Name: _____________________

Isaac Elshamiy CRN#: _____________________

43224
Student ID: _____________________
100702348 Date: _____________________
12/02/18

ASSIGNMENT 2
Biology I, Pre-Health Sciences - Durham College, Fall 2018

/100 marks – Due Fri, Dec 7 at 11:59 PM

EVALUATION NOTES

Read before submitting:

• This assignment is worth 20% of your final grade.

• This assignment is due by 11:59 pm on the due date

established by your instructor: _________________

a. A submission after this due date is considered late and

will result in a grade of 0 unless a late submission is
negotiated.
b. A negotiated late submission is an assignment that has
been submitted late for valid reasons with the written
permission of the instructor. It is the responsibility of
the student to request permission to negotiate a late
submission no later than 48 hours prior to the due date.
Late submissions are penalized 10% per day up to a
max of 3 days (including weekends). After that a zero
is assigned.

• This assignment should be submitted online to the DC

Connect Assignments folder.

a. 2 files need to be submitted in total. The first file will be a fillable PDF containing your
answers to the questions in Parts 1-3. The second file will contain a link, pdf, jpg, etc
containing your “study tool” from Part 3. Note that Part 3 also requires that you post in a
discussion forum on DC Connect.
b. Unless otherwise directed, submissions made by other means (E.g. email or hard copy) will
not be accepted and will result in a grade of 0.
c. Computer malfunctions or technical issues are not accepted as excuses for late or missing
components. TIP: Submit your assignment early so that you have time to resolve any
potential technical issues prior to the deadline.
d. An instructional video is available if you require assistance using a fillable PDF.

• While students may work in groups, each student must submit their own original work.
Name: _____________________ CRN#: _____________________
Student ID: _____________________ Date: _____________________

PART 1 – Basic Knowledge [ 20 marks ]

Rationale: In this section you are required to answer content specific questions. These questions are
very similar in structure and style to Test 2 questions and will therefore be excellent study practice.

Instructions:.
• Answer in the spaces provided
• Read the questions carefully and thoroughly
• Consider the point value of each question as a guide for how much detail you should include
• Remember to write all answers IN YOUR OWN WORDS
• For short answer questions, answer in full sentences

UNIT 8: The Digestive System

1. (2.5 marks) Match the descriptions below with their correct term. Answers are used only once.
A. Common bile duct I. Muscularis
B. Duodenum J. Pancreatic duct
C. Epiglottis K. Peristalsis
D. Ileocecal sphincter L. Pyloric sphincter
E. Ilium M. Serosa
F. Lower esophageal sphincter N. Submucosa
G. Jejunum O. Uvula
H. Mucosa
Rhythmic, wave-like contractions of smooth muscle ______
K
Inner layer of digestive (GI) tract ______
H
Flap of skin that covers the trachea when swallowing ______
C
Part of the small intestine that connects to pancreas, liver, and gall bladder ______
B
Ring of muscle that allows chyme to exit the stomach ______
L

2. The pancreas releases pancreatic juice during digestion.

a. (0.5 mark) What is the purpose of bicarbonate within pancreatic juice?

The purpose of bicarbonate within the pancreatic juice is to neutralize the
actions of the digestive juices within the stomach.
b. (1 mark) List the 4 enzymes found in pancreatic juice.

- Trypsin
- Lipase
-
Amylase
-
Chymotrypsin
Name: _____________________ CRN#: _____________________
Student ID: _____________________ Date: _____________________

3. (1 mark) Which of the following accurately describes bile? Select ALL that apply.
 It is produced by the gall bladder
 It breaks triglycerides into monoglycerides and free fatty acids
 It emulsifies lipids
✔

 It travels down the common bile duct

✔

 It is released into the stomach during digestion

 It is present in the hepatic portal vein
 It is an enzyme

4. (0.5 mark) Multiple choice – Which of the following statements is TRUE?

a. Digestion of proteins begins in the mouth
b. Trypsin is produced by the stomach and the pancreas Answer a
c. Pepsin is inactive when hydrochloric acid is present
d. Nuclease is a brush border enzyme
e. Peptidase breaks smaller polypeptides into amino acids

5. (0.5 mark) Multiple choice – Which of the following represents the correct order of feces
through the large intestine?
a. Ileocecal sphincter, cecum, ascending colon, transverse colon, descending colon, sigmoid
colon, rectum, anal canal, anal sphincter, anus
b. Ileocecal sphincter, cecum, descending colon, transverse colon, ascending colon, sigmoid
colon, rectum, anal canal, anal sphincter, anus
c. Ileocecal sphincter, cecum, ascending colon, descending colon, transverse colon, sigmoid
colon, rectum, anal canal, anal sphincter, anus
d. Anal sphincter, cecum, descending colon, transverse colon, ascending colon, sigmoid
colon, rectum, anal canal, ileocecal sphincter, anus
Answer a

UNIT 9: The Cardiovascular System

6. (2 marks) Could Type ARh+ blood be given safely to a person with Type ABRh- blood? Explain
your answer using the chart below.

