Nutrtion questions

3 exams with 25 multiple choice questions. Very simple. Need them within 24 hours if at all possible.

Student ID: 21772952

Exam: 050492RR – MICRONUTRIENTS, MINERALS, AND WATER

When you have completed your exam and reviewed your answers, click Submit Exam. Answers will not be recorded until you
hit Submit Exam. If you need to exit before completing the exam, click Cancel Exam.

Questions 1 to 25: Select the best answer to each question. Note that a question and its answers may be split across a page
break, so be sure that you have seen the entire question and all the answers before choosing an answer.

1. Conditions associated with zinc deficiency include
A. skin lesions.

B. high blood pressure.

C. tetanus.

D. anemia.

2. Sulfur is found in
A. proteins.

B. fatty acids.

C. carbohydrates.

D. vitamins.

3. What enhances calcium absorption?
A. Vitamin D

B. Phytates

C. Phosphorus

D. Fiber

4. Angela is allergic to the acid in citrus fruits. What food can provide an ample amount of vitamin C in her
diet?
A. Spinach

B. Tomatoes

C. Liver

D. Strawberries

5. Phosphorus is critical in
A. energy exchange.

B. kidney transplantation.

C. intestinal restriction.

D. fatty tissue extraction.

6. Of the following, the best source of calcium is

A. sardines.

B. peanut butter.

C. Swiss cheese.

D. yogurt.

7. Which of the following is a health benefit of moderate alcohol consumption?
A. Improved judgment

B. Enhanced reflexes

C. Reduced risk of cardiovascular disease

D. Reduced risk of cancer

8. How many kilocalories per gram does alcohol provide?
A. 5

B. 7

C. 9

D. 8

9. Dangerously low sodium in the blood is called
A. anemia.

B. hypotension.

C. hypertension.

D. hyponatremia.

10. The mineral critical to the good health of the thyroid gland is
A. iodine.

B. zinc.

C. copper.

D. iron.

11. The recommendated intake of phosphorus is lower than that for
A. calcium.

B. nitrogen.

C. lipids.

D. lactose.

12. When selecting an entree that’s high in potassium, you should choose
A. spinach.

B. a baked potato.

C. baked halibut.

D. cantaloupe.

13. A _______ deficiency can cause damage to red blood cells, thereby causing macrocytic anemia.

A. niacin

B. riboflavin

C. thiamin

D. folate

14. Folate can prevent neural tube defects if taken
A. when a woman is of childbearing age.

B. after the first obstetrician visit.

C. when the pregnant woman stops smoking.

D. throughout the life cycle.

15. Consuming five or more drinks on one occasion is known as
A. binge drinking.

B. social drinking.

C. ritual drinking.

D. alcoholism.

16. The most prevalent disease associated with poor bone health is
A. arthritis.

B. osteoporosis.

C. fluorosis.

D. osteopathy.

17. The bubbles in sparkling water are caused by
A. toxins.

B. nitrogen.

C. the manufacturer.

D. carbon dioxide.

18. A deficiency in riboflavin is called
A. beriberi.

B. ariboflavinosis.

C. pellagra.

D. ribaflavinoid.

19. Riboflavin is a member of the _______ family.
A. water

B. vitamin B

C. vitamin D

D. vitamin C

20. _____ impair iron absorption.

End of exam

A. Iodine

B. Linoleic acid

C. Phytates

D. Sodium

21. Which is not a risk factor for osteoporosis?
A. Use of diuretics

B. Smoking

C. Alcohol consumption

D. Lack of exercise

22. _______ is the nutrient that’s most needed by the body.
A. Calcium

B. Niacin

C. Water

D. Riboflavin

23. Dark urine typically indicates
A. adequate hydration.

B. water intoxication.

C. kidney failure.

D. dehydration.

24. Which nutrient most enhances iron absorption?
A. Biotin

B. Vitamin D

C. Calcium

D. Vitamin C

25. A young adult who consumes 1,000 mg of sodium per day is
A. exceeding recommendations of the American Heart Association.

B. not exceeding the recommended sodium intake for this mineral.

C. meeting the average intake of most Americans.

D. meeting the RDA for this mineral.

Student ID: 21772952

Exam: 050493RR – WEIGHT CONTROL AND NUTRITIONAL NEEDS

1. _______ is an adaptation to fasting or carbohydrate deprivation.
A. Ketosis

B. Metabolism

C. Leptinomy

D. Lipectomy

2. The primary storage form of fat in our cells is the
A. lipid.

B. fatty acid.

C. triglyceride molecule.

D. glucose.

3. The purpose of a cool down is to
A. increase body temperature.

B. allow fluids to be absorbed into the bloodstream.

C. allow the body to recover from exercise.

D. minimize sweat excretion.

4. Which of the following is a psychiatric condition that involves extreme body dissatisfaction and long-
term eating patterns that negatively affect body functioning?
A. Disordered eating

B. An eating disorder

C. Body image disease

D. Self-abuse

5. To achieve health, one should _______ daily
A. do any activity at any level

B. concentrate on aerobic activity

C. exercise for 20–60 minutes

D. exercise to achieve 64–90% of maximal heart rate

6. Which of the following groups may be most prone to developing mild iron deficiency?

A. Women

B. Children

C. Retired men

D. Golfers

7. What is a tool that uses both height and weight for determining whether someone is overweight and
includes health hazard indicators?
A. Height/weight charts

B. Bioelectrical impedance indicators

C. Skin fold analysis

D. Body mass index

8. A chronically inflamed and sore throat plus worn tooth enamel and intestinal distress could be signs of
A. colon cancer.

B. electrolyte imbalance.

C. bulimia nervosa.

D. ribose intolerance.

9. A trace mineral that enhances the action of insulin is
A. creatine.

B. carnitine.

C. ghb.

D. chromium.

10. Approximately _______ percent of individuals with anorexia die within ten years of diagnosis.
A. 90–95

B. 30

C. 50

D. 5–20

11. To gain weight, a person must
A. eat less energy than expended.

B. decrease muscle mass.

C. take protein supplements.

D. eat more energy than expended.

12. Use of anabolic steroids can cause
A. weight loss.

B. fertility.

C. nutrient increase.

D. aggressiveness.

13. Stapling a small section of the stomach to reduce total food intake is called

A. gastroplasty.

B. gastric banding.

C. gastric verticality.

D. gastric bypass.

14. Prolonged low-carbohydrate, high-protein dieting may result in the potentially harmful process of
A. acidosis.

B. metabolism.

C. ketosis.

D. carbohydrate loading.

15. Risk for type 2 diabetes is increased when a person’s BMI becomes greater than
A. 25.

B. 30.

C. 15.

D. 20.

16. Reduced physical activity increases risk for
A. hypertension.

B. headaches.

C. stomach cancer.

D. bronchitis.

17. At the age of 50, Pete decides to begin a fitness program. What would be his
maximum heart rate (MHR) rate?
A. 102

B. 50

C. 142

D. 170

18. The energy we expend to digest, absorb, transport, metabolize, and store the nutrients we eat is known
as
A. energy cost.

B. energy variability.

C. basal metabolic rate.

D. thermic effect.

19. Peter is overweight and is carrying an excess of 25 pounds in the upper portion of his body. This fat
distribution pattern makes him more at risk for which of the following?
A. Bowel problems

B. Heart disease

C. Pneumonia

D. Salmonella poisoning

End of exam

20. Using the FIT principle, you should participate in cardiovascular exercise
A. 5 times per week for 30 minutes a session.

B. 2–4 times per week for 25 minutes a session.

C. 3–5 times were week for 15-minute sprints.

D. 3–5 times per week for 20 consecutive minutes.

21. The long-term safety of _______, an appetite suppressant, is still being evaluated.
A. Phen-fen

B. Redux

C. Orlistat

D. Meridia

22. The view that the body tends to maintain a certain comfortable weight by means of its internal controls
is called
A. set-point theory.

