SBI3U Unit Plan

Biology Teachable Subject Year 2

Joanna Wolinski

05-80-380

Fouada Hamzeh

University of Windsor

Monday, March 6th, 2017

 Subject: SBI3U Animals: Unit Animals: Structure &
Structure & Function
Function Unit
Introduction

Developed by: Joanna Wolinski Development Day 1

Date:

Overall E2. Investigate, through laboratory inquiry or computer simulation, the

expectations: 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 Related Achievement Chart Categories

Expectation
(Learning UNDERSTANDING DEVELOPING Relating Science and
BASIC CONCEPTS INVESTIGATION AND Technology to
Goals)
Students will: COMMUNICATION Society and the
E2.1 Use appropriate SKILLS Environment
terminology related to
animal anatomy

E3.1explaintheanatomyof
therespiratorysystem

E3.2Explaintheanatomy
ofthedigestivesystem

E3.3Explaintheanatomy
ofthecirculatorysystem

E342Describesome
disordersrelatedtothe
respiratory,digestiveand
circulatorysystems

Prior Knowledge Cells, tissues, organs, systems

required:

Assessment - KWL Chart Assessment Diagnostic assessment

Tasks: - 3-2-1 Exit Card Tools/Instrume - During class discussion
nt: - Individual exit cards

1
 Teaching/ Planning Notes: printing off worksheets, preparing chart paper and
Learning markers
Strategies and
Planning Notes:
TIME: Time: 70 minutes
MATERIALS: Materials: KWL chart, exit cards, chart paper, markers

Step by Step Day 1 Animal: Structure and Function Unit Introduction

Instructions: - Hook: students will play an interactive game to get them thinking about
organ systems and how they work together (organ systems interactive
game: All Systems Go Science NetLinks)
- Students will complete a worksheet with the activity
http://sciencenetlinks.com/media/filer/2011/11/11/all-systems-go.pdf
- Main: Students will complete the first two sections of a KWL chart (what I
KNOW, what I WANT to know, what I LEARNED)
- In groups, students will brainstorm on chart paper what they remember
from Grade 10 with prompt subheadings: circulatory system, respiratory
system, organs, tissues, cells, and specialized cells. Additional
subheadings to include for grade 11 will be digestive system and
disorders associated with each organ system.
- Class will contribute findings on the board under each subheading and
discussion as a class will occur. As discussion occurs students will add to
third column of KWL chart
- Exit cards: 3-2-1 exit card worksheet: The 3, 2, 1 activity is a quick, easy
tool for reflection in the classroom. Students will reflect on 3 new facts
they learned, 2 "ah-ha" thoughts they had, and 1 question that they still
have

Modifications/ - Teacher will walk around for any one on one help for students
Adaptations - Students have the choice in the first activity of working independently
or in groups
- Additional time for processing when needed
- Groupings of students with varying degrees of knowledge in subject

Resources: Texts: Internet: Other:

KWL Chart Biology 11 Organ Systems
3-2-1 Exit Card textbook Interactive Game
(Nelson?) All Systems Go
Worksheet

Reflection:

Were students engaged?

Did the class activities and assigned homework reflect students
understanding of the lesson?
What would I change?
What worked well?
What didnt work for this lesson plan?

2
 Subject: SBI3U Unit Animals: Structure &
Digestive System Function

Developed by: Joanna Wolinski Development Day 2 - 6

Date:

Overall E2. Investigate, through laboratory inquiry or computer simulation, the

expectations: 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 Related Achievement Chart Categories

Expectation
(Learning UNDERSTANDING DEVELOPING Relating Science and
BASIC CONCEPTS INVESTIGATION AND Technology to
Goals)
Students will: COMMUNICATION Society and the
E2.1 Use appropriate SKILLS Environment
Disorders of the
terminology related to
Digestive System
animal anatomy

E3.2 Explain the anatomy

of the digestive system
and the importance of
digestion in providing
nutrients needed for
energy and growth

Prior Knowledge Cells, tissues, organs, systems

required:

Assessment Day 2. Group Visual Activity Assessment Day 2. Teacher to mark

Tasks: 3. Concept Map
4. What Happens When You
Eat? Reflections
5. Jigsaw Activity and
Multiple Choice Questions
6. Summative Digestive
System Assessment:
Worksheet, Visual Info
Graph or Video
Tools/Instrume diagram using a checklist,
nt: and summaries using a
scoring rubric.
3. Teacher to collect concept
map and grade it using a
scoring rubric.
4. Teacher will collect
reflections, which will
serve as the students
self-assessment.
5. Teacher to circulate
class and take anecdotal
notes during jigsaw.
Teacher to collect
multiple-choice activity

3
 and grade.
6. Final summative
assessment and rubric.

Teaching/ Planning Notes: Creating powerpoints, supplies for Day 3 demonstration,

Learning preparation and supplies for Day 4 Activities, printing of worksheets,
Strategies and access to computer lab
Planning Notes:
TIME: Time: 70 minutes/day
MATERIALS: Materials: Day 2 PowerPoint, Day 3 lecture, Day 4What Happens When You
Eat? supplies, Day 5 M/C activity, Day 6 Summative Evaluation and Rubric

Step by Step Day 2: Introduction to the Digestive System + Digestive Organs/

Instructions: Path of Food
- Hook: start off class by showing a picture of a delicious meal
- Begin asking questions such as:
What have you eaten today?
Why did you choose to eat those foods?
What happened to your food after you ate it?
- Visual Activity: organize students into groups of 6. Students will choose
roles within their group based on what they feel they will be strongest in:
reader, note take, drawer(s), picture organizers, writer, and researcher.
- Each group will read over the Your Digestive System story in their
group http://discoverykids.com/articles/your-digestive-system/
- As the reader reads the story, the other roles should be preparing for
their roles by writing down key facts in the story, developing and drawing
pictures. Groups will have a full digestive system diagram where they
identify organs that they believe are involved in digestion and small
descriptions of each part by the end of it.
- Additionally the student researchers will answer the following questions:
Where in the digestive system do nutrients enter the body?
What happens to the indigestible parts of food?
- Students will hand in their finished products to the teacher by the end
of the activity.
- Mini-Lecture: Teacher will show a PowerPoint slideshow, which outlines
the function of the digestive system and organs. Students to label
digestive organs in a diagram, and summarize the general function of
each.
- handout if necessary: https://goo.gl/FFch46

Day 3: Chemical Digestion of Food Enzymes

- Minds On activity: Digestion Myths and Facts
http://www.livescience.com/40187-digestive-system-surprising-facts.html
You can spend 2-5 min briefly going over some interesting facts. It will
give your students, an "Ahh" moment, and it will gauge them to further
inquire and pursue their learning in this field.
- Lecture on the digestive system and how enzymes are associated with
chemical digestion.
- Class demonstration using re-sealable plastic bag, crackers and coke to
simulate the role of enzymes.
Option 2: Pass it Along Activity More in depth class demonstration of
digestion however Day 4 activities would need to be modified
http://www.beaconlearningcenter.com/documents/1967_3275.pdf
- Students to create a concept map outlining digestion, including the role

4
 of enzymes.