Organize:
DONOR RECIPIENT
What antigens are present Which antibodies are What antigens are present Which antibodies are
on the RBC? present in the plasma? on the RBC? present in the plasma?

A antigens B antibodies, and A antigens and B No antibodies.

Rh antibodies antigens.

Check: Will antibodies in recipient bind antigens on donor RBC? NO

Decide: Will agglutination occur? YES
Recommend: Will this blood transfusion be safe?
NO
Name: _____________________ CRN#: _____________________
Student ID: _____________________ Date: _____________________

7. (2 marks) Match the descriptions with an appropriate term. Answers are used only once.
A. Hemoglobin C. Hemolysis
B. Heme D. Hematopoiesis
Molecule found in hemoglobin that works with iron to bind oxygen ______
B
Destruction of red blood cells in the liver and spleen ______
C
Creation of red blood cells in the bone marrow ______
D
Protein found in red blood cells that binds oxygen ______
A

8. (2 marks) Compare and contrast a vein and an artery. List at least ONE similarity and THREE
differences.
Differences
Artery Vein
Carries blood away from the heart. Carries blood towards the heart.

Thick walls Vs Thin walls

Carries blood under higher pressure. Carries more blood volume.

Similarity
Both tube-shaped vessels that carry blood in the body.

UNIT 10: The Respiratory System

9. (0.5 mark) Multiple choice – Which of the following is/are TRUE concerning alveoli?
a. They are sacs in the lungs
b. It is a location where gas exchange takes place via diffusion
c. They are surrounded by capillaries
d. Only A and C are correct Answer e
e. All of the above

10. (0.5 mark) Multiple choice – What is the role of chemoreceptors during ventilation?
a. They detect when pH is low within the blood
b. They communicate with the medulla oblongata to decrease breathing rate
c. They eventually force you to breathe if you try to hold your breath for as long as possible
d. Only A and C are correct
e. All of the above Answer e
Name: _____________________ CRN#: _____________________
Student ID: _____________________ Date: _____________________

11. (3 marks) Fill-in the chart below to describe THREE ways in which carbon dioxide can be
carried within the blood:

Method of CO 2 Description
% CO 2
transport (List TWO details)
5 to 7% Approximately 25% of carbon dioxide is transported
Dissolved in blood in the plasma.
plasma It is transported in the blood from the body tissues by
one of three different methods such as dissolution.

10% CO2 is more soluble in blood than oxygen.

Bound to hemoglobin
CO2 can bind to plasma proteins or it can enter the
red blood cells and bind to hemoglobin.

70% CO2 gets diffused into red blood cells, where it gets
converted into bicarbonate as blood flows through the tissues.
As bicarbonate
CO2 as bicarbonate as a buffer with water as it enters the
red blood cells when all of the blood flows into the tissues.

UNIT 11: The Integumentary System

12. (4 marks) Indicate whether the following statements are TRUE or FALSE:
T
a. ______ The largest organ in the body is the skin
T
b. ______ A function of skin is to remove waste from the body
T
c. ______ Adipocytes are primarily found within the hypodermis
F
d. ______ The stratum basale is superficial to the stratum corneum
F
e. ______ During UV light exposure, Langerhans cells produce a pigment called melanin
T
f. ______ Arrector pili are responsible for “goose bumps”
F
g. ______ Genes, carotene, and haemoglobin can contribute to the colour of skin
T
h. ______ Melanocytes are primarily found within the epidermis

PHS – Pre-Health Sciences

Name: _____________________ CRN#: _____________________
Student ID: _____________________ Date: _____________________

PART 2 – Case Study [ 40 marks ]

Rationale: In this section you will develop your

problem-solving and critical thinking skills by
applying your knowledge of basic concepts to a case
study. This is an important skill to develop as it
allows you to relate what you are learning to the
everyday world and helps prepare you for future
programs and careers in the health care field. As you
proceed through this section, think about how these
questions connect to your other courses and to your
future goals.

