Hospital Med Term for 10/31

These are the terms for the hospital students for Tuesday 10/31

-scopy Examination

scot/o Darkness

semi- Half, partial

sensa- Feeling

-sis State of or condition

somat/o Body

sept- Seven (7)

sex Six (6)

sial/o Siliva

Son/o Sound

salping/o Eustachian tube, oviduct, fallopian tubes

Sarc/o flesh, connective tissue

Study Guide part 1 for Medical Terminology (GI)

Know these terms as well as the roots, prefix and sufix within each term.

Make cards if you need.


  1. Enterocentesis
  2. Gastrocolic
  3. Enteropexy
  4. Gastrocolitis
  5. Gastrohepatic
  6. Enterology
  7. Enterocele
  8. Gastrolith
  9. Hepatoid
  10. Hepatorrhea
  11. Gastropexy
  12. Gastroplegia
  13. Gastromegaly
  14. Gastrolithiasis
  15. Cholangioma
  16. Choledochoplasty
  17. Cholemesis
  18. Cholecystolithiasis
  19. Cholecyst
  20. Choledochal
  21. Hepatoma
  22. Hepatomegaly
  23. Hepatopathy
  24. Hepatologist
  25. Esophagocele
  26. Esophagomalacia
  27. Esophagotomy
  28. Esophagostenosis
  29. Esophagomycosis
  30. Cirrhosis
  31. Cholangioma
  32. Endoscopy
  33. Cachexia
  34. Viscera
  35. Dysphagia
  36. Bulimia
  37. Endocrine
  38. Dentoid
  39. Laparotomy
  40. Biopsy
  41. Glossal
  42. Fistula
  43. Peristalsis
  44. Gingivectomy
  45. Stomatoplasty
  46. Anastomosis
  47. Jejunostomy
  48. Hernioplasty
  49. Cholecystectomy
  50.   Sublingual


Important Carid.o Terms

Knowing the meaning of the following word elements can help you earn a high score on the Cardiovascular worksheets 1, 2 & and 3 quiz and also possibly the final. To take advantage of this information you need to know the meaning of both the word as a whole and the meaning of the word parts – Prefix, Root and Suffix,
** Note: Cardiovascular disease is the number one cause of death in the United States.  If you enter the health care field it would greatly benefit you to know as much as possible about the cardiovascular system.



















Additional Terms (These can also be on your quiz)

Occlusion, papitation, infarction, pacemaker, hypertension, arterioorraphy, cardiotomy






arterial anastomosis














Video Camera & Editing Lesson

Do Now


  • Sit next to a partner and move the desks as close together as possible.


Learning Objectives


  • To learn how to use our video cameras
  • To learn basic editing possibilities
  • To learn how to upload video clips to your computers
  • To learn how to import video clips to iMovie
  • To practice basic editing




  • Attendance and Reminders
  • Med Term Quiz is on Friday.
  • Get in your groups and move desks together
  • Quick talk about the camera
  • Receive a camera from Andy or Mr. McDowell (Be careful, these cameras are fragile
  • Camera Lesson
  • Video your team members
  • Move over to lab benches with computer
  • YouTube Lesson
  • Upload/import video
  • Editing exercise
  • Return computer and camera



Part 1

For this assignment you will be working with one other person.

  1. Watch the posted video and answer the questions on a single sheet of paper. Be sure your name and the name of your partner is on the paper.

Note: The answers to many of these questions might be obvious to you. Remember, some of your classmates have never edited a video before. Please be patient. If you know the answer, share what you know with your teammate. Also, explore the software a little.

iMovie tutorial video

Part 2

You will be videotaping each other saying specific things into the camera. For this assignment to work everybody must participate and instructions must be followed. If you’re camera shy don’t worry, we will not be sharing the video with anybody. This is an exercise to show you how to use the video camera and the software to perform basic editing. Please do not work with anybody outside of your group.

  1. Student 1 – Record your partner (camera zoomed in) saying “1, 2, 3.” Stop the recording.
  2. Student 2 – Record your partner (camera zoomed out) saying “A, B, C.” Stop the recording.
  3. Student 1 – Record your partner (camera zoomed in) saying “4, 5, 6.” Stop the recording.
  4. Student 2 – Record your partner (camera zoomed out) saying “D, E, F,” Stop the recording.

You should have four separate clips.

Log On to your computer using your student account (SchoolLoop Login). This is important because the downloaded video clips need to be saved on your account. Download the video clips to iPhoto on your computer.

Part 3

Import the video clips from iPhoto to iMovie. Edit the “123” video clip with the “456” video clip. Edit the “ABC” video clip with the “DEF” video clip.

Edit the new “123456” video clip with the new “ABCDEF” video clip using an interesting transition.


Audio manipulation. The audio volume in the “123” portion of the clip needs to be loud. The audio volume in the “456” portion of the audio clip needs to be soft. The audio volume in the “ABC” portion of the clip needs to be loud. The audio volume in the “DEF” portion of the audio clip needs to be soft.

Integrate audio sound or music in the background at a level that does not conflict with the audio of the video clip.

Part 5

Create and integrate a title slide for the beginning of the video – something that is high school appropriate. If you have to ask the answer is NO!

Create and integrate a scrolling credit at the end that includes your team members names and what each member did. Make sure the scroll speed is appropriate.

Extra Credit

If time permits, try creating something with the above mentioned video clips that is creative, crazy, or both. Be prepared to share the extra credit.

AHA Iron Chef Cook Off Judging Criteria

Judging Components:

1 – 5 points can be awarded in each of the following components:





Bonus opportunity


Judging Criteria:

Teams will have 40 minutes to complete a dish consisting of:

  • A main dish of either chicken or salmon
  • Salad with dressing made from scratch
  • Some type of appetizer or smoothie

Each team will make one plate to present to all the judges

Must use all ingredients from the mystery grocery bag (at least a portion of)

A salad can be the main if explained during presentation

Must work as a team

Must cooperate with all teams (do not horde pantry items)

Must clean as you go

BONUS opportunity:

  • If the make an app and a smoothie
  • Station is clean
  • Oral presentation is well done (explaining the dish)




Timing and Flow:

6:00 – 6:15     Shane and Jason to begin to warm the room and set the stage for the event

6:15 – 6:55      Cooking!

6:55 – 7:10      Each team presents plate and explains dish to judges

7:10 – 7:15      Judges deliberate

7:20 – 7:25      Judges remarks and comments

7:25                 Winners announced and prizes awarded (4th thru 1st place) & photo ops!

7:30                 Move to main event!


Things to note:

Plate is considered final when station is clean

Make one plate as presentation to judges (save extra for judging tasting if needed) *Judges will taste from the one dish

Team will identify one spokesperson to explain dish to judges.  Items to include in presentation:

  • What did they make
  • How this dish met AHA guidelines
  • What culinary skills/techniques did they use in making the dish
  • What makes their dish unique


Class work for 2-24 Periods 1,2,5,6

Use a Google Doc to answer question found in this video. Be complete with your answers and keep a “growth mindset.”

Share the google doc with me. Put your period, last name, first initial PHVid in the subject line. Be sure to give me editing privileges.  For example – 1 McDowell,R PHVid.


“In a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work—brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment,”                                                       Carole Dweck Psychologist

Do even the littlest things with purpose and intention to learn…..

1 2 3 10