Vanguard University
Professional Studies
Degree Program
BIOLOGY OF NUTRITION
BIOL 108
Student Guide
8/20/15
CHM
v. 1.3
BIOL 108 Biology of Nutrition Student Guide
Vanguard University
COURSE DESCRIPTION
BIOL 108 • Biology of Nutrition (4 units)
The course emphasizes the biology of nutrition as applied to metabolic and physiologic
principles underlying digestion and absorption of nutrients, chemical structure, and metabolism
of nutrients, the biochemical role of nutrients in maintaining health, and the effects of over-and
under-nutrition on health and on disease pathogenesis. The students will gain an understanding
of the biology of macronutrients (carbohydrates, lipids, and proteins) and micronutrients
(vitamins, minerals, and water). Weight management and dietary analysis will also be discussed.
Laboratory activities provide real-world insight into the biology of nutrition and will assist
students in understanding how proper nutrition can optimize body system functions. Lab fee
required. (This course meets a Science/Lab requirement).
Additional Information
This 8 week course provides students a thorough introduction to important structures and
biochemical components/pathways relevant to nutrition within human organ systems. The course
begins with an introduction to the scientific method, chemistry, cells, digestive system and nutrition.
The course reviews other biologic systems as they relate nutrition and health. These include the
cardiovascular, musculoskeletal, lymphatic, respiratory, nervous, endocrine, renal, and the
reproductive system. Within the context of each system, essential nutrients (proteins, carbohydrates,
fats, vitamins, minerals) and metabolic processes needed for optimal function and maintenance of
organ systems will be integrated into the discussion. Emphasis will be placed on showing a strong
link between nutrient choices and various diseases. In coursework completed outside of class,
students will learn and apply important structure and functional details of the systems to various
health and nutritional situations through completing lab exercises, case studies and critical thinking
exercises.
A strong emphasis will be placed on understanding and applying the scientific method. Students will
gain experience using and applying the scientific method by in-class discussions of popular
nutritional claims, analyzing data from laboratory experiments, reading the scientific literature,
conducting experiments, and writing laboratory reports. Within each learning methodology
(discussion, reading, writing, data analysis, experimentation), emphasis is placed on real-world
application. In this way, students will learn to critique and apply important biological concepts. This
will assist them with acquiring a scientific understanding of nutrition from a biologic and
biochemical perspective. Students will also develop the skills needed to decipher nutrition and health
claims that can be scientifically substantiated from those that are not scientifically based.
This course is content rich, which means there is a significant amount of content to be learned. The
nature of biology courses is that there is substantial new vocabulary and many unfamiliar concepts
that must be learned. Mastery requires significant investment of time and effort. Compounding the
challenge, many students do not have extensive backgrounds in science so much of the vocabulary
and many of the concepts will be unfamiliar. Consistent regular study will bring the best results. It
will become overwhelming if mastery of too much material is attempted at one time. Learning is
enhanced when the work is divided into shorter more frequent sessions and with adequate amounts of
sleep. It is also helpful to complete the most difficult work when you are the most alert. Efficiency
will be increased if the homework assignments are completed in conjunction with the weekly
readings. Students can do very well in this course if the required time is allotted. If you are struggling
please let the instructor know so help and encouragement can be provided. Welcome to a great
science class that can give you much enjoyment and lifelong application.
2
BIOL 108 Biology of Nutrition Student Guide
Vanguard University
STUDENT LEARNING OUTCOMES
Students will learn many of the important structures, and functions, and biology of the human body and
how they apply to nutritional health. Acquiring this understanding will enable them to gain a greater
appreciation for the myriad wonders within the body given to them and provide the knowledge to care for
their physical bodies. Such understanding should also assist them in making better decisions regarding
their own nutritional choices and life style choices. More specifically, the learning outcomes for this class
will include learning:
 To understand and apply the scientific method. Assessments: Quiz 2, Formal Lab
Experiment, and Journal Critique 3.
 The structure and function of cells, the essential nutrients and metabolic processes required to
maintain optimal cell and organ system integrity & homeostasis. Assessments: Weekly
Homework Questions from Text and Quiz 2 and 4.
 The structure and function of the gastrointestinal tract, and essential nutrients required for optimal
function and disease prevention. Assessments: Weekly Homework Questions from Text and Quiz
2.
 Basic chemistry principles and the metabolic processes essential to nutritional homeostasis.
Assessments: Weekly Homework Questions from Text and Quiz 4.
 The structure and function of the cardiovascular system including the blood and lymph vessels,
the heart, and essential nutrients required for optimal function and disease prevention.
Assessments: Weekly Homework Questions from Text, Quiz 3, Labs 2, 3, 9 and Personal
Nutritional Health and Activity Analysis Paper.
 The structure and function of the human organ systems as they contribute to maintaining the
essential nutrients required for optimal function and disease prevention. Assessments: Weekly
Homework Questions from Text and Quizzes 1-7.
 Basic laboratory skills using the scientific method to conduct experiments which explore how
body systems are affected by a specific nutritional challenge or event. Assessments: Weekly
Homework Questions from Text, Labs 1, 3, 4, 5, 6, 7, 8, Formal Lab Experiment, and Journal
Critique 3.
 How to navigate the nutritional literature and learn how to identify nutritional claims that are
scientifically evidence based. Assessments: Journal Critiques 1, 2, 3.
 To catalogue, analyze, and scientifically critique their personal nutrition and health. Assessments:
Labs 2, 9, 12 and Personal Nutrition Health Analysis Paper.
3
BIOL 108 Biology of Nutrition Student Guide
Vanguard University
TEXTS AND MATERIALS
Required Texts
Whitney, E. and S. R. Rolfs, (2016). Understanding Nutrition, 14th ed. Wadsworth Cengage Learning,
Belmont, CA. ISBN-13: 978-1-285-87434-0
Boylan, Mallory and Lydia Kloiber, (2009). Science of Nutrition Laboratory Manual. Kendall Hunt
Publishing Company, Dubuque, Iowa. ISBN- 978-1-4652-0232-1. Note, do not rent this text because
laboratory reports will need to completed and removed for grading. If an electronic copy is purchased it
must be brought to class each week and a hard copy of the lab report must be printed to be turned in.
Optional Text
Mader, Sylvia, S., (2010). Human Biology, 11th ed. McGraw Hill Higher Education Publishing
Company, New York, New York. ISBN- 978-0-07-337798-8, or any basic anatomy text.
Materials
A one-time lab fee of $75 is required for laboratory materials (perishable and non-perishable), required
equipment, instrument repair & maintenance, and broken, missing or damaged supplies and equipment.
This lab fee is charged to the student account automatically when the student registers for the course.
STUDENT EVALUATION
Percentages
93-100%
90-92.9%
87-89.9%
83-86.9%
80-82.9%
77-79.9%
73-76.9%
70-72.9%
67-69.9%
63-66.9%
60-62.9%
00-59.9%
Points
Grade
Significance
GPA
930-1000
900-929
870-899
830-869
800-829
770-799
730-769
700-729
670-699
630-669
600-629
000-599
A
AB+
B
BC+
C
CD+
D
DF
Exceptional
4.00
3.67
3.33
3.00
2.67
2.33
2.00
1.67
1.33
1.00
0.67
0.00
Above Average
Average
Below Average
Failure
4
BIOL 108 Biology of Nutrition Student Guide
Vanguard University
COURSE POLICIES
As a student, you will be held accountable to the complete policies in the
current University Catalog. Refer to the current University Catalog to view
complete and additional policies at: http://registrar.vanguard.edu/catalog/.
Attendance and Tardy Policy
You must attend class on time and remain present until dismissed. Class attendance is necessary
in order to complete the course. Professional Studies (PS) relies on the dynamics of class
interaction and group processing in order to integrate and apply the learning of academic content.
This model also emphasizes the development and practice of interpersonal communication skills
and teamwork (e.g., group problem solving and negotiation). The format therefore necessitates
class attendance. In practical terms, one course session is equivalent to three weeks of traditional
semester course work.
Due to the concentrated scheduling and the emphasis upon participatory learning, students need to be
in attendance every week. Students who miss more than one class meeting (or more than five class
hours) in any given course will automatically receive a failing grade and need to retake the course to
obtain a passing grade. If an instructor deems that a student’s second absence was under extremely
unavoidable and unusual circumstances (i.e., an auto accident), the professor may file an academic
petition on behalf of the student to the Chair of PS. If the academic petition is approved, the
instructor may give the student a ―W‖ (Withdrawal) grade in place of a failing grade. The student
will still be required to retake the course.
Students who arrive late disturb the class. At the professor’s discretion, students who arrive late may
not receive participation points for the unit covered. They may also not be allowed to take quizzes
that are given at the beginning of class. Students who are habitually late may be asked to drop the
course.
Class Participation
Students should come to class being prepared to participate in all class activities and discussions.
Students should remain engaged and not be distracted by cell phones or other electronic devices. It is
expected that the assigned readings and homework be completed so the students are adequately prepared
and can demonstrate an ability to handle assigned material with a degree of proficiency. This preparation
will be demonstrated by the type of questions asked and contributions to the class discussions which
reflect a familiarity with the assigned material. Participation will be evaluated according to quality, not
quantity, of engagement. Attendance will be expected and participation points will not be awarded to
absent students.
Late Work
Late work is generally not accepted. Students are responsible for submitting assignments on time (by the
beginning of each class period). Quizzes that are missed because a student was not present when the quiz
is given may not be taken at another time. Unless authorized by the Professor in advance, no credit will be
given for assignments not turned in when due. Exceptions may be arranged between the instructor
and student.
5
BIOL 108 Biology of Nutrition Student Guide
Vanguard University
Graded Homework/Assignments
If an instructor chooses to submit graded papers or assignments to the Professional Studies ( PS)
office, students may pick-up their work at the PS office front desk. Graded work is not kept beyond
5 weeks of the last class session. Please note: the PS office is not responsible for unclaimed or lost
papers or assignments.
If a student chooses to submit their paper or assignment to the PS office, this must be arranged
between the instructor and student prior to submission. The PS Office will gladly forward the
completed paper or assignment to the instructor, however, the PS office is not responsible for
unclaimed or lost papers or assignments.
Academic Dishonesty
Academic dishonesty, either cheating or plagiarism (presenting the words or opinions of others
as one's own work), is regarded as a serious violation of both the academic and moral
standards of Vanguard University (VU). Dishonesty in any class assignment can result in: loss
of credit for the assignment, loss of credit for the entire course, and referral to the Chair and/or
Dean. It is the prerogative and responsibility of the instructor to determine if academic
dishonesty has occurred and the seriousness of the infraction. The Office of the Provost is to be
notified of instances of academic dishonesty.
A student commits plagiarism if he/she submits as his/her own work:
•
Part or all of an assignment copied from another person's assignment, notes or computer file.
•
Part or all of an assignment copied or paraphrased from a book, magazine, pamphlet,
or website.
•
A sequence of ideas transferred from another source which the student has not digested,
integrated and reorganized, and for which he/she fails to give proper acknowledgment.
A student is an accomplice in plagiarism if he/she:
•
Allows his/her paper or other assignment, in outline or finished form, to be copied and
submitted as the work of another.
•
Lends his/her computer disk to another student or otherwise allows his/her computer
files to be copied for the purposes of plagiarism.
•
Prepares a written assignment for another student and allows it to be submitted as
another's work.
6
BIOL 108 Biology of Nutrition Student Guide
Vanguard University
Computer Dishonesty
There are three forms of plagiarism involving the use of computers and electronic storage of text.
1 . Printing two or more copies of the same research paper which are used to fulfill the
requirements for more than one class without the consent of the professor(s). Some professors permit
multiple submissions of papers, but others require that a paper be unique and original for each
course. Submitting a paper previously used in another class, submitting a duplicate copy of a paper
being used in another class or revising a paper used in an earlier class or used in another class
during the same semester is unacceptable, unless you have obtained the express permission of your
professor(s).
If you are not sure about your professor's policy on the use of papers for more than one
class, be sure to ask rather than turn in your work based upon an assumption of what will be
accepted.
Using material from another student's paper. Block copying allows the transportation of whole
sections or paragraphs of one paper to be merged into another paper. Plagiarism is the use of
someone else's words or ideas without crediting that person, with or without the permission of the
original writer to use his/her ideas. All material borrowed verbatim must be put in quotation
marks and credited appropriately, regardless of the source. All ideas borrowed and turned into
your own words must also be credited appropriately. You are prohibited from transporting whole
sections of text from one student's paper into another student's paper, regardless of how much
revision is done to the copied material.
2.
Two or more students handing in copies of the same research paper or assignment, with each
student claiming individual credit for the work. To avoid the accusation of collaboration in
plagiarism, a student should not lend his/her disks to another student, who might copy an
assignment from the disk.
3.
Disability Services
The Office of Disability and Learning Services provides reasonable accommodations for students
who need assistance with learning, and for students with disabilities. Reasonable accommodations
are established through an interactive process between you, your professor(s) and Disability and
Learning Services. If you but have a temporary or permanent disability that requires
accommodations (this can include but not limited to; attention-related, learning, mental health,
vision, hearing, physical or other health impairments), please contact The Office of Disability and
Learning Services at 714-619-6484 or disabilityservices@vanguard.edu .
Diversity Statement
Professional Studies programs intend to foster a Christ-centered community that promotes
appreciation and respect for individuals, enhances the potential of all members, and values
differences in gender, race, abilities, and generation. As such, we endeavor to communicate
with honesty, to speak with encouraging and edifying words, and to create a safe
environment in our classes and interactions.
7
BIOL 108 Biology of Nutrition Student Guide
Vanguard University
STUDENT ASSESSMENT
Course Grades and Extra Credit
The course grade will be calculated using both formative and summative assessments. The final letter grade will be
based on total points earned. The professor may allow for extra credit by doing additional labs, article critiques or
other projects. Extra credit work is at the discretion of the instructor. Without prior arrangement with the instructor
late assignments may not be graded.
Grade Calculation
Percentages Points
Grade
Significance
GPA
93-100%
930-1000
A
Exceptional
4.00
90-92.9%
900-929
A-
3.67
87-89.9%
870-899
B+
3.33
83-86.9%
830-869
B
80-82.9%
800-829
B-
2.67
77-79.9%
770-799
C+
2.33
73-76.9%
730-769
C
70-72.9%
700-729
C-
1.67
67-69.9%
670-699
D+
1.33
63-66.9%
630-669
D
60-62.9%
600-629
D-
00-59.9%
000-599
F
Above Average
Average
3.00
2.00
Below Average
1.00
0.67
Failure
0.00
Point Summary
1. Exams (Individual) Midterm, week 5 and Final, week 8
200
2. Quizzes (Individual) weekly starting week 2
100
3. Homework Questions (Individual) weekly
300
Case Studies, Critical Thinking and Chapter Review Questions
4. Laboratory Experiments (Group) and Reports (Individual) weekly
200
5. Formal Lab Report and Pres. on Reaction Time Exp. (Group) week 7
75
6. Article Critiques (Individual) weeks 2, 4, and 6
75
7. Personal Nutrition and Health Analysis Paper (Individual) week 8
50
8. Course Participation (Individual) weekly
25
Total Points 1025
8
BIOL 108 Biology of Nutrition Student Guide
Vanguard University
ASSIGNMENT OVERVIEW
Due Dates
If there are extreme extenuating circumstances and deadlines cannot be met please discuss your
situation with the professor before the assignment is due. The professor reserves to right make
modifications as necessary.
Format for coursework
All homework, assignments, quizzes, and exams are to be completed individually except where
specifically indicated as group work. Assignments that are typed must use standard white (8.5 X
11) paper and 12 point Times (or) Times New Roman fonts. Hand written assignments not
accepted with the exception of lab reports from the lab manual. These lab reports must be neatly
written, legible and easy to read. Professional quality is expected. All assigned work must be
turned in at the beginning of each class period.
For written assignments please include the following on the top right of the page
Your name(s)
Course number
Assignment title and number
Group Partners (where applicable)
Date assignment is due and date turned in if it is late
Note: For formal assignments the information listed above should be put on the Title
Page of the formal assignments. Formal assignments include the Formal Lab Report
and the Personal Nutrition and Health Analysis paper.
1) Exams (200 pts.) Two take-home (open book) or in class exams (100 pts. each)
Exam 1, Week 5, Chapters 1-7; Exam 2, Week 8, Chapters 8-14 and 18
Exams are to be completed individually.
Exams are intended to summative assessments. These exams are designed to help you demonstrate
basic knowledge of the biology of nutrition beyond the content covered in class. They are also
designed to develop critical thinking and problem solving skills. Exam answers should be
recorded according to the professor’s instructions, either on a short-form Scantron (#882 or
equivalent) or directly on the exam paper. The free response questions should be typed on separate
pages and turned in with the exam. Make sure that the student identification information is
included on the objective and free response sections. No late exams will be accepted – unless prior
approval has been obtained from the professor.
2) Quizzes (100 pts.) Given weekly, starting week 2
Quizzes are to be completed individually.
Weekly in-class closed book quizzes of approximately 15 points will be given. These quizzes are
intended to be summative assessments of the course content. Quizzes may include content learned
from homework, lectures and labs. Quiz questions may include multiple-choice, short answer,
labeling anatomic structures on diagrams and/or identifying structures on specimens. Quizzes will
generally cover class material from the previous week. However the final anatomy lab quiz (week
eight) which will be comprehensive. Quizzes that are missed because a student was not present when
the quiz is given may not be taken at another time. Students that come to class, take the quiz, and leave
will not get credit for the quiz.
9
BIOL 108 Biology of Nutrition Student Guide
Vanguard University
3) Homework including Case Studies, Critical Thinking Questions and Chapter Review
Questions (300 pts.) Due weekly. Case Studies and Questions are found in the appendix.
Homework is to be completed individually.
Weekly homework questions will be completed as preparation for each class period. These
questions correspond to the chapter readings assigned each week. The questions may include
vocabulary definitions, content review questions, Case Studies and/or Critical Thinking questions.
Each chapter‟s homework assignment will be worth approximately 20 points and is designed to be
a formative assessment. The list of specific questions to be completed each week, are given in the
next section. The questions can be found in the appendix. Each student will submit the assigned
chapter questions typed (hard copies only). Photocopies of the assignments will not be accepted
because making copies is a violation of the copyright. Please remember to follow the
identification instructions given above for each chapter of homework. Completed assignments for
each chapter should be stapled separately.
4) Laboratory Exercises and Reports (200 pts.) Due Weekly
Lab experiments may be completed in groups (home labs will be done individually).
Lab reports are to be completed individually.
Each week laboratory experiments and exercises will be completed. Each lab
experiments/exercises will be worth approximately 20 points and are designed to be formative
assessments. They may include conducting laboratory experiments, labeling anatomy
diagrams, completing dissections and learning to recognize structures on preserved
specimens. Most of the laboratory work will be done during scheduled class time, but there
are several labs (2, 9 and 12) that are home labs that will be completed outside of class. The
laboratory instructions and lab reports are from the Science of Nutrition Lab Manual by M.
Boylan and L. Koiber. Since the lab reports will be completed and turned in from this manual,
the lab manual may not be rented. Photocopies of the assignments including lab reports will
not be accepted because making copies is a violation of the copyright. Be sure to follow the
identification instructions given on the previous page for each lab report. Each lab report
should be stapled separately. At the discretion of the instructor additional laboratory exercises
may be completed at home and completed lab reports turned in for extra credit.
5) Formal Laboratory Report for Reaction Time Experiment (50 pts.)
Formal Lab Reports and Class Presentations are Due Week 7 (25 points)
Formal Lab reports and presentations are to be completed in groups of four or less
An experiment demonstrating the use of the scientific method must be completed and
presented to the class. The reaction time experiment is suggested but groups may select other
experiments. Each experiment must be approved by the instructor before the experiment is
completed. Completing the experiment, writing formal report and giving the presentation will
be worth 50 points. This assignment is designed to be a formative assessment. The procedure
for this experiment will be demonstrated during class and will involve selecting a nutritional
variable and determining how it affects individual reaction time. The purpose is to apply the
scientific method by making an observation, composing a question, forming a hypothesis,
collecting and analyzing experimental data, and making conclusions. The data must be
presented by using computer generated graphs and tables, and following the format of the
formal laboratory report. Additional details can be found in Student Guide Appendix.
10
BIOL 108 Biology of Nutrition Student Guide
Vanguard University
6) Journal Article Critiques (75 pts.) Due weeks 2, 4, and 6
Journal Article Critiques are to be completed individually
Three journal article critiques will be submitted. The articles may to be found using personal or
library resources. Each journal article is to be taken from a different type of literature and should
be on a different nutritional topic. Each article critique will be worth 25 points and is intended to
be a formative assessment. The first article (due week 2) is to be from a popular general interest
journal like a newspaper, popular magazine, product promotion or non-scientific internet article.
The second article (due week 4) is to be from a poplar journal that focuses on nutrition, exercise,
health, or wellness. The third article (due week 6) should be selected from a specialized peer
reviewed scientific journal that presents results from scientific experiments. The purpose of
reading these three different types of articles is to learn to read critically, develop the skills to
critically analyze the scientific evidence presented, and to determine to what extent the claims
made are supported by scientific evidence. A copy of the journal article must be turned in with
each Journal Article Critique. If a copy of the article is not included, ten points will be deducted
from the report grade. The details of the article critique are given in the Student Guide Appendix.
