.

QUESTION 9
a) Provide a definition of the integumentary system and explain its function.

 The major organ of the body that physically separates the internal environment it protects and
maintains from the exterior environment is the integumentary system. The epidermis, dermis,
hypodermis, related glands, hair, and nails are all a part of the integumentary system.
 This system performs a variety of complex tasks in addition to serving as a barrier, including
controlling body temperature, maintaining cell fluid, synthesising vitamin D, and detecting
stimuli. In order to do these tasks, the system's numerous parts cooperate. For instance,
thermoreceptors, which control peripheral blood flow, perspiration intensity, and body hair,
regulate body temperature.
 Function of the Integumentary System

o Helps to protect the body's tissues and organs.

o Protects against infections and foreign invaders.
o Keeps the body from becoming dehydrated (by storing water)
o Helps to maintain a stable body temperature.
o Transports and gets rid of waste materials.

b) Identify the three layers of tissue of human skin.

Top layer EPIDERMIS

Middle layer DERMIS

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 Deepest layer HYPODERMIS

c) Draw an arrow to identify the parts of the integumentary system to their location on the diagram

Hair

Epidermis

Sebaceous gland

Sweat gland duct

Dermis

Subcutaneous layer

Nerve

Touch receptor

QUESTION 10
Describe the function of the lymphatic system. In your response, identify the six lymphatic organs.

In vertebrates, the lymphatic system, also known as the lymphoid system, is an organ system that is a
part of the immune system and works in conjunction with the circulatory system. Lymphatic tissues,
lymph nodes, lymphatic or lymphoid organs, and a vast network of lymphatic veins make up this
system. The veins return lymph, a clear fluid, to the heart for recirculation.
Immune defence is the other primary purpose. In that it contains germs, proteins, and cellular waste
along with waste products and cellular debris, lymph is remarkably similar to blood plasma. Most of
the lymph's cells are lymphocytes. Associated lymphoid organs are made of lymphoid tissue and
serve as either the loci for producing or activating lymphocytes.

 The lymphatic system performs several interconnected tasks: 

It is in charge of eliminating interstitial fluid from tissues.
It takes in and moves digestive system lipids and fatty acids as chyle.
It moves white blood cells into the bones and away from the lymph nodes.
Dendritic cells and other antigen-presenting cells are transported by the lymph to the lymph
nodes, where they activate the immune system.

 The components of the lymphatic system are:

 Among the primary lymphoid organs are the thymus and bone marrow. They produce
lymphocytes, which are unique immune system cells. The lymph nodes, spleen, tonsils, and
specific tissue in the body's numerous mucous membrane layers are all examples of
secondary lymphoid organs (for instance in the bowel). The immune system's cells actually
carry out their primary function of warding off pathogens and foreign objects in these organs.

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  LYMPHATIC ORGANS INCLUDE:
 Bone Marrow
 Thymus
 Lymph Nodes
 Spleen
 Tonsils
 Mucus Membranes

QUESTION 11
Describe in one paragraph each how each of the following functions occurs in the human body.
a) Smell

Taste and smell both developed from far simpler analyzers. This analyzer was
developed to search the environment of a certain organism for potentially harmful
compounds. Compared to other vertebrates, humans have a far less developed sense
of smell. In the so-called olfactory region, which has an area of roughly 4 square
centimetres, olfactory cells are concentrated in the top section of the nasal cavity. A
total of 15,000 000 bipolar neuronal cells make up the olfactory epithelium. The ends of
their dendrites are short ciliated. The hydrophilic mucus is where these cilia dunk. The
olfactory receptor is an intriguing device. Only a small bone plate separates the brain
from the surrounding environment in this location. Olfactory neurons' axons pass
through the cribriform plate's thin layer and enter the brain. Depending on the chemical
makeup of the effluvium (odorant), one of two processes may take place when it enters
the olfactory region:

 Odorant is hydrophilic, resolving in hydrophilic mucus and activating olfactory

neuron receptors.

 Olfactory neurons can recognise an odorant only after it has been attached to an
OBD (odorant binding protein). OBD is located farther down in the mucus. There
are numerous distinct OBDs, and some of them act both in olfaction and taste
perception.

 Typically, odorants are tiny compounds with no more than 20 carbon atoms.

b) Taste

Flavor buds contain the receptors for taste. Papillae are microscopic structures that
house taste buds. The surface of the tongue, soft palate, and oesophagus all have
papillae. The five primary flavours that humans can distinguish are bitter, sweet, umami,
sour, and salty. Bitterness presumably evolved as a warning indicator of harmful
compounds during the course of evolution. a result of which is to stop an animal from
eating such a food. However, back then, umami and sweetness were signs of
wholesome, nutrient-rich cuisine. Up to 10,000 taste buds with 100 sensory cells apiece
make up the tongue. Microvilli furnish the apical pole of every cell. Taste serves a variety
of purposes.

Taste alerts us to the food's nutritional value before we eat it.

To keep us safe, taste aids in the detection of poisons in food.

Taste connects our internal wants and our exterior world (hunger and thirst).

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 The pleasure and need-satisfaction food provides encourages us to eat by preparing our
bodies to absorb (ingest) it.

Up to 10,000 taste buds with 100 sensory cells apiece make up the tongue. Microvilli furnish
the apical pole of every cell.

c) Vision

Your eye and brain work together in a variety of ways to give you the ability to see.
Your vision is made up of this. Your eye's lens, retina, and optic nerve are all crucial
components that enable you to convert light and electrical signals into images. Your
ability to see the world around you depends on your vision. Your eyesight is
supported by a number of interconnected parts in your eye and brain. These
components comprise:

o Lens.

o Retina.

o Optic nerve.

Each component converts electrical and optical data into visible images. We can be
aware of our environment thanks to our vision. We learn 80% of the time through
our sense of sight. Your eye functions similarly to how a camera does. When you
gaze at anything, light that is reflected from the thing enters your eyes through your
pupil and is focussed by the optical parts of your eye. The cornea, iris, pupil, and lens
make up the front of the eye, which focuses light onto the retina. The membrane
that covers the back of the eye and is light-sensitive is called the retina. Millions of
nerve cells make up this membrane, which comes together to create the vast optic
nerve behind the eye.

d) Equilibrium

The perception of balance and spatial orientation is known as equilibrioception, or the sense of
balance. Both people and nonhuman animals are kept from falling over when standing or moving. The
vestibular system is the inner ear's sensory system that aids in maintaining the body's postural
balance. The coordination of the position of the head and the movement of the eyes depends on the
information provided by the vestibular system. System of the Vestibular (Equilibrium) The inner ear is
in charge of encoding information concerning equilibrium, or the feeling of balance, along with
audition. Similar mechanoreceptors, which are hair cells with stereocilia, sense our bodies' motion as
well as the position and movement of our heads.

e) Hearing

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 The ability to receive sounds through an organ, such as the ear, by detecting vibrations as periodic
changes in the pressure of an environment is known as hearing or auditory perception. The study of
hearing is known as auditory science. Any material, whether solid, liquid, or gaseous, can carry sound.
It belongs to the conventional set of five senses. Hearing loss refers to a partial or complete loss of
hearing. The human ear is an organ of equilibrium and hearing that analyses and detects sound via
transduction (or the conversion of sound waves into electrochemical impulses) and keeps the body
balanced (equilibrium).

