unit p: endocrine system
TRANSCRIPT
Summer 2005 P.1
Unit P: Endocrine System
Program Area: Health Occupations Education Course Title: Medical Sciences I Number: 7221 Unit Title: Endocrine System Suggested Time for Instruction: 5 class periods (90 minute classes) 8 class periods (55 minute classes) Course Percent: 5% Unit Evaluation: 100% Cognitive ------------------------------------------------------------------------------- Competency: MD16. Analyze the anatomy and physiology of the endocrine system. Specific Objectives: MD16.01 Describe the structure of the endocrine system. MD16.02 Analyze the functions of the endocrine system.
MD16.03 Analyze characteristics and treatment of common endocrine disorders.
Summer 2005 P.2
Unit P Master Outline
P. Endocrine System MD16.01 Describe the structure of the endocrine system.
A. Pituitary gland 1. Tiny structure size of grape 2. Located at base of brain 3. Connected to hypothalamus 4. Divided into anterior and posterior lobes
B. Thyroid gland 1. Butterfly-shaped mass of tissue 2. On either side of larynx, over trachea 3. H-shaped
C. Parathyroid glands 1. Four glands, each the size of a grain of rice 2. Attached to posterior thyroid
D. Thymus 1. Endocrine gland and lymphatic organ 2. Located behind sternum, above and in front of heart 3. Begins to disappear at puberty
E. Adrenal glands - located on top of each kidney F. Gonads 1. Ovary in female 2. Testes in male G. Pancreas 1. Located behind the stomach 2. Endocrine and exocrine functions
MD16.02 Analyze the function of the endocrine system
A. Types of glands 1. Endocrine
a. Secrete hormones directly into bloodstream b. Ductless
2. Exocrine a. Secrete substance through a duct b. Sweat, salivary, lacrimal and pancreas
B. Function of endocrine system 1. To secrete hormones 2. Hormones are chemical messengers that coordinate and direct
target cells and organs C. Hormone control
1. Negative feedback – drop in hormone level triggers a chain reaction a. Blood level of hormone falls b. Brains gets message and sends out hormone to stimulate gland c. Gland secretes more hormone d. When blood level of hormone increases, brain hormones stop
2. Nervous control – in some cases, sympathetic nervous system causes direct release of hormone from gland (for example, when stress causes the adrenal medulla to secrete adrenalin)
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D. Pituitary gland
1. The master gland 2. Anterior pituitary lobe
a. Growth hormone – GH (somatotropin) responsible for growth and development
b. Prolactin – develops breast tissue, stimulates production of milk after childbirth
c. Thyroid-stimulating hormone – TSH – stimulates thyroxine d. Adrenocorticotropic hormone – ACTH – stimulates adrenal
cortex e. Follicle-stimulating hormone – FSH – stimulates growth of
graafian follicle and production of estrogen in females, sperm in males
f. Luteinizing hormone – LH – stimulates ovulation and formation of corpus luteum, which produces progesterone in females
3. Posterior pituitary lobe a. Vasopressin – converts to ADH (antidiuretic hormone) in the
bloodstream, acts on kidney to concentrate urine and preserve H2O in the body
b. Oxytocin – released during childbirth causing contractions of the uterus
E. Thyroid gland 1. Main hormone, thyroxine, is controlled by secretion of TSH 2. Thyroxine controls the rate of metabolism 3. Calcitonin, another hormone that controls calcium ion
concentration in the body, prevents hypercalcemia F. Parathyroid glands – produce parathormone which helps control
blood calcium, prevents hypocalcemia G. Thymus 1. Endocrine gland and lymphatic organ
2. Located behind sternum, above and in front of heart 3. Begins to disappear at puberty
H. Adrenal glands 1. Adrenal cortex secretes corticoids (anti-inflammatory hormones)
and sex hormones 2. Androgens – male sex hormones 3. Adrenalin – hormone from adrenal medulla, powerful cardiac
stimulant, “fight or flight” hormone I. Gonads 1. Estrogen – development of female reproductive organs,
secondary sex characteristics 2. Progesterone – plays a part in the menstrual cycle 3. Testosterone – male reproductive organs and secondary sex