At the discretion of the instructor additional Journal Article Critiques may be turned in weeks 3
and 5 for extra credit.
7) Personal (3 day) Nutrition and Health Analysis Paper (50 pts.) Due week 8
Personal nutrition and health analysis is to be completed individually.
This activity will comprise documenting all food and drink consumed over three consecutive
(24 hour) days and recording personal activity over these same (24 hour) days. One of the
three days must be from the weekend. The project will be worth 50 points and is designed to
be a summative assessment. The data collected from these three days will then be analyzed
and conclusions will be drawn. The data and the completed labs are to be turned in with the
paper. A careful reflection will be written which includes the nutritional and activity status
represented by the data, results from labs 2, 9 and 12, and personal health data collected from
other lab exercises. This reflection should include careful analysis of all the data collected
and personal recommendations of what changes should to be made for better nutrition and
health. Data analysis will be greatly simplified by using the software programs like
choosemyplate.gov. Additional details are given in the Student Guide Appendix.
8) Class Participation (25 pts.) Determined each class session
Participation Points are earned individually.
Each week participation points will be awarded based on the lecture and lab participation.
Participation points will be awarded according to student preparation and participation in all
class activities and discussions. Students are expected to be engaged and not be distracted by
cell phones or other electronic devices. Students that are distracted, doing homework or other
activities during the class will lose Class Participation credit. Expected class preparation
includes completing weekly readings, turning in homework and assignments at the beginning
of class. Evidence of preparation will be demonstrated by the type of questions asked and
contributions to the class discussions which reflect a familiarity with the assigned material.
Participation will be evaluated according to quality, not quantity, of engagement. The lab
participation will include demonstrated laboratory safety and skills, ability to follow
procedures, involvement in the lab activities, teamwork, and required clean-up after the lab.
Attendance is expected and participation points will not be awarded to absent students. Being
late or leaving early may also affect this grade.
11
BIOL 108 Biology of Nutrition Student Guide
Vanguard University
SUMMARY OF STUDENT ASSIGNMENTS DUE BY THE BEGINNING OF CLASS
Week 1
Carefully read through the BIOL 108 Student Guide and bring questions regarding any
section or assignments that you do not understand to the first class.
Read Whitney and Rolfes, 13th ed. Chapters 1, 2, Appendices A-A3, B, G, I and J
Complete the following homework questions from Chapter 1: Case Study (CS) 1
questions 1-6; Critical Thinking (CT) questions 1 and 3; Review Questions (RQ) 4 and
16. Homework questions are found in the appendix of the Student Guide.
Complete the following homework questions from Chapter 2: Critical Thinking (CT)
question 2; Review Questions (RQ) 3, 9, 10, and 20.
Homework questions are found in the appendix of the Student Guide.
Read in M. Boylan and L. Kloiber‟s Lab Manual, Lab 1, pp. 2-5 and lab 2
Begin thinking about topics and groups for Reaction Time Experiment
Week 2
Read Whitney and Rolfes Chapters 3, 4 and Appendix C1
Complete the following homework questions from Chapter 3: Case Study (CS) 3
questions 1-6; Critical Thinking (CT) questions 2, 3, 4, and 6; Review Questions (RQ) 3,
6, 8, 10, 12, and 19. Homework questions are found in the appendix of the Student Guide.
Complete the following homework questions from Chapter 4: Case Study (CS) 4-1
questions 1-6; Critical Thinking (CT) questions 2 and 4; Review Questions (RQ) 3, 4, 13,
21, and 23. Homework questions are found in the appendix of the Student Guide.
Read in M. Boylan and L. Kloiber‟s Lab Manual, Labs 2* and 3, pp. 26-27
Turn in Lab Report 1 and any anatomy handouts given week 1
Prepare for Quiz 1: Scientific Method, Cell Structure and lecture content from week 1
Prepare for Lab safety quiz
Turn in Journal Article Critique 1 from a poplar general interest journal
Become Familiar with nutrition websites (see table H1-1, p. 32 of text)
12
BIOL 108 Biology of Nutrition Student Guide
Vanguard University
Week 3
Read Whitney and Rolfes Chapters 5, 6 and Appendices C2-C3 and D
Complete the following homework questions from Chapter 5: Case Study (CS) 5-2
questions 1-6; Critical Thinking (CT) questions 3 and 5; Chapter Review (CR) questions
3, 4, 12, 13, 19, 33, and 36. Homework questions are found in the appendix of the
Student Guide.
Complete the following homework questions from Chapter 6: Case Study (CS) 6-2
questions 1-6; Critical Thinking (CT) question 4; Chapter Review (CR) questions 1, 8,
13, 16, and 20. Homework questions are found in the appendix of the Student Guide.
Read in M. Boylan and L. Kloiber Lab Manual, Lab 12* and Lab 5, pp. 44-46
Turn in Lab Report 3 and any assigned anatomy handouts from week 2
Prepare for Quiz 2: Digestive System and lecture content from week 2
Turn in extra credit Journal Article Critique from a peer reviewed scientific journal
Prepare for Reaction Time Experiment, select groups and develop your hypothesis
Obtain approval of Reaction Time Experiment groups and hypothesis
Collect Data for Nutrition and Activity Analysis
Week 4
Read Whitney and Rolfes Chapters 7 and Appendices A4-A7, C9-C14, F
Complete the following homework questions from Chapter 7: Case Study (CS) 7
questions 1-6; Critical Thinking (CT) questions 1 and 5; Chapter Review (CR) questions
2, 3, 4, 6, 7, 14 and 15. Homework questions are found in the appendix of the Student
Guide.
Read in M. Boylan and L. Kloiber‟s Lab Manual, Lab 6, pp. 36-38, sheep brain disection
Turn in Lab Report 5 and any assigned anatomy handouts from week 3
Prepare for Quiz 3: Lecture content from week 3
Turn in Journal Article Critique 2 from a poplar nutrition/health interest journal
Personal three day Nutritional Analysis project data is due (see Lab 2)
Final class for obtaining approval of Reaction Time hypothesis and group members
13
BIOL 108 Biology of Nutrition Student Guide
Vanguard University
Week 5
Read Whitney and Rolfes Chapters 8, 9 and Appendix F
Complete the following homework questions from Chapter 8: Case Study (CS) 8
questions 1-6; Critical Thinking (CT) questions 2, 5, and 6; Chapter Review (CR)
questions 3, 8, 10, 14, 19, 24 and 33. Homework questions are found in the appendix of
the Student Guide.
Complete the following homework questions from Chapter 9: Case Study (CS) 9-1
questions 1-6 and Case Study (CS) 9-2 questions 1-6; Critical Thinking (CT) question 4;
Chapter Review (CR) questions 2, 4, 5, 6, 7, 10, 15 18, 26, 33 and 34. Homework
questions are found in the appendix of the Student Guide.
Read in M. Boylan and L. Kloiber‟s Lab Manual, Labs 4, pp. 54-55 and 9*, pp. 84-91,
and fetal pig dissection
Turn in Lab Report 6 and any assigned anatomy handouts from week 4
Prepare for Quiz 4: Lecture content from week 4
Turn in extra credit Journal Article Critique from a peer reviewed scientific journal
Midterm Exam Due Chapters 1-7 (Individual)
Personal Three Day Nutritional Analysis draft is due
Final class for making changes of Reaction Time hypothesis and/or group members
Week 6
Read Whitney and Rolfes Chapters 10, 11 and Appendix C4-C8
Complete the following homework questions from Chapter 10: Case Study (CS) 10-1
questions 1-7, Critical Thinking (CT) questions 1, 2 and 4; Chapter Review (CR)
questions 5, 7, 20, 31 and 43. Homework questions are found in the appendix of the
Student Guide.
Complete the following homework questions from Chapter 11: Case Study (CS) 11-2
questions 1-6, Critical Thinking (CT) questions 3 and 5; Chapter Review (CR) questions 4,
22, 29, 32 and 35. Homework questions are found in the appendix of the Student Guide.
Read in M. Boylan and L. Kloiber‟s Lab Manual, Lab 8, p. 76 and p. 78 Introduction and
lab 11, p.108.
Turn in Lab Reports 4 and 9 and any assigned anatomy handouts from week 5
Lab 12 should be completed and signed off by instructor; lab report will not be turned in
until week 8 with the Personal Nutritional and Health Analysis paper
Prepare for Quiz 5: Lecture content from week 5
Turn in Journal Article Critique 3 from a peer reviewed scientific journal Formal Lab
Report draft for the Reaction Time Experiment is due
14
BIOL 108 Biology of Nutrition Student Guide
Vanguard University
Week 7
Read Whitney and Rolfes Chapters 12 and 13
Complete the following homework questions from Chapter 12: Case Study (CS) 12-1
questions 1-7, Critical Thinking (CT) questions 1, 2 and 5; Chapter Review (CR)
questions 1, 4, 8, 12, 17, 21 and 31. Homework questions are found in the appendix of
the Student Guide.
Complete the following homework questions from Chapter 13: Case Study (CS) 13-2
questions 1-6, Critical Thinking (CT) questions 1, 4 and 5; Chapter Review (CR)
questions 2, 7, 10, 13, 22, 25 and 28. Homework questions are found in the appendix of
the Student Guide.
Read in M. Boylan and L. Kloiber‟s Manual, and Lab 7, pp. 62-64, pp. and review
dissection specimens
Turn in Lab Report 8, 11 and any assigned anatomy handouts from week 6
Prepare for Quiz 6: Lecture content from week 6
Reaction Time Experiment Formal Report and Class Presentations are due
Note: Lab 10* may be done at home and the lab report turned in for extra credit
Week 8
Read Whitney and Rolfes Chapters 14, 18 and Appendices E, F and G
Complete the following homework questions from Chapter 14: Case Study (CS) 14-2
questions 1-6, Critical Thinking (CT) questions 1, 2 and 3; Chapter Review (CR)
questions 1, 3, 10, 13, 17, 19, 21, 32, 37 and 40. Homework questions are found in the
appendix of the Student Guide.
Complete the following homework questions from Chapter 18: Case Study (CS) 18
questions 1-6, Critical Thinking (CT) questions 1, 3 and 5; Chapter Review (CR)
questions 5, 7, 10, 12, 16, 19, 22, 23, 27, 38, 39, 40 and 42. Homework questions are
found in the appendix of the Student Guide.
Turn in Lab Report 7 and any assigned anatomy handouts from week 7
Prepare for Quiz 7: lecture content from week 7
Prepare for Comprehensive Lab Quiz and lecture content from dissections and specimens
Personal Three Day Nutrition and Health Analysis Paper is due with labs 2, 9, and 12
Final Exam is due Chapters 8-14 and 18 (Individual)
*Note Labs 2, 9 and 12 are to be completed outside of class and can be done any time
before they are due. The completed labs are to be turned in with the Personal Nutrition
and health analysis paper. All three labs must be turned with the paper.
*Lab 10 may be completed at home during any week of the class and turned in week 7
for extra credit. Extra credit will only be accepted if all the assigned work is completed.
15
BIOL 108 Biology of Nutrition Student Guide
Vanguard University
NOTES:
16
BIOL 108 Biology of Nutrition Student Guide
Vanguard University
Appendix Table of Contents
1. Formal Laboratory Report
Instructions…………………………………………………18
2. Formal Laboratory Evaluation
Rubric…………………………………………….................21
3. Personal Nutrition and Activity Analysis
Guidelines and Grading Rubric………………………..……22
4. Journal Article Critique
Guidelines and Grading Rubric……………………………..24
5. Homework: Case Studies, Critical Thinking and Chapter Review
Questions……………………………………………………26
17
BIOL 108 Biology of Nutrition Student Guide
Vanguard University
BIOL 108
Biology of Nutrition
Formal Laboratory Report (i.e. Reaction time)
(Follow this format carefully)
Title Page
The title page should include the following information:
Name(s)
Due date
Course Number
Professor’s Name
Title of experiment: This original pithy single sentence or phrase should effectively describe
the intent or purpose of the experiment in an interesting manner. You may use APA style
for the title page if you prefer.
The rest of the report should include the headings indicated below. Each section should be
written in past tense, active voice, using twelve point Times Roman font, and double spaced.
I
Introduction
Write a brief introduction (one to two pages) that gives the background of the experiment, a
summary of any other similar studies that have been done and why this experiment is important.
Research may be required to obtain this information. This section should draw the reader in to
want to read the whole report. Try to make it interesting and compelling. Be sure to reference
any sources that are used.
II Hypothesis
Include a one sentence statement on what you think will happen.
Each person in the group may have a different hypothesis.
Note: The hypothesis must be stated before the experiment is performed and should not be
changed once the experiment begins.
III Materials
Provide a list of all materials used in the experiment. This list should be written in prose, not
a bulleted or numbered list. For specialized equipment include the model & manufacturer.
18
BIOL 108 Biology of Nutrition Student Guide
Vanguard University
IV Methods
Summarize the procedure used to complete the experiment
Use a step-by-step description using complete sentences and prose.
Example: A 110g Wistar rat was purchased from Carolina Biological and placed in a helium
filled balloon. The temperature within the balloon was maintained at 390 C. etc.
Include sufficient detail so that someone could exactly repeat your actions by following your
step-by-step description. Do not number the steps use prose rather than a list.
Assume the reader has common laboratory knowledge (e.g. eliminate instructions on how to
weigh 10g of water).
V Results
The results present your raw data or measurements made during the experiment. Organize
these numbers or descriptions into neat tables and graphs. The raw data tables and graphs
should be computer generated with each graph or table on a separate page. Be sure the graphs
are labeled properly. Each graph and table should have a title. The graphs should include and
labels for the x and y axis, and a legend for the graph lines or bars.
Tables
Provide tables of raw data and means (averages) of the results. Data may also be
combined in other ways some to combine the raw data and convert it into more
meaningful form for analysis. Be sure the tables are computer generated and well labeled
and numbered.
Graphs
Graphs are great ways to display experimental results visually. When making graphs be
careful not to distort the data by adjusting the scales on the axis. Converting raw data
into a graphic form often gives a clearer picture of what occurred and assists with data
analysis. Be sure the graphs are computer generated and well labeled and numbered.
Note: If any data was obtained from an outside sources (i.e., another student or article)
you must mark this data and make note of the source on the graph and table and in the
references.
VI Discussion (Analysis of Data)
Analyze the data and describe what the results depict. This section requires careful thought
and requires a thorough understanding of how the experiment was conducted. Each graph and
table should be discussed individually. This section may seem redundant but research papers
typically show the results in graphic form and also discuss the data verbally.
19
BIOL 108 Biology of Nutrition Student Guide
Vanguard University
VII Conclusion
The conclusion is for giving an interpretation of the results. Explain what the results mean.
Compare the experimental outcome to the hypothesis (ie., what you expected?) and compare
them other standards or norms. If your experiment did not come out as expected explain why
and what could be done to get better results in the future. Indicate any experimental errors
that were occurred and how these experimental errors may have influenced the results.
VIII References
Include any references that you used to research for the experiment. Include any sources that
were used to write the introduction and that helped you explain the results in the discussion.
20
BIOL 108 Biology of Nutrition Student Guide
Vanguard University
BIOL 108
Biology of Nutrition
Formal Lab Report Evaluation Rubric
Student‟s Name(s):
Title Page (2 points)
Introduction (5 points)
Hypothesis (4 points)
Materials (4 points)
Methods (5 points)
Results – Data Presentation (10 points)
Discussion - Analysis of Data (10 points)
Conclusion (5 points)
References (5 points)
Presentation (25 points)
21
BIOL 108 Biology of Nutrition Student Guide
Vanguard University
Total of Formal Laboratory Report and Presentation (75 points)
BIOL 108
Biology of Nutrition
Personal Nutrition and Activity
Analysis Paper
The diet and activity assignment has four components described below.
1. Data Collection (15 points)
a. Food and Drink Data (5 points). For this section collect data of everything you eat
and drink and your energy utilization for three consecutive days. These four days
should be ―typical‖ in terms of your normal eating and activity levels. This raw data
should include the foods eaten and the quantity of each food. The quantities are
important to be able to determine the nutrient value of the food and drink. For
example a lunch may be a sandwich with two slices of whole wheat bread, one
teaspoon of mayonnaise, two grams of cheese, three grams turkey, three slices of
tomato, one jalapeño pepper, one medium apple, and eight ounces of 2% milk. An
example of a food record is given in the Whitney and Rolfes text. General
information on diet and reading food labels is given in chapter two of the Whitney
and Rolfes text. Guidance may also be garnered from Lab 2.
b. Activity Log (4 points). For the activity data, record your activity for the whole 24
hours each day. Determine how many hours you spent at low activity levels, medium
activity levels and high activity levels. Appendix F of the Whitney and Rolfes text
gives some representative tables that will help you determine the activity level of
typical actions like sleeping, office work, walking and other forms of exercise. This
raw data should be turned in with the assignment. It does not necessarily need to be
entered into a computer. Include the data in the form you recorded it. If you are
using Diet Plus software print out a copy of the daily intake.
c. Lean Body Mass (3 points). A third type of data is a calculation of your lean body
mass. This can be determined by doing a skin fold test to determine your percent
body fat or you may simply calculate your Body Mass Index (BMI). The Whitney
and Rolfes text chapter eight table 8.4 on page 242, appendix E and Lab 9 describe
how to calculate your BMI and conduct the skin fold thickness test. In your data
section, show how you calculated your lean body mass (percent body fat) or BMI.
d. General Health Assessment (3 points) Conduct a general health assessment using the
guidelines given in Lab 12. Note: A family tree described in the lab is not required.
22
BIOL 108 Biology of Nutrition Student Guide
Vanguard University
Look at the questions and tables of the lab and include this information in your
analysis.
2. Analysis of Data (20 points)
a. Determine the calories and nutrient value of your food (10 points).
For each item of food or drink determine the nutrient value. This should include the
calories, fat (different types of fat), protein, carbohydrates, fiber, vitamins, and minerals.
If you take supplements include the nutrient value contributed from the supplements. Do
the calculation for each day individually and then combine them to determine what your
daily average was. This is most easily done by entering the data into a computer program
(See Table H1-1, page 32 of the text) and letting the computer do the calculations for
you. Appendix H of the Whitney and Rolfes text contains tables with this data.
For the calories burned take the number of hours you spent at each activity level and
multiply it by the number of kilocalories burned per hour. Add up the kilocalories
expended in each 24 hour period. Average them and determine your average energy
expenditure per day in kilocalories.
b. Analysis of nutrient content and energy balance. (10 points)
Complete a careful analysis of your nutrition and energy balance based on the three days
of data you collected. This analysis should include comparing the kilocalories consumed
verses the kilocalories that were burned. Were you in energy balance or not? What part
was out of balance? If you continued this for one month what would your weight gain or
loss be?
Analyze your macronutrient balance. Did you eat the correct combination (percent)
carbohydrates (including fiber), proteins and fats? What did your fat profile look like?
Did you eat healthy fats or not? How did your cholesterol and saturated fat amounts
compare to the recommended amounts? How much of your dietary fat was trans-fats?
For your protein did you eat foods that had high quality protein (all the essential amino
acids) or did you consume mostly low quality protein? Chapter two of the Whitney and
Rolfes text describes the components of a healthy diet.
Analyze your micronutrients. Compare your vitamin and mineral intake to the RDA
values. Are you in balance or do you ingest too much or too little of the micronutrients?
If you take supplements are you taking the right amount? Are you taking levels that
could be toxic?
3. Reflection on Analysis Results (15 points)
After the analysis you should have a very good idea of your nutritional and activity
status. In this section write your conclusions from the analysis. Include what you think
about your eating habits and what the results would be if you continue with the same
patterns. Are you subjecting yourself to any health risks (See lab 12)? If so what
changes do you need to make? What would the likely outcome be if you make those
changes or do not make those changes? Finally conclude this reflection by discussing
what you have learned from doing this assignment.
23
BIOL 108 Biology of Nutrition Student Guide
Vanguard University
Total possible points for this assignment is 50 points.
BIOL 108
Biology of Nutrition
Journal Article Critiques
The Journal Article Critiques are to be completed individually and are graded out of 25
points each. Three journal article critiques will be submitted. The articles may to be
found using personal or library resources. Each journal article is to be taken from a
different type and should be on a different nutritional topic. Each article critique will be
worth 25 points and is intended to be a formative assessment. One article is to be from a
popular general interest journal like a newspaper, popular magazine, product promotion
or non-scientific internet article. A second article is to be from a poplar journal that
focuses on nutrition, exercise, health, or wellness. The third article should be selected
from s specialized peer reviewed scientific journal that presents results from scientific
experiments. The purpose of reading these different types of articles is to learn to read
critically and develop the skills to critical analyze the scientific evidence presented and to
determine to what extent the claims made are supported by scientific evidence. A copy of
the journal article must be turned in with each Journal Article Critique. The details of the
article are given in the Student Guide Appendix. At the discretion of the instructor
additional Journal Article Critiques may be turned in weeks 3 and 5 for extra credit.
Note: A copy of the journal article must be turned in with the Journal Article
Critique. If this is not included 10 points will be deducted from the score on
this assignment.