QUESTION 12
a) Provide a definition of ’cells’.

The fundamental units of all living things are cells. There are many billions of cells in a human body.
They give the body structure, absorb nutrients from meals, turn those nutrients into energy, and
perform certain tasks. Complex cells have many parts that each serve a different purpose within an
organism. Similar to constructing bricks, they come in a variety of sizes and shapes. The cells that
make up our body come in a variety of sizes and forms.

b) Identify the components of a cell as shown in the figure below:

NUCLEOUS
A.

NUCLEOLUS
B.

ROUGH ENDOPLASMIC RETICULAM

C.

SMOOTH ENDOPLASMIC RETICULAM

D.

CYTOSOL
E.

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 MITOCHONDRION
F.

MICROTUBULES
G.

PLASMA MEMBRANE
H.

MICROFILAMENTS
I.

LYSOSOMES
J.

SECRETORY VESICLES
K.

GOLGI APPARATUS
L.

CENTRIOLE
M.

CISTERNA
N.

NUCLEAR PORES
O.

PEROXISOME
P.

RIBOSOMES (FREE)
Q.

RIBOSOMES(ATTACHED)
R.

CHROMATIN
S.

c) Explain the function of the following:

Mitochondria The production of energy by oxidative phosphorylation is the

mitochondria's most significant job. Additionally, it contributes to the
following process:
 Controls the cell's metabolic activities.
 Encourages the development of new cells and cell division
 Aids in the liver cells' ammonia detoxification
 Contributes significantly to apoptosis, or programmed cell death
 Responsible for producing several hormones like testosterone and
oestrogen as well as specific blood components
 Helps to maintain a sufficient concentration of calcium ions inside
the cell's compartments.
 Additionally, it participates in a number of biological processes,

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 including cell proliferation, differentiation, signalling, and
senescence. It also regulates the cell cycle.

Ribosomes The critical ribosomal function comprises:

 It puts together amino acids to create proteins, which are
necessary for carrying out biological processes.
 DNA transcription causes the DNA to create mRNA.
 Protein synthesis begins with the movement of the mRNA from the
nucleus to the cytoplasm.
 Around the mRNA polymers in the cytoplasm are the ribosomal
subunits. After that, the tRNA creates proteins.
 Protein synthesis takes place on ribosomes.
 The proteins produced by bound ribosomes are transferred outside
of the cell, while the proteins produced in the cytoplasm are used in
the cytoplasm itself.

Golgi apparatus  The Golgi body is made up of five to eight cisternae, or cup-shaped
series of compartments. T
 he Golgi apparatus is made up of layered pouches that are
flattened and disk-shaped. Typically, a Golgi stack has between 4
and 8 cisternae. However, some protists have up to 60 cisterns.
There are 40 to 100 stacks of cisternae in a mammalian cell.
 The number of Golgi stacks in an animal cell typically ranges from
10 to 20, and they are linked by tubular connections. Mostly located
close to the nucleus is the golgi complex.

Nucleus The following are crucial nuclear activities:

 It regulates the cell's growth and reproduction and holds the
genetic information.
 The genetic makeup of a cell is contained in the nucleus, which
has been explained in detail as a membrane-bound structure.
 In addition to serving as a DNA storage space, it also serves as the
location of various significant cellular functions.
 In the nucleus, one's DNA can be duplicated first and foremost.
DNA replication is the process that creates an exact duplicate of
the DNA.
 Cell division begins with the creation of two identical copies of the
body or host, with each new cell receiving a unique set of
instructions.
 Second, transcription takes place in the nucleus. Different RNA
types are produced by transcription from DNA.
 Making copies of individual pages of the instructions for the human
body that may be moved outside of the cell and read by the rest of
the body is analogous to transcription.
 DNA gets transcribed into RNA, and then into proteins, according to
the fundamental biological principle.

Lysosomes  Lysosomes' main job is to digest food and get rid of trash. The
endocytosis process draws cellular waste or foreign particles into
the cell.
 Endocytosis occurs when the cell membrane collapses in on itself
(invagination), enclosing the exterior components in a vacuole or
pouch before bringing them into the cell.
 On the other hand, the process of autophagocytosis or autophagy

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 breaks down rejected wastes and other compounds that originate
from within the cell.
 Through a natural, controlled mechanism, autophagy entails the
disintegration or decay of the cellular components.

Endoplasmic reticulum  Large and active, the endoplasmic reticulum (ER) plays a variety of
(smooth and rough) functions in the cell, including calcium storage, protein synthesis,
and lipid metabolism. Different domains, which are composed of
tubules, sheets, and the nuclear envelope, carry out the various ER
activities.
 The rough ER, studded with millions of membrane bound
ribosomes, is involved with the production, folding, quality control
and despatch of some proteins.
 Smooth ER is largely associated with lipid (fat) manufacture and
metabolism and steroid production hormone production. It also has
a detoxification function.

d) Provide a definition of human body tissue. In your answer, identify the four principal types of tissue and
briefly explain their function.

 A collection of cells with comparable structures and responsibilities makes forms a tissue.

 The body's four primary tissue types are as follows:

o Epithelial tissue: Glands and tissues that cover the inside and outside of the body are
considered epithelial tissue. The functions of epithelial tissues include absorption, secretion,
protection, transportation, receptor activity, etc. These cells must regenerate quickly in
order to be protective.

o Connective tissue: It binds the body's components together and supports it. Transportation
of nutrients and metabolites between organs directly by diffusion is one of the connective
tissue's main tasks.

Immunological protection (fights invading cells via inflammation)

Structural backing

Repair of tissues (after injury)

o Muscular tissue: It connects to the bones and allows the body to move and transport
chemicals. A person can move, speak, and chew thanks to their muscles. They manage
digestion, respiration, and heartbeat. The muscular system is also necessary for other,
seemingly unrelated processes including controlling body temperature and eyesight.

o Nervous tissue: It carries nerve impulses throughout the body. Nerve impulses are
produced and carried by neurons. They do this by secreting chemical neurotransmitters,
which they use to generate electrical signals that are conveyed over long distances.

Adapts to stimuli

Carries out integration and communication

Protects nerve cells from electrical current and clears trash

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 Carries messages to the cell body from other neurons.

e) Identify the 11 major organ systems of the human body.

1.   Integumentary System

2. Skeletal System

3. Muscular System

4. Nervous System

5. Endocrine System

6. Cardiovascular System

7. Lymphatic System

8. Respiratory System

9. Digestive System

10. Urinary System

11. Reproductive System (Female and Male)

QUESTION 13
a) Explain how food and nutrition affect health and contribute to a healthy body.