characteristics J. Pancreas 1. Islets of Langerhans – insulin production 2. Insulin promotes utilization of glucose by the cells K. Prostaglandins – tissue hormones
Summer 2005 P.4
MD16.03 Analyze characteristics and treatment of common endocrine
disorders. A. Gigantism
1. Hyperfunction of pituitary – too much growth hormone 2. In preadolescence – overgrowth of long bones leads to excessive
tallness B. Acromegaly
1. Hyperfunction of pituitary – too much growth hormone in adulthood 2. Overdevelopment of bones in face, hands and feet 3. Attacks cartilage so chin protrudes 4. Rx – drugs to inhibit growth hormone, radiation
C. Dwarfism 1. Hypofunction of pituitary in childhood 2. Small size, but body proportions and intellect normal 3. Rx – early diagnosis, injection of growth hormone
D. Hyperthyroidism 1. Overactive thyroid gland 2. Too much thyroxine leads to enlargement of gland 3. Symps – consuming large quantities of food but lose weight 4. Goiter – enlargement of gland 5. Exophthalmos – bulging of eyeballs 6. Rs – partial or total removal of gland, drugs to reduce thyroxine,
radiation E. Hypothyroidism
1. Not enough thyroxine 2. May be due to lack of iodine (simple goiter) 3. Symps – dry, itchy skin; dry and brittle hair, constipation, muscle
cramps at night F. Tetany
1. Hypoparathyroidism, decreased calcium levels affect functions of nerves
2. Symps – convulsive twitching develops, person dies of spasms in the respiratory muscles
3. Rx – Vitamin D, calcium and parathormone G. Cushing’s Syndrome
1. Hypersecretion of adrenal cortex 2. May be caused by adrenal tumor or prolonged use of prednisone 3. Symps – high blood pressure, muscle weakness, obesity, poor
healing, tendency to bruise, excessive hair growth, menstrual disorders, rounded moon face, buffalo hump
4. Rx – surgical removal of tumor H. Addison’s Disease
1. Hypofunction of adrenal cortex 2. Symps – bronzing of skin, hypoglycemia, hypotension 3. Rx – Replace deficient hormones
I. Diabetes Mellitus 1. Cause – decreased secretion of insulin 2. Symps – polyuria, polyphagia, polydipsia, weight loss, blurred vision,
and possible diabetic coma 3. If not treated, excess glucose in blood (hyperglycemia) and secreted
in urine (glycosuria) 4. If too much insulin given, blood sugar can get too low
(hypoglycemia) and person can develop insulin shock 5. Type II diabetes is not insulin-dependent – most common, usually
familial, occurs later in life, usually treated with diet
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6. Test for diabetes – blood sample at home, normal blood sugar is 80-100 mg
J. Steroid abuse in sports 1. Anabolic steroids (androgens) can help build bigger, stronger
muscles 2. Risks far outweigh temporary improvements
a. Males – liver changes, atrophy of testicles, breast enlargement, cardiovascular disease
b. Females – amenorrhea, abnormal body hair, baldness, voice changes
Summer 2005 P.6
Unit P Endocrine System Competency MD16: Analyze the anatomy and physiology of the endocrine system. Materials/Resources *** Please note that on page 159 in Body Structures and Functions 9th Edition, by
Scott and Fong, Table 11-1 is in error. The table includes Prolactin as a posterior pituitary hormone, and it is a hormone of the anterior pituitary. Aldosterone is included in the medulla of the adrenal. Aldosterone is produced by the cortex of medulla.
Scott, Ann Senisi and Elizabeth Fong. Body Structures & Functions. Delmar Publishers,
Latest Edition. www.DelmarAlliedHealth.com
National HOSA Handbook: Section B. Published by HOSA, Flower Mound, Texas. Current Edition. www.hosa.org
Teaching/Learning Indicators: The following letters are used to indicate specific skills/areas required in the instructional activity. R Reading SS Social Studies
W Writing S Science M Math A The Arts H Health professional/parent/community involvement
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Objective MD16.01 Describe the structure of the endocrine system. Teaching/Learning Activities
• Basic Skills S, R
Each student will read the Endocrine chapter in Body Structures and Functions by Scott and Fong. Students will then answer the review questions at the end of the chapter.
