2014 clarifying cover sheet - sace.sa.edu.au

Nutrition

Stage 2 Workshop

Stage 2 Clarifying Forum A348697, © SACE Board of SA, 2014.

This material has been quality assured for use ONLY at clarifying forums of 134

Performance Standards for Stage 2 Nutrition

Investigation Analysis and Evaluation

Application Knowledge and Understanding

A Designs logical, coherent, and detailed nutrition investigations.

Critically and logically selects and consistently and appropriately acknowledges information about nutrition and issues in nutrition from a range of sources.

Manipulates apparatus, equipment, and technological tools carefully and highly effectively to implement well-organised, safe, and ethical investigation procedures.

Obtains, records, and displays findings of investigations, using appropriate conventions and formats accurately and highly effectively.

Critically and systematically analyses data and their connections with concepts, to formulate logical and perceptive conclusions and make relevant predictions.

Logically evaluates procedures and suggests a range of appropriate improvements.

Applies nutrition concepts and evidence from investigations to suggest solutions to complex problems and to promote good health in new and familiar contexts.

Uses appropriate nutrition terms and conventions highly effectively.

Demonstrates initiative in applying constructive and focused individual and collaborative work skills.

Consistently demonstrates a deep and broad knowledge and understanding of a range of nutrition concepts.

Uses knowledge of nutrition perceptively and logically to understand and explain issues related to diet, lifestyle, culture, and health.

Uses a variety of formats to communicate knowledge and understanding of nutrition in different contexts coherently and highly effectively.

B Designs well-considered and clear nutrition investigations.

Logically selects and appropriately acknowledges information about nutrition and issues in nutrition from different sources.

Manipulates apparatus, equipment, and technological tools carefully and mostly effectively to implement organised, safe, and ethical investigation procedures.

Obtains, records, and displays findings of investigations, using appropriate conventions and formats mostly accurately and effectively.

Clearly and logically analyses data and their connections with concepts, to formulate consistent conclusions and make mostly relevant predictions.

Evaluates procedures and suggests some appropriate improvements.

Applies nutrition concepts and evidence from investigations to suggest solutions to problems and to promote good health in new and familiar contexts.

Uses appropriate nutrition terms and conventions effectively.

Applies mostly constructive and focused individual and collaborative work skills.

Demonstrates some depth and breadth of knowledge and understanding of a range of nutrition concepts.

Uses knowledge of nutrition logically to understand and explain issues related to diet, lifestyle, culture, and health.

Uses a variety of formats to communicate knowledge and understanding of nutrition in different contexts coherently and effectively.

C Designs considered and generally clear nutrition investigations.

Selects with some focus, and mostly appropriately acknowledges, information about nutrition and issues in nutrition.

Manipulates apparatus, equipment, and technological tools generally carefully and effectively to implement safe and ethical investigation procedures.

Obtains, records, and displays findings of investigations, using generally appropriate conventions and formats with some errors but generally accurately and effectively.

Analyses data and their connections with concepts, to formulate generally appropriate conclusions and make simple predictions, with some relevance.

Evaluates some procedures in nutrition and suggests some improvements that are generally appropriate.

Applies nutrition concepts and evidence from investigations to suggest some solutions to basic problems and to promote good health in new or familiar contexts.

Uses generally appropriate nutrition terms and conventions, with some general effectiveness.

Applies generally constructive individual and collaborative work skills.

Demonstrates knowledge and understanding of a general range of nutrition concepts.

Uses knowledge of nutrition with some logic to understand and explain one or more issues related to diet, lifestyle, culture, and health.

Uses different formats to communicate knowledge and understanding of nutrition in different contexts, with some general effectiveness.

D Prepares the outline of a nutrition investigation.

Selects and may partly acknowledge one or more sources of information about nutrition or an issue in nutrition.

Uses apparatus, equipment, and technological tools with inconsistent care and effectiveness and attempts to implement safe and ethical investigation procedures.

Obtains, records, and displays findings of investigations, using conventions and formats inconsistently, with occasional accuracy and effectiveness.

Describes basic connections between some data and concepts, and attempts to formulate a conclusion and make a simple prediction that may be relevant

For some procedures, identifies improvements that may be made.

Applies some evidence to describe some basic problems and identify one or more simple solutions, or to promote good health, in familiar contexts.

Attempts to use some nutrition terms and conventions that may be appropriate.

Attempts individual work inconsistently, and contributes superficially to aspects of collaborative work.

Demonstrates some basic knowledge and partial understanding of nutrition concepts.

Identifies and explains some nutrition information that is relevant to one or more issues related to diet, lifestyle, culture, and health.

Communicates basic information about nutrition to others, using one or more formats.

E Identifies a simple procedure for a nutrition investigation.

Identifies a source of information about nutrition or an issue in nutrition.

Attempts to use apparatus, equipment, and technological tools with limited effectiveness or attention to safe or ethical investigation procedures.

Attempts to record and display some descriptive information about an investigation, with limited accuracy or effectiveness.