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 Eating healthfully lowers the risk of physical health issues like diabetes and heart disease. It also
benefits your general health, energy levels, and sleeping habits. You may have observed that your
mood frequently influences the foods you select as well as the amount of food you consume. Our
bodies receive the "information" and "resources" they require to function effectively from the food we
eat. Our metabolic functions weaken, and our health deteriorates, if the proper information is not
received. Healthy eating reduces the chance of developing physical health problems like diabetes and
heart disease. Your general health, energy levels, and sleeping patterns are also improved. You may
have noticed that your mood frequently affects both the foods you choose and the quantity of food
you eat. The food we eat gives our bodies the "information" and "resources" they need to work
properly. If the correct information is not obtained, our metabolic processes weaken and our health
declines. Roper nutrition offers the vitamins and minerals the body requires for proper operation.
Therefore, what we eat directly affects how we feel overall. Your body will function properly if you have
the right nutrition for it. On the other hand, if you have bad eating habits, you'll have a higher
probability of getting sick and experiencing difficulties.

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b) In the following table, explain the purpose of each food type and what foods or other locations it may be obtained from.

Food type Purpose Where it may be obtained

Protein In order for your body to repair damaged cells and create new Plant-based foods (fruits, vegetables, grains, nuts, and seeds)
ones, you need protein in your diet. Children, teenagers, and frequently lack one or more essential amino acids, but animal-
expectant women all need protein for healthy growth and based foods (meat, chicken, fish, eggs, and dairy products) are
development. frequently good sources of complete protein.

Carbohydrate The body receives glucose from carbohydrates, which is then A vast variety of both good and bad foods, including bread,
transformed into energy for maintaining biological processes beans, milk, popcorn, potatoes, cookies, spaghetti, soft drinks,
and engaging in physical activity. corn, and cherry pie, include carbohydrates. They can take on
various shapes as well. Starches, fibres, and sugars are the most
prevalent and plentiful types.

Fat Triglycerides, cholesterol, and other critical fatty acids—what the Saturated fat is present in even seemingly healthful foods like
medical community refers to as fats that the body cannot chicken and almonds, albeit in considerably smaller proportions
produce on its own—store energy, keep us warm, and safeguard than those in beef, cheese, and ice cream. Although plant foods
our vital organs. They serve as messengers, facilitating the work like coconut, coconut oil, palm oil, and palm kernel oil are high in
that proteins do. saturated fats, saturated fat is mostly found in animal meals.

Vitamin A Retinol, another name for vitamin A, serves a number of crucial Vitamin A comes from two different places: Fish, organ meats
roles. Among them is assisting the immune system, your body's (such as liver), dairy products, and eggs all contain preformed
natural defence against disease and infection. improving visibility vitamin A. Your body converts provitamin A carotenoids into
in low light. vitamin A. Fruits, vegetables, and other plant-based foods
contain them.

Vitamin B1 (Thiamine) Vitamin A's other name, retinol, performs a variety of essential Natural sources of thiamin include meat, fish, and whole grains.
functions. Helping the immune system, your body's natural Additionally, it is included in breads, cereals, and infant formula.
defence against illness and infection, is one of them. enhancing
nighttime visibility.

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 Food type Purpose Where it may be obtained

Vitamin B12 Red blood cells and DNA must be formed, which requires Vitamin B12 is present in fish, meat, poultry, eggs, milk, and other
vitamin B12. Additionally, it plays a significant role in the growth dairy products. One of the best sources of vitamin B12 is cow
and operation of brain and nerve cells. The protein in the foods liver, along with clams. Vitamin B12 is added to some breakfast
we eat forms a bond with vitamin B12. Vitamin B12 becomes cereals, nutritious yeasts, and other food items.
free vitamin in the stomach when enzymes and hydrochloric
acid break its bond.

Vitamin C Ascorbic acid, another name for vitamin C, serves a number of Numerous fruits and vegetables contain vitamin C. Citrus fruits,
crucial purposes. These include maintaining and assisting in the such as oranges and orange juice, are good suppliers, peppers.
protection of cells' health. preserving strong bones, cartilage,
blood vessels, and skin.

Vitamin D Calcium and phosphate levels in the body are regulated with the The flesh of fatty fish and fish liver oils are the finest sources.
aid of vitamin D. To maintain strong bones, teeth, and muscles, Cheese, cow liver, and egg yolks all contain smaller amounts.
these nutrients are necessary. Lack of vitamin D can result in Some mushrooms contain vitamin D2, and some mushrooms
bone discomfort from osteomalacia in adults and bone that are marketed commercially have higher levels of vitamin D2
abnormalities such rickets in children. because they have been purposefully exposed to a lot of
ultraviolet radiation.

Vitamin K Four of the 13 proteins required for blood clotting, which foods that contain vitamin K include:
prevents wounds from continuously bleeding so they may heal, Kale, spinach, turnip greens, collards, Swiss chard, mustard
are made easier by vitamin K. Vitamin K is frequently mentioned greens, parsley, romaine lettuce, and other green leafy veggies
to patients who are taking anticoagulants (also known as blood
thinners) to prevent blood clots from developing in the heart, vegetables including cabbage, broccoli, cauliflower, and
lung, or legs. Brussels sprouts
Meat, poultry, eggs, fish, and cereals (contain smaller amounts)

Sodium A little amount of sodium is needed by the human body to Breads and rolls, cold cuts and cured meats like deli or
convey nerve impulses, contract and relax muscles, and keep packaged ham, or turkey, pizza, fresh and processed poultry,
the right ratio of water and minerals. We are thought to require soups, sandwiches like cheeseburgers, cheese, pasta
500 mg of sodium everyday for these essential processes. dishes, meat-mixed dishes like meat loaf with tomato sauce, and
snacks like chips, pretzels, and popcorn all contain more than
40% of the sodium in a diet. Look for fewer sodium options
because over 65% of the salt we consume comes from food
purchased at grocery shops. About 25% comes from restaurants,

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 Food type Purpose Where it may be obtained

and it can be challenging to determine the sodium content of

restaurant fare.

Potassium Potassium can be obtained as a dietary supplement and The majority of foods, notably fruits and vegetables, contain
naturally in many foods. Its primary function in the body is to potassium. Rich sources include leafy greens, beans, nuts, dairy
support the maintenance of regular fluid levels inside our cells. products, and starchy vegetables like winter squash.
Its opposite, sodium, keeps fluid levels within cells normal.
Additionally, potassium supports proper blood pressure and aids
in the contraction of muscles.

Calcium Calcium is a mineral that is most frequently linked to strong Cheese, milk, and other dairy products. green leafy vegetables,
bones and teeth, but it also plays a critical role in blood clotting, but not spinach, such as curly kale and okra (spinach does
assisting with muscular contraction, and regulating regular contain high levels of calcium but the body cannot digest it all)
heartbeats and nerve activity. soy beverages with calcium addition.

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QUESTION 14
List 10 recommendations you would make to an older person to maintain their body as healthily as possible
(assume they have no medical conditions).

1. Eat well.
A healthy diet must be maintained as you become older if you want to live properly. Because
the digestive system slows down as we age, it's critical to include high-fiber meals like fruits,
vegetables, and whole grains as well as essential vitamins in your loved one's diet.

2. Put prevention first

Seniors can avoid missing a serious diagnosis by attending numerous preventative care
appointments, which include health screenings for cholesterol levels, colon cancer, heart
issues, and more. According to the American Cancer Society, current recommendations call
for men over 50 to think about routinely testing for prostate cancer and women over 45 to
schedule mammography screenings for breast cancer once a year. Seniors can also regularly
be immunised to help avoid pneumonia and the flu.