• Cognitive S Students will answer review questions on the anatomy of the endocrine system as posed by the teacher. The teacher can put each student’s name on a popsicle stick and draw the names at random for review.
• Teamwork S, A Have students work in pairs. One student will lie down on paper and the other student will trace around the student lying down to make an outline of the body. Students will then draw in the glands of the endocrine system and label.
• Technology S
Have students use the CD for A & P Challenge to reinforce the anatomy of the endocrine system.
• HOSA S During a HOSA meeting have the students lead the members in “HOSA says.” Member leader will say, “HOSA says point to the location of the thyroid, etc. After learning the game, HOSA members will teach this to children in an afterschool day care setting.
• Special Needs Each student will reach the highest level of mastery in the least restrictive environment as recommended in the student’s IEP.
Summer 2005 P.8
Objective MD16.02 Analyze the function of the endocrine system Teaching/Learning Activities
• Employability Skills S
Have students participate in a “Clipboard Relay”
Divide the class into 3-4 teams. Give each team a clipboard with the “Clipboard Relay”. MD16.02B. At the teacher’s signal, each team will fill in the gland and
action beside the hormone. A student may write only one gland or action. The clipboard is passed down the row of teammates as each person writes one thing. Student may NOT talk. If a student perceives an error, they may correct it as their one entry. The board is passed until a team gets all the items requested or time is called by the teacher. Switch clipboards and grade the relays in class. Give two points for each correct and answer to determine the winning team.
• Critical Thinking S
Have students solve the riddles related to the organs of the Endocrine System in “Who Am I?” (Appendix MD16.02A)
• Teamwork S, W
Assign each student a gland or hormone. Using the Internet, have students research the assigned topic. Students should compose a short paper describing the function of the assigned topic. References as to web sites should be documented.
• Critical Thinking S, H Have students list all the body functions that would be affected if a patient did not have a pituitary gland. After this activity, invite a guest speaker to class who has had a pituitary problem and compare the findings.
• Cognitive S
After studying the functions of the endocrine glands, students will answer teacher-review questions. Teacher will ask questions by saying, “I say regulates thyroid.” Student should respond by saying, “I say, TSH.” Sample for teacher: “I say regulates ovary.” “I say regulates bone growth.” “I say secretes insulin.” If the student answers correctly and precedes the answer by “I say” bonus points are given. If the student gives the wrong answer or doesn’t precede the answer by “I say” no points are given.
• Critical Thinking S, A
Save the paper outline of the body tracing done in the MD16.01 activity and have students add arrows to the illustration to show where the targets for these glands are located. Example: From the pituitary gland arrows should be drawn to bones (drawn in), thyroid, adrenal gland, ovary, testes, and breasts (drawn in).
• Special Needs
Each student will reach the highest level of mastery in the least restrictive environment as recommended in the student’s IEP.
Summer 2005 P.9
Objective MD16.03 Analyze characteristics and treatment of common endocrine disorders. Teaching/Learning Activities
• Basic Skills S, A Have students complete the activity “Dear _____________.” (Appendix MD16.03A)
• Critical Thinking S, SS Have students assume they have just been diagnosed with Hyperthyroidism. In a class discussion, have students brainstorm all the places outside of the school and their textbook where they could find appropriate informative materials and what decisions they might have to make regarding their care.
• Employability Skills S, SS Have students develop a list of signs that a fellow worker may exhibit in the workplace that might indicate one of the diseases discussed. Then have the student respond to these observed signs by stating how the student would approach or react to such a fellow employee and why. Example: A student could use “soft skills” in asking a peer if they had been checked
for diabetes after noticing extreme thirst, numerous trips to the restroom, and fatigue.