Day 4: Chemical Digestion and Food Continued

- What Happens When You Eat? 6 Activities
http://mypages.iit.edu/~smile/bi9706.html
These six activities will enhance student's knowledge of what organs aid
in digestion and how digestion occurs in the human body. Students will
have a more comprehensive understanding of what happens in their
bodies when they eat.
- Students will write a self-reflection about all of the activities and how
their understanding of digestion has changed

Day 5: Disorders of the Digestive System

- Problem-Solving using Video Inquiry Activity: Dumb and Dumber
movie clip to show the effect of ulcers http://www.youtube.com/watch?
v=IO33kROsKhw
- Teacher to collect anecdotal data on students problem-solving and
inquiry skills.
- Jigsaw Activity that covers the following diseases and related
technology: ulcer, colitis, constipation, heartburn, and endoscope. Then,
students are to complete a multiple-choice activity to assess their
knowledge.

Day 6: Digestive System Review

- Computer lab: Students to explore the following interactive websites
that review the digestive system, and complete a worksheet OR draw an
infograph diagram depicting all necessary information in review of
subunit OR create a video
http://interactivehuman.blogspot.com/2008/05/digestion-interactive-
game-for-kids.html
http://www.open2.net/everwonderedfood/interactives/digest.html

Modifications/ - Teacher will walk around for any one on one help for students
Adaptations - Additional time for processing when needed
- Groupings of students with varying degrees of knowledge in
subject and learning styles
- Assessment choices to accommodate all learning styles

Resources: Texts: Internet: Other:

Biology 11 Your Digestive System Student Journals
textbook story (potentially)
(Nelson?) Digestion Myths and Lecture power points
Facts
What Happens When
You Eat?. 6 Activities
Youtube Problem Solving
Video Inquiry
Day 6 Interactive
Websites

Reflection:
Were students engaged?

5
Did the class activities and assigned homework reflect students
understanding of the lesson?
What would I change?
What worked well?
What didnt work for this lesson plan?

Subject: SBI3U Circulatory Unit Animals: Structure &

System Function

Developed by: Joanna Wolinski Development Day 7 - 12

Date:

Overall E1. Analyse the relationships between changing societal needs,

expectations: 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 Related Achievement Chart Categories

Expectation
(Learning UNDERSTANDING DEVELOPING Relating Science and
BASIC CONCEPTS INVESTIGATION AND Technology to
Goals)
Students will: COMMUNICATION Society and the
E1.1 evaluate the SKILLS Environment
Disorders of the
importance of various
Circulatory System
technologies, including
Canadian contributions,
to our understanding of
internal body systems

E1.2 assess how societal

needs lead to scientific
and technological
developments related to
internal systems

E2.1 Use appropriate

terminology related to
animal anatomy

E2.3 use medical

6
 equipment to monitor the
functional responses of
the respiratory and
circulatory systems to
external stimuli

E3.3 explain the

anatomy of the
circulatory system and its
function in transporting
substances that are vital
to health

E3.4 describe some

disorders related to the
respiratory, digestive,
and circulatory systems

Prior Knowledge Knowledge of cells, tissues, organs, systems

required:

Assessment See below Assessment Day 8: Introduction to STEM

Tasks: Tools/Instrumen Assignment ongoing throughout
t: unit due during Fetal Dissection
Day. Students will be shown a
STEM picture and then given
expectations to choose an internal
systems disorder and related
STEM image, determine a societal
need for that technology and
answer a series of Blooms
Taxonomy questions. Dedicated
class time as well as time given at
the end of each class to work on
the Assignment.
- Worksheet submissions
- Formative Assessment during
activities
- Exit Cards
- Inquiry Case Study
- Teacher will also assess student
knowledge of the material of this
section, on which, teacher
decision to move to the next
section

Teaching/ Planning Notes: Lecture preparations, STEM Activity handouts, STEM

Learning image, stations preparation
Strategies and

7
Planning Notes: Time: 70 minutes/day
TIME: Materials: handouts for each day, stethoscope, blood pressure monitor,
MATERIALS: textbooks, research articles

Step by Step Day 7: Circulatory System Introduction

Instructions: - Have students brainstorm in groups, reasons why it is essential for
humans to have circulatory systems. This will be used by the teacher as a
diagnostic assessment
- Lecture using PowerPoint explaining common terms and components of
the circulatory system.

Day 8: STEM Assessment Introduction & How the Circulatory

System Works
- Show students STEM picture and using Blooms taxonomy, have students
answer the questions. Introduce the STEM assignment and explain
expectations. Students will have until the end of the unit to complete
assignment.
- Circulatory System Gizmo activity to be completed. Students will explore
the gizmo and fill out the exploration sheet, which is to be submitted by
the end of the exploration for assessment.
https://www.explorelearning.com/index.cfm?
method=cResource.dspDetail&ResourceID=662

Day 9: Circulate Through the Circulatory System

- Divide students in groups and have them rotate around 7 different
stations (Created based on different types of intelligences:
1. Musical: Create a song that identifies your knowledge of the circulatory
system. Use the Circulatory Song as an example. Will be submitted for
assessment. (http://www.youtube.com/watch?v=q0s-1MC1hcE)
2. Logical-Mathematical: Use resources available at station and on poster
provided trace the path of blood in the human body. Teacher is to assist
and make anecdotal notes.
3. Linguistic-Verbal: Students create a presentation on precautions that
can prevent cardiovascular disease. To be presented to the class at a
later date.
4. Visual-spatial: Activity where students use stethoscope and blood
pressure monitor to measure blood pressure. Then using their
observations and the resources available at their station they are to
create a poster to explain the difference between systolic and diastolic
pressure.
5. Intrapersonal: Students use a resource at the station (textbook, article,
etc.) and write a summary about a cardiovascular disease that they
read about.
6. Interpersonal: Students walk around and assist students in other
stations on their tasks. Assessed through teacher anecdotal notes.
7. Bodily-Kinesthetic: Students measure heart rate by carrying out an
experiment to test the effects of an activity on heart rate. Submit
worksheet for assessment.
(http://serendip.brynmawr.edu/sci_edu/waldron/pdf/HeartRateProtocol.p
df)