B. fat cell theory.

C. external cue theory.

D. malfunctioning internal cue.

23. About _______ percent or more of the energy the average person spends goes to support basal
metabolism.
A. forty

B. fifteen

C. sixty

D. ten

24. Which of the following is not considered an ergogenic aid?
A. Anabolic steroids

B. Chromium

C. GHB

D. Lipids

25. Atypical eating behaviors people use to achieve lower body-weight are known as
A. disordered eating.

B. bulimia.

C. self-starvation.

D. anorexia.

Student ID: 21772952

Exam: 050494RR – LIFE CYCLE, FOOD SAFETY, AND GLOBAL NUTRITION

1. An overweight woman gains 50 pounds during her pregnancy, which is
A. 25–35 pounds more than recommended.
B. 15 pounds more than recommended.
C. inappropriate, since she shouldn’t have gained any weight.
D. 10 pounds more than recommended.

2. Foods can be kept moist through the use of
A. stabilizers.
B. humectants.
C. texturizers.
D. emulsifiers.

3. Which of the following is a correct statement about gestational diabetes?
A. Gestational diabetes is a permanent condition that severely impacts the mother’s health.
B. Gestational diabetes is a condition that is obvious only when the baby is born.
C. Gestational diabetes is a temporary condition that usually resolves itself after birth occurs.
D. Gestational diabetes is a permanent condition that has no long-term ill effects.

4. The most common nutrient deficiency in the world is
A. iodine.
B. vitamin K.
C. vitamin C.
D. iron.

5. The family of chemicals used in both field and farm storage areas to decrease destruction and crop
losses caused by weeds, animals, insects, and fungus are known as
A. herbicides.
B. insecticides.
C. pesticides.
D. fungicides.

6. The term pica refers to

A. an obese person.
B. a woman over 35 years.
C. a pregnant woman’s craving for nonfood items.
D. the amount of iron in a vegetarian’s diet.

7. _______ can be prevented by the hard cooking of eggs.
A. Listeria
B. Salmonella
C. E. coli
D. Clostridium botulinum

8. A child is brought to the emergency room with breathing difficulties and an inability to speak or swallow.
When his mother mentions he ate home-canned beans, the ER physician would probably confirm food
poisoning by
A. trichinosis.
B. botulism.
C. giardiasis.
D. salmonellosis.

9. Processed foods are inappropriate for infants because their _______ content is often too high.
A. protein
B. vitamin D
C. iron
D. sodium and sugar

10. Infants whose mothers smoke during the pregnancy have a higher risk for
A. hip deformation.
B. low birth weight.
C. anemia at birth.
D. adult blood clots.

11. The _______ program enables people who qualify to obtain electronic benefits in the form of a debit
card with which to buy food.
A. Meals on Wheels
B. WIC
C. Congregate Meal Program
D. Food Stamp

12. The easily digestible carbohydrate in breast milk is
A. sucrose.
B. maltose.
C. galactose.
D. lactose.

13. Solanine is a potentially toxic substance found in
A. green potatoes.
B. fruit.
C. raw meat.
D. fish.

14. What makes adolescent girls significantly different than their male counterparts?
A. Adolescent girls start growing later.
B. Adolescent girls have more lean body tissue.
C. Adolescent girls begin to experience marked changes at about age 10.
D. Adolescent girls have more energy.

15. Almost _______ percent of American households are unable to obtain enough energy and nutrients to
meet their daily physical needs.
A. ten
B. four
C. one
D. seven

16. What is the process by which disease-producing microorganisms in food can be destroyed by exposing
the food to heat?
A. Regulation
B. Substantiation
C. Fermentation
D. Pasteurization

17. In a local restaurant a cook’s helper put cooked hamburgers on the same plate that held the uncooked
patties. This could cause
A. meat juice retention.
B. diminished flavor.
C. cross-contamination.
D. microbial spores.

18. After scientists established that laboratory animals become ill when they ingested a newly manufactured
pesticide, the pesticide’s release would probably be prohibited by the
A. WHO.
B. USDA.
C. FDA.
D. EPA.

19. Calcium chloride is oftentimes added to foods to improve
A. thickness.

B. color.
C. texture.
D. moisture absorption.

20. One reason pregnant women should not eat large ocean fish is that the fish accumulate the highest
levels of
A. mercury.
B. iron.
C. potassium.
D. magnesium.

21. Industrial chemicals that enter the food supply through the soil or water are called
A. environmental hazards.
B. emissions.
C. acid rain.
D. persistent organic pollutants.

22. Solid foods may normally be added to a breastfed baby’s diet when the baby is about _______ months
old.
A. three
B. six
C. nine
D. twelve

23. Deficiency of _______ causes preventable brain damage in children.
A. boron
B. iron
C. iodine
D. copper

24. Clostridium botulinum thrives in a(n) _______environment.
A. acidic.
B. alkaline.
C. cool.
D. warm.

25. What is the agency charged with the responsibility of deciding whether a particular chemical may be
used on United States crops?
A. FTC
B. FDA
C. EPA
D. USDA

End of exam

Study Guide

Nutrition

INSTRUCTIONS TO STUDENTS

LESSON ASSIGNMENTS

LESSON 1: NUTRITION AND THE HUMAN BODY

LESSON 2: CARBOHYDRATES, FATS,
AND PROTEINS

LESSON 3: MICRONUTRIENTS, MINERALS,
AND WATER

LESSON 4: WEIGHT CONTROL AND
NUTRITIONAL NEEDS

LESSON 5: LIFE CYCLE, FOOD SAFETY,
AND GLOBAL NUTRITION

SELF-CHECK ANSWERS

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YOUR COURSE
Nutrition is the science that investigates how our body takes

in, breaks down, and uses foods. The course will provide you

with basic information on how these processes take place,

including information about nutrients and how they contribute

to the way the body functions. This will help you to have a

better understanding of your decisions about food and diet.

You’ll also learn about physical activities that can contribute

to a healthier lifestyle. Because a central focus of nutrition

studies is on health promotion, suggestions for individual

nutrition choice will be discussed, as well as tactics for

maintaining a healthy weight and keeping food supplies safe.

Your course materials have been divided into five lessons.

Each lesson is followed by an examination. These lessons

are designed to assist you as you read the course textbook,

Nutrition for Life, Second Edition, by Janice Thompson and

Melinda Manore. This textbook will help you apply nutrition

principles to your everyday life. Because nutrition is in a

state of constant change, with new technology and new

foods introduced to the market daily, your textbook also

examines recent changes.

OBJECTIVES
When you complete this course, you’ll be able to

■ Evaluate the variety of influences that affect your food

choices

■ Utilize a variety of nutrition education materials to

increase your knowledge base

■ Identify macro- and micronutrients, their functions, and

their effects on health and well-being

■ Discuss basal metabolism, various causes of obesity,

and prevention and treatment techniques

■ Identify the components of exercise and the nutritional

fuel required to meet your exercise needs

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Instructions to Students2

■ Examine the differences in nutritional needs throughout

the life cycle

■ Explain the various factors that affect the safety of food

products and the new technologies that affect food

supplies

■ Discuss issues involving global food supplies and their

relationship to world hunger

KNOW YOUR TEXTBOOK
Nutrition for Life focuses on both knowledge and application

of the facts of nutrition. Throughout this study guide, you’ll

see references to “the textbook” referring you to Nutrition for

Life for supportive information. Your examinations for this

course will be based upon the textbook readings.

Your textbook sets the stage in the first chapter with advice

that will make you more able to prevent nutrition-related dis-

eases. The textbook also offers you “Test Yourself” questions

(the first one is on page 1 in the textbook) that allow you to

evaluate your own knowledge and activity. In each successive

chapter, more in-depth information about nutrients, weight

management, physical activity, lifestyle, and food safety is

presented. The author also provides you with a “Nutri-Case”

feature that reflects on the latest nutritional concerns.