Format
Top Right of page:
Your name
Course - catalog number and term (eg., BIOL 108, Fall 2014)
Assignment description (eg., Journal Article Critique)
Class week that assignment was due (eg., Week 4, #3)
Date the assignment is turned in
Reference
Left justified, TYPE THE HEADING „Reference‟
Place under the information located in the upper right of the page. Using
proper bibliographic format give the complete reference of the journal article.
Some articles have many authors so you may use the “et. al.” abbreviation
instead of listing all the authors.
Summary
TYPE THE HEADING „Summary‟
Under this heading, in 1-2 double spaced pages, outline the articles main
points. Provide a summary in your own words that describes the content of
24
BIOL 108 Biology of Nutrition Student Guide
Vanguard University
the journal article. It is possible that the journal article may be rather
complicated. Your summary should reflect your level of understanding.
Critique
TYPE THE HEADING „Critique‟
Under this heading, in 1-2 double spaced pages, address the major points in
the article in the following manner:
1. Analyze the strength of the statement/argument
Is there sufficient evidence to support the claim?
If so, what is this evidence?
Is it compelling enough to believe? Why?
2. Which statements/arguments are weak?
What supportive evidence is missing?
What type of evidence would convince you that the statement was
true?
25
BIOL 108 Biology of Nutrition Student Guide
Vanguard University
BIOL 108
Biology of Nutrition
Homework: Case Studies
Critical Thinking and Chapter Review Questions
Chapter 1 Homework Questions
Note: The student is not required to answer all the questions give in this appendix. The Student Guide
specifies which questions will be required to be answered for each chapter.
Chapter 1 Case Study 1: Reducing Disease Risk1
Mary P. is a 57-year-old operating room nurse who works full-time at a local hospital. She is 65 inches tall and
weighs 160 pounds. She has a family history of diabetes and heart disease and was recently diagnosed with high
blood cholesterol. She has declined the cholesterol-lowering medication her doctor prescribed, and says she would
like to explore other methods for lowering her cholesterol first. For the past few weeks, Mary has been taking a
tablespoon of coconut oil every day after reading on the Internet that this will lower her cholesterol. She admits she
has little time or energy to exercise. Her diet history reveals she often skips breakfast or has a donut or bagel with
cream cheese at work. She drinks several cups of coffee each morning with cream and sugar. Lunch is a salad with
crackers and iced tea with sugar in the hospital cafeteria. She occasionally drinks one or two glasses of wine in the
evening, especially after a stressful day at work. She lives alone and relies on frozen dinners or other convenience
foods in the evening. An analysis of her diet reveals an average daily intake of 200 grams carbohydrate, 50 grams
protein, and 80 grams of fat.
1.
2.
3.
4.
5.
6.
Taking into account her current lifestyle and personal food preferences, what food habits might be difficult for
Mary to change?
How might her emotions contribute to her food and drink choices?
Using Table 1-2, calculate Mary’s average daily kcalorie intake from carbohydrates, protein, and fat. Add these
figures to together to arrive at her total daily caloric intake.
What percentage of her daily calories is provided by carbohydrates? Protein? Fat?
Compare the composition of Mary’s diet with the Acceptable Macronutrient Distribution Ranges (AMDR).
How would you use the information above to make dietary recommendations for Mary?
Chapter 1Critical Thinking Questions
1.
Take a moment to reflect on the factors that influence your personal food choices following reading Chapter 1
in the textbook. Which factors influence your daily food choices the most? Which factors influence your daily
food choices the least? Based on your understanding of the stated food choice factors in this textbook, provide
evidence that identifies potential advantages and disadvantages for each food selection factor.
2.
Discuss the differences between an essential and a non-essential nutrient in terms of dietary consumption. Can
the body exist without the provision of essential and non-essential nutrients? If an individual utilizes basic dietplanning principles, can he/she be sure that he/she will be able to obtain all of the necessary essential nutrients?
Why or why not?
3.
In reviewing nutritional research, one must address pertinent issues related to research design, sample size,
correlations, and findings. Based on the simulated abstract below, identify and analyze these pertinent issues:
Abstract: Researchers proposed a hypothesis that ingestion of foods high in phytochemicals would decrease the
likelihood that individuals would develop chronic heart disease. Researchers initially interviewed a group of
adults (68 females and 72 males), all living in the town of Main Street, USA, between the ages of 21 and 75,
noting their food consumption patterns. Of those interviewed, 100 adults (65 females and 35 males) were
1
Contributed by Barbara Quinn.
26
BIOL 108 Biology of Nutrition Student Guide
Vanguard University
included in the final data analysis as they met inclusion criteria for the research design. Participants were then
asked to record a food diary over a three-day period. Following that activity, participants were re-interviewed
and their food diaries analyzed.
Initial research findings were that females were more likely to provide a detailed food diary as compared to
males. Findings also reflected that individuals who already consumed foods that are high in phytochemicals
were more likely to believe that these foods provided increased health benefits. Regardless of gender, both
groups stated they believed that foods high in phytochemicals were beneficial to preventing disease. These are
just the first reported results of this study as there will be planned follow-up interviews with participants over a
period of 5 years.
Chapter 1 Review Questions
1. Describe six behavioral or social motives governing people’s food choices.
2.
Explain how food choices are influenced by habits, emotions, physical appearance, and ethnic background.
3.
Discuss some of the consequences of eating in response to emotions.
4.
Define the term organic. How do the properties of vitamins relate to their organic nature? Contrast these points
with the properties of inorganic compounds such as minerals.
5.
List the strengths and weaknesses of epidemiological studies, laboratory-based studies, and clinical trials.
6.
Explain the importance of the placebo and the double-blind technique in carrying out research studies.
7.
Describe the steps involved in establishing nutrient values that make up the Dietary Reference Intakes.
8.
Compare and contrast the meaning of Adequate Intakes, Recommended Dietary Allowances, Estimated
Average Requirements, and Tolerable Upper Intake Levels for nutrients.
9.
What approach is taken in setting recommendations for energy intakes? Why is this approach taken? How does
this approach differ from that taken for other nutrients?
10. Compare and contrast the rationales underlying dietary recommendations for individuals versus those for
populations.
11. List and discuss four methods commonly used to assess nutritional status of individuals.
12. Discuss how the results from national nutrition surveys are used by private and government agencies and
groups.
13. List the national trends of food consumption over the past 40 years.
14. List 10 goals of the Healthy People program. How successful is the program thus far?
15. Discuss the meaning and significance of the relationships between risk factors and chronic diseases.
16. List ways to identify a reliable nutrition information website.
17. A. List techniques that help identify nutrition quackery.
B. Where can you find reliable sources of nutrition information?
18. A. Explain the education and training requirements associated with obtaining registration as a dietitian.
B. List several career areas in which registered dietitians are often employed.
27
BIOL 108 Biology of Nutrition Student Guide
Vanguard University
Chapter 2 Homework Questions
Chapter 2 Case Studies2
Case Study 2-1: DASH on the Menu at a Quick-Serve Restaurant
Charles C. is a 65-year-old executive who is overweight and has recently been diagnosed with high blood pressure.
He has just completed a class on the principles of the DASH (Dietary Approaches to Stop Hypertension) diet and
has set a goal to lower his intake of fat and sodium and to increase his intake of calcium and potassium-rich foods.
Mr. C. has met a friend for lunch at his favorite restaurant that features pizza, salads, soups, and sandwiches.
1.
2.
3.
4.
5.
6.
Based on information provided in this chapter, what food groups are good sources of potassium? Calcium?
What are some menu items at Mr. C’s favorite restaurant that would provide these nutrients?
What might be a calcium-rich menu choice that is also low in fat?
Charles likes soup but notices that most soups on the menu contain a significant amount of sodium. What is one
strategy he might use?
How might the My Plate icon help Charles order a healthy meal?
Based on information provided in this chapter, order a lunch for Mr. C. that includes at least 3 food groups and
meets his current dietary goals.
Case Study 2-2: Lacto-ovovegetarian Diet Planning
Sarah T. is a 20-year-old college student who does not eat meat, fish, or poultry. She is 5 feet 7 inches tall, weighs
140 pounds, and is physically active most days, riding her bike to school from her apartment off campus. Although
her weight has been stable for the past year, Sarah’s mother is concerned she is not getting the nutrients she needs
for optimal health. Sarah’s usual daily diet includes a toaster pastry and juice for breakfast, peanut butter sandwich
for lunch, and pasta or vegetable pizza for dinner. She snacks frequently on chips or cookies and drinks one or two
diet sodas each day.
1.
2.
3.
4.
5.
Using the glossary in Highlight 2 of this chapter, how would you categorize Sarah’s diet?
What key nutrients are likely to be inadequate in Sarah’s current diet?
What changes or additions to her diet would you recommend to include sources of these nutrients?
What is a reasonable estimate of Sarah’s daily kcalorie needs? Based on this estimate, what is the daily amount
of protein foods (in ounces) that you would recommend for Sarah?
Using Table H2-1 as your guide, set up a 7-day plan to show how Sarah can meet her recommended daily
protein needs.
Chapter 2 Critical Thinking Questions
1. Evidence supports that effective use of dietary principles (adequacy, balance, kcalorie control,
nutrient density, moderation, and variety) will lead to healthier food choices, and yet people still
make poor food choices. Is there a difference in responsibility between individuals and families
regarding whether they follow recommended diet-planning principles?
2. The promotion of the My Plate icon has led to an increased awareness of the impact that dietary
intake has on overall health. Comparing the new MyPlate icon to the prior MyPyramid graphic (see
http://www.choosemyplate.gov/print-materials-ordering/mypyramid-archive.html), how would you
explain the differences? A lot of attention has been placed on this transformation from MyPyramid to
MyPlate. Do you think that MyPlate will fare any better in the world of consumer preference?
2
Contributed by Barbara Quinn.
28
BIOL 108 Biology of Nutrition Student Guide
Vanguard University
Chapter 2 Review Questions
1. List and discuss the significance of six diet-planning principles.
2. Why is it important to vary intake of foods within the same food group from day to day?
3. What is meant by the term ―nutrient-dense food‖? Give 3 examples each of foods with high
nutrient density and low nutrient density.
4. Why do dietary guidelines include recommendations for physical activity?
5. List and discuss 7 key recommendations of the Dietary Guidelines for Americans.
6. List the five food groups and describe how foods are classified in the USDA Food Patterns.
What are the advantages and disadvantages of the plan?
7. Provide examples and discuss the importance of the 5 subgroups of the vegetables food
group.
8. Why are legumes classified as a meat alternative?
9. Why is it important to eat vegetables of various colors rather than restrict intake to just a
few?
10. What are the meaning, significance, and utility of discretionary kcalories in the USDA Food
Patterns?
11. Define the term ―discretionary kcalories‖ and give 3 examples of foods that provide them.
Under what circumstances is the intake of discretionary kcalories permitted?
12. Discuss ways in which dietary planning guides can be applied to ethnic diets.
13. Discuss the meaning, significance, and utility of MyPlate as an educational tool.
14. Diagram the MyPlate icon. Explain how a consumer is expected to use it. Discuss the
shortcomings of MyPlate as a concept to improve eating patterns.
15. What is the Healthy Eating Index and how does it work?
16. According to studies, how well do consumers follow the guidelines of the USDA Food
Patterns and MyPlate?
17. What are the criticisms of the MyPlate?
18. What is the origin of food exchange lists? How are they best utilized?
19. Calculate a set of personal Daily Values for someone with a 3000-kcalorie diet.
20. Discuss the meaning and significance of foods that are refined, enriched, fortified, or wholegrain.
21. Discuss the benefits and limitations of the U.S. grain enrichment legislation.
22. What is textured vegetable protein and how is it used in nutrition?
23. When preparing meat, fish, and poultry, what steps can be taken to reduce the contribution of
fat kcalories?
29
BIOL 108 Biology of Nutrition Student Guide
Vanguard University
24. Describe the major aspects of nutrition labeling regulations. List the information that must be
displayed on food labels.
25. Why do food label serving sizes often confuse consumers?
26. Discuss the consumer benefits of information found in the Daily Values table on food labels.
27. Discuss the regulations for nutrient claims and health claims on food labels.
28. What is a structure-function claim? Give 4 examples.
29. List reasons that people become vegetarians.
30. List the advantages of a vegetarian diet. What nutrient requirements are more difficult to
meet on this diet, and what precautions are needed to prevent insufficient intakes in the child,
in the adult, and in the pregnant woman?
31. Discuss the use of soy products for meeting the nutritional needs of vegetarians.
32. How can vegetarians conform to the principles of the USDA Food Patterns and MyPlate?
33. Develop a modified MyPlate for a vegetarian and for a vegan (strict vegetarian).
34. Discuss the adequacy of iron, zinc, and calcium nutrition in vegetarians.
35. Discuss the adequacy of vitamin D and vitamin B12 nutrition in vegetarians.
36. Explain the concepts and dietary practices associated with the macrobiotic diet.
Chapter 3 Homework Questions
Chapter 3 Case Study 3: Managing GI Discomfort3
Mary Treat is a 68-year-old woman in reasonably good health. She is 64 inches tall and weighs 180 pounds. She
takes a daily multi-vitamin supplement and over-the-counter antacids for heartburn. Her usual diet includes lean
meat, chicken, fish, and fresh vegetables and seasonal fruit from her garden She now reports having severe
heartburn after a family reunion picnic over the Memorial Day weekend and over the past two days has experienced
diarrhea and painful stomach cramps.
1.
2.
3.
4.
5.
6.
Based on her history, name at least two reasonable explanations for Mary’s sudden onset of diarrhea and
cramps.
What may explain Mary’s symptoms of heartburn?
If food poisoning is suspected, how might this be related to Mary’s regular use of antacids?
What immediate treatment would you suggest for her current symptoms?
What information and advice would you offer Mrs. Treat to help her avoid this type of gastrointestinal
discomfort in the future?
At what point would you advise her to seek medical care?
Chapter 3 Critical Thinking Questions4
1.
3
4
Identify and discuss potential factors related to the oral cavity that may impede the process of digestion of food.
What dietary changes would facilitate food intake for those with oral cavity problems?
Contributed by Barbara Quinn.
Contributed by Daryle Wane.
30
BIOL 108 Biology of Nutrition Student Guide
Vanguard University
2.
Discuss how the pH environment of the various portions of the digestive tract facilitates the process of
enzymatic digestion.
3.
Provide an example of how certain nutrients can enhance the absorption of others. How does this relate to
nutrient bioavailability? If the absorption of certain nutrients can be enhanced through the presence of other
nutrients or foods, how does this affect the concept of food combining?
4.
What is the difference between probiotics and prebiotics in regard to gastrointestinal tract function? What
benefits does a synbiotic provide in the body?
5.
Explain the concept of a negative feedback mechanism as it relates to gastric acid secretion.
6.
How does the pancreas regulate digestive enzymes in order to promote intestinal health and well-being?
Chapter 3 Review Questions
1.
What factors are involved in expressing taste sensations?
2.
Name and describe the functions of the four major sphincter muscles that divide the GI tract into its principal
regions.
3.
Describe the major events of digestion that occur in the mouth, stomach, and small intestine.
4.
Explain the differences between peristalsis and segmentation.
5.
What are the effects on colonic function from insufficient fluid intake, insufficient fiber intake, or intestinal
infection?
6.
What is the function of hydrochloric acid and why is it necessary in the process of digestion?
7.
Discuss the defenses of the GI tract against bacteria that cause infection.
8.
Describe anatomical features of the small intestine that facilitate absorption.
9.
Discuss the validity of the art of ―food combining‖ to enhance digestion/absorption.
10. Describe the parts of the vascular system that are involved in digestion and absorption of water-soluble and fatsoluble nutrients.
11. Compare the properties of prebiotics and probiotics. Give examples of each type.
12. List several beneficial roles of the intestinal flora.
13. Discuss the role of bacteria in the GI tract and factors that help regulate their proliferation.
14. What factors govern the opening and closing of the GI tract sphincters?
15. What is the most likely explanation for the observation that a person may experience ―upset digestion‖ upon
changing the diet?
16. Name and describe the functions of three major hormones involved in digestion/absorption.
17. Discuss the response of the pancreas (enzyme secretion) upon exposure to diets differing in the amounts of
protein, fat, and carbohydrate.
18. Provide 2 examples of a feedback mechanism in digestion/absorption.
19. Why does the pancreas not ―digest itself‖?
20. Describe physical and emotional factors that affect the health of the digestive system.
21. What are common factors that initiate choking? What are the preferred methods to assist a person who is
choking? What foods are commonly associated with choking?
22. Describe the similarities and differences in fluid and nutrient losses between vomiting and diarrhea.
23. What are the effects of chronic or severe vomiting?
31
BIOL 108 Biology of Nutrition Student Guide
Vanguard University
24. Describe four common digestive problems and their recommended treatments or therapies.
25. What are the characteristics of and treatments for irritable bowel syndrome?
26. Discuss common treatments for constipation. Why do people react differently to the same treatment?
27. Why do people get their colons irrigated and what are the side effects?
28. Describe the conditions diverticulosis and diverticulitis.
29. In the treatment of heartburn or ―acid indigestion,‖ what therapies are recommended and which are not?
30. Describe the three major causes of peptic ulcers and the recommended therapies.
Chapter 4 Homework Questions
Chapter 4 Case Studies5
Case Study 4-1: Sweeteners and kCalorie Control
Frank P. is a 48-year-old landscape architect who is concerned about his recent weight gain. He is 69 inches tall and
weighs 202 pounds. His usual weight is 190 pounds. Frank reports that—due to his busy schedule—he often skips
breakfast or stops for a donut and coffee with cream and sugar on his way to work in the morning. He frequently
eats out with clients for lunch and eats dinner at home with his wife most evenings. His favorite nighttime snack is
ice cream. He reports sometimes feeling tired and hungry during his work day, which he says is relieved by eating a
candy bar or drinking a canned cola beverage. He reports no food intolerances, although he states he avoids products
which contain high-fructose corn syrup and prefers to use products sweetened with sugar.
1.
2.
3.
4.
5.
6.
Which foods are sources of added sugars in Frank’s diet?
What strategies could help Frank decrease his intake of calories from added sugars?
If Frank wants to lose weight, why is it important for him to choose high-fiber carbohydrate foods in his diet?
How might alternative sweeteners benefit Frank’s weight loss efforts? How would you advise him on the safe
use of these sweeteners?
What advice would you give Frank on his use of sugar versus high-fructose corn syrup?
Based on his lifestyle pattern, devise a one-day meal plan for Frank that is lower in added sugar and calories.
Case Study 4-2: Increasing Dietary Fiber
Erin C. is a single woman who has been advised by her doctor to increase her intake of dietary fiber due to frequent
constipation. Her intake over the past 24 hours includes: 8 oz. orange juice, 2 cups coffee with cream, 2 slices
whole-wheat toast with margarine and jam, cheeseburger, french fries, diet soda, baked chicken, mashed potatoes,
lettuce salad with dressing, and iced tea with sugar.
1.
2.
3.
4.
5.
6.
5
Using the general information in Table 4-6, what are some potential sources of fiber in Erin’s diet? How much
fiber do you estimate she gets from these foods?
Assuming Erin eats approximately 2000 calories per day, what is her recommended daily intake of dietary fiber
based on the DRI?
Explain how Erin might use the ―Three are key‖ message to help her remember to add more whole grains to her
diet.
What are some strategies that can help Erin identify high-fiber whole-grain foods when she shops?
Adjust Erin’s current daily menu to show how she can get her recommended daily intake of fiber and whole
grains.
What precautions will be important for Erin to know about and practice as she begins to increase her intake of
dietary fiber?
Contributed by Barbara Quinn.
32
BIOL 108 Biology of Nutrition Student Guide
Vanguard University
Chapter 4 Critical Thinking Questions6
1.
Lactose intolerance and sensitivity appears to be a growing phenomenon in this country. Even though many
people limit or avoid dairy products in their diets, they seem to still suffer from symptoms. What would account
for this fact? What characteristics may predispose individuals to become lactose intolerant and/or sensitive?
What dietary options that would be feasible for individuals who are lactose intolerant/sensitive allow them to
meet critical nutrient needs such as calcium, riboflavin, and vitamin D?
2.
There are a lot of alternative sweeteners being marketed to consumers. What methods can be used to make an
informed choice as to which alternative sweetener is the best for individual use?
3.
The increased intake of carbohydrates is associated with an increased potential for development of obesity in
the United States. What food product additives in the American diet are most likely to promote weight gain?
4.
Fiber plays a significant role in helping an individual maintain nutritional health and well-being. If a friend
seeks to increase dietary fiber in his/her diet, what recommendations would you make to ensure that the friend’s
dietary fiber intake is adequate and beneficial?
5.
Explain how the ―three are key‖ message can be used to promote healthy carbohydrate consumption in the
American diet.
Chapter 4 Review Questions
1.
What is meant by the phrase ―Not all carbohydrates are created equal‖?
2.
Compare and contrast the chemical makeup, major food sources, and digestion/absorption of simple and
complex carbohydrates.
3.
Compare and contrast the terms total fiber, dietary fiber, and functional fiber.
4.
Give several examples of soluble and insoluble dietary fibers. List food sources of these fibers. Contrast the
physical characteristics and features of these two types of fibers and their effects on gastrointestinal tract
function.
5.
List and discuss seven benefits of fiber.
6.
Discuss the meaning, significance, and features of lactose intolerance.