Day 10: Circulate Through the Circulatory System continued

- Continue stations from previous day

Day 11: Cardiovascular Disease

8
 STSE Case Study Students will learn about the risk factors of heart
attacks how to prevent them and the technology available to treat them.
This will be done using a modified version of the case study Wake-Up
Call. http://sciencecases.lib.buffalo.edu/cs/files/heart.pdf

Day 12: Review of Circulatory System

Teacher to assign groups one of the topics below. Each group will develop a
quick summary of the concepts learned in these topics and present it to
the class.
1. Common terms and components of the circulatory system
2. Path of blood through human body
3. Heart rate, blood pressure (systolic and diastolic)
4. Cardiovascular disease, causes, prevention, treatments.
Conclude with a whole class jeopardy game to assess student
understanding of the circulatory system.

Modifications/ - Teacher will walk around for any one on one help for students
Adaptations - Additional time for processing when needed
- Groupings of students with varying degrees of knowledge in
subject and learning styles
- Assessment choices to accommodate all learning styles

Resources: Texts: Internet: Other:

Biology 11 Circulatory System Lecture powerpoints
textbook Gizmo
(Nelson?) Wake Up Call Case
Study

Reflection:
Were students engaged?
Did the class activities and assigned homework reflect students
understanding of the lesson?
What would I change?
What worked well?
What didnt work for this lesson plan?

Subject: SBI3U Respiratory Unit Animals: Structure &

System Function

Developed by: Joanna Wolinski Development Day 13 17

Date:

Overall E1. Analyse the relationships between changing societal needs,

expectations: 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

9
 systems;

E3. Demonstrate an understanding of animal anatomy and physiology,

and describe disorders of the respiratory, circulatory, and digestive
systems

Specific Related Achievement Chart Categories

Expectation
(Learning UNDERSTANDING DEVELOPING Relating Science and
BASIC CONCEPTS INVESTIGATION AND Technology to
Goals)
Students will: COMMUNICATION Society and the
E1.1 evaluate the SKILLS Environment
importance of various
technologies, including
Canadian contributions,
to our understanding of
internal body systems

E1.2 assess how societal

needs lead to scientific
and technological
developments related to
internal systems

E2.1 Use appropriate

terminology related to
animal anatomy

E2.3 use medical

equipment to monitor the
functional responses of
the respiratory and
circulatory systems to
external stimuli

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

10
 respiratory, digestive,
and circulatory systems

Prior Knowledge Knowledge of cells, tissues, organs, and systems as well as

required: knowledge from previous systems: digestive and cardiovascular
(scaffolding learning)

Assessment See below Assessment - Diagnostic (in class

Tasks: Tools/Instrumen participation and
t: discussion, questioning
in class, in class labs)
- Formative (multiple
choice questions,
handouts, case
studies), KWL chart,
Exit cards
- Summative: student
created quiz

Teaching/ Planning Notes: preparation for lectures, What Makes Air Go in and Out?
Learning Inquiry Activity supplies, diagrams, handouts.
Strategies and
Planning Notes: Time: 70 minutes/day
TIME: Materials:
MATERIALS:

Step by Step Day 13: Respiratory System Description and Introduction

Instructions: - Brain storming activity (Diagnostic assessment). Students will be asked
to define respiration, teacher will write the answers on the board. Teacher
asks: Why it is important to breathe through the nose?
After 2-3 minute pause students will think of an answer.
- Features of respiratory system will be presented using a visual aid to
identify different organs of the system.
- The upper respiratory tract and lower respiratory tract will be explained
by power point presentations. Breathing process- inhalation, exhalation
and diaphragm movement will be explained.
- A simple demonstration by the help of student volunteer to hold their
breath as long as they can will be conducted.
- A meditation session will occur afterwards for students to feel the
movement of the diaphragm.
- Exit cards will be given to answer two questions regarding the breathing
process.

Day 14: Function of respiratory organs and the passage of air

through nose to lungs
- Diagram of the respiratory system introduced
- What Makes Air Go In and Out? Inquiry Activity
http://www.henry.k12.ga.us/cur/mybody/resp_lessons.htm
- The students will complete a multiple-choice questionnaire at the end of
the lesson. (source: http://www.proprofs.com/quiz-school/story.php?
title=respiratory-system-quiz_8)
- A role-play activity will be organized to explain the structure and

11
 functions of respiratory system. Each student will represent an organ and
will act out its function.

Day 15: Mechanism of respiration

- Respiratory system visual aid will be presented and handouts given to
label the respiratory system.
- Formative assessment, teacher will ask: While breathing what happens
to the level of CO2 in the lungs, blood and brain?
- A think pair share activity will be encouraged to discuss the answer.
- A simple experiment will be carried out to test whether the changes in
CO2 and oxygen level in the blood will stimulate the body to stop holding
the breath. A group activity to note time for holding the breath by each
student in the group. Tactile material like plastic bags, balloons, plastic
bottles will be provided
https://goo.gl/TnzBT4

Day 16: Respiratory Diseases and Smoking.

- How do we define respiratory diseases?
- What are the effects of smoking on our health?
- The students will answer after few minutes pause.
- Think pair share will be encouraged.
- www.phac-aspc.gc/cd-mc for student guidance. The case study 9-
respiratory system will be studied. A woman Janie, long time smoker is
complaining that she has developed persistence cough. Comment and
discuss possible reasons for her ailment.
- Podcast.shelbyed.k13.al.us/Patrick/2008
- Audio/visual material and videos will be provided.
- Journal writing as a follow up activity.

Day 17: Revision, Summary of Respiration

- A quiz competition in the class. Students will be divided into two teams,
each one will write quiz questions to ask with the other team. Teacher will
assist in the questions that student missed.
- Students are required to make a KWL Chart.
(What they know, want to know and want to learn)

Modifications/ - Teacher will walk around for any one on one help for students
Adaptations - Additional time for processing when needed
- Groupings of students with varying degrees of knowledge in
subject and learning styles
- Assessment choices to accommodate all learning styles
- Handout Fetal Pig Dissection handout for prelab preparation

Resources: Texts: Internet: Other:

Nelson Biology Above links provided Supplies for activities
11?

