HLTAAP001 Recognise Healthy Body System SAB v3.0 - THEORY

STUDENT ASSESSMENT BOOKLET-I
HLTAAP001 Recognise Healthy Body

Systems
Student Name: Sujan Adhikari
Suite 203, 11-15 Deane Street 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
brochure about 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 4

© Advance College November 2020 Version 3.1
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 Sujan Adhikari
Assessor Name
Unit: HLTAAP001 Recognise healthy body systems
ASSESSMENT DETAILS
Written/Oral questions  Project – information brochure

Assessment Type
 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 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
Sujan Adhikari
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.
Sujan. 20/02/2023
Student Signature: …………………………… Date: ............... /................./...................................
ASSESSMENT TASK COVER SHEET – Attempt 1

Result Satisfactory (S) Not Yet Satisfactory
(NYS)
ASSESSOR FEEDBACK (Assessment Task 1 to Task 2)
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)
Re-assessment Result Satisfactory (S) Not Yet Satisfactory (NYS)


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
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 9
Left atrium 7
Left ventricle 8
Right ventricle 3
Right atrium 2
Pulmonary veins 4
Pulmonary arteries 4
Inferior vena cava 1
Superior vena cava 1
b) Refer to the diagram above of the cardiovascular system and explain how blood flows through the heart.
As the heart beats, it pumps blood through a system blood vessel, called the circulatory system. The vessels
are elastic tubes that carry blood to every part of the body. Blood enters the heart though two large veins, the
inferior and superior vena cava, emptying oxygen poor blood form the body into the right atrium. As the
ventricle contracts, blood leaves the heart through the pulmonic valve, into the pulmonary artery and to the
lungs, where it is oxygenated.

c) Describe the functions of the cardiovascular system.
 The cardiovascular system consists of the heart, blood vessels, and blood. This system has three main
functions.
 Transport of nutrients, oxygen, and hormones to cells throughout the body and removal of metablolic
wastes (carbon dioxide, nitrogenous wastes)
 To help the body maintain a constant body temperature(“thermoregulation”)
 To help maintain fluid balance within the body
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

e) Describe the functions of the respiratory system.
Respiratory system is the network of organs and tissues that help you breathe. The functions of the
respiratory system are as follows: -
 Inhalation and Exhalation are pulmonary ventilation – That’s breathing. The respiratory system aids
in breathing, also called pulmonary ventilation.
 Internal Respiration exchanges gases between the bloodstream and body tissues
 Red blood cell carries inhaled oxygen to the body’s tissues and bring carbon dioxide back to the lungs
to be exhaled.
 Air vibrating the vocal cords creates sound.
 Olfaction, or smelling, is a chemical sensation which happens when respiratory system is functioning.
QUESTION 3
a) Identify the three main parts of the muscular system and briefly explain the purpose of each.
1. Skeletal Muscle: - Striated muscle, is the tissue most commonly associated with the muscular system. This
type of muscle attaches to the skeleton and moves the limbs and body of an organism. Skeletal muscle
systems are composed of striated muscle which has distinct bands of proteins in each myofibril.
2. Visceral Muscle: - By contrast, visceral muscle cells do not contain these stark bands of protein, and the
actin and myosin fibers, which squeezes the cell when contracted.
3. Cardiac Muscle: - Cardiac muscle, which surround the cambers of the heart, is striated like skeletal muscle,
but the cells are connected to adjacent cells, which creates more of a contractile motion to pump the blood.
b) Identify the two main parts of the skeletal system.
1. Axial skeleton
2. Appendicular skeleton
c) Describe the functions of the musculoskeletal system.
The musculoskeletal system provides form, support, stability, and movement to the body. It is made up of the
bones of the skeleton, muscles, cartilage, tendons, ligaments, joints and other connective tissue that supports
and binds tissues and organs together. They work together to support your body’s weight and help you move.
Injuries, disease and aging can cause pain, stiffness and other problems with movement and function.

