CHAPTER 17 – Endocrine System The Language of Endocrinology Chapter 17 Teaching Overview The glands and hormones that control body functions “fine tune” the body’s homeostasis. Most students are only familiar with sex hormones like estrogen and testosterone and will be surprised at all the other functions controlled by hormones. The pancreas is a very important part of the endocrine system, but also functions in the digestive system as an accessory organ. Refer students back to Chapter 6 for details on the location and structure of the pancreas. Make the point that the pancreas is an organ, but it is also an exocrine and endocrine gland. Another very important point is the difference between exocrine and endocrine glands—focus on the prefix and have students determine where the secretions go. Students can become frustrated when learning the terms in this chapter due to the sheer number of major organs in this system. Be especially supportive of students and encourage additional practice to help them get through this chapter. As with all lessons in this Lesson Planning Guide, you can and should modify them to best meet the needs of your students, your schedule, and your curricula. Teacher to Teacher: • This chapter lends itself well to giving the students a list of the conditions/diseases and letting them choose one about which they will give a short presentation. The student could also develop an exercise for terminology practice for their classmates. The students should be responsible for making sure to pronounce the terms related to their disease correctly while giving the presentation. • A good discussion question or activity is drawing the comparison between the secretion of hormones and what they do, and the secretion of enzymes and what they do. Have students compile a list of the different body systems and what hormones/enzymes are at work in them. • Encourage students to create their own study sheet to review the terms in this chapter, and to form a study group outside of class to provide additional practice. Chapter 17: Learning Outcomes Upon successful completion of the lessons in this chapter, your students will . . . 17.1 Identify the glands of the endocrine system and the hormones each gland secretes 17.2 Describe the pituitary gland and its hormones. 17.3 Discuss disorders of the pituitary gland. 17.4 Understand the diagnostic procedures for disorders of the pituitary gland. 17.5 Explain the therapeutic procedures for disorders of the pituitary gland. 17.6 Summarize the pharmacologic agents used in the treatment of disorders of the pituitary gland 17.7 Describe the thyroid gland and its hormones. 17.8 Explain disorders of the thyroid gland. 17.9 Understand the diagnostic procedures for disorders of the thyroid gland. 17.10 Explain the therapeutic procedures for disorders of the thyroid gland. 17.11 Summarize the pharmacologic agents used in the treatment of disorders of the thyroid gland 17.12 Identify the parathyroid gland and its disorders. 17.13 Recognize the thymus gland and its disorders. 17.14 Describe the adrenal glands and their hormones. 17.15 Define disorders of the adrenal glands. 17.16 Discuss the stress syndrome. 17.17 Understand the diagnostic procedures for disorders of the adrenal glands. 17.18 Explain the therapeutic procedures for disorders of the adrenal glands. 17.19 Summarize the pharmacologic agents used in the treatment of disorders of the adrenal glands. 17.20 Identify the hormones used in hormone replacement therapy. 17.21 Describe the endocrine cells of the pancreas. 17.22 Explain the different types of diabetes mellitus. 17.23 Discuss the diagnostic procedures used in the treatment of diabetes mellitus. 17.24 Explain the therapeutic procedures used in the treatment of diabetes mellitus. 17.25 Describe the pharmacologic agents used in the treatment of diabetes mellitus. 17.A Use the medical terms of endocrinology to communicate and document in writing accurately and precisely in any health care setting. 17.B Use the medical terms of endocrinology to communicate verbally with accuracy and precision in any health care setting. 