3. Keep up with drug management.

It's crucial to regularly discuss each prescription with the doctor if your loved one takes any
medications. If your elderly loved one begins or changes drugs, take into account any potential
drug interactions and keep track of any new symptoms or side effects, such as allergic
reactions, drowsiness, or lack of appetite.

4. Get some rest.

Seniors frequently have frequent awakenings and sleeplessness. But in order to stay healthy,
it's crucial to keep a regular sleeping routine. According to the American Academy of Sleep
Medicine, "sleep hygiene" refers to a group of good sleep practises that can enhance a
person's capacity for both falling asleep and staying asleep.

5. Bear in mind mental health

According to the National Institute on Aging at the National Institutes of Health, keeping your
mind sharp and picking up new abilities may even help you think more clearly. Seniors should
participate in engaging activities and play a variety of brain games to keep their minds sharp:
Crossword puzzles, reading, writing, and taking up new activities can keep senior citizens'
minds active and help them interact with their surroundings, preventing cognitive loss.

6. Check for changes in vision

By the age of 50, most people start to experience eyesight changes. Every year, senior citizens
who wear glasses should have their prescriptions examined for changes and have their eyes
screened for conditions like glaucoma, one of the main causes of blindness in the world. A
senior's likelihood of falling can be decreased by wearing the appropriate eyewear.

7. Socialize
Isolation and lack of interaction among seniors is associated with low self-esteem, trouble
coping, and increased levels of stress hormones that may lead to additional problems,
according to the Journal of Health and Social Behavior. Stress hormones can cause
inflammation, which is a typical feature of disorders linked to stress. According to studies
published in the journal Frontiers in Human Neuroscience, chronic inflammation over time
might result in major health consequences, such as:
A cardiovascular condition
metabolic conditions
diseases that affect the nervous system, such Parkinson's and Alzheimer's

8. Continue to be active
Every stage of life benefits from exercise, but seniors benefit the most. According to the
National Institutes of Health, staying physically active may aid seniors in maintaining a healthy

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 weight and avoiding chronic health issues. According to the U.S., regular exercise can also
make it simpler for seniors to do everyday tasks. Health and Human Services Department.

9. Benefit from free physicals

Those over 65 who have just joined Medicare are eligible for a free initial preventive physical
examination. Seniors who have Medicare Part B for a year are also entitled to a complimentary
yearly "Wellness" visit once every 12 months.

10. Every six months, visit a dentist

Cavities are more likely to develop as you age. Furthermore, dental health and general health
are closely related: Mouth infections are frequently associated with significant medical
disorders like diabetes, heart disease, and stroke. The American Dental Association lists the
numerous oral health risks seniors over 60 should be aware of. Last but not least, seniors
should frequently visit their local dentist to preserve healthy teeth and gums in addition to daily
brushing and flossing.

QUESTION 15
a) In the following table, provide a definition for each health terminology term.

Terminology Definition

Analgesic Any medication from the class of medications used to alleviate pain is referred
to as an analgesic medicine, also known as an analgesic, pain reliever, or
painkiller (that is, analgesia or pain management). Usually, it is employed to
encourage cooperation during a medical procedure. Although analgesia and
anaesthesia are neuro-physiologically similar and consequently several
medicines have both analgesic and anaesthetic effects, anaesthetics
conceptually differ from those that temporarily diminish, and in some cases
eradicate, feeling.

Anorexia A type of eating disorder characterised by a completely absent or significantly

diminished hunger. Anorexia is a serious mental illness. It is a condition that is
much more serious than unrestrained dieting. In the beginning, the anorexic
person, who is typically a girl or young lady, starts dieting to lose weight. Over
time, losing weight begins to represent control and mastery.

Arthritis Literally translated as arthritis is joint inflammation. The term "arthritis" is

frequently used to refer to any condition that affects the joints, despite the fact
that joint inflammation is a symptom or indicator rather than a precise
diagnosis. Where two bones touch, like in your elbow or knee, are joints.

Breakthrough pain A sudden and brief relapse of a chronic illness like cancer or arthritis pain is
referred to as breakthrough pain. Even if you have been using medicine to
control your pain, during this flare-up the agony gets so intense that it "breaks
through" the painkillers you are taking.

Catheter A catheter is a small tube with many different uses that is manufactured of
medical-grade materials. Medical devices called catheters can be implanted
within the body to treat illnesses or carry out surgery. Catheters can be made
specifically for cardiovascular, urological, gastrointestinal, neurovascular, and
ophthalmic uses by changing the material or the manner they are made.

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 Terminology Definition

Diuretic A specific kind of medication that increases urine production from the kidneys
Diuretics aid the body in eliminating surplus salt and water. They are used to
treat edema (excess fluid in the tissues), high blood pressure, and other
disorders.

Dyspraxia Physical coordination is impacted by developmental coordination disorder

(DCD), commonly referred to as dyspraxia. It makes a youngster do less well
than is typical for their age in daily activities and make awkward movements.

Hallucination A hallucination is a perception that resembles a true perception but occurs

without any external stimuli. The location of hallucinations is thought to be in
an objective, external space and they are vivid and substantial. REM sleep and
two aware states of brain alertness combine to create hallucinations. They
can be distinguished from a number of related phenomena, including
dreaming (REM sleep), which does not involve wakefulness,
pseudohallucination, which accurately mimics real perception while being
perceived as unreal, illusion, which involves distorted or misinterpreted real
perception, and mental imagery, which does not mimic real perception but is
under conscious control.

Infarction The term "infarction" refers to the damage or death of tissue (such as the heart
or lungs) brought on by insufficient blood supply, particularly when the local
circulation is obstructed by a thrombus or embolus: the occurrence of an
infarct.

Prosthesis To work with prostheses, such as artificial limbs and other body parts,
prosthetists have received specialised training. For their patients, some
prosthetists and orthotists build customised devices. Others oversee the
creation of the medical appliance technicians' orthotic or prosthetic devices.

Scabies Human scabies is brought on by a human itch mite invasion of the skin
(Sarcoptes scabiei var. hominis). In order to live and lay eggs, the tiny scabies
mite digs into the top layer of skin. The most typical signs of scabies are
severe itching and a rash that resembles pimples. The most common way for
the scabies mite to spread is through prolonged, direct skin-to-skin contact
with an infected individual. Everywhere in the world, scabies affects people of
all racial and socioeconomic backgrounds. In congested areas where close
bodily contact is common, scabies can spread quickly. The locations of
scabies outbreaks are frequently institutions like nursing homes, long-term
care facilities, and jails.

Thrombosis Blood clots that clog your blood vessels cause thrombosis. The two primary
categories of thrombosis are: When a blood clot obstructs a vein, it is called
venous thrombosis. Blood is returned to the heart by veins from the body.
When a blood clot plugs an artery, it is called arterial thrombosis.

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b) Explain the difference between ‘contagious’ and ‘infectious’.

Infectious diseases are those brought on by pathogenic microorganisms like viruses, bacteria, and
parasites, whereas contagious diseases are those that move from one organism to another through
direct or indirect contact. This is the major distinction between infectious and contagious diseases.

