Chapter 03

Multiple Choice Questions

1. A specialized cell that makes up the nervous system that receives and sends messages within that system is
called a
A) node of Ranvier.
B) neuron.
C) glial cell.
D) reuptake cell.

Difficulty: 1
QuestionID: 03-1-01
Topic: Neurons—The Brain's Communicators
Skill: Factual
Objective: 3.1a

Answer: B) neuron.

2. What term is used to describe a specialized cell that receives and sends messages within the nervous system?
A) Node of Ranvier
B) Neuron
C) Glial cell
D) Reuptake cell

Difficulty: 1
QuestionID: 03-1-02
Topic: Neurons—The Brain's Communicators
Skill: Factual
Objective: 3.1a

Answer: B) Neuron

3. Approximately how many neurons do our brains contain?

A) 8 thousand
B) 5 million
C) 85 billion
D) 160 trillion

Difficulty: 1
QuestionID: 03-1-03
Topic: Neurons—The Brain's Communicators
Skill: Factual
Objective: 3.1a

Answer: C) 85 billion

4. The brain communicates with other parts of the body through

A) nodes of Ranvier.
B) neurons.
C) glial cells.
D) reuptake.

Difficulty: 1
QuestionID: 03-1-04
Topic: Neurons—The Brain's Communicators

1
Skill: Factual
Objective: 3.1a

Answer: B) neurons.

5. All neurons contain

A) a cell body, myelin sheath, and axon.
B) dendrites, axon, and nodes of Ranvier.
C) dendrites, cell body, and axon.
D) dendrites, axon, and myelin sheath.

Difficulty: 2
QuestionID: 03-1-05
Topic: Neurons—The Brain's Communicators
Skill: Factual
Objective: 3.1a

Answer: C) dendrites, cell body, and axon.

6. Which of the following is the correct order of neuron parts, from the point that an impulse enters the neuron to
the point where the neuron sends an impulse out?
A) dendrites, axon, cell body, axon terminal
B) terminal buttons, axon, cell body, dendrites
C) axon, cell body, dendrites, axon terminal
D) dendrites, cell body, axon, axon terminal

Difficulty: 2
QuestionID: 03-1-06
Topic: Neurons—The Brain's Communicators
Skill: Applied/Conceptual
Objective: 3.1a

Answer: D) dendrites, cell body, axon, axon terminal

7. __________ receive messages from other neurons and __________ send messages to other neurons.
A) Axons; dendrites
B) Axons; somas
C) Somas; glial cells
D) Dendrites; axons

Difficulty: 2
QuestionID: 03-1-07
Topic: Neurons—The Brain's Communicators
Skill: Factual
Objective: 3.1a

Answer: D) Dendrites; axons

8. Which part of the neuron is responsible for maintaining the life of the cell?
A) Axon
B) Dendrite
C) Cell body
D) Terminal button

Difficulty: 2
QuestionID: 03-1-08

2
Topic: Neurons—The Brain's Communicators
Skill: Factual
Objective: 3.1a

Answer: C) Cell body

9. The part of a neuron that contains the nucleus and keeps the entire cell alive and functioning is the
A) axon.
B) dendrite.
C) cell body.
D) terminal button.

Difficulty: 2
QuestionID: 03-1-09
Topic: Neurons—The Brain's Communicators
Skill: Factual
Objective: 3.1a

Answer: C) cell body.

10. The __________ is the central region of the neuron that manufactures new cell components.
A) cell body
B) axon
C) neuronal membrane
D) dendrite

Difficulty: 1
QuestionID: 03-1-10
Topic: Neurons—The Brain's Communicators
Skill: Factual
Objective: 3.1a

Answer: A) cell body

11. The function of the __________ is to manufacture and renew neuronal cell components.
A) cell body
B) synapse
C) nervous system
D) endorphins

Difficulty: 1
QuestionID: 03-1-11
Topic: Neurons—The Brain's Communicators
Skill: Factual
Objective: 3.1a

Answer: A) cell body

12. Which of the following statements reflects the relationship between the number of neurons in the human
brain and the number of neural connections?
A) The number of neural connections is less than the number of neurons because some neurons operate in feedback
loops.
B) Neurons connect in a one-to-one fashion with each other, so the number of neurons and neural connections is
approximately equal.
C) Most neurons connect to many other neurons, so the number of neural connections is much higher than the number
of neurons.

3
D) We have no way of estimating the number of connections, so we only know the approximate number of neurons.

Difficulty: 3
QuestionID: 03-1-12
Topic: Neurons—The Brain's Communicators
Skill: Applied/Conceptual
Objective: 3.1a

Answer: C) Most neurons connect to many other neurons, so the number of neural connections is much higher than the
number of neurons.

13. Which component of the neuron receives signals from other neurons?
A) neurons.
B) dendrites.
C) Glial cells.
D) terminal button.

Difficulty: 2
QuestionID: 03-1-13
Topic: Neurons—The Brain's Communicators
Skill: Factual
Objective: 3.1a

Answer: B) dendrites.

14. Which of the following is contained within the cell body of a neuron?
A) soma
B) axon
C) nucleus
D) dendrites

Difficulty: 3
QuestionID: 03-1-14
Topic: Neurons—The Brain's Communicators
Skill: Applied/Conceptual
Objective: 3.1a

Answer: C) nucleus

15. When one neuron releases neurotransmitters into the _________, those neurotransmitters can then be
received by the __________ of another neuron.
A) axon; synapse
B) synapse; dendrite
C) cell body; dendrite
D) membrane; cell body

Difficulty: 3
QuestionID: 03-1-15
Topic: Neurons—The Brain's Communicators
Skill: Applied/Conceptual
Objective: 3.1a

Answer: B) synapse; dendrite

16. The branchlike structures that receive messages from other neurons are called
A) axons.

4
B) dendrites.
C) nerve bundles.
D) myelin.

Difficulty: 1
QuestionID: 03-1-16
Topic: Neurons—The Brain's Communicators
Skill: Factual
Objective: 3.1a

Answer: B) dendrites.

17. The knob-like structures at the end of an axon are called

A) axon terminals.
B) synaptic vesicles.
C) synapses.
D) receptor sites.

Difficulty: 1
QuestionID: 03-1-17
Topic: Neurons—The Brain's Communicators
Skill: Factual
Objective: 3.1a

Answer: A) axon terminals.

18. What is the term used to describe the branches located at the end of the axon?
A) Axon terminals
B) Synaptic vesicles
C) Synapses
D) Receptor sites

Difficulty: 2
QuestionID: 03-1-18
Topic: Neurons—The Brain's Communicators
Skill: Factual
Objective: 3.1a

Answer: A) Axon terminals

19. There is a fluid-filled space between the axon terminal of one neuron and the dendrite of another neuron.
What is the name for this space?
A) synapse.
B) receptor site.
C) myelin sheath.
D) knob.

Difficulty: 2
QuestionID: 03-1-19
Topic: Neurons—The Brain's Communicators
Skill: Factual
Objective: 3.1a

Answer: A) synapse.

20. Which portion of the neuron is specialized for sending messages to other neurons?

5
A) Soma
B) Axon
C) Dendrite
D) Synapse

Difficulty: 2
QuestionID: 03-1-20
Topic: Neurons—The Brain's Communicators
Skill: Factual
Objective: 3.1a

Answer: D) Synapse

21. Which of the following is a tiny sphere that contains neurochemicals?

A) axon terminal
B) synapse
C) synaptic vesicle
D) receptor site

Difficulty: 2
QuestionID: 03-1-21
Topic: Neurons—The Brain's Communicators
Skill: Factual
Objective: 3.1a

Answer: C) synaptic vesicle

22. Which of the following are tiny sacs that release chemicals into the synapse?
A) Synaptic vesicles
B) Synaptic nodes
C) Axon terminals
D) Axon clefts

Difficulty: 2
QuestionID: 03-1-22
Topic: Neurons—The Brain's Communicators
Skill: Factual
Objective: 3.1a

Answer: A) Synaptic vesicles

23. Synaptic vesicles are analogous to

A) the gate in a fence.
B) a gel capsule filled with cold medication.
C) a vacuum cleaning up dirt.
D) the prongs on an electrical plug.

Difficulty: 2
QuestionID: 03-1-23
Topic: Neurons—The Brain's Communicators
Skill: Applied/Conceptual
Objective: 3.1a

Answer: B) a gel capsule filled with cold medication.

24. What is the function of the neuron's axon?

6
A) Send messages to other cells.
B) Regulate the neuron's life processes.
C) Receive messages from neighbouring neurons.
D) Insulate against leakage of electrical impulses.

Difficulty: 1
QuestionID: 03-1-24
Topic: Neurons—The Brain's Communicators
Skill: Factual
Objective: 3.1a

Answer: A) Send messages to other cells.

25. The __________ receive information from other neurons.

A) synaptic knobs
B) dendrites
C) axons
D) terminal buttons

Difficulty: 1
QuestionID: 03-1-25
Topic: Neurons—The Brain's Communicators
Skill: Factual
Objective: 3.1a

Answer: B) dendrites

26. A __________ is a gap between the axon of one neuron and the dendrite of another neuron.
A) neuronal membrane
B) synaptic vesicle
C) terminal button
D) synapse

Difficulty: 1
QuestionID: 03-1-26
Topic: Neurons—The Brain's Communicators
Skill: Factual
Objective: 3.1a

Answer: D) synapse

27. The gap into which the neurotransmitters are released is the
A) receptor field.
B) dendritic branch.
C) axon terminal.
D) synaptic cleft.

Difficulty: 1
QuestionID: 03-1-27
Topic: Neurons—The Brain's Communicators
Skill: Factual
Objective: 3.1a

Answer: D) synaptic cleft.

28. If the dendrites of a neuron were damaged, what problem would that cell have?

7
A) It would not be able to store neurotransmitters.
B) It would not be able to create neurotransmitters.
C) It would not be able to receive neurotransmitters.
D) It would not be able to send neurotransmitters.

Difficulty: 2
QuestionID: 03-1-28
Topic: Neurons—The Brain's Communicators
Skill: Applied/Conceptual
Objective: 3.1a

Answer: C) It would not be able to receive neurotransmitters.

29. What is the term for a chemical that is released from one neuron and has an effect on the next neuron?
A) neurotransmitter
B) action potential
C) hormone
D) graded potential

Difficulty: 2
QuestionID: 03-1-29
Topic: Neurons—The Brain's Communicators
Skill: Factual
Objective: 3.1a

Answer: A) neurotransmitter

30. Where in the neuron would you find the neurotransmitters?

A) synaptic vesicles
B) cell body
C) myelin sheath
D) mitochondria

Difficulty: 1
QuestionID: 03-1-30
Topic: Neurons—The Brain's Communicators
Skill: Factual
Objective: 3.1a

Answer: A) synaptic vesicles

31. The term neurotransmitter refers to

A) a chemical found in the synaptic vesicles that is released into the synapse.
B) a chemical compound that increases the activity of the endocrine system.
C) any chemical substance found in the cell membrane.
D) the DNA contained in the nucleus of every neuron.

Difficulty: 2
QuestionID: 03-1-31
Topic: Neurons—The Brain's Communicators
Skill: Factual
Objective: 3.1a

Answer: A) a chemical found in the synaptic vesicles that is released into the synapse.

32. When you take medication in a gel capsule, the medication releases into your system once the outer gel

8
coating dissolves. Which of the following is similar to the gel coating?
A) synapses
B) synaptic vesicles
C) axon terminals
D) neurotransmitters

Difficulty: 2
QuestionID: 03-1-32
Topic: Neurons—The Brain's Communicators
Skill: Applied/Conceptual
Objective: 3.1a

Answer: B) synaptic vesicles

33. Which of the following provide a protective scaffolding for the neurons, control blood flow in the brain,
promote new connections among nerve cells and release chemicals for healing?
A) Glial cells
B) Synaptic cells
C) Nodes of Ranvier
D) Axons

Difficulty: 2
QuestionID: 03-1-33
Topic: Neurons—The Brain's Communicators
Skill: Factual
Objective: 3.1a

Answer: A) Glial cells

34. The blood–brain barrier, which keeps harmful molecules from entering the brain, is composed of __________
that form a fatty coating around tiny blood vessels.
A) synaptic cells
B) glial cells
C) the Nodes of Ranvier
D) neurotransmitters

Difficulty: 2
QuestionID: 03-1-34
Topic: Neurons—The Brain's Communicators
Skill: Factual
Objective: 3.1a

Answer: B) glial cells

35. Which of the following is the most common type of glial cell?
A) Myelin
B) Oligodendrocytes
C) Astrocytes
D) Neurocytes

Difficulty: 2
QuestionID: 03-1-35
Topic: Neurons—The Brain's Communicators
Skill: Factual
Objective: 3.1a

9
Answer: C) Astrocytes

36. Oligodendrocytes are to __________ as astrocytes are to __________.

A) neurotransmitters; dendrites
B) the myelin sheath; the blood–brain barrier
C) synaptic vesicles; the cell body
D) axons; glial cells

Difficulty: 3
QuestionID: 03-1-36
Topic: Neurons—The Brain's Communicators
Skill: Applied/Conceptual
Objective: 3.1a

Answer: B) the myelin sheath; the blood–brain barrier

37. The __________ is a fatty coating that insulates the axons of some neurons.
A) glial cell
B) myelin sheath
C) nodes of Ranvier
D) dendritic spine

Difficulty: 1
QuestionID: 03-1-37
Topic: Neurons—The Brain's Communicators
Skill: Factual
Objective: 3.1a

Answer: B) myelin sheath

38. There are gaps in the myelin sheath that help conduct the neural impulse. What are these gaps called?
A) nodes
B) synaptic clefts
C) axonal clefts
D) synapses

Difficulty: 1
QuestionID: 03-1-38
Topic: Neurons—The Brain's Communicators
Skill: Factual
Objective: 3.1a

Answer: A) nodes

39. Which of the following are responsible for speeding up the transmission of neural impulses?
A) Synapse and axon terminal
B) Myelin sheath and nodes
C) Axon and action potentials
D) Dendrites and cell body

Difficulty: 2
QuestionID: 03-1-39
Topic: Neurons—The Brain's Communicators
Skill: Applied/Conceptual
Objective: 3.1a

10
Answer: B) Myelin sheath and nodes

40. Which of the following is a type of cell that provides insulation and structure for neurons?
A) neural cell
B) glial cell
C) myelin cell
D) endocrine cell

Difficulty: 2
QuestionID: 03-1-40
Topic: Neurons—The Brain's Communicators
Skill: Factual
Objective: 3.1a

Answer: B) glial cell

41. What is the function of the myelin sheath?

A) To serve as a structure for neurons.
B) To monitor neural activity.
C) To speed up the neural impulse.
D) To produce neurotransmitters.

Difficulty: 2
QuestionID: 03-1-41
Topic: Neurons—The Brain's Communicators
Skill: Factual
Objective: 3.1a

Answer: C) To speed up the neural impulse.