• Technology S, W Students will write a paragraph and explain 1) why a nurse clinician or physician might order a HbA1c on a patient rather than a fasting blood sugar level to determine patient compliance, or 2) how an insulin pump works.
• HOSA S, W, SS At a HOSA meeting have members develop a questionnaire that would help to
identify people who might be prone to diabetes mellitus. Have a HOSA member seek to get the questionnaire published in the school newspaper. Along with the questionnaire, publish a list of lifestyle changes that might help prevent or delay the onset of diabetes.
• Special Needs Each student will reach the highest level of mastery in the least restrictive environment as recommended in the student’s IEP.
Summer 2005 P.10
Daily Lesson Plans Unit P: Endocrine System Lessons: 5 Hours: 7 ½ clock hours Steps Lesson #1 Lesson #2 Lesson #3 Focus and Review
Verbal pre-test – name an endocrine gland and have students write down the location. Count the number who got it right and record the # correct for each gland.
Quiz – identification of the endocrine glands (MD16.01B) Grade them in class. Change the % you recorded the day before – hopefully to 100%.
Have students number a piece of scratch paper from 1-8. Point to a gland on a model (or overhead) and have them write the correct name. By this time, they should be at 100%.
Statement of Objectives
MD16.01 Describe the structure of the endocrine system.
MD16.02 Analyze the functions of the endocrine system.
MD16.03 Analyze characteristics and treatment of common endocrine disorders.
Teacher Input
Overheads – Structure and function of the Endocrine system.
Supervise the “Clipboard Relay” game by giving clear instructions of the task. Line the class in 3-4 rows (teams). The race is to see what team fills in the clipboard the most quickly and accurately. After the clipboard relay, introduce students to Endocrine disorders.
Go to the computer lab. Allow each student 30-45 minutes to research their assigned endocrine disorder.
Guided Practice
Have students complete the “Who Am I” worksheet. Have them use their notes or text to grade their own papers.
Divide students into 3-4 teams. Give each team a copy of the “Clipboard Relay” handout on a clipboard. As the clipboard is passed down the row, each student is to write in either the endocrine gland or function of one of the hormones listed.
Return to class and allow students time to work on their letters.
Independent Practice
Ask students to study the structure and function of the endocrine system.
Homework – complete Endocrine Disorder chart
Finish Dear ________ letters. Finish endocrine disorder chart.
Closure Inform students that during the next class, they will have a quiz on the names (correct spelling) and location of the endocrine glands.
Go around and room and assign each student an endocrine gland. Then, tell them to “stand if I’m talking about you.” Make a statement like “You are always telling other glands what to do.” All the pituitary glands should stand, and so on…
Review function of endocrine glands.
Materials Overheads Handouts –Who Am I
Overheads Handouts – Endocrine structure chart, Endocrine disorder chart, Clipboard Relay Clipboards
Computer lab Handout – Dear __________
Summer 2005 P.11
Unit P: Endocrine System (Continued) Steps Lesson #4 Lesson #5 Focus and Review
If students were not at 100% in the last class period, repeat the focus exercise from the previous day.
Answer student questions before the test.
Statement of Objectives
MD16.03 Analyze characteristics and treatment of common endocrine disorders.
MD16.03 Analyze characteristics and treatment of common endocrine disorders.
Teacher Input
Allow students to read their letters out loud to the class if they volunteer. As each letter is read, review important points about the disorder. Collect letters and make this a graded assignment.
TEST – Endocrine System
Guided Practice
Read letters out loud in class.
Take unit test. Grade test in class.
Independent Practice
Study for test. Have students look up the answers to the questions they got wrong and turn in their corrected test.
Closure Allow students to discuss their feelings about adopted an endocrine disorder. Review endocrine disorders chart. Allow students to correct their own and use it as a study tool for the test.
Introduce the next unit. Make a reading assignment. Use remaining class time for HOSA business/update.
Materials Test and key. Green pens for grading tests.
