HLTAAP001 Recognise Healthy Body System SAB v3.3 - TheORY

STUDENT ASSESSMENT BOOKLET-I
[T H E O R Y T A S K S ]
HLTAAP001 Recognise Healthy Body

Systems
Student Name: ___________________________
Level 3, 4 Railway Parade Burwood, NSW, 2134

Email: info@advancecollege.edu.au
RTO Code: 45342
© 2020 Advance College
Advance College is a trading name of Australian Newtown College, RTO 45342.
Cover images © Shutterstock www.shutterstock.com
ASSESSMENT OVERVIEW
This Student Assessment Booklet-I includes Task 1 and Task 2 for assessment of HLTAAP001
Recognise healthy body systems.
ABOUT YOUR ASSESSMENTS
This unit requires that you complete 3 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: Project – information You are develop an information brochure about
brochure maintaining a healthy body.
Assessment Task 3: 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.
Prerequisite
The prerequisite for this unit is NIL.
HLTAAP001 Recognize Healthy Body Systems Page 1

© Advance College May 2021 Version 3.3
PERFORMANCE EVIDENCE
The candidate must show evidence of the ability to complete tasks outlined in elements and
performance criteria of this unit, manage tasks and manage contingencies in the context of the job
role. There must be evidence that the candidate has:
 worked effectively with information about the human body and its healthy
functioning in at least 3 different situations
KNOWLEDGE EVIDENCE
The candidate must be able to demonstrate essential knowledge required to effectively complete tasks
outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in
the context of the work role. This includes knowledge of:
 basic structure and functions of the body systems and associated components,
including:
 cells, tissues and organs

 cardiovascular system
 respiratory system
 musculo-skeletal system
 endocrine system
 digestive system
 urinary system
 reproductive system
 integumentary system
 lymphatic system
 nervous system, including sensory systems – eye and ear
 the special senses – smell, taste, vision, equilibrium and hearing
 immune system
 processes, conditions and resources required by the body to support healthy

functioning
 body regulation including:
- maintenance of body temperature

- fluid and electrolyte (including PH) balance
- elimination of wastes from the body
- maintenance of blood pressure
 protection from infection

 physical activity – active and passive

For all documentation on the performance criteria and assessment requirements of the unit
HLTAAP001 Recognise healthy body systems, please refer to the training.gov.au website with this
link: https://training.gov.au/Training/Details/HLTAAP001.

ASSESSMENT TASK COVER SHEET
Students: Please fill out this cover sheet clearly and accurately for this task.
Student Name
Assessor Name
Unit: HLTAAP001 Recognise healthy body systems
ASSESSMENT DETAILS
Assessment Type
 Written/Oral questions
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  Yes  No
assessment?
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  Yes  No
assessment? If yes, what are they? …………………………… …………………………
………………… ……… … … .………………………………………….
Do you understand your rights to appeal the decisions made in an  Yes  No
assessment?
None of this work has been completed by any other person.  Yes  No
I have not cheated or plagiarised the work or colluded with any other  Yes  No
student/s.
I have correctly referenced all resources and reference texts to complete these  Yes  No
assessment tasks.
I understand that if I am found to be in breach of policy, disciplinary action  Yes  No
may be taken against me.
STUDENT DECLARATION
I,__________________________________, certify that the statements I have
attested above have been made in a good faith, are true and correct. To the best of my knowledge and
belief, these tasks are my own work.
Student Signature: …………………………… Date: ............... /................./...................................
ASSESSMENT TASK COVER SHEET

Result - Attempt 1 Satisfactory (S) Not Yet Satisfactory (NYS)
ASSESSOR FEEDBACK – Attempt 1 (Assessment Task 1)
Assessors: Please return this cover sheet to the student with assessment results and feedback.
Assessor signature: Date:
Re-assessment Result Satisfactory (S) Not Yet Satisfactory (NYS)