QUESTION 4
a) Identify where each of the following glands from the endocrine system are located and briefly explain the
purpose of each.
 Hypothalamus
Hypothalamus is a small region of the brain. It’s located at the base of the brain near the pituitary gland.
While it’s very small, the hypothalamus plays crucial role in many important functions, including releasing
hormones, regulating body temperature.
 Pituitary gland
The pituitary gland is a small, bean-shaped gland situated at the base of your brain, somewhat behind your
nose and between your ears. Despite its small size, the gland influences nearly every part of your body. The
hormones it produces help regulate important functions, such as growth, blood pressure and reproduction.
 Thyroid gland
Thyroid gland is a small, butterfly-shaped gland located at the base of your neck. It releases hormones that
control metabolism-the way your body uses energy.
 Parathyroid glands
Parathyroid glands are four small glands of the endocrine system which regulate the calcium in our bodies.
Parathyroid glands are located in the neck behind the thyroid where they continuously monitor and regulate
blood calcium levels.
 Adrenal glands
The adrenal glands are small glands located on top of each kidney. They produce hormones that you can’t live
without, including sex hormones and cortisol. Cortisol helps you respond to stress and has many other
important functions. With adrenal gland disorders, your glands make too much or not enough hormones.
 Pineal gland
The pineal gland is a small, pea-shaped gland in the brain. It’s function isn’t fully understood. Researchers do
know that it produces and regulates some hormones, including melatonin. Melatonin is best known for the role
it plays in regulating sleep patterns. Sleep patterns are also called circadian rhythms.
 Reproductive glands

A reproductive gland is a mixed gland that produces the gametes (sex cells) and sex hormones of an organism.
In the female of the species the reproductive cells are the egg cells, and in the male the reproductive cells are
the sperm.
 Pancreas
The pancreas is an abdominal organ that is located behind the stomach and is surrounded by other organs,
including the spleen, liver and intestine. The pancreas is about 6 inches (15.24 centimetres) long, oblong and
flat. The pancreas plays an important role in digestion and in regulating blood sugar.
b) Describe the function of the endocrine system.
The endocrine system is made up of the pituitary gland, thyroid gland, parathyroid glands, adrenal glands,
pancreas, ovaries (in females) and testicles (in males), according to the mayo clinic.
The endocrine basically acts as a gland which select and remove materials from the blood, processes them and
secretes the finished chemical product for use somewhere in the body. The endocrine system affects almost
every organ and cell in the body. Although the hormones circulate throughout the body, each type of hormone
is targeted toward certain organs and tissues, the Merck Manual notes. The endocrine system gets some help
from organs such as the kidney, liver, heart and gonads, which have secondary endocrine functions. The
kidney, for example, secretes hormones such as erythropoietin and renin.
QUESTION 5
a) Identify the two parts of the nervous system and briefly explain their function.
1. The central nervous system is made up of the brain and spinal cord. This is responsible for
integrating sensory information and responding accordingly. It consists of two main components. The
spinal cord serves as a conduit for signals between the brain and the rest of the body. It also controls
simple musculoskeletal reflexes without input from the brain.

2. The peripheral nervous system is made up of nerves that branch off from the spinal cord and extend
to all parts of the body. The primary role of the primary nervous system is to connect the central
nervous system to the organs, limbs and skin.
b) Describe the function of the nervous system.
The nervous system has three broad functions: sensory input, information processing, and motor output. In
the PNS, sensory receptor neurons respond to physical stimuli in our environment, like touch or temperature,
and send signals that inform the central nervous system of the state of the body and the external
environment. Control of body’s internal environment to maintain ‘homeostasis’ an example this the regulation
of body temperature. Programming of spinal cord reflexes. An example of this is the stretch reflexes. Memory
and learning are also example of nervous system. Voluntary control of movement is also key function of
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.
Basically, the body system that converts food into energy and nutrients to fuel the body. The human digestive