Summer 2005 P.12
Unit P: Endocrine System Terminology List
1. ACTH 2. ADH 3. adrenal glands 4. adrenalin 5. androgens 6. calcitonin 7. corticoids 8. endocrine glands 9. estrogen 10. exocrine glands 11. FSH 12. gonads 13. GH (somatotropin) 14. hormones 15. insulin 16. islets of Langerhans 17. LH 18. negative feedback
19. ovary 20. oxytocin 21. pancreas 22. parathormone 23. parathyroid glands 24. pituitary gland 25. progesterone 26. prolactin 27. prostaglandins 28. TSH 29. target organ cells 30. testes 31. testosterone 32. thymus 33. thyroid gland 34. thyroxine 35. vasopressin
Disorders and Related Terminology 1. acromegaly 2. Addison’s disease 3. Cushing’s syndrome 4. diabetes mellitus 5. dwarfism 6. exophthalmos 7. gigantism 8. goiter
9. glycosuria 10. hyperglycemia 11. hyperthyroidism 12. hypoglycemia 13. hypothyroidism 14. polydipsia 15. polyphagia 16. tetany
Appendix MD16.01A
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Endocrine Glands Identify the endocrine glands.
Appendix MD16.01B
1. _______________________________
2. _______________________________
3. _______________________________
4. _______________________________
5. _______________________________
6. _______________________________
7. _______________________________
8. _______________________________
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Who Am I? Read each of the following riddles and decide which member of the endocrine system is being described. _______________ I am the vanishing gland. You need me most during your early
childhood years and I begin to disappear when you reach puberty. I am considered a member of both the endocrine and the lymphatic system. I secrete a hormone, which helps to stimulate lymphoid cells to produce T-cells. You need me to help fight off diseases. Who am I?
_______________ I control how “sweet” you are. I keep your blood sugar within normal limits. If you blood sugar is too high I produce insulin and if it is too low, I produce glucagon. I also play a role in the digestion process. Who am I?
_______________ You can thank me for all those muscles you have and that deep voice. I am also the reason you need to shave every day. I play a role in reproduction by allowing you to make sperms. Who am I?
_______________ They say “good things come in small packages” and that is true with me. I am very tiny, but I do a lot of jobs in the endocrine system. I help you grow and develop. I also provide the milk for a new mother to breast-feed her baby. The back part of me helps maintain your body’s water balance. Finally, when I release my hormone, oxytocin, is will cause the uterus to contract so a new life can be born. Who am I?
_______________ Many people say I am shaped like a butterfly. I increase metabolism and influence both physical and mental activity. I help with tissue growth. I also cause calcium to be stored in bones. Who am I?
_______________ There are two of me in your body and I have two parts. I help keep your electrolytes balanced by deciding how much sodium and potassium your body needs. I also play a role in pain control. I am a good friend of the sympathetic nervous system and I play a role in preparing your body to handle emergencies. I help you decide whether to “fight or flight!” Who am I?
_______________ Many say I resemble a “pine cone.” I am stimulated by the amount of the light that enters your eyes. Many believe I help prevent the early onset of puberty. I produce a hormone, which causes your body temperature to drop. Who am I?
_______________ A chicken and I have a lot in common. We both produce eggs. I also stimulate the development of breast and pubic hair. I want that egg to have a good cushion, so I help make a lining for the uterus. Who am I?
Appendix MD16.02A
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Hormone Gland Normal Function Corticoids Parathormone Insulin Calcitonin ADH Oxytocin TSH Testosterone ACTH Adrenalin Thyroxine
Endocrine – Clipboard Relay
Appendix MD16.02B
Summer 2005 P.16
Dear __________________________; I have a problem……………………………..