Attempts to connect data with concepts, formulate a conclusion, and make a prediction.

Acknowledges the need for improvements in one or more procedures.

Identifies a basic problem and attempts to identify a solution or promote good health in a familiar context.

Uses some nutrition terms or conventions.

Shows emerging skills in individual and collaborative work.

Demonstrates some limited recognition and awareness of nutrition concepts.

Shows an emerging understanding of an issue related to diet, lifestyle, culture, and health.

Attempts to communicate information about nutrition.



Nutrition

Core Topic ~ 1)~~t

1. Refer to the following table

Daily intake of macronutrients

Daily intake (grams) Daily recommended intake (percentage)

Carbohydrates 350 45-65 Protein 85 15-25 Lipids 120 20-30

(a) Calculate the total energy supplied by daily intake of macronutrients. Show calculations.

[

r l

230 )./6 :=S60d t:.L ./ ?S ).-/1~; l11i f[' /' ILO )'57 "- H10{C) ./

/

_...:.../_'_' _1_?_J_rJ_" ,,,,,--' _ Total kJ energy provided 4 (4 marks)

(b) Calculate the percentage of energy provided by protein in the daily diet. Show calculations and round to

a whole number.

x 17 IS

___ ...J1,-· _/C_·_ . ..;::J:;.....=)_'.., __ % energy provide by protein

(1 mark)

(c) Using the data compare the actual protein intake with the recommended protein intake and formulate a

conclusion about the suitability of this dietary intake if the diet was for a 10 year old.

Comparison _____________________________ _

Conclusion -------------------------------------

(2 marks)

Page 2 of8



2. Name one mineral that you have studied this year .

. ~

(1 mark)

(a) Explain how the absorption of a mineral can be affected by something other than the quantity of that mineral present in food. (3 different points, either limiting or increasing absorption)

t? AlA V '/1'" a; , {

I, :'

~" rIv CO'(\,O~' r t Cf, '"

I

(3 marks)

3. The Estimated Energy Requirements (EER) of people differs due to a number of factors.

(a)

(b)

Page 3 of 8

list 4 factors that impact on EER.

Explain two health consequences if a person's food and beverage intake exceeds their EER requirements over six months. l/ " f I Jj1 (

GI VjJ00liW

Health cons~quence 1: U beJl~ ( a tv rl (Cur If: I hp ~ / Ot ve VI t pC! vtll~ aJj d u t, fo I f few e-V / {If , / tt I

Hea~h conseqUence2:~~l~:~~~~~~' ~~. ~eG~·t~J ~~~.·'~~Y~~·~·~~~~~~i~~~~O~O~~~1~I~t~{~~8 J~'~~'~ /'1 "1' .ai1/

(4 marks)



4. Refer to the following images

Fluid loss

~. ,

.~;\::::::::::lij~" .. ' ~:;--~., ·,iok.g AdUI~': "',

Figure 1: Optimum fluid balance for 60kg adult

Table 2: Fluid balance for 60kg female

Fluid Intake (litres) Fluid Loss (litres) Food 0.8 Urine 1.7 Water 0.9 Faeces 0.1 Metabolic water 0.3 Skin 0.7

Respiration 0.5

(a) Calculate the total fluid intake and total fluid loss for the female represented in table 2

Fluid intake __ 1~-.;:L~ ___ /_litres

Fluid Loss .- i L lit res )c.. ----------

(2 marks)

(b) State one condition the female would probably suffer from if her fluid balance continues in the same way it is represented in the table?

: 11"{fi t f- cI.e h 1 d f ct J/t! h.- / f (1 mark)

(c) Give a food example from each of the following groups that contribute well to fluid intake

(i) Fruit ~ gt--vv fVttl 0 ~ /

(ii) Dairy I 0 ~\J l (l~ , tlJ1 i IlL ./

(iii ) Vegetable ( y LUVV\»~Y ./

(iv) Meat & alternative group rf{~ fY1'f Uf. /

If (4 marks)

Page 4of8



(d) Outline what could contribute to the increased loss of fluid from urine for the female

f.' ""'. 5 ~5 <.~ .... 'r-<. I ,,-Ito).,./' ,1]),·u-<e-l-ic.. e/fev1 /?urt'tj /110v.:fuv C(;hrJlv [J/ [a~fJ/ (k/1/l(!0L~1- f I ~ (;t t riG f j I r;r J I )< (1 mark)

(e) Name two other ways in which a body loses fluids that is not included in either Figure 1 or Table 2

1.Jnl1i1SUNv aJ/ fi~ (;IV

2. Ii tu<e,c15 V WhSfJ rp-H'v ltv )< I (2 marks)

S. State what HDL stands for and its role in controlling plaque build-up in arteries

HDL: {;113~ dWJ;~1 (jjjg) l,fof'o+eAh5 .

Role:

(3 marks)

6. Complete the following table by filling in the white spaces

fruftV1JV ./

1. Of \./ { (J J evv x-

x. 2.