 INFECTIOUS DISEASE

 Infectious diseases refer to diseases caused by pathogenic microorganisms like

viruses, bacteria, and parasites.

 Spread through direct or indirect contact with infected people, food and water
contamination or insect vectors, etc.

 Food poisoning, Lyme disease, and urinary tract infection are infections, but not
contagious.

 CONTAGIOUS DISEASE

 Contagious diseases refer to diseases that spread from one organism to another,
through direct or indirect contact

 Spread through direct or indirect contact with infected people.

 Common cold, flu, tuberculosis, chickenpox, measles, SARS, and COVID-19 are
contagious.

QUESTION 16
a) Explain how the cardiovascular and respiratory system work together to ensure healthy body function.

Together, the human cardiovascular system (CVS) and respiratory system (RS) remove carbon dioxide
from the body and provide other substrates (such as oxygen) that are required for metabolism (CO2).
The CVS adjusts blood flow to the various areas of the body through the action of global and local
regulatory mechanisms. This in turn has an impact on the RS because the cardiac output and blood
flow in both the systemic and pulmonary circuits of the CVS determine how much O2 and CO2 are
delivered to and away from the tissues, respectively. Local blood gas concentrations that affect
systemic resistance and cause vasoconstriction or vasodilation have an impact on local metabolic
regulation. As a result, careful coordination between blood flow and lung ventilation is necessary for
the exchange of blood gases.

This work uses the Euler-Lagrange formulation of the optimum control problem to establish an
optimal control for time-dependent ergometric workloads using a model of the cardiovascular-
respiratory system (CVRS). Variations in heart rate and alveolar ventilation, which help the central
nervous system keep the arterial partial pressure of CO2 ([Formula: see text]) at or below 40 mmHg,
are the key controls in the CVRS model. In order to match the metabolic need for O2 and the metabolic
production of CO2 with O2 and CO2 transport by blood, additional penalization terms in the cost
functional are incorporated.

b) Explain how the integumentary and nervous system work together to ensure healthy body function.

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 The integumentary system controls body temperature, prevents injury to the interior of the body, and
lessens water loss. It also has touch-responsive receptors. Skin receptors communicate sensory data
to the brain. The autonomic nervous system controls sweat glands and peripheral blood flow. In order
to regulate body temperature, the circulatory system collaborates with the skin to either expel heat or
retain it through vasodilation or vasoconstriction. The nervous system relies on nerve receptors in the
skin to sense some feelings from the outside world. It is composed of your skin, hair, nails, and skin-
surface glands and nerves. Your body is shielded from bacteria, infections, injuries, and sunlight by
your integumentary system, which also serves as a physical barrier. It also enables you to experience
hot and cold skin sensations and helps control your body's temperature.

QUESTION 17
a) Describe the function of the immune system.

The immune system has a vital role: It protects your body from harmful substances, germs and cell
changes that could make you ill. It is made up of various organs, cells and proteins. As long as your
immune system is running smoothly, you don't notice that it's there.
Main functions of Immune System include:
 Prevent pathogens from entering.
 Eliminate pathogens from body.
 Provide memory against future infections from same pathogen.

b) The immune system is broken up into two parts – the innate system and the adaptive immune system. In
the following table describe each of these systems.

Innate system Immunity that is present at birth and last for the whole of a person's life. The
body's immune system's initial response to a dangerous foreign material is
known as innate immunity. Certain immune system cells can react swiftly
and attempt to annihilate foreign invaders like viruses or bacteria as soon as
they reach the body. Additionally, innate immunity includes defences that
prevent hazardous substances from entering the body, such as skin, mucous
membranes, tears, and stomach acid. It reacts the same way to every
pathogen kind. The structure of the human body has created defences
against alien chemicals. An essential layer that serves as a defence against
harmful chemicals is the skin. The body's initial line of defence against
pathogens entering the body is the innate immune system. It is also referred
to as the "nonspecific" immune system since it reacts uniformly to all
pathogens and foreign chemicals.

Adaptive immune system Antigen-specific defensive mechanisms that take several days to develop
into protective and are intended to get rid of a particular antigen are referred

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 to as adaptive immunity. Throughout life, one develops their immunity. Innate
immunity and adaptive immunity are the two main categories of immunity
(humoral immunity and cell-mediated immunity). The adaptive immune
system, which kills invasive pathogens, is similar to the innate immune
system in that it consists of both humoral immunity components and cell-
mediated immunity components. The adaptive immune system is very
specialised to each unique pathogen the body has faced, in contrast to the
innate immune system, which is pre-programmed to respond to common
broad categories of pathogen. When a disease evades the innate immune
system, acquired immunity in vertebrates is triggered when it (1) produces a
threshold quantity of antigen and (2) produces "stranger" or "danger" signals
that activate dendritic cells.
The acquired immune system performs the following primary tasks: [citation
needed]

 Recognition of particular "non-self" antigens while they are being

presented in the presence of "self."
 creation of reactions that are specifically designed to completely
eradicate a given disease or a pathogen-infected cell.
 Immunological memory formation, in which memory B cells and
memory T cells "remember" infections

c) Provide a brief definition of immunodeficiency.

Immunocompromised refers to a person who has an immunodeficiency of any sort. Along with
common infections that can affect everyone, an immunocompromised person may be particularly
vulnerable to opportunistic infections. Additionally, it lessens cancer immunosurveillance, a process
by which the immune system analyses the body's cells and destroys any that are malignant.
Additionally, due to the decreased level of protection provided by immunizations, they are more
vulnerable to infectious diseases.

d) List four external methods of protecting the body from infection.

1.   Handle & Prepare Food Safely

Food can carry germs. Wash hands, utensils, and surfaces often when preparing any food, especially
raw meat. Always wash fruits and vegetables. Cook and keep foods at proper temperatures. Don't
leave food out - refrigerate promptly.

2. Clean & Disinfect Commonly Used Surfaces

Germs can live on surfaces. Cleaning with soap and water is usually enough. However, you should
disinfect your bathroom and kitchen regularly. Disinfect other areas if someone in the house is ill. You
can use an EPA certified disinfectant (look for the EPA registration number on the label), bleach
solution, or rubbing alcohol.

3. Don't Share Personal Items

Avoid sharing personal items that can't be disinfected, like toothbrushes and razors, or sharing towels
between washes. Needles should never be shared, should only be used once, and then thrown away

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 properly.

4. Get Vaccinated
Vaccines  can prevent many infectious diseases.  There are vaccines for children and adults designed
to provide protection against many communicable diseases. There are also  vaccines that are
recommended or required for travel  to certain parts of the world.

e) List four healthy living strategies to help improve the immune system.

1. EAT WELL
Multiple nutrients from a healthy diet assist a strong immune system. Be mindful, though, that some
vitamins and minerals can be dangerous in large doses. If you believe you require dietary
supplements, consult your doctor.

2. Be Active Physically
You can feel better, sleep better, and reduce worry with regular physical activity. A person can
maintain a healthy weight by engaging in physical exercise along with a nutritious diet.

