Assessment Task : Biology Science Faculty

TASK: Public Health Education Campaign: Learning from the Past

Background information

Public health campaigns play a critical role in managing and controlling the spread of infectious diseases. These campaigns are designed to inform and educate the public about disease risks, promote healthy behaviours, and support government strategies such as vaccination, hygiene practices, and social distancing. Historically, effective public health communication has been central to controlling outbreaks such as smallpox, polio, and more recently, COVID-19. By understanding the successes and limitations of past responses, we can better prepare for and manage future public health crises.

This task asks you to investigate how governments and public health organisations have responded to specific infectious disease outbreaks, and how scientific understanding has informed those strategies.

Outline

This task consists of three parts:

1. Research and Case Study Booklet

● Students will have the pre-learning research component of the depth study completed before moving onto the next part (Public Health Brochure)

In the Case Study Booklet students will:

• Outline the interrelated factors involved in limiting local, regional and global spread of a named infectious disease.

• Explain how hygiene practices, quarantine, vaccination, public health campaigns, pesticides and genetic engineering can be used to prevent the spread of diseases.

• Assess the effectiveness of pharmaceuticals in the treatment of infectious disease.

• Outline how quarantine and environmental management can be used to control an epidemic or pandemic.

• Compare the incidence prevalence of infectious diseases in a population.

• Describe different strategies that can be used to predict and control the spread of infectious diseases.

• Investigate the contemporary applications of Aboriginal bush medicine.

• Outline the importance of recognition and protection of indigenous cultural and intellectual property.

2. Public Health Brochure (A4 double sided)

Create a scientifically accurate and visually engaging Public Health Brochure to educate the public about a historical epidemic or endemic infectious disease event. Your infographic will demonstrate your understanding of the biology of the disease, treatment and prevention measures, public health responses, and include data analysis to evaluate the effectiveness of these strategies.

● Students will develop an original inquiry question about their chosen example of infectious disease.
● Students will create a digital Scientific brochure which answers the inquiry question and informs their teacher about their researched topic.
● The brochure will be submitted on Google Classroom.

Your Public Health Brochure must address the following:

a) Disease Profile

● Name and type of pathogen (bacterium, virus, fungus, parasite)
● Mode of transmission
● Key symptoms and disease progression
● Effects on body systems and immune response (brief)
● Historical/geographical context of the outbreak

b) Prevention and Treatment Measures

● Medical interventions (e.g., antibiotics, antivirals, vaccines)
● Preventative measures (e.g., quarantine, hygiene, vector control)
● Technologies used and how they work biologically
● Behavioural/community health responses

c) Government and Public Health Management Strategies

● Policies and campaigns implemented during the outbreak
● Evaluation of their effectiveness in limiting disease spread
● Long- and short-term public health impacts

d) Data Collection and Analysis

● Include at least two visual data sets (e.g., graphs, tables, maps)
● Analyse trends (infection rates, mortality, vaccine coverage)
● Discuss what the data reveals about intervention effectiveness

e) Communication and Design

● Clear, structured layout suitable for public education
● Concise, scientifically accurate language
● Effective use of visuals (icons, colour coding, charts)
● Citations included; reference list on separate page

3. In-class Quiz

Students will complete a 30 minutes in-class task using all their research material and a hard copy print out of their brochure that students will supply. The value of the quiz will not exceed that of the brochure.

PART 2: Public Health Brochure

Students are to choose from one of the topics listed below or any other relevant topic approved by the teacher.

● Cholera
● Spanish Influenza (1918)
● Ebola (2014–2016)
● SARS (2003)
● HIV/AIDS crisis
● Polio
● Bubonic plague (2023)

Public Health Brochure Requirements

Students are to create a digital Public Health Brochure.

The brochure must:
● Include and comprehensively answer the inquiry question.
● Identify and describe the chosen named disease and the pathogen causing the disease.
● Identify and describe the prevention and treatment measures.
● Describe the impact of policies and campaigns implemented during the outbreak.
● Explain how the technologies (used to prevent and treat the disease) work biologically.
● Describe future predictions for the use and implementation of the Government and Public Health Management Strategies.
● Analyse trends, patterns and relationships using relevant diagrams/flowcharts/maps/graphs.
● Evaluate the impact of Government and Public Health Management Strategies in limiting the spread of the named disease.
● Evaluate the significance of this investigation to society/industry.
● Use appropriate fonts, colours, diagrams.

Summary of Assessment Requirements

The assessment focuses on investigating historical infectious disease outbreaks and understanding how scientific knowledge informed public health responses. Students must complete three interconnected components:

1. Research and Case Study Booklet

Students conduct preliminary research to build foundational understanding. Key requirements include:

• Outlining factors influencing local, regional, and global spread of a chosen infectious disease

• Explaining roles of hygiene, vaccination, quarantine, pesticides, genetic engineering, and public health campaigns in disease prevention

• Assessing the effectiveness of pharmaceuticals

• Comparing incidence and prevalence data

• Describing strategies for predicting and controlling disease spread

• Investigating Aboriginal bush medicine

• Outlining the importance of Indigenous cultural and intellectual property

This step establishes biological, cultural, and epidemiological knowledge needed for the brochure.