(7 marks)

Page 5 of 8 Stage 2 Clarifying Forum A348697, © SACE Board of SA, 2014.


7. Refer to Table 3 below

THE NUTRITIONAL COMPOSITION OF WHITE, BROWN AND WHOLEMEAL BREAD (PER 100G):

Carbohydrate g/100g 46 42 42

(of which sugars) g/100g 3.4 3.4 2.8

Protein g/100g 7.9 7.9 9.4

Fat 9/100g 1.6 2.0 2.5

Dietary Fibre g/100g 2.5 5.0 7.0

Calcium g/100g 177 186 106

Iron mg/100g 1.6 2.2 2.4

Thiamin mg/100g 0.24 0.22 0.25

Niacin mg/100g 1.6 2.8 3.8

Table 3: Source: McCane and Widdowson (sixth edition)

(a) Name a food that could be eaten with the white bread to make a suitable complementary protein for a

veg~n. e"j h .... \..e.JL~.e"""'1 I {~'y---t-.J.L,... >0" ~ /e J W 111 f f -f-

(1 mark)

ft f ~\ \ ... ~ .,L ott. ~ ;}Lp\(ot-c;Y\. (b) Why do vegans need complementary proteins? ~\..\4:5J·H..J TO a

~ ". e c ~1IHJJ ·ef CO 1M /.'0 (Jr.··fCC/, /J' / ii' W ( hc;;"

11 U~ -I-) fA/] t Y {/ tot I" e---.' r r ~ I, { d /111 vJlJ1 e-It I- a·//· Ir tl/-c-I t1J~' fu ltefJ . e f r / r (J [/V leVi- (§ ttl' S Ct ~ aJ /JM1'Ph Ctj i (2 marks) KU2

beClIlIJ a l" Is 16\.Lot ,,+1;'0,,",- n. + ~''bi-e (c) With reference to the data suggest which bread a person suffering from anaemia should eat. - .'

Page 6 of8



(d) Draw a graph of the 3 macronutrients in white and wholemeal bread

-

(4 marks) (e) Name the two B group vitamins listed in bread in Table 3

1. V {I frl11 / A/ BiZ

I (2 marks)



8. Refer to the following days food intake to answer 8(b}

Breakfast Afternoon snack 2 pieces of multigrain toast 1 MuesHBar 1 grilled tomato 200ml water 2 rashers bacon 1 fried egg Black tea Morning Break Dinner lorange 1 cup steamed rice 300ml water 1 Y2 cups mixed vegetable curry

Y2 cup yoghurt and cucumber (raita) 2 pappadams 2 glasses Iced Tea

Lunch Supper 1 Ham and cheese toasted Croissant llced chocolate drink 1 apple 250ml Apple juice

(a) Explain what it means if a person has been diagnosed with the malabsorption syndrome 'Lactose

Intolerance'

(2 marks) AEl .. }c) Na~R two suitable replace foods for the foods you have suggested to be removed from the diet.

[hdCO!.IIi~)ay filiI/( t / 2. 5n ~ ~Ojku. 11:+ / 2-

(2 marks) AEl (d) What micronutrient is a person with lactose intolerance likely to be deficient in, and name two foods

they can consume to inc.r a~e that n~rient"

h f-~ i ~ l (~\V\v~ Micronutrient: r f O· t,( ~'\;. -/....

Page aof a

Foods: 1.

2.

~ IOfW .( ~ t j ( ctlma Vtc1 s )

(3 marks)



Performance Standards for Stage 2 Nutrition – Skills and Applications Task 1

Investigation Analysis and Evaluation Application Knowledge and

Understanding



Manipulates apparatus and technological tools carefully and highly effectively to implement well-organised safe and ethical investigation procedures.

Obtains, records, and displays findings of investigations using appropriate conventions and formats accurately and highly effectively.




Uses appropriate nutrition terms and conventions, highly effectively.

Demonstrates initiative in applying constructive and focused individual and

collaborative work skills.



Uses a variety of formats to communicate knowledge and understanding of nutrition coherently and highly effectively .



Manipulates apparatus and technological tools carefully and mostly effectively to implement organised safe and ethical investigation procedures.

Obtains, records, and displays findings of investigations using appropriate conventions and formats mostly accurately and effectively.


Logically evaluates procedures and suggests some appropriate improvements.



Applies mostly constructive and focused individual and




Uses a variety of formats to communicate knowledge and understanding of nutrition coherently and effectively .


Selects with some focus, and mostly appropriately acknowledges, information about nutrition and issues in nutrition from different sources.

Manipulates apparatus and technological tools generally carefully and effectively to implement safe and ethical investigation procedures.

Obtains, records, and displays findings of investigations using generally appropriate conventions and formats with some errors but generally accurately and effectively.




Uses generally appropriate nutrition terms and conventions with some general effectiveness.

Applies generally constructive individual and




Uses different formats to communicate knowledge and understanding of nutrition with some general effectiveness .

D Prepares the outline of one or more nutrition investigations.


Uses apparatus and technological tools with inconsistent care and effectiveness and attempts to implement safe and ethical investigation procedures.