Reflection:

Were students engaged?

Did the class activities and assigned homework reflect students
understanding of the lesson?

12
What would I change?
What worked well?
What didnt work for this lesson plan?

Subject: SBI3U Fetal Pig Unit Animals: Structure &

Dissection/Unit Function
Test

Developed by: Joanna Wolinski Development Days 18 20/21

Date:

Overall E2. Investigate, through laboratory inquiry or computer simulation, the

expectations: 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 Related Achievement Chart Categories

Expectation
(Learning UNDERSTANDING DEVELOPING Relating Science and
BASIC CONCEPTS INVESTIGATION AND Technology to
Goals)
Students will: COMMUNICATION Society and the
E2.1 Use appropriate SKILLS Environment
terminology related to
Students will apply all
animal anatomy their knowledge of
everything in the unit
E2.2 Perform a up to this point by
investigating a fetal
laboratory or computer- pig through a
simulated dissection of a dissection
representative animal, or
use a mounted
anatomical model, to Unit test will be given
analyse the relationships on all major concepts
between the respiratory, of the unit
circulatory, and digestive
systems

E3.1 explain the

anatomy of the
respiratory system and
the process of ventilation
and gas exchange from
the environment to the

13
 cell

E3.2 Explain the anatomy

of the digestive system
and the importance of
digestion in providing
nutrients needed for
energy and growth

E3.3 explain the

anatomy of the
circulatory system and its
function in transporting
substances that are vital
to health

E3.4 describe some

disorders related to the
respiratory, digestive,
and circulatory systems

Prior Knowledge Knowledge of all systems and information learned in unit

required:

Assessment STEM Assessment Due Assessment - lab

Tasks: Fetal Pig Dissection Tools/Instrume - unit test
Unit Test nt:

Teaching/ Planning Notes: Print and handout fetal pig dissection handout a day
Learning before, prepare fetal pig pickup, book lab, prepare lab area, and prepare
Strategies and unit test copies.
Planning Notes:
TIME: Time: 70 minutes/day
MATERIALS: Materials: lab materials, tests

Step by Step Day 18: Culminating Task - Fetal Pig Dissection

Instructions: - Lab: Teacher to bring in fetal pigs and perform dissection with students
- Students will perform a fetal pig dissection in groups and observe the
relationships of all internal systems studied in the unit
- Students to follow procedure and complete lab worksheet provided by
the textbooks manual

Day 19: Culminating Task - Fetal Pig Dissection

- Fetal pig dissection continued from previous day
Day 20: Unit Test
- test for the whole period

14
Modifications/ - Teacher will walk around for any one on one help for students
Adaptations - Additional time for processing when needed

Resources: Texts: Internet: Other:

Fetal pig handout (give Unit test
day before for prelab
homework)
https://goo.gl/tKC7QJ

Reflection:

Were students engaged?

Did the class activities and assigned homework reflect students
understanding of the lesson?
What would I change?
What worked well?
What didnt work for this lesson plan?

15
Biology KWL Chart

Topic:
What I KNOW What I WANT to know What I LEARNED

16
17
 STEM Assignment

Each student will choose an image (figure) focusing on a STEM concept/principle and answer a
series of questions using Blooms Taxonomy, with the goal of assessing student understanding. The
questions should be logically sequenced and will be used to a) teach a mini-lesson, and b) give students
an assessment.

SBI3U Animals: Structure and Function

By the end of this course students will:

Overall Expectation: E1. analyse the relationships between changing societal needs,
technological advances, and our understanding of internal systems of humans;

Specific Expectations: E1. Relating Science to Technology, Society, and the

Environment
E1.1 evaluate the importance of various technologies, including Canadian
contributions, to our understanding of internal body systems (e.g., endoscopes can be
used to locate, diagnose, and surgically remove digestive system tumours; lasers can be
used during surgery to destroy lung tumours; nuclear magnetic resonance [NMR]
imaging can be used to diagnose injuries and cardiovascular disorders, such as
aneurysms) [AI, C]

Sample issue: Magnetic resonance imaging (MRI) and computerized tomography (CT)
are non-invasive imaging technologies that can produce three-dimensional views of
organs, tissues, and bones, providing valuable information on internal body systems.
The imaging equipment is expensive to buy, operate, and maintain, so it is usually
available only in large urban centres with high demand

Sample questions: How has the development of the two-photon imaging microscope
improved our ability to locate and analyse rare types of cancerous cells? How are
nanotechnologies being used in non-invasive exploratory surgeries? What are the
benefits of new computer software that allows doctors to view three- dimensional
models of organs for surgery and radiation treatments?

E1.2 assess how societal needs lead to scientific and technological developments related
to internal systems

18
Student Assessment Instructions: Choose a picture of a biomedical technology of your
choice using the curriculum expectations and answering the Blooms taxonomy questions.
Assess how societal needs lead to scientific and technological developments related to internal
systems and to the biomedical technology you chose to do your assignment on. Present your
findings in a creative medium on one page via an art poster, online infograph or video. If you
have another idea to present your findings please come to me for approval. Be creative in your
design and include all necessary details.
EXAMPLE (To be presented in class)

19
NANOBOTS IN BLOOD

Blooms Level I: Knowledge

What is this picture about? Where is this picture happening? How would you describe the little
mechanism? How would you explain whats going on? Can you list the ?

Blooms Level II: Comprehension

Can you explain what is happening? Predict what will happen in this picture

Blooms Level III: Application

What would you do with the technology in this picture? How would you use it? What other way
would you use it? Can it be used in more than one way?

Blooms Level IV: Analysis

20
Why do you think someone came up with this technology? What are the parts or features of the
technology? What do you think could be transferred in the nanobot? What inference can you
make about this picture? What is the function of the technology? What ideas justify the use of
the technology?

Bloom Level V: Synthesis

How would you improve this technology? How would you adapt this technology to create a
different use for it? In what way would you design it? How is this related to what weve been
learning in this unit so far?

Blooms Level VI: Evaluation

Can you assess the value or importance of this technology? What would you recommend to
upgrade this technology? What would you select to make this technology out of?

Although nanobots are far from being utilized today, but the future is coming where these tiny
robots can function like our own white blood cells and destroy bacteria and other pathogens.

These miniature robots would function like their full-size equivalents with their own sensors,
and propulsion systems and could perform small tasks like delivering chemotherapy 1000 times
more powerful than using drugs and would not cause as many side-effects to patients like the
current treatments do.
Other specific types of nanobots that are being developed are Microbivore, Respirocyte,
Clottocyte, and Cellular repair nanobots that can destroy bacteria, carry oxygen, from
blood clots for wounds, and repair cells.