Instructions:
• Answer in the spaces provided
• Read the questions carefully and thoroughly
• Consider the point value of each question as a
guide for how much detail you should include
• Remember to write all answers IN YOUR
OWN WORDS
• For short answer questions, answer in full
sentences

Scenario: Mary is a student enrolled in the Pre-Health Sciences program at Durham College. Like
many of her classmates, she has applied to several competitive healthcare programs including
Paramedics and Nursing and is very proud of the hard work that she has accomplished so far.

Unfortunately, the past few weeks have taken their toll on Mary’s mental health and she is feeling
extremely burned out. Her stress levels are at an all time high and she is struggling to manage the
demands of school, caring for her young son, Andrew, and working part-time 20 hours per week. All
of this exhaustion has caused her digestive disorder (lactose intolerance) to flair up despite the fact
that she can normally manage it very well with diet and medication. Specifically she has been
forgetting to restock her supply of Lactaid medication (an over-the-counter-drug) and has picked up
the habit of eating cheap, frozen pizzas that contain high quantities of starch and lactose. This has left
her with extreme bloating, nausea, and pain and has forced her to make regular emergency trips to the
bathroom while at school and at work.

13. (0.5 mark) Multiple choice – People with lactose intolerance cannot digest __________.
a. Lactose
b. Lactase
c. Maltase Answer a
d. Maltose
e. Amylase

PHS – Pre-Health Sciences

Name: _____________________ CRN#: _____________________
Student ID: _____________________ Date: _____________________

14. (0.5 mark) Multiple choice – Medications like Lactaid contain __________, a digestive enzyme
that is normally made by the __________.
a. Maltase, small intestine
b. Amylase, pancreas Answer d
c. Lactose, small intestine
d. Lactase, small intestine
e. Lactase, pancreas

15. (5 marks) Track a piece of pizza through Mary’s digestive system by drawing a simplified
sketch of how various biological molecules are processed by Mary’s digestive system. Start with
the pizza entering through the mouth and show how the various enzymes break it down into
nutrients that can be absorbed within the body. For this question, you may assume that the
biological molecules in the pizza are polysaccharides, from the starch-filled dough, and lactose,
from the cheese. You may ignore any other molecules that might be present. You should also
assume that Mary did NOT take her Lactaid medication when eating the pizza.
Your drawing can be done by hand on paper or made digitally as long as a clear photo or a
screenshot of your work is submitted. A reminder that your image must be original – i.e. it is not
copied directly from course resources (E.g. lecture slides) or the internet. Use the checklist
below as a guide:

ANATOMY of the digestive system is drawn and labeled:

 Regions: mouth, pharynx, esophagus, stomach, small
✔

intestine (duodenum, jejunum, ileum), large intestine

 Accessory organs: salivary glands, gall bladder, liver,
✔

pancreas
Digestion of polysaccharides and lactose is clearly shown:
 Names of all enzymes are provided
✔

 Names of the organs that make each enzyme are

✔

provided
 Descriptions/diagrams are provided as to how each
✔

enzyme breaks down the molecules

TIP 1: Crop/zoom your image if necessary so that it is clear to the viewer.

TIP 2: Make sure the fillable PDF is open in Adobe when inserting photos. It will not work if
you are viewing the PDF in an internet browser. If you are having trouble attaching your
photo, never fear! Just watch the help video on DC Connect or contact your instructor.

PHS – Pre-Health Sciences

Name: _____________________ CRN#: _____________________
Student ID: _____________________ Date: _____________________

16. (1 mark) How would the digestion above change if Mary took Lactaid with her meal?
The small intestine would be able to break down lactose even if she is lactose
intolerant.
17. (3 marks) Untreated lactose intolerance leads to inflammation within the gut that prevents key
nutrients from being absorbed. Explain how digested carbohydrates normally get absorbed into
the body. Provide at least THREE details using correct terminology.

• They get absorbed through the mouth

• Starches and sugars are the two digestible sugars

• The enzyme amylase helps break down starches, and that amylase is found in the mouth and
small intestine.

PHS – Pre-Health Sciences

Name: _____________________ CRN#: _____________________
Student ID: _____________________ Date: _____________________

Scenario: As Mary continues the semester, stress continues to take its toll on Mary’s body. While
not life threatening, Mary has noticed that she experiences constant outbreaks of acne, despite having a
history of clear, blemish-free skin. After doing a bit of research and chatting with her Biology
professor, she learns that stress can aggravate sebaceous glands in the skin and cause acne.