17.C Construct medical terms associated with the endocrine system from their word roots. 17.D Deconstruct medical terms into their word elements (roots, combining forms, prefixes, and suffixes) 17.E Identify health professionals involved in the care of patients with endocrine disorders. 17.F Correctly use approved abbreviations of medical terms used in endocrinology. Note: These lessons are designed with ultimate flexibility in mind. When customizing the lessons for your own class, always choose activities that are most relevant to your curriculum, your students, and your teaching goals—especially if you do not have time to implement all the provided activities into your class period. Lesson 17.1: Endocrine System Overview: Hypothalamus, Pituitary, and Pineal Glands Total Time: 50 Minutes Lesson 17.1 Lesson Objectives: Your teaching objective for this lesson is to help your students accomplish these learning objectives: 17.1.1 Identify the glands that make up the endocrine system. 17.1.2 List the hormones produced by the hypothalamus and pituitary gland. 17.1.3 Explain the interactions between the hypothalamus and pituitary gland. 17.1.4 Describe the controls the hypothalamus and pituitary exert over other endocrine glands. 17.1.5 Identify the roles of the pineal gland. 17.1.6 Describe disorders of the hypothalamus, pituitary gland, and pineal gland. Prepare Your Materials: • Lesson 17.1 PowerPoint® presentation – Found with the Instructor Resources that can be accessed through the “Library” tab on Connect, and then under “Instructor Resources”. • Lesson 17.1 Student Note-taking Handout – Create by selecting the “Handouts” option when printing the PowerPoint presentation; select 3 slides per page to print slides with blank lines to the right where students can take notes. • “Squeezy” ball Instructor Lesson Plan Date: ___________ Chapter 17—Lesson 17.1 TIME ACTIVITY & INSTRUCTIONS MATERIALS LESSON OBJECTIVES Warm-up & Introduction 10 min Activity Description: Introduction to endocrinology. Step 1: Ask students if anyone knows what “endocrinology” is, or if they know any of the functions of, or parts within, the endocrine system. Students may not have heard of these terms before or may be vague about their meanings. Step 2: Clarify student understanding of “endocrinology” and the endocrine system: • Endocrinology = Medical specialty concerned with the production and effects of hormones. • Endocrine system = Body system that helps to regulate all the body’s functions. Comprised of major organs and cells that regulate and secrete hormones (pituitary gland, hypothalamus, pineal gland, thyroid gland, adrenal glands, pancreas, etc.). It controls our body temperature, the rate at which we grow, our feelings of hunger and thirst, how awake or alert we are, and even our moods. Step 3: Ask students if they have ever heard someone say something like, “She’s hormonal” or refer to teenagers with “hormones gone crazy.” Ask them what they think these phrases mean. Step 4: Tell students the study of hormones and the endocrine system is a new field—it has only been around for a little more than 150 years. Step 5: Ask students to raise their hands if they tend to feel sleepy in the morning, in the afternoon, or in the evening. After polling students to see how many people are “morning” vs. “afternoon” vs. “evening” people, make the point that our phases of wakefulness are controlled by hormones in our endocrine system. Textbook 17.1.1 17.1.2 Step 6: Compare the function of an automatic thermostat in a heating or cooling system to the function of the endocrine system. With an automatic thermostat, when the temperature drops below the set level, the heater automatically comes on. Likewise, when the body needs fuel, the endocrine system responds by sending out hunger signals. The endocrine system’s job is to maintain homeostasis in the body by regulating the body’s functions Lecture 20 min Lesson 17.1 Lecture/Discussion Reference the Speaker Notes for each slide to assist you in discussing the talking points. You can view or print “Notes Pages” to