7.
Describe the body’s mechanisms for controlling blood glucose levels under normal and stress conditions.
8.
Discuss the pros and cons of using the glycemic index in meal planning for people with diabetes.
9.
List the reasons why sugars are used as additives by the food industry.
10. Compare and contrast the properties of four common sugars (added sugars) used by the food industry.
11. List four common accusations made against dietary sugar. What is the evidence for and against these
accusations?
12. Describe the benefits and adverse effects of the common alternative sweeteners.
13. How is fiber thought to exert beneficial effects on cardiovascular health?
14. Discuss the possible reasons why diets rich in complex carbohydrates may lower the risk of heart disease.
15. Discuss the interactions between fiber and bile.
16. How is fiber thought to exert an influence over cancer of the colon?
17. What are potential hazards of consuming too much fiber? Give examples of the circumstances, conditions, and
forms in which a person might ingest large amounts of fiber.
18. Why might high-fiber foods promote body weight management?
6
Contributed by Daryle Wane.
33
BIOL 108 Biology of Nutrition Student Guide
Vanguard University
19. Since the 1970s, how have total carbohydrate and carbohydrate kcal as a percentage of the diet changed?
20. Discuss the effects of low-carbohydrate diets on short-term and long-term weight loss.
21. Discuss the concepts of sugar cravings and addictions.
22. How does the body respond to intake of the same simple carbohydrates when consumed in solid form versus
liquid form?
23. Discuss the relationship between fructose intake and appetite control.
24. What are the advantages of adhering to a low-glycemic index diet for weight loss?
Chapter 5 Case Studies7
Case 5-1: Heart-Healthy Sandwich Choices
Tom H. is a 35-year-old single man who works in a warehouse and takes his lunch to work every day. He is 69
inches tall and weighs 190 pounds. A recent blood test revealed that Tom’s total and LDL cholesterol levels are
abnormally high. He has been instructed to reduce his intake of saturated fat and to eat more unsaturated fats. He is
now at the grocery store looking for sandwich foods to pack in his lunches this week. He notes the following
information on the Nutrition Facts labels:
Canned salmon without bones or skin: 2 oz, Calories 60, total fat 0.5 grams, saturated fat 0 grams, trans fat 0
grams, cholesterol 20 milligrams, protein 13 grams.
Cheddar cheese: 1 oz, Calories 110, total fat 9 grams, saturated fat 5 grams, trans fat 0 grams, cholesterol 30
milligrams, protein 7 grams.
Lite Havarti cheese: 1 oz, Calories 80, total fat 4 grams, saturated fat 3 grams, trans fat 0 grams, cholesterol 15
milligrams, protein 8 grams.
Pepperoni: 10 slices, Calories 130, total fat 11 grams, saturated fat 4.5 grams, trans fat 0 grams, cholesterol 30
milligrams, protein 7 gram.
Peanut butter: 2 T, Calories 200, total fat 15 grams, saturated fat 3 grams, trans fat 0 grams, cholesterol 0
milligrams, protein 9 grams.
Egg: 1 whole, Calories 80, total fat 5 grams, saturated fat 1.5 grams, trans fat 0 grams, cholesterol 200 milligrams,
protein 7 grams.
Sliced deli roast beef: 2 oz, Calories 80, total fat 2 grams, saturated fat 0.5 grams, trans fat 0 grams, cholesterol 25
milligrams, protein 13 grams.
1.
2.
3.
4.
5.
6.
7
What should Tom notice about the cholesterol content of these foods?
Even though eggs are a significant source of cholesterol, what other information on the nutrition label should
Tom consider if he decides to buy eggs?
Which of the foods being considered by Tom most likely contains more unsaturated fats than saturated fats?
How can Tom derive this information from the information on the label?
What should Tom notice about the relationship between total fat content and kcalories in these foods?
What two foods listed here are major sources of saturated fat? What strategies might Tom use if he wants to
include them in his diet?
Using some or all of these foods plus other ideas from the ―How to‖ feature in this chapter (p. 152), plan one
week (5 days) of sandwich ideas for Tom that are in line with his diet goals.
Contributed by Barbara Quinn.
34
BIOL 108 Biology of Nutrition Student Guide
Vanguard University
Case Study 5-2: Heart-Healthy Diet Changes
Dave is a 46-year-old attorney with a family history of heart disease (his father had a heart attack at the age of 56)
whose recent blood tests reveal high blood LDL cholesterol and triglyceride levels. His doctor has advised him to
eat less fat in his diet. Dave is a self-confessed ―foodie‖ and he enjoys wine and cheese at several social functions
each week. He cooks with ―real‖ butter at home and uses half milk and half cream in his coffee. Although fairly
inactive, Dave keeps his weight stable at 170 pounds. He is 5 feet 10 inches tall.
1.
2.
3.
4.
5.
6.
What factors may be contributing to Dave’s elevated cholesterol and triglyceride levels?
From the history given, identify the main sources of saturated fat in Dave’s diet. What are some reasonable
changes he could make to lower his intake of saturated fat from these foods?
Assume Dave eats about 2000 kcalories a day and that his doctor has advised him to limit his fat intake to 35
percent of his daily kcalories. Refer to the ―How to‖ feature (p. 155) of this chapter to calculate his personal
Daily Value for fat.
According to the 2010 Dietary Guidelines for Americans, what is the maximum percentage of kcalories from
saturated fat that Dave should consume each day? Remembering that 1 gram of fat contains 9 kcalories,
calculate the maximum grams of saturated fat that Dave should eat each day based on his daily intake of 2000
kcalories.
Using information from Highlight 5, what additional advice would you offer Dave to improve his heart health?
Plan a one-day menu for Dave with higher amounts of healthful fatty acids and lower amounts of harmful fatty
acids.
Chapter 5 Critical Thinking Questions8
1.
Discuss how the structural/chemical properties of a fat affect its physical characteristics and stability.
2.
Much attention has been placed on the negative association between trans fat intake and health/well-being.
Many states have gone so far as to literally ban trans fat from foods served in restaurants. Food labels are now
required to list the amount of trans fat on the label, but the majority of foods are now marketed as being free of
trans fat. Considering this, respond to the following questions: (1) Do you think that banning trans fat would
eliminate health damage from fat intake? (2) Can we assume that a food described on the label as trans fat free
contains no trans fat? (3) Does trans fat occur naturally in the diet independent of food processing?
3.
Cholesterol has been linked to heart disease such that consumers recognize and try to limit their daily intake.
Can an individual live without ingesting cholesterol?
4.
Explain how the concept of conditionally essential nutrients can be applied to lipid consumption.
5.
Many consumers focus their selection process on choosing foods that are fat free and/or low in fat. Why has this
dietary choice not made much of a difference for most individuals, as indicated by present weight gaining trends
in the United States and other parts of the world?
6.
What methods can the individual consumer use to adhere to the recommendations of less than 10% of
kilocalories from saturated fat and less than 300 milligrams of cholesterol per day on a long-term basis?
Chapter 5 Review Questions
1.
Describe how fatty acids may differ in terms of chain length, saturation and unsaturation, position of the first
double bond, and effects of partial hydrogenation, and explain how these differences influence the
characteristics of the fatty acids.
2.
What methods are used by the food industry to inhibit rancidity of the unsaturated lipids in foods?
3.
Describe the process of fat hydrogenation and discuss its advantages and disadvantages.
4.
Discuss the meaning and significance of trans-fatty acids in the diet. List four common food sources.
8
Contributed by Daryle Wane.
35
BIOL 108 Biology of Nutrition Student Guide
Vanguard University
5.
Discuss the role of dietary cholesterol and the endogenous production of cholesterol and heart disease. What is
meant by ―good‖ and ―bad‖ cholesterol?
6.
While shopping at the supermarket, you overhear a man say that, because he was diagnosed with a mild case of
atherosclerosis, he intends to become a vegan so as to eliminate all cholesterol from his diet and his body.
Discuss the validity of his rationale.
7.
Discuss in detail the digestion, absorption, and transport of dietary lipids, including the sterols.
8.
Discuss the roles for the lipases that originate in the mouth, stomach, pancreas, and small intestine.
9.
Compare and contrast the digestion-absorption mechanisms for long-chain vs. short-chain fatty acids.
10. The fat content of a new snack food is composed of mixed triglycerides in which the three fatty acids attached
to the glycerol are a short-chain, a medium-chain, and a long-chain fatty acid. Explain the digestion, absorption,
and transport of this lipid.
11. What is the role of micelles in the absorption of lipids and how are they formed?
12. Discuss the composition and function of the major circulating lipoproteins.
13. What factors raise HDL and/or lower LDL?
14. Discuss the functions of lipids in the body. What is the role of the liver in metabolizing and processing fats?
15. How do eicosanoids differ from hormones?
16. List the essential fatty acids (EFA) for human beings. What are the signs of EFA deficiency? What is the
minimum amount of EFA required to prevent a deficiency? What foods are rich sources of EFA?
17. Explain the chemical differences between fish oil and corn oil. Discuss the health benefits of fish oil. What are
some of the possible disadvantages of increasing the consumption of fish and fish oil supplements?
18. Discuss the roles of hormone-sensitive lipase and lipoprotein lipase in the metabolism of fats.
19. Compare and contrast the risks from consuming margarine or butter.
20. Explain the possible links between dietary fat intake and cancer.
21. Discuss the relationship of dietary fats to atherosclerosis. What dietary changes bring about the greatest
reductions in blood lipids?
22. Your uncle discloses that he was found to have a high blood level of LDL and a low concentration of HDL.
What changes in lifestyle would help in reversing the LDL and HDL ratio?
23. Your friend does not like the taste of any kind of fish, but wishes to consume more omega-3 fats. What advice
is appropriate?
24. Your aunt Lillie has a heart condition and insists that taking liberal amounts of fish oil capsules every day will
help her ailment. What are the possible adverse effects from this practice?
25. List strategies for lowering fat intake with minimal impact on diet palatability.
26. Provide examples of how food manufacturers are able to reduce the amount of lipids in their food products.
27. What is meant by ―solid fat‖? List three common dietary sources of solid fats.
28. Give 3 examples each of good dietary sources of linoleic acid, EPA, linolenic acid, and DHA.
29. Explain the position of the American Heart Association concerning intake of butter and margarine.
30. Discuss the benefits and possible hazards of dietary fat replacers in the diet.
31. How are nuts thought to protect against heart disease?
32. Discuss the potential health benefits of substituting olive oil for other cooking fats.
33. Discuss the health benefits of substituting nuts for other sources of fat in the diet.
34. How are omega-3 fats thought to protect against heart disease?
36
BIOL 108 Biology of Nutrition Student Guide
Vanguard University
35. Discuss the most common food sources of harmful fats and ways to reduce their intake.
36. Describe the content of traditional Mediterranean diets and explain the benefits of these foods to cardiovascular
health.
Chapter 6 Case Studies9
Case Study 6-1: Protein Adequacy
Erin is a 28-year-old professional woman who is 5 feet 8 inches tall and vigilantly maintains her weight at 118
pounds by following a lacto-ovo (non-fat milk and egg whites only) vegetarian diet that supplies approximately
1200 calories a day. With her understanding that protein should provide between 10 and 35 percent of her daily
calories, she reasons that her daily intake of 40 grams of protein from milk, eggs, legumes, and nuts is adequate for
her needs. She is concerned, however, that she has been sick more than usual and has experienced two stress
fractures in her leg over the past three years while exercising.
1.
2.
3.
4.
5.
6.
Explain why Erin’s assumptions about her protein needs are unrealistic based on her current weight.
Assuming a healthy weight for Erin is 141 pounds, use the information from the ―How to‖ feature (p. 187) in
this chapter to calculate her recommended daily protein requirement. Show your calculations.
What percentage of Erin’s current energy intake comes from protein? Remember that protein provides
approximately 4 kcalories per gram.) Is this adequate? Why or why not?
Erin’s energy needs for a healthy weight are closer to 1600 calories a day. How might her low calorie intake
influence her protein status and possibly contribute to her current health issues?
How would you explain to Erin how her low intake of calories and protein contribute to her risk for
osteoporosis?
Assuming Erin consumes 20 grams of protein from whole grains, vegetables, and legumes each day, calculate
how she can meet the remainder of her protein needs with dairy foods and egg whites.
Case 6-2: Amino Acid Supplements
Danielle F. is a 78-year-old retired school teacher who is seeking ways to increase her protein intake. She does very
little cooking and avoids fish, poultry, and meat for personal reasons. She eats eggs occasionally but relies more on a
liquid amino acid product that claims to contain essential and non-essential amino acids in ―naturally-occurring
amounts.‖
Danielle decides to compare the protein quantity and quality of this product to an egg. Initially she learns that 1
whole egg contains 18 amino acids (9 essential amino acids and 9 non-essential amino acids). ½ teaspoon of liquid
amino acid product contains 16 amino acids (9 essential amino acids and 7 non-essential amino acids). Then she
examines the Nutrition Facts label for these two products. (See below.)
Egg Nutrition Facts
Amino Acid Supplement Nutrition Facts
Nutrition Facts
Nutrition Facts
Serving Size 1 egg (50g)
Servings Per Container 12
Serving Size 1/2 tsp (2.5mL)
Amount Per Serving
Amount Per Serving
Calories 70
Calories 0
Calories from Fat 45
Calories from Fat 0
% Daily Value*
Total Fat 5g
Saturated Fat 1.5g
Polyunsaturated Fat 1g
Monounsaturated Fat 2g
Trans Fat 0g
Cholesterol 185mg
9
% Daily Value*
8%
8%
Total Fat 0g
Trans Fat 0g
Cholesterol 0mg
Sodium 160mg
Total Carbohydrate 100mg
60%
Contributed by Barbara Quinn.
37
0%
0%
6%
0%
BIOL 108 Biology of Nutrition Student Guide
Sodium 70mg
Potassium 70mg
Total Carbohydrate 0g
Protein 6g
Vitamin A 6%
Calcium 2%
Vitamin D 10%
Riboflavin 10%
Folate 6%
Phosphorus 10%
1.
2.
3.
4.
5.
6.
•
•
•
•
•
•
Vanguard University
3%
2%
0%
13%
Protein 310mg
Vitamin A 0%
Calcium 0%
•
•
Vitamin C 0%
Iron 0%
Vitamin C 0%
Iron 4%
Thiamin 0%
Vitamin B6 4%
Vitamin B12 8%
Zinc 4%
Danielle notices that protein is measured differently on the two Nutrition Facts labels. Knowing that 1 gram =
1000 milligrams, what can Danielle learn about the protein quantity of one serving of liquid amino acid as
compared to one whole egg?
Approximately how many teaspoons of liquid amino acid would Danielle need to eat every day to receive the
amount of protein in one egg? (Notice that the nutrition information for this product is for a ½ teaspoon
serving.)
Looking at the Nutrition Facts label, what other important nutrients besides protein will Danielle find in an egg
that are not present in her amino acid supplement?
What is the sodium content of an egg compared to one serving of the liquid amino acid product?
According to information in this chapter, what is the safest way for Danielle to obtain the protein and amino
acids she needs? Why?
What precautions should Danielle take regarding the use of amino acid supplements?
Chapter 6 Critical Thinking Questions10
1.
What characteristics account for the complexity of proteins as a macronutrient as compared with carbohydrates
and lipids?
2.
How would you explain to an individual the role of protein in the development of edema?
3.
Compare the nitrogen balance state of a healthy adolescent female, aged 16, with that of a 45-year-old, healthy
male adult.
4.
What is the significance of increased high-quality protein consumption in the American diet? Are there any
dietary strategies to enhance quality protein consumption other than direct consumption of high-quality
proteins?
5.
The relationship between protein and health is complex. Functional protein deficiency states can lead to
significant disease processes, and yet there is also clinical evidence that certain proteins may be linked to the
development of chronic conditions such as cardiac disease. How can protein be considered to be both beneficial
and detrimental at the same time?
6.
How would you provide adequate dietary protein for an individual diagnosed with renal disease?
Chapter 6 Review Questions
1.
Explain the differences among amino acids that are classified as essential, nonessential, or conditionally
essential.
2.
Differentiate between a protein’s primary structure, secondary structure, tertiary structure, and quaternary
structure.
3.
Define protein denaturation and provide an example of a denaturated protein.
10
Contributed by Daryle Wane.
38
BIOL 108 Biology of Nutrition Student Guide
Vanguard University
4.
Explain the processes of protein digestion and absorption.
5.
What are the differences between transcription and translation in the synthesis of proteins?
6.
Explain the manner in which a gene becomes expressed to direct the synthesis of a protein.
7.
Describe the processes involved in cellular protein synthesis. How would synthesis be affected by intake of an
otherwise adequate diet which is very low in glycine or low in tryptophan? How would synthesis be affected by
a diet that is low in energy?
8.
List and define 5 major roles of proteins in the body.
9.
What are the signs and symptoms of sickle-cell anemia and what causes it?
10. What is meant by nitrogen balance? How does it differ among infants, adults, and those who are injured or on
weight-loss diets?
11. Compare and contrast the quality of protein foods derived from animals versus plants.
12. Explain the rationale for the selection of a reference protein for the comparison of protein quality. Why is this
reference protein considered to be superior to egg protein?
13. What is a limiting amino acid? What are the four amino acids most likely to be limiting in protein nutrition?
14. Explain the proposed relationships between:
A. Body homocysteine levels and heart disease.
B. Protein intake and calcium metabolism.
15. Explain the association between adult bone loss and protein intake.
16. What are the possible consequences of consuming too much protein? What are the hazards of consuming amino
acid supplements?
17. What are the assumptions made by the DRI Committee in setting the RDA for protein?
18. Three people each weigh 160 lbs. One of them is very active and is in energy balance at 3,000 kcal/day, a
second one is sedentary and consumes 2,000 kcal/day, and a third is dieting and ingests only 1,000 kcal/day. If
their protein intakes all met the RDA, would each also meet the protein AMDR?
19. List population groups for which amino acid dietary supplements are especially inappropriate.
20. Discuss the use and misuse of protein and amino acid supplements in athletes and in the general population.
21. Provide several examples of beneficial and adverse consequences of activating or silencing gene expression.
22. Provide examples of how the dietary habits of grandparents can influence the body’s metabolism and
susceptibility to disease in future generations.
23. Describe the signs and symptoms of phenylketonuria. What is the cause and what is the treatment?
24. What is meant by a ―predisposition‖ to a disease?
25. Compare and contrast the features of a single-gene disorder and a multigene disorder.
26. Explain how SNPs are involved in gene expression, especially in relation to a person’s blood lipid profile.
27. Discuss the contributory roles of genes and environment on prevention and treatment of disease.
Chapter 7 Case Study 7: Excessive Alcohol Use11
Steve Quintana is a 52-year-old Hispanic male with a family history of alcoholism. He is 6 feet 1 inch tall and
weighs 238 pounds, with much of his excess weight around his middle. He considers himself a social drinker
although he has had two arrests for driving under the influence of alcohol. He recently has been diagnosed with
11
Contributed by Barbara Quinn.
39
BIOL 108 Biology of Nutrition Student Guide
Vanguard University
diabetes and takes an oral medication to control his blood glucose. He also has high cholesterol and has recently
started on a lipid-lowering medication. Recent tests have revealed Steve has fatty liver, which concerns him. He also
reports having occasional low blood glucose (hypoglycemia) and feeling shaky and dizzy.
1.
2.
3.
4.
5.
6.
From information in this chapter, explain how Steve’s alcohol intake may be a factor in his diagnosis of fatty
liver.
What might help explain Steve’s low blood sugar reactions?
According to Table H7-5, even if Steve eats a balanced diet, what nutrients may not be well absorbed if he
continues to drink excessively?
Explain why Steve may be at risk for a deficiency of the B vitamins folate and thiamin. What might be a
reasonable recommendation to reduce this risk?
How would you address Steve’s concern about his fatty liver in a way that may encourage him to seek help in
abstaining from alcohol?
List at least 3 practical tips you would give to people who only drink alcohol occasionally and who want to stay
within current recommendations for health and safety.
Chapter 7 Critical Thinking Questions12
1.
Describe how the body uses physiological mechanisms to control energy metabolism. What pathway is shared
by the macronutrients to help facilitate energy generation?
2.
The liver is described as the ―metabolic workhorse‖ of the body in that it facilitates metabolic processes for both
macro- and micronutrients. Provide a brief description of the significant roles that the liver plays with regard to
nutrient metabolism.
3.
How does oxygen influence energy metabolism in the body?
4.
Given that lipids are the most concentrated energy source based on mass (1 gram of fat provides 9 kcalories),
why are they not recommended to be the most significant dietary energy source for the body?
5.
It has long been known that a minimum amount of carbohydrates must be present in the diet to spare protein. In
terms of energy metabolism, why is it also critical that a minimum number of carbohydrates be present to
facilitate energy metabolism?
6.
If one does not consume an adequate mix of recommended nutrients (protein, lipids, and carbohydrate), how
will this affect energy metabolism and weight status?
Chapter 7 Review Questions
1.
Compare and contrast the various ways in which the body metabolizes carbohydrate, fat, and amino acids.
2.
List four of the liver’s functions in the metabolism of each of these nutrients: carbohydrates, fats, and proteins.
3.
What are the major differences between aerobic and anaerobic metabolism? Give an example of an aerobic
reaction and an anaerobic reaction.