18. (5 marks) Answer the following questions about sebaceous glands:

a. (1 mark) Where are sebaceous glands located in the body? Be as specific as possible.
The sebaceous glands are found within the epidermis of the skin, along with the
hair follicles and sweat glands.

b. (1 mark) What is the difference between a sebaceous gland and a sudoriferous gland?
Sebaceous glands secrete sebum into the hair follicle while sudoriferous glands
secrete sweat.

c. (1 mark) What is sebum made of? List at least THREE ingredients.

It is made of triglycerides, wax esters, and metabolites of fat-producing cells.

d. (2 marks) Explain in detail how an excess of sebum can lead to the production of acne.

Scenario: As the final weeks of school approach, Mary’s stress begins to reach a breaking point as
her assignments and test dates loom. What is more, her son Andrew has been experiencing troubles at
school and has recently been diagnosed with ADHD. She confides in a friend that she feels as though
she is “barely hanging on.” She is just hoping she can make it through these final weeks.
One day, as she is walking into her Biology lab, Mary starts to feel funny. She beings to feel faint and
light-headed, almost as if the “walls are closing in.” She sits down quickly at the lab bench but a huge
wave of nausea suddenly overwhelms her and she begins to breathe rapidly. Just as class is about to
begin, Mary reaches a state of full-blown panic as she finds herself with unexpected chest pain and
difficulty breathing. Noticing her distress, her classmates and professor immediately call Campus
Safety and the Campus Emergency Response Team (CERT). An ambulance soon arrives and after an
initial assessment by paramedics, it is determined that she needs to get to Lakeridge Health
immediately. She is quickly loaded into the ambulance, connected to an IV (containing water, sugar
and salt), given her an aspirin, and offered additional oxygen. As they pull into the hospital,
paramedics do their best to keep her calm but Mary overhears them say her symptoms align with that
of a heart attack.

PHS – Pre-Health Sciences

Name: _____________________ CRN#: _____________________
Student ID: _____________________ Date: _____________________

19. (0.5 mark) Multiple Choice – If Mary is experiencing a heart attack, what blood circuit is mostly
likely compromised? Answer a
a. Coronary d. Systemic
b. Hepatic e. None of the above
c. Pulmonary
20. (0.5 mark) Multiple Choice – Which component of blood is IV fluid meant to mimic?
a. Electrolytes d. A and B only
b. Blood plasma e. All of the above Answer e
c. Erythrocytes
21. (3 marks) List THREE specific components of blood that are NOT present in Mary’s IV fluid
Briefly describe the function of each within the body.
•

22. While in the ambulance, the additional oxygen that Mary receives enters her nasal cavity and
travels through the respiratory system until it reaches the blood. From there, it travels to her
heart so that it can be pumped to the various cells in her body.
a. (2.5 marks) List the respiratory structures IN ORDER that carry oxygen from the nasal
cavity to the alveoli. List at least FIVE structures.
Nasal cavity > _______________
> _______________
> _______________
> _______________
> _______________ > Alveoli

b. Once absorbed into the blood at the alveoli, oxygen is then transported through the blood
via the red blood cells within the blood.

i. (0.5 mark) What is the scientific name for a red blood cell?
_____________________________________________________________
Erythrocyte

ii. (0.5 mark) During hypoxia, what hormone would be released to increase the
number of red blood cells within the blood?
_____________________________________________________________
Erythropoietin

PHS – Pre-Health Sciences

Name: _____________________ CRN#: _____________________
Student ID: _____________________ Date: _____________________
iii. (0.5 mark) True or False – A red blood cell is able to live for years within the
blood.
False
iv. (2 marks) What structural features does a red blood cell have that allows it to
effectively move through the blood and transport oxygen? List at least FOUR
features and explain how these features help RBCs carry out their functions.

• Contains hemoglobin

• Is rich in iron

• Covered with a membrane composed of lipids and proteins

• Lacks a nucleus, ribosomes, or mitochondria

Scenario: Upon arriving at the hospital, Mary is assessed by the on-call cardiologist, Dr. Hiba
Khaled. After an initial assessment and blood draw, Dr. Khaled orders an EKG and echocardiogram
for Mary to determine if she is experiencing a heart attack.