system breaks food down into small molecules that can be used by cells in the body. Digestion begins when
food enters the mouth (oral cavity). Both mechanical and chemical digestion occur in the mouth. Teeth grind
and break up food (mechanical), while an enzyme in saliva called amylase begins to break down carbohydrates
(chemical). After it is swallowed, the chewed food (now called a bolus) moves down the esophagus. The
esophagus acts as a connection between the mouth and the stomach, but no digestion occurs here.
The bolus then reaches the stomach, where more mechanical and chemical digestion take place. The muscles
in the stomach walls churn the bolus (mechanical), allowing it to mix with digestive enzymes and gastric acids
(chemical). This process converts the bolus into a liquid called chyme. Digestion continues in the stomach for
several hours. During this time, an enzyme called pepsin breaks down most of the protein in the food. The
chyme is slowly transported into the small intestine, where most chemical digestion takes place. Bile, which is
made in the liver, is released from the gallbladder to help digest fats. In addition, enzymes from the pancreas
and intestinal walls combine with the chyme to start the final part of digestion. Most nutrient absorption
occurs in the small intestine. Nutrients are absorbed through its walls into the circulatory system and by the
time the chyme exits the small intestine, only water and indigestible substances are left behind. The chyme
then enters the large intestine. Here, water is removed and bacterial break down some undigestible materials,
producing important compounds (such as vitamin K). The concentrated waste material that remains is called
feces, which passed into the rectum and eliminated from the body through the anus.
QUESTION 7
a) Identify the four main parts of the urinary system and provide a brief explanation of the function of each.
1. Kidneys: - The kidneys are the primary organs of the urinary system. The kidneys are the organs that filter
the blood, remove the wastes, and excrete the wastes in the urine. They are the organs that perform the
functions of the urinary system. The other components are accessory structures to eliminate the urine from
the body.
2. Ureters: - Each ureter is a small tube, about 25 cm long, that carries urine from renal pelvis to the urinary
bladder. It descends from the renal pelvis, along the posterior abdominal wall, which behind parietal
peritoneum, and enters the urinary bladder on the posterior inferior surface.
3. Urinary Bladder: - The urinary bladder is a temporary storage reservoir for urine. It is located in the pelvic
cavity, posterior to the symphysis pubis, and below the parietal peritoneum. The size and shape of the
urinary bladder varies with the amount of urine it contains and with the pressure it receives from
surrounding organs.
4. Urethra: - The final passageway for the flow of urine is the urethra, a thin-walled tube that conveys urine
from the floor of the urinary bladder to the outside. The opening to the outside is the external urethral
orifice. The mucosal lining of the urethra is transitional epithelium. The wall also contains smooth muscle
fibers and is supported by connective tissue.
b) Describe the function of the urinary system as a whole, including its role in regulating fluid and electrolyte
balance in the body.
The urinary system maintains blood homeostasis by filtering out excess fluid and help the body to get rid of
liquid waste called urea. They also help to keep chemicals (such as potassium and sodium) and water in
balance. Urea is produced when foods containing protein (such as meat, poultry, and certain vegetables) are
broken down in the body. Urea is carried in the blood to the kidneys. This is where it is removed, along with
water and other wasters in the form or urine.

QUESTION 8
a) Identify the five main parts of the female reproductive system and provide a brief explanation of their
function.
1. Ovary: A female reproductive organ, often paired, that produces ova and in mammals secretes the hormone
estrogen and progesterone.
2. Oviduct: A duct through which a ovum passes from an ovary to the uterus or to the exterior (called
fallopian tubes in humans).
3. Vulva: This consists two female external genital organs.
4. Oogenesis: The formation and development or an ovum.
5. Fallopian tubes: These small tubes transport ova from the ovaries to the uterus. This is where an egg waits
to be
b) Identify the three main parts of the male reproductive system and provide a brief explanation of their
function.
1. Testes
2. Scrotum
3. Penis

c) Describe the function of the human reproductive system.
The major function of the reproductive system is to ensure survival of the species. Other systems in the body,
such as the endocrine and urinary systems, work continuously to maintain homeostasis for survival of the
individual. An individual may live a long, healthy, and happy life without producing offspring. But if the
spices are to continue, at least some individuals must produce offspring.
The reproductive system has four functions:
 To produce egg and sperm cells
 To transport and sustain these cells
 To nurture the developing offspring
 To produce hormones
QUESTION 9
a) Provide a definition of the integumentary system and explain its function.
The integumentary system consists of the skin, hair, nails, glands, and nerves. Its main function is to act as a
barrier to protect the body from the outside world. It also functions to retain body fluids, protect against
diseases, eliminate waste products, and regulate body temperature. In order to do these things, the
integumentary system works with all the other systems of your body, each of which has a role to play in
maintaining the internal conditions that a human body need to function property.
The integumentary system has many functions, most of which are involved in protecting you and regulating
your body’s internal functions in a variety of ways:
 Protects the body’s internal living tissues and organs
 Protects against invasion by infectious organisms
 Protects the body from dehydration
 Protects the body against abrupt changes in temperature
 Helps dispose of waste materials
 Acts as a receptor for touch, pressure, pain, heat and cold
 Stores water and fat
b) Identify the three layers of tissue of human skin.
Top layer The epidermis is the top layer of your skin. It’s the only layer that is visible to
the eyes. The epidermis is thicker than you might expect and has five sublayers.
Your epidermis is constantly shedding dead skin cells from the top layer and
replacing them with new healthy cells that grow in lower layers.
Middle layer The dermis is thicker than the epidermis and contains all sweat and oil glands,
hair follicles, connective tissues, nerve endings, and lymph vessels. While the
epidermis covers your body in a visible layer, the dermis is the layer of skin that
really enables the function of pathogen protection that your body needs.
Since the dermis contains collagen and elastin, it also helps support the
structure of skin that we see.
Deepest layer The layer of skin beneath the dermis is sometimes called the subcutaneous fat,

