SBI3U Chapter 10 : Self-Quiz

Name: __________________________________ Score: /19

Teacher: Date: Time:

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Purpose of Assessment: Assessment of Learning

Method of Assessment: KTCA Four Level +/-

Learning Goals:

● Students will review and reflect on what they have learned in this chapter.

Overall Expectations

E1. analyse the relationships between changing societal needs, technological advances, and our understanding
of internal systems of humans;
E2. investigate, through laboratory inquiry or computer simulation, the functional responses of the respiratory
and circulatory systems of animals, and the relationships between their respiratory, circulatory, and digestive
systems;
E3. demonstrate an understanding of animal anatomy and physiology, and describe disorders of the
respiratory, circulatory, and digestive systems.

Specific Expectations

● E1.1 evaluate the importance of various technologies, including Canadian contributions, to our
understanding of internal body systems
● E3.1 explain the anatomy of the respiratory system and the process of ventilation and gas exchange from
 the environment to the cell
● E3.4 describe some disorders related to the respiratory, digestive, and circulatory systems

Instructions:
1. Make a copy of this document.
2. Complete the Chapter 9: Self-quiz and put your answers in the Answer Sheet provided.
3. Put a copy of your work in your course folder.

I. Choose the letter of the best answer.

1. Which of the following best describes the purpose of aerobic cellular respiration?

(a) to provide oxygen for the body cells

(b) to provide oxygen for the lungs

(c) to break down ATP into ADP

(d) to provide energy for the body

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2. How is the majority of the energy that is released in aerobic cellular respiration used?

(a) It is stored as ADP.

(b) It is stored as ATP.

(c) It is released as heat.

(d) It is stored as heat.

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3. Where does gas exchange take place in the human body?

(a) in the lungs only

(b) in the lungs and body cells

(c) in the body cells only

(d) in the lungs and skin

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4. Which of the following best describes the process of ventilation?

(a) Oxygen moves into the lungs.

(b) Carbon dioxide moves out of the lungs.

(c) Oxygen moves into the lungs and carbon dioxide moves out.

(d) Oxygen moves into the body cells and carbon dioxide moves out.

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5. Which respiratory structure sequence is correct?

(a) trachea, bronchi, bronchioles, alveoli

(b) trachea, bronchioles, bronchi, alveoli

(c) trachea, alveoli, bronchi, bronchioles

(d) trachea, alveoli, bronchioles, bronchi

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6. During inhalation, the diaphragm contracts, causing

(a) the volume of the lungs to decrease

(b) the volume of the lungs to increase

(c) air to be forced out of the lungs

(d) oxygen to diffuse across lung membranes

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7. In the lungs, most of the oxygen taken in diffuses into the blood and

(a) binds to hemoglobin

(b) gets dissolved by hemoglobin

(c) dissolves in blood plasma

(d) binds to blood plasma

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8. Chronic obstructive pulmonary disease (COPD) is a combination of which diseases?

(a) asthma and bronchitis

(b) emphysema and bronchitis

(c) emphysema and pneumonia

(d) cystic fibrosis and tuberculosis

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9. Immunosuppressive drugs given to transplant patients

(a) make the patients more susceptible to infections

(b) prevent the immune system from rejecting the transplanted organ

(c) must be taken for the rest of the patient’s life

(d) all of the above

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Indicate whether each statement is true or false. If you think the statement is false, rewrite
it to make it true.

10. The energy stored in ATP is used by cells to power almost all energy-requiring processes.

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11. In countercurrent exchange, blood low in oxygen flows in the opposite direction to water
high in oxygen.

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12. Gases will diffuse across a membrane from an area of lower pressure to an area of higher
pressure.

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13. High-altitude training increases erythropoietin (EPO) in the blood, which carries oxygen.

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14. An increase in blood acidity will cause you to breathe more slowly.

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 15. Emphysema causes breathing difficulties by causing pus and mucus to build up in the alveoli.

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16. Bacterial pneumonia can be successfully treated with antibiotics.

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17. Having just a single allele for cystic fibrosis can cause a person to suffer from symptoms of
the disease.

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18. FLAP inhibitors bind to FLAP proteins and cause inflammatory chemical production to
increase.

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19. The greatest problem faced by patients needing lung transplants is infection.

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Rubric Self Quiz Chapter 10

Student Name:

R: 0-49% Level 1: 50%-59% Level 2: 60%-69% Level 3: 70%-79% Level 4: 80%-100% Grade
Knowledge: How well did you demonstrate your knowledge and understanding in using appropriate terminology related to animal anatomy,
including, but not limited to: systolic, diastolic, diffusion gradient, inhalation, exhalation, coronary, cardiac, ulcer, asthma, and constipation?

No answer was Shows a limited Shows some Shows considerable Shows thorough and
presented. understanding and understanding and understanding and insightful
knowledge knowledge knowledge understanding and
knowledge
Thinking: How well did you analyze situations when applying knowledge and understanding in using appropriate terminology related to
animal anatomy, including, but not limited to: systolic, diastolic, diffusion gradient, inhalation, exhalation, coronary, cardiac, ulcer, asthma,
and constipation?
No answer was uses initiating and uses initiating and uses initiating and uses initiating and
provided. planning skills and planning skills and planning skills and planning skills and
strategies with limited strategies with some strategies with strategies with a high
effectiveness effectiveness considerable degree of effectiveness
effectiveness

No answer was skills and strategies uses processing skills uses processing skills uses processing skills
provided. with limited and strategies with some and strategies with and strategies with a
 effectiveness effectiveness considerable high degree of
effectiveness effectiveness

No answer was uses critical/ creative uses critical/ creative uses critical/ creative uses critical/ creative
provided. thinking processes, thinking processes, thinking processes, thinking processes,
skills, and strategies skills, and strategies skills, and strategies skills, and strategies
with limited with some effectiveness with considerable with a high degree of
effectiveness effectiveness effectiveness

Communication: How well did you communicate ideas, plans, procedures, results, and conclusions orally, in using appropriate terminology
related to animal anatomy, including, but not limited to: systolic, diastolic, diffusion gradient, inhalation, exhalation, coronary, cardiac,
ulcer, asthma, and constipation?
No answer was Express and organizes Express and organizes Express and organizes Express and organizes
provided. ideas and information ideas and information ideas and information ideas and information
with limited clarity with some clarity with acceptable clarity with high degree of
clarity

Application: How well did you apply your comprehension and justify your conclusions in using appropriate terminology related to animal
anatomy, including, but not limited to: systolic, diastolic, diffusion gradient, inhalation, exhalation, coronary, cardiac, ulcer, asthma, and
constipation?
No answer was Was not able to apply Was able to apply Was able to apply Was able to apply
provided. knowledge and knowledge and knowledge and knowledge and
understanding in understanding in understanding in understanding in
presenting ideas and presenting ideas and presenting ideas and presenting ideas and
information information in a minimal information in a information in a
manner considerable manner excellent manner

Teacher Comments