Select a medical problem related to the endocrine system that you will suffer” from for the duration of this activity. You are to write a letter to a friend about “your problem.” Before you begin, search the Information Highway for information. Then, make sure your letter INCLUDES the following:
a. An identification of your “problem” (10 points) b. A description of your signs and symptoms. ( 15 points) c. An estimation of when these signs and symptoms first appeared. (10 pts) d. How you self-treated yourself for this problem. (15 points) e. What makes you think you need to see a doctor? (15 points) YOU WILL ALSO BE EVALUATED ON YOUR WRITING SKILLS: f. Uses proper format for letter writing. ( 10 points) g. Proofreads letter for grammar and spelling mistakes. ( 5 points) h. Letter contains fewer than 3 grammatical errors (10 points) i. Letter contains fewer than 3 spelling errors. ( 10 points)
Date due _____________________________ Appendix MD16.03A
Summer 2005 P.17
Endocrine Disorder Chart
Endocrine Gland Disorder Adults or Children
Hypo or Hypersecreation
Symptoms
Gigantism
Adults
Hypofunction
Pituitary
Polyuria, polydipsia
Hyperfunction
Exophthalmos, goiter
Myxedema
Thyroid
Infants or children
Hypoparathyroidism
Adult women
Adrenal Glands
Addison’s Disease
Diabetes Mellitus
Polydipsia Polyphagia Polyuria Hyperglycemia Glycosuria
Appendix MD16.03B
Summer 2005 P.18
Unit P: Endocrine System
OVERHEAD TRANSPARENCY
MASTERS
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ENDOCRINE GLANDS • Secrete hormones directly into bloodstream • Ductless EXOCRINE GLANDS – secrete substances through a duct (sweat, salivary, lacrimal and pancreas) Function of the Endocrine System – to secrete hormones – chemical messengers that coordinate and direct target cells and organs. Hormonal Control
NEGATIVE FEEDBACK • Drop in hormone level triggers a chain
reaction to increase secretion, for example 1. Blood level of hormone falls 2. Brain gets message and sends out
hormone to stimulate gland 3. Gland stimulates more hormone 4. When blood levels of hormone increase,
the brain hormones stop
Summer 2005 P.20
Nervous Control – in some cases, sympathetic nervous system causes direct release of hormone from gland (for example, when stress causes the adrenal medulla to secrete adrenalin) PITUITARY GLAND • Tiny structure the size of a
grape • Located at the base of the
brain • Connected to the
hypothalamus • Divided into anterior and posterior lobes • The “Master Gland”
Anterior Pituitary Lobe • GROWTH HORMONE - GH
(SOMATOTROPIN) responsible for growth and development
• PROLACTIN – develops breast tissue, stimulates production of milk after childbirth
• THYROID-STIMULATING HORMONE – TSH - stimulates thyroxine
• ADRENOCORTICOTROPIC HORMONE – ACTH – stimulates adrenal cortex
• FOLLICLE-STIMULATING HORMONE – FSH -stimulates growth of graafian follicle and
Summer 2005 P.21
production of estrogen in females, sperm in males
• LUTEINIZING HORMONE – LH – stimulates ovulation and formation of corpus luteum, which produces progesterone in females
Posterior Pituitary Lobe • VASOPRESSIN – converts to ADH
(antidiuretic hormone) in the bloodstream, acts on kidney to concentrate urine and preserve H2O in the body
• OXYTOCIN – released during childbirth causing contractions of the uterus
THYROID GLAND • Butterfly-shaped mass of tissue • On either side of larynx, over trachea • H-shaped
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• Main hormone – THYROXINE – is controlled by the secretion of TSH
• Thyroxine controls the rate of metabolism
• CALCITONIN – controls calcium ion concentration in the body, prevents hypercalcemia
PARATHYROID GLANDS • Four glands, each the size of a grain of rice • Attached to posterior thyroid • Produce PARATHORMONE which helps
control blood calcium level, prevents hypocalcemia
THYMUS • Endocrine gland and lymphatic organ • Located behind the sternum, above and in
front of the heart • Begins to disappear at puberty
Summer 2005 P.23
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ADRENAL GLANDS • Located on top of each kidney • Adrenal cortex secretes hormones known at
corticoids – they are anti-inflammatory • They are: mineralcorticoids, glucocorticoids,
and sex hormones • ANDROGENS are male sex hormones • Adrenal medulla secretes epinephrine
(adrenalin) and norepinephrine • ADRENALIN is a powerful
cardiac stimulent – “fight or flight” hormones that prepare the body for an emergency situation
GONADS • Ovary in female • Testes in male • Estrogen – development of female
reproductive organs, secondary sex characteristics
• Progesterone – plays a part in the menstrual cycle
• Testosterone – male reproductive organs and secondary sex characteristics
Summer 2005 P.25
PANCREAS • Located behind the stomach • Endocrine and exocrine functions • Involved in production of INSULIN by ISLETS
OF LANGERHANS • Insulin – promotes utilization of glucose by the
cells, fatty acid and amino acid transport, and facilitates protein synthesis
Other Hormones
PROSTAGLANDINS – tissue hormones, can cause constriction of blood vessels, muscle contractions. Can be used to induce labor.