use during the lecture for easy reference (in PowerPoint, select “View,” then “Notes Page”). Lesson 17.1 PowerPoint Presentation 17.1.1 17.1.2 17.1.3 17.1.4 17.1.5 17.1.6 Active Learning & Practice 15 min Activity Description: Students will create “job descriptions” for the hypothalamus, the pineal gland, and the pituitary gland. Step 1: Have students work as individuals or in pairs. Assign each student one of the following topics: • hypothalamus • pineal gland • pituitary gland Step 2: Tell students they are to assume the role of Endocrine System Human Resources Manager. It is their job to hire a hypothalamus, pineal gland, and pituitary gland for the body. Step 3: Each student or group will need to write a thorough job description for their assigned topic. Step 4: Following are some considerations for students as they complete this activity: • What necessary functions are performed by this gland? • What are the desirable characteristics of this gland? • What is a “typical workday” like for this gland? • What other body parts, functions, or systems does this gland “supervise”? • To whom does this gland report? Step 5: When finished, ask students to share their job descriptions. Lesson 17.1 PowerPoint Presentation 17.1.1 17.1.2 17.1.3 17.1.4 17.1.5 17.1.6 Step 6: An optional extension of this activity is to have students “vote” on which job description is the most thorough and accurate. Ask students why it is important for the gland or glands to be able to do all the necessary tasks, and what types of diseases and disorders can result if the gland is not performing its job well. Review 5 min Activity Description: Ball review game Step 1: Toss the ball to a student. If the student catches it, he or she has two chances to answer the question. If he or she drops it, only one chance is given. Step 2: If the student answers correctly, he or she should toss the ball to another student. Step 3: Ask the next student a question and give him or her the appropriate number of guesses (one if he or she drops it; two if he or she catches it.) Step 4: Continue in this manner until all the questions have been answered or all students have had a turn. (It is not a bad thing to repeat questions— the reinforcement is good for students.) 10 to 15 questions from Lesson 17.1 Ball 17.1.1 17.1.2 17.1.3 17.1.4 17.1.5 17.1.6 Homework Assignment • Students read Lesson 17.2 in the textbook and complete Lesson 17.2 exercises • Complete Lesson 17.1 exercises Textbook 17.1.1 17.1.2 17.1.3 17.1.4 17.1.5 17.1.6 Lesson 17.1 Masters • (none) Lesson 17.2: Thyroid, Parathyroid, and Thymus Glands Total Time: 50 Minutes Lesson 17.2 Lesson Objectives: Your teaching objective for this lesson is to help your students accomplish these learning objectives: 17.2.1 Describe the location and anatomy of the thyroid gland. 17.2.2 Explain how the three thyroid hormones are produced and secreted. 17.2.3 Specify the functions of the thyroid hormones. 17.2.4 Discuss common disorders of the thyroid gland. 17.2.5 Locate the positions of the parathyroid and thymus glands. 17.2.6 List the hormones produced by the parathyroid and thymus glands and state their functions. Prepare Your Materials: • Dry erase board • Lesson 17.2 PowerPoint® presentation – Found with the Instructor Resources that can be accessed through the “Library” tab on Connect, and then under “Instructor Resources”. • Lesson 17.2 Student Note-taking Handout – Create by selecting the “Handouts” option when printing the PowerPoint presentation; select 3 slides per page to print slides with blank lines to the right where students can take notes. • Lesson 17.2 Sentences Handout – Found on Page 17-10 of this Instructor Manual. Instructor Lesson Plan Date: ___________ Chapter 17—Lesson 17.2 TIME ACTIVITY & INSTRUCTIONS MATERIALS LESSON OBJECTIVES Warm-up & Review 10 min Activity Description: Step 1: Go over Lesson 17.1 exercises in a round robin manner Step 2: Review or clarify difficult content. Step 3: Reinforce pronunciation of terms. Textbook, Lesson 17.1 exercises (Review Lesson 17.1 concepts) 17.1.1 17.1.2 17.1.3 17.1.4 17.1.5 17.1.6 