Obtains, records, and displays findings of investigations using conventions and formats inconsistently, with occasional accuracy and effectiveness.

Describes basic connections between some data and concepts, and attempts to formulate a conclusion and make a simple prediction that may be relevant.




Attempts individual work inconsistently, and contributes superficially to

aspects of collaborative work.



Communicates basic information about nutrition to others using one or more

formats.



Attempts to use apparatus and technological tools with limited effectiveness or attention to safe or ethical investigation procedures.





Identifies some nutrition terms or conventions.

Shows emerging skills in individual and collaborative

work.








Understanding












Uses a variety of formats to communicate knowledge and understanding of nutrition coherently and highly effectively .












Uses a variety of formats to communicate knowledge and understanding of nutrition coherently and effectively .












Uses different formats to communicate knowledge and understanding of nutrition with some general effectiveness .












Communicates basic information about nutrition to others using one or more

formats.















Question 1: Australians may be affected by contemporary disorders related to diet and lifestyle. Some of these disorders are listed below:

o Anaemia 0 Diverticulitis 0 Hypertension o Osteoporosis 0 Type 2 Diabetes

Chose two of the above conditions and answer the following questions.

(a) Condition 1: __ etA1A _______ Q_2t~_~_f?-9.-(-~-~J5.------------------------- __________________________________ _ (i) Explain the condition and its effect on the body (4 marks)

-a __ ~IU'--fQLlJii) __ j.,5 _______ Ck~ _____ U'__V1._o!_/I{~--Jh0-:L----oIo:i!t'...l------p:Oi/kl ----fh--f'L--------l---Cl--\c-'l--------Jlf------cJJLC:LUdYJ--,---f4-_f1-yJ. __ jh0/_______________________ I -fb-i-L--lA/fCC;JS.-----/h&;------/!l-JZ-r:dy----J<J---------0(-l:BJ4e!!ihIj--------- .' --li1-t.-------1IQ/(L'eJ 1--------f.r;Uli-i1!J---Jh.tiYJ.--j.f.gjL1!f------&I-lt1--ffJf i(9-1f t1 c(

(ii) State how dietary factors contribut~ to the development of this condition. (2 marks)

_f1 _______ --L11 __ fI _______ al-__ .ll1_fl _______ CrA1IY ____ /JIJ/J __ Ifih-uJ-e:. ___ JC!__________________ I

-----fkL{----: __ --df--JtJdflYlA?:hf;------o/,-------tkl1L----rC!/lfZtt:ll~~------------------- I ------------------{----/I14J-V.UJN:4-:-l-t--S{llhUll"L-,--IYJ-t?-eAiJ--------t/C4--------------_______________ _



Question 3: Body mass index (BMI) can be used to place people into categories according to their mass. BMI is calculated by the equation:

BMI = Body wt (kgms)

Height2 (m 2 )

(a) People withaBMI of greater than 30:rre classed as obese. State two causes of obesity. (2 marks) I (1) __ !?1._(i{ _____ ---1:---__ ~~_~_r_~~ Lf~e: __________ --------------------------------------------------_ -_________________________ . ' (2) ..... Q.ll~.f.. .. t/l1.ri.W.y..&ft1.c.e: ...... t7f, .... .J.tJ..pp:l··f!!.r1.o!-!lhfth...cg!.6. f ecZl{

(b) Explain the benefits to an indi~idual of knowing and understanding his or her BMI. (2 marks) .-/

7}u~(JiJel.f;fjs .... Ollh.ft ... 111tJ.L .. Jt! .. J!.!/1&, ... ~ .... ./(ha.Y!J ...... fA.1dkf .. . h J W1(ft1 cAt U .. h ..... U~.t ... 1ac1J. .... js ... j0rA.L..Iht~f.. ... c4.1.& ...... (;f.hI& .. .f.(( .. .l.f/..t, .... U1h~ I ?r

,. CA.l GU~~~t' _,_~~~-----!, -g-~, .. vVlJi,----,--wh,-,-,--fJ1-----.l}~-------(Qm---~J------frz ___ fh~,_, J(,----lr:f3 ic1 {/ , '- ,1 t III .JI(\ OVl~ ~ ~r r ~~~- P' ,Z·' 111/1 rA V- /rJ(Jl1 I,g. a B WI! I ~ (01 V\ 1 __ · 11, __ ll-'------r- - - :-m-Ott------ t-IJ'--0' u?u00 ----- - l~LfJ-OV-LuuJ!1--ULL- uummuuv._U ____ u ____ u __ uut~muuo '<

\.J /' -'- TI v -t" / .::.(c) As part 0 a long-term survey into the health of the nation, a random sample of the population was ~ 'U I / ~ selected every five years. The BMI of each member of the sample was calculated and the r ~" ~~ percentage of people fitting into each mass category was recorded. The results are shown in the , ~ ~...:t., table below.