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GIGANTISM • Hyperfunction of pituitary – too much growth
hormone • In preadolescent – overgrowth of long bones
leads to excessive tallness ACROMEGALY • Hyperfunction of pituitary – too much growth
hormone in adulthood • Overdevelopment of bones in face, hands and
feet • Attacks cartilage – so the chin protrudes, lips
nose and extremities enlarge • Rx – drugs to inhibit growth hormone,
radiation DWARFISM • Hypofunction of pituitary in childhood • Small size, but body proportions and intellect
are normal • Sexual immaturity • Rx – early diagnosis, injection of growth
hormone
Summer 2005 P.28
HYPERTHYROIDISM • Overactive thyroid gland • Too much thyroxine secreted leading to
enlargement of gland • People with this disease consume large
quantities of food but lose body fat and weight • Most pronounced symptoms are enlargement
of gland (GOITER) and bulging of eyeballs (EXOPHTHALMOS)
• Rx – total or partial removal of thyroid gland, drugs to reduce thyroxine, radiation
HYPOTHYROIDISM • Not enough thyroxine secreted • May be due to lack of iodine (simple goiter) • Major cause of other types is inflammation of
thyroid which destroys the ability of the gland to make thyroxine
• Symps – dry and itchy skin, dry and brittle hair, constipation, muscle cramps at night
Summer 2005 P.29
TETANY • In hypoparathyroidism, decreased calcium
levels affect function of nerves • Convulsive twitching develops, person dies of
spasms in the respiratory muscles • Rx – Vitamin D, calcium and parathormone CUSHING’S SYNDROME • Hypersecretion of adrenal cortex • May be caused by adrenal cortical tumor or
prolonged use of prednisone • Symps – high blood pressure, muscle
weakness, obesity, poor healing, tendency to bruise, hirsutism (excessive hair growth), menstrual disorders
• Rounded moon face and buffalo hump • Rx – surgical
removal of tumor ADDISON’S DISEASE • Hypofunction of
adrenal cortex • Symps – bronzing of skin, hypoglycemia,
hypotension, etc. • Rx – replace deficient hormones
Summer 2005 P.30
Steroid Abuse in Sports • Anabolic steroids (androgens) can help build
bigger, stronger muscles • Risks far outweigh temporary improvements –
males have liver changes, atrophy of testicles, breast enlargement, and cardiovascular disease
• Female risks include amenorrhea, abnormal placement of body hair, baldness, voice changes
DIABETES MELLITUS • Caused by secretion of insulin • Can be insulin dependent (juvenile) or non-
insulin dependent • Symps – polyuria, polyphagia, polydipsia,
weight loss, blurred vision, and possible diabetic coma
• If not treated, excess glucose in blood (hyperglycemia) and glucose secreted in urine (glycosuria)
• Since glucose not available for cellular oxidation, body starts to burn up protein and fat
• If too much insulin is given, blood sugar may go too low (hypogycemia insulin shock)
Summer 2005 P.31
• If blood sugar gets too high – hyperglycemia diabetic coma
• Type II (non-insulin dependent) is most common, usually familial, occurs later in life, control with oral hypoglycemic drugs and diet
• Tests for Diabetes – blood sample measured in glucometer – done by patient in home – normal blood sugar 80-100 mg