23. (5 marks) An echocardiogram is an ultrasound test that allows the heart to be imaged and blood
tracked through the heart. In the space below, map the pathway of blood through the heart. Start
with blood entering the heart via the vena cava and finish with blood leaving the heart through
the aorta. Be sure to list all chambers, valves, and blood vessels that the blood passes through IN
ORDER. Don’t forget to answer in your own words and use the checklist below as a guide.
✔
4 heart valves are listed in the pathway
✔
4 heart chambers are listed in the pathway
✔
4 blood major blood vessels attached to the heart are listed in the pathway
✔
All structures are listed in the correct chronological order
✔
All names are written in FULL (no acronyms) with no spelling errors

The pathway of blood starts with the superior and inferior vena cavas, then it travels
through the right atrium, then into the tricuspid valve, then through the right ventricle,
then into the pulmonary semi-lunar valve, then through the pulmonary arteries, then into
the lungs, then it comes back through the pulmonary veins, then into the left atrium, then
through the bicuspid valve, then into the left ventricle, then through the aortic semi-lunar
valve, and then into the aorta.

PHS – Pre-Health Sciences

Name: _____________________ CRN#: _____________________
Student ID: _____________________ Date: _____________________

Scenario: Luckily, Dr. Khaled reports that the blood work, EKG, and echocardiogram came back
clean, i.e. there is no evidence to support that Mary experienced a heart attack. Dr. Khaled suggests
that Mary may have actually experienced a panic attack instead, explaining that the symptoms of a
heart attack are often the same (chest pain, shortness of breath, dizziness, nausea). She goes on to say
how under severe stress, the nervous and endocrine systems within the body can trigger a rapid heart
rate during a panic attack.

24. (1.5 marks) Which of the following are able to increase the speed of the cardiac cycle? Select
ALL that apply.
 Sympathetic nervous system
 Parasympathetic nervous system
 Epinephrine
✔

 Norepinephrine
✔

Scenario: After several more hours, Mary is discharged from the hospital with a diagnosis of “acute
panic attack.” Before leaving, she is told to rest and consider booking an appointment with a
professional psychologist for talk therapy. She is also told that if her panic attacks persist to try a
variety of breathing techniques and investigate various medications like cannabidiol (CBD) oil, an
extract from the Cannabis sativa plant that has been linked to anxiety reduction [Source]. Mary goes
home and practices the suggested breathing techniques. One of them, the “calming breath,”
recommends taking a long, slow breath in through the nose, holding your breath for 3 seconds, and
exhaling slowly through pursed lips.

25. (5 marks) While performing these breathing exercises, describe IN YOUR OWN WORDS how
the diaphragm and intercostal muscles assist Mary’s inspiration and expiration.

During inspiration:
The diaphragm contracts and begins to move downwards, which
increases the amount of space in your chest cavity, and make your
lungs expand, while the intercostal muscles that are located
between your ribs will also assist to enlarge the chest cavity.
During expiration:
The diaphragm relaxes and begins to move upwards which will
decrease the amount of space in your chest cavity which will
decrease the volume in your lungs, while the intercostal muscles
that are located between your ribs will also assist in decreasing the
chest cavity.

26. (0.5 marks) Multiple Choice – What term is used to describe the amount of air moved with 1
breath at rest?
a. Inspiratory reserve volume d. Vital capacity Answer c
b. Expiratory reserve volume e. Residual volume
c. Tidal volume

PHS – Pre-Health Sciences

Name: _____________________ CRN#: _____________________
Student ID: _____________________ Date: _____________________

Scenario: After trying the various breathing exercises, Mary feels calmer and less anxious. She books
an appointment with one of the counsellor’s at Durham College’s Campus Health Centre in G1030 and
does some additional research on the Solace Centre in C111 to see when the various wellness coaches
and meditation classes are available. She also sends an email to the Access and Support Centre (ASC)
in SW116 and Student Academic Learning Services (SALS) in SSB204 to see if there are any additional
supports she can access to help her manage her academics while she recovers. She also opens the
pamphlet on CBD oil to see if this is a route she wants to pursue. Specifically, she is wondering if CBD
oil could also help her manage her symptoms of lactose intolerance as well.

27. (2+1 marks) Perform a quick Google search of CBD oil and digestive health. Is there any
CREDIBLE evidence to suggest that CBD can help manage inflammation within the gut? Justify
your answer and provide the link to your source.

TIP 1: Credible sources include government websites and peer-reviewed journal articles. If you
are unsure of how to pick a credible source, watch the following video or take a look at the
resources posted on the SALS course in DC Connect:
https://www.youtube.com/watch?v=bZ122WakNDY

TIP 2: You will not be marked on if your answer is right or wrong. Instead, it is your job to
formulate a clear response and back up your answer with credible evidence.