4.
Explain the roles of protein and fat as nutrients for gluconeogenesis. What are the circumstances that favor low
and high rates of gluconeogenesis?
5.
How does the electron transport chain function in the synthesis of ATP?
6.
Describe interactions among the energy nutrients when each is consumed in excess.
7.
Discuss ways in which the body’s metabolism adapts to conditions of fasting/starvation. How do these
adaptations affect the rate of weight loss when a person follows a low-kcalorie diet?
12
Contributed by Daryle Wane.
40
BIOL 108 Biology of Nutrition Student Guide
Vanguard University
8.
What is ketosis and how can it be identified? What conditions typically induce a state of ketosis? What are the
adverse effects of this condition?
9.
How does the body respond to a low-carbohydrate diet?
10. Compare and contrast the metabolism of alcohol in men versus women.
11. Describe the two major pathways for metabolism of alcohol in the liver. How does the liver adapt when forced
to metabolize high quantities of alcohol on a daily basis?
12. Discuss ways in which alcohol interferes with metabolism of proteins, fats, carbohydrates, vitamins, minerals,
and water.
13. Describe the effects of excess alcohol intake on folate utilization.
14. Describe specific effects of alcohol on each of the following organs: heart, kidney, and brain.
15. Describe the interactions related to alcohol-containing beverages spiked with caffeine.
16. List six common myths concerning alcohol use and discuss ways to dispel them.
Chapter 8 Homework Questions
Chapter 8 Case Study 8: Improving Body Composition13
Rick is a healthy 17-year-old high school student who is 5 feet 10 inches tall and weighs 205 pounds. He has
decided to ―get a six-pack‖ over the summer with a diet and exercise program. As part of his new plan, he has
stopped drinking soda and is eating more salads in addition to his usual diet. Besides these changes, he is unclear on
how to proceed to reach his fitness goal. Rick’s mother wants to make sure his approach will not interfere with his
normal growth and development and has asked him to seek reliable information to help him make a reasonable plan.
1.
2.
3.
4.
5.
6.
Use the ―How to‖ feature on page 244 to calculate Rick’s BMI. Then use Table 8-4 to determine his weight
category.
Using the BMI table (Table 8-4) and information in the ―How to‖ feature on page 244, what would be a
reasonable BMI for Rick to initially target? What is his initial weight goal based on this desired BMI? How
many pounds will Rick need to lose to reach this goal? Explain how you arrived at your answer.
Use the formula provided in this chapter (p. 236) to calculate Rick’s basal metabolic rate (BMR) at his current
weight of 205 pounds. Remember to convert his weight to kilograms and his height to centimeters (see the
―How to‖ on p. 240 for conversion factors; recall that 1 m = 100 cm).
Rick plans to begin light to moderate weight lifting for an hour 3 days a week and swim at a moderate pace for
30 minutes another 3 days a week. Use Table 8-2 to calculate the kcalories he can expect to expend doing each
of these activities at his current weight. Based on these numbers and assuming Rick takes one day off from
exercise each week, calculate the average number of daily calories that Rick can expect to expend doing these
activities.
Rick’s Estimated Energy Requirement (EER) is approximately 3550 kcalories per day. How would you use this
information along with the calculations you made for his BMR and daily kcalorie expenditure from physical
activity to help him set a reasonable daily kcalorie goal for weight loss? Explain your answer.
As Rick proceeds to lose weight and increase his muscle mass with exercise, what other measurements besides
BMI and weight may more accurately reflect his progress? Explain your answer.
Chapter 8 Critical Thinking Questions14
1.
13
14
The expression ―You are what you eat‖ is used extensively to explain the concept of energy balance and weight
gain. Based on your understanding of nutrition gathered from reading this textbook, does this phrase accurately
Contributed by Barbara Quinn.
Contributed by Daryle Wane.
41
BIOL 108 Biology of Nutrition Student Guide
Vanguard University
explain the concept of energy balance and weight gain? Consider daily dietary intake pattern as compared with
long-term dietary intake patterns.
2.
A person has gone out to dinner with a group of friends, stating that he is ―not really hungry.‖ The restaurant
chosen has a buffet for their food service. The individual goes up to the buffet and fills a large plate with
multiple food choices. What factors would account for this given his initial statement that he is ―not really
hungry‖?
3.
Explain why basal metabolic rate is higher in infants than in adults, and in normal-weight adults as compared to
obese adults.
4.
The textbook provides information related to the ―criterion of fashion‖ and the ―criterion of health.‖ Briefly
compare and contrast these two criterions, addressing how they influence perceptions of body weight in society.
5.
BMI is used as the main indicator of weight status, yet certain individuals can have high BMIs without being
considered fat. How can this occur?
6.
Explain how one’s body composition and fat distribution pattern influence the potential for the development of
chronic disease.
Chapter 8 Review Questions
1.
Discuss common methods for determining the energy content of foods and energy expenditure of individuals.
2.
Discuss factors that can override hunger and satiety.
3.
Discuss factors that affect the sensations of hunger and appetite.
4.
Explain the difference between satiety and satiation. Give examples of nutrients with a high or low satiating
index.
5.
Diagram the interrelationships associated with hunger, satiation, and satiety.
6.
How does consumption of fiber and protein induce satiation and satiety?
7.
Compare measurement of the basal metabolism with measurement of the resting metabolism.
8.
Define basal metabolic rate and discuss factors that increase and decrease it.
9.
List the major components that contribute to the body’s daily expenditure of energy. Compare the relative
contributions of each of these components in a sedentary person with their contributions in a marathon runner of
the same body weight.
10. Discuss the contributions of gender, growth rate, age, physical activity, and body composition in the estimation
of energy requirements.
11. Explain the meaning and significance of
A. the thermic effect of food.
B. adaptive thermogenesis.
12. What factors may account for the decline in BMR with age?
13. List 6 tips that promote a person's acceptance of a healthy body weight.
14. Present the BMI figures that denote underweight, healthy weight, overweight, and obese.
15. Discuss the importance of fat distribution in the body in relation to risk for degenerative diseases.
16. Under what conditions or circumstances would it be desirable for people to have less or more body fat than
normal?
17. What factors should be considered in determining healthy body fat levels in people or population groups?
18. What are some of the physiological consequences in a person who falls below a certain threshold for body fat?
19. Why is waist circumference considered a good indicator of central obesity?
42
BIOL 108 Biology of Nutrition Student Guide
Vanguard University
20. Explain the adverse effects of excess body fat deposited around the abdominal region.
21. Why do health care professionals prefer to use BMI and waist circumference in preference to other measures of
body composition for assessment of health risk?
22. Briefly explain the following techniques for the estimation of body composition: a) skinfold measures,
b) hydrodensitometry, c) bioelectrical impedance, d) air displacement plethysmography, and e) dual energy Xray absorptiometry.
23. List several health risks associated with being underweight and with being overweight.
24. What is the association between chronic inflammation and the metabolic syndrome?
25. What are some possible explanations of the association between excess body fat and cancer?
26. List four risk factors for eating disorders in athletes.
27. Why are females, including athletes, more vulnerable to eating disorders?
28. Explain the relationship between eating disorders and osteoporosis in female athletes.
29. List the characteristics of anorexia nervosa and bulimia nervosa. Describe the typical personality traits of
individuals with these eating disorders.
30. Discuss the characteristics of binge-eating disorder. What is known about its treatment?
31. Compare and contrast the characteristics of binge-eating disorder and bulimia nervosa.
32. Outline important diet strategies for helping overcome bulimia nervosa.
33. Explain the role that society plays in promoting eating disorders.
34. Discuss the criteria for diagnosis and evaluation of binge-eating disorder.
Chapter 9 Homework Questions
Chapter 9 Case Studies15
Case Study 9-1: Low-Energy-Density Dinner
Christine C. is 49-year-old nurse who works full-time at a senior health care center. She is 65 inches tall and her
usual weight is 150 pounds. Over the past year, Christine has gained 12 pounds although she is not aware of any
major changes in her eating or exercise habits. She has set a goal to eat three balanced meals a day with no more
than 500 calories per meal. Christine is tired and hungry from a long day at work. She is trying to decide between
the following items for a quick and easy dinner:
Canned beef chili with beans: 1 cup (247 grams), 305 kcalories, 11 grams fat, 6 grams dietary fiber, and 18 grams
protein.
Canned lentil vegetable soup: 1 cup (205 grams), 130 kcalories, 3 grams fat, 5 grams dietary fiber, and 6 grams
protein.
Cornbread: 1 piece (78 grams), 290 kcalories, 13 grams fat, 1 gram dietary fiber, 3 grams protein.
Sprouted whole-wheat bread: 2 slices (45 grams), 100 kcalories, 2 grams fat, 5 grams dietary fiber, 6 grams protein.
1.
2.
15
Use the formula discussed in this chapter to calculate the energy density of the four foods Christine is
considering for dinner.
Based on these calculations, which two foods provide the fewest calories ―per bite‖? Which two provide the
most calories ―per bite‖?
Contributed by Barbara Quinn.
43
BIOL 108 Biology of Nutrition Student Guide
3.
4.
5.
6.
Vanguard University
How might Christine use this information about energy density to help her select a satisfying meal within her
calorie goal?
What are some reasonable meals that Christine could prepare from these foods that would help her stay within
her kcalorie goal? (Use at least 2 of the 4 foods listed.)
What other foods might Christine consider adding to these convenience foods to create a more balanced meal
that remains low in energy density?
How might Christine use the serving size information on the Nutrition Facts label to help her with meal
planning?
Case Study 9-2: Lifestyle Changes for Weight Loss
Sally is a 43-year-old mother of two who has gained 50 pounds over the past five years. She is 64 inches tall and
weighs 180 pounds with a BMI of 30.8. Her waist circumference is 37 inches. She acknowledges that she is not as
physically active as she would like to be. She also notes how recent stresses in her life have affected her sleep and
seem to have triggered her appetite for sweets. Sally’s father recently died from complications of type 2 diabetes and
her mother and sisters are overweight. Sally says she is very motivated to ―not get diabetes‖ and is disturbed that her
recent physical exam revealed mildly elevated blood pressure, glucose, and cholesterol levels.
1.
2.
3.
4.
5.
6.
How does Sally’s family history influence her weight and risk for diabetes? What lifestyle choices may
influence her genetic predisposition to be overweight?
Using information in this chapter, what is a reasonable goal weight for Sally? How long would you estimate it
would take her to safely lose this amount of weight?
What weight-loss strategies may help curb Sally’s stress-related eating?
Sally has determined that—to lose weight—she needs to limit her daily caloric intake to 1400 kcalories. Use
Table 9-2 and show a one-day plan for meals and snacks that meet her nutritional needs within this calorie level.
What are some advantages to Sally keeping a food and exercise record? What other factors besides food intake
and physical activity may be useful for Sally to record?
Why might strength training be an important addition to Sally’s exercise regimen?
Chapter 9 Critical Thinking Questions16
1.
How can you modify an obseogenic environment?
2.
How does the presence of risk factors potentiate the development of chronic disease for the overweight
individual?
3.
Describe diet planning methods that would help to increase weight loss for overweight and obese individuals.
4.
Many individuals hope to lose weight in certain areas, a concept commonly known as ―spot reducing.‖ Based
on your understanding of metabolism, is this a realistic goal?
5.
Why are weight-loss accomplishments hard to define for the average individual?
6.
How does being underweight affect health? What factors would contribute to an individual becoming
underweight?
Chapter 9 Review Questions
1.
Summarize the trends in overweight and obesity in the United States and worldwide.
2.
Discuss differences in fat cell metabolism between males and females.
3.
Explain the role of lipoprotein lipase enzyme in fat cell metabolism.
4.
Explain the set point theory of weight change.
5.
Discuss the role of genetics and epigenetics in promoting excess weight gain and in discouraging weight loss.
16
Contributed by Daryle Wane.
44
BIOL 108 Biology of Nutrition Student Guide
Vanguard University
6.
List the major factors involved in obesity. Which ones can be controlled by dietary changes or behavior
modification?
7.
Discuss the roles of leptin and ghrelin in the regulation of food intake and energy storage.
8.
Discuss the interactive roles of leptin and ghrelin in food intake control.
9.
Explain the significance and models of action of uncoupling reactions in energy metabolism.
10. Explain the association between ghrelin secretion and sleep.
11. Contrast the metabolic roles of white adipose tissue and brown adipose tissue.
12. Discuss the meaning and significance of the term ―obesogenic environment.‖
13. Explain the factors involved in the promotion of obesity by high-fat diets and food portion sizes.
14. Discuss the role of the restaurant industry in promoting excess food consumption.
15. Discuss the various factors related to the role of insufficient physical activity in energy balance.
16. What is ―nonexercise activity thermogenesis‖ and what role does it play in energy balance regulation?
17. Discuss the recommendations for losing weight in population groups who are either overweight in good health,
obese or overweight with risk factors, or obese or overweight with a life-threatening condition.
18. Describe psychological problems encountered by obese people in their attempts to lose weight.
19. Explain the attraction of unsound weight-loss procedures and plans to obese people.
20. List several factors that help identify inappropriate, unsound, and possibly dangerous commercial weight-loss
programs.
21. Outline several weight-loss strategies that are considered dangerous.
22. Discuss the use of prescription drugs for the treatment of obesity, including modes of action and adverse side
effects.
23. Discuss the safety and efficacy of liposuction as a means of body fat reduction.
24. Describe the approaches for weight loss by surgery. What are the benefits and what are the adverse side effects
of these procedures?
25. In obese people, what are the physical and metabolic advantages from as little as a 5- to 10-lb loss of weight?
26. Describe a good weight-reduction diet in relation to energy content, meal size, carbohydrate and fat levels, and
water intake.
27. Outline the recommendations for a successful weight-loss diet.
28. What are the findings from studies of people on weight-loss diets who skip meals?
29. Discuss ways in which an increase in the water content of the diet plays an important role in body weight
management.
30. Explain the role of fiber in assisting weight loss.
31. What are the results of research studies concerning the importance of low-energy-dense diets in weightreduction regimes?
32. Discuss the importance of carbohydrate selection and of sugar alternatives in a weight-loss program.
33. Describe the benefits of regular physical activity as an aid to weight-loss dieting.
34. Explain the relationship of physical activity and appetite control.
35. Explain what is meant by ―spot reducing‖ and discuss its effectiveness in altering body fat content.
36. Describe the effects of socializing during meal times on quantity of food consumed.
37. Provide an explanation for the higher food consumption of people who eat in the presence of others.
45
BIOL 108 Biology of Nutrition Student Guide
Vanguard University
38. Discuss the role of environmental influences on food intake.
39. How do package sizes and serving containers influence food intake?
40. Explain the role of behavior modification in weight reduction programs.
41. Why is cognitive behavior therapy an effective approach in helping overweight smokers?
42. Discuss the reasons why formerly overweight people may require less energy intake to maintain body weight
than their counterparts who were never overweight.
43. List 5 strategies common to people who have beers successful at maintaining their weight loss.
44. Present a sound diet plan for weight gain in the underweight person.
45. Why are fad diets so popular?
46. Compare and contrast the theory, strong points, and weak points of the Atkins diet with those of the Ornish diet.
47. List 5 guidelines each for identifying a fad diet and a healthy diet.
Homework Questions for Chapters 10 and 11
Chapter 10 Case Studies17
Case Study 10-1: Fatigue with a Vitamin-Poor Diet
Samuel is a 63-year-old single man who works full time in a food processing plant. He has a history of esophageal
cancer which was treated successfully with anti-cancer drugs and surgery four years ago. His weight had been stable
at 135 pounds until the past 6 months, in which he has experienced an involuntary weight loss of 10 pounds. He is
67 inches tall and his current BMI is 19.5. He complains of a poor appetite and being overly weak and tired. His
usual diet is fairly consistent. He states he rarely eats breakfast because he starts work at 6 a.m. He eats two deli
meat sandwiches, ―usually pastrami or salami,‖ and a soda at 10 a.m. and may eat a candy bar in the afternoon when
he gets off work. He often prepares frozen dinners or pizza at home in the evening and routinely drinks ―about 2 or 3
beers‖ before going to bed. Occasionally he will cook a roast and mashed potatoes. He occasionally will have milk
with cereal but rarely eats vegetables or fruit. He would like to know which vitamin supplement will give him
energy.
1.
2.
3.
4.
5.
6.
7.
From what you have learned about the functions of vitamins, how would you answer Samuel’s question?
What are some indications that Samuel’s diet could be low in thiamin?
Using information from Figure 10-4, what are one or two good sources of thiamin from each food group that
would be fairly easy for Samuel to add to his diet?
What other vitamins would you suspect might be deficient in Samuel’s diet? Why?
Besides his diet, how might Samuel’s medical history have increased his risk for folate deficiency?
Based on his medical history and information in this chapter, how would you advise Samuel regarding his
complaints of fatigue and weight loss?
Would you recommend a daily multivitamin supplement for Samuel based on the history he has provided? Why
or why not?
Case Study 10-2: Folate and Vitamin C for Breakfast
Lydia S. is a 42-year-old British woman who recently moved to the United States. She smokes a half pack of
cigarettes a day. She is 64 inches tall, weighs 185 pounds, and has a family history of heart disease. Her diet is high
in protein, mostly from beef and chicken. She dislikes most vegetables except corn and potatoes. She eats fruit only
occasionally and often skips breakfast. After taking a nutrition class at a local community college, Lydia is
concerned that her diet may be deficient in folate and vitamin C. When she looks at the Nutrition Facts for some
foods in her pantry, this is what she finds:
17
Contributed by Barbara Quinn.
46
BIOL 108 Biology of Nutrition Student Guide
Vanguard University
Instant Breakfast Essentials powder, 1 packet: 50% vitamin C, 25% folate
Ovaltine drink mix, 2 T: 10% vitamin C, 0% folate
Raisin Bran cereal, 1 cup: 0% vitamin C, 25% folate
Toasted oats cereal, 1 cup: 10% vitamin C, 50% folate
1.
2.
3.
4.
5.
6.
7.
Lydia learned in class that 400 micrograms provides 100% of the Daily Value for folate. Show how she can
calculate the amount of folate in each of these foods. Then, show how Lydia can use the ―How To‖ feature on
page 312 to calculate the dietary folate equivalents (DFE) for each of these fortified foods.
Lydia also learned that 60 milligrams provides 100% of the Daily Value for vitamin C. Show how she can
calculate the amount of vitamin C in each of these foods.
Based on her current diet, which food group is most likely the primary source of folate in Lydia’s diet? What
explains the high amount of folate in these foods?
Considering her current diet and lifestyle habits, why might Lydia need extra vitamin C in her diet?
Even if she were to achieve 100% of the Daily Value for vitamin C from the fortified foods in her pantry, what
are some reasons that Lydia should still consider increasing her intake of fresh fruits and vegetables?
Based on her family history, why is it important for Lydia to get an adequate amount of folate in her daily diet?
Show how Lydia might combine the foods in her pantry with some of the foods listed in Figure 10-12 and
Figure 10-19 to plan one day of meals that meet her requirements for dietary folate equivalents (DFE) and
vitamin C.
Chapter 10 Critical Thinking Questions18
1.
Explain how bioavailability affects the functionality of vitamins within the body. Discuss how food preparation
methods affect vitamin bioavailability.
2.
Even though vitamins are not considered to be energy-yielding nutrients they play a required role in
metabolism. How do they accomplish this task? Identify the significant roles of B complex vitamins in
metabolism.
3.
Describe a unique source of niacin and a unique function of niacin in the body.
4.
Explain the features of folate that are associated with health promotion measures and prevention of disease.
5.
Historically, nutritional deficiencies were not often recognized as a cause for disease. Many deficiency
symptoms were attributed incorrectly to infectious disease processes. In view of this historical perspective, how
are the clinical deficiency states of beriberi and pellagra different in terms of their clinical etiology? What
factors contribute to the existence of these specific deficiency states?
6.
Discuss the differences among anemias associated with B vitamin deficiency states. Why is it potentially
difficult to diagnose B complex vitamin deficiency states?
Chapter 10 Review Questions
1.
Provide a brief definition of a vitamin. Do all vitamins contain an ―amino‖ group?
2.
What steps should be taken by consumers to minimize the loss of vitamins from foods?
3.
Discuss the effects of heat and ultraviolet light on vitamin stability.
4.
What is meant by the bioavailability of a vitamin? How is it determined?
5.
Provide examples of how the vitamins differ from the macronutrients in terms of structure, function, and food
contents.
6.
Discuss the meaning and significance of the Tolerable Upper Intake Levels for the water-soluble vitamins.
18
Contributed by Daryle Wane.
47
BIOL 108 Biology of Nutrition Student Guide
Vanguard University
7.
Compare and contrast the water-soluble vitamin group with the fat-soluble vitamin group with respect to
absorption, transport, storage, excretion, toxicity, and requirements.
8.
Discuss thiamin nutrition including functions, risk factors for deficiency, symptoms of deficiency, food sources,
and stability.
9.
Discuss riboflavin nutrition including functions, risk factors for deficiency, symptoms of deficiency, food
sources, and stability.
10. Describe the type of diet associated with pellagra in the U.S. in the early 1900s.
11. Why was pellagra once believed to be caused by a pathogen instead of a vitamin deficiency?
12. Explain the medicinal uses for niacin supplements. What conditions make people more susceptible to the side
effects from niacin supplements?