Introduction 5 min Step 1: Write the following terms on the dry erase board: • Thyroid • Parathyroid • Thymus Step 2: Tell students these are all glands in the endocrine system. Ask students if they see any similarities between the three terms’ word parts. Suggested responses: • “Thy” is in thyroid, parathyroid, and thymus • “Thyroid” is in thyroid and parathyroid Step 3: Ask students whether any or all the terms share the same root. Students may think that “thy” is the root. Tell students that even though “thymus” and “thyroid” both begin with “thy,” the element “thyr/o” means thyroid gland and “thym” means thymus. Step 4: Reiterate the importance of precision and accuracy when using medical language. Dry erase board 17.2.1 Lecture 15 min Lesson 17.2 Lecture/Discussion Reference the Speaker Notes for each slide to assist you in discussing the talking points. You can view or print “Notes Pages” to use during the lecture for easy reference (in PowerPoint, select “View,” then “Notes Page”). Lesson 17.2 PowerPoint Presentation 17.2.1 17.2.2 17.2.3 17.2.4 17.2.5 17.2.6 Active Learning & Practice 15 min Step 1: Distribute Lesson 17.2 Sentences Handout. Step 2: Instruct students to complete the handout either individually or in pairs. Lesson 17.2 Sentences Handout 17.2.1 17.2.2 17.2.3 17.2.4 17.2.5 17.2.6 Step 3: Go over the instructions and the first example with students to ensure they know what to do. Step 4: When students have completed Lesson 17.2 Sentences Handout, have them read their sentences out loud to the rest of the class. Answers may vary but ensure that students are using the medical terms correctly and providing clear, accurate “patient” definitions. Review 5 min Step 1: As a large group, go through Lesson 17.2 exercises in the textbook. Step 2: As students are reading the answers out loud, pay attention to their pronunciation and reinforce correct pronunciation. Any exercises that are not completed in class may be assigned as homework. Textbook, Lesson 17.2 exercises 17.2.1 17.2.2 17.2.3 17.2.4 17.2.5 17.2.6 Homework Assignment • Complete any remaining Lesson 17.2 exercises. • Students read Lesson 17.3 in the textbook and complete Lesson 17.3 exercises. • Instruct students to review the terms in the Word Analysis and Definition (WAD) Tables from Lessons 17.1 and 17.2 and practice spelling and pronouncing the terms correctly. Textbook 17.2.1 17.2.2 17.2.3 17.2.4 17.2.5 17.2.6 Lesson 17.2 Masters • Lesson 17.2 Sentences Handout Medical Language for Modern Health Care: Lesson 17.2 – Thyroid, Parathyroid, and Thymus Glands Directions: For each medical term listed below, write two sentences: (1) The first sentence should be a sentence spoken by a health care professional to another health care professional, using the medical term correctly. Note: You may change the form of the word if needed. (2) The second sentence should be an explanation of the medical term (NOT using the term itself), as if you are a health care professional explaining the term to a patient (as if the patient has asked what it means). An example has been done for you below. Note the change in form from emaciation to emaciated. (1) Emaciation a) The patient appeared to be emaciated: She was thin to the point where the outline of her bones could be seen through her skin. b) Emaciation is extreme, unusual thinness; it is beyond what would be considered “normal.” (2) Thymoma a) ______________________________________________________________. b) ______________________________________________________________. (3) Thyrotoxicosis a) ______________________________________________________________. b) ______________________________________________________________. (4) Hypothyroidism a) ______________________________________________________________. b) ______________________________________________________________. (5) Hyperparathyroidism a) ______________________________________________________________. b) ______________________________________________________________. (6) Thymectomy a) ______________________________________________________________. b) ______________________________________________________________. Lesson 17.3: Adrenal Glands and Hormones Total Time: 50 Minutes Lesson 17.3 Lesson Objectives: Your teaching objective for this lesson is to help your students accomplish these learning objectives: 17.3.1 Locate the adrenal glands. 