(if NYS in Attempt 1)
ASSESSOR FEEDBACK – Attempt 2 (Assessment Task 1 )
Re-assessment Result Satisfactory (S) Not Yet Satisfactory (NYS)

(if NYS in Attempt 2)
ASSESSOR FEEDBACK – Attempt 3 (Assessment Task 1)


ASSESSOR DECLARATION
I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I
have observed the student demonstrate unit outcomes through consistent and repeated application of
skills and knowledge over a period of time and provided appropriate feedback.
Signature:
Date:
STUDENT FEEDBACK AND ASSESSMENT APPEALS
Fill in the declaration below if you have received a not yet satisfactory (NYS) in all
three attempts.
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.
I have received my assessment result and I am satisfied with the given feedback for this
assessment.
I am not satisfied about my result and I would like to appeal regarding my result.
Student Signature: …………………………… Date: ......... /.........../..................

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

c) Describe the functions of the cardiovascular system.
QUESTION 2
a) 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

b) Describe the functions of the respiratory system.
QUESTION 3
a) Identify the three main parts of the muscular system and briefly explain the purpose of each.
1.
2.
3.
b) Identify the two main parts of the skeletal system.
1.
2.
c) Describe the functions of the musculoskeletal system.

QUESTION 4
a) Identify where each of the following glands from the endocrine system are located and briefly explain the
purpose of each.
 Hypothalamus
 Pituitary gland
 Thyroid gland
 Parathyroid glands
 Adrenal glands
 Pineal gland
 Reproductive glands

 Pancreas
b) Describe the function of the endocrine system.
QUESTION 5
a) Identify the two parts of the nervous system and briefly explain their function.
1.
2.
b) Describe the function of the nervous system.

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

QUESTION 7
a) Identify the four main parts of the urinary system and provide a brief explanation of the function of each.
1.
2.
3.
4.
b) Describe the function of the urinary system as a whole, including its role in regulating fluid and electrolyte
balance in the body.
QUESTION 8
a) Identify the five main parts of the female reproductive system and provide a brief explanation of their
function.
1.
2.

3.
4.
5.
b) Identify the three main parts of the male reproductive system and provide a brief explanation of their
function.
1.
2.
3.
c) Describe the function of the human reproductive system.

QUESTION 9
a) Provide a definition of the integumentary system and explain its function.
b) Identify the three layers of tissue of human skin.
Top layer
Middle layer
Deepest layer

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

c) Vision
d) Equilibrium
e) Hearing
QUESTION 12
a) Provide a definition of ’cells’.
b) Identify the components of a cell as shown in the figure below:
A.
B.
C.
D.
E.
F.
G.

H.
I.
J.
K.
L.
M.
N.
O.
P.
Q.
R.
S.
c) Explain the function of the following:
Mitochondria
Ribosomes

Golgi apparatus
Nucleus
Lysosomes
Endoplasmic reticulum
(smooth and rough)
d) Provide a definition of human body tissue. In your answer, identify the four principal types of tissue and
briefly explain their function.
e) Identify the 11 major organ systems of the human body.
1.
2.
3.
4.

5.
6.
7.
8.
9.
10.
11.
QUESTION 13
a) Explain how food and nutrition affect health and contribute to a healthy body.
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

Carbohydrate
Fat
Vitamin A
Vitamin B1
(Thiamine)
Vitamin B12
Vitamin C
Vitamin D
Vitamin K
Sodium
Potassium

Calcium

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.
2.
3.
4.
5.
6.
7.
8.
9.
10.

QUESTION 15
a) In the following table, provide a definition for each health terminology term.
Terminology Definition
Analgesic
Anorexia
Arthritis
Breakthrough pain
Catheter
Diuretic
Dyspraxia

Terminology Definition
Hallucination
Infarction
Prosthesis
Scabies
Thrombosis
b) Explain the difference between ‘contagious’ and ‘infectious’.

QUESTION 16
a) Explain how the cardiovascular and respiratory system work together to ensure healthy body function.
b) Explain how the integumentary and nervous system work together to ensure healthy body function.
QUESTION 17
a) Describe the function of the immune system.