2. Public Health Brochure (A4, double-sided)

Students create a visually engaging scientific brochure based on one historical or endemic infectious disease (e.g., cholera, polio, Spanish influenza, Ebola, SARS, HIV/AIDS, Bubonic plague). The brochure must:

a) Present a Disease Profile

• Pathogen type

• Transmission mode

• Symptoms and progression

• Body systems affected

• Immune response overview

• Historical/geographical context

b) Describe Prevention and Treatment

• Medical interventions

• Prevention strategies

• Biological mechanisms of technologies

• Behavioural and community responses

c) Evaluate Government/Public Health Strategies

• Policies and campaigns

• Effectiveness in controlling spread

• Short- and long-term impacts

d) Include Data Analysis

• Two or more visual datasets

• Trend analysis (infection, mortality, vaccination)

• Interpretation of intervention effectiveness

e) Use Effective Communication and Design

• Clear layout

• Accurate scientific language

• Visual aids

• Citations and references

Students must also develop and answer a clearly defined inquiry question.

3. In-Class Quiz

A 30-minute quiz where students use their research notes and printed brochure. It tests conceptual understanding, factual knowledge, and interpretation skills.

How the Academic Mentor Guided the Student 

The academic mentor applied a structured, scaffolded approach to ensure the student met all requirements. The guidance occurred in three major phases: research preparation, brochure development, and final consolidation.

PHASE 1: Understanding the Task & Structuring Research

Step 1: Breaking Down the Assessment

The mentor first explained the three components and how they connect.
Students were shown that:

• The Case Study Booklet builds background knowledge

• The Brochure applies this knowledge to a targeted public health communication

• The Quiz tests overall understanding

This helped the student recognise the purpose and logical flow of the assessment.

Step 2: Selecting the Disease Topic

The mentor guided the student in choosing a disease with:

• Rich historical data

• Clear government policies

• Sufficient scientific literature

(Example: Spanish Influenza or Polio.)

The mentor also ensured the disease aligned with the student’s interests and inquiry question potential.

Step 3: Developing the Inquiry Question

The mentor helped the student frame a focused, researchable inquiry question such as:

“How did early public health interventions influence the decline of polio transmission globally?”

The student was shown how a strong question provides direction for both research and brochure content.

Step 4: Organising the Case Study Booklet

The mentor demonstrated how to complete each section efficiently:

• Categorising disease spread factors

• Summarising prevention techniques concisely

• Using data for comparing incidence and prevalence

• Evaluating pharmaceuticals by mechanism and impact

• Researching Indigenous medicine with cultural sensitivity

Templates and examples were provided to guide depth and clarity.

PHASE 2: Crafting the Public Health Brochure

Step 5: Structuring the Brochure Layout

The mentor taught the student to create a two-page brochure outline:

• Page 1: Disease profile + transmission + symptoms + history

• Page 2: Prevention/treatment + public health responses + data analysis

A visual mock-up helped the student understand space management and visual hierarchy.

Step 6: Writing Scientifically Accurate Content

The mentor emphasised:

• Using correct terminology

• Keeping explanations concise

• Making links between scientific mechanisms and public health actions

For example:
Rather than simply stating “vaccination prevents disease,” the student explained how vaccines trigger immune memory, reducing future infections.

Step 7: Integrating Visual Data

The mentor guided the student to:

• Select meaningful data (infection rates, mortality curves, vaccination trends)

• Create graphs/maps showing clear patterns

• Write brief analytical interpretations
  (“The decline in mortality corresponds with implementation of quarantine measures in 1919.”)

This ensured the data analysis met the required depth.

Step 8: Evaluating Government Strategies

The student was taught to:

• Identify specific interventions (school closures, mass vaccination, communication campaigns)

• Evaluate effectiveness using both qualitative and quantitative evidence

• Discuss long-term impacts (policy reforms, vaccine mandates, surveillance systems)

This step aligned with the inquiry question and deepened the critical analysis.

Step 9: Ensuring Effective Design & Referencing

The mentor explained design principles:

• Use of colour coding

• Icons for readability

• Limited text per section

• Consistent fonts

• Proper in-text citations

A final checklist ensured scientific accuracy and visual quality.

PHASE 3: Final Preparation & Outcome Completion

Step 10: Reviewing Against Criteria

The mentor compared the student’s final brochure with the marking rubric to ensure:

• Inquiry question answered

• All sections covered

• Visuals supported explanations

• Data was interpreted, not just displayed

Step 11: Quiz Preparation

The mentor helped the student revise by:

• Creating summary notes

• Reviewing terminology

• Discussing case studies

• Practising short-answer responses using brochure content

Final Outcome and Learning Objectives Achieved

By following the structured support process above, the student successfully completed:

• A detailed Case Study Booklet demonstrating strong foundational understanding

• A scientifically accurate public health brochure with effective data analysis

• A well-prepared submission for the in-class quiz

Learning Objectives Achieved

The assessment and mentor guidance helped the student meet key objectives:

Scientific Understanding

• Understanding pathogen biology, transmission, symptoms
• Describing immune response and disease progression

Public Health Knowledge

• Evaluating prevention, treatment, and government strategies
• Understanding public health campaigns and disease surveillance

Data Interpretation

• Reading, creating, and analysing graphs and maps
• Interpreting trends and linking them to interventions

Cultural Awareness

• Recognising Indigenous knowledge systems
• Understanding cultural and intellectual property protections

Communication Skills

• Producing a clear, engaging public health brochure
• Using scientific language appropriate for the general public

Critical Thinking & Application

• Answering a focused inquiry question
• Evaluating historical responses to infectious disease outbreaks

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