17.3.2 Identify the functions of the hormones produced by the cortex and medulla. 17.3.3 Describe how the body adapts to stress. 17.3.4 Explain common disorders of the adrenal glands. Prepare Your Materials: • Lesson 17.3 Case Report Handout – Found on Pages 17-14 and 17-15 of this Instructor Manual. • Lesson 17.3 PowerPoint® presentation – Found with the Instructor Resources that can be accessed through the “Library” tab on Connect, and then under “Instructor Resources”. • Lesson 17.3 Student Note-taking Handout – Create by selecting the “Handouts” option when printing the PowerPoint presentation; select 3 slides per page to print slides with blank lines to the right where students can take notes. Instructor Lesson Plan Date: ___________ Chapter 17—Lesson 17.3 TIME ACTIVITY & INSTRUCTIONS MATERIALS LESSON OBJECTIVES Warm-up & Review 10 min Activity Description: Review of Lessons 17.1 and 17.2. Step 1: Ask each student to write one test question on medical terms from Lesson 17.1 and another test question on medical terms from Lesson 17.2 on a sheet of paper. Have them write their answers to the questions on a second sheet of paper. Step 2: When they are finished, tell students to trade papers with another student. They should answer the other students’ questions on a third sheet of paper, and then give the questions and their answers back to the student who wrote the questions for grading. Then, they need to grade the student’s answers to their questions. Step 3: Have students continue exchanging papers until they have answered the questions of at least five different students, and their questions have been answered by at least five different students. Students should grade other students’ answers before exchanging papers with new students. Step 4: Clarify any confusion and address any questions when finished. Textbook (Review Lessons 17.1 and 17.2 concepts) 17.1.1 17.1.2 17.1.3 17.1.4 17.1.4 17.1.5 17.1.6 17.2.1 17.2.3 17.2.4 17.2.5 17.2.6 Introduction 5 min Step 1: Review with students the location, structure, and function of the adrenal glands and hormones. Step 2: Read out loud (or ask a student) the Case Report for Lesson 17.3 concerning President John Fitzgerald Kennedy. This can be read from the textbook or using the Lesson 17.3 Case Report Handout. Step 3: Ask students to point out significant parts of the case. Encourage students to share anything they may already know about disorders, diseases, or injuries of the adrenal glands, or problems with hormone function. Step 4: Remind students to listen for some of these terms during today’s lecture. Lesson 17.3 Case Report Handout Textbook 17.3.1 17.3.2 17.3.3 17.3.4 Lecture 20 min Lesson 17.3 Lecture/Discussion Reference the Speaker Notes for each slide to assist you in discussing the talking points. You can view or print “Notes Pages” to use during the lecture for easy reference (in PowerPoint, select “View,” then “Notes Page”). Lesson 17.3 PowerPoint Presentation 17.3.1 17.3.2 17.3.3 17.3.4 Active Learning & Practice 10 min Step 1: Distribute Lesson 17.3 Case Report Handout. Step 2: Arrange students into small groups or partners. Step 3: Instruct groups to re-read the Case Report, but this time, they should circle or underline (or highlight with a highlighter) any medical terms they recognize from the lecture/discussion (or previously assigned reading) as related to the disorders or treatment of disorders of the adrenal glands or hormones. Step 4: Once each group has indicated all the appropriate terms, have them list the terms at the bottom of the handout and write a brief definition. Encourage students to discuss the terms within their groups to reinforce correct pronunciation. Step 5: After the terms have been defined, have students answer the questions on the handout. Step 6: Once groups are finished with the handout, bring