Let’s review the textbook and make some suggestions on

how it can support your learning when used with this study

guide. One of the helpful features of the textbook is the

inside back cover, which contains Daily Reference Intake

and Recommended Dietary Allowance tables. These allow you

to quickly identify your own nutrient needs based on your

age, sex, and physiological state (your physical state—for

example, whether or not you’re pregnant or breastfeeding).

Tolerable Upper Intake Levels (the upper limit of what your

body requires) are given for vitamins and minerals as well as

daily values (required amounts) for protein, fat, carbohydrate,

and vitamin intake.

Instructions to Students 3

There’s a “Brief Contents” listing on page xviii and a detailed

“Contents” that can be found on pages xix through xxx

(including specific topic areas as well as special features).

Special features include “What about You?” which provides

some practical ideas on how to improve your eating and

“Highlight,” which addresses various nutritional topics. The

“Review Questions” at the end of each chapter are also help-

ful for reviewing the material you’ve read about. Nutrition-

related Web sites are supplied in each chapter, so that you

can get to know more about a particular topic by means of

the Internet.

Finally, there are excellent and extensive appendices in the

textbook beginning on page A-1 and ending on page F-7. The

appendices include calculations and conversions, exchanges,

charts on caffeine and alcohol, plus stature-for-age informa-

tion. The glossary, pages GL-1 through GL-8, plus the index

on pages IN-1 through IN-11 will help you define words and

terms used throughout the text.

COURSE MATERIALS
Your course includes the following materials:

1. Your textbook, Nutrition for Life, Second Edition, by

Janice Thompson and Melinda Manore, which contains

all your required readings

2. This study guide, which includes an introduction to the

course and textbook as well as

■ An explanatory summary of the material you’ll be

covering in each lesson

■ A lesson assignment page which lists the schedule

of study assignments in your textbook

■ Self-checks with answers that allow you to assess

your understanding of the course material

Instructions to Students4

A STUDY PLAN
This study guide is intended to help you achieve maximum

benefit from this course, by summarizing and clarifying your

textbook readings. Your study guide doesn’t replace the text-

book but is designed to assist you in understanding the

textbook material.

The study guide consists of five lessons. Each lesson con-

tains reading assignments, self-checks, and a comprehensive

examination on all the material covered. Be sure to complete

all work for Lesson 1 before moving to Lesson 2, and so on.

It’s recommended that you keep a learning journal notebook

for this course. In this notebook, write down any terms that

are unclear. You can check these terms in the glossary at

the back of your textbook, beginning on page GL-1, or in a

dictionary. In addition, any thoughts or ideas that will help

you as you prepare for the examinations can be put in your

journal.

To get the most benefit from this course, follow these steps

for each of the lessons:

Step 1: Read the introduction to the lesson in this study

guide.

Step 2: Read the assigned pages in the textbook. Note

where the reading assignment begins and ends and

make entries in the journal notebook of terms that

require defining.

Step 3: Look in the glossary for the definition of terms and

put the definitions in your notebook. Reread all

the pages of the assignment, paying special atten-

tion to terms that you’ve recorded in the notebook

journal.

Step 4: After finishing each reading assignment, complete

the self-check. Check your answers with the

answers found at the end of this study guide. If

your answers were incorrect, review that section of

the reading assignment. Remember, the self-checks

are only for your use and should not be sent to the

school for grading.

Instructions to Students 5

Step 5: When you’re familiar with all the material in the

lesson, complete the examination. Take your time

doing the examination. When you finish the exam,

submit your answers to the school for grading.

Step 6: Repeat these steps for each succeeding lesson until

all five lessons are completed and examinations

have been sent in to the school.

Remember that at any point in your course you can ask your

instructor for information, clarifications, or explanations. E-

mail your instructor with your request, and he or she will

ensure that you receive an answer. Your instructor’s guid-

ance and suggestions should be very helpful as you continue

toward completion of this course.

Instructions to Students6

NOTES

Lesson 1: Nutrition and the Human Body

For Read in the Read in the

study guide: textbook:

Assignment 1 Pages 10–13 Pages 1–38

Assignment 2 Pages 14–15 Pages 39–65

Examination 050490 Material in Lesson 1

Lesson 2: Carbohydrates, Fats, and Proteins

For Read in the Read in the

study guide: textbook:

Assignment 3 Pages

–20 Pages 66–97

Assignment 4 Pages 21–23 Pages 98–128

Assignment 5 Pages 24–25 Pages 1

–155

Examination 050491 Material in

Lesson 2

Lesson 3: Micronutrients, Minerals, and Water

For Read in the Read in the
study guide: textbook:

Assignment 6 Pages 28–30 Pages 156–194

Assignment 7 Pages 31–32 Pages 195–230

Assignment 8 Pages 33–34 Pages 231–256

Examination 050492 Material in

Lesson 3

Lesson 4: Weight Control and Nutritional Needs

For Read in the Read in the
study guide: textbook:

Assignment 9 Pages 36–37 Pages 257–300

Assignment 10 Pages 38–39 Pages 301–332

Examination 050493 Material in Lesson 4

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Lesson Assignments8

Lesson 5: Life Cycle, Food Safety, and Global

Nutrition

For Read in the Read in the
study guide: textbook:

Assignment 11 Pages 44–46 Pages 333–383

Assignment 12 Pages 47–48 Pages 384–419

Examination 050494 Material in Lesson 5

Note: To access and complete any of the examinations for this study

guide, click on the appropriate Take Exam icon on your “My Courses”

page. You should not have to enter the examination numbers. These

numbers are for reference only if you have reason to contact Student

Services.

Nutrition and the Human
Body

INTRODUCTION
Your first lesson begins with Assignment 1 and focuses on

the first chapter of your textbook, “Nutrition: Making It Work

for You.” This chapter gives background information on the

“whys” of “what” you eat, and how nutrition contributes to

wellness. The first chapter also will help you better under-

stand how food choices are based on economics, marketing,

and social and cultural considerations.

Assignment 2 covers the second chapter of your textbook,

“The Human Body: Are We Really What We Eat?” This

chapter discusses the adequacy of the diet you’re presently

eating. Beginning with a brief discussion of how the body

works, Chapter 2 goes on to explain what makes us human

and how our bodies use the food we ingest.

OBJECTIVES
When you complete this lesson, you’ll be able to

■ Define the term nutrition and give its history

■ Discuss the various diseases to which inadequate diet

may contribute

■ Name the six nutrients and how the body uses them

■ Describe a healthy dies

■ Read food labels

■ Explain why we get hungry

■ List and describe disorders related to specific foods

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ASSIGNMENT 1
Read the following introduction. Then read pages 1–38 in your

Nutrition for Life textbook. Remember to log in your notebook

journal unfamiliar terms and then look them up in the glos-

sary or in a dictionary.

Nutrition is the study of foods (including their nutrients, and

chemical components), the actions and interactions of food

with the body, and the relationship between food, health,

and disease. Sometimes the study of nutrition can be frus-

trating, because it deals with science and can be complex.

There’s also a problem with misinformation. Much popular

information about nutrition is either mistaken or misleading.

However, nutrition remains an important area to study

because of the large role faulty nutrition plays as a cause of

illness and death.

Many factors influence our food choices, including both cog-

nitive and affective (emotional) ones. We all “know” that we

should eat foods that prevent disease and encourage health,

but we’re influenced by advertising, peer pressure, and sim-

ple convenience. Cultural and religious influences also have

an influence on food choice.

When choosing the foods that you eat, it’s important to con-

sider linking nutrients in foods to your health. For this rea-

son, there are some general “guiding” principles, such as

moderation, variety, and balance. By choosing a variety of

foods, you’re less likely to become bored from eating the

same foods repeatedly and you get a balance of the nutrients

your body needs for good health. Using a moderate approach

ensures that your diet will consist of foods that are high in

nutrients rather than high in calories, providing the most

nutrient contribution with the least amount of calories.