13. Discuss the essentiality, deficiency symptoms, and major food sources of biotin and pantothenic acid.
14. Explain how vitamin B6 and isoniazid interact to affect the vitamin’s metabolism.
15. a.
b.
What is the effect of excess alcohol intake on vitamin B 6 metabolism?
Describe the toxic effects of excess vitamin B6 supplements.
16. What factors are associated with vitamin B12 inadequacy other than low intake?
17. Explain the absorption mechanisms for folate from foods. How does the body dispose of excess folate?
18. Why is the bioavailability of folate from food almost always lower than from the synthetic form?
19. Explain the role of folate in red blood cell synthesis and maintenance of cells lining the GI tract.
20. Discuss through the use of examples the importance of folate in development of the neural tube during the early
weeks of pregnancy.
21. Discuss the expected benefits of folate fortification of grain products. What are the possible adverse effects of
this practice?
22. What are the associations between folate intake and development and progression of certain cancers?
23. Explain the association between folate deficiency and homocysteine metabolism. What are observations from
the folate fortification program regarding risk for cardiovascular disease and death?
24. Provide explanations for the development of a primary and a secondary deficiency of folate.
25. Discuss the interrelationships of folate and vitamin B12 in the diagnosis and treatment of large-cell type anemia.
26. Define intrinsic factor and discuss its relationship to vitamin B12 absorption. What other factors are associated
with vitamin B12 absorption? What is the most common cause of vitamin B 12 deficiency, and how is vitamin B12
deficiency treated in those with this condition?
27. Why might vegans develop a vitamin B12 deficiency? Why might they have a normal vitamin B12 status? Why
are the amounts of B12 listed on labels of certain plant and yeast food products inaccurate and misleading?
28. What is meant by the following: Folate ―cures‖ the blood symptoms of a vitamin B12 deficiency, but cannot stop
the nerve symptoms from progressing.
29. Discuss the association between marginal vitamin B12 deficiency and cognitive function.
30. Discuss the essentiality of choline, including chief functions and major food sources.
31. Discuss the roles of the B vitamins in energy metabolism.
32. Diagram the metabolic pathways that involve participation of B vitamins.
33. Discuss how B-vitamin deficiencies rarely present as single-vitamin deficiencies.
34. Discuss similarities in the deficiency symptoms of the B vitamins.
35. Under what circumstances can water-soluble vitamins be toxic? Cite several examples.
48
BIOL 108 Biology of Nutrition Student Guide
Vanguard University
36. Explain the modes of action of vitamin C.
37. In what ways have vitamin C supplements been shown to affect nasal congestion from a cold?
38. Under what conditions and for what reasons would intakes of vitamin C above the RDA be desirable?
39. Describe the potential hazards of excessive vitamin C intake.
40. List common foods that are good sources of vitamin C and foods that are unusually poor sources of the vitamin.
41. What is meant by false positive and false negative medical test results? How might these tests be influenced by
vitamin supplements?
42. Choose 4 water-soluble vitamins and list their chief functions, deficiency and toxicity symptoms, and major
food sources.
43. List several arguments for and against the regular use of vitamin supplements.
44. List population groups that have a physiological need for vitamin/mineral supplements.
45. What type of testing is done by the U.S. Pharmacopeia to assure the quality and safety of certain vitamin and
mineral supplements?
46. Explain the major provisions of the Dietary Supplement Health and Education Act of 1994.
Chapter 11 Case Studies19
Case Study 11-1: Supplemental Vitamin A
Beth H. is a 29-year-old professional woman with a family history of osteoporosis. She weighs 135 pounds and is 66
inches tall. She eats a varied diet that includes meat, fish, and poultry and she consumes at least 2 cups of low-fat
milk or yogurt most days. She drinks a small glass of orange juice every morning and typically eats about 2 cups of
vegetables daily. Every day she takes a daily multivitamin that contains 10,000 IU vitamin A (as beta-carotene), and
now she is wondering if this may be necessary or even harmful.
1.
2.
3.
4.
5.
6.
According to the current RDA for vitamin A included in this chapter, how much vitamin A does Beth need each
day?
Using the formula in this chapter, show how Beth can convert the vitamin A in her supplement into RAE units.
Then use this formula to calculate the amount of micrograms RAE Beth gets each day from her supplement.
Use Figure 11-8 to estimate how much vitamin A (in micrograms RAE) Beth can reasonably expect to receive
from her usual diet.
Considering her family history and age, what are reasons that Beth should avoid excessive intakes of vitamin A
in supplement form?
What might be Beth’s reasons to continue taking her multivitamin supplement, which contains vitamin A as
beta-carotene?
What might be her reasons not to continue taking this supplement?
Case Study 11-2: Low Serum Vitamin D
Joan is a 90-year-old Caucasian woman who has recently been diagnosed with osteoporosis after a recent fall that
broke her hip. She is 5 feet 4 inches tall and weighs 115 pounds. Lately she has been complaining about muscle pain
in her legs. She eats a limited diet due to a chronic low appetite. A recent blood test shows Joan’s serum vitamin D
level is below normal. Her daily diet includes juice or fruit and toast with butter for breakfast; cottage cheese and
fruit for lunch; and salad or frozen vegetable with meat or poultry for dinner. She dislikes most fish except canned
tuna and she often drinks a glass of milk before going to bed at night. Although she lives in New Mexico, she spends
most days indoors. Joan has been taking a blood-thinning medication since she was discharged from the hospital.
She takes a daily multivitamin that contains 400 IU vitamin D and 15 mg vitamin E.
1.
2.
19
What may be some contributors to Joan’s low vitamin D status?
Suggest at least two practical ways for Joan to improve her vitamin D status.
Contributed by Barbara Quinn.
49
BIOL 108 Biology of Nutrition Student Guide
3.
4.
5.
6.
Vanguard University
Based on her medical history and current medications, what advice would you offer Joan regarding her current
intake of vitamin E? Explain.
Which of the four fat-soluble vitamins discussed in this chapter play a role in bone health? List foods that are
good sources of each.
What cautions would you give Joan regarding her intake of high-vitamin K foods that pertain to her use of a
blood-thinning medication?
Using information in Highlight 11, explain some simple dietary strategies that could improve Joan’s intake of
antioxidants. Explain which supplements, if any, may be helpful as well.
Chapter 11 Critical Thinking Questions20
1.
Explain how fat-soluble vitamins contribute to the overall health of the body.
2.
What is the major idea behind fortification of food products with vitamin D in the United States?
3.
An individual is placed on antibiotic therapy. For which vitamin deficiency is he/she at greatest risk? Why
might this occur? How can this be prevented?
4.
Discuss the three associated bone diseases for which vitamin D metabolism is of clinical relevance.
5.
Why is vitamin K given to newborns upon delivery? What happens if the newborn does not get the injection?
6.
An individual consumes a large amount of vitamin A food sources and his/her skin turns yellow. Is this
clinically significant? Why or Why not?
Chapter 11 Review Questions
1.
Outline the interconversions of the different forms of vitamin A, and the chief functions of each form.
2.
Explain why vitamin A and vitamin D may function as hormones rather than as vitamins.
3.
Explain the mechanism associated with the function of vitamin A in the visual response.
4.
Explain the role of vitamin A in growth and reproduction.
5.
What is the role of vitamin A supplementation for the treatment and prevention of infectious diseases,
especially measles, in developing countries?
6.
Distinguish between the roles of vitamin A in preventing night blindness and permanent blindness.
7.
Why is the eye especially vulnerable to vitamin A degradation at night?
8.
Why are children more likely than others to be affected by vitamin A toxicity?
9.
Under what circumstances and for what reasons may intake of beta-carotene become harmful?
10. Discuss the availability of preformed and precursor vitamin A.
11. Describe how the body can synthesize active vitamin D with the help of sunlight.
12. How does vitamin D function to raise blood levels of calcium and phosphorus?
13. Compare and contrast the characteristics of the two deficiency diseases osteomalacia and rickets.
14. What population groups are prone to vitamin D deficiency and why?
15. Why do the elderly have increased risk for deficiency of vitamin D?
16. Discuss risk for vitamin D toxicity from the diet, supplements, and sunlight exposure.
17. Explain the difficulties in obtaining the recommended amounts of vitamin D from the diet.
18. Why does overexposure to the sun not result in vitamin D toxicity?
20
Contributed by Daryle Wane.
50
BIOL 108 Biology of Nutrition Student Guide
Vanguard University
19. Discuss factors that inhibit the synthesis of vitamin D.
20. List the different forms of vitamin E found in the diet as well as their vitamin E activity in the body. What are
the major food sources of vitamin E?
21. Distinguish between hemolytic anemia and erythrocyte hemolysis.
22. Describe the known functions of vitamin E and proposed therapeutic treatment for specific disorders.
23. How is vitamin E thought to prevent hemolytic anemia?
24. Discuss food sources and stability of vitamin E.
25. Discuss the role of vitamin K in bone metabolism.
26. What are the major food and non-food sources of vitamin K? What factors may adversely affect vitamin K
nutrition in the body?
27. Discuss the conditions under which deficiencies of vitamin K are most likely to occur.
28. Compare and contrast the risks for toxicity among the fat-soluble vitamins.
29. Discuss the beneficial and adverse effects of free radicals.
30. Explain the relationship between free radicals and degenerative diseases.
31. Discuss the beneficial effects of antioxidant supplements on risk for cancer and heart disease.
32. Discuss the scientific evidence for the role of dietary antioxidants in reducing risk for chronic diseases.
33. How are supplements of vitamins C and E thought to benefit individuals who have risk factors for heart
disease?
34. Discuss the similarities between vitamins C and E in defending against heart disease.
35. Discuss the advantages of increasing the intake of phytochemicals from food rather than from supplements.
36. Discuss the pros and cons of taking antioxidant supplements.
37. Why can antioxidants behave differently in the body depending upon their level of intake?
Chapter 12 -13 Homework Questions
Chapter 12 Case Studies21
Case Study 12-1: Fluid and Calcium for a Young Athlete
Michael is a 17-year-old high school football player who has recently been doing ―two a day‖ practices in
preparation for the upcoming season. He is in good physical condition at 5 feet 10 inches and 165 pounds. He is
attempting to gain weight, so he has increased his intake of protein foods and estimates he eats approximately 3500
kcalories a day. One particularly hot afternoon, Michael is sweating profusely and begins to feel weak and has a
difficult time keeping up with his usual practice routines. Noticing that his face is visibly flushed, his coach has him
sit out of practice. Michael reports having eaten 2 peanut butter and jelly sandwiches, potato chips, and a can of soda
for lunch about 2 hours before practice. He had a breakfast burrito with eggs and cheese for breakfast with a 12ounce glass of orange juice.
1.
2.
3.
4.
5.
21
What signs of dehydration does Michael exhibit?
Based on these signs of dehydration, what percentage of body fluid would you estimate Michael has lost?
Along with water, what essential nutrients has Michael’s body most likely lost as result of his heavy sweating?
Using his reported caloric intake, estimate Michael’s fluid needs.
Besides fruit juice and soda, what foods and beverages could help meet Michael’s fluid requirements?
Contributed by Barbara Quinn.
51
BIOL 108 Biology of Nutrition Student Guide
6.
7.
Vanguard University
What food groups appear to be deficient in Michael’s usual diet? What essential minerals are likely to be
lacking as a result of his limited diet?
Using information in the How To feature of this chapter, estimate Michael’s calcium intake. Is this adequate for
his age? If not, what recommendations for increasing his calcium intake would you offer?
Case Study 12-2: Recipe Modification for Sodium Control
Elizabeth C. is a 42-year-old African-American woman in reasonably good health. Her mother has high blood
pressure and recently suffered a mild stroke. Elizabeth—who sometimes has her mother over for meals—has
decided to look more closely at the sodium content of the food she prepares for her family.
She is planning to prepare a casserole for her family and looks up the sodium content in milligrams (mg) for the
main ingredients: 2 cups roasted chicken (120 mg per cup), 1 can cream of chicken soup (800 mg sodium per ½ cup
serving; 2.5 servings per can), 1 cup grated cheese (180 mg per ¼ cup), 2 cups frozen broccoli (40 mg per cup), 1
teaspoon salt (480 mg per ¼ teaspoon), and ¼ teaspoon each curry powder (0 mg) and pepper (0 mg).
1.
2.
3.
4.
5.
6.
According to the 2010 Dietary Guidelines mentioned in the chapter, what is the recommendation regarding
sodium intake for Elizabeth and her family?
Assuming her recipe serves four, calculate the milligrams (mg) of sodium in one serving of Elizabeth’s
casserole.
How does this meal contribute to her family’s daily sodium goal addressed in question #1?
Using the information in the ―How To‖ feature in this chapter, what general changes might Elizabeth make to
decrease the amount of sodium in this recipe?
Assume that Elizabeth has found a lower-sodium soup for her recipe (528 milligrams sodium per serving; 2
servings per can). Using this product and other changes you suggested in question #4, revise her original recipe
and recalculate the sodium content of one serving.
Using information from this chapter, what other nutrition strategies might help Elizabeth plan meals for her
family that could help lower blood pressure?
Chapter 12 Critical Thinking Questions22
1.
Explain how the concept of obligatory water excretion helps to explain how fluid balance is regulated in the
individual. What factors may lead to alterations in the obligatory water excretion process in the body?
2.
Explain how the kidneys help to maintain fluid balance.
3.
Explain the cellular response to alterations in sodium levels in the body. What are the potential advantages
and/or disadvantages to these sodium alterations?
4.
How does acid-base balance affect the body’s ability to maintain metabolic function, and how is an imbalance
corrected?
5.
What factors affect the bioavailability of a mineral? Why is this significant in terms of functionality of minerals
in the body?
6.
How does following the DASH diet affect consumption of minerals?
Chapter 12 Review Questions
1.
List 6 different functions for water in the body.
2.
Discuss the advantages of a liberal daily intake of water.
3.
Explain the meaning and significance of water intoxication.
4.
List the signs of dehydration as loss of body water progresses from slight to severe.
5.
List the sources of water intake and loss and the approximate amounts associated with each.
22
Contributed by Daryle Wane.
52
BIOL 108 Biology of Nutrition Student Guide
Vanguard University
6.
Compare and contrast the following types of water: distilled, filtered, mineral, public, purified, and spring.
7.
Compare and contrast the effects of consuming hard water and soft water.
8.
Explain the roles of hormones in helping to regulate the body’s water balance.
9.
In what ways do the GI tract and the kidney function to help maintain fluid and electrolyte balance? How does
the body defend itself when faced with conditions that induce excessive water and mineral losses (e.g. sweating;
diarrhea)?
10. What is meant by the expression: ―water follows electrolytes‖?
11. Under what circumstances and for what reasons would a health-care worker recommend the use of oral
rehydration therapy?
12. Describe the role of the kidneys in regulating acid-base balance.
13. Explain the interaction of blood bicarbonate and carbonic acid in the regulation of body pH.
14. Explain the role of respiration in the regulation of body fluids’ pH.
15. Contrast the properties of minerals with those of vitamins.
16. Identify some of the common substances found in foods that combine with minerals to form complexes the
body cannot absorb. In what foods are they found and what minerals are affected?
17. Explain the relationship between dietary sodium and hypertension. What are the roles of calcium, magnesium,
and potassium in regulating blood pressure?
18. What are the major sources of sodium in the diet of the U.S. population? Describe ways in which consumers
can lower intakes of salt in their diets.
19. Discuss the functions, deficiency and toxicity signs, food sources, and recommended intake of potassium.
20. What are the features of the DASH eating plan, and why is it thought to be effective in the prevention and
treatment of high blood pressure?
21. Explain the functions of parathyroid hormone, calcitonin, and vitamin D in the regulation of calcium
metabolism.
22. Define calcium rigor and calcium tetany. What role does dietary intake of calcium play in these disorders?
23. List 5 nonmilk sources of calcium.
24. Discuss the relationship of the dietary calcium-to-phosphorus ratio to bone health.
25. Compare and contrast trabecular bone and cortical bone formation and function.
26. Discuss the contributions of cortical bone and trabecular bone to the development of osteoporosis.
27. Discuss major risk factors in the development of osteoporosis. What population groups are most at risk? What
dietary measures are advocated for high-risk groups?
28. What dietary and metabolic factors are associated with poor calcium balance in older adults?
29. Discuss the choices of diet and drugs for the treatment and prevention of osteoporosis in women.
30. Discuss the role of male and female hormones in calcium balance and bone loss.
31. Discuss the role of physical activity in reducing the risk for osteoporosis.
32. Explain the association of leptin and bone health.
33. Outline the adverse effects and mechanisms of alcohol intake and of smoking on bone health.
34. Discuss the role of nutrients other than calcium in the support of bone health.
35. A. Discuss the bioavailability of the various calcium supplements.
B. How can you easily test a supplement pill’s ability to dissolve?
53
BIOL 108 Biology of Nutrition Student Guide
Vanguard University
36. Explain the risks associated with taking calcium supplements.
Chapter 13 Case Studies23
Case Study 13-1: Trace Mineral Deficiencies
Belinda is a 10-year-old elementary school student who has come in for a physical examination. She is 4 feet 7
inches tall and weighs 120 pounds. Her doctor calculates her BMI at 27.9 (98th% for her age). Concerned about her
obesity, Belinda’s doctor asks about her diet and her physical activity. Her mother reports that Belinda has become
―lazy‖ and does not like to play outside with her friends after school. She says she is more irritable than usual and
complains about helping with household chores. Her mother worries that she may be depressed, although she can
think of no family issues that may be responsible for this behavior. Belinda sometimes skips breakfast or has cereal
and toast in the morning; she takes chips, a juice drink, and a cheese sandwich made with white bread for lunch; and
has a toaster pastry or cookies with milk for a snack after school. She doesn’t particularly like meat and frequently
asks for buttered pasta with cheese for dinner. Belinda says she eats vegetables ―when my mom buys them.‖ A
blood test reveals a normal hemoglobin level, low serum iron, moderately elevated transferrin,, and low transferrin
saturation.
1.
2.
3.
4.
5.
6.
Based on her history, what nutrient deficiencies would you suspect may contribute to Belinda’s symptoms?
Explain your answer.
Based on the information in this chapter, what stage of iron deficiency do the results of her laboratory tests
indicate? How would you classify Belinda’s condition? Explain.
What are some meal planning strategies that Belinda’s mother could follow to improve her intake of iron and
zinc?
What are some meal and snack ideas that could improve Belinda’s intake of essential elements mentioned in
this chapter?
If her doctor prescribes an iron supplement, what practical advice would you give Belinda about when and how
to take it?
What cautions would you give Belinda’s mother regarding excessive supplementation of iron?
Case Study 13-2: Iodine and Hypothyroidism
Michelle F. is a 47-year-old woman who lives on the California coast. Her husband is a commercial fisherman.
Michelle eats a varied diet including fresh fish at least 3 times a week. She takes a daily multivitamin. Michelle has
recently been diagnosed with hypothyroidism. Her doctor has prescribed thyroid hormone therapy, to which she is
responding well. While driving home one day, she hears on a radio program that the best way to treat low thyroid
conditions is with a particular iodine supplement. She is considering whether to order this supplement.
1.
2.
3.
4.
5.
6.
What is the most common visible sign that could indicate that Michelle has an iodine deficiency?
What might be another cause of this visible sign besides an iodine deficiency?
Considering where she lives and what she eats, how likely is it that Michelle’s diet would be deficient in iodine?
Explain.
Based on the information in this chapter about the availability of iodine in foods in the United States, what other
factors make it unlikely that Michelle would have a deficiency of this nutrient?
What information from this chapter should make Michelle cautious about ingesting excessive amounts of
iodine?
Michelle notes that her daily multivitamin contains 225 micrograms of iodine. She also uses small amounts of
iodized salt in her cooking. Based on these facts, what decision should Michelle make regarding taking
additional iodine to treat her hypothyroidism? Explain your answer.
Chapter 13 Critical Thinking Questions24
1.
23
24
Explain how the different stages of iron deficiency can be identified based on clinical evidence.
Contributed by Barbara Quinn.
Contributed by Daryle Wane.
54
BIOL 108 Biology of Nutrition Student Guide
Vanguard University
2.
What dietary factors contribute to health issues for clients who have hemochromatosis?
3.
Describe how the process of recycling affects trace elements in the body.
4.
What clinical conditions may account for the presence of goiter?
5.
Many individuals take mineral supplements to enhance body function. What potential health concerns should be
considered by an individual who is considering taking chromium supplements?
6.
Explain the different mechanisms of the altered copper levels apparent in Wilson’s and Menkes disease states.
Chapter 13 Review Questions
1.
Make several general statements about trace elements in nutrition, including common food sources,
deficiencies, toxicities, and interactions.
2.
What is known about the essentiality and metabolic roles of the following minerals: nickel, silicon, vanadium,
boron, and cobalt?
3.
Compare and contrast the absorption, transport, and recycling of iron and zinc.
4.
Choose any 3 trace elements and discuss their major functions, deficiency symptoms, toxicity symptoms, and
food sources.
5.
Explain the difference between heme and nonheme iron. How can the efficiency of absorption be increased for
both types of iron?
6.
What factors are known to reduce or enhance iron absorption?
7.