everyone back together and share answers. Ask students questions about the importance of these terms to the Case Report. Lesson 17.3 Case Study Handout 17.3.1 17.3.2 17.3.3 17.3.4 Review 5 min Step 1: As a group, go through Lesson 17.3 exercises out loud. Explain or clarify difficult content. Step 2: Assign any remaining exercises to be completed as homework. Textbook, Lesson 17.3 exercises 17.3.1 17.3.2 17.3.3 17.3.4 Homework Assignment • Complete any remaining Lesson 17.3 exercises. • Students read Lesson 17.4 and complete Lesson 17.4 exercises. • Bring one fact or statistic about diabetes to the next class. Textbook 17.3.1 17.3.2 17.3.3 17.3.4 Lesson 17.3 Masters • Lesson 17.3 Case Report Handout Medical Language for Modern Health Care: Lesson 17.3 – Case Report: Medical Terms in Documentation Directions: (1) Read the Case Report below and underline or circle any medical terms related to disorders or the treatment of disorders of the adrenal glands or hormones. (2) List and briefly define the identified terms below (use additional paper if needed). (3) Then, answer the questions that follow. (1) Medical Terms in Patient Documentation Case Report 17.3: John Fitzgerald Kennedy (1917–1963) was elected president of the United States of America in 1960 at the age of 43, the youngest person elected to that office. Since the age of 13, when he was diagnosed as having colitis, he had had health problems. At age 27, he had low-back pain necessitating lower-back surgery, and he was then diagnosed as having adrenal gland insufficiency (Addison disease) with osteoporosis of his lumbar spine. This required lower-back surgery on three more occasions. Kennedy received adrenal hormone replacement therapy for the rest of his life, together with pain medication for his lower-back pain, until his assassination in Dallas, Texas, in 1963. (2) Medical Terms Identified: Medical Term Definition (3) Medical Terms Applied: A patient with Addison disease has asked you to explain it to him in layman’s terms. Write your explanation of the disease on the lines below. (4) Discussion Questions: 1. Addison’s disease is an eponymous disease (its name is an eponym). Look up the meaning of the term “eponym” and write the definition in the blank below? 2. Write down and define at least 5 other diseases whose names are eponymous. HINT: There are several eponymous diseases in the Chapter 17 lessons. Disease Definition Lesson 17.4: Pancreas Total Time: 50 Minutes Lesson 17.4 Lesson Objectives: Your teaching objective for this lesson is to help your students accomplish these learning objectives: 17.4.1 Distinguish between the different cells of the pancreas and their secretions. 17.4.2 Identify the functions of the hormones produced by the pancreas. 17.4.3 Explain common disorders of the pancreatic hormones. Prepare Your Materials: • Chart or model depicting the location of the pancreas • Dry erase board • Lesson 17.4 PowerPoint® presentation – Found with the Instructor Resources that can be accessed through the “Library” tab on Connect, and then under “Instructor Resources”. • Lesson 17.4 Student Note-taking Handout – Create by selecting the “Handouts” option when printing the PowerPoint presentation; select 3 slides per page to print slides with blank lines to the right where students can take notes. • Computers with PowerPoint – (or other slide-show presentation software) • Smart devices with Internet access: computer, tablet, cell phone. Instructor Lesson Plan Date: ___________ Chapter 17—Lesson 17.4 TIME ACTIVITY & INSTRUCTIONS MATERIALS LESSON OBJECTIVES Warm-up & Review 10 min Activity Description: Review of Lessons 17.1 through 17.3. Step 1: Pass out the 15-question review quiz (this quiz can be done orally, simply asking each question and calling upon students for the answers; oral review is best for students because it strengthens their pronunciation skills). The quiz can also be submitted for a grade. Step 2: Once the quiz (oral review) is finished, go over the correct answers to be certain students are ready to move on. Create a 15-question review quiz from Lessons 17.1-17.3 