The six classes of nutrients are

■ Carbohydrates (4 calories/gram)

■ Fats (9 calories/gram)

■ Proteins (4 calories/gram)

■ Vitamins (no calories)

Nutrition10

■ Minerals (no calories)

■ Water (no calories)

Carbohydrates, fats, and proteins provide energy, which can

be measured in calories (or kilocalories). Proteins and carbo-

hydrates each contribute four calories per gram. Fat is the

most calorically dense at nine calories per gram, followed by

alcohol (not a nutrient, but it does provide calories), which

provides seven calories. Multiplying the number of grams by

the calorie factor enables you to determine the total number

of calories in any food or alcohol product. Vitamins and min-

erals help the body regulate calories, but neither provides

calories. Water, often forgotten and underrated, is a nutrient

that’s greatly needed and is indispensable for bodily activities.

Nutrient recommendations reflect on your body’s need for

these six nutrients. The Dietary Reference Intake (DRI), a

collaborative effort by the United States and Canada, records

current dietary standards and focuses on 14 nutrients. These

values are used for planning and evaluating needs through

the use of four categories, including Estimated Average

Requirement (EAR), Recommended Dietary Allowance (RDA),

Adequate Intake (AI), and Tolerable Upper Intake Levels (UL).

all these recommendations are based on scientific research

and must be used with the following in mind:

■ They apply to healthy persons only.

■ A large margin of safety is included.

■ The diets contain a variety of foods.

■ Average daily intakes are considered.

■ Each of the four categories serves a unique purpose.

There are many consumer tools for you to use to plan your

diet and ensure it’s high in nutrients. The Dietary Guidelines

for Americans offers principles of good eating and healthy

lifestyle habits and were revised in 2000 to include another

tool—the Healthy Eating Pyramid (see Figure 1.11 on page

of your textbook).

Lesson 1 11

A key part of consumer nutrition information is the food label,

containing specific nutritional facts and health claims, which

are regulated by the Nutritional Labeling and Education Act of

1990. The Percentage Daily Values offers a combination of

the total fat, saturated fat, and carbohydrate amounts in a

food item compared with a person’s estimated daily need of

2,000 calories. Health or nutrient claims must comply with

guidelines set by the U.S. Food and Drug Administration

(FDA).

Now, read the textbook pages listed in the beginning of this

assignment. Then complete Self-Check 1.

Nutrition12

Lesson 1 13

Self-Check 1

At the end of each section of Nutrition, you’ll be asked to pause and check your understanding of
what you’ve just read by completing a “Self-Check” exercise. Answering these questions will
help you review what you’ve studied so far. Please complete Self-Check 1 now.

1. What are the four top nutritionally related causes of death in the United States?

__________________________________________________________________________

2. Our preferences for food are a _______ response.

__________________________________________________________________________

3. What does DRI stand for?

__________________________________________________________________________

4. Which foods should be chosen sparingly?

__________________________________________________________________________

5. Which of the following is a correct statement about a nutrient-dense food?

a. A nutrient-dense food has all information included on the nutrition label.
b. A nutrient-dense food is high in weight and volume.
c. A nutrient-dense food provides more nutrients relative to calories.
d. A nutrient-dense food contains carbohydrates, proteins, and fats.

6. Which of the following is an alternative for meats in the Food Guide Plan or Pyramid?

a. Bacon c. Baked potatoes
b. Nuts d. Cheese

7. The Daily Value on the label is based on the needs for a caloric intake of _______ calories.

a. 1,800 c. 2,200
b. 2,000 d. 3,000

8. True or False? Most ethnic foods don’t fit into a food guide pyramid and should be avoided.

Check your answers with those on page 49.

ASSIGNMENT 2
Read the following introduction. Then read pages 39–65 in

your Nutrition for Life textbook. Remember to log in your

notebook journal any unfamiliar terms and then look them up

the

glossary or in a dictionary.

Assignment 2 provides a mini biology lesson that explains what

happens to the human body when we eat. It begins with an

explanation of the microscopic parts of the body, the atoms

that form molecules, the molecules that form cells, and the

cells that form tissues and organs. The chapter goes on to

explain the physiological foundations of hunger, and then

explains just what happens to food on its path to and from the

organs and bloodstream.

When we eat, we turn food into energy. For us to do that, our

bodies need to chemically break that food down into sub-

stances that can be absorbed. This chemical breakdown is

accomplished through the production of enzymes and other

digestive juices produced in the different organs of the body.

As you read the material in Chapter 2, pay particular attention

to the terminology highlighted in the margins. Many of these

terms will be used again in later chapters.

As you conclude this lesson, explore the Web sites listed in

Chapters 1 and 2 of your textbook. These sites are great

sources of worthwhile information. Take the time to visit some

of these Web sites, and bookmark the more informative ones.

Now, read the textbook pages listed in the beginning of this

assignment. Then complete Self-Check 2.

Nutrition14

Lesson 1 15

Self-Check 2

Indicate whether the following statements are True or False.

_____ 1. The smallest units of matter are the molecules.

_____ 2. We can control the hypothalamus to tell us to be hungry.

_____ 3. Protein makes us feel full for a longer period of time than carbohydrates do.

_____ 4. Chewing chemically breaks down food.

_____ 5. The gall bladder stores the bile produced by the liver.

_____ 6. When blood travels through the body it picks up waste products.

Check your answers with those on page 49.

NOTES

Nutrition16

Carbohydrates, Fats, and
Proteins

INTRODUCTION
Your second lesson covers Chapters 3, 4, and 5, in your text-

book, Nutrition for Life. Chapter 3 deals with the various types

of carbohydrates in the diet, detailing the simple carbohy-

drates, the monosaccharides (a single sugar), the disaccha-

rides (pairs of sugars or double sugars), and polysaccharides

(complex carbohydrates such as starch and fiber). Many of

the foods on the MyPyramid contain carbohydrates. A large

section of Chapter 3 is devoted to the complex carbohydrate

fiber, primarily due to fiber’s many health benefits.

Assignment 4 covers Chapter 4 in your textbook, “Fats:

Essential Energy-Supplying Nutrients.” In Chapter 4, two

types of lipids are discussed, triglycerides and cholesterol.

Both of the lipids are “built” from fatty acid chains and con-

tain, in the polyunsaturated group, the extremely important

essential fatty acids. Remember that essential means the

nutrient is essential to life and must be provided by what

you eat. Your body can’t make or synthesize essential fatty

acids all by itself. Next, the chapter discusses cholesterol,

and explores the relationship between cholesterol and heart

disease. Other suggestions for controlling cholesterol are

given, as well as suggestions for general lipid reduction.

Finally, this lesson will conclude with a survey of Chapter 5,

“Proteins: Crucial Components of All Body Tissues.” Many

proteins are considered essential. (Your body needs them,

but can get them only from what you eat.)

The “building blocks” of proteins, the amino acids, allow

proteins to have more functions than any other nutrient.

The chapter closes with a discussion of protein-deficiency

diseases and a look at the special needs for proteins in

vegetarian diets.

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OBJECTIVES
When you complete this lesson, you’ll be able to

■ Explain the categories included in carbohydrate

metabolism

■ Discuss the relationship between sugar and health,

especially dental health

■ Explain the sources and function of fiber in the diet

■ Name the variety and properties of artificial sweeteners

available today in the marketplace

■ Explain the functions of lipids, such as glycerols and

sterols

■ Name and discuss the health function of the essential

fatty acids

■ Explain the differences between the following kinds of

fatty acid: monounsaturated, polyunsaturated, unsatu-

rated, and saturated

■ Describe the controversy about cis and trans fatty acid

■ Define the term cholesterol

■ Discuss the role of fat and cholesterol in the diet and its

effect on a person’s health, especially cardiovascular health

■ Explain what an amino acid is

■ Discuss the many functions that proteins have

■ Tell which diseases result from inadequate protein

intake

■ Explain the special dietary needs of vegetarians

Nutrition18

Lesson 2

ASSIGNMENT 3
Read the following introduction. Then read pages 66–97 in

your Nutrition for Life textbook. Remember to log in your
notebook journal any unfamiliar terms and then look them up
in the glossary or in a dictionary.