~ ~ g ~j Table 1: BMI of Random Sample of Population Over 20 year Period _ \. ..... "l..~ ~~~~J _ ... . ....... " '-

~ ,~(~-.... -....I.... '--~ <s ~ · ~~~ .s;: ~ u '''\.. ::s ~ ... ~ ~

~~~" ..... 1 'S ~' .~r..L ~,"

~t-!- ',B---s;.

'.' ~ ~ ~. ~ s... .. ~~ ,'- ""-...:)

Year

BMI category BMIValue 1980 1985 1990 1995 2000

underweight <19 12 8 6 6 5

acceptable 20 - 25 53 51 46 41 36

overweight 26-30 28 32 34 36 39

obese >30 7 9 14 17 20

Describe the trends shown in the Table. (3 marks)

1b.~ ... :h.eh.dJ ... .J.h..d..0!.~ ... ihc. ... ..!h~ .... fq.b!.'!:.~...(tl.c{r.'(.ql:.ll:-........ I h ·&~·~t.J-r·ti~i~ypd·1:l~.ro·:J··lftU{~fl·frto···P·:!:t····~ , .. ' ................................................. tis··· ... ................. , ................. fJ1 ........... t···,········ .. .. If OJ WI /J'I!/Y

1.~~j~eT.~.J..~."i;Jlk1im.g .. ~"O~u .. ./!fCiR/-rqxtJ'1±W;(I".~ ... 1Ii.:L .. .Ilf. ..... d V t! V (d) Xhother aiagn&sHc tool qo 'C1~ermine health irkicator are Stature-for-age and weight for age

percentiles charts. Use the Chart 2 to 20 years: Girls - Stature-for-Age and Weight/or Age Percentiles in Appendix 1 to answer the following questions.

(i) State the weight that signifies obesity for a 18 year old girl. (l mark)

·········<30'····1(.3J.···································· ...................................................................................... .



Question 4: Kristina (17) attends her local secondary school and gets the bus to school at 8.00 a.m. and returns home at 5.00 p.m. The table below shows the meals eaten by Kristina on a typical school day. Kristina's main hobby is playing computer games and watching DVDs.

Breakfast Nothing

Mid - morning Chocolate bar Can of cola

Sausage roll, Lunch Packet of crisps

Can of fizzy orange drink

Deep fried chicken and chips Evening meal Ice cream,

Glass of water

(a) Identify and explain why Kristina would be at risk of obesity if she continues with this type of lifestyle. (3 marks)

ftfJI!~.l::iI[yJJ}---~C?iJ-'-f!(--;{j--f-----r£/---fJs.L-J!I----db.-"-JJ~V---J7-----~--h--~---------CQ-'j1}JJIJJA:IJ----W-J.I:.I&----fy)LL--1LffJLY--Jt---JiltJtll?/-P.-F---dJU!~-----I:I----fh~-#{kJ

. d'f ILVl------'%:;t.~;-;tlHf-ffS--.:;c{;---f--Of)-cfJ-----qJtJJ!~-------'gl}---I(JLIJ!fUtl?:_L:___ . tl s d i W _iJ!l'---,: - --- -- --:---- --:---'f1L-ft~--~-f(iijLr..r----aJtf.<---!yt'-'---tllt8:ff1-~--jLfLLb~:,-v;y-- U1i c{

(b) Identify and explain why Kristina would be at risk of diverticulitis if she continues with this type of diet. 51 (2 marks) _ 1iV )Ill

kJL$J/0/LUA'-I!Loi----Ia-t.-;-----1Jtf-----~--/}S.I!::----()J----,- __ diLtflf!CYlldj,____ ;s f~ (jJ/L~ ____ : ___ Jc! _____ Jh/_L~--------h-dhpj--------jllJ'------14.JAfJJfUL0:.(-------f!f!.-rdJ-------X I f J L! r'l-'--VV--'1it--bJtl!-t.SJl#-----f----1-0-~-j{t'(Jj-----il&.------k~C!Ltf':---If/Q:efjt-L(i?-~ ,d'f;

(c) Complete the table below by: () IJ-t ) If J

(i) Suggest 3 alternative (other) foods for Kristina's mid-morning snack and lunch. (3 marks)

(ii) State how the foods that you have suggested meet the nutritional requirements of a 17 year old female adolescent. (3 marks)

Morning Snack Food 1

Page 6 of17

Lunch Foodl

Lunch Food 2

Alternative Food Reason(s) G a CAfs ~ & 0\0 fl Ja l! YC e ~I {OIl 10 0 i1, 0{ lcAf-(r I

5 LiM Y\'I ilL W 1+/'1\, S Ie I VVt m ,IlL ~l (q I ( (lil11



Question 5: The Glycaemic Index (GI) is very important to an athlete for an endurance based event (e.g. running or cycling for 2-4 hours), and so is the time food is eaten. They are likely to eat and drink on the morning of the competition. They may even eat and drink during the competition. The table gives some foods and their glycaemic index.

High GI Middle GI LowGI

Potatoes Grapes Apples

Bananas Oranges Peaches

Glucose drinks Ice cream Peas

Raisins Crisps Yoghurt

White and brown rice White pasta Popcorn

Cornflakes Noodles Grapefruit

Honey Carrots Peanuts

Mars Bar Pineapple Milk

White and brown bread Oats Baked beans

Chocolate biscuits Mandarin Wholemeal pasta

(a) Complete the following table: (4 marks)

Time of meal Foods Eaten Reason(s)

Before Race

During Race



Appendix 1: To be used with Question 2 (d)

Page 8 of17 Stage 2 Clarifying Forum A348697, © SACE Board of SA, 2014.


Appendix 2: To be used with Question 3 (d)

2 to 20 years; Girls NAME _______ ,, ___ , __ ' __ ,, ___ ~, _________ ._

Stature-for-age and Weight-for-age percentiles RECORD # ____ _

S T A T U R E

W E I G H T

12 13 14 15 16 17 18 19 20 -~-,..--.,

Mother's Stature "'"'''''''''W'"''''''''''''''''''''''W''''''' Father's Stature ... "."" .. ".""" ... " .. " ...... ,,''',, .......

Date Stature BMI*

~---+----~----~---+----~==t=t=t=1==t=t=t=1::~t74

*To Calculate BMI: Weight (kg) -+ Stature (em) + Stature (em) x 10,000 or Weight (ib) + Stature (in) .(- Stature (in) x 703

in em

72

66

64

62

t=-:T=i~t=:+==r~1'/';7"t;q~htjC~==~:i==~T:-=t==r:T.1 05 .230

+--+--+---+---l--t-r:,+-r-+7I'----h~¥-+-+---l--t--+-+--+--+---+---+1 00 .220

£=+=P?tst=t=::~9~~5H··21 a +:===1===+===+:::=.:;:;:;1:=90 200

·~1~bt~~~[~~gt~~gt~~~1~~~~8519a f ...... 80 .... 180 I·' I· ........ · 170