3. Get Enough Sleep

Scientific evidence is building that  sleep loss  can negatively affect different parts of the immune
system. This can lead to the development of a wide variety of disorders.
4. Keep a Healthy Weight
Obesity can have an impact on how your body works. Obesity is characterised by a body mass index
(BMI) of 30 or higher in adults, and is associated with weakened immunological responses.
Additionally, obesity may reduce the effectiveness of certain vaccines, including those for tetanus,
hepatitis B, and influenza.
Reducing stress, eating well, getting enough sleep, and exercising frequently are all safe methods to
support maintaining a healthy weight.

QUESTION 18
a) Explain how the body maintains its temperature when the outside atmosphere is hot.

b) Explain how the body maintains its temperature when the outside atmosphere is cold.

Most of the body's water is stored in the dermis, the middle layer of skin. The body's salt content and
the water are brought to the skin's surface as perspiration when sweat glands are activated by heat.
The water evaporates once it reaches the surface. The body's temperature is maintained in a healthy
range by the cooling effect of water evaporating from the skin. Most of the body's water is stored in
the dermis, the middle layer of skin. The body's salt content and the water are brought to the skin's
surface as perspiration when sweat glands are activated by heat. The water evaporates once it
reaches the surface. The body's temperature is maintained in a healthy range by the cooling effect of
water evaporating from the skin. Sweating is one of the main ways your body regulates temperature
when exposed to hot temperatures. The evaporation of sweat assists in cooling the skin. Additionally,
the blood arteries feeding the skin widen, allowing warm blood to travel to the skin's surface. This aids
in cooling the body's core.

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QUESTION 19

Ray has high blood pressure. His doctor is mindful that high blood pressure may lead to stroke or heart
attack. Ray is a long-term smoker and also needs to lose around 15 kilograms.

a) List six pieces of advice that the doctor should give Ray to help him manage his high blood pressure
(hypertension)

1. Reduce weight
Fisher claims that losing weight is the single most effective way to lower high blood pressure.
Furthermore, it doesn't take much weight loss to notice a difference. Your blood pressure can drop
with as little as a 10pound weight loss.

2. Utilize daily deep breathing exercises or meditation to reduce stress.

Your blood vessels are constricted by stress hormones, which can cause brief increases in blood
pressure. Stress can also gradually lead to bad habits that endanger your cardiovascular health.
Overeating, insufficient sleep, and abusing drugs and alcohol are a few examples. For all of these
reasons, if you want to lower your blood pressure, stress reduction should be a top goal.

3. Quit smoking
Smoking doesn't directly cause high blood pressure, but it does greatly increase the chance of heart
attack, stroke, and other dangerous disorders that are related with smoking. A smoker with high blood
pressure who is under 50 is three times more likely to suffer a heart attack than a smoker of the same
age who does not smoke.

4. Eat a balanced diet.

A diet low in saturated fat and cholesterol and high in whole grains, fruits, vegetables, low-fat dairy
products can reduce high blood pressure by up to 11 mm Hg. The Mediterranean diet and the Dietary
Approaches to Stop Hypertension (DASH) diet are two examples of eating regimens that can lower
blood pressure.

5. Eat a diet low in sodium (salt)

Even a little decrease in sodium intake can help the heart and lower blood pressure by 5 to 6 mm Hg.
Different groups of people respond differently to sodium consumption in terms of blood pressure.
Generally speaking, keep your daily sodium intake to 2,300 mg or fewer. To cut back on salt intake:
 Read the food labels. Look for foods and beverages that are low in sodium.
 Eat fewer processed foods. Only a limited quantity of salt is present in food naturally. Sodium is
primarily added during processing.
 Avoid adding salt. Use spices or herbs to give food flavour.
 Cook. You can manage the food's salt content by cooking.

6. Regular exercise
Physical activity on a regular basis can reduce high blood pressure by 5 to 8 mm Hg. To prevent blood
pressure from increasing once more, it's crucial to continue exercising. Aim for at least 30 minutes of
moderate physical activity each day as a general objective.

b) Imagine you are Ray’s carer. Locate some information from reputable sources (for example, government
health websites, the Heart Foundation, your own local GP, brochures, fact sheets, articles, etc) that you
could provide to Ray to help him maintain his blood pressure and keep his body healthy. Try to find at
least three pieces of information.
Attach any hard copy documents to this assessment. If you have used websites, print out the pages or
provide the weblinks so your assessor can check them.

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 Weblinks (if applicable):
Heart foundation: https://www.heartfoundation.org.au/
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6477925/
For proper diet plan: https://www.mayoclinic.org/healthy-lifestyle/nutrition-and-healthy-eating/in-depth/
dash-diet/art-20048456
https://www.uptodate.com/contents/high-blood-pressure-diet-and-weight-beyond-the-basics
Fact sheets: https://www.cdc.gov/bloodpressure/docs/consumered_hbp.pdf

c) What symptoms are experienced by a person who has low blood pressure (hypotension)? What blood
pressure reading is considered to be low?

Low blood pressure (hypotension) symptoms may include:

 Blurred or fading vision

 Dizziness or lightheadedness
 Fainting
 Fatigue
 Trouble concentrating
 Nausea
For some people, low blood pressure may be a sign of an underlying health condition, especially when
it drops suddenly or occurs with symptoms. A sudden fall in blood pressure can be dangerous. A
change of just 20  mm Hg  — a drop from 110  mm Hg  systolic to 90  mm Hg  systolic, for example —
can cause dizziness and fainting. And big drops, such as those caused by uncontrolled bleeding,
severe infections or allergic reactions, can be life-threatening. Extreme low blood pressure can lead to
a condition known as shock. Symptoms of shock include:

 Confusion, especially in older people

 Cold, clammy skin
 Decrease in skin coloration (pallor)
 Rapid, shallow breathing
 Weak and rapid pulse
Hypotension, or low blood pressure, is defined as a reading of less than 90/60 mmHg.
d) Imagine Ray had low blood pressure. List three pieces of advice that the doctor could give Ray to help him
manage it.

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 1. Less alcohol and more water, please. Even when used in moderation, alcohol can reduce blood
pressure and cause dehydration. Water keeps the body from becoming dehydrated and improves
blood flow.

2. Pay close attention to your posture.

Step gently up to standing after lying flat or squatting. Sit without crossing your legs.
If low blood pressure symptoms start while you're standing, cross your legs like a pair of scissors and
squeeze. Alternately, place one foot on a ledge or chair and lean forward as much as you can. These
motions aid in the circulation of blood from the legs to the heart.

3. Put additional salt in.

Because salt (sodium) can occasionally significantly raise blood pressure, experts typically advise
minimising intake. Nevertheless, that might be advantageous for those who have low blood pressure.
However, excessive sodium intake, particularly in elderly persons, can cause heart failure. Therefore,
it's crucial to see a doctor before consuming more salt.

QUESTION 20
a) Briefly explain the difference between active and passive physical activity.