Answer:
Yes, because CBD oil can help manage inflammation within the gut by taking a
specific amount of drops of CBD oil that is prescribed per day and that CBD oil will
help reduce the inflammation within the gut and that with the assistance of CBD oil, it
acts like a negative feedback loop which will be able to restore equilibrium in the body,
just like homeostasis.

https://hempworx.store/cbd-stomach-digestive-gut-problems/#.
Link to credible source: _________________________________________________________
XAsWOkxFzIU

PHS – Pre-Health Sciences

Name: _____________________ CRN#: _____________________
Student ID: _____________________ Date: _____________________

PART 3 – Study Tools [ 10 + 30 marks ]

Rationale: In this part of the assignment, you will create

various study tools that will allow you and your
classmates to prepare for Test 2. These study tools will
allow you to “personalize” your learning, put key
concepts into your own words, and examine concepts
through a more creative lens.

Instructions
• Create 2 small “SUMMARY SHEETS”
• Create 1 detailed “STUDY TOOL” and share it
with your classmates

STEP 1: Choose 2 “summary sheet” topics

Choose ANY TWO anatomical structures listed below (E.g pancreas and dermis) and imagine that you
are allowed to bring a “cheat sheet” into the test containing information about them.

Unit 8 – Unit 9 – Unit 10 – Unit 11 –

Digestive Cardiovascular Respiratory Integumentary

- Stomach - Capillaries - Alveoli - Epidermis

- Pancreas - Veins - Dermis
- Large intestine - Arteries - Hypodermis
- SA node

STEP 2: Create 2 “summary sheets”

Using the content from your lecture slides, create a “summary sheet” for EACH of your chosen
anatomical structures. To do this, summarize the key ideas on a blank piece of 8.5”x 11” paper,
focusing on the functions (what does it do? why is it important?) and structures (what it is made of?
what cells/tissues/structures are found within it?). The format of your summary sheet does not matter
and it is OK if it looks a bit “quick and dirty.” The key idea is to organize the information in your own
words so that it makes sense to you and to evaluate what information is the most relevant/helpful for
your test.

PHS – Pre-Health Sciences

Name: _____________________ CRN#: _____________________
Student ID: _____________________ Date: _____________________

STEP 3: Submit photos of your 2 “summary sheets” in the boxes below.

TIP 1: Before submitting your photos, examine the rubric at the end of this document to ensure
that you will receive full marks.

TIP 2: Crop/zoom your image if necessary so that it is clear to the viewer.

TIP 3: Make sure the fillable PDF is open in Adobe when inserting photos. It will not work if you
are viewing the PDF in an internet browser. If you are having trouble attaching your photo, never
fear! Just watch the help video on DC Connect or contact your instructor.

“Summary Sheet 1” “Summary Sheet 2”

PHS – Pre-Health Sciences

Name: _____________________
Student ID: _____________________
STEP 4: Choose a “study tool” topic
You will choose one of the content areas listed below. Your study tool must address all of the key
subtopics listed within that topic. It is recommended that you select a topic that you are struggling
with so that you can better understand the concepts.
Unit 8 – Digestive
a) Digestion of biological molecules
- Describe the process by which carbohydrates,
lipids, proteins and nucleic acids are digested by
the digestive system
- Discuss the absorption of the end products of
digestion into the lymphatic and cardiovascular
systems
Unit 10 - Respiratory
c) Ventilation
- Define ventilation and respiration
- Contrast the processes of inspiration and
expiration during ventilation
- Define the terms used to describe volumes of
air moved during ventilation
- Describe the role of the nervous system and
chemoreceptors in the control of breathing
PHS – Pre-Health Sciences
CRN#: _____________________
Date: _____________________
Unit 9 – Cardiovascular
b) Blood vessels
- Describe the structure and function of the
three main types of blood vessels
- Compare blood flow in the pulmonary and
systemic circuits
- Explain the location and the purpose of the
hepatic portal system
- Explain the differences between veins,
arteries and capillaries
Unit 11 – Integumentary
d) Skin structure and function
- List the layers of skin, describe their functions
and identify the various types of tissues found
within
- Identify the main pigments responsible for
skin colour
- Differentiate between sweat glands and oil
glands
Name: _____________________ CRN#: _____________________
Student ID: _____________________ Date: _____________________

STEP 5: Choose a “study tool” format

Now that you have chosen a content area, you must now choose one of the formats below to present
that content. Ideally, you should choose a format that plays to your creative strengths and talents.