Source: http://medcitynews.com/2015/02/10-biggest-innovations-health-care-technology-2015-
referralmd/?rf=1

http://fortune.com/2016/01/12/artery-clearing-nanobot/nan

Name:______________________________ Date:_____________________ Section:

_________

SBI3U: Unit Test

21
 Animal Structures and Functions
K/U: /46 A: /24 TOTAL:
/70= _______%
MULTIPLE CHOICE QUESTIONS: 1 mark each = 15 marks total
(Knowledge/Understanding)

Read each of the following questions carefully and look closely at any associated diagrams.
Circle the letter that represents the best response to each question. There is only one answer
per question.

1. The site of exchange of materials between the circulatory system and the body
cells is the:
a) arteriole
b) capillary
c) venule
d) vena cava

2. What structures that are common to veins are never found in arteries or
capillaries?
a) endothelium
b) elastic fibres
c) smooth muscle
d) valves

3. Human beings have a double circulatory system that includes pulmonary

circulation and systemic circulation. Complete the following statement by
choosing the correct pair of terms below. During systemic circulation,
__________________ blood is carried away from the heart. During pulmonary
circulation, ___________________blood is carried away from the heart.
a) oxygenated; deoxygenated
b) deoxygenated; deoxygenated
c) oxygenated; oxygenated
d) deoxygenated; oxygenated

4. What type of blood vessels carries blood away from the heart?
a) veins
b) arteries
c) capillaries
d) arteries, veins and capillaries

5. Which of the following is the most muscular chamber in a heart?

a) the right atrium
b) the left atrium
c) the left ventricle
d) the right ventricle
e) all are equally muscular

22
6. Which of the following gives the correct order for food as it passes through the
organs of the digestive system?

a) mouth, epiglottis, liver, stomach, pancreas, small intestine, large intestine,

anus
b) mouth, pharynx, esophagus, stomach, small intestine, large intestine,
anus
c) mouth, esophagus, stomach, gallbladder, pancreas, large intestine, small
intestine, anus
d) esophagus, epiglottis, stomach, liver, small intestine, large intestine, anus
e) Which of the following best describes the role of the esophagus in
digestion?

7. Which of the following best describes the role of the esophagus in digestion?

a) Connects the mouth to the stomach and has no function in chemical

digestion
b) Serves a minor role in the chemical digestion of fats
c) Mucous is secreted to protect the esophagus from the stomach enzymes
d) Digestive enzymes are secreted as food passes from the esophagus to the
stomach

8. Although the stomach contents are very acidic, the stomach usually does not
cause damage to itself. Why?

a) The release of gastric juices is controlled to avoid too high a concentration

b) Food and water dilute the gastric juices
c) The stomach lining is quick to repair itself
d) Mucus forms a thick protective coating for the stomach
e) All of the above are correct

9. The primary function of the small intestine is to:

a) pass indigestible waste from the body

b) maintain constant levels of nutrients in the blood
c) kill bacteria in the food
d) digest and absorb nutrients

10.Which of the following is NOT a function of the liver?

a) digest food as it passes through the liver on the way to the large intestine
b) monitor glucose levels in the blood
c) convert by-products of protein digestion to urea
d) aid in digestion by producing bile

11.Respiration actually is the process of:

a) Sucking air into lungs

b) Converting sugar into ATP by tissue cells
c) Exhaling air out of lungs
d) Gas exchange between two or more body compartments.

23
12. Gas exchange that takes place between the blood in the systemic capillaries and the fluid in
the tissue cells:

a) Hyperventilation
b) External Respiration
c) Internal Respiration
d) Acid base balance.

13.An increase of carbon dioxide in the blood cell will stimulate which of the
following to occur?

a) Heart rate to decrease

b) Breathing rate to double
c) Both heart rate and breathing rate to increase
d) Both heart and breathing rate to decrease

14. Each alveolus in the lungs is covered by tiny blood vessels to perform which of these
functions?

a) Excretion of urine
b) Gas exchange
c) Blood production
d) Enzymatic digestion

15. During gas exchange in respiration which of the following occurs?

a) Oxygen is flowing from a low concentration inside the cell to a high

concentration outside the cell
b) Oxygen flows from higher concentration in the blood to the lower
concentration in the body cell
c) Carbon dioxide is absorbed from the red blood cells into the body cells.
d) Carbon dioxide diffuses from low concentration outside the cell to the high
concentration inside the cell.

DIAGRAMS: 27 marks

24
1. Using a diagram, explain how peristalsis and rhythmical segmentation work.
(Knowledge/Understanding: 5 marks)

2. Label the following diagram. (Knowledge/Understanding: 13 marks)

3. Label the following diagram. (Knowledge/Understanding: 9 marks)

25
SHORT ANSWER QUESTIONS: 14 marks
4. Some babies are born with a hole between their left and right ventricles.
Explain how, if not surgically corrected, this hole would affect the oxygen
content of the blood entering the body. (Application: 2 marks)

5. A student has placed the enzyme lipase in a test tube along with a solution of
hydrochloric acid and a protein. Explain why digestion will or will not take
place. (Application: 4 marks)

6. What is the difference between gas exchange and cell respiration?

(Application: 4 marks)

26
 7. Explain how sensory impulses are involved in changing the rhythm of
breathing? (Knowledge/Understanding: 4 marks)

LONG ANSWER QUESTIONS: 14 marks

8. Hundreds of studies have linked smoking with cardiovascular and lung
disease. Antismoking and health groups have proposed that cigarette
advertisement in all media should be banned entirely. What are some
arguments in favour of this? What are some arguments in opposition of this?
What is your position on such a ban and why? (Application: 6 marks)

9. Cirrhosis of the liver is a serious disease. As a Public Relations employee at

the Canadian Liver Foundation, you have been asked to prepare a campaign
to notify the public about this disease. In the space below, educate the public
on:

(a) The environmental and/or lifestyle choices that can put someone at
risk for this condition. (Application: 4 marks)
(b) How Cirrhosis would affect a persons health. (Application: 4
marks)

Unit Test ANSWERS

Animal Structures and Functions

27
PART A: Multiple Choice (10 K/U Marks)
Read each of the following questions carefully and look closely at any associated diagrams.
Circle the letter that represents the best response to each question. There is only one answer
per question.

