MDCC 2006



MDCC YEAR 11PDHPE 2015MID COURSE EXAMINATION REPORT 2015MDCC 2015 Year 11 PDHPEMid-Course ReportSection 1Part A – Multiple Choice QuestionsQuestion1234567891011121314151617181920AnswerCCADCBBCACDCADBCBCCBPart B – Short Answer Response QuestionsQuestion 21- BETTER HEALTH FOR INDIVIDUALS(4 Marks) “Good health implies the achievement of a dynamic balance between individuals or groups and their environments.” Apply your understanding of the meanings of health to different people in explaining the above statement.MARKING GUIDELINESMarksCriteria4Makes evident the relationship between the meanings of health and the quotation in the questionCommunicates ideas and information using relevant examplesPresents a logical and cohesive response3-2Sketches in general terms the relationship between the meanings of health and the quotation in the questionCommunicates ideas and information using some examples1Identifies some information about the meanings of health This question asks you to relate the meanings of health to explain the relationships between good health and individuals or groups and their environment. Therefore the question asks you to establish cause and effect between the meanings of health and how it affects health. The meanings of health that could be discussed include:-Dimensions of health (physical, social, mental/emotional and spiritual)-The dynamic nature of health-The relative nature of health-Ways of being healthy-Health as a holistic concept -Health as absence of disease-Environmental factors that affect health-socioeconomic, cultural, media, family, friends Some responses demonstrated the need for greater understanding of key syllabus terms such as dynamic, relative, health and holistic. Give specific examples to demonstrate your understanding of the question.Some responses were far too general and brief for the mark allocation. Also, some responses only focussed on the physical aspect of health which is inconsistent with the holistic nature of health. Do not state concepts like- dynamic, relative and holistic without any explanation of what they are or examples to illustrate understanding.This question highlighted the need for all students to identify the key verbs and terms in the question to assist with understanding and answering. Question 21(5 Marks)Apply your understanding of the term “social construct” to explain why people have different views of health and physical activity.MARKING GUIDELINESMarksCriteria5Makes evident the relationship between the term ‘social construct’ and why people have different views of health and physical activityCommunicates ideas and information using relevant examplesPresents a logical and cohesive response4-3Sketches in general terms the relationship between the term ‘social construct’ and why people have different views of health and physical activityCommunicates ideas and information using some examples1-2Identifies some information about the term ‘social construct’ This question firstly required you to have an understanding of the key syllabus term ‘Social Construct’. Unfortunately, a few responses indicated difficulty with this concept and therefore responses were either too general or brief or both. Put simply the idea that health is a social construct means that people’s views and meanings of health and physical activity can be influenced by societal factors/influences. You would need to realise that meanings of health and physical activity could change depending on the following:Over time (historical and over an individual’s life cycle)Cultural expectations/requirementsIndividuals due to different contextual (situational) differences-for example: socioeconomic level, locality, family, religion, peer influence, dominant ideas operating in society at the time, media influences.Question asks for explanation, therefore cause and effect needs to be established. This requires specific examples, for example, Age: people at different stages of their life cycle would have different meanings of health and physical activity. An example is that many adolescents view health and physical activity as a way to improve their fitness and for socialisation with friends. In comparison, the elderly view health and physical activity as an opportunity to improve their general health, increase mobility and decrease degenerative diseases associated with the aging process such as osteoporosis, arthritis and cardiovascular disease. Question 21 (6 Marks) Analyse how an individual’s health can be determined by a range of factorsMarksCriteria6Draw out and relate the implications of the relationship between an individual’s health and a range of determining factorsApplies the skills of critical thinking and analysisCommunicates ideas and information using relevant examplesPresents a logical and cohesive response5Makes the relationship evident between an individual’s health and a range of determining factorsCommunicates ideas and information using relevant examplesPresents a logical and cohesive response3-4Provides characteristics and features of the relationship between an individual’s health and some of the determining factorsUses some examples2Sketches in general terms the relationship between an individual’s health and determining factorsUses limited examples1Identifies some information about an individual’s health OR factors determining healthAnswers were generally well done and indicated a good understanding of this part of the syllabus. However, some responses were to general and brief for a 6 mark question and did not use enough examples to show the link between health and the determinants. Examples need to be explicit and link back to individual’s health.Some responses just discussed the components of health (physical, social, spiritual and mental) or just provided general discussion about an individual’s health without discussing ANY of the key determinants or factors impacting on health. Students need to know the difference between dimensions and determinants of health.Answers could include:Individual factors-knowledge and skills, attitudes, geneticsSociocultural factors-family, peers, media, religion , cultureSocioeconomic factors-employment, education, incomeEnvironmental factors-geographical location, access to health services and technologyQuestion 22 (3 Marks) Describe how groups/schools can promote healthCriteriaMarksDescribes how groups/schools can promote health3 Outlines how groups/schools can promote health2Provides some relevant information about how groups/schools promote health1Answer may include: Some initiatives that groups may