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
Adaptive immune system
c) Provide a brief definition of immunodeficiency.
d) List four external methods of protecting the body from infection.
1.
2.
3.

4.
e) List four healthy living strategies to help improve the immune system.
1.
2.
3.
4.
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.

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.
2.
3.
4.
5.
6.
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.

Weblinks (if applicable):
c) What symptoms are experienced by a person who has low blood pressure (hypotension)? What blood pressure
reading is considered to be low?
d) Imagine Ray had low blood pressure. List three pieces of advice that the doctor could give Ray to help him
manage it.
1.
2.
3.
QUESTION 20
a) Briefly explain the difference between active and passive physical activity.

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

This page is left intentionally blank.


HLTAAP001 Recognise Healthy Body System SAB v3.3 - TheORY

Uploaded by

Copyright:

Available Formats

HLTAAP001 Recognise Healthy Body System SAB v3.3 - TheORY

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

HLTAAP001 Recognise Healthy Body System SAB v3.3 - TheORY

Uploaded by

Copyright:

Available Formats

STUDENT ASSESSMENT BOOKLET-I

HLTAAP001 Recognise Healthy Body

Student Name: ___________________________

Level 3, 4 Railway Parade Burwood, NSW, 2134

ABOUT YOUR ASSESSMENTS

Assessment Task About this task

How to submit your assessments

Assessment Task Cover Sheet

HLTAAP001 Recognize Healthy Body Systems Page 1

 cells, tissues and organs

 processes, conditions and resources required by the body to support healthy

 body regulation including:

- maintenance of body temperature

 protection from infection

HLTAAP001 Recognize Healthy Body Systems Page 2

HLTAAP001 Recognize Healthy Body Systems Page 3

Unit: HLTAAP001 Recognise healthy body systems

AGREEMENT BY THE STUDENT

I,__________________________________, certify that the statements I have

belief, these tasks are my own work.

Student Signature: …………………………… Date: ............... /................./...................................

ASSESSMENT TASK COVER SHEET

HLTAAP001 Recognize Healthy Body Systems Page 5

Assessor signature: Date:

Re-assessment Result Satisfactory (S) Not Yet Satisfactory (NYS)

Assessor signature: Date:

Re-assessment Result Satisfactory (S) Not Yet Satisfactory (NYS)

ASSESSOR FEEDBACK – Attempt 3 (Assessment Task 1)

Assessor signature: Date:

HLTAAP001 Recognize Healthy Body Systems Page 6

STUDENT FEEDBACK AND ASSESSMENT APPEALS

Student Signature: …………………………… Date: ......... /.........../..................

HLTAAP001 Recognize Healthy Body Systems Page 7

WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?

WHEN DO I DO THIS TASK?

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

WRITTEN ANSWER QUESTION GUIDANCE

HLTAAP001 Recognize Healthy Body Systems Page 9

Inferior vena cava

Superior vena cava

HLTAAP001 Recognize Healthy Body Systems Page 10

Right main bronchus

HLTAAP001 Recognize Healthy Body Systems Page 11

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

c) Describe the functions of the musculoskeletal system.

HLTAAP001 Recognize Healthy Body Systems Page 12

HLTAAP001 Recognize Healthy Body Systems Page 13

b) Describe the function of the endocrine system.

b) Describe the function of the nervous system.

HLTAAP001 Recognize Healthy Body Systems Page 14

HLTAAP001 Recognize Healthy Body Systems Page 15

HLTAAP001 Recognize Healthy Body Systems Page 16

c) Describe the function of the human reproductive system.

HLTAAP001 Recognize Healthy Body Systems Page 17

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

HLTAAP001 Recognize Healthy Body Systems Page 18

Sweat gland duct

HLTAAP001 Recognize Healthy Body Systems Page 19

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

HLTAAP001 Recognize Healthy Body Systems Page 20