1. The site of exchange of materials between the circulatory system and the body
cells is the:
e) arteriole
f) capillary
g) venule
h) vena cava

2. What structures that are common to veins are never found in arteries or
capillaries?

e) endothelium
f) elastic fibres
g) smooth muscle
h) valves

3. Human beings have a double circulatory system that includes pulmonary

circulation and systemic circulation. Complete the following statement by
choosing the correct pair of terms below. During systemic circulation,
__________________ blood is carried away from the heart. During pulmonary
circulation, ___________________blood is carried away from the heart.

a. oxygenated; deoxygenated
b. deoxygenated; deoxygenated
c. oxygenated; oxygenated
d. deoxygenated; oxygenated

4. What type of blood vessels carries blood away from the heart?
a. veins
b. arteries
c. capillaries
d. arteries, veins and capillaries

5. Which of the following is the most muscular chamber in a heart?

a. the right atrium
b. the left atrium
c. the left ventricle
d. the right ventricle
e. all are equally muscular

6. Which of the following gives the correct order for food as it passes through the
organs of the digestive system?

28
 f) mouth, epiglottis, liver, stomach, pancreas, small intestine, large intestine,
anus
g) mouth, pharynx, esophagus, stomach, small intestine, large intestine,
anus
h) mouth, esophagus, stomach, gallbladder, pancreas, large intestine, small
intestine, anus
i) esophagus, epiglottis, stomach, liver, small intestine, large intestine, anus
j) Which of the following best describes the role of the esophagus in
digestion?

7. Which of the following best describes the role of the esophagus in digestion?

a. Connects the mouth to the stomach and has no function in chemical

digestion
b. Serves a minor role in the chemical digestion of fats
c. Mucous is secreted to protect the esophagus from the stomach enzymes
d. Digestive enzymes are secreted as food passes from the esophagus to the
stomach

8. Although the stomach contents are very acidic, the stomach usually does not
cause damage to itself. Why?

a. The release of gastric juices is controlled to avoid too high a concentration

b. Food and water dilute the gastric juices
c. The stomach lining is quick to repair itself
d. Mucus forms a thick protective coating for the stomach
e. All of the above are correct

9. The primary function of the small intestine is to:

a. pass indigestible waste from the body

b. maintain constant levels of nutrients in the blood
c. kill bacteria in the food
d. digest and absorb nutrients

10.Which of the following is NOT a function of the liver?

a. digest food as it passes through the liver on the way to the large intestine
b. monitor glucose levels in the blood
c. convert by-products of protein digestion to urea
d. aid in digestion by producing bile

11.Respiration actually is the process of:

a. Sucking air into lungs

b. Converting sugar into ATP by tissue cells
c. Exhaling air out of lungs
d. Gas exchange between two or more body compartments.

12. Gas exchange that takes place between the blood in the systemic capillaries and the fluid in
the tissue cells:

29
 a. Hyperventilation
b. External Respiration
c. Internal Respiration
d. Acid base balance.

13.An increase of carbon dioxide in the blood cell will stimulate which of the
following to occur?

e) Heart rate to decrease

f) Breathing rate to double
g) Both heart rate and breathing rate to increase
h) Both heart and breathing rate to decrease

14. Each alveolus in the lungs is covered by tiny blood vessels to perform which of these
functions?

a. Excretion of urine
b. Gas exchange
c. Blood production
d. Enzymatic digestion

15. During gas exchange in respiration which of the following occurs?

a. Oxygen is flowing from a low concentration inside the cell to a high

concentration outside the cell
b. Oxygen flows from higher concentration in the blood to the lower
concentration in the body cell
c. Carbon dioxide is absorbed from the red blood cells into the body cells.
d. Carbon dioxide diffuses from low concentration outside the cell to the high
concentration inside the cell.

30
DIAGRAMS

16.Label the following diagrams (13 marks)

17.

31
SHORT ANSWER QUESTIONS
18.Some babies are born with a hole between their left and right ventricles. Explain
how, if not surgically corrected, this hole would affect the oxygen content of the
blood entering the body. (2 marks)

This hole would reduce the oxygen content by mixing oxygen-depleted blood
from the right ventricle with the oxygen-rich blood of the left ventricle.

19.A student has placed the enzyme lipase in a test tube along with a solution of
hydrochloric acid and a protein. Explain why digestion will or will not take place.
(4 marks)

Digestion will not take place because although hydrochloric acid creates the necessary
conditions for the digestion of proteins to take place (low pH for protease to work and
slight denature of proteins), protease is needed to fully breakdown proteins. Lipase
breaks down fats, not proteins. Furthermore, lipase works best at slightly higher pHs.
Hydrochloric acid is too acidic for lipase to work.

20.What is the difference between gas exchange and cell respiration? (4 marks)

Gas exchange occurs between red blood cells and the pulmonary mainly carbon dioxide
and oxygen; whereas, cell respiration involves the full Krebs cycle and generate 3
molecules of ATP in the mitochondria.

32
21.Explain how sensory impulses are involved in changing the rhythm of breathing?
(4 marks)

Nerve pathways carry sensory impulses from the nose, larynx, skin, and
abdominal organs through the vagus nerve in the medulla oblongata.

LONG ANSWER QUESTIONS

22.Hundreds of studies have linked smoking with cardiovascular and lung disease.
Antismoking and health groups have proposed that cigarette advertisement in all
media should be banned entirely. What are some arguments in favour of this?
What are some arguments in opposition of this? What is your position on such a
ban and why? (6 marks)

Answers will vary:

2 marks for 2 points in favour of the ban
i. Example: if advertising is banned, less people will buy these
products. This will lead to less disease, and less strain on the health
care system.

2 marks for 2 points in opposition of the ban

ii. Example: advertising should not be banned because people should
have the freedom to choose whether they want to buy the product
or not. Cigarette companies could lose customers and all their
employees would be out of jobs.

2 marks for stating personal position on the ban and explaining why

23.Cirrhosis of the liver is a serious disease. As a Public Relations employee at the

Canadian Liver Foundation, you have been asked to prepare a campaign to notify
the public about this disease. In the space below, educate the public on:

a. The environmental and lifestyle choices that can put someone at risk for
this condition. (4 marks)

Although students will write answers in paragraph form, the following points will be looked for in
their answers and count as one mark each. Any four of these will grant full marks.

i. Chronic alcohol consumption

ii. illegal drug use
iii. obesity (especially fatty liver disease)
iv. unmanaged diabetes
v. prolonged exposure to environmental toxins and infectious diseases
(specifically, hepatitis)

b. How Cirrhosis would affect a persons health.(4 marks)

Although students will write answers in paragraph form, the following points will be looked for in
their answers and count as one mark each. Any four of these will grant full marks.

