Analyse health information SAMPLE - VETRES

SAMPLE HLT07 Health
Training Package

HLTAP501B

Analyse health information

Learner resource
Version 2

Training and Education Support
Industry Skills Unit
Meadowbank

Product Code: 5560

HLTAP501B Analyse health information

Acknowledgments

The TAFE NSW Training and Education Support Industry Skills Unit, Meadowbank
would like to acknowledge the support and assistance of the following people in the
production of this learner resource guide:

Writers:

Liz Bougaardt
TAFE NSW

Reviewers: Sherryl Dismorr
Terry Hertelendy
Kylie Brennan Maryjane Mullarkey
Rhonda Albani Gale Cowled
Amanda Culver
Beth Rutherford
TAFE NSW

SAMPLE
Project Manager:

Di Dawbin
Education Programs Manager
Training and Education Support, Industry Skills Unit, Meadowbank
TAFE NSW

Enquiries

Enquiries about this and other publications can be made to:

Training and Education Support Industry Skills Unit, Meadowbank
Meadowbank TAFE
Level 3, Building J,
See Street,
MEADOWBANK NSW 2114

Tel: 02-9942 3200 Fax: 02-9942 3257

© TAFE NSW (Training and Education Support, Industry Skills Unit
Meadowbank) 2012

Copyright of this material is reserved to TAFE NSW Training and Education
Support, Industry Skills Unit Meadowbank. Reproduction or transmittal in
whole or in part, other than subject to the provisions of the Copyright Act, is
prohibited without the written authority of TAFE NSW Training and Education
Support, Industry Skills Unit Meadowbank.

ISBN 978-1-74236-297-7

© TAFE NSW (Training & Education Support, Industry Skills Unit Meadowbank) 2012

HLTAP501B Analyse health information

Table of contents

Introduction ....................................................................................... 7SAMPLE
1. General introduction......................................................................................................... 7
2. Using this learner guide .................................................................................................... 8
3. Prior knowledge and experience .................................................................................... 10
4. Unit of competency overview......................................................................................... 10
5. Assessment ..................................................................................................................... 12

Section 1 Basic chemistry............................................................. 15
Section 2 Structure and function of cells ...................................... 21
Section 3 Transport systems ........................................................ 27
Section 4 Anatomy and physiology and applied

pathophysiology of each body system .......................... 31
The Integumentary system ......................................................................................................... 31
Musculoskeletal system.............................................................................................................. 35
Muscular system ......................................................................................................................... 39
Cardiovascular system ................................................................................................................ 42
Respiratory system ..................................................................................................................... 50
Nervous system........................................................................................................................... 55
Gastrointestinal system .............................................................................................................. 62
Urinary (Renal) system................................................................................................................ 67
Reproductive systems................................................................................................................. 72
Special senses ............................................................................................................................ 75
Section 5 Defence and immunity .................................................. 79
Section 6 Impact on health........................................................... 85

© TAFE NSW (Training & Education Support, Industry Skills Unit Meadowbank) 2012

SAMPLEHLTAP501A Analyse health information

Section 7 Introduction to pharmacological processes .................. 87
Section 8 Ageing .......................................................................... 89
Reference list ................................................................................. 101
Resource Evaluation Form .............................................................. 103

© TAFE NSW (Training & Education Support, Industry Skills Unit Meadowbank) 2012

HLTAP501B Analyse health information

Section 1 Basic chemistry

Chemistry is the study of chemicals and has been in existence for many centuries.
The early Alchemists were known to be practising some 2000 years ago. Chemists
aim to understand the way in which chemicals interact with one another in order to
be able to make new and useful products for our use. Our bodies are made up of
chemicals that interact continuously. These chemical reactions underlie all
physiological processes and to understand how our bodies function, we need to
understand these chemical reactions.

Activity 1

SAMPLE
Using an anatomy and physiology text or science book, answer the following
questions:

1. Define the following concepts related to basic chemistry
(i) Matter
_________________________________________________________________

_________________________________________________________________

(ii) Elements
_________________________________________________________________

_________________________________________________________________

(iii) Atom
_________________________________________________________________

_________________________________________________________________

(iv) Energy
_________________________________________________________________

_________________________________________________________________

2. Matter exists in three states, solid, liquid and gas. List an example of each
that may be found in the human body:
 Solids ______________________________________________________

 Liquids _____________________________________________________

 Gases ______________________________________________________

© TAFE NSW (Training & Education Support, Industry Skills Unit Meadowbank) 2012 Page 15 of 106

Page 15 of 106

SAMPLEHLTAP501B Analyse health information

Activity 1 (continued)

3. Describe the various forms of energy.
(i) Chemical_______________________________________________________
_________________________________________________________________
_________________________________________________________________
(ii) Electrical_______________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
(iii) Mechanical/ kinetic _______________________________________________
_________________________________________________________________
(iv) Radiant or electromagnetic energy __________________________________
_________________________________________________________________
(v) Potential ______________________________________________________
_________________________________________________________________
_________________________________________________________________
4. Describe the structure of an atom.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
5. What is an element?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

Page 16 of 106 © TAFE NSW (Training & Education Support, Industry Skills Unit Meadowbank) 2012

HLTAP501B Analyse health information

The Periodic Table

Activity 2

Using anatomy and physiology text or science book, answer the following
questions.