Discuss factors that influence the bioavailability of dietary iron. What are good sources of bioavailable iron?
What factors interfere with iron absorption?
8.
In the proper sequence, describe the three stages in the development of iron deficiency.
9.
A. What signs and symptoms of iron deficiency are shared with iron overload?
B. What tests are used to assess for iron overload?
10. How does pica behavior affect iron nutrition?
11. Discuss the pros and cons of increasing the iron level of enriched bread in the United States.
12. What are the concerns of iron nutrition in vegetarians?
13. What are the signs and symptoms of zinc deficiency? Which ones have similarities to other nutrient
deficiencies?
14. What are the benefits of zinc supplementation in developing countries?
15. Discuss the use of zinc lozenges to treat the common cold.
16. What are the effects of iodine deficiency and iodine excess? What population groups show iodine
abnormalities?
17. What factors account for the above average intake of iodine by many people in the U.S. population?
18. Discuss iodine availability and sources of iodine in the U.S. diet.
19. Discuss the essential nature of selenium. Where and why are deficiencies observed in the world?
20. Explain how a deficiency of copper can lead to ―iron deficiency‖ anemia.
21. Discuss the role of copper in the disorders Menkes disease and Wilson’s disease.
22. Discuss the essential nature of fluoride. What level in the diet is considered optimal? What are the effects of
excess fluoride intake and how does toxicity usually occur?
23. Discuss the essential nature of chromium, and list good food sources of chromium. Why are chromium
supplements promoted by the supplements industry?
55
BIOL 108 Biology of Nutrition Student Guide
Vanguard University
24. Discuss the essential nature of molybdenum, including food sources.
25. Discuss the effects of lead exposure on health and human performance.
26. What are the potential adverse effects from consuming foods rich in phytoestrogens?
27. What is the meaning and significance of functional foods? Give several examples of potential functional foods
and their proposed uses.
28. List 6 different types of phytochemicals, their possible effects in the body, and food sources.
29. Discuss the health benefits and food sources of flavonoids.
30. What are the important questions that should be addressed concerning the safety and efficacy of functional
foods?
31. Discuss the potential consequences of adding phytochemicals to foods.
32. Discuss the important unanswered questions concerning functional foods.
Chapter 14 and 18 Homework Questions
Chapter 14 Case Studies25
Case Study 14-1: Physical Activity for Fitness and Weight Loss
Theresa is a 17-year-old high school student who gained 20 pounds her junior year of high school when she quit the
girls’ soccer team and joined the debate team. She is 5 feet 2 inches tall and weighs 154 pounds. She has been
monitoring her food intake for 2 weeks and reports eating about 1600 kcalories a day. Although her weight is stable
at this calorie level, she would like to lose weight. She notes that she does not get regular exercise and wants to
become more physically fit. She comes to you for a diet and exercise program that will help her achieve her goals.
1. What information about the benefits of muscle conditioning might encourage Theresa in her weight-loss
efforts?
2. Briefly explain to Theresa the three basic components of a balanced fitness program and the necessity for each
component.
3. Using the guidelines presented in Table 14-2, set up a weekly schedule of fitness activities for Theresa. Include
specific exercises and the frequency and duration of each exercise.
4. Considering Theresa’s goal to lose weight, what type of exercise would be most conducive to fat loss? Give
examples.
5. Calculate how many kcalories from carbohydrates, fat, and protein are provided in a 1600-kcalorie diet that
derives 60 percent of calories from carbohydrate, 25 percent from fat, and 15 percent from protein. Calculate
the amount of each of these nutrients (in grams) for Theresa to consume each day. (Remember that 1 gram of
carbohydrate or protein yields 4 kcalories and 1 gram of fat yields 9 kcalories.)
6. Assuming Theresa will begin her exercise program this week, what advice for fluid intake would you
recommend (including type and amount)?
Case Study 14-2: “Energy Gel” Evaluation
Kaitlyn F. is a 21-year-old woman who has taken up running in an effort to lose weight and improve her endurance.
She runs 3 to 4 days a week for approximately 45 minutes to an hour. At the store, she finds a sports ―energy gel‖
labeled as a ―natural performance enhancer.‖ Each 1.1-ounce package provides 100 kcalories, 40 milligrams
sodium, 30 milligrams potassium, and 25 grams total carbohydrates. The directions read: ―For best results, consume
one package 15 minutes before activity, one to two packages per hour during activity and one package immediately
after activity to aid in recovery. Always follow consumption with water.‖
Kaitlyn is trying to determine whether she needs this product for her training regimen.
25
Contributed by Barbara Quinn.
56
BIOL 108 Biology of Nutrition Student Guide
1.
2.
3.
4.
5.
6.
Vanguard University
Based on information in this chapter, what main ingredient in this product would Kaitlyn expect to be a ―natural
performance enhancer‖? Explain.
Considering her current level of activity, what is the most important nutrient that Kaitlyn needs to consume
before her workout?
How might Kaitlyn decide whether she needs this type of product during her workouts?
What ingredient in this product might ―aid in recovery‖ after physical activity?
What effect might this product have on Kaitlyn’s weight-loss efforts if she uses it as directed?
Given the length of her workouts, explain how Kaitlyn can easily replenish glucose and electrolytes after
exercising without using a special product.
Chapter 14 Critical Thinking Questions26
1.
Describe ways to improve one’s level of physical activity.
2.
How should the heart respond to physical activity in order for an individual to gain maximum cardio
conditioning benefits?
3.
How does the type of physical activity affect fuel utilization in the body?
4.
Explain why vitamin E and iron supplements may be needed for health promotion for athletes.
5.
Why are athletes more likely to experience hyponatremia despite adequate fluid intake during physical activity?
6.
Explain how pre-game and post-game meals for athletes facilitate energy utilization.
Chapter 14 Review Questions
1.
Discuss the physiological and psychological benefits of being physically fit.
2.
Describe at least 5 major benefits associated with being physically fit.
3.
Define and provide examples of aerobic physical activity, moderate-intensity physical activity, and vigorousintensity physical activity.
4.
What is the meaning and significance of applying the ―talk test‖ to gauge the intensity of physical activities?
5.
Explain the meaning and significance of cardiorespiratory endurance.
6.
Explain the recommended training procedure (i.e., overload principle) for mastering the components of fitness.
7.
Define the progressive overload principle as it applies to physical fitness.
8.
List recommendations for building fitness while minimizing the risk of overuse injuries.
9.
Discuss the meaning, significance, and practical application of cardiorespiratory conditioning and endurance.
10. What is meant by a balanced fitness program and how is it best achieved?
11. Discuss the theory and application of resistance training.
12. In resistance exercise, what is the relationship between repetitions and amount of weight if the fitness goal is
either muscle strength, muscle power, or muscle endurance?
13. Discuss the use of protein, fat, and carbohydrate as fuels during low-, moderate-, and high-intensity exercise.
14. Explain the association of ATP and creatine phosphate in physical performance.
15. How do diet and the intensity of physical activity affect glycogen storage and use?
16. What is the role of lactate in physical activity?
17. What happens to the body when glucose stores become depleted from strenuous activity? How can this
depletion be delayed?
26
Contributed by Daryle Wane.
57
BIOL 108 Biology of Nutrition Student Guide
Vanguard University
18. Outline strategies for maximizing the body’s glucose supply for endurance activities. Explain the training
technique of carbohydrate loading.
19. Describe three factors that influence fat use during physical activity.
20. Explain how body fat is mobilized for physical activity.
21. Describe the changes in protein metabolism that occur during and after physical activity. What is the role of diet
in fostering recovery from muscle stress?
22. Compare the protein needs of endurance and strength athletes.
23. How do diet, activity intensity and duration, and extent of training influence protein use during physical
activity?
24. How might supplemental vitamin E adversely affect physically active people?
25. Why are supplements of vitamin E thought to benefit people engaged in endurance activity? What does the
evidence actually show?
26. Discuss the effects of athletic training on iron nutrition, especially in adolescent females.
27. Compare and contrast the characteristics of sports anemia and iron-deficiency anemia.
28. Describe the risks for hyperthermia and hypothermia in physically active people. What is the role of fluid
support in prevention and treatment?
29. Discuss the need for water in maintaining physical performance. What are the symptoms of dehydration? What
are the recommendations for ensuring that the body is well hydrated prior to an athletic event?
30. Discuss the importance of sodium nutrition for the athlete.
31. Why are athletes at risk for hyponatremia? How can this condition be prevented and treated?
32. Why are alcoholic beverages considered poor sources of energy, water, and electrolytes for athletes?
33. Describe an appropriate diet for physically active people.
34. Discuss optimal composition and timing of pregame and postgame meals.
35. Why do many people and especially athletes believe in ergogenic aids?
36. Discuss the use of six dietary substances promoted as aids to enhance athletic performance.
37. Discuss the use and abuse of caffeine, carnitine, chromium, and creatine as ergogenic substances.
38. Discuss efficacy of ribose and sodium bicarbonate as ergogenic aids.
39. Discuss the pros and cons of caffeine use in competitive athletic events.
40. Describe the hazards of using anabolic steroids and human growth hormone as ways of improving physical
performance.
Chapter 18 Case Study
Case Study 18: Diets for Disease Prevention27
Ellen is a 55-year-old woman with multiple medical problems, including chronic back pain. She is 5 feet 6 inches
tall and weighs 236 pounds. She takes medications for high blood pressure and hypercholesterolemia, both of which
are currently under control. She also takes pain medications every day and has difficulty walking, although she
occasionally attends a water exercise class at the local sports center. She states that she has been overweight most of
her life and confesses that food, especially sweet foods, are a comfort to her when she experiences physical or
emotional pain. Her diet history reveals an intake of 2 or 3 cans of ginger ale or root beer each day. Her usual meals
with her husband include meat or chicken (she does not like fish) and vegetables such as corn or potatoes. She
27
Contributed by Barbara Quinn.
58
BIOL 108 Biology of Nutrition Student Guide
Vanguard University
snacks on several types of frozen desserts between meals. She enjoys milk on occasion but admits that it is not a part
of her regular diet. A recent visit to her doctor reveals a weight gain of 15 pounds over the past 6 months and an
increase in her fasting blood glucose level into the ―pre-diabetes‖ range. She has no family history of diabetes. Her
doctor has recommended she lose weight and make lifestyle changes to prevent her from developing diabetes.
1. Using the information in Table 18-2, list the risk factors for chronic diseases that are evident from Ellen’s
history.
2. According to Table 18-3, which of Ellen’s risk factors for CHD might be related to her diet?
3. What advice would you give Ellen regarding her intake of sweetened beverages as it relates to her obesity and
blood glucose levels?
4. Using strategies suggested in Table 18-5, and the ―How To‖ feature on page 594, suggest 2 or 3 dietary changes
that would help Ellen reduce her risk for heart disease.
5. What dietary plan would help Ellen control her blood pressure as well as her blood cholesterol levels? What are
the main features of this diet?
6. Prepare a sample one-day menu with 3 meals and 1 or 2 snacks for Ellen that includes the minimum servings of
each food group for the DASH eating plan as outlined in Table 18-7.
Chapter 18 Critical Thinking Questions28
1.
List and describe lifestyle factors that contribute to the development of chronic diseases.
2.
Several of the ten leading causes of death depicted in your textbook are identified as being related to nutrition,
including cardiovascular diseases, cancers, and diabetes mellitus. Which of the other leading causes of death
may be affected by nutritional considerations?
3.
Examining the relationship between risk factors and chronic disease, which risk factors provide the strongest
correlation with increased incidence of chronic disease? What methods can be used to mitigate the effect of
potential risk factors?
4.
Analyze each variable included in the charts from the Framingham Heart Study and used to determine risk of
developing heart disease for its relative impact.
5.
Compare and contrast therapeutic dietary interventions for type 1 and type 2 diabetes. Discuss potential issues
that may arise in real world environments that can affect food choices for diabetic individuals.
6.
Much has been stated about the influence of diet on the prevention of certain cancers and yet manufacturers still
make food products that are linked to cancer development. Provide an argument that could be presented to a
food manufacturer in the hopes of getting a company to stop making a carcinogenic food available to the
consumer market.
Chapter 18 Review Questions
1. Describe the actions of phagocytes and lymphocytes against foreign substances.
2.
List ways that malnutrition affects immunity.
3.
Explain the meaning and significance of the ―downward spiral‖ of malnutrition and disease.
4.
Discuss the role of diet in the possible prevention and treatment of HIV infection and AIDS.
5.
Discuss the role of nutrition and genetics in assessing risks for chronic diseases.
6.
Discuss the role of nutrition in the development and treatment of three common degenerative diseases.
7.
Explain the processes involved in the development of atherosclerosis.
8.
What is the association between C-reactive protein levels in the blood and risk for heart attacks?
9.
List several important markers for inflammation associated with cardiovascular disease.
10. Why are oxidation of LDL and inflammation closely associated with the development of heart disease?
28
Contributed by Daryle Wane.
59
BIOL 108 Biology of Nutrition Student Guide
Vanguard University
11. Discuss the major risk factors for coronary heart disease.
12. Discuss the importance of LDL cholesterol as an independent risk factor for coronary heart disease.
13. Describe the effects of smoking on cardiovascular health.
14. What is meant by the term atherogenic diet?
15. Discuss the controversy surrounding emerging risk factors for coronary heart disease.
16. Explain the defining features and significance of the metabolic syndrome.
17. What makes a diet ―atherogenic‖? Give examples of foods that would be consumed frequently and rarely or
never in an atherogenic diet.
18. Outline the recommendations for reducing the risk of coronary heart disease.
19. Discuss strategies for favorably altering the lipoprotein profiles in men and women.
20. For the implementation of a heart-healthy diet, present three recommendations for each of the following
components: breads, cereals, and pasta; fruits and vegetables; milk products; fats and oils; and spices and
seasonings.
21. How does hypertension develop? Why does obesity aggravate the hypertensive state?
22. Describe the major lifestyle modifications for reducing hypertension risk.
23. What is the rationale for consuming liberal quantities of fruits, vegetables, nuts, low-fat milk, and low-fat foods
in the prevention and treatment of hypertension?
24. Discuss the role of medications in the treatment of high blood pressure.
25. Explain the metabolic consequences of a relative or absolute lack of insulin on carbohydrate, protein, and fat
metabolism.
26. Explain the association of type 2 diabetes with insulin resistance and insulin deficiency.
27. Discuss the physiological complications of diabetes, emphasizing its effects on the eyes, kidneys, and blood
vessels.
28. Compare and contrast the two major types of diabetes and their recommended dietary management.
29. Explain the role of the glycemic index of individual foods in the management of dietary carbohydrate intake for
people with diabetes.
30. Describe the recommendation for carbohydrate intake in people with diabetes.
31. List the treatment recommendations for people with type 2 diabetes.
32. Describe the process of cancer development. What is the role of carcinogens?
33. Discuss the role of promoters, initiators, and antipromoters in the development of cancer.
34. Describe the role of alcohol as a risk factor for certain cancers.
35. Explain, through the use of examples, the risk versus benefit relationship of therapeutic intervention.
36. Why is obesity a risk factor for certain types of cancer, especially in women?
37. Explain the associations between meat consumption and cancer risks.
38. List the major recommendations for reducing the risks of cancer.
39. Explain the difference between recommendations based on the ―population approach‖ and the ―individual
approach.‖
40. Give four examples of the reported adverse effects of herbal therapy.
41. Provide examples of the interactions of herbs with conventional drugs.
60
BIOL 108 Biology of Nutrition Student Guide
Vanguard University
Chapter 5 Case Studies29
Case 5-1: Heart-Healthy Sandwich Choices
Tom H. is a 35-year-old single man who works in a warehouse and takes his lunch to work every day. He is 69
inches tall and weighs 190 pounds. A recent blood test revealed that Tom’s total and LDL cholesterol levels are
abnormally high. He has been instructed to reduce his intake of saturated fat and to eat more unsaturated fats. He is
now at the grocery store looking for sandwich foods to pack in his lunches this week. He notes the following
information on the Nutrition Facts labels:
Canned salmon without bones or skin: 2 oz, Calories 60, total fat 0.5 grams, saturated fat 0 grams, trans fat 0
grams, cholesterol 20 milligrams, protein 13 grams.
Cheddar cheese: 1 oz, Calories 110, total fat 9 grams, saturated fat 5 grams, trans fat 0 grams, cholesterol 30
milligrams, protein 7 grams.
Lite Havarti cheese: 1 oz, Calories 80, total fat 4 grams, saturated fat 3 grams, trans fat 0 grams, cholesterol 15
milligrams, protein 8 grams.
Pepperoni: 10 slices, Calories 130, total fat 11 grams, saturated fat 4.5 grams, trans fat 0 grams, cholesterol 30
milligrams, protein 7 gram.
Peanut butter: 2 T, Calories 200, total fat 15 grams, saturated fat 3 grams, trans fat 0 grams, cholesterol 0
milligrams, protein 9 grams.
Egg: 1 whole, Calories 80, total fat 5 grams, saturated fat 1.5 grams, trans fat 0 grams, cholesterol 200 milligrams,
protein 7 grams.
Sliced deli roast beef: 2 oz, Calories 80, total fat 2 grams, saturated fat 0.5 grams, trans fat 0 grams, cholesterol 25
milligrams, protein 13 grams.
1.
2.
3.
4.
5.
6.
What should Tom notice about the cholesterol content of these foods?
Even though eggs are a significant source of cholesterol, what other information on the nutrition label should
Tom consider if he decides to buy eggs?
Which of the foods being considered by Tom most likely contains more unsaturated fats than saturated fats?
How can Tom derive this information from the information on the label?
What should Tom notice about the relationship between total fat content and kcalories in these foods?
What two foods listed here are major sources of saturated fat? What strategies might Tom use if he wants to
include them in his diet?
Using some or all of these foods plus other ideas from the ―How to‖ feature in this chapter (p. 152), plan one
week (5 days) of sandwich ideas for Tom that are in line with his diet goals.
Case Study 5-2: Heart-Healthy Diet Changes
Dave is a 46-year-old attorney with a family history of heart disease (his father had a heart attack at the age of 56)
whose recent blood tests reveal high blood LDL cholesterol and triglyceride levels. His doctor has advised him to
eat less fat in his diet. Dave is a self-confessed ―foodie‖ and he enjoys wine and cheese at several social functions
each week. He cooks with ―real‖ butter at home and uses half milk and half cream in his coffee. Although fairly
inactive, Dave keeps his weight stable at 170 pounds. He is 5 feet 10 inches tall.
1.
2.
3.
4.
29
What factors may be contributing to Dave’s elevated cholesterol and triglyceride levels?
From the history given, identify the main sources of saturated fat in Dave’s diet. What are some reasonable
changes he could make to lower his intake of saturated fat from these foods?
Assume Dave eats about 2000 kcalories a day and that his doctor has advised him to limit his fat intake to 35
percent of his daily kcalories. Refer to the ―How to‖ feature (p. 155) of this chapter to calculate his personal
Daily Value for fat.
According to the 2010 Dietary Guidelines for Americans, what is the maximum percentage of kcalories from
saturated fat that Dave should consume each day? Remembering that 1 gram of fat contains 9 kcalories,
Contributed by Barbara Quinn.
61
BIOL 108 Biology of Nutrition Student Guide
5.
6.
Vanguard University
calculate the maximum grams of saturated fat that Dave should eat each day based on his daily intake of 2000
kcalories.
Using information from Highlight 5, what additional advice would you offer Dave to improve his heart health?
Plan a one-day menu for Dave with higher amounts of healthful fatty acids and lower amounts of harmful fatty
acids.
Chapter 5 Critical Thinking Questions30
1.
Discuss how the structural/chemical properties of a fat affect its physical characteristics and stability.
2.
Much attention has been placed on the negative association between trans fat intake and health/well-being.
Many states have gone so far as to literally ban trans fat from foods served in restaurants. Food labels are now
required to list the amount of trans fat on the label, but the majority of foods are now marketed as being free of
trans fat. Considering this, respond to the following questions: (1) Do you think that banning trans fat would
eliminate health damage from fat intake? (2) Can we assume that a food described on the label as trans fat free
contains no trans fat? (3) Does trans fat occur naturally in the diet independent of food processing?
3.
Cholesterol has been linked to heart disease such that consumers recognize and try to limit their daily intake.
Can an individual live without ingesting cholesterol?
4.
Explain how the concept of conditionally essential nutrients can be applied to lipid consumption.
5.
Many consumers focus their selection process on choosing foods that are fat free and/or low in fat. Why has this
dietary choice not made much of a difference for most individuals, as indicated by present weight gaining trends
in the United States and other parts of the world?
6.
What methods can the individual consumer use to adhere to the recommendations of less than 10% of
kilocalories from saturated fat and less than 300 milligrams of cholesterol per day on a long-term basis?
Chapter 5 Review Questions
1.
Describe how fatty acids may differ in terms of chain length, saturation and unsaturation, position of the first
double bond, and effects of partial hydrogenation, and explain how these differences influence the
characteristics of the fatty acids.
2.
What methods are used by the food industry to inhibit rancidity of the unsaturated lipids in foods?
3.
Describe the process of fat hydrogenation and discuss its advantages and disadvantages.
4.
Discuss the meaning and significance of trans-fatty acids in the diet. List four common food sources.
5.