2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 ,~ 19 20 Publish ad May S(}, 2000 {mod1fkK.! 11 i21/(0), SOURCE: Developed by the National Center for Health StatistiCS in COllaboration with

ihe National Center for Chronic Disease Prevention and Health Promotion (2000). htlp://www.cdc.gov/growthcharts . SAFER' HEAI..'rH1ER' PEOPL.E"

Page 9 of17

S T A T U R E

W E I G H T





Understanding












Uses a variety of formats to communicate knowledge and understanding of nutrition coherently and highly effectively.












Uses a variety of formats to communicate knowledge and understanding of nutrition coherently and effectively.












Uses different formats to communicate knowledge and understanding of nutrition with some general effectiveness.












Communicates basic information about nutrition to others using one or more formats.















Student Name:

Core Topic 4: Food, Nutrition and the Consumer

1. The Food Standards Australia and New Zealand is responsible for controlling the labelling of our food.

(a) Study the information on the food label.

Added ingredients: strawberries (6%), bananas (4%), raw cane sugar, thickener (modified maize starch)

Nutritiona! information Typical values per 100g

Energy 245kJ!58 kcal

Protein 4.69 Carbohydrate 7.2 g

of which sugars 6.59

Fat 1.2g

of which saturates 0.2g

Fibre 0.29

Sodium 0.19

t®\ KEEP REFRIGERATED \$/ Once opened conSume v.4thin 3 days

Cottnty Fare Low-fat live yoghurt

Strawberry and Banana Suitable for vegetarians

fiV\." .. ~ Gluten free

#."\ ft.., Low~fat yoghurt made with a bioculture Made in the UK

of Lactobacillus acidophilLts 200g Sell by: 21st January 2009

(i) The yoghurt contains bacteria. State the information on the label tells you that bacteria are present. .- / (l mark)

; fb~ii~le~rctr{Q~I·i~;;·i~~~f;/::/!~·/;~~·l1~~j/!;D.~ (ii) Calculate the percentage of the yoghurt that is fruit. ....... .I .. tJ. .................. % / (l mark)

(iii) Name an additive in this pot of yoghurt. (l mark)

t..b.i.J--'L~.ke.tl-.LitJ.Q.rJ./(.l!'.d .... i11-6f . .L2 ... t ... J .. fA-(-J.C1LL./ .................. .

(iv) State which nutrient in this yoghurt that has been reduced to encourage a healthy diet. (l mark)

fa'-_1 _______ L ____________________________________________ ________________________________________________________________ / __________________ _

(b) Read the following passage about making yoghurt.

Yoghurt is made from boiled milk. Bacteria are added to the milk and the mixture is kept warm for several hours. The bacteria multiply and turn milk sugar (lactose) into lactic acid. The lactic acid curdles the milk into yoghurt.

(i) State why the milk is boiled before starting to make yoghurt. (l mark)

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(ii) State why the mixture is kept warm for several hours when being made. (1 mark)

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Page 2 of8

I



(iii) What do bacteria use lactose for? Draw a ring around the correct answer (1 mark)

energy growth: insulation 'f.-. I i \ . /

(iv) What pH would you expect the yoghitrt-ter15e? Draw a ring around the correct answer. (l mark)

-~ .. ,

pH5! pH7 /

/'

pH9 / (c) Food labelling laws require that the label on a packaged food product must include the following

information. • percentage labelling • best-before or use-by date • disclosure of major allergens • list of ingredients

Select two of the above requirements and explain how they benefit the consumer. (2 x 2 marks)

Selected labelling requirement

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Benefit to consumer

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Material

Paperboard F or fresh cream cakes

Plastics For a ready made trifle

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Explanation as to why this material is suitable ,,-r.

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(b) The pre-packed salad mix pictured below is packaged using modified atmosphere packaging (MAP).

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(i) Describe how food is packaged using modified atmosphere packaging. (2 marks)

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~ \1vVtl5~ \1\ {, t e-r CAVh!J) (ii) List two advantages to retailer and/or consumers of using modified atmosphere packaging to

package its salad mix. (2 marks)

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Page 5 of8 Stage 2 Clarifying Forum A348697, © SACE Board of SA, 2014.


3. An article in The Age on Saturday 10 October 2009 reported the following food poisoning incident.

'An outbreak of hepatitis A has been linked to contaminated semi-dried tomatoes, Victorian authorities warned yesterday. This week about a dozen Victorians were diagnosed with hepatitis A, an unusually high number.'

The food poisoning incident described above has been linked to semi-dried tomatoes that had been contaminated as a result of poor personal hygiene.

( a) State two personal hygiene practices that could have reduced the likelihood of contamination of the semi-dried tomatoes. (2 marks)