exercises (Review Lessons 17.1, 17.2 , and 17.3 concepts) 17.1.1-17.1.6 17.2.1-17.2.6 17.3.1-17.3.4 Introduction 5 min Step 1: Ask students if they know where their pancreas is, and within what body cavity it is located. Step 2: Once several students have had the chance to say where they think it is, show them the location of the pancreas on a chart or anatomical model. Step 3: Ask students if they know what the pancreas does. As students give their responses, confirm those that are correct. It is possible that students who know the functions of the pancreas know someone who has diabetes (or have it themselves.) Step 4: Ask students if they know what diabetes is and find out if they know anything about the types of diabetes or the causes, effects, or treatments. Step 5: Remind students to listen for some of these terms during today’s lecture. Chart or model depicting the location of the pancreas 17.4.1 17.4.2 17.4.3 Lecture 10 min Lesson 17.4 Lecture/Discussion Reference the Speaker Notes for each slide to assist you in discussing the talking points. You can view or print “Notes Pages” to use during the lecture for easy reference (in PowerPoint, select “View,” then “Notes Pages”). Lesson 17.4 PowerPoint Presentation 17.4.1 17.4.2 17.4.3 Active Learning & Practice 20 min Activity Description: Students will make patient education presentations to inform patients and their families about diabetes. Step 1: Arrange students into small groups or partners. Step 2: Tell students that a local medical facility has asked them to give a slide show presentation to patients and families with diabetes mellitus. Students are to use PowerPoint, or another type of presentation software, to create a slide show they can use to inform patients and families about this disease. Tell students the slides must be brief and to the point. Step 3: Give students time in class to create the presentations. (If time is short, allow students to finish this outside of class.) Step 4: Once each group has finished their presentation, have the groups present them to the rest of the class. Dry erase board Smart devices with Internet access (computers, tablets, cell phone) 17.4.1 17.4.2 17.4.3 Review 5 min Step 1: Go through Chapter 17 Review Exercises as a large group, with students working in small groups, or individually. Step 2: Do as many exercises in class as possible and assign any remaining exercises as homework. Textbook, Chapter 17 Review exercises 17.4.1 17.4.2 17.4.3 Homework Assignment • Complete any remaining Chapter 17 Review Exercises • Review the terms from the Word Analysis and Definition (WAD) Tables in Lessons 17.1 through 17.4. Practice pronouncing the terms out loud. Textbook 17.1.1-17.1.6 17.2.1-17.2.6 17.3.1-17.3.4 17.4.1-17.4.3 Lesson 17.4 Masters • (none) End of Chapter Answer Exercises Page 591 A. Ans 1: Prefix; complete Ans 2: Prefix; against Ans 3: Prefix; within Ans 4: Root; black Exercises Page 593 A. Ans 1: B: LH Ans 2: D: ACTH Ans 3: A: OT Ans 4: C: FSH Exercises Page 595 A. Ans 1: prognathism Ans 2: A: protruding mandible; B: observed sweating Ans 3: A: protruding mandible; C: increase in shoe size; E: change in voice Ans 4: Yes Ans 5: B: CT; D: blood tests; E: MRI Ans 6: megaly Ans 7: C: her disorder occurred after puberty Ans 8: D: tumor of her anterior pituitary gland Exercises Page 597 A. Ans 1: ADH Ans 2: TSH Ans 3: ACTH B. Ans 1: D: concentration Ans 2: A: tumor Ans 3: E: life Ans 4: C: to view Ans 5: B: gland Exercises Page 599 A. Ans 1: A: shrinking or removing the tumor Ans 2: B: craniotomy Ans 3: D: hormone-replacement B. Ans 1: D: pertaining to Ans 2: C: resembling Ans 3: A: incision into Exercises Page 601 A. Ans 1: D: thin Ans 2: A: agitation; C: pain; D: increased body temperature; E: rapid respirations Ans 3: B: not feeling well; C: pain; D: increased body temperature Ans 4: B: thyroid storm Ans 5: E: STAT Ans 6: A: excessive thyroid hormones Exercises Page 603 A. Ans 1: hyperthyroidism Ans 2: myxedema Ans 3: antithyroid Ans 4: euthyroid Ans 5: thyroiditis Ans 6: exophthalmos Exercises Page 605 A. Ans 1: C: antithyroid hormone levels