Carbohydrates play a crucial role in the body’s metabolism

(breaking down and using new materials for bodily function-

ings). One result of carbohydrate intake is the production of

sugars, such as the monosaccharides (fructose, galactose,

and glucose) and the disaccharides (sucrose, maltose, and

lactose). Other important carbohydrates are called complex.

They’re the polysaccharides (starch, glycogen, and fiber).

Over 55% of our dietary intake consists of carbohydrates, a

nutrient group whose main function is to provide energy

sources for the body. Glycogen is a stored form of glucose,

found in the muscle and in the liver. It’s estimated that peo-

ple store over 1,500 calories of glycogen in their bodies as a

reserve source of energy.

The complex carbohydrates, starch and fiber, have been linked

to a reduced risk of excess weight gain, lesser gastrointestinal

disorders (disorders involving either the stomach or the large

and small intestine), decrease of some forms of cancer and

better control of high blood glucose levels found in those who

suffer from diabetes.

Now, read the textbook pages listed in the beginning of this

assignment. Then complete Self-Check 3.

Nutrition20

Self-Check 3

1. Sucrose bonds together fructose and

a. glucose. c. salactose.
b. galactose. d. maltose.

2. Another word for milk sugar is

a. lactase c. maltose
b. sucrose d. amylase

3. According to the DRI, the number of calories from carbohydrates should be approximately
_______.

4. Frequent urination, extreme hunger, and fatigue are symptoms of _______.

5. Blood concentrations of glucose that are too low are called _______.

Check your answers with those on page 49.

ASSIGNMENT 4
Read the following introduction. Then read pages 98–128 in

your Nutrition for Life textbook. Remember to log in your

journal notebook unfamiliar terms and then look them up in

the glossary or in a dictionary.

Lipids are nutrients, and can be broken into three subdivi-

sions—triglycerides, cholesterol, and phospholipids. Lipids are

made of fatty acids. Fatty acids may be long-, medium-, or

short-chained; and either saturated (having a maximum

number of hydrogen atoms), monounsaturated (containing

one point where additional hydrogen atoms can be added), or

polyunsaturated (containing two or more points where addi-

tional hydrogen atoms can be added). The polyunsaturated

fat category contains the omega-3 (linolenic) and omega-6

(linoleic) fatty acids, which are essential (they must be pro-

vided for by diet—the body can’t synthesize them all by

itself).

The largest category by far is the triglycerides, making up

about 95% of daily fat intake. They’re fats and oils composed

of fatty acids and glycerol, which serves as a structural sup-

port for triglycerides. Triglycerides provide energy insulation

and protect internal organs from shock. They help the body

effectively use carbohydrates, proteins, and the fat-soluble

vitamins A, D, E, and K. Triglycerides add satiety (the feeling

of being satisfied) to the diet and deliver flavor, texture, and

tenderness to food.

Cholesterol is found only in animals and animal products. So

any foods you eat from animal products, such as eggs, fish,

or cheese, contain cholesterol. Even the fat in the “low-fat” or

“lean” products is cholesterol. Most of our cholesterol is pro-

duced by the liver. It’s used to synthesize bile, sex hormones,

and Vitamin D, among other functions.

Phospholipids are used as emulsifiers (water and fat mixtures)

in foods and in the body, and are part of the structure of

lipoproteins. Bile is an emulsifier, secreted into the small

intestine, which assists with digestion. Both of these are

needed in moderate amounts and are produced by the body

as needed.

Lesson 2 21

The current recommendation for your dietary intake is a

maximum of 30% of calories from fat, with 10% or less being

saturated and at least 10% being monounsaturated. Your

cholesterol intake shouldn’t exceed 300 mg per day. A blood

test called a fasting lipid profile is important to monitor these

lipids and reduce your risk of heart disease. Excess lipids

also contribute to obesity, some cancers, diabetes, and

hypertension (high blood pressure).

Now, read the textbook pages listed in the beginning of this

assignment. Then complete Self-Check 4.

Nutrition22

Lesson 2 23

Self-Check 4

Indicate whether the following statements are True or False.

_____ 1. Cholesterol is an essential fatty acid and must be supplied by the body.

_____ 2. A polyunsaturated fatty acid has two or more double bonds.

_____ 3. Saturated fat should be kept low and contribute less than 10 percent of calories.

_____ 4. Linoleic acid is not an essential fatty acid.

_____ 5. High-density lipoproteins are sometimes referred to as the “good” cholesterol.

Check your answers with those on page 50.

ASSIGNMENT 5
Read the following introduction. Then read pages 129–155 in

your Nutrition for Life textbook. Remember to log any unclear

terms in your notebook journal, and then look them up in the

glossary or in a dictionary.

Protein is composed of amino acids, and they can perform

many more functions than fats or carbohydrates. Twenty

different amino acids form proteins, and about half of them

are essential, meaning that they’re vital for health and must

be obtained from the diet.

Proteins have many functions. They assist in the growth and

repair of tissue and cells. Enzymes, hormones, and antibod-

ies rely upon protein. Proteins help with fluid and acid-base

balance and aid in transporting nutrients, helping blood to

clot, and maintaining vision.

Food proteins may be either complete (proteins that have all

the essential amino acids) and have a high biological value,

or incomplete (proteins that lack or have low amounts of

essential amino acids). Incomplete proteins need to be sup-

plemented to provide high nutritional value.

It’s recommended that 10–15% of your dietary intake come

from protein. Most of us eat far more than that each day, so

protein supplementation is usually unnecessary and can be

dangerous.

People who are chronically ill can have protein deficiencies

that cause decubitus (erosion of the skin that comes from the

inside out, commonly called bed sores). Even more serious, a

devastating form of protein deficiency (a kind of malnutrition)

results in diseases called marasmus and kwashiorkor, which

are common in children and the elderly in developing nations.

As you conclude this lesson, explore the Web sites mentioned

in Chapters 3, 4, and 5 in your textbook Nutrition for Life.

Now, read the textbook pages listed in the beginning of this

assignment. Then complete Self-Check 5.

Nutrition24

Lesson 2 25

Self-Check 5

1. True or False? Peptide bonds bind amino acids together chemically.

2. True or False? There are no known benefits from consuming excess protein.

3. The building blocks of protein are _______.

4. Cancer-causing agents are called _______.

5. The adult RDA for protein is _______ per kilogram of body

weight.

Check your answers with those on page 50.

Nutrition
NOTES
26

Micronutrients, Minerals,
and Water

INTRODUCTION
This lesson covers Chapters 6, 7, and 8 in your Nutrition for

Life textbook. In assignment 6, you’ll consider vitamins,

subdivided into two categories, water-soluble (vitamin C and

B-complex) and the fat-soluble (vitamins A, D, E, K). Food

sources for vitamins are given and vitamin deficiencies are

discussed.

In assignment 7 you’ll consider minerals, and in assignment 8

you’ll explore how the body uses water.

OBJECTIVES
When you complete this lesson, you’ll be able to

■ Name the water-soluble and the fat-soluble

vitamins

■ Discuss the role antioxidants play in health and aging

■ Explain the function of the various vitamins

in the body

system

■ Describe the diseases that can occur when someone

doesn’t get enough of a particular vitamin

■ State food sources for water-soluble and fat-soluble

vitamins

■ Discuss cooking and storage methods to best preserve

vitamins

■ Explain what phytochemicals are and how they promote

health and reduce disease risks

■ Discuss the various functions of water in the body system

■ Identify the major and trace minerals and their function

in the body
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■ Compare and contrast the health benefits and health

risks of alcohol intake

■ List the food sources of major and trace minerals, and

the diseases that result from low mineral levels

■ Compare and contrast the roles of various electrolytes

■ Discuss the role of minerals in the control of hyper-

tension

■ Describe the symptoms and the treatment of osteoporosis

ASSIGNMENT 6
Read the following introduction. Then read pages 156–194 in

your Nutrition for Life textbook. Remember to log unclear

terms in your journal notebook and then look them up in the

glossary or in a dictionary.