33
 i. impairs liver function
ii. fluid accumulation in the legs or abdomen
iii. bleeding and bruising because they their blood does not clot
properly, and jaundice due to insufficient levels of bile.
iv. Toxins may accumulate in their blood which can impair mental
function, personality and possibly lead to a coma.
v. Early signs of toxin accumulation in the brain may include neglect
of personal appearance, unresponsiveness, forgetfulness,
concentration problems or changes in sleeping habits.
vi. Because the normal cleansing process is impaired by cirrhosis,
drugs are not properly filtered resulting in an increased sensitivity
to drugs and their side-effects.

EXTRA QUESTIONS

PART B: Short Answer Questions (22 K/U marks)

1. What is the primary function of the respiratory system? Use a simple labeled diagram to
describe the structure of the human respiratory system.
[3 K/U]

All animal and plant cells need oxygen to survive. The cells use oxygen to to obtain energy from
food.Respiratory system supply this oxygen to cells and remove the carbon dioxide from the
cells.
Air from the outside enters the respiratory system through the nose and mouth, then travels in to
pharynx then to trachea, or wind pipe. The trachea is semirigid soft tissue wrapped around C-
shaped bands of cartilage. The trachea branches in to bronchi. Each bronchus connects to a
lung. Inside lungs ,bronchi branches repeteadly in to smaller bronchioles. The air ways end in
cluster of tiny sacs called alveoli.

34
2. What physical characteristics of alveoli make them ideal structures for gas exchange?
Explain why.
[3 K/U]
The respiratory membrane that forms the alveoli is moist. This moisture is critical because
oxygen cannot diffuse across the respiratory membrane unless it is dissolved in a liquid. The
alveoli are perfectly adapted for gas exchange. The respiratory membrane is extremely thin, so
that there is a little difference between the air in alveolus and the blood in the capillaries that
surround the alveolus. Oxygen and carbondioxide can easily diffuse across the repiratory
membrane. The net work of capillaries encapsulates the alveoli so that ther e is adequate
supply of blood for the oxygen to diffuse in to and the carbondioxide to diffuse from.

3. The parts of the diagram below have been numbered. Complete the table, correctly
identifying the parts specified and describing their function. [6 K/U]

Name Function
Number
(1/2 mark each) (1 mark each)

2 or 16 Pulmonary arter(ies) Carries deoxygenated blood from the heart to the

35
 lungs.

Thicker, muscular chamber of the heart that acts

8 Right ventricle
as a pump. Pumps blood to the lungs.

The largest artery in the body. Carries oxygenated

18 Aorta blood out of the heart, and then splits into smaller
arteries to be delivered to body tissues.

A wall of muscle that separates the right heart

10 pump from the left (also separates oxygenated and
Septum
deoxygenated blood)

4. You have been asked to speak to a grade 3 class about blood. In addition to
showing them pictures, you have decided to make a model of blood for them to
look at using Jello and plastic beads.

Examine the list of materials below, paying attention to the numbers, colours
and sizes of materials used. Complete the table to explain which component of
blood each material represents and its role in the body.
[6 K/U]

Component of Blood
Role in the body
Material used this Represents
(1 mark each)
(1/2 mark each)
90% water, but contains many
proteins, enzymes, minerals.
Yellow Jello Plasma Main transport for waste and
needs (except oxygen)

1 Tablespoon of
red pony beads Contain hemoglobin, allowing
Red blood cells/eryththrocytes
(5 mm in RBC to transport oxygen
diameter)
50 clear seed
beads Platelets Blood clotting
(tiny!)
1 white pony bead
Fighting infection, responding to
(9 mm in White blood cells
allergens, engulfing bacteria
diameter)

36
5. Compare and contrast systole and diastole. You may complete this using a graphic organizer,
if you choose. [4
KU]

Systole Diastole

Heart is contracting Heart is relaxed

Ventricles contract, pushing blood into the When atria are relaxed they begin to fill
arteries with blood

Increase in pressure pushes AV valves
shut, causing the lub sound
Systolic blood pressure is the first, higher
number (eg. 120/80)
When ventricles relax, blood flows into
them, causing semi-lunar valves to close,
to prevent blood flowing back from
arteries. Closing of these valves causes
the dub sound.

Diastolic blood pressure is the second,

lower number (eg. 120/80)

PART C: Application Questions (28 A marks)

1. Ms. Henrys class has decided to fix themselves a delicious snack of soda crackers.
a. Describe the trip the crackers would take through the digestive system.
Include details about both physical and chemical digestion, enzymes and the
digestive organs at work to break down the crackers. (1/2 mark per point)
[ 3A]

37
Thedigestionofaparticularcarbohydrateinthegastrointestinaltractdependsuponthecomplexityofthe
carbohydratemolecularstructurethemorecomplexitis,theharderthedigestivesystemmustworktobreakit
downinordertoabsorbitintothebloodstream.

Afterchewingasaltinecrackeryouwillbegintotastesweetness.Carbohydratedigestionbeginsinthemouth.That
isanindicationthatthesalivaryamylaseinsalivaisbreakingdownthecarbohydratesintosimplesugars.Asfood
doesnotremainlonginthemouth,onlyalittlestarchisdigestedbysalivaryamylasetomaltose.Nodigestionof
carbohydratesoccursinthestomach;onlyproteinsaredigestedinthestomach,however,enzymeactivitycontinues
inthestomach,butslowsdownsignificantlyasdigestiveacidsarereleasedintothestomachbytheglands.Inthe
smallintestine,anotherversionofamylaseissecretedbythepancreasintotheduodenum(firstsectionofsmall
intestine).Thiscutsdowncarbohydratesintosimplesugarsmaltose,lactoseandsucrose.Asthecarbohydrate
passesfurtherintotheintestine,theenzymesmaltase,lactaseandsucrasechopmaltose,lactoseandsucroseinto
smallerbits,moreeasilyabsorbedwhichareeventuallyconvertedtoglucoseandabsorbedthroughtheintestinal
wallsintothebloodstream.Aftercarbohydratesaredulybrokendownintoglucose,intheduodenumandjejunumof
thesmallintestine,theglucoseisabsorbedintothebloodstreamandtakentotheliver,whereitisstoredor
distributedtocellsthroughoutthebodyforenergy.

b. A few students in the class have decided to top their crackers with salami. What
would their bodies do differently to digest the salami?
[3 A]

The stomach will break down protein in the salami. Two of the substances secreted by the
stomach, HCl (hydrochloric acid) and pepsinogen, interact to create pepsin, an enzyme that
plays a very important role in protein digestion. Hydrochloric acid is used for breaking the bonds
between the proteins. Next, the proteins are disintegrated into amino acids. Trypsin and
chymotrypsin are pancreatic protease enzymes secreted by the pancreas that are involved in
protein and fat digestion. From the stomach, protein digestion carries on in the duodenum,
which represents the first segment of the small intestine. Here the disintegration of proteins into
amino acids continues. Amino acids have very small dimensions; they are able to penetrate the
intestinal lining. From this point on, they enter the bloodstream

38
2. Examine the graph below, and then answer the questions that follow.