Access the periodic table and look at the elements. Identify the atomic symbol for
the following elements. These elements and their symbols are commonly referred
to in all aspects of nursing.

SAMPLEElement Atomic Symbol

Hydrogen

Carbon

Nitrogen

Oxygen

Sodium

Chlorine

Magnesium

Phosphorus

Iodine

Potassium

Calcium

Iron

© TAFE NSW (Training & Education Support, Industry Skills Unit Meadowbank) 2012 Page 17 of 106

Page 17 of 106

HLTAP501B Analyse health information

Electron configuration

Imagine a central core [nucleus] surrounded by a series of layers [energy levels] in
which a number of electrons are forever 'whizzing' around. We know how many
electrons each atom of an element has by the atomic number of that element (they
are the same number!).

All atoms of an element have at least one electron. The first electron fits into the
inner most layer [lowest energy level], if empty (ie if it has no electrons filling it).
The next electron fills the next empty position in the same energy level but spins in
the opposite direction! Thus, the first two (2) seating positions in the 'bus' have been
occupied.

There are more seats though slightly further away from the driver [nucleus] but still
toward the front. In this second section, there are eight (8) more positions or 'seats'
able to be filled by electrons. Usually the next section has another eight (8) positions
although some standing room does occasionally become available. These series of
numbers are called the electron configuration because they show the relative
distribution of electrons in the shell of the atom.

The most important thing about an atom is the number of electrons in the outermost
occupied shell. The empty and filled positions in the shell that is at the outside of the
atom will decide how the atoms behave with another atom.

Chemical bonds and chemical reactions

Chemical actions occur when atoms combine with or dissociate from other atoms.
When atoms unite chemically, chemical bonds are formed. A chemical bond is an
energy relationship that involves interactions between the electrons of the reacting
atoms. The only electrons that are important when considering bonding behaviour are
those in the outermost shell. This shell is called the valence shell; its electrons
determine the chemical behaviour of the atom. Generally the electrons of inner shells
do not take part in bonding. Elements in which the valence shell is incomplete are
chemically reactive. Such atoms tend to interact with other atoms, to gain, lose or
share electrons to fill their valence shells.

When the valence shell of an atom contains 8 electrons, the atom is stable and
is chemically inactive (inert). When the valence shell contains fewer than 8 electrons,
an atom will tend to gain, lose or share electrons with other atoms to reach a
stable state.
SAMPLE

Page 18 of 106 © TAFE NSW (Training & Education Support, Industry Skills Unit Meadowbank) 2012

HLTAP501B Analyse health information

Activity 3

Using an anatomy and physiology or science book, answer the following:

1. Differentiate between ionic and covalent bonds.
(i) Ionic Bonds
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
An example of ionic bonding is the formation of sodium chloride (NaCl)

(ii) Covalent Bonds
_________________________________________________________________
An example of a covalent bond is Water (H2O).

2. (i) What is a chemical reaction?
_________________________________________________________________

(ii) Define the following examples of chemical reactions:
 synthesis reactions (anabolic) –
_________________________________________________________________
 decomposition reactions (catabolic) –
_________________________________________________________________
 exchange (displacement) reactions –
_________________________________________________________________
SAMPLE

Biochemistry

Relate basic chemistry to the body‟s metabolism, respiration and pH.

The area of chemistry that deals with living organisms and life processes is known as
biochemistry
 all chemicals in human body are either inorganic or organic (contain carbon)
 both essential for life

© TAFE NSW (Training & Education Support, Industry Skills Unit Meadowbank) 2012 Page 19 of 106

Page 19 of 106

HLTAP501B Analyse health information

Organic compounds contain carbon. Most inorganic compounds do not contain
carbon. Those inorganic compounds found in the body include water, salts and
inorganic acids and bases. Like salts, acids and bases are electrolytes. They ionise
and dissociate in water and can then conduct an electrical current.

pH: acid – base concentration
The more hydrogen ions in a solution, the more acidic a solution is. The greater the
concentration of hydroxyl ions the more basic or alkaline the solution becomes. The
relative concentration of hydrogen ions in various body fluids is measured in
concentration units called pH units.

Activity 4

SAMPLE
Using an anatomy and physiology text or science book, answer the following:

(i) What is the pH scale based on?
_________________________________________________________________
_________________________________________________________________
(ii) What does a pH of 7 mean?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

(iii) Using the pH scale in your textbook, complete the values of the following
substances and state whether they are acid or alkaline.

Substance pH Acid Alkaline
lemon juice; gastric juice
tomato juice
coffee
milk of magnesia
blood/semen
egg white
urine
saliva

Page 20 of 106 © TAFE NSW (Training & Education Support, Industry Skills Unit Meadowbank) 2012