Option 1: Option 2:
VISUAL INFOGRAPHIC TEACHING VIDEO

Overview:
Create a 1-page infographic that summarizes a
particular topic.
Elements:
This infographic must include the following
elements arranged in a way that makes visual
and organizational sense:
- 1+ drawings or digital images with captions
- 1+ Charts/tables/mind maps/tree diagrams
- 1+ Links to helpful videos or websites
- 1+ Memory tricks
- Minimal but relevant text
Format:
- The infographic can be created by hand on
paper or poster board or you may create a digital - This video can be created using your own
version using an online tool of choice (E.g.
Mindomo, Piktochart). For inspiration, watch
this video on visual note taking and this video
on mind mapping.
- Slides/PowerPoint is NOT an acceptable
format
Originality:
Your infographic must contain entirely original stitch together a series of already made
content – E.g. it is not acceptable to simply copy YouTube videos.
content (text, images, etc) from course lecture
slides or online resources. All text must be in
your own words.
Target audience:
Your target audience is your fellow classmates.
Make sure that it meets their needs and is at the
appropriate level of detail.
Overview:
Create a 3-5 minute video of you teaching a
particular topic.
Elements:
This teaching video must include the following
elements:
- Useful props
- Visuals aids
- Clear captioning or verbal descriptions
Format:
- The format of this video is flexible. For
example, it can show you on screen teaching a
particular concept, or you can narrate a series of
digital pictures and/or animations.
personal electronic devices and/or other online
tools. If you choose this option you should
have a certain level of comfort in creating
and editing videos.
Originality:
Your video must contain entirely original
content – E.g. it is not acceptable to simply
Target audience:
Your target audience is your fellow classmates.
Make sure that it meets their needs and is at the
appropriate level of detail.

PHS – Pre-Health Sciences

Name: _____________________ CRN#: _____________________
Student ID: _____________________ Date: _____________________

Option 3: Option 4:
MOCK TEST OTHER

Overview: Overview:
Create a mock test of 20 questions related to This task is meant to be creative. Many other
your particular topic. This mock test should options are possible depending on your area of
include original questions written by you as well interest and expertise.
as a full solution key that will help users
remember the material and/or learn more about Elements
the topic if a question was answered incorrectly. Flexible

Elements: Format:
- The questions must contain the following - Examples include, but are not limited to:
elements: o Physical model
o A variety of definitions, multiple choice o Dramatic skit
and short answer questions o Poem
o Various degrees of difficulty o Many more!
- The solutions key should contain the following - If you have another idea, you must check with
elements for EACH question: your teacher first to gain approval. Please give
o Correct, detailed response at least 1 week before the due date to gain
o 1+ helpful resource (drawing/digital approval; we have to make sure your idea works
image with caption, chart/table/mind with the rubric below.
map/tree diagram, link to video/website)
o 1+ memory trick/prompt/hint Originality:
o Reference to slide and/or textbook Your tool must contain entirely original content
– E.g. it is not acceptable to copy or duplicate
Format: resources from the internet.
- The questions must be submitted via one of the
following approved formats: Target audience:
o Digital questions organized neatly Your target audience is your fellow classmates.
within a Word document Make sure that it meets their needs and is at the
o Physical set of flash cards appropriate level of detail.
o Online platforms (E.g. Cram, Quizlet
Kahoot) are NOT acceptable formats
- The solution key may be embedded within the
mock test itself or submitted as a separate file
Originality:
Your questions must contain entirely original
content – E.g. it is not acceptable to copy
questions provided to you in class or within the
practice booklets or textbook.
Target audience:
Your target audience is your fellow classmates.
Make sure that it meets their needs and is at the
appropriate level of detail.

PHS – Pre-Health Sciences

Name: _____________________ CRN#: _____________________
Student ID: _____________________ Date: _____________________

STEP 6: Create your “study tool”

After choosing a topic and format, you are now ready to create your study tool:
TIPS
• Remember that your study tool should be completely
unique. While it is acceptable to brainstorm ideas with your
classmates or look for inspiration online, your final product
should be entirely original.
• Refer to the rubric so that you have an understanding of
how you will be graded. Be sure to compare your
completed study tool to the rubric so that you can be sure all
expected elements are included. If you are unsure of any
aspect of the rubric, email your instructor. They will be
happy to provide clarification.
• Make sure you proof read your study tool. Consider
showing your study tool to a friend or family member to see
if it is easy to follow and clear. They will often have
excellent feedback for you.