Vitamins function differently from the energy-yielding nutri-

ents we’ve just studied. They don’t yield energy but they do

help the body to release energy from food. Vitamins are

essential in supporting life and health, and all have unique

characteristics. In your textbook, Nutrition for Life, the chapter

on vitamins contains Tables 6-1 and 6-2 on pages 159–160,

which list information about water-soluble and fat-soluble

vitamins.

Water-soluble vitamins can’t be stored by the body and are

required in frequent small amounts. They’re excreted daily in

urine if there’s any excess, so the water-soluble vitamins

need to be replaced on a daily basis. These vitamins tend to

be safe unless taken in massive amounts. Vitamin C has

been identified as an antioxidant (a substance that prevents

damage to your body because of chemical reactions using

oxygen). Folic acid has been found to be helpful in prevent-

ing certain birth defects.

The fat-soluble vitamins A, D, E, and K, have very specific

functions. Vitamin A is important for vision, for healthy

epithelial (outer surface) cells, and for immunity and bone

growth. One plant form of vitamin A is beta-carotene, another

recognized antioxidant. Vitamin D works with sunlight to

perform bone formation and maintenance. Vitamin E is also

Nutrition28

Lesson 3

an antioxidant found in vegetable oils, while vitamin K aids

in blood clotting. The fat-soluble vitamins are housed in fatty

tissue because they’re fat-soluble. They can be toxic to the

body if taken in excess, because the body doesn’t easily

excrete them.

Now, read the textbook pages listed in the beginning of this

assignment. Then complete Self-Check 6.

Nutrition30

Self-Check 6

1. True or False? In foods, the water-soluble vitamins are stored in the body.

2. True or False? Antioxidants help the body to remove free radicals.

3. True or False? Beta-carotene is the precursor to Vitamin D.

4. The deficiency disease of vitamin C is _______.

5. The vitamin that can be formulated through exposure to sunlight is _______.

Questions 7–10: Read the scenarios below. In each case, indicate which vitamin the person
may be lacking.

6. Grandpa doesn’t like milk, cheese, or vegetables. Lately, he’s noticed that he doesn’t feel
comfortable driving at night. It’s hard for him to see the road after a passing car’s headlights
shine in his eyes.

__________________________________________________________________________

7. Aunt Jillian says the sun bothers her eyes, and as a result, she rarely goes out during the
day. Her diet tends to consist of herbal tea, fruit, rice, and salad.

__________________________________________________________________________

8. Whenever George gets a cold, it seems to last forever. He’s generally under a lot of stress
and tends to drink coffee rather than juice.

__________________________________________________________________________

9. Uncle Timo is a vegan. He says that he’s been feeling tired lately and that his muscles ache.

__________________________________________________________________________
Check your answers with those on page 50.

Lesson 3 31

ASSIGNMENT 7
Read the following introduction. Then read pages 195–230 in

your Nutrition for Life textbook. Remember to log unclear
terms in your journal notebook and then look them up in the
glossary or in a dictionary.

This chapter discusses those minerals that are of greatest

importance in human nutrition. Calcium is the most abun-

dant mineral in the body and is stored mainly in the bone

structure. It functions in blood clotting, nerve and muscle

function, and in cell metabolism. Calcium is found in milk

and dairy products, and deficiencies lead to rickets (a bone

disease caused by lack of vitamin D and sunlight) in chil-

dren or osteoporosis (a disease in which bones weaken and

become brittle) in adults.

Phosphorus, another major mineral, is widespread in foods

and rarely is deficient in the diet. Its primary function is to

work with calcium in formation of bone crystals and it’s part

of DNA, RNA, and the previously studied phospholipids and

lipoproteins.

The trace minerals are found in your body in smaller amounts

and are involved in a variety of structural and regulatory func-

tions in the body. Iron is one trace mineral that’s of paramount

importance. It’s found in meat, vegetables, nuts, beans, and

iron-enriched foods. Zinc, required for normal growth develop-

ment and immune function, is also found in plant foods and

meat. Selenium, which acts an antioxidant, and iodine, impor-

tant for thyroid functioning, are well-researched minerals.

Now, read the textbook pages listed in the beginning of this

assignment. Then complete Self-Check 7.

Nutrition32

Self-Check 7

1. True or False? Drinking water is the usual source of fluoride.

2. The most abundant mineral in the body is _______.

3. The trace mineral whose deficiency will lead to anemia over time is _______.

4. The trace mineral whose deficiency will lead to thyroid malfunction is _______.

5. If _______ isn’t replenished daily, poor appetite, delayed healing, increased colds and flu, or
night blindness may occur.

Check your answers with those on page 51.

ASSIGNMENT 8
Read the following introduction. Then read pages 231–256 in

your Nutrition for Life textbook. Remember to log unclear
terms in your journal notebook and then look them up in the
glossary or in a dictionary.

Chapter 8 covers the subject of alcohol and nutrition. In

this chapter, you’ll cover information on factors affecting the

absorption and metabolism of alcohol, including gender,

ethnicity, and diet makeup.

Water is considered by many to be one of the most important

nutrients. We can live a lot longer without food than we can

without water. Unfortunately, water is often looked upon as

the “last choice” among thirst-quenchers. Juices, soda, and

sports beverages often replace water. As a country, many

Americans don’t meet their nutritional need of 1 quart of

water per 1,000 calories of food. Many beverages that con-

tain caffeine or alcohol are natural dehydrators, meaning

that they actually increase the body’s need for water. One of

the other problems is thirst; the brain doesn’t activate your

need for water until you’re already dehydrated by 2%. Needs

for water increase when the weather is hot and humid, so

sports enthusiasts especially need to learn to “drink on a

schedule” rather than risk dehydration. In addition, if you

weigh yourself before a sports event, and immediately after-

ward, you can determine fluid losses. It takes 16 ounces of

water to replace a pound of weight lost through dehydration.

Water has a multitude of functions in the body, including

carrying other nutrients and waste through the body. It par-

ticipates in chemical reactions, helps form macromolecules

and regulates body temperature. Water acts as a lubricant

for joints and shock absorber for your organs. As a solvent, it

helps maintain your acid-base pH balance. Electrolytes (ions

dissolved in water—sodium, potassium, and chloride) help

keep your body water in equilibrium (normal fluid balance).

Now, read the textbook pages listed in the beginning of this

assignment. Then complete Self-Check 8.

Lesson 3 33

Nutrition34

Self-Check 8

Indicate whether the following statements are True or False.

_____ 1. Interstitial fluid is external to tissue cells.

_____ 2. Orange juice hydrates the body better than water does.

_____ 3. It’s impossible to drink too much water.

_____ 4. Alcohol is digested in the liver.

_____ 5. To break down alcohol more quickly, one should drink coffee.

Check your answers with those on page 51.

Weight Control and
Nutritional Needs

INTRODUCTION
In Lesson 4, you’ll be concentrating on two chapters of

your textbook, Chapter 9 “Achieving and Maintaining a

Healthful Body Weight” on pages 257–300 and Chapter 10

“Nutrition and Physical Activity: Keys to Good Health,” on

pages 301–332. Both of these chapters deal with a healthy

weight and how to achieve and maintain it. Achieving a

healthy body weight is important for avoiding a high incidence

of health problems. Obese (or greatly overweight) people have

a higher incidence of disease and death from their health

problems.