subcutis, or hypodermis layer. This layer provides insulation for your body,
keeping you warm. It also provides a cushion that works like a shock absorber
surrounding your vital organs.
There are plenty of blood vessels contained in the hypodermis. This is the layer
that attaches your skin to the muscles and tissue below it. This layer can be
thicker in some parts of your body than others and tends to be determined by
genetics.
Unlike visceral fat, which accumulates on your body as a result of metabolism,

diet, exercise, and other factors, subcutaneous fat is always underneath your
skin and shouldn’t worry you.

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.
The lymphatic system is a vascular network of tubules and ducts that collect, filter and return lymph to blood
circulation. Lymph is a clear fluid that comes from blood plasma, which exits blood vessels at capillary beds.
This fluid becomes the interstitial fluid that surrounds cells. Lymph contains water, proteins, salts, lipids,
white blood cells, and other substances that must be returned to the blood. The primary functions of the
lymphatic system are to drain and return interstitial fluid to the blood, to absorb and return lipids from the
digestive system to the blood, and to filter fluid of pathogens, damaged cells, cellular debris, and cancerous
cells.
Six lymphatic organs are:
 Thymus
 Spleen
 Tonsils
 Appendix
 Vessels
 Nodes
QUESTION 11
Describe in one paragraph each how each of the following functions occurs in the human body.
a) Smell
The nose is the body’s primary organ of smell and also functions as part of the body’s respiratory
system. Air comes into the body through the nose. As it passes over the specialized cells of the
olfactory system, the brain recognizes and identifies smells.
b) Taste

Receptors for taste are located in taste buds. Taste buds are located in small structures called papillae.
Papillae can be found on the surface of the tongues, soft palate, and oesophagus. Humans are capable of
differentiating five basic tastes: bitter, sweet, umami, sour and salt.
Bitterness probably developed during the evolution as a warning sign of a toxic substance. Thus, preventing
an animal form consummation of such a flood. On the other hand, sweetness and umami indicated healthy
nutrients rich food back then.
c) Vision
The human eye functions much like a digital camera. Here’s how it works.
Light enters the eye through the cornea, the clear front surface of the eye, which acts like a camera lens. The
iris works much like the diaphragm of a camera controlling how much light reaches the back of the eye. It
does this by automatically adjusting the size of the pupil which, in this scenario, functions like a camera’s
aperture. The eye’s crystalline lens sits just behind the pupil and acts like autofocus camera lens, focusing
camera lens, focusing on close and approaching objects. Focused by the cornea and the crystalline lens, the
light makes its way to the retina. This is the light sensitive lining in the back of the eye. Think of the retina
as the electronic image sensor of a digital camera. Its job is to convert images into electronic signals and send
them to the optic nerve. The optic nerve then transmits these signals to the visual cortex of the brain which
creates our sense of sight.
d) Equilibrium
The Equilibrium along with audition, the inner ear is responsible for encoding information about equilibrium,
the sense of balance. A similar mechanoreceptor – a hair cell with stereocilia – senses head position, head
movement, and whether our bodies are in motion.
e) Hearing
The ear is an advanced and very sensitive organ of the human body. The ear’s function is to transmit and
transduce sound to the brain through the parts of the ear, the outer ear, the middle ear, and the inner ear.
The major task of the ear is to detect, transmit and transmit and transduce sound.
QUESTION 12
a) Provide a definition of ’cells’.
Cells are the basic building blocks of all living things. The human body is composed of trillions of cells. They
provide structure for the body, take in nutrients from food, convert those nutrients into energy, and carry out
specialised functions.