Ans 2: B: thyroid hormone levels Ans 3: A: serum calcitonin levels. Ans 4: C: ultrasonography Ans 5: B: fine needle aspiration biopsy Ans 6: A: isotopic thyroid scans Exercises Page 607 A. Ans 1: C: four Ans 2: D: posterior Ans 3: D: superior Ans 4: A: parathyroid hormone Ans 5: C: stimulate the production of T lymphocytes Exercises Page 609 Ans 1: E: water Ans 2: H: adrenal Ans 3: B: resemble Ans 4: I: above Ans 5: F: steroid Ans 6: J: male Ans 7: D: glucose Ans 8: A: normal Ans 9: C: one Ans 10: G: kidney Exercises Page 611 A. Ans 1: C: tumor Ans 2: D: color Ans 3: D: virilism Ans 4: A: adrenalectomy B. Ans 1: 2 Ans 2: 1 Ans 3: 3 Exercises Page 613 A. Ans 1: hyper/plas/ia Ans 2: andr/o/gen Ans 3: ster/oid B. Ans 1: B: Addison disease Ans 2: A: congenital adrenal hyperplasia Ans 3: C: pheochromocytoma Exercises Page 615 A. Ans 1: B: SERMs Ans 2: C: AI Ans 3: D: HRT Ans 4: A: ERD Exercises Page 617 A. Ans 1: B: increase blood sugar levels Ans 2: A: alpha Ans 3: B: pancreatic islets Ans 4: A: increase Ans 5: C: insulin B. Ans 1: C: break down Ans 2: C: sugar Ans 3: A: inhibit Ans 4: B: new Exercises Page 619 A. Ans 1: A: blindness Ans 2: D: brain Ans 3: A: type 1 Ans 4: B: resistance Ans 5: D: delivery Ans 6: C: insulin shock Ans 7: A: IDDM Ans 8: A: obesity Ans 9: D: carbohydrate Ans 10: A: stress Exercises Page 621 A. Ans 1: glucose (sugar) Ans 2: diabetic coma B. Ans 1: DKA Ans 2: polydipsia Ans 3: polyuria Ans 4: hyperglycemia Ans 5: ketosis Ans 6: polyphagia Ans 7: ketoacidosis Exercises Page 623 A. Ans 1: B: sulfonylureas Ans 2: A: metformin Ans 3: The answer is probably C: thiazolidinedione but is not discussed nor mentioned in the chapter content B. Ans 1: True Ans 2: True Ans 3: False Ans 4: True Ans 5: True Chapter 17 Review A. Ans 1: E: Hashimoto disease Ans 2: J: cretinism Ans 3: H: hyperparathyroidism Ans 4: I: myxedema Ans 5: B: thyroid cancer Ans 6: D: thyroiditis Ans 7: A: Graves’ disease Ans 8: C: hypoparathyroidism Ans 9: F: goiter Ans 10: G: exophthalmos B. Ans 1: D: cortex Ans 2: E: chiasm Ans 3: B: coma Ans 4: C: tropin Ans 5: J: thymus Ans 6: H: bolus Ans 7: A: tetany Ans 8: F: facies Ans 9: G: hirsutism Ans 10: I: hormone C. Ans 1: E: palatine Ans 2: C: galactorrhea Ans 3: C: metabolic rate Ans 4: E: insulin D. Ans 1: C: cretinism Ans 2: B: painful muscle spasm Ans 3: A: hypopituitarism Ans 4: C: adrenalin Ans 5: A: melatonin E. Ans 1: thyrotropin Ans 2: tropic Ans 3: LH Ans 4: glucocorticoid Ans 5: somatotropin Ans 6: insulin Ans 7: ACTH Ans 8: FSH Ans 9: melatonin Ans 10: PRL F. Ans 1: paresthesias Ans 2: criteria Ans 3: catecholamines G. Ans 1: D: thin Ans 2: C: tachycardic Ans 3: B: increased thyroid hormones Ans 4: A: came about suddenly H. Ans 1: mela/tonin Ans 2: ex/ophthalmos Ans 3: cortic/o/steroid Ans 4: pan/hypo/pituitar/ism Ans 5: hypo/physis Ans 6: oxy/toc/in Ans 7: adrenal/ectomy Ans 8: prolactin/oma Ans 9: myx/edema Ans 10: acro/megaly I. Ans 1: stomach Ans 2: gallbladder Ans 3: digestive Ans 4: red blood cells J. Ans 1: many Ans 2: urine Ans 3: condition Ans 4: excessive production of urine Ans 5: adjacent Ans 6: an oblong shield Ans 7: resembling Ans 8: endocrine glands embedded in the back of the thyroid gland Ans 9: n/a Ans 10: thyroid Ans 11: stimulation Ans 12: stimulate the thyroid gland Ans 13: quick Ans 14: labor, birth Ans 15: chemical compound Ans 16: chemical compound leading to a quick labor, birth Ans 17: before, in front of Ans 18: jaw Ans 19: condition Ans 20: condition of a protruding jaw K. Ans 1: OT or ADH Ans 2: NIDDM Ans 3: TSH Ans 4: GH Ans 5: PTH Ans 6: IDDM Ans 7: SAD Ans 8: DKA Ans 9: OGTT Ans 10: DM L. Ans 1: B: deficient Ans 2: A: below Ans 3: A: below Ans 4: B: deficient Ans 5: A: below Ans 6: E: pertaining to low blood sugar Ans 7: C: pertaining to below the skin Ans 8: B: produces eight hormones Ans 9: D: condition of one or more deficient pituitary hormones Ans 10: A: another name for the pituitary gland Instructor Manual for Medical Language for Modern Health Care David M. Allan, Rachel C. Basco 9780077820725, 9781260084931
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