OBJECTIVES
When you complete this lesson, you’ll be able to

■ Discuss the health risks of being overweight or obese

■ Describe the various techniques to assess body weight

and body fat

■ Identify the causes of obesity, both the genetic and

environmental

■ Explain some successful techniques for weight loss and

maintenance

■ Identify the reason why exercise must become part of

everyone’s lifestyle

■ Discuss the four fitness components and how each

affects our health profile

■ Explain anaerobic and aerobic exercise and the functions

of each

■ Identify the nutritional needs during exercise for foods

and for fluids

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ASSIGNMENT 9
Read the following introduction. Then read pages 257–300 in

your Nutrition for Life textbook. Be sure to log any unclear

terms in your journal notebook and then look them up in the
glossary or in a dictionary.

Energy requirements are determined from basal (essential

and fundamental) metabolic needs and activity levels. These

energy requirements, called caloric need, are determined by

what your body uses daily for all these activities. If an excess

number of calories are consumed, a person gains weight. If

there’s a decrease in calorie consumption, a person loses

weight.

Treatments available range from surgery to pharmacological

treatment to support groups using a behavioral approach.

Gimmicks and “quick fixes” abound, with consumers spending

about $33 billion dollars last year on a variety of products,

treatment, and programs. Only five percent of the people in the

United States maintain weight loss after 3–5 years. Successful

techniques like behavior change, positive attitude, and main-

tenance groups for continued support of weight loss seem to

work best.

No matter how controversial the measurement or the treat-

ment, one fact remains critical—being overweight or under-

weight poses a health problem. There’s a strong causal rela-

tionship between obesity and cardiovascular disease, diabetes,

and cancer. Likewise, a fixation with being underweight can

lead to eating disorders like anorexia nervosa (depriving one-

self of adequate amounts of food) and bulimia (forcing oneself

to vomit or excrete food that’s been eaten).

Now, read the textbook pages listed in the beginning of this

assignment. Then complete Self-Check 9.

Nutrition36

Lesson 4 37

Self-Check 9

1. A person classified as overweight has a body mass index of

a. 18.5. c. 25.1–29.9.
b. 18.5–25. d. 30 or higher.

2. The body’s first adjustment to fasting is to

a. stop functioning. c. break down bile.
b. reduce carbohydrate intake. d. use the liver’s glycogen.

3. About 60 percent or more of the energy the average person spends goes to support the
ongoing metabolic work of the body’s cells or the _______.

Questions 4–6: Indicate whether the following statements are True or False.

_____ 4. There are few health risks associated with obesity.

_____ 5. Someone who has a weight 50% above the weight standard for height or weight is
determined to be morbidly obese.

_____ 6. Bioelectrical impedance can measure body fat because water is a good conductor of
electricity.

Check your answers with those on page 51.

ASSIGNMENT 10
Read the following introduction. Then read pages 301–332 in

your textbook Nutrition for Life. Be sure to jot down any unclear

terms in your journal notebook and then look them up in the
glossary or in a dictionary.

Exercise, or regular physical activity, promotes health, reduces

the risk of chronic disease, and is beneficial to you—physical-

ly, psychologically, and often socially. As you become more

committed to physical activity, you’ll achieve fitness, a state

where you can meet life’s demands with energy to spare! The

components of fitness include

■ Flexibility

■ Strength

■ Muscle endurance

■ Cardiorespiratory endurance

Improving your fitness involves a schedule of exercise.

Muscles respond to demands of work capacity and increase

in size, while cardiovascular conditioning improves your

heart and lung function to bring more oxygen to your cells.

Therefore strength, anaerobic (using resistance training and

muscle endurance), and aerobic (using oxygen through the

cardiorespiratory [heart and lung] system) activities need to

be included in a balanced fitness program.

As with most changes in lifestyle, a new mixture of “food fuels”

is needed for this increase in physical activity. Carbohydrates,

especially those that are complex and high in fiber, are the

major source of energy for fitness. Protein needs are slightly

higher than those of a person who doesn’t exercise, but don’t

“overload” on proteins with supplements and high-protein diets.

Too high a level of protein can be dangerous. Fat consump-

tion is helpful, but shouldn’t exceed 30% of the caloric intake.

Water is the most essential nutrient during training and com-

petition and needs to be replaced, especially if fluid losses are

high because of heat. Superior performance often depends on

adequate fluid intake! As you conclude this lesson, explore the

Web sites mentioned in Chapters 9 and 10 of your textbook.

Now, read the textbook pages listed in the beginning of this

assignment. Then complete Self-Check 10.

Nutrition38

Lesson 4 39

Self-Check 10

1. True or False? Creatine is found in fish and is stored in our muscles.

2. Determine the maximum heart rate (MHR) for a person who is 30 years old.

a. 110 c. 130
b. 114 d. 190

3. True or False? Muscle endurance is a muscle’s power to continue working for long periods.

4. True or False? One the effects of cardiovascular conditioning is an increase in total blood
volume.

5. Hormones that are sometimes abused by athletes and may be dangerous to physical and
mental health are _______.

Check your answers with those on page 51.

Nutrition40

NOTES

Life Cycle, Food Safety,
and Global Nutrition

INTRODUCTION
This final lesson covers the last two chapters of your textbook—

Chapter 11, which takes you through the nutritional needs

throughout the life cycle, and Chapter 12, which deals with

food safety and the global food supply.

Good nutritional and lifestyle habits should begin when a

woman is planning a pregnancy. Folic acid is recommended to

prevent neural tube defects. Substance abuse, use of tobacco,

alcohol, drugs, and even herbs should be discontinued before

the onset of pregnancy to avoid complications.

Adequate nutrient and caloric intake is important for the

normal growth of the fetus and the health of the mother.

Caloric increase becomes more important in the second and

third trimesters of pregnancy, and there’s also an increased

need for protein, B-complex vitamins, vitamin D, iron, and

zinc. These needs can be met by a balanced diet, with extra

nutrient-dense foods and prenatal vitamin supplementation.

Many health problems can occur during pregnancy, including

nausea and diarrhea, and they need to be carefully monitored.

High-risk pregnancies can involve the mother’s age, socioeco-

nomic status, poor nutrition, or history of substance abuse.

Lactation (the production of breast milk) is a physiological

state that requires additional nutrients, vitamins, minerals,

and water in the mother’s diet.

An infant’s rapid weight gain during the first year of life

requires an ample supply of all the nutrients. Breast milk

provides the nutrients needed for the first 4–6 months, as

does an iron-fortified formula. Additions to the baby’s diet

should be gradually made. By the age of one, foods from all

the food groups should be included in the diet. The first year

of life is most important for setting a child’s positive eating

habits. As the child grows, he or she needs to be provided

with healthful food choices and regular physical activity to

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promote growth and help prevent diseases from occurring

later in life. It’s important that children have balanced meals

that provide adequate nutrients.

Nutrient and energy needs rise rapidly during adolescence.

Because teens begin to make their own choices and food

selections, nutritional deficiencies can occur quickly, espe-

cially those that involve iron and calcium. Busy lifestyles,

peer pressure, and irregular eating habits add to the chal-

lenge of wide food choices by adolescents.

There are also special health and nutrition issues for older

adults. Both health and increased life expectancy in the

United States have increased dramatically, due in part to

good nutrition and increased physical activity. However,

there are particular problems that older adults face. The

aging of body cells can contribute to reduced digestive func-

tion, changes in blood levels, and other functional changes in

organs such as the heart, liver, kidney, and brain. Keeping to

a good regime of physical activity can slow this process. The

following also help:

■ Adequate nutritional intake

■ Proper calorie levels

■ Moderate to low fat intake

■ Adequate protein intake

■ Including complex carbohydrates that are high in fiber

■ Maintaining adequate levels of water and other fluids

Vitamins and minerals of particular importance are

■ Vitamin A

■ Vitamin D

■ Vitamins B6 and B12

■ Zinc

■ Iron

■ Calcium

Nutrition42

Psychological factors like loneliness, depression, and lack of

money also deserve consideration.