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(b) Select two of the levels of authority (FSANZ / State Health Department / Council Inspectors) and describe their role in preventing such food Roisoning incidents in the future. (2 x 2marks)

.. - " "')

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V1 flU hh {)/~c7{j sef/tHy (c) Explain the difference between food poisoning and food spoilage. f (2 marks') '4~ Cf r \,' rll't

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Page 6 of 8 h Q (. I e r / c1 Stage 2 Clarifying Forum A348697, © SACE Board of SA, 2014.


4. A boy bought a large carton of fresh orange juice. The juice contained no preservatives and had a pH of 5. He took it home, opened the carton and drank some of the juice. He left the opened carton on the kitchen table. By the next day, the orange juice smelt bad because some micro-organisms had grown in it. These graphs show how the growth rates of populations of micro-organisms are affected by changes in pH, humidity and temperature. (Note: Growth rate = number of colonies per six hour time period).

Page 7 of8

The ·Effect of pH on Growth Rate of .l\.Jicro-ol'gauhms

Yeasts Bacteria

Growth rate

.,r, {"'

GrO\vth rate

.1'-'

Gr(),~"th rate

5 7

pH

The Effect of Humidity 011 Growtb Rate of l\·Iicro-ol'ganisIns

70 80 90 100

11umi dity (~-{I

Tlte Effect of Temperature on Gr-owth Rate of Baetel'i.a

Salmonella and

Closlridium

20 30

Sp{)re~1bmlillg bacteria~

e.g, Clastridiumwelchii

40 50

Tempenlture we



'I [1!5Tj ( a) Using information from the graphs, list the optimum point for the three conditions that will cause

the most rapid growth of Streptococcus bacteria; , ' , _ _ _ '(' ~ marks)

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(b) Using the supplied information, identify which type(s) of micro-organism are most likely to have --9I0wn in the orange juice and explain your answer.., ~ (3 ,marks)

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5. (a) A man is cooking a chicken and vegetable curry for dinner. The meat and vegetables that he is using may be contaminated with bacteria that could cause food poisoning. Describe what he should do in the preparation and cooking of this curry to make sure that no bacteria survive in his curry.

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(11 () i;tA- f he-if Cl W C VI i ut. ~ 0 'lh -e tI f C; e J er h I fo J (b) The family did not eat all the curry at dinner time. State how can they make sure that the leftover

food does not become re-infected with bacteria? (1 mark)

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Page 8 of8





Understanding












Uses a variety of formats to communicate knowledge and understanding of nutrition coherently and highly effectively.












Uses a variety of formats to communicate knowledge and understanding of nutrition coherently and effectively.












Uses different formats to communicate knowledge and understanding of nutrition with some general effectiveness.












Communicates basic information about nutrition to others using one or more formats.















Student Name:

Option Topic 2: Global Hunger



Extended Response Question:

3. Surrounding the small town of Dadaab, Kenya, is one of the oldest and largest refugee camps in the world, now home more than 332,000 people, mainly from Somalia. (It was originally designed to house just 90,000.) The complex of camps was first established as a temporary solution more than 20 years ago by the United Nations High Commission for Refugees (UNHCR), after Somalia descended into a civil war that continues to this day. (http://www.theatlantic.com/infocus/2011/04/the-worlds-largestrefugee-camp-turns-20/1 000461 accessed on 13/10/2011)

Discuss:

0.. Vid lA ). How drought and civil war has lead to famine in Somalia.

• One macronutrient deficiency these people are likely to experience, two symptoms and suitable food sources to reverse the symptoms.

• How drought and civil war in Somalia has lead to refugees living in Dadaab, a refugee camp in Kenya.

• Why a temporary solution 20 years ago is still not working and what needs to be done to prevent more people arriving in refugee camps in Kenya?



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Investigation Analysis and Evaluation Application Knowledge and Understanding































































Suggestions for ongoing clarifying activities The diagram below illustrates that clarifying is an integral process in the SACE Board quality assurance cycle. However, clarifying does not need to rely solely on a teacher’s participation in a Clarifying Forum. Increasingly, schools are acknowledging that clarification of standards is an ongoing process and teachers are becoming involved in a range of formal and informal activities to support their interpretation and application of the performance standards.

4 stages of Quality Assurance

Clarifying Teachers are encouraged to: discuss assessments and marking

decisions in formal meetings to ensure comparability of standards in the school

informally discuss assessment decisions with peers

participate in professional conversation about the interpretation and application of performance standards