While a person contracts and relaxes their muscles directly during active exercise, during passive
exercise, the muscles are moved by an external force such as the motion of another body part, a
machine, or a different person. As part of a rehabilitation programme, passive exercise is helpful for
preserving and enhancing range of motion.
The muscles must work hard during active exercises. Stretching to increase range of motion,
resistance training to increase muscle mass, and aerobic activities where the body is moved by the
muscles to raise heart rate are all examples of this. Active workouts are also beneficial for
rehabilitation to create new neural connections and improve action control. When health
circumstances or abilities do not preclude them, active activities are favoured in the rehabilitation
process since they offer more advantages than passive exercises.
Exercises that are passive require no effort from the exerciser. To work the muscle, a helper or
machine moves the body. Passive exercises are used in rehabilitation programmes to increase joint
function and range of motion while reducing muscle stiffness and tissue loss. Some people with
neurological impairment also experience a reduction in muscle spasms from routine passive exercise.
Many patients undergoing rehabilitation after joint replacement surgery, or those recuperating from a
stroke or paralysis, include passive activities in their regimen.

b) Briefly explain range of motion (ROM) exercises and how they can improve joint function.

Motion range Exercise is any action done to enhance the motion of a particular joint. The arrangement
of the bone surfaces within the joint, the joint capsule, as well as the muscles, tendons, and ligaments
that act on the joint, all affect this motion. When a person is injured in any way, the doctor will
frequently advise the patient to stretch and exercise their back muscles. This is known as range of
motion (ROM). Range of motion exercises are utilised to maintain the strength and flexibility of the
patient's back muscles and joints for this reason. Both the patient and a physical therapist can
perform these activities.
Testing your flexibility or range of motion is crucial for identifying the origin and gravity of any joint
mobility problems you may be experiencing. Inadequate flexibility may result in discomfort,
restrictions on daily activities (ADLs), and even compensatory behaviours that may exacerbate the
dysfunction already present.

What do I need to hand in for this task? Have I completed this?

Your answers to each question 

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 ASSESSMENT TASK OVER SHEET – ASSESSMENT TASK 2

Students: Please fill out this cover sheet clearly and accurately for this task.
Make sure you have kept a copy of your work.

Name: ELSA MIRIAM BINOY

Date of birth: 12/02/2003 Student ID:

Unit:
 HLTAAP001 Recognise healthy body systems

Student to complete Assessor to complete

Student
Resubmission? Sufficient/
Assessment Task Y/N initials insufficient Date

Case study

STUDENT DECLARATION

I _________________________________________________________ declare that these tasks are my own work.

None of this work has been completed by any other person.

I have not cheated or plagiarised the work or colluded with any other student/s.

I have correctly referenced all resources and reference texts throughout these assessment tasks.

I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.

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Student signature: _____________________________________________________________________________________

Student name: ________________________________________________________________________________________

Date: _________________________________________________________________________________________________

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ASSESSOR FEEDBACK
Assessors: Please return this cover sheet to the student with assessment results and feedback.
A copy must be supplied to the office and kept in the student’s file with the evidence.

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

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____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

Assessor signature: __________________________________________________________________________________

Assessor name: _____________________________________________________________________________________

Date: ______________________________________________________________________________________________

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 ASSESSMENT TASK 2: CASE STUDY

TASK SUMMARY:
You are to read the case study and complete the questions.

WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?

 Access to textbooks and other learning materials
 Access to a computer and the Internet (if you prefer to type your responses).

WHEN DO I DO THIS TASK?

 You will do this task in the classroom or as homework – your assessor will advise.
 Write in the due date as advised by your assessor: _____________________________________

WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?

If your assessor marks any of your answers as incorrect, they will talk to you about resubmission. You will need to do one of the following:
 Answer the questions that were incorrect in writing.
 Answer the questions that were incorrect verbally.

CASE STUDY: JEMIMA

Jemima comes to see you to ask advice. Her mother has recently died of complications from type 2
diabetes. Jemima is now worried about her risk of becoming diabetic.
You ask for the history of the mother’s illness and find out the following:
 Her mother developed diabetes in her early 50s.
 She never managed to control her blood sugar levels.
 She was obese and lived a sedentary life.
 She developed heart disease in her 60s and died at 65.

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 You then find out some information about Jemima:
 She is 35
 Her blood pressure is 125/84
 Her height is 1.63 m
 Her weight is 67kg
 She used to smoke but quit three years ago.
 She tries to eat a healthy diet but often needs to eat takeaway (up to five times a week) as she is very
busy
 She has trouble sleeping and sometimes only gets around six hours a night
 She rarely exercises.

1. Explain the connection between diabetes and heart disease.

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 Diabetes patients' excessive blood glucose (sugar) levels over time can harm both the nerves that
control their blood vessels and their blood vessels themselves. Sugar is normally used by body tissues
as an energy source. It is kept as a type of glycogen in the liver. Diabetes can cause blood sugar to
remain in the bloodstream and leak from the liver into the blood, damaging your blood vessels and the
nerves that regulate them. Blood flow to your heart might be slowed down or stopped by a blocked
coronary artery. The longer you have diabetes, the higher your risk of heart disease. Monitoring blood
sugar levels is crucial for effective diabetes management. As directed by your doctor, monitor levels
with a self-monitoring device. Indeed, persons with diabetes are two to four times more likely than
adults without diabetes to pass away from cardiac disease. Diabetes patients who have high blood
sugar levels run the risk of blood vessel damage, increased inflammation, and disruption of the heart's
regular blood flow. As a result, it's critical for diabetics to lower their risk of developing heart disease
by controlling their blood sugar, blood pressure, and cholesterol levels, eating a balanced diet,
exercising frequently, and taking their medications as directed.

2. Identify Jemima’s risk factors for Type 2 Diabetes.

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 It typically begins to develop slowly after the age of 40. It could take up to 10 years before you realise
you have it because the symptoms might not be visible or there can be none at all. Understanding the
risk factors for diabetes is crucial for this reason. Your risk increases the less active you are. Exercise
aids in weight management, burns glucose as fuel, and increases insulin sensitivity in your cells.
Family background. If your parent or sibling has type 2 diabetes, your risk of developing it also rises.

3. Looking at Jemima’s blood pressure, explain what you would recommend to her for healthy body functioning.

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 The blood pressure reading for a healthy person should be less than 120/80 mmHg. In a healthy young
lady, normal blood pressure ranges from 90/60 mmHg to 120/80 mmHg and is less than 120 mmHg
systolic and 80 mmHg diastolic. High blood pressure is defined as a reading of 140/90 mmHg or
greater. Pre-hypertension is defined as readings between 120 and 139 systolic and 80 to 89 diastolic,
and readings over that level denote hypertension, or high blood pressure.
For healthy body functioning:

 High blood pressure raises the risk of heart disease, stroke and chronic kidney disease.
 High blood pressure doesn't usually have symptoms, so regular blood pressure checks are
important.
 High blood pressure can be treated with lifestyle changes and medicines.
 Lifestyle measures alone can be enough for some people to lower their blood pressure.
 Blood pressure is lowered by regular aerobic activity. For those whose blood pressure was
higher to begin with, the reductions are greater.
 If you are overweight, even a small weight loss can lower your blood pressure. For instance, it
has been demonstrated that decreasing 5 kg can lower systolic blood pressure by about
7mmHg.
 Following the Australian Dietary Guidelines will help you maintain control of your weight,
cholesterol, and blood pressure through a balanced diet that includes a range of nutrient-rich
foods.
 It has been demonstrated that quitting smoking lowers blood pressure as well as the risk of
heart disease, diabetes, and stroke. The advantages of quitting smoking begin right away.