Illnesses caused by food are extremely common. Numerous

factors contribute to the problem, including poor handling,

processing, packaging, and preparation of foods.

Here are some tips:

■ Avoid cross-contamination (using the same work surface

for both raw and prepared foods).

■ Cook at high enough temperatures to kill microorganisms.

■ Use hot, soapy water for washing your hands and your

utensils.

Pesticides are often used to protect foods against insects, but

the amounts utilized are carefully monitored by the EPA

(Environment Protection Agency) and the FDA (Food and

Drug Administration). Food additives, including artificial col-

ors, flavors, and nutrient additives, are also monitored.

Chapter 12 contains a discussion of poverty and hunger in

the United States and in the world. Government assistance

programs aren’t the only solution. Personal action to reduce,

reuse, recycle, and cut back use of energy is needed as well.

OBJECTIVES
When you this lesson, you’ll be able to

■ Explain the nutritional needs of women during pregnancy

and lactation

■ Discuss the nutritional needs of a young child

■ Explain the factors that affect children’s eating habits

■ Compare the nutritional needs of adolescents to their

actual consumption patterns

■ Discuss the nutrition-related problems of adolescents

■ Identify the nutritional needs and problems of the aging

population

Lesson 5 43

■ Explain the causes of foodborne illness

■ List foodborne microorganisms and the diseases that

they can cause

■ Describe storage and preparation procedures for increas-

ing food safety

■ Identify pesticides and other chemical contaminants that

can affect food

■ Summarize the most common food additives and their

major uses

■ Discuss undernutrition and its effect on both domestic

and global societies

ASSIGNMENT 11
Read the following introduction. Then read pages 333–383 in

your textbook Nutrition for Life. Write in your journal note-

book any unfamiliar terms and then look them up in the glos-

sary or in a dictionary.

The physiological state that makes the greatest nutritional

demand on a woman’s body is pregnancy. Caloric needs dur-

ing pregnancy increase by about 300 calories per day for the

last six months of pregnancy. A woman’s preparation for

these needs should occur even before pregnancy begins.

Research shows that the physical and intellectual develop-

ment of the fetus is greatly stimulated when nutritional

needs are met during those early months of life. Women with

high-risk pregnancies should also be careful to supplement

their ordinary diets. Factors that contribute to high-risk

pregnancies are

■ Young age of mother

■ Having had several pregnancies with little time between

successive pregnancies

■ Drug use

■ Alcohol use

■ Cigarette smoking

Nutrition44

Breastfeeding is the most natural way to feed a newborn

infant and provides both great nourishment and important

protective antibodies. Although the ideal is to breast-feed for

at least six months to a year, even a few weeks or months of

breastfeeding will help the infant to develop stronger immu-

nity to disease.

Adolescence is a time of great hormonal and emotional

changes. Moreover, young teens become more subject to peer

pressures. This is a stage where kids often skip meals and

base their food decisions on what their friends are eating.

Some problems kids encounter in adolescence are

■ Obesity

■ Calcium deficiencies

■ Iron deficiencies

■ Eating disorders

Now, read the textbook pages listed in the beginning of this

assignment. Then complete Self-Check 11.

Lesson 5 45

Nutrition46

Self-Check 11

1. As one ages, absorption of _______ increases.

a. zinc c. vitamin D
b. vitamin C d. vitamin A

2. True or False? Heredity is a factor you can’t control, but nutrition is a factor that you can
control.

3. True or False? Seeds or beans are part of the meat or meat alternate group in the
MyPyramid for Kids.

4. If a woman is at normal body weight, an average weight gain in pregnancy is _______
pounds.

5. True or False? Only 25% of all pregnant women experience morning sickness.

6. True or False? Hormones, stress, genetics, and hygiene contribute to adolescent acne.

Check your answers with those on page 52.

ASSIGNMENT 12
Read the following introduction. Then read pages 384–419 in

your Nutrition for Life textbook. Remember to record unclear

terms in your journal notebook and then look them up in the
glossary or in a dictionary.

Foodborne illness cases are on the rise in this country,

including reported cases of food poisoning. Cases of nausea,

diarrhea, and stomach cramping are often written off as a

gastrointestinal flu, when they may have actually been

caused by consumption of a tainted or mishandled food

product! Microbial agents are considered the most dangerous,

especially in certain segments of our society. Small children

or the elderly population dehydrate much more quickly, have

lower natural immune resistance, and can become very ill

from even limited exposure. Microorganisms thrive at certain

temperatures, and yet it’s still common to see foods left out

to cool before refrigerating.

Thinking about how your foods are handled will prevent need-

less exposure to the microbial food agents listed in Table 12.1

on pages 386–387 of your textbook. Safe food storage and

preparation is the key to keep you, your family, and your

guests well!

Possible exposures to pesticides and other chemical contami-

nants range from the residual effect of contaminants that are

in the air to the use of your grandmother’s lead crystal pitch-

er. As we have more changes in air quality due to pollutants

and more degrading of the ozone layer in the atmosphere,

this will become more of a danger to our food supply and its

safety.

Many persons who are concerned with the foods they’re eat-

ing are joining organic “co-ops,” where organically grown

fruits and vegetables are purchased weekly during their

growing season. At a much lower price than the supermarket

“organics,” there’s comfort in knowing you’re preparing

“fresh” fruits and vegetables untainted by pesticides or such

things as “wax coating” to improve sales. If interested, check

with your local Department of Agriculture for the closest

organic food cooperatives.

Lesson 5 47

Food additives are well regulated by the FDA and must follow

the guidelines of the GRAS (Generally Recognized as Safe)

listing. Besides extending use time for consumption, they

protect food quality and color through preservation. Remember

to check expiration dates when you’re in the supermarket.

Often, an outdated product is purchased by a shopper who

forgets to check the date.

As you conclude this lesson, explore the Web sites mentioned

in Chapters 11 and 12 of your textbook Nutrition for Life.

Now, read the textbook pages listed in the beginning of this

assignment. Then complete Self-Check 12.

Nutrition48

Self-Check 12

1. The process of using energy to destroy microorganisms in foods is called

a. irradiation. c. transmutation.
b. biotechnology. d. organic food production.

2. True or False? Honey can be a cause of botulism for infants and small children.

3. True or False? Substances that are placed in foods deliberately are called direct or intentional
food additives.

4. A heavy metal that contaminates seafood near industrial coasts is _______.

5. The substances used to prevent, destroy, or repel harmful pests are called _______.

Check your answers with those on page 52.

49
Self-Check 1

1. Heart disease, cancer, stroke, and type 2 diabetes

2. learned

3. Dietary Reference Intake

4. Red meat, butter, white rice and bread, potatoes, pasta,

and sweets

5. c

6. b

7. b

8. False

Self-Check 2

1. False

2. False

3. True

4. False

5. True

6. True

Self-Check 3

1. a

2. a

3. 45–65 percent of daily calories

4. type 1 diabetes

5. hypoglycemia

A
n

s
w

e
r

s
A
n
s

w
e

r
s

Self-Check Answers50

Self-Check 4
1. False
2. False
3. True
4. False
5. True
Self-Check 5

1. True

2. True

3. amino acids

4. carcinogens

5. 0.8 grams

Self-Check 6
1. False
2. True

3. False

4. scurvy

5. vitamin D

6. Vitamin A

7. Vitamin D

8. Vitamin C

9. Vitamin B12

Self-Check Answers 51

Self-Check 7
1. True

2. calcium

3. iron

4. iodine

5. zinc

Self-Check 8
1. True
2. False
3. False
4. False

5. False

Self-Check 9

1. c

2. c

3. basal metabolism

4. False
5. False
6. True
Self-Check 10
1. True

2. d

3. True

4. True

5. steroids

Self-Check Answers52

Self-Check 11

1. d

2. True
3. True

4. 25–35

5. False
6. True
Self-Check 12
1. a
2. True
3. True

4. mercury

5. pesticides

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