Copyright Goodheart-Willcox Co., Inc.
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Unit 1 Health Informatics Career Pathway
• The first player chooses a root word and
a suffix and/or prefix card from his or her
deck to form a medical term. The player
lays the cards down with the word parts
facing up, says the medical term that was
created, and defines it.
• The next player must place a word part
card on top of a word part that is already
showing, then read the new term and
define it.
• If a definition is challenged by other
players, the cards are turned over and a
definition is formed. If the definition was
wrong, all of the cards on the table go to
the hand of the person who defined the
term incorrectly. If the definition is correct,
all cards go to the challenger’s hand.
• Play begins again with the next player
placing a root word, suffix, and/or prefix
card on the table and defining the new term.
Players may not place an identical card on
top of a card that is already displayed.
• The object of the game is to get rid of as
many cards as possible. Players may only
“pass” if they are unable to make a word
with their current cards, or if they only
have cards identical to those on the table.
The game ends when no more words can
be made. The player with the fewest cards
left at the end of the game is the winner.
16. Choose a term from the list on page 168
to study. Create a poster for the term that
includes its definition, a synonym, an antonym,
another term with the same root, a sentence
using the term, and a picture that helps you
understand the term. If there is not a true
antonym for the term, substitute a term that
might be confused with the term you chose.
REFLECT ON YOUR READING
17. Review your sorted word list from the Connect
with Your Reading activity at the beginning
of the chapter. Make changes to your
organization based on what you learned and
remember from your reading of the chapter.
BUILD CORE SKILLS
18. Critical Thinking. Explain how nonstandard
abbreviations could have a negative effect
on the patient, the workers in your healthcare
facility, and the workers in other healthcare
facilities who receive your records.
19. Critical Thinking. Review the requirements
a biologist uses to define a living thing. What
evidence did you find in the chapter section on
the cell to support the fact that a cell is alive?
20. Writing. Type the following paragraph into a
word processor. Correct any errors found by
the spell-check feature.
All patience complained of stomach pane. The
gastrenterologist noted stomach distention in
every patient examined. The CNA reported that
the patients complained of nawzea. Lab tests
were ordered to confirm a diagnosis.
a. What problems were corrected?
b. What problems were missed?
c. What problems were created?
21. Reading. Research the work of three of
the following people who made important
discoveries about the human cell. What were
their roles in forming our current understanding
of the cell? Be prepared to share your
information with the class.
a. Robert Hooke
b. Anton Van Leeuwenhoek
c. Rudolf Virchow
d. Theodor Schwann
e. Camillo Golgi
f. James Watson and Francis Crick
ACTIVATE YOUR LEARNING
22. Using Figure 5.8 as a reference, build the
following “edible cell” model or create a model
using different edible materials. Then answer
the questions.
• cell membrane—slice of bread with crust
• cytoplasm—honey
• nucleus and nucleolus—sucker or lollipop
with the stick cut off
• vacuoles—small pretzel twists
• lysosomes—black jelly beans
• mitochondria—gummy bears
• endoplasmic reticulum—fruit leather cut
and unrolled into long, thin strips
• ribosomes—sprinkles
• Golgi apparatus—gummy worms