4. Looking at Jemima’s height and weight, explain what you would tell her and recommend to her regarding healthy body function.
(Use the BMI calculator at http://www.betterhealth.vic.gov.au/bhcv2/bhcsite.nsf/pages/bmi)

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According to the calculation with the given data Jemima has overweight. So, I would recommend to
reduce her weight to at least 60kg in which the BMI score is 23. For that she should get a healthy diet
and regular exercise. This will also help her to control diabetes and hypertension. It has been
demonstrated that quitting smoking lowers blood pressure as well as the risk of heart disease,
diabetes, and stroke. The advantages of quitting smoking begin right away.

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5. List three ‘tips’ you would give to Jemima to improve her eating of healthy foods on busy days.

 To stay hydrated, sip lots of water. When people are busy, they frequently forget to drink water.
However, the body requires water to carry out healthy processes, particularly those related to
our brain. Your cognitive function will deteriorate and your brain won't perform as well if you're
dehydrated. Always keep a reusable water bottle with you, and fill it up at the water fountains
that are located across campus. You can use several applications available on the market to
be reminded to drink water all day long.
 Bring your own munchies. Fruits, veggies, or nuts can be packed for snacks throughout the
day. Apple slices with nut butter, hummus-covered pretzels, and trail mix are a few snack
options. When you prepare or pack your own snacks, you are aware of the ingredients. It will
also enable you to make significant long-term financial savings. Most significantly, snacking
frequently during the day can help you avoid overeating or choosing later meals that are lower
in nutrients.
 Make a note in your calendar or planner. Include time slots to remind yourself to have a snack
or a meal if you are the type of person who loves to schedule everything on your agenda. This
reminder will make it easier for you to remember to eat even when you are rushing about or
doing homework. After many hours of arduous work, taking a snack break will also assist you
to relax and take a break.

6. Based on the information above and the recommendations you have provided, now locate some information from reputable sources that you could provide to
Jemima to help her maintain healthy body functioning. The information should address:
 Information about diabetes
 Maintaining good blood pressure
 Exercise (passive and active)
 Healthy eating
 Sleep.
Try to find at least two pieces of good, current information about each topic (preferably different to those you located for Ray in Assessment Task 1).
Attach any hard copy documents to this assessment. If you have used websites, print out the pages or provide the weblinks so your assessor can check them.

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Weblinks:
 Information about diabetes
https://www.niddk.nih.gov/health-information/diabetes/overview/what-is-diabetes
https://www.healthline.com/health/diabetes
https://www.niddk.nih.gov/health-information/diabetes/overview/what-is-diabetes/type-2-diabetes
 Maintaining good blood pressure
https://www.mayoclinic.org/diseases-conditions/high-blood-pressure/in-depth/high-blood-pressure/art-20046974
https://medlineplus.gov/howtopreventhighbloodpressure.html
 Exercise (passive and active)
https://www.saebo.com/blog/stroke-rehab-exercises-passive-vs-active/#:~:text=Passive%20exercises%20are%20used%20to,and
%20body%20for%20increased%20movement.
https://www.flintrehab.com/active-vs-passive-exercises-during-rehab/
 Healthy eating
https://www.healthline.com/nutrition/foods-high-blood-pressure
https://www.medicalnewstoday.com/articles/322284
https://health.clevelandclinic.org/heart-healthy-diet/
 Sleep
https://www.mayoclinic.org/diseases-conditions/high-blood-pressure/expert-answers/sleep-deprivation/faq-
20057959#:~:text=Sleep%20experts%20recommend%20that%20adults,disease%2C%20including%20obesity%20and
%20diabetes.
https://www.cdc.gov/bloodpressure/sleep.htm
https://www.uhhospitals.org/Healthy-at-UH/articles/2021/11/want-to-lower-your-blood-pressure-get-better-sleep

What do I need to hand in for this task? Have I completed this?

Your answers to this case study 

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 ASSESSMENT TASK COVER SHEET – ASSESSMENT TASK 3

Students: Please fill out this cover sheet clearly and accurately for this task.
Make sure you have kept a copy of your work.

Name: ELSA MIRIAM BINOY

Date of birth: 12/02/2003 Student ID:

Unit:
 HLTAAP001 Recognise healthy body systems

Student to complete Assessor to complete

Student
Resubmission? Sufficient/
Assessment Task Y/N initials insufficient Date

Project – information brochure

STUDENT DECLARATION

I _________________________________________________________ declare that these tasks are my own work.

None of this work has been completed by any other person.

I have not cheated or plagiarised the work or colluded with any other student/s.

I have correctly referenced all resources and reference texts throughout these assessment tasks.

I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.

Student signature: ___________________________________________________________________________________

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Student name: ______________________________________________________________________________________

Date: ______________________________________________________________________________________________

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ASSESSOR FEEDBACK
Assessors: Please return this cover sheet to the student with assessment results and feedback.
A copy must be supplied to the office and kept in the student’s file with the evidence.

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

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____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

Assessor signature: __________________________________________________________________________________

Assessor name: _____________________________________________________________________________________

Date: ______________________________________________________________________________________________

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 ASSESSMENT TASK 3: PROJECT

TASK SUMMARY:
You are to prepare an information brochure on maintaining a healthy body for either:
 older persons OR
 people with a disability.

WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?

 Access to textbooks and other learning materials
 Access to a computer and the Internet
 Access to a printer (if using a computer to create your brochure)
 Paper, pens etc (if drawing/writing your brochure)

WHEN DO I DO THIS ASSESSMENT?

 You will do this task in the classroom or as homework – your assessor will advise.
 Write in the due date as advised by your assessor: _____________________________________

WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?

If your assessor sees that you have not completed any of the required sections of the brochure, or have provided incorrect information, or not provided your sources
of information, they will give you some feedback and you will need to fix the errors and resubmit.

INSTRUCTIONS:
For this task you must prepare an information brochure for clients about maintaining a healthy body.

You need to choose one target audience:

 Older persons OR
 People with a disability.

Your brochure must be no less than two A4 pages long. You may like to add pictures and diagrams to make it more engaging and interesting, and to help your target
audience understand the information you are providing.

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You can add pictures and diagrams if you like.
You can create your brochure by:
 using a computer and printing out a copy
 writing/drawing on paper.

Your brochure must include the following sections:

 Diet:
– Common dietary problems in older people or people with disabilities
– Common health problems caused by poor diet and how these health problems impact the healthy functioning of the major body systems
– Support that can be provided to encourage a healthy diet.

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 Exercise:
– Common barriers to exercise in older people or people with a disability
– Common health problems caused by lack of exercise and how these impact the healthy functioning of the major body systems
– Support that can be provided to encourage healthy exercise – including use of both active and passive exercise.

 Emotional wellbeing:
– Common causes of wellbeing issues in older people or people with a disability
– Effect of emotional and psychological problems on the healthy functioning of the major body systems
– Support that can be provided to improve emotional wellbeing.

What do I need to hand in for this task? Have I completed this?

Your completed information brochure 

Sources you used to create your brochure 

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