42. One purpose of the __________ is to speed up the neural message travelling down the axon.
A) receptor site
B) axon terminal
C) myelin sheath
D) synaptic vesicle

Difficulty: 2
QuestionID: 03-1-42
Topic: Neurons—The Brain's Communicators
Skill: Factual
Objective: 3.1a

Answer: C) myelin sheath

43. What is the fatty substance that is wrapped around axons, and whose function is to insulate the neuron and
make neurotransmission faster?
A) synaptic vesicle
B) dendrite
C) glial cell
D) myelin sheath

Difficulty: 2
QuestionID: 03-1-43
Topic: Neurons—The Brain's Communicators
Skill: Factual
Objective: 3.1a

11
Answer: D) myelin sheath

44. The __________ speeds up the passage of electrical messages by acting as an insulator of the neuronal
signal.
A) terminal button
B) myelin sheath
C) blood-brain barrier
D) dendritic branch

Difficulty: 2
QuestionID: 03-1-44
Topic: Neurons—The Brain's Communicators
Skill: Factual
Objective: 3.1a

Answer: B) myelin sheath

45. Which disorder is associated with the myelin sheaths surrounding neurons being "eaten away" which results
in neural messages being scrambled or halted?
A) multiple sclerosis
B) cystic fibrosis
C) Parkinson's disease
D) Alzheimer's disease

Difficulty: 3
QuestionID: 03-1-45
Topic: Neurons—The Brain's Communicators
Skill: Applied/Conceptual
Objective: 3.1a

Answer: A) multiple sclerosis

46. If you had NO blood-brain barrier, what would happen?

A) Your brain would fill with blood.
B) Your neurons would not be able to distinguish between neural signals and endocrine signals.
C) Your brain would be vulnerable to infection and other dangerous substances.
D) Your neurons would be overstimulated by incoming neurotransmitters.

Difficulty: 3
QuestionID: 03-1-46
Topic: Electrifying Thought
Skill: Applied/Conceptual
Objective: 3.1a

Answer: C) Your brain would be vulnerable to infection and other dangerous substances.

47. Treatments for difficulties such as chronic pain, inflammation, depression, and schizophrenia may eventually
focus on _________ in their capacity as "garbage disposals"?
A) neurotransmitters
B) inhibitory cells
C) synaptic cells
D) glial cells

Difficulty: 2
QuestionID: 03-1-47

12
Topic: Neurons—The Brain's Communicators
Skill: Applied/Conceptual
Objective: 3.1a

Answer: D) glial cells

48. When neuroscientists use electrodes to measure brain activity, what exactly are they measuring?
A) The difference in potential between the inside and the outside of the neuron.
B) The amount of oxygen being used by the neuron.
C) The amount of glucose being burned by the neuron.
D) Structural changes in the membranes of the neuron.

Difficulty: 2
QuestionID: 03-1-48
Topic: Electrifying Thought
Skill: Applied/Conceptual
Objective: 3.1b

Answer: A) The difference in potential between the inside and the outside of the neuron.

49. What term is used to describe the state of a neuron when is not being affected by any neurotransmitters?
A) stasis
B) equivocation
C) resting potential.
D) action potential.

Difficulty: 1
QuestionID: 03-1-49
Topic: Electrifying Thought
Skill: Factual
Objective: 3.1b

Answer: C) resting potential.

50. What do we call the state of a neuron when it is not firing a neural impulse?
A) Action potential
B) Resting potential
C) Myelination signal
D) Transmission impulse

Difficulty: 1
QuestionID: 03-1-50
Topic: Electrifying Thought
Skill: Factual
Objective: 3.1b

Answer: B) Resting potential

51. The state when a neuron is not firing because it contains more negatively charged ions inside the cell than
outside the cell is called the
A) action potential.
B) quiet potential.
C) synaptic potential.
D) resting potential.

Difficulty: 2

13
QuestionID: 03-1-51
Topic: Electrifying Thought
Skill: Factual
Objective: 3.1b

Answer: D) resting potential.

52. During action potential, the electrical charge inside the neuron is __________ the electrical charge outside the
neuron.
A) more positive than
B) larger than
C) more negative than
D) smaller than

Difficulty: 2
QuestionID: 03-1-52
Topic: Electrifying Thought
Skill: Factual
Objective: 3.1b

Answer: A) more positive than

53. During which state is the electrical potential of the neuron at or near -60 millivolts?
A) action potential
B) depolarization
C) resting potential
D) threshold

Difficulty: 3
QuestionID: 03-1-53
Topic: Electrifying Thought
Skill: Applied/Conceptual
Objective: 3.1b

Answer: C) resting potential

54. The electrical charge needed to trigger an action potential is called the threshold. What is the threshold for
most neurons?
A) +55 mV
B) –55 mV
C) 0 mV
D) +220 mV

Difficulty: 2
QuestionID: 03-1-54
Page-Reference:
Topic: Electrifying Thought
Skill: Factual
Objective: 3.1b

Answer: B) –55 mV

55. Which of the following statements about action potentials is FALSE?

A) Action potentials operate on an all-or-none principle whether a cell either "fires" or it does not.
B) Action potentials are regenerative and, once started, they continue the length of the axon.
C) Action potentials operate differently than graded potentials.

14
D) Action potentials are bidirectional and can flow either up or down an axon.

Difficulty: 3
QuestionID: 03-1-55
Topic: Electrifying Thought
Skill: Applied/Conceptual
Objective: 3.1b

Answer: D) Action potentials are bidirectional and can flow either up or down an axon.

56. The potential of a neuron is at approximately +55 mV. Which of the following terms describes this state?
A) resting potential
B) hyperpolarization
C) action potential
D) polarization

Difficulty: 3
QuestionID: 03-1-56
Topic: Electrifying Thought
Skill: Applied/Conceptual
Objective: 3.1b

Answer: C) action potential

57. The maximal firing rate, or the fastest rate at which a neuron can fire, is limited by the
A) number of glial cells surrounding the axon.
B) absolute refractory period.
C) number of graded potential inputs received by the cell.
D) postsynaptic potential of the neuron.

Difficulty: 2
QuestionID: 03-1-57
Topic: Electrifying Thought
Skill: Factual
Objective: 3.1b

Answer: B) absolute refractory period.

58. The action potential causes neurotransmitters to be released into the

A) myelin sheath.
B) axon.
C) synapse.
D) synaptic vesicle.

Difficulty: 2
QuestionID: 03-1-58
Topic: Electrifying Thought
Skill: Factual
Objective: 3.1b

Answer: C) synapse.

59. During the refractory period, the electrical charge inside the cell is __________ the electrical charge when the
cell is in a resting state.
A) more positive than
B) larger than

15
C) more negative than
D) smaller than

Difficulty: 3
QuestionID: 03-1-59
Topic: Electrifying Thought
Skill: Factual
Objective: 3.1b

Answer: C) more negative than

60. The voltage of –60 mV is known as the neuron's

A) postsynaptic potential.
B) graded potential.
C) action potential.
D) resting potential.

Difficulty: 3
QuestionID: 03-1-60
Topic: Electrifying Thought
Skill: Factual
Objective: 3.1b

Answer: D) resting potential.

61. When the electrical potential of most neurons moves from approximately -60mV to -55mV, you would say that
the neuron has reached its _________
A) resting potential.
B) hyperpolarization.
C) threshold.
D) refractory period.

Difficulty: 2
QuestionID: 03-1-61
Topic: Electrifying Thought
Skill: Applied/Conceptual
Objective: 3.1b

Answer: C) threshold.

62. If a neuron receives graded potentials that bring it close to threshold (but doesn't quite reach threshold) then
which of the following will happen?
A) There will be a smaller, graded, action potential.
B) Only a subset of neurotransmitters will be released.
C) The cell will experience long-term potentiation.
D) The cell will not fire at all.

Difficulty: 2
QuestionID: 03-1-62
Topic: Electrifying Thought
Skill: Applied/Conceptual
Objective: 3.1b

Answer: D) The cell will not fire at all.

63. "All or none" is the principle stating that

16
A) a neuron either fires or does not fire.
B) glial cells work either all together or not at all.
C) all the dendrites must be receiving messages telling the neuron to fire or it will not fire at all.
D) all somas must be receiving messages telling the neuron to fire or it will not fire at all.

Difficulty: 2
QuestionID: 03-1-63
Topic: Electrifying Thought
Skill: Factual
Objective: 3.1b

Answer: A) a neuron either fires or does not fire.

64. A neuron fired, and then reached a potential of -75 mV. What state is the neuron in?
A) graded potential
B) absolute refractory period.
C) depolarization
D) resting potential

Difficulty: 3
QuestionID: 03-1-64
Topic: Electrifying Thought
Skill: Applied/Conceptual
Objective: 3.1b

Answer: B) absolute refractory period.

65. A neuron has received neurotransmitters, and this causes equal numbers of both positive and negative ions
to enter the neuron. What will happen to the neuron next?
A) an action potential
B) depolarization
C) long-term potentiation
D) no change in potential

Difficulty: 3
QuestionID: 03-1-65
Topic: Electrifying Thought
Skill: Applied/Conceptual
Objective: 3.1b

Answer: C) long-term potentiation

66. Graded potentials refer to

A) the strength of the action potential.
B) any excitation or inhibition of the neuron by incoming ions.
C) the number of times an action potential fires in a cell.
D) the state of a neuron when it is not affected by neurotransmitters.

Difficulty: 2
QuestionID: 03-1-66
Topic: Electrifying Thought
Skill: Factual
Objective: 3.1b

Answer: C) the number of times an action potential fires in a cell.

17
67. If a neurotransmitter stimulates a receptor that permits negatively charged ions to flow in, what does this
cause?
A) action potential
B) resting potential
C) inhibitory postsynaptic potential
D) excitatory postsynaptic potential

Difficulty: 2
QuestionID: 03-1-67
Topic: Electrifying Thought
Skill: Factual
Objective: 3.1b

Answer: C) inhibitory postsynaptic potential

68. If a neurotransmitter stimulates a receptor that permits positively charged ions to flow in, what is this
guaranteed to cause?
A) action potential
B) resting potential
C) inhibitory postsynaptic potential
D) excitatory postsynaptic potential

Difficulty: 3
QuestionID: 03-1-68
Topic: Electrifying Thought
Skill: Factual
Objective: 3.1b

Answer: D) excitatory postsynaptic potential

69. Which of the following makes it easier for a neuron to fire action potentials.
A) Maximal firing rate
B) Absolute refractory period
C) Long-term potentiation
D) Inhibitory postsynaptic potential

Difficulty: 2
QuestionID: 03-1-69
Topic: Electrifying Thought
Skill: Factual
Objective: 3.1b

Answer: C) Long-term potentiation

70. A neuron can become hyperpolarized if it receives

A) an excitatory postsynaptic potential (EPSP).
B) a long-term potentiation.
C) too few neurotransmitters binding to receptor sites.
D) an inhibitory postsynaptic potential (IPSP).

Difficulty: 3
QuestionID: 03-1-70
Topic: Electrifying Thought
Skill: Applied/Conceptual
Objective: 3.1b

18
Answer: D) an inhibitory postsynaptic potential (IPSP).

71. A neuron is less likely to fire when it is

A) hyperpolarized.
B) polarized.
C) depolarized.
D) hypopolarized.

Difficulty: 2
QuestionID: 03-1-71
Topic: Electrifying Thought
Skill: Factual
Objective: 3.1b

Answer: A) hyperpolarized.

72. Communication within the neuron relies on __________ transmission, whereas communication between
neurons relies on __________ transmission.
A) neurotransmitter; chemical
B) chemical; electrical
C) electrical; chemical
D) positive ion; negative ion

Difficulty: 2
QuestionID: 03-1-72
Topic: Chemical Communication—Neurotransmission
Skill: Factual
Objective: 3.1c

Answer: C) electrical; chemical

73. What is the term for the location that uniquely recognizes a particular neurotransmitter?
A) potentiated site
B) psychoactive
C) threshold
D) receptor site

Difficulty: 2
QuestionID: 03-1-73
Topic: Chemical Communication—Neurotransmission
Skill: Factual
Objective: 3.1c

Answer: D) receptor site

74. __________ are holes in the surface of the dendrites that are shaped to fit only certain neurotransmitters.
A) Synapses
B) Axons
C) Synaptic vesicles
D) Receptor sites

Difficulty: 2
QuestionID: 03-1-74
Topic: Chemical Communication—Neurotransmission
Skill: Factual
Objective: 3.1c

19
Answer: D) Receptor sites

75. Which structure is like a locked door that only certain neurotransmitter keys can unlock?
A) Synapses
B) Receptor sites
C) Postsynaptic potentials
D) Axon terminals

Difficulty: 2
QuestionID: 03-1-75
Topic: Chemical Communication—Neurotransmission
Skill: Factual
Objective: 3.1c

Answer: B) Receptor sites

76. Reuptake is
A) a chemical that is released into the synaptic gap.
B) a protein molecule on the dendrite or cell body of a neuron that will interact only with specific neurotransmitters.
C) a process by which neurotransmitters are reabsorbed back into the synaptic vesicles.
D) a chemical that plays a role in learning and attention.

Difficulty: 1
QuestionID: 03-1-76
Topic: Chemical Communication—Neurotransmission
Skill: Factual
Objective: 3.1c

Answer: C) a process by which neurotransmitters are reabsorbed back into the synaptic vesicles.

77. Isabella is putting mustard on her hot dog. She realizes she has put on too much and sucks up some of it
back into the squeeze bottle. This process is similar to
A) the action potential.
B) binding specificity.
C) reuptake.
D) receptor site bindings.

Difficulty: 2
QuestionID: 03-1-77
Topic: Chemical Communication—Neurotransmission
Skill: Applied/Conceptual
Objective: 3.1c

Answer: C) reuptake.

78. Neurotransmitters are reabsorbed into the synaptic vesicles and recycled through the process called
A) postsynaptic potentials.
B) reuptake.
C) binding.
D) restoration.

Difficulty: 1
QuestionID: 03-1-78
Topic: Chemical Communication—Neurotransmission
Skill: Factual

20
Objective: 3.1c

Answer: B) reuptake.

79. What benefit does the reuptake process provide for neurons?
A) Increasing the likelihood of firing.
B) Repairing the cell body.
C) Preventing inhibition of important neurons.
D) Recycling unused neurotransmitters.

Difficulty: 2
QuestionID: 03-1-79
Topic: Chemical Communication—Neurotransmission
Skill: Factual
Objective: 3.1c

Answer: D) Recycling unused neurotransmitters.

80. __________ neurotransmitters make it more likely that a neuron will send its message to other neurons,
whereas __________ neurotransmitters make it less likely that a neuron will send its message.
A) excitatory; inhibitory
B) inhibitory; excitatory
C) polarized; depolarized
D) depolarized; polarized

Difficulty: 3
QuestionID: 03-1-80
Topic: Chemical Communication—Neurotransmission
Skill: Applied/Conceptual
Objective: 3.1c

Answer: A) excitatory; inhibitory

81. The activity of gamma-aminobutyric acid (GABA) is increased by

A) use of alcohol and anti-anxiety drugs.
B) activation of the "fight-or-flight" response.
C) inhibitory postsynaptic potentials (IPSP).
D) antipsychotic drugs.

Difficulty: 3
QuestionID: 03-1-81
Topic: Chemical Communication—Neurotransmission
Skill: Applied/Conceptual
Objective: 3.1c

Answer: A) use of alcohol and anti-anxiety drugs.

82. Alcohol and anti-anxiety drugs tend to increase the activity of which neurotransmitter?
A) Acetylcholine
B) Dopamine
C) Serotonin
D) GABA

Difficulty: 3
QuestionID: 03-1-82
Topic: Chemical Communication—Neurotransmission

21
Skill: Applied/Conceptual
Objective: 3.1c

Answer: D) GABA

83. Michael has been diagnosed with Parkinson's disease. If he is provided with a drug treatment to increase
levels of a neurotransmitter, which neurotransmitter would be targeted?
A) serotonin
B) dopamine
C) acetylcholine
D) GABA

Difficulty: 3
QuestionID: 03-1-83
Topic: Chemical Communication—Neurotransmission
Skill: Applied/Conceptual
Objective: 3.1c

Answer: B) dopamine

84. What neurotransmitter is important for movement and the experience of reward?
A) Glutamate
B) Dopamine
C) Anandamide
D) Serotonin

Difficulty: 3
QuestionID: 03-1-84
Topic: Chemical Communication—Neurotransmission
Skill: Factual
Objective: 3.1c

Answer: B) Dopamine

85. What neurotransmitter is important for pain reduction and also for increasing appetite?
A) Endorphin
B) Anandamide
C) Dopamine
D) Serotonin

Difficulty: 3
QuestionID: 03-1-85
Topic: Chemical Communication—Neurotransmission
Skill: Factual
Objective: 3.1c

Answer: B) Anandamide

86. Which of the following is the most common excitatory neurotransmitter?

A) gamma-aminobutyric acid (GABA)
B) acetylcholine
C) serotonin
D) glutamate

Difficulty: 3
QuestionID: 03-1-86

22
Topic: Chemical Communication—Neurotransmission
Skill: Factual
Objective: 3.1c

Answer: D) glutamate

87. If you had NO glutamate in your system, which of the following would be difficult for you?
A) pain control
B) preventing seizures
C) learning and memory
D) being able to sleep

Difficulty: 3
QuestionID: 03-1-87
Topic: Chemical Communication—Neurotransmission
Skill: Applied/Conceptual
Objective: 3.1c

Answer: C) learning and memory

88. Neurons in virtually every brain area use these two chemical messengers to communicate with other neurons.
They are
A) glutamate and serotonin.
B) gamma-aminobutyric acid (GABA) and acetylcholine.
C) glutamate and gamma-aminobutyric acid (GABA).
D) dopamine and serotonin.

Difficulty: 3
QuestionID: 03-1-88
Topic: Chemical Communication—Neurotransmission
Skill: Factual
Objective: 3.1c

Answer: C) glutamate and gamma-aminobutyric acid (GABA).

89. Mo was running a marathon when he tripped and fell. Even though he was bleeding, and he would have a
number of bruises later, he was able to finish the race without experiencing much pain. Which of the following
chemicals is most likely to be responsible for his reduced experience of pain?
A) neuropeptide Y
B) amino acids
C) endorphins
D) monoamines

Difficulty: 3
QuestionID: 03-1-89
Topic: Chemical Communication—Neurotransmission
Skill: Applied/Conceptual
Objective: 3.1c

Answer: C) endorphins

90. Alzheimer's disease is associated with the destruction of neurons containing

A) anandamides.
B) acetylcholine.
C) glutamate.
D) monoamines.

23
Difficulty: 2
QuestionID: 03-1-90
Topic: Chemical Communication—Neurotransmission
Skill: Factual
Objective: 3.1c

Answer: B) acetylcholine.

91. Which neurotransmitter helped researchers understand how marijuana affects the brain?
A) norepinephrine
B) anandamide
C) GABA
D) glutamate

Difficulty: 2
QuestionID: 03-1-91
Topic: Chemical Communication—Neurotransmission
Skill: Factual
Objective: 3.1c

Answer: B) anandamide

92. Endorphins are to __________ as anandamide is to __________.

A) alcohol; methamphetamine
B) nicotine; narcotic drugs
C) anti-anxiety drugs; SSRIs
D) morphine; marijuana

Difficulty: 3
QuestionID: 03-1-92
Topic: Chemical Communication—Neurotransmission
Skill: Applied/Conceptual
Objective: 3.1c

Answer: D) morphine; marijuana

93. Which neurotransmitter plays a critical role for stimulating muscles to contract?
A) Acetylcholine
B) GABA
C) Glutamate
D) Endorphins

Difficulty: 2
QuestionID: 03-1-93
Topic: Chemical Communication—Neurotransmission
Skill: Factual
Objective: 3.1c

Answer: A) Acetylcholine

94. Sara has been experiencing a serious memory problem. Her doctor has ruled out a range of causes and
believes that a neurotransmitter is involved. Which neurotransmitter is most likely involved in this problem?
A) Anandamide
B) Dopamine
C) Serotonin

24
D) Acetylcholine

Difficulty: 3
QuestionID: 03-1-94
Topic: Chemical Communication—Neurotransmission
Skill: Applied/Conceptual
Objective: 3.1c

Answer: D) Acetylcholine

95. Which of the following neurotransmitters is the most common inhibitory neurotransmitter in the brain?
A) Serotonin
B) GABA
C) Acetylcholine
D) Norepinephrine

Difficulty: 2
QuestionID: 03-1-95
Topic: Chemical Communication—Neurotransmission
Skill: Factual
Objective: 3.1c

Answer: B) GABA

96. What class of neurochemicals acts like neurotransmitters but tend to be more specialized in their roles?
A) glial cells
B) monoamines
C) IPSPs
D) neuropeptides

Difficulty: 3
QuestionID: 03-1-96
Topic: Chemical Communication—Neurotransmission
Skill: Factual
Objective: 3.1c

Answer: D) neuropeptides

97. Andy has decided to seek medical help for some attention, memory, and sleeping problems he has
experienced. If a neurotransmitter is responsible for these problems, which one is most likely?
A) GABA
B) Serotonin
C) Dopamine
D) Acetylcholine

Difficulty: 3
QuestionID: 03-1-97
Topic: Chemical Communication—Neurotransmission
Skill: Applied/Conceptual
Objective: 3.1c

Answer: D) Acetylcholine

98. Endorphins are

A) found where neurons meet skeletal muscles.
B) less powerful than anandamide.

25
C) pain-reducing chemicals.
D) radically different in function from neurotransmitters.

Difficulty: 2
QuestionID: 03-1-98
Topic: Chemical Communication—Neurotransmission
Skill: Factual
Objective: 3.1c

Answer: C) pain-reducing chemicals.

99. Pain-controlling chemicals in the body are called

A) neural regulators.
B) histamines.
C) androgens.
D) endorphins.

Difficulty: 2
QuestionID: 03-1-99
Topic: Chemical Communication—Neurotransmission
Skill: Factual
Objective: 3.1c

Answer: D) endorphins.

100. Because they have similar chemical structures, morphine and other opiates are able to lock into receptor
sites for
A) GABA.
B) endorphins.
C) dopamine.
D) acetylcholine.

Difficulty: 2
QuestionID: 03-1-100
Topic: Chemical Communication—Neurotransmission
Skill: Factual
Objective: 3.1c

Answer: B) endorphins.

101. The brain's production of endorphins (meaning "morphine from within") helps to block pain molecules much
like morphine and other
A) acetylcholine.
B) opiates.
C) barbiturates.
D) stimulants.

Difficulty: 2
QuestionID: 03-1-101
Topic: Chemical Communication—Neurotransmission
Skill: Factual
Objective: 3.1c

Answer: B) opiates.

102. The neurotransmitter __________ is responsible for pain reduction and increased appetite.

26
A) dopamine
B) anandamide
C) serotonin
D) acetylcholine

Difficulty: 2
QuestionID: 03-1-102
Topic: Chemical Communication—Neurotransmission
Skill: Factual
Objective: 3.1c

Answer: B) anandamide

103. Monica has recently quit smoking and is finding that she is now having trouble paying attention and
remembering things. Decreases in what neurotransmitter explain Monica's behaviour?
A) Dopamine
B) Serotonin
C) Acetylcholine
D) Glutamate

Difficulty: 3
QuestionID: 03-1-103
Topic: Chemical Communication—Neurotransmission
Skill: Applied/Conceptual
Objective: 3.1c

Answer: C) Acetylcholine

104. Carlos is a runner. If he had Botulinum toxin (Botox) injected into his leg muscles, which of the following
outcomes would occur?
A) He would be unable to move his leg muscles because Botox blocks the functioning of ACh on muscles.
B) He would experience an enhanced ability to combat the physical strain of long-distance running.
C) He would have an overall reduction in function as Botox inhibits neural transmission.
D) He would have trouble running because he would experience much more pain than usual.

Difficulty: 3
QuestionID: 03-1-104
Topic: Chemical Communication—Neurotransmission
Skill: Applied/Conceptual
Objective: 3.1c

Answer: A) He would be unable to move his leg muscles because Botox blocks the functioning of ACh on muscles.

105. Endorphin receptors can be stimulated by

A) marijuana.
B) insecticides.
C) Botox.
D) opiates.

Difficulty: 3
QuestionID: 03-1-105
Topic: Chemical Communication—Neurotransmission
Skill: Factual
Objective: 3.1c

Answer: D) opiates.

27
106. Susan is taking Xanax (a tranquilizer) to help with her anxiety. It is a drug that stimulates GABA receptor
sites to inhibit neural firing in some regions. What type of drug is Xanax?
A) Antagonist
B) Hallucinogen
C) Stimulant
D) Agonist

Difficulty: 3
QuestionID: 03-1-106
Topic: Chemical Communication—Neurotransmission
Skill: Applied/Conceptual
Objective: 3.1c

Answer: D) Agonist

107. Psychoactive drugs that decrease a neuron's receptor site activity are called
A) antagonists.
B) reuptake blockers.
C) agonists.
D) excitatory.

Difficulty: 3
QuestionID: 03-1-107
Topic: Chemical Communication—Neurotransmission
Skill: Factual
Objective: 3.1c

Answer: A) antagonists.

108. Which drug causes paralysis by blocking acetylcholine's actions on muscles?

A) Botulinum toxin
B) Paroxetine
C) Alprazolam
D) Anandamide

Difficulty: 2
QuestionID: 03-1-108
Topic: Chemical Communication—Neurotransmission
Skill: Factual
Objective: 3.1c

Answer: A) Botulinum toxin

109. Most drugs used to treat schizophrenia block dopamine receptors by binding to them, preventing dopamine
from binding to the receptors themselves. These drugs function as
A) anxiolytics.
B) agonists.
C) anandamides.
D) antagonists.

Difficulty: 3
QuestionID: 03-1-109
Topic: Chemical Communication—Neurotransmission
Skill: Factual
Objective: 3.1c

28
Answer: D) antagonists.

110. What are created during the process of synaptogenesis?

A) new neurons
B) new neurotransmitters
C) new connections between neurons
D) new insulation or protection for neurons

Difficulty: 1
QuestionID: 03-1-110
Topic: Neural Plasticity—How and When the Brain Changes
Skill: Factual
Objective: 3.1d

Answer: C) new connections between neurons

111. What percentage of the brain's neurons die off during pruning?
A) 15 percent
B) 35 percent
C) 50 percent
D) 70 percent

Difficulty: 2
QuestionID: 03-1-111
Topic: Neural Plasticity—How and When the Brain Changes
Skill: Factual
Objective: 3.1d

Answer: D) 70 percent

112. Although there is no ideal time for brain damage, which of the following ages would be best in terms of the
likelihood of recovery?
A) 2
B) 14
C) 33
D) 61

Difficulty: 2
QuestionID: 03-1-112
Topic: Neural Plasticity—How and When the Brain Changes
Skill: Applied/Conceptual
Objective: 3.1d

Answer: A) 2

113. An individual who has multiple sclerosis experiences demyelination of the neurons in their central nervous
system. If these neurons could grow new myelin, this would demonstrate the concept of
A) long-term potentiation.
B) neural plasticity.
C) synaptogenesis.
D) neurogenesis.

Difficulty: 3
QuestionID: 03-1-113
Topic: Neural Plasticity—How and When the Brain Changes

29
Skill: Applied/Conceptual
Objective: 3.1d

Answer: B) neural plasticity.

114. Which of the following processes is a strengthening of existing connections in the brain?
A) long-term potentiation
B) synaptogenesis
C) pruning
D) myelination

Difficulty: 2
QuestionID: 03-1-114
Topic: Neural Plasticity—How and When the Brain Changes
Skill: Factual
Objective: 3.1d

Answer: A) long-term potentiation

115. One theory of infantile autism suggests that __________ may be the cause of the disorder. This theory is
supported by evidence that children with autism have unusually large brains.
A) inadequate myelination
B) inadequate pruning
C) inadequate synaptogenesis
D) inadequate dendrite and axon growth

Difficulty: 2
QuestionID: 03-1-115
Topic: Neural Plasticity—How and When the Brain Changes
Skill: Factual
Objective: 3.1d

Answer: B) inadequate pruning

116. Long-term potentiation refers to

A) synaptogenesis.
B) structural changes in the neuron.
C) the results of pruning.
D) synapses that show stronger and prolonged excitatory responses.

Difficulty: 2
QuestionID: 03-1-116
Topic: Neural Plasticity—How and When the Brain Changes
Skill: Factual
Objective: 3.1d

Answer: D) synapses that show stronger and prolonged excitatory responses.

117. __________ is the creation of new cells in the adult brain.

A) Neurogenesis
B) Neural plasticity
C) Synaptogenesis
D) Long-term potentiation

Difficulty: 2
QuestionID: 03-1-117

30
Topic: Neural Plasticity—How and When the Brain Changes
Skill: Factual
Objective: 3.1d

Answer: A) Neurogenesis

118. Research with rats has demonstrated that __________ are associated with more elaborate dendrites with
more branches.
A) stem cells
B) gene replacements
C) enriched environments
D) glial cells

Difficulty: 2
QuestionID: 03-1-118
Topic: Neural Plasticity—How and When the Brain Changes
Skill: Factual
Objective: 3.1d

Answer: C) enriched environments

119. If you wanted to replace damaged neurons by adding something new to the brain, which of the following
would you be most likely to add?
A) plastic neurons
B) synaptic vesicles
C) dendritic spines
D) stem cells

Difficulty: 2
QuestionID: 03-1-119
Topic: Neural Plasticity—How and When the Brain Changes
Skill: Applied/Conceptual
Objective: 3.1d

Answer: D) stem cells

120. What makes stem cells so important and interesting for research about the treatment of neural disorders?
A) They support and insulate neurons.
B) They provide replacement neurotransmitters.
C) They actively repair damaged neurons.
D) They have the potential to become any type of neuron.

Difficulty: 3
QuestionID: 03-1-120
Topic: Neural Plasticity—How and When the Brain Changes
Skill: Applied/Conceptual
Objective: 3.1d

Answer: D) They have the potential to become any type of neuron.

121. Which division of the nervous system includes the brain and spinal cord?
A) central
B) peripheral
C) somatic
D) autonomic

31
Difficulty: 2
QuestionID: 03-1-121
Topic: The Brain–Behaviour Network
Skill: Factual
Objective: 3.2a

Answer: A) central

122. The two main divisions of the nervous system are the __________ and __________.
A) brain; spinal cord
B) autonomic nervous system; somatic nervous system
C) peripheral nervous system; central nervous system
D) glands; muscles

Difficulty: 2
QuestionID: 03-1-122
Topic: The Brain–Behaviour Network
Skill: Factual
Objective: 3.2a

Answer: C) peripheral nervous system; central nervous system

123. The brain and spinal cord are two components of the
A) central nervous system.
B) somatic nervous system.
C) peripheral nervous system.
D) autonomic nervous system.

Difficulty: 2
QuestionID: 03-1-123
Topic: The Brain–Behaviour Network
Skill: Factual
Objective: 3.2a

Answer: A) central nervous system.

124. The central nervous system consists of

A) the parasympathetic and sympathetic divisions.
B) the brain and spinal cord.
C) muscles and glands.
D) sense organs and sensory neurons.

Difficulty: 2
QuestionID: 03-1-124
Topic: The Brain–Behaviour Network
Skill: Factual
Objective: 3.2a

Answer: B) the brain and spinal cord.

125. The peripheral nervous system consists of

A) all the nerve cells that are not in the brain and spinal cord.
B) all nerves in the brain and the spinal cord.
C) the spinal cord and autonomic system.
D) the brain and the autonomic system.

32
Difficulty: 2
QuestionID: 03-1-125
Topic: The Brain–Behaviour Network
Skill: Factual
Objective: 3.2a

Answer: A) all the nerve cells that are not in the brain and spinal cord.

126. Which division of the nervous system includes all of the nerves in the body outside of the brain and spinal
cord?
A) somatic nervous system.
B) autonomic nervous system.
C) peripheral nervous system.
D) central nervous system.

Difficulty: 1
QuestionID: 03-1-126
Topic: The Brain–Behaviour Network
Skill: Factual
Objective: 3.2a

Answer: C) peripheral nervous system.

127. The brain and spinal cord are protected by three thin layers of membranes called
A) the myelin sheath.
B) meninges.
C) the blood–brain barrier.
D) skull caps.

Difficulty: 1
QuestionID: 03-1-127
Topic: The Central Nervous System—The Command Centre
Skill: Factual
Objective: 3.2a

Answer: B) meninges.

128. What is the role of the meninges for the central nervous system?
A) They cover and protect the brain and spinal cord.
B) They promote healing and structural repair.
C) They provide nutrients and cushion the brain.
D) They facilitate synaptogenesis.

Difficulty: 2
QuestionID: 03-1-128
Topic: The Central Nervous System—The Command Centre
Skill: Factual
Objective: 3.2a

Answer: A) They cover and protect the brain and spinal cord.

129. If you didn't have any cerebral ventricles, which of the following problems could occur?
A) There would be a greater risk of infection.
B) Drugs and other chemicals could enter the brain more easily.
C) There would be no membranes to cover the brain and spinal cord.
D) Bumps to the head or sudden movements would cause brain damage.

33
Difficulty: 2
QuestionID: 03-1-129
Topic: The Central Nervous System—The Command Centre
Skill: Applied/Conceptual
Objective: 3.2a

Answer: D) Bumps to the head or sudden movements would cause brain damage.

130. Which part of the nervous system takes the information received from the senses, makes sense out of it,
makes decisions, and sends commands out to the muscles and the rest of the body?
A) Spinal cord
B) Reflexes
C) Brain
D) Interneurons

Difficulty: 3
QuestionID: 03-1-130
Topic: The Central Nervous System—The Command Centre
Skill: Applied/Conceptual
Objective: 3.2a

Answer: C) Brain

131. Which division of the nervous system allows the brain and the spinal cord to communicate with the sensory
systems of the eyes, ears, skin, and mouth and allows the brain and spinal cord to control the muscles and
glands of the body?
A) peripheral nervous system.
B) central nervous system.
C) endocrine system.
D) secondary nervous system.

Difficulty: 2
QuestionID: 03-1-131
Topic: The Central Nervous System—The Command Centre
Skill: Factual
Objective: 3.2a

Answer: A) peripheral nervous system.

132. Brenda boasts that she is very intellectual and is a straight A student. What part of her brain is necessary for
her advanced intellectual abilities?
A) Cerebellum
B) Corpus callosum
C) Hypothalamus
D) Cerebrum

Difficulty: 2
QuestionID: 03-1-132
Topic: The Central Nervous System—The Command Centre
Skill: Applied/Conceptual
Objective: 3.2a

Answer: D) Cerebrum

133. The huge band of fibres that connects the two cerebral hemispheres is called the

34
A) myelin sheath.
B) meninges.
C) corpus callosum.
D) central sulcus.

Difficulty: 1
QuestionID: 03-1-133
Topic: The Central Nervous System—The Command Centre
Skill: Factual
Objective: 3.2a

Answer: C) corpus callosum.

134. Teegan has suffered a serious brain injury and seems to have difficulty performing even basic functions. Her
neurologist notes that the two hemispheres of her brain seem to have stopped communicating with each other.
This deficit in communication would be caused by damage to the
A) myelin sheath.
B) meninges.
C) corpus callosum.
D) central sulcus.

Difficulty: 3
QuestionID: 03-1-134
Topic: The Central Nervous System—The Command Centre
Skill: Applied/Conceptual
Objective: 3.2a

Answer: C) corpus callosum.

135. The largest component of the cerebrum, or forebrain, is the

A) cerebral cortex.
B) motor cortex.
C) frontal lobe.
D) occipital lobe.

Difficulty: 2
QuestionID: 03-1-135
Topic: The Central Nervous System—The Command Centre
Skill: Factual
Objective: 3.2a

Answer: A) cerebral cortex.

136. Broca's area is responsible for __________ speech, whereas Wernicke's area is responsible for __________
speech.
A) understanding; producing
B) producing; understanding
C) hearing; verbalizing
D) interpreting written; interpreting verbal

Difficulty: 2
QuestionID: 03-1-136
Topic: The Central Nervous System—The Command Centre
Skill: Factual
Objective: 3.2a

35
Answer: B) producing; understanding

137. The motor cortex is a part of the __________ lobe, whereas the primary sensory cortex is part of the
__________ lobe.
A) parietal; frontal
B) frontal; parietal
C) temporal; occipital
D) occipital; parietal

Difficulty: 2
QuestionID: 03-1-137
Topic: The Central Nervous System—The Command Centre
Skill: Factual
Objective: 3.2a

Answer: B) frontal; parietal

138. Which of the lobes in the cortex is most associated with executive functioning and motor functions?
A) parietal
B) occipital
C) temporal
D) frontal

Difficulty: 1
QuestionID: 03-1-138
Topic: The Central Nervous System—The Command Centre
Skill: Factual
Objective: 3.2a

Answer: D) frontal

139. Ito was out hunting when a stray bullet hit the front of his head. Most of his prefrontal cortex was severely
damaged, but little damage was found elsewhere in his brain. As a result of the accident, which of the following
changes most likely happened to Ito?
A) He suffered loss of movement in his arms and legs.
B) He experienced a change in personality.
C) He lost his sense of hearing.
D) He lost his ability to smell.

Difficulty: 2
QuestionID: 03-1-139
Topic: The Central Nervous System—The Command Centre
Skill: Applied/Conceptual
Objective: 3.2a

Answer: B) He experienced a change in personality.

140. Jill was in a rock-climbing accident where she fell and hit her head. After her accident, she found she had
difficulty navigating her apartment and making sense of her environment. She could see, but she had trouble
interpreting what she saw. What part of the brain is associated with these changes in Jill's behaviour?
A) Temporal lobe
B) Occipital lobe
C) Parietal lobe
D) Frontal lobe

Difficulty: 3

36
QuestionID: 03-1-140
Topic: The Central Nervous System—The Command Centre
Skill: Applied/Conceptual
Objective: 3.2a

Answer: C) Parietal lobe

141. Hamish suffered a severe stroke on the right side of his brain. As a result, he frequently neglects the left side
of his body and only grooms and dresses the right side of his body. Based on his behaviour, Hamish's stroke
occurred in what lobe of his brain?
A) Parietal
B) Frontal
C) Temporal
D) Occipital

Difficulty: 2
QuestionID: 03-1-141
Topic: The Central Nervous System—The Command Centre
Skill: Applied/Conceptual
Objective: 3.2a

Answer: A) Parietal

142. Which of the following examples correctly describes what would happen if someone suffered brain damage
to Wernicke's area?
A) Veronica has difficulty producing speech and is unable to come up with the words she is trying to say.
B) Jody cannot retain any new memories and will forget what was just said to her if her attention shifts.
C) James no longer pays attention to the left half of his body and only shaves half of his face.
D) When Will speaks, it makes no sense and resembles a sort of "word salad" even though his pace of speech is
normal.

Difficulty: 3
QuestionID: 03-1-142
Topic: The Central Nervous System—The Command Centre
Skill: Applied/Conceptual
Objective: 3.2a

Answer: D) When Will speaks, it makes no sense and resembles a sort of "word salad" even though his pace of speech
is normal.

143. The horizontal groove that separates the frontal lobe from the rest of the cortex is called the
A) central sulcus.
B) lateral fissure.
C) corpus callosum.
D) association cortex.

Difficulty: 2
QuestionID: 03-1-143
Topic: The Central Nervous System—The Command Centre
Skill: Factual
Objective: 3.2a

Answer: A) central sulcus.

144. Where would you find auditory cortex in the brain?

A) Parietal lobe

37
B) Frontal lobe
C) Temporal lobe
D) Occipital lobe

Difficulty: 3
QuestionID: 03-1-144
Topic: The Central Nervous System—The Command Centre
Skill: Factual
Objective: 3.2a

Answer: C) Temporal lobe

145. If you asked a friend how they were doing today, and their response was "Not to snorkel the mail and the
peephole," you would suspect they had damage to what area of the brain?
A) Wernicke's area
B) Broca's area
C) Parietal lobe
D) Association cortex

Difficulty: 3
QuestionID: 03-1-145
Topic: The Central Nervous System—The Command Centre
Skill: Applied/Conceptual
Objective: 3.2a

Answer: A) Wernicke's area

146. The inability to recognize faces of familiar people is associated with a condition called
A) Broca's blindness.
B) contralateral neglect.
C) prosopagnosia.
D) Wernicke's aphasia.

Difficulty: 1
QuestionID: 03-1-146
Topic: The Central Nervous System—The Command Centre
Skill: Factual
Objective: 3.2a

Answer: C) prosopagnosia.

147. The parietal lobe is specialized for touch perception and contains the __________, which provides
information regarding pressure, pain, and temperature.
A) prefrontal cortex
B) motor cortex
C) cerebellum
D) primary sensory cortex

Difficulty: 2
QuestionID: 03-1-147
Topic: The Central Nervous System—The Command Centre
Skill: Factual
Objective: 3.2a

Answer: D) primary sensory cortex

38
148. Leylani was diagnosed with prosopagnosia following a stroke. Research has demonstrated that damage to
the __________ is related to this disorder.
A) parietal lobe
B) occipital lobe
C) central sulcus
D) fusiform gyrus

Difficulty: 2
QuestionID: 03-1-148
Topic: The Central Nervous System—The Command Centre
Skill: Applied/Conceptual
Objective: 3.2a

Answer: D) fusiform gyrus

149. Which lobe of the cortex is associated with vision?

A) Temporal lobe
B) Occipital lobe
C) Frontal lobe
D) Parietal lobe

Difficulty: 2
QuestionID: 03-1-149
Topic: The Central Nervous System—The Command Centre
Skill: Factual
Objective: 3.2a

Answer: B) Occipital lobe

150. Which of the following is found in all four of the brain's lobes, and synthesizes input from multiple areas?
A) association cortex
B) primary sensory cortex
C) motor cortex
D) fusiform gyrus

Difficulty: 2
QuestionID: 03-1-150
Topic: The Central Nervous System—The Command Centre
Skill: Factual
Objective: 3.2a

Answer: A) association cortex

151. Motor and vocal tics associated with Tourette's disorder are related to abnormalities in the
A) substantia nigra.
B) basal ganglia.
C) hippocampus.
D) thalamus.

Difficulty: 2
QuestionID: 03-1-151
Topic: The Central Nervous System—The Command Centre
Skill: Factual
Objective: 3.2a

Answer: B) basal ganglia.

39
152. Which of the following areas is associated with disorders of movement control or coordination?
A) Limbic system
B) Thalamus
C) Basal forebrain
D) Basal ganglia

Difficulty: 3
QuestionID: 03-1-152
Topic: The Central Nervous System—The Command Centre
Skill: Applied/Conceptual
Objective: 3.2a

Answer: D) Basal ganglia

153. The part of the brain dedicated to emotion is

A) the lymphatic system.
B) the reticular activating system.
C) the limbic system.
D) the endocrine system.

Difficulty: 1
QuestionID: 03-1-153
Topic: The Central Nervous System—The Command Centre
Skill: Factual
Objective: 3.2a

Answer: C) the limbic system.

154. The __________ regulates and maintains constant internal bodily states and plays a variety of roles in
emotion and motivation.
A) amygdala
B) thalamus
C) hypothalamus
D) hippocampus

Difficulty: 2
QuestionID: 03-1-154
Page-Reference:
Topic: The Central Nervous System—The Command Centre
Skill: Factual
Objective: 3.2a

Answer: C) hypothalamus

155. At the bus station, buses come in from various places before being sent to different places. Which area of
the limbic system functions like a bus station?
A) the thalamus
B) the hypothalamus
C) the amygdala
D) the hippocampus

Difficulty: 2
QuestionID: 03-1-155
Topic: The Central Nervous System—The Command Centre
Skill: Applied/Conceptual

40
Objective: 3.2a

Answer: A) the thalamus

156. Which area of the limbic system regulates behaviour and emotions associated with feeding, fighting, fleeing,
and sexual activity?
A) the thalamus
B) the hypothalamus
C) the amygdala
D) the hippocampus

Difficulty: 2
QuestionID: 03-1-156
Topic: The Central Nervous System—The Command Centre
Skill: Factual
Objective: 3.2a

Answer: B) the hypothalamus

157. Which part of the limbic system relays sensory information from the outside world to the cortex and other
brain regions?
A) amygdala.
B) thalamus.
C) hypothalamus.
D) hippocampus.

Difficulty: 2
QuestionID: 03-1-157
Topic: The Central Nervous System—The Command Centre
Skill: Factual
Objective: 3.2a

Answer: B) thalamus.

158. As Joe walks to his car late at night, he hears footsteps behind him. Feeling afraid, Joe grips his keys and
quickens his pace. It is likely that Joe's __________ has been activated.
A) hypothalamus
B) amygdala
C) hippocampus
D) cerebellum

Difficulty: 2
QuestionID: 03-1-158
Topic: The Central Nervous System—The Command Centre
Skill: Applied/Conceptual
Objective: 3.2a

Answer: B) amygdala

159. The amygdala plays a key role in

A) regulating hunger, thirst, temperature, and sexual motivation.
B) the formation and maintenance of spatial memory.
C) the processing and experience of fear, arousal, and excitement.
D) integrating sensory information from each cortical area.

Difficulty: 2

41
QuestionID: 03-1-159
Topic: The Central Nervous System—The Command Centre
Skill: Factual
Objective: 3.2a

Answer: C) the processing and experience of fear, arousal, and excitement.

160. Kristine is terrified of robots and experiences an intense fear response when she is exposed to any stimuli
that involve robots. Which of the following parts of her limbic system would be most activated when she sees a
robot?
A) Hypothalamus
B) Hippocampus
C) Amygdala
D) Thalamus

Difficulty: 2
QuestionID: 03-1-160
Topic: The Central Nervous System—The Command Centre
Skill: Applied/Conceptual
Objective: 3.2a

Answer: C) Amygdala

161. Which of the following problems would be most likely if you had damage to your hippocampus?
A) expressing emotion and developing fear conditioned responses
B) transmitting sensory information to various parts of the cortex
C) controlling voluntary movements and responding to emotional stimuli
D) forming new memories, or developing new skills

Difficulty: 2
QuestionID: 03-1-161
Topic: The Central Nervous System—The Command Centre
Skill: Applied/Conceptual
Objective: 3.2a

Answer: D) forming new memories, or developing new skills

162. According to __________ theory, memories are initially stored at multiple sites. Over time, storage
strengthens at some sites, but weakens at others.
A) memory consolidation
B) neural realignment
C) multiple trace
D) memory transfer

Difficulty: 3
QuestionID: 03-1-162
Topic: The Central Nervous System—The Command Centre
Skill: Factual
Objective: 3.2a

Answer: C) multiple trace

163. Trevor has difficulty controlling some of his movements and often stumbles or falls because he loses his
balance. If his balance problems are caused by brain damage, which area is most likely affected?
A) Hypothalamus
B) Cerebellum

42
C) Brain stem
D) Thalamus

Difficulty: 3
QuestionID: 03-1-163
Topic: The Central Nervous System—The Command Centre
Skill: Applied/Conceptual
Objective: 3.2a

Answer: B) Cerebellum

164. Although primarily associated with balance and the coordination of movement, the __________ also plays a
role in executive, memory, spatial, and linguistic abilities.
A) hypothalamus
B) thalamus
C) cerebellum
D) reticular activating system

Difficulty: 2
QuestionID: 03-1-164
Topic: The Central Nervous System—The Command Centre
Skill: Factual
Objective: 3.2a

Answer: C) cerebellum

165. Brian was in a severe car accident and has suffered brain damage as a result. He is in a coma and has to be
hooked up to a ventilator and heart monitor constantly. Brian likely suffered damage to what area of the brain?
A) Forebrain
B) Corpus callosum
C) Brain stem
D) Cerebellum

Difficulty: 2
QuestionID: 03-1-165
Topic: The Central Nervous System—The Command Centre
Skill: Applied/Conceptual
Objective: 3.2a

Answer: C) Brain stem

166. The midbrain, pons, and medulla are all part of the
A) limbic system.
B) association cortex.
C) reticular activating system.
D) brain stem.

Difficulty: 2
QuestionID: 03-1-166
Topic: The Central Nervous System—The Command Centre
Skill: Factual
Objective: 3.2a

Answer: D) brain stem.

167. Which of the following brain structures connects to both the forebrain and cerebral cortex, and plays a key

43
role in arousal?
A) Substantia nigra
B) Motor neurons
C) Medulla
D) Reticular activating system

Difficulty: 3
QuestionID: 03-1-167
Topic: The Central Nervous System—The Command Centre
Skill: Factual
Objective: 3.2a

Answer: D) Reticular activating system

168. The pathways emanating from the Reticular Activating System activate the cortex by increasing the
A) long-term potentiation.
B) cortical membrane.
C) signal-to-noise ratio.
D) cerebral ventricles.

Difficulty: 3
QuestionID: 03-1-168
Topic: The Central Nervous System—The Command Centre
Skill: Factual
Objective: 3.2a

Answer: C) signal-to-noise ratio.

169. Damage to which of the following areas would result in unconsciousness or even coma?
A) cerebellum
B) reticular activating system
C) corpus callosum
D) blood-brain barrier

Difficulty: 1
QuestionID: 03-1-169
Topic: The Central Nervous System—The Command Centre
Skill: Factual
Objective: 3.2a

Answer: B) reticular activating system

170. An individual who is totally unaware of their surroundings, unresponsive to stimuli, and lacking in any
movement or reflexes would be considered to be
A) in a persistent vegetative state.
B) brain dead.
C) cortically dead.
D) unconscious.

Difficulty: 3
QuestionID: 03-1-170
Topic: The Central Nervous System—The Command Centre
Skill: Applied/Conceptual
Objective: 3.2a

Answer: B) brain dead.

44
171. What is the critical difference between cortical death and brain death?
A) There is no difference. They refer to the same state.
B) Only cortical death is legally recognized as equivalent to death.
C) Only brain death is associated with the loss of reflexes and respiration.
D) Brain death is associated with more damaged structures compared to cortical death.

Difficulty: 2
QuestionID: 03-1-171
Topic: The Central Nervous System—The Command Centre
Skill: Applied/Conceptual
Objective: 3.2a

Answer: C) Only brain death is associated with the loss of reflexes and respiration.

172. When you have your annual physical, the doctor taps your knee with a tiny hammer and you involuntarily
jerk your leg. This reflex can occur without input from the brain. Which neurons specifically allow this reflex to
occur?
A) motor neurons
B) sensory neurons
C) somatic neurons
D) interneurons

Difficulty: 2
QuestionID: 03-1-172
Topic: The Central Nervous System—The Command Centre
Skill: Applied/Conceptual
Objective: 3.2a

Answer: D) interneurons

173. The long bundle of neurons that carries messages between the body and the brain and is responsible for
very fast, lifesaving reflexes is called the
A) spinal cord
B) medulla
C) pons
D) interneuron

Difficulty: 1
QuestionID: 03-1-173
Topic: The Central Nervous System—The Command Centre
Skill: Factual
Objective: 3.2a

Answer: A) spinal cord

174. Tasha has damage to the sensory nerves in her fingers. Which of the following will be a problem for Tasha?
A) reflexes that occur at the level of the spinal column
B) detecting pain in order to avoid damage
C) sending a signal from her brain to her fingers in order to move them
D) knowing how to position her hand to pick up a cup

Difficulty: 2
QuestionID: 03-1-174
Topic: The Central Nervous System—The Command Centre
Skill: Applied/Conceptual

45
Objective: 3.2a

Answer: B) detecting pain in order to avoid damage

175. Neurons that send messages to other neurons are called

A) interneurons.
B) motor neurons.
C) efferent neurons.
D) sensory neurons.

Difficulty: 2
QuestionID: 03-1-175
Topic: The Central Nervous System—The Command Centre
Skill: Factual
Objective: 3.2a

Answer: A) interneurons.

176. The peripheral nervous system is divided into the __________ and the __________ nervous systems.
A) autonomic; somatic
B) autonomic; sympathetic
C) parasympathetic; somatic
D) parasympathetic; sympathetic

Difficulty: 2
QuestionID: 03-1-176
Topic: The Peripheral Nervous System
Skill: Factual
Objective: 3.2b

Answer: A) autonomic; somatic

177. Voluntary muscles are controlled by the __________ nervous system.

A) somatic
B) autonomic
C) sympathetic
D) parasympathetic

Difficulty: 2
QuestionID: 03-1-177
Topic: The Peripheral Nervous System
Skill: Factual
Objective: 3.2b

Answer: A) somatic

178. Which subdivision of the peripheral nervous system includes all nerves carrying messages among the
senses, the central nervous system, and the skeletal muscles?
A) autonomic nervous system
B) parasympathetic nervous system
C) somatic nervous system
D) central nervous system

Difficulty: 3
QuestionID: 03-1-178
Topic: The Peripheral Nervous System

46
Skill: Factual
Objective: 3.2b

Answer: C) somatic nervous system

179. Every deliberate action you make, such as pedaling a bike, walking, scratching, or smelling a flower,
involves neurons in the __________ nervous system.
A) somatic
B) sympathetic
C) parasympathetic
D) autonomic

Difficulty: 2
QuestionID: 03-1-179
Topic: The Peripheral Nervous System
Skill: Applied/Conceptual
Objective: 3.2b

Answer: A) somatic

180. As she walks out of the living room, Gloriann turns out the light. In this example, Gloriann's __________ is
most relevant.
A) sympathetic nervous system
B) parasympathetic nervous system
C) autonomic nervous system
D) somatic nervous system

Difficulty: 3
QuestionID: 03-1-180
Topic: The Peripheral Nervous System
Skill: Applied/Conceptual
Objective: 3.2b

Answer: D) somatic nervous system

181. The involuntary actions of our organs and glands are controlled by the __________ nervous system.
A) somatic
B) autonomic
C) sympathetic
D) parasympathetic

Difficulty: 2
QuestionID: 03-1-181
Topic: The Peripheral Nervous System
Skill: Factual
Objective: 3.2b

Answer: B) autonomic

182. Which subdivision of the peripheral nervous system consists of nerves that control all of the involuntary
actions of your organs and glands?
A) somatic
B) autonomic
C) sympathetic
D) parasympathetic

47
Difficulty: 2
QuestionID: 03-1-182
Topic: The Peripheral Nervous System
Skill: Factual
Objective: 3.2b

Answer: B) autonomic

183. What is active when your heart is pounding, your hands get sweaty, and your cheeks feel hot because you
have to give a presentation or when you see someone that you have a crush on?
A) skeletal nervous system
B) spinal reflexes
C) autonomic nervous system
D) somatic nervous system

Difficulty: 3
QuestionID: 03-1-183
Topic: The Peripheral Nervous System
Skill: Applied/Conceptual
Objective: 3.2b

Answer: C) autonomic nervous system

184. The autonomic nervous system has two divisions called the __________ and the __________.
A) central; peripheral
B) sympathetic; parasympathetic
C) receptors; effectors
D) limbic; endocrine

Difficulty: 1
QuestionID: 03-1-184
Topic: The Peripheral Nervous System
Skill: Factual
Objective: 3.2b

Answer: B) sympathetic; parasympathetic

185. Which component of the nervous system mobilizes the body in times of crisis?
A) Central
B) Somatic
C) Sympathetic
D) Parasympathetic

Difficulty: 2
QuestionID: 03-1-185
Topic: The Peripheral Nervous System
Skill: Factual
Objective: 3.2b

Answer: C) Sympathetic

186. The part of the autonomic nervous system that is responsible for reacting to stressful events and bodily
arousal is called the __________ nervous system.
A) central
B) somatic
C) sympathetic

48
D) parasympathetic

Difficulty: 2
QuestionID: 03-1-186
Topic: The Peripheral Nervous System
Skill: Factual
Objective: 3.2b

Answer: C) sympathetic

187. As Molly is walking across campus, a car swerves toward her. Her heart races as she quickly jumps out of
harm's way. This mobilization of energy is due to the action of Molly's
A) somatic nervous system.
B) skeletal nervous system.
C) parasympathetic nervous system.
D) sympathetic nervous system.

Difficulty: 2
QuestionID: 03-1-187
Topic: The Peripheral Nervous System
Skill: Applied/Conceptual
Objective: 3.2b

Answer: D) sympathetic nervous system.

188. The branch of the autonomic nervous system that restores the body to normal functioning after arousal and
is responsible for day-to-day functioning of the organs and glands is called the
A) parasympathetic nervous system.
B) sympathetic nervous system.
C) somatic nervous system.
D) reticular activating system.

Difficulty: 2
QuestionID: 03-1-188
Topic: The Peripheral Nervous System
Skill: Factual
Objective: 3.2b

Answer: A) parasympathetic nervous system.

189. Malcolm is studying alone in his room late at night when he hears a loud noise downstairs. His heartbeat
increases significantly and his breathing becomes shallow. He wonders if a burglar has entered the house and
decides to investigate. When he gets downstairs, he discovers his cat has knocked over a plant stand. His body
begins to relax and return to normal. Which part of his nervous system is responsible for returning Malcolm to a
normal state?
A) Parasympathetic nervous system
B) Sympathetic nervous system
C) Somatic nervous system
D) Reticular Activating System

Difficulty: 3
QuestionID: 03-1-189
Topic: The Peripheral Nervous System
Skill: Applied/Conceptual
Objective: 3.2b

49
Answer: A) Parasympathetic nervous system

190. The flight-or-fight response is mobilized by the

A) central nervous system.
B) parasympathetic nervous system.
C) sympathetic nervous system.
D) somatic nervous system.

Difficulty: 1
QuestionID: 03-1-190
Topic: The Peripheral Nervous System
Skill: Factual
Objective: 3.2b

Answer: C) sympathetic nervous system.

191. The endocrine system is to __________ as the nervous system is to __________.

A) glands; muscles
B) the autonomic system; the somatic system
C) hormones; neurotransmitters
D) hypothalamus; pituitary gland

Difficulty: 3
QuestionID: 03-1-191
Topic: The Endocrine System
Skill: Applied/Conceptual
Objective: 3.3a

Answer: C) hormones; neurotransmitters

192. The endocrine system consists of glands that release __________, which are carried through our blood
vessels rather than our nerves.
A) neurotransmitters
B) proteins
C) hormones
D) androgens

Difficulty: 1
QuestionID: 03-1-192
Topic: The Endocrine System
Skill: Factual
Objective: 3.3a

Answer: C) hormones

193. Compared to the effects of neurotransmitters, the effects of hormones start __________ and last
___________.
A) faster; longer
B) slower; for a shorter time
C) faster; for a shorter time
D) slower; longer

Difficulty: 2
QuestionID: 03-1-193
Topic: The Endocrine System
Skill: Applied/Conceptual

50
Objective: 3.3a

Answer: C) faster; for a shorter time

194. Hormones are transmitted from the endocrine system to organs via
A) cerebrospinal fluid.
B) the bloodstream.
C) the nerves.
D) interneurons.

Difficulty: 1
QuestionID: 03-1-194
Topic: The Endocrine System
Skill: Factual
Objective: 3.3a

Answer: B) the bloodstream.

195. Which gland was once known as the master gland because it was thought to control all the other glands in
the body?
A) adrenal
B) thyroid
C) pineal
D) pituitary

Difficulty: 2
QuestionID: 03-1-195
Topic: The Pituitary Gland and Pituitary Hormones
Skill: Factual
Objective: 3.3a

Answer: D) pituitary

196. What hormone is responsible for stretching the cervix and vagina during birth and aiding milk flow in
nursing mothers?
A) Adrenalin
B) Cortisol
C) Oxytocin
D) Estrogen

Difficulty: 2
QuestionID: 03-1-196
Topic: The Pituitary Gland and Pituitary Hormones
Skill: Factual
Objective: 3.3a

Answer: C) Oxytocin

197. The pituitary or "master" gland is actually controlled by the

A) hippocampus.
B) hypothalamus.
C) thalamus.
D) amygdala.

Difficulty: 2
QuestionID: 03-1-197

51
Topic: The Pituitary Gland and Pituitary Hormones
Skill: Factual
Objective: 3.3a

Answer: B) hypothalamus.

198. Which hormone has been referred to as the "love molecule" based on its alleged functions?
A) Adrenalin
B) Serotonin
C) Oxytocin
D) Endorphin

Difficulty: 2
QuestionID: 03-1-198
Topic: The Pituitary Gland and Pituitary Hormones
Skill: Factual
Objective: 3.3a

Answer: C) Oxytocin

199. Which of the following would be likely in people with high levels of the hormone oxytocin?
A) Feeling very affectionate toward everyone around them.
B) Being protective of friends, but aggressive toward enemies.
C) Feeling anxiety about social situations.
D) Loss of fear in situations that would normally elicit a fight-or-flight response.

Difficulty: 2
QuestionID: 03-1-199
Topic: The Pituitary Gland and Pituitary Hormones
Skill: Applied/Conceptual
Objective: 3.3a

Answer: B) Being protective of friends, but aggressive toward enemies.

200. Which gland is sometimes called the 'emergency centre' of the body, because of its role in the fight-or-flight
response?
A) thyroid gland
B) pituitary gland
C) pineal gland
D) adrenal gland

Difficulty: 2
QuestionID: 03-1-200
Topic: The Adrenal Glands and Adrenaline
Skill: Factual
Objective: 3.3a

Answer: D) adrenal gland

201. Noella is preparing to take her final exam in a few hours. She is very nervous and has no appetite. This may
be due to the inhibition of gastrointestinal secretions caused by
A) estrogen.
B) cortisol.
C) testosterone.
D) adrenaline.

52
Difficulty: 3
QuestionID: 03-1-201
Topic: The Adrenal Glands and Adrenaline
Skill: Applied/Conceptual
Objective: 3.3a

Answer: D) adrenaline.

202. If someone experiences contractions of the heart muscle, increased lung capacity, increased energy, and
widened pupils, then which hormone is likely responsible for these effects?
A) Oxytocin
B) Testosterone
C) Adrenaline
D) Estrogen

Difficulty: 3
QuestionID: 03-1-202
Topic: The Adrenal Glands and Adrenaline
Skill: Applied/Conceptual
Objective: 3.3a

Answer: C) Adrenaline

203. Children with conduct disorders have been found to have low levels of ________, which suggests that they
have low levels of anxiety.
A) adrenalin.
B) oxytocin.
C) estrogen.
D) cortisol.

Difficulty: 3
QuestionID: 03-1-203
Topic: The Adrenal Glands and Adrenaline
Skill: Factual
Objective: 3.3a

Answer: D) cortisol.

204. Alex is generally quite calm, and doesn't feel a lot of pressure at work or in social situations. Sam is often
nervous, even when there is no real stressor present. If these two people differ in hormone levels, which of the
following is most likely.
A) Alex has higher levels of estrogen.
B) Sam has higher levels of cortisol.
C) Alex has higher levels of testosterone.
D) Sam has higher levels of oxytocin.

Difficulty: 3
QuestionID: 03-1-204
Topic: The Pituitary Gland and Pituitary Hormones
Skill: Applied/Conceptual
Objective: 3.3a

Answer: B) Sam has higher levels of cortisol.

205. One common misconception regarding sex hormones is that

A) the male sex hormone is called testosterone.

53
B) the female sex hormone is called estrogen.
C) only males secrete testosterone and only females secrete estrogen.
D) both sexes manufacture both testosterone and estrogen

Difficulty: 3
QuestionID: 03-1-205
Topic: Sexual Reproductive Glands and Sex Hormones
Skill: Factual
Objective: 3.3a

Answer: C) only males secrete testosterone and only females secrete estrogen.

206. Which of the following is associated with high levels of testosterone?

A) fear
B) social behaviour
C) sex drive
D) energy

Difficulty: 2
QuestionID: 03-1-206
Topic: Sexual Reproductive Glands and Sex Hormones
Skill: Factual
Objective: 3.3a

Answer: C) sex drive

207. Do people without testicles produce testosterone?

A) No, because testicles are the gland that produces all testosterone.
B) Yes, because testosterone is produced in the brain and spinal cord.
C) No, because only men have testosterone.
D) Yes, because ovaries and adrenal glands also produce testosterone.

Difficulty: 3
QuestionID: 03-1-207
Topic: Sexual Reproductive Glands and Sex Hormones
Skill: Applied/Conceptual
Objective: 3.3a

Answer: C) No, because only men have testosterone.

208. Which technique from the 1800s involves examining patterns of bumps on the skull to predict personality
and behaviour?
A) Introspection
B) Craniography
C) Phrenology
D) Psychic mapping

Difficulty: 1
QuestionID: 03-1-208
Topic: A Tour of Brain Mapping Methods
Skill: Factual
Objective: 3.4a

Answer: C) Phrenology

209. Rodney wanted to "have his head examined" to determine certain aspects of his personality based on the

54
shape of his skull. To do this he had to go to a
A) phrenologist.
B) psychiatrist.
C) psychologist.
D) scientologist.

Difficulty: 1
QuestionID: 03-1-209
Topic: A Tour of Brain Mapping Methods
Skill: Applied/Conceptual
Objective: 3.4a

Answer: A) phrenologist.

210. Which technique permits scientists to pinpoint or 'map' the location of specific brain areas using
coordinates?
A) the stereotaxic method.
B) functional imaging.
C) phrenology.
D) magnetoencephalography.

Difficulty: 3
QuestionID: 03-1-210
Topic: A Tour of Brain Mapping Methods
Skill: Factual
Objective: 3.4a

Answer: A) the stereotaxic method.

211. If someone has experienced a brain lesion, what has happened?

A) There has been some damage to brain tissue.
B) An electrical pulse ran through the brain.
C) The brain has been 'mapped' using imaging techniques.
D) The brain is unresponsive to external stimuli.

Difficulty: 2
QuestionID: 03-1-211
Topic: A Tour of Brain Mapping Methods
Skill: Factual
Objective: 3.4a

Answer: A) There has been some damage to brain tissue.

212. Which brain imaging technique records the electrical activity of the brain from the surface of the skull?
A) computed tomography (CT)
B) electroencephalography (EEG)
C) magnetic resonance imaging (MRI)
D) functional magnetic resonance imaging (fMRI)

Difficulty: 2
QuestionID: 03-1-212
Topic: A Tour of Brain Mapping Methods
Skill: Applied/Conceptual
Objective: 3.4a

Answer: B) electroencephalography (EEG)

55
213. Electroencephalography (EEG) is an older brain recording method but it is still widely used. What attributes
make EEG a popular method?
A) It provides very detailed images.
B) It provides evidence of function, as well as structure.
C) It allows us to infer activity in deep brain structures.
D) It is noninvasive and detects changes quickly.

Difficulty: 2
QuestionID: 03-1-213
Topic: A Tour of Brain Mapping Methods
Skill: Applied/Conceptual
Objective: 3.4a

Answer: D) It is noninvasive and detects changes quickly.

214. Samantha's doctor is concerned that Samantha may have a brain tumour. Which of the following methods of
neuroimaging should be used to detect the tumour?
A) CT scan
B) EEG
C) MRI
D) PET scan

Difficulty: 2
QuestionID: 03-1-214
Topic: A Tour of Brain Mapping Methods
Skill: Applied/Conceptual
Objective: 3.4a

Answer: C) MRI

215. Which type of brain scan requires the injection of radioactive glucose-like molecules into patients?
A) CT scan
B) EEG
C) MRI
D) PET scan

Difficulty: 1
QuestionID: 03-1-215
Topic: A Tour of Brain Mapping Methods
Skill: Factual
Objective: 3.4a

Answer: D) PET scan

216. A functional MRI (fMRI) measures

A) the release of energy from water in biological tissue.
B) changes in the brain's blood-oxygen levels.
C) structures of the brain.
D) changes in the brain's electrical patterns.

Difficulty: 2
QuestionID: 03-1-216
Topic: A Tour of Brain Mapping Methods
Skill: Factual
Objective: 3.4a

56
Answer: D) changes in the brain's blood-oxygen levels.

217. A functional MRI (fMRI) measures changes in __________ to determine levels of neural activity.
A) glucose consumption
B) electrical impulses
C) blood oxygen level
D) brain waves

Difficulty: 2
QuestionID: 03-1-217
Topic: A Tour of Brain Mapping Methods
Skill: Factual
Objective: 3.4a

Answer: C) blood oxygen level

218. Which of the following is the only noninvasive brain imaging technique that allows us to infer causation,
whereas the other techniques can only correlate brain activation with psychological processes.
A) Magnetoencephalography
B) Transcranial magnetic stimulation
C) Electroencephalography
D) Positron emission tomography

Difficulty: 3
QuestionID: 03-1-218
Topic: A Tour of Brain Mapping Methods
Skill: Factual
Objective: 3.4a

Answer: B) Transcranial magnetic stimulation

219. Which noninvasive technique allows researchers to directly manipulate the brain by interrupting the brain
function of a specific region?
A) Transcranial magnetic stimulation
B) Magnetoencephalography
C) Functional MRI
D) Psychosurgery

Difficulty: 2
QuestionID: 03-1-219
Topic: A Tour of Brain Mapping Methods
Skill: Factual
Objective: 3.4a

Answer: A) Transcranial magnetic stimulation

220. Conducting brain scans on a(n) __________, Bennett and colleagues (2009) demonstrated that these scans
can produce false results simply as an artifact of repeatedly testing and analyzing experimental tasks.
A) patient with schizophrenia
B) individual in a persistent vegetative state
C) dead salmon
D) chimpanzee

Difficulty: 2
QuestionID: 03-1-220

57
Topic: A Tour of Brain Mapping Methods
Skill: Factual
Objective: 3.4a

Answer: C) dead salmon

221. When researchers interpret the results of brain imaging studies, which of the following is the most likely
method?
A) Averaging the activity level in a specific area of interest, across a range of activities and cognitive states.
B) Identifying the most active area in each person's brain, during different types of tasks.
C) Subtracting the amount of activity during a control task from the activity during an experimental task.
D) Calculating the correlation between the activity in the most active areas and the activity in the least active areas.

Difficulty: 2
QuestionID: 03-1-221
Topic: A Tour of Brain Mapping Methods
Skill: Factual
Objective: 3.4a

Answer: C) Subtracting the amount of activity during a control task from the activity during an experimental task.

222. Evidence against the 10 percent myth (that we only use 10 percent of our brains) comes from
A) psychics who are able to perform extraordinary feats of mental powers.
B) neuroimaging studies, which fail to find any consistently silent areas.
C) the effectiveness of self-help books to increase mental capacity.
D) courses to improve our brain power that are generally successful.

Difficulty: 2
QuestionID: 03-1-222
Topic: How Much of Our Brain Do We Use?
Skill: Factual
Objective: 3.4a

Answer: B) neuroimaging studies, which fail to find any consistently silent areas.

223. Which of the following is a risk associated with interpreting brain imaging studies, according to recent
evidence about 'neuro-seduction'?
A) Researchers are overly confident about their results, and don't bother replicating their research.
B) People are more likely to believe false claims that use brain images or use neuroscience terminology.
C) Because imaging studies are difficult to understand, researchers are prone to oversimplifying their findings.
D) Judges and courts are reluctant to include neuroscience evidence because it is unreliable.

Difficulty: 2
QuestionID: 03-1-223
Topic: A Tour of Brain Mapping Methods
Skill: Applied/Conceptual
Objective: 3.4a

Answer: C) Because imaging studies are difficult to understand, researchers are prone to oversimplifying their findings.

224. Which of the following refers to identification of brain areas that are active during a specific psychological
task, compared to a baseline rate of activity.
A) Localization of function
B) Functional tomography
C) Lateralization of function
D) Hemispheric specificity

58
Difficulty: 1
QuestionID: 03-1-224
Topic: Which Parts of Our Brains Do We Use for What?
Skill: Factual
Objective: 3.4b

Answer: A) Localization of function

225. Which of the following statements is most accurate?

A) Not every part of the brain has a function.
B) Few, if any, complex psychological functions are confined to a single brain area.
C) Most people use only 10 percent of their brains.
D) Some areas of the brain appear to be completely inactive, but likely have a function of some kind.

Difficulty: 3
QuestionID: 03-1-225
Topic: Which Parts of Our Brains Do We Use for What?
Skill: Factual
Objective: 3.4b

Answer: B) Few, if any, complex psychological functions are confined to a single brain area.

226. In the past, surgeries were conducted to split a person's corpus callosum, which separates the two
hemispheres completely. This was done to
A) control epilepsy.
B) determine the precise area of cognitive functioning.
C) study the effects of a split brain.
D) change a person's personality.

Difficulty: 2
QuestionID: 03-1-226
Topic: Which Side of Our Brains Do We Use for What?
Skill: Factual
Objective: 3.4b

Answer: A) control epilepsy.

227. When a cognitive function relies on one cerebral hemisphere more than the other, this phenomenon is
known as
A) lateralization.
B) right-brained or left-brained.
C) self-awareness.
D) long-term potentiation.

Difficulty: 2
QuestionID: 03-1-227
Topic: Which Side of Our Brains Do We Use for What?
Skill: Factual
Objective: 3.4b

Answer: A) lateralization.

228. Sheila has an easy time naming items that she sees on her right side, but has a very difficult time naming
items that she sees on her left side. Which of the following is most likely to cause this problem with integrating
information?

59
A) Sheila has had a 'split-brain' procedure, where her corpus callosum was severed.
B) Sheila has had her brain imaged with fMRI.
C) Sheila has had damage to Broca's area.
D) Sheila has an abnormal cerebellum.

Difficulty: 3
QuestionID: 03-1-228
Topic: Which Side of Our Brains Do We Use for What?
Skill: Applied/Conceptual
Objective: 3.4b

Answer: A) Sheila has had a 'split-brain' procedure, where her corpus callosum was severed.

229. Which of the following analogies is most accurate, regarding the relationship between genotype and
phenotype?
A) Genotype is like the ingredients of a cake, and phenotype is like the temperature of the oven.
B) Genotype is like the recipe, and phenotype is like the finished cake.
C) Genotype and phenotype are like two cake recipes with different flavours.
D) Genotype is like a cake, and phenotype is like the bakery.

Difficulty: 3
QuestionID: 03-1-229
Topic: How We Come to Be Who We Are
Skill: Applied/Conceptual
Objective: 3.5a

Answer: B) Genotype is like the recipe, and phenotype is like the finished cake.

230. Phenotype is
A) made up of dominant genes only.
B) made up of recessive genes only.
C) a person's genetic makeup.
D) the traits that result from genes and experience.

Difficulty: 1
QuestionID: 03-1-230
Topic: How We Come to Be Who We Are
Skill: Factual
Objective: 3.5a

Answer: D) the traits that result from genes and experience.

231. The set of observable traits an individual has is called their __________, which is based on their genetic
makeup or __________.
A) genotype; phenotype
B) phenotype; genotype
C) chromosomes; genes
D) genes; chromosomes

Difficulty: 2
QuestionID: 03-1-231
Topic: How We Come to Be Who We Are
Skill: Factual
Objective: 3.5a

Answer: B) phenotype; genotype

60
232. Sophia's inherited a recessive gene for blue eyes from her mother. Will Sophia have blue eyes?
A) Yes, because recessive genes are always expressed.
B) No, because recessive genes are always hidden.
C) Yes, if she also inherits a recessive blue-eyed gene from her father.
D) No, because she only received one recessive gene from her mother.

Difficulty: 3
QuestionID: 03-1-232
Topic: How We Come to Be Who We Are
Skill: Applied/Conceptual
Objective: 3.5a

Answer: C) Yes, if she also inherits a recessive blue-eyed gene from her father.

233. Darwin hypothesized that groups, rather than individuals, change over time as some traits become more
common and other traits disappear. This is known as
A) behavioural genetics.
B) behavioural adaptation.
C) brain evolution.
D) natural selection.

Difficulty: 2
QuestionID: 03-1-233
Topic: How We Come to Be Who We Are
Skill: Factual
Objective: 3.5a

Answer: D) natural selection.

234. The theory of natural selection explains that individuals with higher levels of __________ have a better
chance of passing on their genes to later generations.
A) heritability
B) phenotypes
C) genotypes
D) fitness

Difficulty: 2
QuestionID: 03-1-234
Topic: How We Come to Be Who We Are
Skill: Factual
Objective: 3.5a

Answer: D) fitness

235. Which of the following is the smallest in the list?

A) Chromosomes
B) Genes
C) DNA
D) Genotype

Difficulty: 3
QuestionID: 03-1-235
Topic: The Pituitary Gland and Pituitary Hormones
Skill: Applied/Conceptual
Objective: 3.5a

61
Answer: C) DNA

236. In one forest, the tiniest rodents have the greatest success. They don't require much food, and they can hide
easily from predators. Larger rodents have a harder time surviving. More tiny rodents survive, and thus the
populations of rodents get smaller and smaller over time. In this example, being small is ___________ for a
rodent.
A) the genotype
B) the phenotype
C) an adaptation
D) a mutation

Difficulty: 2
QuestionID: 03-1-236
Topic: How We Come To Be Who We Are
Skill: Applied/Conceptual
Objective: 3.5a

Answer: C) an adaptation

237. In human evolutionary history, what was the most significant change to our genotype, compared to other
apes?
A) genes associated with social behaviour
B) genes associated with body hair and eye colour
C) genes associated with brain development
D) genes associated with sexual behaviour

Difficulty: 2
QuestionID: 03-1-237
Topic: How We Come to Be Who We Are
Skill: Factual
Objective: 3.5a

Answer: C) genes associated with brain development

238. Across animal species, what determines the correlation between brain size and intelligence of the species?
A) Absolute brain size
B) Brain size relative to body size
C) Brain weight
D) Brain weight compared to closely related species

Difficulty: 2
QuestionID: 03-1-238
Topic: How We Come to Be Who We Are
Skill: Factual
Objective: 3.5a

Answer: B) Brain size relative to body size

239. When researchers use behavioural genetics studies to estimate heritability, what do they measure?
A) Effects of genes in the absence of environmental impacts.
B) Effects of behaviour on gene expression.
C) Proportion of genes associates with specific behaviours.
D) Effects of both genes and environments on specific traits.

Difficulty: 3

62
QuestionID: 03-1-239
Topic: Behavioural Genetics—How We Study Heritability
Skill: Applied/Conceptual
Objective: 3.5b

Answer: D) Effects of both genes and environments on specific traits.

240. Which of the following refers to the extent to which genes limit how much a trait can change in response to
new environments.
A) Heritability
B) Reaction range
C) Behavioural genetics
D) Evolution

Difficulty: 1
QuestionID: 03-1-240
Topic: Behavioural Genetics—How We Study Heritability
Skill: Factual
Objective: 3.5b

Answer: B) Reaction range

241. Fraternal twins share approximately __________ percent of their genetic material.
A) 25
B) 50
C) 80
D) 100

Difficulty: 1
QuestionID: 03-1-241
Topic: Behavioural Genetics—How We Study Heritability
Skill: Factual
Objective: 3.5b

Answer: B) 50

242. Which of the following results would provide the strongest evidence of heritability of height?
A) Members of the same family are likely to be similar in height.
B) Adopted children tend to be shorter than their adoptive parents, on average.
C) Identical twins are more similar in height than fraternal twins.
D) Siblings raised in different environments tend to have different heights.

Difficulty: 3
QuestionID: 03-1-242
Topic: Behavioural Genetics—How We Study Heritability
Skill: Applied/Conceptual
Objective: 3.5b

Answer: C) Identical twins are more similar in height than fraternal twins.

Fill-in-the-blank

1. cells provide support for neurons, protect them, and respond to injury among other things.

Difficulty: 1
QuestionID: 03-2-01

63
Topic: Neurons—The Brain's Communicators
Skill: Factual
Objective: 3.1a

Answer: a. Glial

2. Signals come into the neuron through the __________ , and signals leave the neuron through the axon
terminals.

Difficulty: 1
QuestionID: 03-2-02
Topic: Neurons—The Brain's Communicators
Skill: Factual
Objective: 3.1a

Answer: a. dendrites

3. Within the neuron, __________ travel in synaptic vesicles.

Difficulty: 1
QuestionID: 03-2-03
Topic: Neurons—The Brain's Communicators
Skill: Factual
Objective: 3.1a

Answer: a. neurotransmitters

4. Action __________ are abrupt waves of electric discharge that allow neurons to communicate.

Difficulty: 1
QuestionID: 03-2-04
Topic: Electrifying Thought
Skill: Factual
Objective: 3.1b

Answer: a. potentials

5. The brief time during which another action potential can't occur is called the absolute __________ period.

Difficulty: 1
QuestionID: 03-2-05
Topic: Electrifying Thought
Skill: Factual
Objective: 3.1b

Answer: a. refractory

6. The process by which the synaptic vesicle engulfs the neurotransmitter is called __________ .

Difficulty: 2
QuestionID: 03-2-06
Topic: Chemical Communication—Neurotransmission
Skill: Applied/Conceptual
Objective: 3.1c

Answer: a. reuptake

64
7. are short strings of amino acids found in the nervous system. They act somewhat like neurotransmitters.

Difficulty: 1
QuestionID: 03-2-07
Topic: Chemical Communication—Neurotransmission
Skill: Factual
Objective: 3.1c

Answer: a. Neuropeptides

8. Scientists use the term __________ to describe the nervous system' s ability to change.

Difficulty: 1
QuestionID: 03-2-08
Topic: Neural Plasticity—How and When the Brain Changes
Skill: Factual
Objective: 3.1d

Answer: a. plasticity

9. is the creation of new cells in the adult brain.

Difficulty: 1
QuestionID: 03-2-09
Topic: Neural Plasticity—How and When the Brain Changes
Skill: Factual
Objective: 3.1d

Answer: a. Neurogenesis

10. The cerebral __________ are the waterways of the CNS, which extend throughout the entire brain and spinal
cord.

Difficulty: 2
QuestionID: 03-2-10
Topic: The Central Nervous System—The Command Centre
Skill: Factual
Objective: 3.2a

Answer: a. ventricles

11. The human brain is divided into two __________ that look alike but can serve somewhat different functions.

Difficulty: 1
QuestionID: 03-2-11
Topic: The Central Nervous System—The Command Centre
Skill: Factual
Objective: 3.2a

Answer: a. hemispheres

12. The large band of fibres connecting the two cerebral hemispheres is called the __________ .

Difficulty: 1
QuestionID: 03-2-12

65
Page-Reference:
Topic: The Central Nervous System—The Command Centre
Skill: Factual
Objective: 3.2a

Answer: a. corpus callosum

13. The motor cortex is found in the __________ lobes of the brain.

Difficulty: 1
QuestionID: 03-2-13
Topic: The Central Nervous System—The Command Centre
Skill: Factual
Objective: 3.2a

Answer: a. frontal

14. Sensory information travels to cortical regions that perform more complex functions; we call these areas
__________ cortex, and they play key roles in perception, memory, attention, and conscious awareness.

Difficulty: 2
QuestionID: 03-2-14
Topic: The Central Nervous System—The Command Centre
Skill: Factual
Objective: 3.2a

Answer: a. association

15. The part of the brain dedicated to emotion is called the __________ system.

Difficulty: 1
QuestionID: 03-2-15
Topic: The Central Nervous System—The Command Centre
Skill: Factual
Objective: 3.2a

Answer: a. limbic

16. The __________ regulates and maintains constant internal bodily states by overseeing the endocrine and
autonomic nervous systems.

Difficulty: 1
QuestionID: 03-2-16
Topic: The Central Nervous System—The Command Centre
Skill: Factual
Objective: 3.2a

Answer: a. hypothalamus

17. Damage to the __________ causes problems with forming new memories but leaves old memories intact.

Difficulty: 2
QuestionID: 03-2-17
Topic: The Central Nervous System—The Command Centre
Skill: Factual
Objective: 3.2a

66
Answer: a. hippocampus

18. In the hindbrain, the __________ regulates breathing, heartbeat, and other vital functions.

Difficulty: 2
QuestionID: 03-2-18
Topic: The Central Nervous System—The Command Centre
Skill: Factual
Objective: 3.2a

Answer: a. medulla

19. When you experience a fight-or-flight response, the __________ nervous system is active.

Difficulty: 2
QuestionID: 03-2-19
Topic: The Peripheral Nervous System
Skill: Factual
Objective: 3.2b

Answer: a. sympathetic

20. When you are calm, your __________ nervous system is active and allows your body to do things like digest
food.

Difficulty: 1
QuestionID: 03-2-20
Topic: The Peripheral Nervous System
Skill: Factual
Objective: 3.2b

Answer: a. parasympathetic

21. The __________ nervous system carries messages from the Central Nervous System to muscles throughout
the body.

Difficulty: 1
QuestionID: 03-2-21
Topic: The Peripheral Nervous System
Skill: Factual
Objective: 3.2b

Answer: a. somatic

22. The __________ system is composed of hormones. They travel in the bloodstream and influence particular
organs.

Difficulty: 1
QuestionID: 03-2-22
Topic: The Endocrine System
Skill: Factual
Objective: 3.3a

Answer: a. endocrine

67
23. The hormone __________ has been called the 'love molecule' because of its role in social bonding.

Difficulty: 1
QuestionID: 03-2-23
Topic: The Endocrine System
Skill: Factual
Objective: 3.3a

Answer: a. oxytocin

24. The popular 19th century study of __________ assessed the bumps on a person's head and attributed various
personality traits and abilities as a result of the bumps.

Difficulty: 1
QuestionID: 03-2-24
Topic: A Tour of Brain Mapping Methods
Skill: Factual
Objective: 3.4a

Answer: a. phrenology

25. To detect a brain tumour or other soft tissues, the __________ would be the best imaging technique.

Difficulty: 2
QuestionID: 03-2-25
Topic: A Tour of Brain Mapping Methods
Skill: Factual
Objective: 3.4a

Answer: a. MRI

26. The __________ is severed during split-brain surgery.

Difficulty: 2
QuestionID: 03-2-26
Topic: Which Side of Our Brains Do We Use for What?
Skill: Factual
Objective: 3.4b

Answer: a. corpus callosum

27. People's set of observable traits is their __________ .

Difficulty: 2
QuestionID: 03-2-27
Topic: How We Come to Be Who We Are
Skill: Factual
Objective: 3.5a

Answer: a. phenotype

Critical Thinking

1. Spinal cord injuries don't heal on their own, which could mean lifelong paralysis for accident victims. Use your
knowledge of neurogenesis and stem cells to suggest how future research might help people to walk again.

68
Difficulty: 3
QuestionID: 03-3-01
Topic: Neural Plasticity—How and When the Brain Changes
Skill: Applied/Conceptual
Objective: 3.1d

Answer: Answers will vary but should contain the following for full credit.
- Currently, many people suffering from brain and spinal cord injuries don't have much hope of recovery. Some patients
and experimental animals recover sensory and motor function following certain treatments, but the degree of recovery
varies greatly.
- Stem cells provide at least two novel ways of treating neurodegenerative disease. First, researchers can implant stem
cells directly into the host's nervous system and induce them to grow and replace damaged cells. Second, researchers
can genetically engineer stem cells so that the cells can administer gene therapy; in other words, provide the patient with
replacement genes.
- There's yet another way that researchers may be able to get around the problems associated with lack of regeneration
following injury and with neural degeneration. Neurogenesis is the creation of new cells in the adult brain. Neurogenesis is
exciting because it opens up new possibilities to replace the damaged neurons in the spinal cord. By manipulating
neurogenesis, the adult nervous system might be coaxed into better healing itself.

2. With all the different methods for studying the brain, how do we decide which one to use? Describe three
different imaging techniques and research questions they may answer.

Difficulty: 2
QuestionID: 03-3-02
Topic: A Tour of Brain Mapping Methods
Skill: Applied/Conceptual
Objective: 3.4a

Answer: Answers will vary but should contain three of the following methods and corresponding questions for full credit.
- There are many different methods for studying the brain. The method one uses often is determined by factors such as
the invasiveness of the procedure or the purpose of the study.
- For example, because it's noninvasive, researchers frequently use EEG in both animal and human experiments. The
method has a high temporal resolution ("temporal" refers to time and "resolution" refers to sharpness of image), meaning
it can detect very rapid changes in the overall electrical activity of the brain occurring in the range of milliseconds. Even
though the EEG is an old method, researchers still use it to study brain activity in normal brains and in brains of
individuals afflicted with schizophrenia, epilepsy, and other psychiatric and neurological disorders. But EEGs have a few
disadvantages. Because they show averaged activity that reaches the surface of the scalp, they tell us little, if anything,
about what's happening inside neurons. Furthermore, EEGs have low spatial resolution, meaning that they aren't
especially good for determining where in the brain the action is occurring.
- Although electrical recording and stimulation provided the initial probes to map mind functions onto brain areas, a virtual
explosion of brain research occurred with the advent of brain scans, or what we call neuroimaging. Researchers
developed imaging methods to meet clinical and research needs unmet by other techniques. Each imaging method
offered some advantage over previous methods. As a group, these imaging methods enable us to peer inside the brain or
body.
- The CT scan shows much more detail than an individual X-ray. The MRI shows structural detail using a totally different
principle. The MRI scanner measures the release of energy from water in biological tissues following exposure to a
uniform magnetic field. MRI images are superior to CT scans for detecting soft tissues, such as those in the brain. A brain
tumour shows up particularly well on an MRI image because a tumour consists of soft tissue. Neuroscientists interested in
thinking and emotion typically don't use CT or MRI scans, except to localize brain damage. Instead, they typically use the
functional imaging techniques.
- Positron emission tomography (PET) is a functional imaging technique, which means that it measures changes in the
brain's activity levels. PET relies on the fact that neurons, like other cells in the body, increase their uptake of glucose
when they're active. PET is an invasive tool that requires the injection of glucose-like molecules attached to radiotracers
into the patient. Radiotracers are radioactive, but because they're short-lived, they do little or no harm. The scanner
measures where in the brain the most glucose-like molecules are taken up, allowing neuroscientists to figure out which
parts of the brain are most active during a psychological task. Clinicians use PET scans to see where brain activity

69
increases when patients, such as those with Parkinson's disease, take a medication. Because PET is invasive,
researchers later looked for functional imaging methods that wouldn't require injections of radiotracers.
- The discovery of the blood oxygenation level dependent (BOLD) response enabled the development of the functional
MRI, known as fMRI. As neural activity picks up its pace, there's an increase in oxygenated blood in response to
increased demand. Because fMRI measures the change in blood oxygen level, it's an indirect correlate of neural activity.
Neuroscientists frequently use fMRI to image brain activity. The fMRI relies on magnetic fields, as does MRI. Whereas
MRI has a high resolution, fMRI operates at a low resolution so that researchers can snap many scans in rapid
succession. Individual fMRI images aren't very sharp, but the method shows changes in brain activity level over time
because it creates a series of images.

3. Why should one be cautious of interpretation of research results from studies of the brain? Cite examples from
the textbook to support your answer.

Difficulty: 3
QuestionID: 03-3-03
Topic: A Tour of Brain Mapping Methods
Skill: Applied/Conceptual
Objective: 3.4a

Answer: Answers will vary but should contain at least three of the following points for full credit.
- One should be cautious of interpretation of research results especially if little replication of the research has been done.
Often misconceptions stem from misinterpretations of findings or from findings that have not been substantiated through
replication. For example, the whole left-brained/right-brained people argument developed due to too much emphasis on
localization of function.
- The media are quick to jump on preliminary findings and treat them as fact. The example of the discovery of the "God
spot" is just such an occurrence.
- The myth of left-brained people versus right-brained people is also an example of placing too much emphasis on
lateralization of function. After numerous studies investigating this matter, it was concluded that we use both sides of our
brain in a complementary way.
- Researchers demonstrated that statistical artifacts can look like real results, when you've calculated so many
comparisons that you get a result by chance. This was demonstrated, conclusively, by recording the 'guesses' of a dead
salmon in a brain scanner.
- we are prone to cognitive errors when research seems especially 'scientific', and this is particularly true of neuroscience.
Researchers demonstrated that people forget that correlation is not causation when the phrase 'brain scans indicate' is
used to describe the research. We must remind ourselves to think critically and not be blinded by fancy jargon or pretty
pictures of brain scans.