STEP 7: Post your “study tool” to DC Connect

Once your study tool is complete, post it in TWO places – the Assignments folder on DC Connect
(for formal grading) and the Discussions folder on DC Connect (to share with your classmates).
TIPS
• Provide a quick description of your tool
o E.g. “Here is a visual infographic that I made using
Piktochart. You can use it to review concepts about
Homeostasis (Unit 1).”
• Submit files that are standard and easily accessible.
o E.g. JPG/PNG image
o E.g. PDF document
o E.g. Website link
o NOTE: If using an online platform, make sure that
access is free for all viewers and that the link you
provide is public (not password protected)
• Once you have posted your tool to the Discussions folder,
you will be able to view other people’s study tools and use
them as a resource when studying.

PHS – Pre-Health Sciences

Name: _____________________ CRN#: _____________________
Student ID: _____________________ Date: _____________________

Grading and Rubric for “Summary Sheets”

CRITERIA EXCELLENT GOOD / SATISFACTORY NEEDS IMPROVEMENT

Summary 5 marks -- 0 marks

Sheet 1 - The function is thoroughly described - Student is missing more than 1 or more
- The structure is thoroughly described of the requirements listed
- All ideas and concepts are original and in the - Work is not original and/or is copied
student’s own words. from lecture slides, course material
- The summary sheet is legible and clear and/or other internet sources

Summary 5 marks -- 0 marks

Sheet 2 - The function is thoroughly described - Student is missing more than 1 or more
- The structure is thoroughly described of the requirements listed
- All ideas and concepts are original and in the - Work is not original and/or is copied
student’s own words. from lecture slides, course material
- The summary sheet is legible and clear and/or other internet sources

Grade = _____ /10

PHS – Pre-Health Sciences

Name: _____________________ CRN#: _____________________
Student ID: _____________________ Date: _____________________

Grading and Rubric for “Study Tool”

CRITERIA EXCELLENT GOOD / SATISFACTORY NEEDS IMPROVEMENT

Content 10 marks 5 marks 0 marks

- All required subtopics are present for your chosen
topic as noted in the options above
- Each required element is thoroughly explained in
detail at a level that suits the needs of the audience
- All information is accurate and correct
- Student is missing 1-2 of the
requirements listed
- Student is missing more than 3 of the
requirements listed
- Work is not original and/or is copied
from lecture slides, course material
and/or other internet sources

Elements 10 marks 5 marks 0 marks

OPTION 1 – Visual Infographic - Student is missing 1-3 of the - Student is missing more than 3 of the
- Tool is no more than 1 page in length requirements listed requirements listed
- Tool includes: - Study tool is just text
- 1+ drawing/digital image with caption - Tool was submitted in format that is not
- 1+ chart/table/mind map/tree diagram acceptable or not approved (E.g.
- 1+ link to a helpful video or website Powerpoint presentation is used for
- 1+ memory trick Option 1)
- Minimal but relevant text - Work is not original and/or is copied
OPTION 2 – Teaching Video from lecture slides, course material
- Tool is no more than 3-5 min in length and/or other internet sources
- Tool includes:
- 1+ visual aid (i.e. pictures, props, diagrams,
chalkboards)
- Clear text or verbal descriptions
OPTION 3 – Mock Test
- Tool contains at least 20 questions
- Questions include:
- Definitions, MC + short answer
- Various degrees of difficulty
- Each solution include ALL of the following:
- Correct, detailed response
- 1+ helpful resource
- 1+ memory trick/prompt/hint
- Reference to slide and/or textbook
OPTION 4 – Other
- Tool follows guidelines set out by your instructor

PHS – Pre-Health Sciences

Name: _____________________ CRN#: _____________________
Student ID: _____________________ Date: _____________________

Grading and Rubric for “Study Tool” – continued…

CRITERIA EXCELLENT GOOD / SATISFACTORY NEEDS IMPROVEMENT

Spelling & 4 marks 2 marks 0 marks

grammar - No (or very minor) spelling, grammar or - Some spelling, grammar or - Significant errors in spelling, grammar
punctuation errors punctuation errors or punctuation that distract from the
content

Referencing 3 marks -- 0 marks

- Links are provided for all non-original resources - Minimal or no references provided
used (i.e. things you did not create yourself) - References are not labeled by type
including text, images and videos
- Link is clearly labeled (E.g. video link –
http://www…)
- NOTE: Full APA citations are recommended but
not required

3 marks -- 0 marks
- Tool is posted to DC Connect by the due date - Tool is not posted to DC Connect in a
established by your instructor timely manner
Resource - Tool is posted in a format that is easily accessible - Tool is not posted in an easily
sharing - A description of your tool is posted to allow accessible format (E.g. a link to a online
classmates to know what topic and format you have tool that is not free)
chosen - Tool does not provide a description

Grade = _____ /30

PHS – Pre-Health Sciences