examine and discuss annotated exemplars from the SACE Board website

become involved in SACE Board assessment panels

be or find a mentor to support the clarification of standards

support and lead clarifying activities in the school

develop and/or create networks with groups to support the clarification of standards. This could include;

o regional hub-groups o subject associations o linking with colleagues in other

schools

Clarifying School leaders are encouraged to provide: opportunities for teachers to

collaborate in planning assessment programs and assessment tasks

dedicated opportunities for teachers to participate in clarifying activities

dates for cross-marking activities and confirming of assessment decisions

a coordinator or panel to be responsible for facilitating clarifying processes in the school

a formalised support process to monitor the interpretation and application of performance standards in the school

a structure to enable teachers who are part of a single assessment group to align assessment standards and decisions

Assessing and Reporting – Key Documents

Subject Outline

Subject Operational Information

Chief Assessors Report

SACE Assessment Responsibilities Code of Practice

SACE Assessment and Reporting - Guidelines 2014

Redrafting, Reuse of Assessed Work, and Assessment Deadlines and Submission Dates

SACE Word-count

Supervision and Verification of Students' Work

Special Provisions in Curriculum and Assessment 2014

All available on the SACE website:

www.sace.sa.edu.au



Supervision, Verification and Breach of Rules Supervision and Verification policy The policy is underpinned by the following principle: Supervision and verification strategies Some features of assessment tasks make it difficult to verify that students produce work that is their own, i.e. if they include student work completed outside the direct supervision of a teacher, require planning, research, and drafting, allow teachers and others to give advice and/or feedback during the development process and/or allow the use of ICT, programs in design, music arrangements, etc. Prevention of breaches of rules such as plagiarism is the best measure. Classroom activities that assist in ensuring adequate supervision and verification of student work include: o Closely monitoring what students are doing, talking to them about their progress, and giving advice. o Advising students of suspected plagiarism or poor referencing during the drafting stages of their work, so

they have the opportunity to fix it before submission. o Encouraging students to use a variety of source material (including primary data), minimise direct quoting of

material, and reference all ideas and sources appropriately. o Requiring parts of the assessment task to be done in the classroom. o Regularly developing new tasks, tests, assignments, and projects, and discarding ones from former years. o If parallel classes are taught, varying the tasks from one class to another, or ensuring processes are in place

to ensure integrity of the tasks across students and classes. o Setting appropriate assessment tasks that encourage student reflection and analysis of information rather than

fact or information gathering, e.g. Why? and How? rather than Who? and What? o Maintaining deadlines for assignments and keeping submitted work secure until assessed. o Using a wide variety of assessment items which can provide a base for detecting anomalies. o Provide feedback on draft work that maintains the integrity of student’s work and does not directly correct or

edit the student’s work. o Using verification sheets (required for some externally assessed tasks) to confirm that the student work was

verified by the teacher throughout the development stage, from drafts to the final work submitted for assessment. (See subject pages on website).

FEEDBACK OR EDITING?

Feedback Editing

“To be effective, feedback needs to cause thinking” (Leahy et al. 2005)

Teaches the student

Provides general advice

Offers suggestions

Maintains the integrity of students’ work

Changes the text

Is explicit

Provides solutions

Suggests specific changes

Risks losing the student voice in the work

Students must submit for assessment only work that is their own, produced without undue assistance from other

people or sources.



Levels of intervention: Editing has its place in the writing process, but when a teacher assumes this role, it limits student learning and the work cannot be submitted again for assessment. An example of teacher editing rather than providing feedback of a student’s work, in a Biology practical report, follows.

The original student work has clearly been heavily edited. It is very difficult to read the original student responses in the edited version.

According to the Supervision and Verification of Students’ Work Policy: ‘Work that is unacceptable because of undue levels of assistance includes that which… incorporates corrections or changes that the teacher or another person made.’ The following provides some examples of more appropriate feedback to a student on the draft Biology practical report, which maintains the integrity of the student’s work:

