Ch.10 Properties And Functions Of Neuroglial Cells Test Bank

Chapter 10: Properties and Functions of Neuroglial Cells

Test Bank

Type: multiple choice question

Title: Chapter 10 Question 01

1. Which glial cells move to sites of injury in the brain?

Feedback: Subhead: Introduction

Learning Objective: List five essential functions of glial cells.

Bloom’s Level: 1. Remembering

a. Astrocytes

b. Schwann cells

c. Oligodendrocytes

d. Radial glial cells

e. Microglial cells

Type: multiple choice question

Title: Chapter 10 Question 02

2. Glial cells have been found to be the most common source of tumors in the brain. Why might this be?

Feedback: Subhead: Introduction

Learning Objective: List five essential functions of glial cells.

Bloom’s Level: 2. Understanding

a. Certain glial cells grow too large.

b. Certain glial cells can migrate throughout the CNS.

c. Certain glial cells are not susceptible to programmed cell death.

d. Certain glial cells can divide.

e. Certain glial cells mutate more easily.

Type: multiple choice question

Title: Chapter 10 Question 03

3. What is the primary role associated with oligodendrocytes?

Feedback: Subhead: Introduction

Learning Objective: List five essential functions of glial cells.

Bloom’s Level: 1. Remembering

a. They produce astrocytes in the adult CNS.

b. They regulate cerebrospinal fluid.

c. They form the myelin sheath around axons within the central nervous system.

d. They move to sites of injury within the brain.

e. They form the myelin sheath around axons within the peripheral nervous system.

Type: multiple choice question

Title: Chapter 10 Question 04

4. You are provided with a slide of cells taken from an adult CNS and must label which are neurons and which are glial cells. What is one way to tell them apart?

Feedback: Subhead: Introduction

Learning Objective: State the key structural feature that distinguishes glial cells from neurons.

Bloom’s Level: 1. Remembering

a. Glial cells have axons that are longer and wider than those of neurons.

b. Glial cells do not have axons.

c. Glial cells have axons that are longer and thinner than those of neurons.

d. Glial cells have axons, but not dendrites.

e. There are no “rule of thumb” ways to tell glial cells from neurons.

Type: multiple choice question

Title: Chapter 10 Question 05

5. Which type of glial cell myelinates axons in the peripheral nervous system?

Feedback: Subhead: Introduction

Learning Objective: List the five main types of glial cells and state whether they occur in the CNS or PNS.

Bloom’s Level: 1. Remembering

a. Oligodendrocytes

b. Astrocytes

c. Radial glial cells

d. Microglial cells

e. Schwann cells

Type: multiple choice question

Title: Chapter 10 Question 06

6. Which statement about microglia is true?

Feedback: Subhead: Introduction

Learning Objective: List the five main types of glial cells and state whether they occur in the CNS or PNS.

Bloom’s Level: 1. Remembering

a. They develop from the neural crest and are found in the central nervous system.

b. They develop from the neural crest and are found in the peripheral nervous system.

c. They develop from the mesoderm and are found in the central nervous system.

d. They develop from the mesoderm and are found in the peripheral nervous system.

e. They develop from the neural tube and are found in the central nervous system.

Type: multiple choice question

Title: Chapter 10 Question 07

7. _______ astrocytes are prevalent in the white matter of the brain, around myelinated nerve fibers, and _______ astrocytes are prevalent in the grey matter of the brain, around cell bodies and synapses.

Feedback: Subhead: Introduction

Learning Objective: List the five main types of glial cells and state whether they occur in the CNS or PNS.

Bloom’s Level: 1. Remembering

a. Long; short

b. Microglial; Schwann

c. Radial; fibrous

d. Fibrous; protoplasmic

e. Protoplasmic; radial

Type: multiple choice question

Title: Chapter 10 Question 08

8. Which of the following is true about NG2 cells in the developing nervous system?

Feedback: Subhead: Introduction

Learning Objective: Explain what NG2 cells and ependymal cells are.

Bloom’s Level: 1. Remembering

a. They are precursors to both astrocytes and radial glial cells.

b. They are precursors to both oligodendrocytes and astrocytes.

c. They cannot produce action potentials.

d. They are of mesodermal origin.

e. They are precursors to both oligodendrocytes and radial glial cells.

Type: multiple choice question

Title: Chapter 10 Question 09

9. Ependymal cells derive from which type of cell?

Feedback: Subhead: Introduction

Learning Objective: Explain what NG2 cells and ependymal cells are.

Bloom’s Level: 1. Remembering

a. Radial glial cells

b. Schwann cells

c. Microglia

d. Astrocytes

e. NG2 cells

Type: multiple choice question

Title: Chapter 10 Question 10

10. Which of the following best describes the mechanism behind the increased oxygen detected by fMRI during brain activity?

Feedback: Subhead: Introduction

Learning Objective: Describe the structural relationship among neurons, glial cells, and capillaries.

Bloom’s Level: 3. Applying

a. Glial cells aid in increasing capillary blood flow through their interaction with neurons and capillaries during periods of high activation.

b. There is an increase in the flow of oxygen ions along the axons of active neurons.

c. Glial cells allow more molecules into the intracellular space during periods of high activation.

d. Glial cells transport oxygen and other ions/molecules from blood capillaries directly to neurons during periods of high activation.

e. Oxygen ion channels in glial cells near blood capillaries become more permeable during periods of high activation, allowing more oxygen ions into glial networks.

Type: multiple choice question

Title: Chapter 10 Question 11

11. Why might it be advantageous for glial cells to serve as a “buffer” between capillaries and neurons?

Feedback: Subhead: Introduction

Learning Objective: Describe the structural relationship among neurons, glial cells, and capillaries.

Bloom’s Level: 2. Understanding

a. Glial cells can increase the speed of transfer of neurotransmitters to neurons.

b. Capillaries can easily burst, which could damage neurons.

c. Glial cells can help regulate blood flow in relation to neural activity.

d. Neurons can send neurotransmitters through capillaries to other neurons.

e. Capillaries contain toxins that can kill neurons through direct contact.

Type: multiple choice question

Title: Chapter 10 Question 12

12. One consequence of gap junction connections between glial cells is

Feedback: Subhead: Physiological Properties of Neuroglial Cell Membranes

Learning Objective: Compare the physiological properties of the cell membrane in glial cells and neurons.

Bloom’s Level: 2. Understanding

a. faster transport of neurotransmitter molecules between glial cells.

b. lower intracellular concentrations of potassium, allowing for continuous reuptake of potassium.

c. higher intracellular concentrations of potassium, slowing down reuptake of potassium.

d. easier transfer of nutrients between glial cells.

e. higher concentration gradients between glial cells.

Type: multiple choice question

Title: Chapter 10 Question 13

13. High concentrations of water-conducting channels, AQP4, help some glial cells prevent shrinkage of extracellular space by transporting.

Feedback: Subhead: Physiological Properties of Neuroglial Cell Membranes

Learning Objective: Compare the physiological properties of the cell membrane in glial cells and neurons.

Bloom’s Level: 3. Applying

a. water from the extracellular space into the glial cells.

b. water from the glial cells into the extracellular space.

c. sodium between glial cells and the extracellular space.

d. water between glial cells and other glial cells.

e. sodium between glial cells.

Type: multiple choice question

Title: Chapter 10 Question 14

14. You are a graduate student conducting an experiment in which you are using an intracellular electrode to record the membrane potential of an optic neuron when exposed to a very brief (0.1 second) flash of light. To your surprise, the optic neuron’s membrane potential is recording at -90 mV and there is a longer-than-expected delay between the flash of light and depolarization of the neuron. You report your findings to the lab PI, who responds,

Feedback: Subhead: Physiological Properties of Neuroglial Cell Membranes

Learning Objective: Compare the physiological properties of the cell membrane in glial cells and neurons.

Bloom’s Level: 4. Analyzing

a. “The organism likely has a mutation which causes their neurons to have lower resting potentials.”

b. “You likely placed the electrode in an adjacent glial cell.”

c. “The organism has improper myelination, resulting in a slower-than-normal response to light.”

d. “Glial cells can cause neurons to have lower resting potentials; remove the glial cells and try again.”

e. “You placed the electrode in the neuron’s cell body instead of its axon.”

Type: multiple choice question

Title: Chapter 10 Question 15

15. If a section of neural tissue was placed in a potassium bath, the glial cells would respond to the potassium by being

Feedback: Subhead: Physiological Properties of Neuroglial Cell Membranes

Learning Objective: Compare the physiological properties of the cell membrane in glial cells and neurons.

Bloom’s Level: 1. Remembering

a. depolarized, and more depolarized than the neurons.

b. depolarized, but less depolarized than the neurons.

c. completely unaffected by external potassium.

d. hyperpolarized, and more hyperpolarized than the neurons.

e. hyperpolarized, but less hyperpolarized than the neurons.

Type: multiple choice question

Title: Chapter 10 Question 16

16. Which statement about glial communication is most true?

Feedback: Subhead: Physiological Properties of Neuroglial Cell Membranes

Learning Objective: Explain how electrical coupling between glial cells differs from that between glial cells and neurons.

Blooms Level: 1. Remembering

a. Glial cells and glial precursor cells cannot fire action potentials.

b. Only glial precursor cells can fire action potentials.

c. All glial cells and glial precursor cells can fire action potentials.

d. Only mature glial cells can fire action potentials.

e. Only astrocytes can fire action potentials.

Type: multiple choice question

Title: Chapter 10 Question 17

17. Depolarization of glial cells largely involves the transport of _______ ions across the cell membrane.

Feedback: Subhead: Physiological Properties of Neuroglial Cell Membranes

Learning Objective: Explain how electrical coupling between glial cells differs from that between glial cells and neurons.

Blooms Level: 1. Remembering

a. calcium

b. sodium

c. potassium

d. oxygen

e. chlorine

Type: multiple choice question

Title: Chapter 10 Question 18

18. Glial cells generally have different resting membrane potentials than neurons. What is one consequence of this?

Feedback: Subhead: Physiological Properties of Neuroglial Cell Membranes

Learning Objective: Explain how electrical coupling between glial cells differs from that between glial cells and neurons.

Blooms Level: 3. Applying

a. Glial cells can continuously uptake potassium ions over a concentration gradient.

b. Glial cells can send faster signals to one another.

c. Glial cells can release more sodium ions to the extracellular space.

d. Glial cells can uptake more water from the extracellular space over a concentration gradient.

e. Glial cells can serve as effective insulators for axons.

Type: multiple choice question

Title: Chapter 10 Question 19

19. Greater depolarization of the end foot of certain glial cells in response to neuron stimulation suggests that there is a higher concentration of

Feedback: Subhead: Physiological Properties of Neuroglial Cell Membranes

Learning Objective: Explain how electrical coupling between glial cells differs from that between glial cells and neurons.

Blooms Level: 2. Understanding

a. AQP4 channels in the end foot.

b. of calcium channels in the end foot.

c. potassium ions in the end foot.

d. axons near the end foot.

e. potassium channels in the end foot.

Type: multiple choice question

Title: Chapter 10 Question 20

20. Certain glial cells can change shape when responding to an injury. How does changing from star-shaped, to globular, to round-shaped body help in this response?

Feedback: Subhead: Functions of Glial Cells

Learning Objective: Describe the role of microglial cells in responding to neuronal injury.

Bloom’s Level: 3. Applying

a. It allows the glial cell to travel throughout the CNS.

b. It allows the glial cell to send signals to damaged neurons.

c. It allows the glial cell to replicate.

d. It allows the glial cell to engage in phagocytosis, clearing debris.

e. It allows the glial cell to form new myelin around damaged neurons.

Type: multiple choice question

Title: Chapter 10 Question 21

21. Glial cells responsible for responding to injury rely on the accumulation of which substance to spur their movement?

Feedback: Subhead: Functions of Glial Cells

Learning Objective: Describe the role of microglial cells in responding to neuronal injury.

Bloom’s Level: 1. Remembering

a. glutamate

b. potassium

c. ATP

d. calcium

e. adenosine

Type: multiple choice question

Title: Chapter 10 Question 22

22. Gaps in the myelin sheath around axons contribute to the increased velocity of conduction down axons because

Feedback: Subhead: Functions of Glial Cells

Learning Objective: Describe the role of oligodendrocytes and Schwann cells in axonal conductance.

Bloom’s Level: 2. Understanding

a. the nodes contain higher concentrations of potassium pumps.

b. ions can only flow into the axon via these nodes.

c. the nodes are impermeable to ions.

d. microglial cells make contact with the axon at the nodes in the CNS.

e. water can flow into the axon via these nodes.

Type: multiple choice question

Title: Chapter 10 Question 23

23. Glial cells in the central nervous system can myelinate _______ section(s) of an axon; glial cells in the peripheral nervous system can myelinate _______ section(s) of an axon.

Feedback: Subhead: Functions of Glial Cells

Learning Objective: Describe the role of oligodendrocytes and Schwann cells in axonal conductance.

Bloom’s Level: 1. Remembering

a. one; one

b. several; several

c. several; one

d. one; several

e. no; several

f. several; no

Type: multiple choice question

Title: Chapter 10 Question 24

24. Some glial cells have been shown to be especially apt at myelination, even myelinating synthetic material. This fact suggests that

Feedback: Subhead: Functions of Glial Cells

Learning Objective: Describe the role of oligodendrocytes and Schwann cells in axonal conductance.

Bloom’s Level: 2. Understanding

a. glial cells can myelinate any cell.

b. myelination must be inhibited to avoid over-myelination.

c. myelination is an efficient process.

d. glial cells must undergo cell death to avoid over-myelination.

e. new axons cannot be myelinated.

Type: multiple choice question

Title: Chapter 10 Question 25

25. Proper myelination of axons is crucial to prevent disorders. Therefore, an exact amount of a myelin protein, _______ is essential.

Feedback: Subhead: Functions of Glial Cells

Learning Objective: Describe the role of oligodendrocytes and Schwann cells in axonal conductance.

Bloom’s Level: 1. Remembering

a. ATP

b. connexon

c. AQP4

d. PMP22

e. ACh

Type: multiple choice question

Title: Chapter 10 Question 26

26. Binding proteins that facilitate the cooperative creation of myelin sheaths and nodes of Ranvier are called

Feedback: Subhead: Functions of Glial Cells

Learning Objective: Describe the role of oligodendrocytes and Schwann cells in axonal conductance.

Bloom’s Level: 1. Remembering

a. neurotransmitters.

b. potassium channels.

c. ankyrins.

d. neurotrophins.

e. connexons.

Type: multiple choice question

Title: Chapter 10 Question 27

27. You observe two groups of mice. One group exhibits normal behavior while the other group is clumsy and exhibits marked tremors or trembling. What is the most likely reason for the difference in behavior between the two groups of mice?

Feedback: Subhead: Functions of Glial Cells

Learning Objective: Describe the role of oligodendrocytes and Schwann cells in axonal conductance.

Bloom’s Level: 3. Applying

a. The trembling mice have fewer neurons than the normal mice.

b. The trembling mice have improper myelination compared to the normal mice.

c. The trembling mice have glial cells that are less connected to one another than the normal mice.

d. The trembling mice have more potassium channels in their glial cells than the normal mice.

e. The trembling mice have less microglial cells than the normal mice.

Type: multiple choice question

Title: Chapter 10 Question 28

28. Voltage recordings of glial cells during activation of nearby neurons show depolarization of the glia. This is due to

Feedback: Subhead: Effects of Neuronal Activity on Glial Cells

Learning Objective: Explain the concept of spatial buffering.

Bloom’s Level: 2. Understanding.

a. uptake of potassium from clefts.

b. movement of calcium through glial cell networks.

c. hyperpolarization of nearby neurons.

d. uptake of sodium from clefts.

e. release of potassium from the glial cell.

Type: multiple choice question

Title: Chapter 10 Question 29

29. Compared to neurons, glial cells that have become depolarized take a relatively long time to return to resting potential. What is one possible reason for this?

Feedback: Subhead: Effects of Neuronal Activity on Glial Cells

Learning Objective: Explain the concept of spatial buffering.

Bloom’s Level: 3. Applying

a. Glial cells are smaller than neurons and have fewer ion channels.

b. Glial cells have lower resting potentials than neurons.

c. Neurons are myelinated, which contributes to the speed of their return to resting potential.

d. Potassium spreads through networks of glial cells, which slows the return to resting potential.

e. Calcium waves through glial networks prevent potassium from reentering the glial cells.

Type: multiple choice question

Title: Chapter 10 Question 30

30. Waves of _______ ions can propagate through glial cell networks, triggering the release of _______ through channels along the glial cell membrane.

Feedback: Subhead: Effects of Neuronal Activity on Glial Cells

Learning Objective: Explain how waves of increased cytoplasmic calcium are evoked in glial cells and what results from such waves.

Bloom’s Level: 1. Remembering.

a. sodium; potassium

b. calcium; potassium

c. ATP; sodium

d. calcium; ATP

e. sodium; ATP

Type: multiple choice question

Title: Chapter 10 Question 31

31. Observing microglial cells in living tissue has revealed that these cells

Feedback: Subhead: Effects of Neuronal Activity on Glial Cells

Learning Objective: Discuss the evidence that new imaging techniques have revealed about the function of microglial cells.

Bloom’s Level: 1. Remembering

a. are able to change structure to become more like oligodendrocytes.

b. extend fine processes throughout the environment and contact surrounding cells.

c. transport calcium ions to neurons.

d. are unchanging from the time an organism reaches adulthood.

e. are responsible for blood clotting in injured adult brains.

Type: multiple choice question

Title: Chapter 10 Question 32

32. Transmitters such as glutamate can be released by dying nerve cells in the brain due to injury, which depolarizes nearby glial cells. One consequence of this is glial cells

Feedback: Subhead: Effects of Neuronal Activity on Glial Cells

Learning Objective: List five transmitters that are released by glial cells.

Bloom’s Level: 1. Remembering

a. also release glutamate, exacerbating the effect of brain injury.

b. release calcium, exacerbating the effect of the brain injury.

c. release debris, increasing immune response in the brain.

d. fire action potentials, causing deleterious signaling through the brain region.

e. die, increasing the volume of the extracellular space.

Type: multiple choice question

Title: Chapter 10 Question 33

33. _______ have been shown to occupy denervated motor end plates, releasing packets of _______ to produce potentials in muscles.

Feedback: Subhead: Effects of Neuronal Activity on Glial Cells

Learning Objective: List five transmitters that are released by glial cells.

Bloom’s Level: 1. Remembering

a. Oligodendrocytes; potassium

b. Microglia; glutamate

c. Astrocytes; ATP

d. NG2 cells; calcium

e. Schwann cells; ACh

Type: multiple choice question

Title: Chapter 10 Question 34

34. Certain glial cells can release growth factors and neurotrophin-3, which have effects on the development of neurons. What does this fact suggest about glial cells?

Feedback: Subhead: Effects of Neuronal Activity on Glial Cells

Learning Objective: List five transmitters that are released by glial cells.

Bloom’s Level: 2. Understanding

a. They contribute to action potentials.

b. They contribute to neuroplasticity.

c. They contribute to CNS immune responses.

d. They contribute to synaptic pruning.

e. They contribute to clearing of debris.

Type: multiple choice question

Title: Chapter 10 Question 35

35. Glial cells are implicated in the reuptake of certain neurotransmitters. One of these is glutamate, an excess of which can activate certain receptors in neurons, leading to calcium entry and

Feedback: Subhead: Effects of Neuronal Activity on Glial Cells

Learning Objective: List five transmitters that are released by glial cells.

Bloom’s Level: 2. Understanding

a. over-myelination.

b. increased conduction velocity.

c. release of other neurotransmitters.

d. lower resting potential.

e. cell death.

Type: multiple choice question

Title: Chapter 10 Question 36

36. Glial cells may have immediate effects on synaptic transmission of neurons by

Feedback: Subhead: Effects of Neuronal Activity on Glial Cells

Learning Objective: List five transmitters that are released by glial cells.

Bloom’s Level: 2. Understanding

a. increasing the rate of neurotransmitter release.

b. bridging activity of neurons with other neurons.

c. decreasing the reuptake of certain neurotransmitters.

d. reducing the resting potential of neurons.

e. increasing flow of cerebrospinal fluid throughout the CNS.

Type: multiple choice question

Title: Chapter 10 Question 37

37. The choroid plexus is a group of specialized cells that are responsible for the production of

Feedback: Subhead: Microglia and Immune Responses of the CNS

Learning Objective: Describe what the blood-brain barrier is and explain how it functions.

Bloom’s Level: 1. Remembering

a. cerebrospinal fluid.

b. select neurotransmitters.

c. microglia cells.

d. myelin sheaths.

e. potassium pumps.

Type: multiple choice question

Title: Chapter 10 Question 38

38. The main purpose of the blood-brain barrier is to

Feedback: Subhead: Microglia and Immune Responses of the CNS

Learning Objective: Describe what the blood-brain barrier is and explain how it functions.

Bloom’s Level: 1. Remembering

a. stop the movement of certain molecules from the bloodstream into the brain.

b. protect the bloodstream from neuronal debris.

c. stop neurotransmitters from passing into the bloodstream.

d. prohibit the movement of any molecules from the bloodstream into the brain.

e. protect endothelial cells from damage caused by neuronal activity.

Type: multiple choice question

Title: Chapter 10 Question 39

39. Like immune cells, _______ have specialized receptors for _______.

Feedback: Subhead: Microglia and Immune Responses of the CNS

Learning Objective: List three properties that microglia share with immune cells.

Bloom’s Level: 1. Remembering

a. astrocytes; cytokines

b. oligodendrocytes; adenosine

c. microglia; cytokines

d. astrocytes; glutamate

e. microglia; adenosine

Type: multiple choice question

Title: Chapter 10 Question 40

40. Certain glial cells can serve as an immune system for the brain. One way these cells can accomplish this is through their ability to

Feedback: Subhead: Microglia and Immune Responses of the CNS

Learning Objective: List three properties that microglia share with immune cells.

Bloom’s Level: 2. Understanding

a. hyperpolarize other glial cells.

b. send action potentials.

c. release ATP.

d. communicate with other glial cells, neurons, and immune cells.

e. myelinate axons.

Type: multiple choice question

Title: Chapter 10 Question 41

41. Astrocytes placed in culture also containing T lymphocytes, a type of immune cell, have been shown to

Feedback: Subhead: Microglia and Immune Responses of the CNS

Learning Objective: List three properties that microglia share with immune cells.

Bloom’s Level: 1. Remembering

a. attack T lymphocytes.

b. both stimulate and suppress activity of T lymphocytes.

c. only suppress activity of T lymphocytes.

d. only stimulate activity of T lymphocytes.

e. myelinate T lymphocytes.

Type: multiple choice question

Title: Chapter 10 Question 42

42. Typical neural development involves pruning of excess connections between neurons, but this process fails without the presence of immunological complement receptor 3 (CR3). Which type of glial cell expresses CR3?

Feedback: Subhead: Microglia and Immune Responses of the CNS

Learning Objective: List three properties that microglia share with immune cells.

Bloom’s Level: 1. Remembering

a. Astrocytes

b. Microglia

c. Oligodendrocytes

d. Schwann cells

e. Radial glial cells

Type: essay/short answer question

Title: Chapter 10 Question 43

43. First described as “nerve glue,” glial cells have since been shown to be essential components of a functioning nervous system. Briefly describe at least two essential glial cell functions.

Feedback: Glial cells are responsible for clearing debris from lesions and creating an immune response separate from the rest of the body. Glial cells are also responsible for regulating the velocity of conductance in neurons through myelination, increasing the efficacy of neural networks.

Subhead: Introduction

Learning Objective: List five essential functions of glial cells

Bloom’s Level: 1. Remembering

Type: essay/short answer question

Title: Chapter 10 Question 44

44. Glial cells play important roles during the development of the adult nervous system. Describe one such glial cell and the part it plays in development.

Feedback: During CNS development, radial glial cells help neurons migrate to their target destinations.

Subhead: Introduction

Learning Objective: List five essential functions of glial cells

Bloom’s Level: 1. Remembering

Type: essay/short answer question

Title: Chapter 10 Question 45

45. Describe at least two physical ways that neurons and glial cells can be contrasted.

Feedback: Glial cells greatly outnumber neurons. Glial cells do not contain axons and have processes that are thinner than neuron processes.

Subhead: Introduction

Learning Objective: State the key structural feature that distinguishes glial cells from neurons.

Bloom’s Level: 4. Analyzing

Type: essay/short answer question

Title: Chapter 10 Question 46

46. Name two types of glial cells found in the central nervous system and state their major functions.

Feedback: Astrocytes and oligodendrocytes are both found in the CNS. Astrocytes help form the blood-brain barrier; oligodendrocytes form the myelin sheath around axons.

Subhead: Introduction

Learning Objective: State the key structural feature that distinguishes glial cells from neurons.

Bloom’s Level: 1. Remembering

Type: essay/short answer question

Title: Chapter 10 Question 47

47. Evidence suggests that glia can be electrically coupled with neurons. Describe the nature of these electrical connections.

Feedback: Glia and neurons are thought to be connected via gap junctions, which allow waves of ions to flow between the cells.

Subhead: Physiological Properties of Neuroglial Cell Membranes

Learning Objective: Explain how electrical coupling between glial cells differs from that between glial cells and neurons.

Blooms Level: 1. Remembering

Type: essay/short answer question

Title: Chapter 10 Question 48

48. Networks of glial cells are coupled by gap junctions between cell membranes. This has consequences on the behavior of the cell networks in terms of how they function within the nervous system. Describe one of these consequences.

Feedback: Glial cells take longer to reach resting potential following depolarization as potassium ions spread through the glial networks.

Subhead: Physiological Properties of Neuroglial Cell Membranes

Learning Objective: Explain how electrical coupling between glial cells differs from that between glial cells and neurons.

Blooms Level: 2. Understanding.

Type: essay/short answer question

Title: Chapter 10 Question 49

49. Describe which glial cells respond to lesions and how they assist with clearing the lesion site.

Feedback: Microglial cells are able to move and change shape. They may migrate to the site of the lesion and change shape to a globular form in order to phagocytose debris.

Subhead: Functions of Glial Cells

Learning Objective: Describe the role of microglial cells in responding to neuronal injury.

Bloom’s Level: 2. Understanding

Type: essay/short answer question

Title: Chapter 10 Question 50

50. Myelination of axons requires precise spacing of nodes, adequate seals between the myelin sheaths and axon, and proper distributions of sodium and potassium pumps at the nodes. Describe why such a delicate balance is necessary for an adequate increase in the velocity of conductance along the axon.

Feedback: Without this precise balance, action potentials travel too slow or too quickly along the axon. For example, nodes spaced too far apart/close together would increase/decrease the flow of ions into the axon, slowing/speeding-up the speed of conductance. This would have down-the-line consequences on the proper functioning of neural circuits.

Subhead: Functions of Glial Cells

Learning Objective: Describe the role of oligodendrocytes and Schwann cells in axonal conductance.

Bloom’s Level: 4. Analyzing

Type: essay/short answer question

Title: Chapter 10 Question 51

51. Given the role that myelination plays, describe how the behavior of an organism with inadequate myelination might differ from one with proper myelination.

Feedback: Organisms with inadequate myelination would have slower conduction velocity. This might manifest as clumsy or imprecise movement as motor neurons take longer to send and receive signals from the CNS.

Subhead: Functions of Glial Cells

Learning Objective: Describe the role of oligodendrocytes and Schwann cells in axonal conductance.

Bloom’s Level: 3. Applying

Type: essay/short answer question

Title: Chapter 10 Question 52

52. Explain what spatial buffering is and state one reason this process is beneficial for proper functioning of the nervous system.

Feedback: Spatial buffering is the process by which glial cells take up potassium released by nearby neurons. This is important because it helps preserve the consistency of extracellular space during neurotransmission.

Subhead: Effects of Neuronal Activity on Glial Cells

Learning Objective: Explain the concept of spatial buffering.

Bloom’s Level: 4. Analyzing

Type: essay/short answer question

Title: Chapter 10 Question 53

53. Describe at least one way in which waves of a certain ion can begin propagating through networks of glial cells.

Feedback: Waves of calcium ions can begin propagating spontaneously or be spurred by depolarization of the glial cell.

Subhead: Effects of Neuronal Activity on Glial Cells

Learning Objective: Explain how waves of increased cytoplasmic calcium are evoked in glial cells and what results from such waves.

Bloom’s Level: 1. Remembering.

Type: essay/short answer question

Title: Chapter 10 Question 54

54. Some important discoveries about the roles and functions of glial cells have come about due to the ability to observe them in vivo (alive). Explain one reason why studying live cells can be advantageous to studying dead cells.

Feedback: Studying live cells allows you to observe how individual cells interact with other cells in their environment, such as microglial cells extending processes in response to electrical signals from neurons.

Subhead: Effects of Neuronal Activity on Glial Cells

Learning Objective: Discuss the evidence that new imaging techniques have revealed about the function of microglial cells.

Bloom’s Level: 3. Applying

Type: essay/short answer question

Title: Chapter 10 Question 55

55. Glial cells have been found to release a number of possible transmitters in various situations. Provide one example of a transmitter that can be released by glial cells, as well as the presumed purpose of this release.

Feedback: Astrocytes secrete ATP, which is thought to affect a number of processes, including the regulation of circadian rhythms.

Subhead: Effects of Neuronal Activity on Glial Cells

Learning Objective: List five transmitters that are released by glial cells.

Bloom’s Level: 1. Remembering

Type: essay/short answer question

Title: Chapter 10 Question 56

56. The blood-brain barrier serves important functions. Describe its main function and suggest potential consequences if the blood-brain barrier did not exist.

Feedback: The blood-brain barrier protects the brain from potential contaminants in the bloodstream. Without the blood-brain barrier, the balance of excitation and inhibition in the brain could be disrupted.

Subhead: Microglia and Immune Responses of the CNS

Learning Objective: Describe what the blood-brain barrier is and explain how it functions.

Bloom’s Level: 4. Analyzing

Type: essay/short answer question

Title: Chapter 10 Question 57

57. What is one consequence of the CNS having an immune response separate from the rest of the body?

Feedback: It protects the delicate balance of neuron and glia networks that could be disrupted by normal immune reactions.

Subhead: Microglia and Immune Responses of the CNS

Learning Objective: List three properties that microglia share with immune cells.

Bloom’s Level: 2. Understanding