b) Identify the components of a cell as shown in the figure below:
centriole
A.
Ribosomes
B.
Rough endoplasmic reticulum

C.
Smooth endoplasmic reticulum

D.
Cytosol
E.
Mitochondrion
F.
Microtubules
G.
Plasma membrane
H.
Microfilaments
I.
Lysosomes
J.
Secretory vesicle
K.
Golgi apparatus
L.
Centriole
M.
Cisterna
N.
Nuclear pore
O.
Peroxisome
P.
Ribosomes (free)
Q.
Ribosomes (attached)
R.
Chromatin
S.

c) Explain the function of the following:
Mitochondria Mitochondria are membrane-bound cell organelles (mitochondrion, singular) that

generate most of the chemical energy needed to power the cell's biochemical
reactions. Chemical energy produced by the mitochondria is stored in a small
molecule called adenosine triphosphate (ATP).
Ribosomes A ribosome is a cell organelle. It functions as a micro-machine for making

proteins. Ribosomes are composed of special proteins and nucleic acids. The
TRANSLATION of information and the Linking of AMINO ACIDS are at the
heart of the protein production process.
Golgi apparatus A ribosome is a cell organelle. It functions as a micro-machine for making

proteins. Ribosomes are composed of special proteins and nucleic acids. The
TRANSLATION of information and the Linking of AMINO ACIDS are at the
heart of the protein production process.
Nucleus The nucleus controls and regulates the activities of the cell (e.g., growth
and metabolism) and carries the genes, structures that contain the hereditary
information.
Lysosomes A lysosome is a membrane-bound cell organelle that contains digestive enzymes.

Lysosomes are involved with various cell processes. They break down excess or
worn-out cell parts. They may be used to destroy invading viruses and bacteria.
Endoplasmic reticulum The endoplasmic reticulum can either be smooth or rough, and in general its
(smooth and rough) function is to produce proteins for the rest of the cell to function. The rough
endoplasmic reticulum has on it ribosomes, which are small, round organelles
whose function it is to make those proteins.
d) Provide a definition of human body tissue. In your answer, identify the four principal types of tissue and
briefly explain their function.
Human body tissue is another way of describing how our cells are grouped together in a highly organised manner
according to specific structure and function. These groupings of cells from tissues, which then make up organs and
various parts of the body.
For example, it is easy to see and feel muscle in the body. Muscle is one of the four types of human body tissues.
e) Identify the 11 major organ systems of the human body.
1. Skeletal system
2. Muscular system
3. Lymphatic system

4. Respiratory system
5. Digestive system
6. Nervous system
7. Endocrine system
8. Cardiovascular system
9. Urinary system
10. Reproductive system
11. Integumentary system
QUESTION 13
a) Explain how food and nutrition affect health and contribute to a healthy body.
The food we eat gives our bodies the “information” and materials they need to function properly. If we don’t get
the right information, our metabolic processes suffer and our health declines. If we get too much food, or food that
gives our bodies the wrong instructions, we can become overweight, undernourished, and at risk for the
development of diseases and conditions, such as arthritis, diabetes, and heart diseases.
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 Protein is an important building block of Lean meat, poultry products like eggs,
bones, muscles, cartilage, skin, and blood dairy products like milk, seeds and nuts,
beans, soy

Carbohydrate Carbohydrates provide fuel for the Fruit, vegetables, bread and grain products
central nervous system and energy for
working muscles
Fat Vitamin A is vital for growth and Cheese, bark chocolate, whole eggs, fatty
development, cell recognition, vision, fish, nuts
immune function, and reproduction and
helps the heart, lungs, and kidneys
Vitamin A Vitamin A is vital for growth and  Cod liver oil

development, cell recognition, vision,  Eggs
immune function, and reproduction and  Fortified breakfast
helps the heart, lungs and kidneys  Fortified skim milk
 Orange
Vitamin B1 Vitamin B1, thiamine, or thiamine, Meat, fish and grains, fruit and vegetables
(Thiamine) enables the body to use carbohydrates as
energy. It is essential for glucose
metabolism, and it plays a key role in
nerve, muscle, and heart function
Vitamin B12 Vitamin B12 is a nutrient that helps  Beef liver