4. What is heritability and what are the major misconceptions about heritability?

Difficulty: 3
QuestionID: 03-3-04
Topic: Behavioural Genetics—How We Study Heritability
Skill: Applied/Conceptual
Objective: 3.5b

Answer: Heritability is the extent to which genes contribute to differences in a trait among individuals. Typically, we
express heritability as a percentage. For example, if the heritability of a psychological trait (e.g., mental disorder,
intelligence, personality, religiosity) is 60 percent, that means that more than half of the differences among individuals in
their levels of that trait are due to differences in their genes. By definition, the other 40 percent is due to differences in
their environments.

Misconception 1: Heritability applies to a single individual rather than to differences among individuals. Heritability tells us
about the causes of differences among people, not within a person.

Misconception 2: Heritability tells us whether a trait can be changed.

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Genes are not destiny. A trait can be changed by changing environmental factors. If everything in the environment is
same for each and every individual or biological object of a study, then the heritability in that particular study is 100%.
However, we can change environmental factors (e.g., fertile soil vs poor soil for every member, stimulating environment vs
nonstimulating environment for every member), then the individual differences can be significantly influenced (and
variation in the group can be attributed to genetics). 100% heritability doesn't mean that environment has no effect on
expression of the genes.

Misconception 3: Heritability is a fixed number.

Heritability can differ dramatically across different time periods and populations. If we level the of environmental influences
on a trait within a population, the heritability of that trait will increase because more of the differences in that trait will be
due to genetic factors. Conversely, if we increase the range of environmental influences on a trait within a population,
heritability will go down because fewer of the differences in that trait will be explained due to genetic factors and
environmental factors will have a stronger influence on the trait differences.

Essay

1. Describe the process of how an action potential occurs and what happens to the neuron during the action
potential.

Difficulty: 3
QuestionID: 03-4-01
Topic: Electrifying Thought
Skill: Applied/Conceptual
Objective: 3.1b

Answer: Answers will vary but should contain the following points or gist for full credit.
- When the neuron is at rest, meaning that there is no input to the axon, the inside of the axon is charged at –70 millivolts
compared to the particles outside the axon.
- When the neuron is stimulated, the charge inside the axon is briefly reversed. Positively charged sodium ions enter the
axon.
- This reversal in charge begins at the soma and travels down the axon.
- At the end of the axon, branches ending with synaptic knobs release neurotransmitters.
- The membrane of the axon allows positively charged potassium ions to escape, restoring the charge of the cell to –70
millivolts.

2. Name four neurotransmitters described in the text, and identify one major function for each of them.

Difficulty: 2
QuestionID: 03-4-02
Topic: Chemical Communication—Neurotransmission
Skill: Factual
Objective: 3.1c

Answer: Answers will vary but should contain any four of the following points for full credit.
- Glutamate: rapidly excites neural activity, relay of sensory information and learning
- GABA: inhibits neurons, related to many anti-anxiety drugs
- Acetylcholine: involved with muscle contraction, cortical arousal, and learning/memory
- Norepinephrine: involved in cortical arousal, may play a role in disorders
- Dopamine: linked to motor function and reward systems, involved with disorders
- Serotonin: important for mood regulation, aggression, temperature regulation, and sleep/wake cycles
- Endorphins: involved in pain reduction, natural opiates in body
- Anandamide: involved with eating, motivation, memory, and sleep (as well as pain reduction), binds to same receptors
as the THC in marijuana

3. Discuss how stem cells offer two novel ways of treating neurodegenerative diseases, and why stem cell

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research is controversial.

Difficulty: 3
QuestionID: 03-4-03
Topic: Neural Plasticity—How and When the Brain Changes
Skill: Factual
Objective: 3.1d

Answer: Answers will vary but should contain the following points for full credit.
- Researchers can implant stem cells directly into the host's nervous system and induce them to grow and replace
damaged cells.
- Researchers can genetically engineer stem cells so that the cells can administer gene therapy, that is, provide the
patient with replacement genes.
- Controversial for ethical reasons—destroying balls of cells that research opponents consider to be early forms of human
life.

4. Name the two cortical areas most strongly associated with language (i.e., production and understanding) and
describe the two language deficits associated with damage to these areas.

Difficulty: 2
QuestionID: 03-4-04
Page-Reference:
Topic: The Central Nervous System—The Command Centre
Skill: Factual
Objective: 3.2a

Answer: Answers will vary but should contain the following for full credit.

One region of the Broca's area (in the prefrontal cortex), plays a key role in language production. People with damage to
Broca's area exhibit a speech deficit called aphasia. Aphasia, particularly Broca's aphasia, is characterized by difficulties
in speaking smoothly and an inability to find certain words. The prefrontal cortex serves additional functions, including
memory, abstract thinking, and decision making. The prefrontal cortex also contributes to mood, personality, and self-
awareness.
The top of the temporal lobe contains the auditory cortex, the part of the cortex devoted to hearing. We call the language
area in the temporal lobe Wernicke's area. Damage to Wernicke's area leads to a unique kind of aphasia characterized
by disorganized speech sometimes called "word salad" because the words are haphazardly "tossed" together. The lower
part of the temporal lobe contains circuitry critical to storing memories of past autobiographical events.

5. Define the functions of the frontal, parietal, temporal and occipital lobes.

Difficulty: 2
QuestionID: 03-4-05
Page-Reference:
Topic: The Central Nervous System—The Command Centre
Skill: Factual
Objective: 3.2a

Answer: - The cortex contains four lobes, each associated with somewhat different functions. The frontal lobe lies in the
forward part of the brain. The frontal lobe is responsible for motor function, language, and memory, as well as the job of
overseeing most other mental functions, which we call executive function. The brain's executive function provides a kind
of top-level governance over simpler cognitive functions. In most brains, a deep groove, called the central sulcus,
separates the frontal lobe from the rest of the neocortex. The motor cortex lies next to the central sulcus. Each part of the
motor cortex controls a specific part of the body.
- The parietal lobe lies behind the frontal lobe. The part of the parietal lobe that lies next to the motor cortex is
somatosensory cortex, devoted to touch. It's sensitive to pressure, temperature, and pain. The parietal lobe plays roles in
many kinds of perception. Spatial perception, which is the placement of objects in space, is most frequently associated

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with the upper part of the parietal lobe. Other parietal lobe functions include the perception of object shape and
orientation, the perception of actions of others, and the representation of numbers. The parietal lobe integrates visual and
touch inputs with motor outputs every time we reach, grasp, and move our eyes.
- The temporal lobe is the site of hearing, understanding language, and storing autobiographical memories. This lobe is
separated from the rest of the cortex by the lateral fissure.
- At the very back of the brain lies the occipital lobe, containing the visual cortex, which is dedicated to vision. Human
beings are highly dependent on our visual systems, so they have a lot of visual cortex.

6. Briefly describe the function of each of the four main components of the limbic system.

Difficulty: 2
QuestionID: 03-4-06
Topic: The Central Nervous System—The Command Centre
Skill: Factual
Objective: 3.2a

Answer: Answers will vary but should contain the following points for full credit.
- Thalamus: This is as a sensory relay station, like a hub. The vast majority of sensory information first passes through the
doors of Thalamus, undergoing some initial processing, before travelling on to the cortex.
- Hypothalamus: regulates and maintains constant internal bodily states by overseeing the endocrine and autonomic
nervous systems
- Amygdala: involved in experiencing and recognizing emotions, particularly excitement, arousal, and fear

- Hippocampus: involved in memory functions, including spatial memory, fear conditioning, and forming new memories

7. You are walking in the woods when, suddenly, you see a snake in your path. It looks dangerous. Upon closer
examination, you realize it is just a stick. Explain the order of activation of the divisions of the autonomic nervous
system and the associated physiological reactions that occurred during this process.

Difficulty: 2
QuestionID: 03-4-07
Topic: The Peripheral Nervous System
Skill: Applied/Conceptual
Objective: 3.2b

Answer: Answers will vary but should contain the following for full credit.
- The autonomic nervous system consists of two divisions: sympathetic and parasympathetic.
- The sympathetic nervous system mobilized the fight-or-flight response.
- Since you encountered a threat, the sympathetic nervous system became aroused and prepared you for fighting or
fleeing.
- Sympathetic activation triggers the fight-or-flight response, a variety of physical responses including increased heart
rate, respiration, blood pressure, blood sugar, dilation of pupils and perspiration. Autonomic nerves that reach the heart,
diaphragm, and sweat glands control these actions.
- After it was determined that a threat no longer existed, the parasympathetic nervous system kicked in and reversed the
physical responses. You started to calm down and things eventually returned to normal.

8. Identify and describe the main hormones and functions associated with the following parts of the endocrine
system: the pituitary gland, adrenal gland, and reproductive glands.

Difficulty: 2
QuestionID: 03-4-08
Topic: The Pituitary Gland and Pituitary Hormones
Skill: Factual
Objective: 3.3a

Answer: Answers will vary but should contain the following points for full credit.

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- Pituitary: master gland, controls the other glands in the body, releases oxytocin (stretching the cervix during birth and
related to lactation), may play a role in romantic love; pituitary hormones stimulate glands throughout endocrine system to
release their respective hormones, for everything from physical growth to blood pressure
- Adrenal glands: synthesize and release adrenaline (boosts energy production in muscles and conserving energy outside
of muscles), cortisol (increases in response to stress, regulates blood pressure, heart functioning, and nutrient
absorption), and small amounts of testosterone
- Reproductive glands (testes and ovaries): testosterone (related to increases in sex drive in both men and women) and
estrogen (highest around ovulation in females)

9. Discuss two types of neuroimaging techniques (e.g., CT scan, MRI, fMRI, PET, MEG), including strengths and
weaknesses of each type.

Difficulty: 3
QuestionID: 03-4-09
Page-Reference:
Topic: A Tour of Brain Mapping Methods
Skill: Applied/Conceptual
Objective: 3.4a

Answer: Answers will vary but should contain two of the following 'chunks' for full credit.
- The CT scan is a three-dimensional reconstruction of many X-rays taken though a part of the body, such as the brain. It
shows much more detail than an individual X-ray. Not great for soft tissue, does not show function.
- The MRI measures the release of energy from water in biological tissues following exposure to a uniform magnetic field.
MRI images are superior to CT scans for detecting soft tissues, such as those in the brain. A brain tumour shows up
particularly well on an MRI image because a tumour consists of soft tissue. Does not show brain function.
- Positron emission tomography (PET) is a functional imaging technique, meaning that it measures changes in the brain's
activity levels. PET is an invasive tool that requires the injection of glucose-like molecules attached to radiotracers into the
patient. Because PET is invasive, researchers later looked for functional imaging methods that wouldn't require injections
of radiotracers. Doesn't show structure.
- The fMRI measures the change in blood oxygen level and it's an indirect correlate of neural activity. The fMRI relies on
magnetic fields, as does MRI. With fMRI, researchers can snap many scans in rapid succession. As such, the method
shows changes in brain activity level over time because it creates a series of images. Drawback is that the subject must
remain very still or the scans are useless.
- A final imaging technique is magnetoencephalography (MEG), which reveals patterns of magnetic fields on the skull's
surface, thereby revealing which brain areas are becoming active in response to stimuli. MEG's strength is its ability to
track brain changes over extremely small-time intervals. In contrast to PET and fMRI scans, which measure activity
changes second by second, MEG measures activity changes millisecond by millisecond.

10. Critique the popular notion that people are either left-brained or right-brained.

Difficulty: 3
QuestionID: 03-4-10
Page-Reference:
Topic: Which Side of Our Brains Do We Use for What?
Skill: Applied/Conceptual
Objective: 3.4b

Answer: Answers will vary but should contain the following for full credit.
- The notion that normal people are either "left-brained" or "right-brained" is a myth. According to this myth, left-brained
people are scholarly, logical, and analytical, and right-brained people are artistic, creative, and emotional. Yet these
claims are vast oversimplifications. After reviewing numerous studies, researchers concluded that we use both sides of
our brains in a complementary way.
- Furthermore, the corpus callosum and other interconnections ensure that both hemispheres are in constant
communication.
- even people who have had split brain surgery often have no major difficulties in functioning, and it is even possible to live
and function with just one hemisphere (especially if the other was removed in childhood, allowing plasticity to occur.

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- We can trace the myth of exaggerated right-brain versus left-brain differences to misinterpretations of what scientists
reported about some legitimate differences between the hemispheres, like greater language function on the left.
- Although self-help books incorporating the topic flourished, in fact the left and right hemispheres differ only in emphasis
for most functions.

11. Describe two different behavioural genetics methods that could be used to study a human trait like height.
How would the results provide us with information about the influence of both genes and experience?

Difficulty: 2
QuestionID: 03-4-11
Topic: Behavioural Genetics—How We Study Heritability
Skill: Applied/Conceptual
Objective: 3.5b

Answer: Answers will vary but should contain two methods from the following for full credit.
- Behaviour genetic designs allow us to estimate the heritability of traits. By heritability, we mean the extent to which
genes contribute to differences in a trait among individuals. Some traits are highly heritable. In contrast, other traits are
due almost entirely to environment.
- Scientists estimate heritability by means of behavioural genetic designs. In such studies, scientists note the presence or
absence of a behavioural trait or a psychological disorder among different relatives. These studies determine how much
genetics contributes to the expression of that trait or disorder.
In a family study, researchers examine the extent to which a trait like height "runs" or goes together in intact families,
those in which all family members are raised in the same home. So it would be expected that people in the family would
all be of similar heights if there was a strong genetic component.
We can study correlations in a trait between two types of twins. Consequently, if identical twins are more alike on a
psychological characteristic, such as height, than are fraternal twins, we can infer that this characteristic is genetically
influenced. Nevertheless, twin studies hinge on the "equal environments assumption"—the assumption that the
environmental influences on the characteristic we're studying are the same on identical as on fraternal twins.
Adoption studies, which examine the extent to which children adopted into new homes resemble their adoptive as
opposed biological parents. Children adopted into other homes are genetically similar to their biological relatives, but they
don't share the same environment with their biological relatives. As a consequence, if adopted children resemble their
biological parents in height, we can typically assume that it's genetically influenced.

12. Some researchers report that the heritability of intelligence is relatively high. Does this mean that parents
can't do anything to ensure that their children become intelligent, because intelligence is controlled by genes?
Discuss the concept of heritability using this example.

Difficulty: 2
QuestionID: 03-4-12
Topic: Behavioural Genetics—How We Study Heritability
Skill: Applied/Conceptual
Objective: 3.5b

Answer: No matter how high the heritability of a trait, there is an influence of environmental factors on that particular trait.
Parents have a large degree of control over the environmental factors, such providing a nutritious diet, a stimulating
environment, reading to them, selecting games for critical cognitive skills, and so on. The heritability index refers only to
trait variation within populations, so it says absolutely nothing about the impact of genes or environment on particular
individuals' traits. Further, even though genes set the limits on the potential for a trait like intelligence (a reaction range)
experience dictates where within that range the person's actual phenotype will land. Two people with the same reaction
range could have very different intelligence, because of very different experiences and opportunities.

Hence, parenting choices always matter in shaping intelligence and making sure that children maximize their potentials
within the reaction range of their particular trait.

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