Blood Glucose and Insulin Levels after a Carbohydrate Meal

blood glucose
blood insulin

Relative concentration in blood

Carbohydrate meal Time

a) Describe what is happening in the graph and why. [1 A]

Blood glucose levels will rise steadily over time after you eat (can be shorter
for some people); at that point it will level out and remain the same for a
short time. After about three hours from when you last ate, it will begin to dip
again.

b) Suggest a reason why blood insulin levels peak after blood glucose levels do,
rather than at exactly the same time.
[2 A]
Your blood sugar normally fluctuates within certain safe limits depending on the type of
food you eat, how often you eat, your activity levels and certain other health and
lifestyle-related factors. If you are diabetic, you can expect your blood sugar level to peak
a bit later, about an hour after you start eating, and to take longer to return to a fasting
level.

39
 c) How might this explain why people sometimes experience a sugar craving a few
hours after a sizeable carbohydrate- rich meal?
[3 A]

Carbohydrates are a type of macronutrient found in foods and drinks. Carbohydrates affect blood
sugar and, as such, can affect cravings for more carbohydrates and sugar. The body treats sugar
in the same way that it treats any carbohydrate: insulin, glucagon and epinephrine begin their
work. It is insulin that is responsible for regulating the level of sugar in the blood. Sugar has a
high glycemic index rating, meaning that it has a strong impact on the level of sugar in your
blood after consumption. Sugar is broken down into simple sugars, the same as other
carbohydrates are, and then transported by insulin into the bloodstream. Insulin controls the
metabolism of carbohydrates and fat in the body. High-glycemic carbohydrates cause a large
amount of sugar to release quickly into your body. Insulin responds to this drastic increase in
sugar, neutralizing it. Insulin does this by stimulating the transfer of glucose to your cells so that
your organs can metabolize the new-found energy. This rise and drop in blood sugar sometimes
referred to as "crashing," leaves you feeling tired and depleted. This can stimulate hunger,
particularly for more carbohydrates and sugars.

3. Diseases such as pancreatic cancer and Human Immunodefiency Virus (HIV) can interfere
with the healthy functioning of the pancreas. What would happen to the digestion of
carbohydrates, proteins and fats when the pancreas is dysfunctional?
[3 A]

If the pancreas becomes dysfunctional, these pancreatic and enzymes would be missing in the
duodemum. Inadequate digestion would take place. Your sugars, starches, fats, and proteins
would be incompletely digested, because of the missing enzymes. Diarrhoea occurs in just
under half of patients. Normally, all the fat in food is broken down by enzymes from the
pancreas and small intestine, and the fat is then absorbed in the small bowel. With a reduced
level of digestive enzymes the fat is not absorbed. When the fat reaches the large intestine, it is
partially broken down by the bacteria in the colon. This produces substances which irritate the
colon and result in diarrhoea. The undigested fat also traps water in the faeces, resulting in
pale, bulky, greasy stools which are difficult to flush away. They may make the water in the toilet
look oily, smell offensive and may be associated with bad wind. When the pancreas is
dysfunctional then digestive enzymes are not provided for digestion. This condition imbalances
the liver, gall bladder, spleen and all digestive related organs. Glucose and fats remain in the

40
blood stream, where with time; the primary body's digestive organs become impaired and
eventually diseased.

4. Cystic fibrosis is a disease which affects the respiratory system. In the 1960s, most Cystic
Fibrosis patients did not live to attend elementary school. Today many are living into their
40s. What accounts for this improvement?
[4 A]

CF is an inherited disease , genetic testing can identify affected individuals .In some
provinces, including Ontario, all newborns are checked at birth for CF, about 60% of
diagnose are made in the first year. The disease gets progressively worse with age, so it is
beneficial to begin treatment as early as possible. At present there is no cure, but major
advances have been made in medical knowledge and the development of new treatments.
These advances have significantly improved both quality of life and life expectancy of
individuals with CF. Research continues in the area of gene therapy, holds some promise for
cure. This area of research focuses on replacing the defective gene so that cells in the
respiratory system will produce normal mucus.

5. Athletes who have trained at high altitude often perform better than those who complete the
same level of training at sea level. Training at high altitude causes their body to produce
more red blood cells, giving them a competitive advantage.

a) Why does the body produce more red blood cells at high altitudes? [1 A]

High altitude oxygen is less,the kidney increases the secretion of erythropoietin(EPO) a

hormone stimulates the production of blood cells

b) What advantage does having more red blood cells in their blood stream give them? [2A]

Increases in the number of blood cells increase the amount of oxygen that can absorb from
air and delivered to the body cells .Training at high altitude can increase the RBC count from
5 000 000/ml-7 000 000/ml. Since lifespan of RBC is 90-120 days, additional RBC remains
active for several weeks, giving an extra reservoir of oxygen.

41
 c) What risk is involved in increasing the number of red blood cells in their blood stream?
[1A]

A higher number of RBCs means the blood is thicker. It is more difficult for the heart to
pump it, putting more stress on the heart. There is a higher risk of blood clotting, leading
to stroke, heart attacks, etc.

6. Your body is holding an election. Each cell will vote on the body system that they feel is the
most important to the body, and the winner will receive a trophy.

a) Pretend that you are the campaign manager for one body system. Briefly describe why
this system should win the contest.
[2A]

- Identification of system
- 2 reasonable answers why it should win (1 mark per reason)

b) If two systems were permitted to get together and run a joint campaign, which two
systems would form the strongest team? Describe why they should win.
[3A]

- Choice of 2 related systems (NOT digestive and respiratory, unless justified) (1

mark)
- 2 reasonable answers, demonstrating their understanding of how the two
systems work together (2 marks)

42