use to promote health are:Establishment of nursing homesPolicing school zonesParental supervision of school crossingsShaded areas in schools, around pools and in parksCommunity nursesMeals on wheelsEstablishment of parks and green spaceSmoke and alcohol free zonesTechnology courses for adultsInternet availability in strategic locations for those with limited accessExamples need to be more specific. Some students talked about health promotion, rather than addressing the question concisely for a 3 mark question. Avoid the mistake of trying to provide too much depth in your answers for a 3 mark question as sometimes these answers are not directly answering the question asked. Question 23- THE BODY IN MOTION(4 Marks) Define the terms agonist and antagonist using hip flexion as a specific exampleMARKING GUIDELINESMarksCriteria4Correctly states meaning and identifies the essential qualities of the terms agonist and antagonistAccurately defines the terminology using hip flexion as an exampleCommunicates ideas and information using relevant examplesPresents a logical and cohesive response3States meaning and identifies most essential qualities of the terms agonist and antagonistDefines the terminology using hip flexion as an exampleCommunicates ideas and information using examplesPresents a logical and cohesive response2States meaning and identifies some qualities of the terms agonist and antagonist OR provides meaning/identification for only One key termLimited evidence of using hip flexion as an example to support response1Provides some relevant information about the terms agonist/antagonistLimited or no evidence of using hip flexion as an example to support response The majority of students could identify SOME qualities of the terms agonist and antagonist. The better responses were able to identify MOST of the essential qualities of the terms, including some of the following. Answers could include:The agonist muscle is the muscle that is the prime mover of a specific joint movement. The agonist muscle contracts (some students also discussed the terms origin and insertion) as an example of contraction. The antagonist muscle is the opposite and opposing muscle to the agonist. Its function is to relax and lengthen while the agonist muscle contracts.The mechanisms behind the agonist and antagonist muscles function to permit efficient joint movement.Accurately defined the terms using hip flexion as an example. Correctly stated that during hip flexion the agonist muscle is the Rectus femoris (Quadriceps Femoris) and the antagonist muscle is the Biceps Femoris. Correct use of muscle names was expected in the responses.Not many student mentioned what would occur if the reciprocal relationship between the opposing muscles did not occur. No student mentioned the Principle of Reciprocal Inhibition in their response. Some students confused the muscle involvement in hip flexion and instead stated that the biceps femoris was the agonist muscle of hip flexion. (8 Marks) Observe the following image. Complete the table below outlining the joint and muscle involvement at the respective joints. SportJoints Joint ActionMuscle InvolvementSprintingRight HipFlexionQuadriceps FemorisLeft KneeFlexionBiceps FemorisLeft AnklePlantar FlexionGastrocnemiusLeft ElbowFlexionBiceps BrachiiIn this question for the left knee, due to some confusion with how to interpret the diagram both Flexion and Extension were marked right and the muscles-biceps femoris and quadriceps femoris were accepted provided they correctly aligned with the joint action students identified, for example (Flexion=Biceps Femoris, Extension= Rectus Femoris).The majority of responses indicated some understanding of anatomical and movement concepts. Some responses confused aspects and therefore more consistent revision of key terminology as outlined in the syllabus is required. Many students identified opposing muscle groups (naming two or more muscles in the answer). If students didn’t indicate which muscle was the agonist (Prime Mover muscle) for the joint action identified they were marked incorrect. The naming of muscle/s involved for a joint action is only requiring students to identify the Prime Mover/agonist muscle responsible for the joint action identified.Question 24 - THE BODY IN MOTION(5 Marks) Examine the diagram of a synovial joint. Identify the type of synovial joint in the diagram and describe the features of a typical synovial joint.MARKING GUIDELINESCorrectly identifies the type of synovial joint in the diagram- Hinge joint (1 mark) Describes the features of a typical synovial joint (4 marks)MarksCriteria4Details the features of a typical synovial jointCommunicates ideas and information using relevant examplesPresents a logical and cohesive response3-2Sketches in general terms the features of a typical synovial jointCommunicates ideas and information using some examples1Identifies some relevant information about synovial joint featuresMany students could not correctly identify the synovial joint as a hinge joint. Student identifications also included ellipsoid, ball and socket, gliding and saddle. Answers were too brief and general for a 4 mark question. Some students stated structures with little detail relating to it’s function. Don’t make general statements about function without establishing the link to how the structure achieves the function, for example ligaments functions to provide joint stability OR ligaments stop the joint from sliding out.Some students did not answer the question being asked, but instead they described the different types of synovial joints. Therefore there is a need to read the question carefully.Some students confused key terminology, for example tendons and ligaments. You need to ensure that you are familiar with syllabus terminolgy specific to this course. Some students wasted too much time writing about what synovial joints are and where they are found and only briefly answered the question-the features of a typical synovial joint. The following features are typical of synovial joints and should have been describedSynovial fluidLigamentsHyline (articular) cartilageTendonWhere to from here? Read through this report summary and do a thorough analysis of your examination paper to identify your strengths and weaknesses. Identify specific questions or content were you are having difficulty and work hard at improving this situation. If you are having difficulties recognising areas for improvement please see your teacher. Mr Bailey/Miss Lumsden ................
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