keep the body’s nerve and blood cells  Fish, meat, poultry, egg
healthy and help make DNA, the genetic
material in all cells. Vitamin B12 also
helps prevent a type of anaemia called
megaloblastic anaemia that makes people
tired and weak
Vitamin C Vitamin C, also called ascorbic acid, is Fresh and raw cantaloupes, pineapples,
important to many functions in the strawberries, and cranberries
body. For example, it is needed to grow
and repair tissues throughout the body.
Vitamin C is a popular remedy for the
common cold, but research is mixed on
whether it helps or prevents the sniffles
Vitamin D Vitamin D (ergocalciferol – D2,  Fatty fish

cholecalcifeol-D3) is a fat-soluble vitamin  Egg yolks
that helps your body absorb calcium and  Beef liver
phosphorus
Vitamin K The body needs vitamin K prothrombin, Leafy green vegetables

a protein and clotting factor that is
important in blood clotting and bone
metabolism
Sodium Sodium is an essential electrolyte that It occurs naturally in meat and dairy
helps maintain the balance of water in products
and around your cells. It’s important for
proper muscle and nerve function. It also
helps maintain stable blood pressure

levels
Potassium Potassium is one of the most important  Beet greens
minerals in the body. It helps regulate  Yams, baked
fluid balance, muscle contractions and  Pinto beans
nerve signals  White potatoes
Calcium Calcium and its role in the human body.  Milk

Calcium is very essential in muscle  Cheese
contraction, oocyte activation, building  Yoghurt
strong bones and teeth, blood clotting,  Seaweeds
nerve impulse, transmission, regulating  Nuts and seeds
heartbeat and fluid balance within cells  Beans
 Figs
 broccoli

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 healthy
2. Focus on prevention
3. Get information on medication management
4. Get some sleep
5. Remember mental health
6. Screen for vison changes
7. Socialise
8. Stay physically active
9. Take advantage of free physical
10. Visit the dentist every six months

QUESTION 15
a) In the following table, provide a definition for each health terminology term.
Terminology Definition
Analgesic The term Analgesic encompasses a class of drugs that are designed to relieve pain
without causing the loss of consciousness. The different classes of analgesic drugs
include: Narcotics, such as morphine, and synthetic narcotics drugs, such as methadone,
may be used for pain relief.
Anorexia An eating disorder characterized by markedly reduced appetite or total aversion to food.
Anorexia is a serious psychological disorder. It is a condition that goes well beyond out-
of-control dieting.
Arthritis Arthritis is a term often used to mean any disorder that affects joints. Symptoms
generally include joint pain and stiffness. The most common forms are osteoarthritis
(degenerative join disease) and rheumatoid arthritis.
Breakthrough pain Breathing pain is a sudden and brief flare-up of pain from a chronic condition like
arthritis of cancer. In other cases, breakthrough pain attacks are unpredictable and
come on without warning.
Catheter A catheter is a tube that is inserted into your bladder, allowing your urine to drain
freely. The most common reasons for using a catheter are to rest the bladder after
surgery – most commonly bladder, bowel or urinary tract surgery for conditions such as
stroke or multiple sclerosis.
Diuretic Diuretic also called water pills, are medications designed to increase the amount of
water and salt expelled from the body as urine. There are three types of prescription
diuretics.
Dyspraxia Developmental Coordination Disorder (DCD) also known as dyspraxia, is a condition

affecting physical coordination. It causes a child to perform less well than expected in
daily activities for their age and appear to move clumsily.

Terminology Definition
Hallucination A sensory experience of something that does not exist outside the mind, caused by
various physical and mental disorders, or by reaction to certain toxic substance, and
usually manifested as visual or auditory images.
Infarction Infarction a coronary artery becomes obstructed and this leads to irreversible damage
and necrosis of the heart tissue.
Prosthesis A prosthesis, an artificial substitute or replacement of a part of the body such as a

tooth, eye, a facial bone, the palate, a hip, a knee or another joint, the leg, an arm, etc.
Scabies Scabies is an itchy skin condition caused by a tiny burrowing mite called sarcoptic
scabies. Intense itching occurs in the area where the mite burrows
Thrombosis Thrombosis is the formation of a blood clot, known as a thrombus, within a blood
vessel. When a blood clot forms in the veins, it is known as venous thrombosis.
b) Explain the difference between ‘contagious’ and ‘infectious’.
Contagious – contagious diseases (such as the flu, colds, or strep throat) spread from person to person in several
ways. One way is through direct physical contact, like touching or kissing a person who has the infection
Infectious – Infectious diseases are caused by microscopic germs (such as bacteria or viruses) that get into the body
and cause problems

QUESTION 16
a) Explain how the cardiovascular and respiratory system work together to ensure healthy body function.
The circulatory and respiratory systems work together to circulate blood and oxygen throughout the body. Air
moves in and out the lungs through the trachea, bronchi, and bronchioles. Blood moves in and out of the lungs
through the pulmonary arteries and veins that connect to the heart.
b) Explain how the integumentary and nervous system work together to ensure healthy body function.
The integumentary system reduces water loss, contains receptors that respond to touch, regulates body
temperature, and protects the inside of the body from damage. Receptors in skin send sensory information to the
brain. The autonomic nervous system regulates peripheral blood flow and sweat glands.
QUESTION 17
a) Describe the function of the immune system.
The role of the immune system – a collection of structure and processes within the body – is to protect against
disease or other potentially damaging foreign bodies. When functioning properly, the immune system identifies a
variety of threats, including viruses, bacteria and parasites, and distinguishes them from the body’s own healthy
tissue.

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 Innate immunity is the immune system you are born with , and mainly consists of
barriers on and in the body that keep foreign threats out, according to the
National Library of Medicine (NLM). Components of innate immunity include
skin, stomach acid, enzymes found in tears and skin oils, mucus, and the cough
reflex. There are also chemical components of innate immunity, including
substances called interferons and interleukin.
Adaptive immune system Adaptive immunity is more complex than innate immunity, according to The
Biology Project at The University of Arizona. In adaptive immunity, the threat
must be processes and recognised by the body, and then the immune system
creates antibodies specifically designed to the threat. After the threat is
neutralised, the adaptive immune system “remembers it”, which makes future
response to the same germ more efficient.
c) Provide a brief definition of immunodeficiency.
Immunodeficiency disorders involve malfunction of the immune system, resulting in infections that develop and
recure more frequently, are more severe, and last longer than usual. Immunodeficiency disorders usually result from
use of a drug or from a long-lasting serious disorder (such as cancer) but occasionally are inherited.
d) List four external methods of protecting the body from infection.
1. Handle and prepare food safely
2. Wash hands often
3. Clean and disinfect commonly used surfaces

4. Cough and sneeze into your folded elbow
e) List four healthy living strategies to help improve the immune system.
1. Do not smoke
2. Eat a diet high in fruits and vegetables
3. Maintain a healthy weight
4. Exercise regularly
QUESTION 18
a) Explain how the body maintains its temperature when the outside atmosphere is hot.
When heat activates sweat glands, these glands bring that water, along with body’s salt to the surface of the skin
as sweat. Once on the surface, the water evaporates. Water evaporating from the skin cools the body, keeping its
temperature in a healthy range.
b) Explain how the body maintains its temperature when the outside atmosphere is cold.

Your skin regulates your body temperature through blood vessels and through the process of sweating. The skin is
in effect your body’s thermostat. When you are out in cold weather, your skin triggers shivering so the blood
vessels will contract and keep you as warm as possible.
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. Lose extra pounds and watch your waistline
2. Exercise regularly
3. Eat healthy diet
4. Reduce sodium in your diet
5. Cut back on caffeine
6. Reduce your stress
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): https://www.healthdirect.gov.au/how-to-lower-blood-pressure
 Exercise. One reason exercise is so effective at controlling blood pressure is because it stimulates your
body to release a substance called nitric acid. Nitric acid causes blood vessels to open up, which reduces
blood pressure. Exercise also helps to strengthen your heart muscle, reduce stress, and aid weight loss.
 Lose excess weight. There's no getting around the fact that blood pressure goes up as the pounds pile
on. Being overweight increases your risk for heart disease and diabetes, too. Losing even 10 pounds can
start to make your blood pressure go back down.
 Eat healthily. Eating the right type of diet can lower your risk for high blood pressure or help you
return to normal blood pressure. Clinical studies show that a diet high in fruits, vegetables, low-fat dairy,
whole grains, poultry, fish, and nuts really works. You also need to avoid fats, red meat, and excess sugar.
c) What symptoms are experienced by a person who has low blood pressure (hypotension)? What blood pressure
reading is considered to be low?
Symptoms include:
 Light-headedness, when standing from a sitting or lying position
 Unsteadiness
 Dizziness
 Weakness
 Blurred vision
 Fatigue
 Fainting.
Causes of hypotension
Blood pressure is measured using a device known as a sphygmomanometer. If the measurement drops
30mmHg below the person’s usual blood pressure, this is considered to be hypotension.
d) Imagine Ray had low blood pressure. List three pieces of advice that the doctor could give Ray to help him
manage it.
1. Drink plenty of water – Dehydration can sometimes lead to low blood pressure. Some people may have
hypotension even with mild dehydration. You can also get dehydrated by losing water too quickly.
2. Eat a balance diet – Low blood pressure and other side effects may occur if you’re not getting enough
nutrients. Low levels of vitamin B-12, folic acid, and iron can cause anemia. This condition happens when
your body can’t make enough blood. Anemia can lower blood pressure. This in turn can cause low blood
pressure. Your doctor may recommend changes to your daily diet and taking supplements.
3. Limit or avoid alcohol – Drinking alcohol can lead to dehydration. It can also interact with medications
and cause low blood pressure.
QUESTION 20
a) Briefly explain the difference between active and passive physical activity.

Passive exercises are used to prevent stiffness and regain range of motion in muscles, whereas active exercises help
strengthen the communication between the brain and body for increased movement.
b) Briefly explain range of motion (ROM) exercises and how they can improve joint function.
Active range of motion exercises help improve joint function. Range of motion is how far you can move your joints
in different directions. These exercises help you move each joint through its full range of motion. Movement can
help keep your joints flexible, reduce pain, and improve balance and strength.

ASSESSMENT TASK 2: 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 or 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.
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. You need
to attach the completed brochure as well as a third page that outlines the sources you used to complete your
brochure to this booklet. Ensure you clearly label each page with your name.
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.
 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.




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STUDENT ASSESSMENT BOOKLET-I

HLTAAP001 Recognise Healthy Body

Student Name: Sujan Adhikari

Suite 203, 11-15 Deane Street 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 4

 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 5

HLTAAP001 Recognize Healthy Body Systems Page 6

Student Name Sujan Adhikari

Unit: HLTAAP001 Recognise healthy body systems

Written/Oral questions  Project – information brochure

AGREEMENT BY THE STUDENT

belief, these tasks are my own work.

ASSESSMENT TASK COVER SHEET – Attempt 1

HLTAAP001 Recognize Healthy Body Systems Page 8

Assessor signature: Date:

ASSESSMENT TASK COVER SHEET – Attempt 2

Re-assessment Result Satisfactory (S) Not Yet Satisfactory

Assessor signature: Date:

ASSESSMENT TASK COVER SHEET – Attempt 3

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

ASSESSOR FEEDBACK (Assessment Task 1 to Task 2)

Assessor signature: Date:

HLTAAP001 Recognize Healthy Body Systems Page 9

STUDENT FEEDBACK AND ASSESSMENT APPEALS

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

HLTAAP001 Recognize Healthy Body Systems Page 10

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 12

Inferior vena cava 1

Superior vena cava 1

HLTAAP001 Recognize Healthy Body Systems Page 13

Right main bronchus

HLTAAP001 Recognize Healthy Body Systems Page 14

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

c) Describe the functions of the musculoskeletal system.

HLTAAP001 Recognize Healthy Body Systems Page 15

HLTAAP001 Recognize Healthy Body Systems Page 16

b) Describe the function of the endocrine system.

HLTAAP001 Recognize Healthy Body Systems Page 17

b) Describe the function of the nervous system.

HLTAAP001 Recognize Healthy Body Systems Page 18

HLTAAP001 Recognize Healthy Body Systems Page 19

3. Vulva: This consists two female external genital organs.

4. Oogenesis: The formation and development or an ovum.

HLTAAP001 Recognize Healthy Body Systems Page 20

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

HLTAAP001 Recognize Healthy Body Systems Page 21

Unlike visceral fat, which accumulates on your body as a result of metabolism,

HLTAAP001 Recognize Healthy Body Systems Page 22

Sweat gland duct

HLTAAP001 Recognize Healthy Body Systems Page 23