Discuss the role of dietary cholesterol and the endogenous production of cholesterol and heart disease. What is
meant by ―good‖ and ―bad‖ cholesterol?
6.
While shopping at the supermarket, you overhear a man say that, because he was diagnosed with a mild case of
atherosclerosis, he intends to become a vegan so as to eliminate all cholesterol from his diet and his body.
Discuss the validity of his rationale.
7.
Discuss in detail the digestion, absorption, and transport of dietary lipids, including the sterols.
8.
Discuss the roles for the lipases that originate in the mouth, stomach, pancreas, and small intestine.
9.
Compare and contrast the digestion-absorption mechanisms for long-chain vs. short-chain fatty acids.
10. The fat content of a new snack food is composed of mixed triglycerides in which the three fatty acids attached
to the glycerol are a short-chain, a medium-chain, and a long-chain fatty acid. Explain the digestion, absorption,
and transport of this lipid.
11. What is the role of micelles in the absorption of lipids and how are they formed?
12. Discuss the composition and function of the major circulating lipoproteins.
30
Contributed by Daryle Wane.
62
BIOL 108 Biology of Nutrition Student Guide
Vanguard University
13. What factors raise HDL and/or lower LDL?
14. Discuss the functions of lipids in the body. What is the role of the liver in metabolizing and processing fats?
15. How do eicosanoids differ from hormones?
16. List the essential fatty acids (EFA) for human beings. What are the signs of EFA deficiency? What is the
minimum amount of EFA required to prevent a deficiency? What foods are rich sources of EFA?
17. Explain the chemical differences between fish oil and corn oil. Discuss the health benefits of fish oil. What are
some of the possible disadvantages of increasing the consumption of fish and fish oil supplements?
18. Discuss the roles of hormone-sensitive lipase and lipoprotein lipase in the metabolism of fats.
19. Compare and contrast the risks from consuming margarine or butter.
20. Explain the possible links between dietary fat intake and cancer.
21. Discuss the relationship of dietary fats to atherosclerosis. What dietary changes bring about the greatest
reductions in blood lipids?
22. Your uncle discloses that he was found to have a high blood level of LDL and a low concentration of HDL.
What changes in lifestyle would help in reversing the LDL and HDL ratio?
23. Your friend does not like the taste of any kind of fish, but wishes to consume more omega-3 fats. What advice
is appropriate?
24. Your aunt Lillie has a heart condition and insists that taking liberal amounts of fish oil capsules every day will
help her ailment. What are the possible adverse effects from this practice?
25. List strategies for lowering fat intake with minimal impact on diet palatability.
26. Provide examples of how food manufacturers are able to reduce the amount of lipids in their food products.
27. What is meant by ―solid fat‖? List three common dietary sources of solid fats.
28. Give 3 examples each of good dietary sources of linoleic acid, EPA, linolenic acid, and DHA.
29. Explain the position of the American Heart Association concerning intake of butter and margarine.
30. Discuss the benefits and possible hazards of dietary fat replacers in the diet.
31. How are nuts thought to protect against heart disease?
32. Discuss the potential health benefits of substituting olive oil for other cooking fats.
33. Discuss the health benefits of substituting nuts for other sources of fat in the diet.
34. How are omega-3 fats thought to protect against heart disease?
35. Discuss the most common food sources of harmful fats and ways to reduce their intake.
36. Describe the content of traditional Mediterranean diets and explain the benefits of these foods to cardiovascular
health.
Chapter 6 Case Studies31
Case Study 6-1: Protein Adequacy
Erin is a 28-year-old professional woman who is 5 feet 8 inches tall and vigilantly maintains her weight at 118
pounds by following a lacto-ovo (non-fat milk and egg whites only) vegetarian diet that supplies approximately
1200 calories a day. With her understanding that protein should provide between 10 and 35 percent of her daily
calories, she reasons that her daily intake of 40 grams of protein from milk, eggs, legumes, and nuts is adequate for
her needs. She is concerned, however, that she has been sick more than usual and has experienced two stress
fractures in her leg over the past three years while exercising.
31
Contributed by Barbara Quinn.
63
BIOL 108 Biology of Nutrition Student Guide
1.
2.
3.
4.
5.
6.
Vanguard University
Explain why Erin’s assumptions about her protein needs are unrealistic based on her current weight.
Assuming a healthy weight for Erin is 141 pounds, use the information from the ―How to‖ feature (p. 187) in
this chapter to calculate her recommended daily protein requirement. Show your calculations.
What percentage of Erin’s current energy intake comes from protein? Remember that protein provides
approximately 4 kcalories per gram.) Is this adequate? Why or why not?
Erin’s energy needs for a healthy weight are closer to 1600 calories a day. How might her low calorie intake
influence her protein status and possibly contribute to her current health issues?
How would you explain to Erin how her low intake of calories and protein contribute to her risk for
osteoporosis?
Assuming Erin consumes 20 grams of protein from whole grains, vegetables, and legumes each day, calculate
how she can meet the remainder of her protein needs with dairy foods and egg whites.
Case 6-2: Amino Acid Supplements
Danielle F. is a 78-year-old retired school teacher who is seeking ways to increase her protein intake. She does very
little cooking and avoids fish, poultry, and meat for personal reasons. She eats eggs occasionally but relies more on a
liquid amino acid product that claims to contain essential and non-essential amino acids in ―naturally-occurring
amounts.‖
Danielle decides to compare the protein quantity and quality of this product to an egg. Initially she learns that 1
whole egg contains 18 amino acids (9 essential amino acids and 9 non-essential amino acids). ½ teaspoon of liquid
amino acid product contains 16 amino acids (9 essential amino acids and 7 non-essential amino acids). Then she
examines the Nutrition Facts label for these two products. (See below.)
Egg Nutrition Facts
Amino Acid Supplement Nutrition Facts
Nutrition Facts
Nutrition Facts
Serving Size 1 egg (50g)
Servings Per Container 12
Serving Size 1/2 tsp (2.5mL)
Amount Per Serving
Amount Per Serving
Calories 70
Calories 0
Calories from Fat 45
Calories from Fat 0
% Daily Value*
Total Fat 5g
Saturated Fat 1.5g
Polyunsaturated Fat 1g
Monounsaturated Fat 2g
Trans Fat 0g
Cholesterol 185mg
Sodium 70mg
Potassium 70mg
Total Carbohydrate 0g
Protein 6g
Vitamin A 6%
Calcium 2%
Vitamin D 10%
Riboflavin 10%
Folate 6%
Phosphorus 10%
1.
•
•
•
•
•
•
% Daily Value*
8%
8%
Total Fat 0g
Trans Fat 0g
Cholesterol 0mg
Sodium 160mg
Total Carbohydrate 100mg
Protein 310mg
60%
3%
2%
0%
13%
Vitamin A 0%
Calcium 0%
•
•
0%
0%
6%
0%
Vitamin C 0%
Iron 0%
Vitamin C 0%
Iron 4%
Thiamin 0%
Vitamin B6 4%
Vitamin B12 8%
Zinc 4%
Danielle notices that protein is measured differently on the two Nutrition Facts labels. Knowing that 1 gram =
1000 milligrams, what can Danielle learn about the protein quantity of one serving of liquid amino acid as
compared to one whole egg?
64
BIOL 108 Biology of Nutrition Student Guide
2.
3.
4.
5.
6.
Vanguard University
Approximately how many teaspoons of liquid amino acid would Danielle need to eat every day to receive the
amount of protein in one egg? (Notice that the nutrition information for this product is for a ½ teaspoon
serving.)
Looking at the Nutrition Facts label, what other important nutrients besides protein will Danielle find in an egg
that are not present in her amino acid supplement?
What is the sodium content of an egg compared to one serving of the liquid amino acid product?
According to information in this chapter, what is the safest way for Danielle to obtain the protein and amino
acids she needs? Why?
What precautions should Danielle take regarding the use of amino acid supplements?
Chapter 6 Critical Thinking Questions32
1.
What characteristics account for the complexity of proteins as a macronutrient as compared with carbohydrates
and lipids?
2.
How would you explain to an individual the role of protein in the development of edema?
3.
Compare the nitrogen balance state of a healthy adolescent female, aged 16, with that of a 45-year-old, healthy
male adult.
4.
What is the significance of increased high-quality protein consumption in the American diet? Are there any
dietary strategies to enhance quality protein consumption other than direct consumption of high-quality
proteins?
5.
The relationship between protein and health is complex. Functional protein deficiency states can lead to
significant disease processes, and yet there is also clinical evidence that certain proteins may be linked to the
development of chronic conditions such as cardiac disease. How can protein be considered to be both beneficial
and detrimental at the same time?
6.
How would you provide adequate dietary protein for an individual diagnosed with renal disease?
Chapter 6 Review Questions
1.
Explain the differences among amino acids that are classified as essential, nonessential, or conditionally
essential.
2.
Differentiate between a protein’s primary structure, secondary structure, tertiary structure, and quaternary
structure.
3.
Define protein denaturation and provide an example of a denaturated protein.
4.
Explain the processes of protein digestion and absorption.
5.
What are the differences between transcription and translation in the synthesis of proteins?
6.
Explain the manner in which a gene becomes expressed to direct the synthesis of a protein.
7.
Describe the processes involved in cellular protein synthesis. How would synthesis be affected by intake of an
otherwise adequate diet which is very low in glycine or low in tryptophan? How would synthesis be affected by
a diet that is low in energy?
8.
List and define 5 major roles of proteins in the body.
9.
What are the signs and symptoms of sickle-cell anemia and what causes it?
10. What is meant by nitrogen balance? How does it differ among infants, adults, and those who are injured or on
weight-loss diets?
11. Compare and contrast the quality of protein foods derived from animals versus plants.
32
Contributed by Daryle Wane.
65
BIOL 108 Biology of Nutrition Student Guide
Vanguard University
12. Explain the rationale for the selection of a reference protein for the comparison of protein quality. Why is this
reference protein considered to be superior to egg protein?
13. What is a limiting amino acid? What are the four amino acids most likely to be limiting in protein nutrition?
14. Explain the proposed relationships between:
A. Body homocysteine levels and heart disease.
B. Protein intake and calcium metabolism.
15. Explain the association between adult bone loss and protein intake.
16. What are the possible consequences of consuming too much protein? What are the hazards of consuming amino
acid supplements?
17. What are the assumptions made by the DRI Committee in setting the RDA for protein?
18. Three people each weigh 160 lbs. One of them is very active and is in energy balance at 3,000 kcal/day, a
second one is sedentary and consumes 2,000 kcal/day, and a third is dieting and ingests only 1,000 kcal/day. If
their protein intakes all met the RDA, would each also meet the protein AMDR?
19. List population groups for which amino acid dietary supplements are especially inappropriate.
20. Discuss the use and misuse of protein and amino acid supplements in athletes and in the general population.
21. Provide several examples of beneficial and adverse consequences of activating or silencing gene expression.
22. Provide examples of how the dietary habits of grandparents can influence the body’s metabolism and
susceptibility to disease in future generations.
23. Describe the signs and symptoms of phenylketonuria. What is the cause and what is the treatment?
24. What is meant by a ―predisposition‖ to a disease?
25. Compare and contrast the features of a single-gene disorder and a multigene disorder.
26. Explain how SNPs are involved in gene expression, especially in relation to a person’s blood lipid profile.
27. Discuss the contributory roles of genes and environment on prevention and treatment of disease.
Chapter 7 Case Study 7: Excessive Alcohol Use33
Steve Quintana is a 52-year-old Hispanic male with a family history of alcoholism. He is 6 feet 1 inch tall and
weighs 238 pounds, with much of his excess weight around his middle. He considers himself a social drinker
although he has had two arrests for driving under the influence of alcohol. He recently has been diagnosed with
diabetes and takes an oral medication to control his blood glucose. He also has high cholesterol and has recently
started on a lipid-lowering medication. Recent tests have revealed Steve has fatty liver, which concerns him. He also
reports having occasional low blood glucose (hypoglycemia) and feeling shaky and dizzy.
1.
2.
3.
4.
5.
6.
33
From information in this chapter, explain how Steve’s alcohol intake may be a factor in his diagnosis of fatty
liver.
What might help explain Steve’s low blood sugar reactions?
According to Table H7-5, even if Steve eats a balanced diet, what nutrients may not be well absorbed if he
continues to drink excessively?
Explain why Steve may be at risk for a deficiency of the B vitamins folate and thiamin. What might be a
reasonable recommendation to reduce this risk?
How would you address Steve’s concern about his fatty liver in a way that may encourage him to seek help in
abstaining from alcohol?
List at least 3 practical tips you would give to people who only drink alcohol occasionally and who want to stay
within current recommendations for health and safety.
Contributed by Barbara Quinn.
66
BIOL 108 Biology of Nutrition Student Guide
Vanguard University
Chapter 7 Critical Thinking Questions34
1.
Describe how the body uses physiological mechanisms to control energy metabolism. What pathway is shared
by the macronutrients to help facilitate energy generation?
2.
The liver is described as the ―metabolic workhorse‖ of the body in that it facilitates metabolic processes for both
macro- and micronutrients. Provide a brief description of the significant roles that the liver plays with regard to
nutrient metabolism.
3.
How does oxygen influence energy metabolism in the body?
4.
Given that lipids are the most concentrated energy source based on mass (1 gram of fat provides 9 kcalories),
why are they not recommended to be the most significant dietary energy source for the body?
5.
It has long been known that a minimum amount of carbohydrates must be present in the diet to spare protein. In
terms of energy metabolism, why is it also critical that a minimum number of carbohydrates be present to
facilitate energy metabolism?
6.
If one does not consume an adequate mix of recommended nutrients (protein, lipids, and carbohydrate), how
will this affect energy metabolism and weight status?
Chapter 7 Review Questions
1.
Compare and contrast the various ways in which the body metabolizes carbohydrate, fat, and amino acids.
2.
List four of the liver’s functions in the metabolism of each of these nutrients: carbohydrates, fats, and proteins.
3.
What are the major differences between aerobic and anaerobic metabolism? Give an example of an aerobic
reaction and an anaerobic reaction.
4.
Explain the roles of protein and fat as nutrients for gluconeogenesis. What are the circumstances that favor low
and high rates of gluconeogenesis?
5.
How does the electron transport chain function in the synthesis of ATP?
6.
Describe interactions among the energy nutrients when each is consumed in excess.
7.
Discuss ways in which the body’s metabolism adapts to conditions of fasting/starvation. How do these
adaptations affect the rate of weight loss when a person follows a low-kcalorie diet?
8.
What is ketosis and how can it be identified? What conditions typically induce a state of ketosis? What are the
adverse effects of this condition?
9.
How does the body respond to a low-carbohydrate diet?
10. Compare and contrast the metabolism of alcohol in men versus women.
11. Describe the two major pathways for metabolism of alcohol in the liver. How does the liver adapt when forced
to metabolize high quantities of alcohol on a daily basis?
12. Discuss ways in which alcohol interferes with metabolism of proteins, fats, carbohydrates, vitamins, minerals,
and water.
13. Describe the effects of excess alcohol intake on folate utilization.
14. Describe specific effects of alcohol on each of the following organs: heart, kidney, and brain.
15. Describe the interactions related to alcohol-containing beverages spiked with caffeine.
16. List six common myths concerning alcohol use and discuss ways to dispel them.
34
Contributed by Daryle Wane.
67
BIOL 108 Biology of Nutrition Student Guide
Vanguard University
Chapter 8 Case Study 8: Improving Body Composition35
Rick is a healthy 17-year-old high school student who is 5 feet 10 inches tall and weighs 205 pounds. He has
decided to ―get a six-pack‖ over the summer with a diet and exercise program. As part of his new plan, he has
stopped drinking soda and is eating more salads in addition to his usual diet. Besides these changes, he is unclear on
how to proceed to reach his fitness goal. Rick’s mother wants to make sure his approach will not interfere with his
normal growth and development and has asked him to seek reliable information to help him make a reasonable plan.
1.
2.
3.
4.
5.
6.
Use the ―How to‖ feature on page 244 to calculate Rick’s BMI. Then use Table 8-4 to determine his weight
category.
Using the BMI table (Table 8-4) and information in the ―How to‖ feature on page 244, what would be a
reasonable BMI for Rick to initially target? What is his initial weight goal based on this desired BMI? How
many pounds will Rick need to lose to reach this goal? Explain how you arrived at your answer.
Use the formula provided in this chapter (p. 236) to calculate Rick’s basal metabolic rate (BMR) at his current
weight of 205 pounds. Remember to convert his weight to kilograms and his height to centimeters (see the
―How to‖ on p. 240 for conversion factors; recall that 1 m = 100 cm).
Rick plans to begin light to moderate weight lifting for an hour 3 days a week and swim at a moderate pace for
30 minutes another 3 days a week. Use Table 8-2 to calculate the kcalories he can expect to expend doing each
of these activities at his current weight. Based on these numbers and assuming Rick takes one day off from
exercise each week, calculate the average number of daily calories that Rick can expect to expend doing these
activities.
Rick’s Estimated Energy Requirement (EER) is approximately 3550 kcalories per day. How would you use this
information along with the calculations you made for his BMR and daily kcalorie expenditure from physical
activity to help him set a reasonable daily kcalorie goal for weight loss? Explain your answer.
As Rick proceeds to lose weight and increase his muscle mass with exercise, what other measurements besides
BMI and weight may more accurately reflect his progress? Explain your answer.
Chapter 8 Critical Thinking Questions36
1.
The expression ―You are what you eat‖ is used extensively to explain the concept of energy balance and weight
gain. Based on your understanding of nutrition gathered from reading this textbook, does this phrase accurately
explain the concept of energy balance and weight gain? Consider daily dietary intake pattern as compared with
long-term dietary intake patterns.
2.
A person has gone out to dinner with a group of friends, stating that he is ―not really hungry.‖ The restaurant
chosen has a buffet for their food service. The individual goes up to the buffet and fills a large plate with
multiple food choices. What factors would account for this given his initial statement that he is ―not really
hungry‖?
3.
Explain why basal metabolic rate is higher in infants than in adults, and in normal-weight adults as compared to
obese adults.
4.
The textbook provides information related to the ―criterion of fashion‖ and the ―criterion of health.‖ Briefly
compare and contrast these two criterions, addressing how they influence perceptions of body weight in society.
5.
BMI is used as the main indicator of weight status, yet certain individuals can have high BMIs without being
considered fat. How can this occur?
6.
Explain how one’s body composition and fat distribution pattern influence the potential for the development of
chronic disease.
35
36
Contributed by Barbara Quinn.
Contributed by Daryle Wane.
68
BIOL 108 Biology of Nutrition Student Guide
Vanguard University
Chapter 8 Review Questions
1.
Discuss common methods for determining the energy content of foods and energy expenditure of individuals.
2.
Discuss factors that can override hunger and satiety.
3.
Discuss factors that affect the sensations of hunger and appetite.
4.
Explain the difference between satiety and satiation. Give examples of nutrients with a high or low satiating
index.
5.
Diagram the interrelationships associated with hunger, satiation, and satiety.
6.
How does consumption of fiber and protein induce satiation and satiety?
7.
Compare measurement of the basal metabolism with measurement of the resting metabolism.
8.
Define basal metabolic rate and discuss factors that increase and decrease it.
9.
List the major components that contribute to the body’s daily expenditure of energy. Compare the relative
contributions of each of these components in a sedentary person with their contributions in a marathon runner of
the same body weight.
10. Discuss the contributions of gender, growth rate, age, physical activity, and body composition in the estimation
of energy requirements.
11. Explain the meaning and significance of
A. the thermic effect of food.
B. adaptive thermogenesis.
12. What factors may account for the decline in BMR with age?
13. List 6 tips that promote a person's acceptance of a healthy body weight.
14. Present the BMI figures that denote underweight, healthy weight, overweight, and obese.
15. Discuss the importance of fat distribution in the body in relation to risk for degenerative diseases.
16. Under what conditions or circumstances would it be desirable for people to have less or more body fat than
normal?
17. What factors should be considered in determining healthy body fat levels in people or population groups?
18. What are some of the physiological consequences in a person who falls below a certain threshold for body fat?
19. Why is waist circumference considered a good indicator of central obesity?
20. Explain the adverse effects of excess body fat deposited around the abdominal region.
21. Why do health care professionals prefer to use BMI and waist circumference in preference to other measures of
body composition for assessment of health risk?
22. Briefly explain the following techniques for the estimation of body composition: a) skinfold measures,
b) hydrodensitometry, c) bioelectrical impedance, d) air displacement plethysmography, and e) dual energy Xray absorptiometry.
23. List several health risks associated with being underweight and with being overweight.
24. What is the association between chronic inflammation and the metabolic syndrome?
25. What are some possible explanations of the association between excess body fat and cancer?
26. List four risk factors for eating disorders in athletes.
27. Why are females, including athletes, more vulnerable to eating disorders?
28. Explain the relationship between eating disorders and osteoporosis in female athletes.
69
BIOL 108 Biology of Nutrition Student Guide
Vanguard University
29. List the characteristics of anorexia nervosa and bulimia nervosa. Describe the typical personality traits of
individuals with these eating disorders.
30. Discuss the characteristics of binge-eating disorder. What is known about its treatment?
31. Compare and contrast the characteristics of binge-eating disorder and bulimia nervosa.
32. Outline important diet strategies for helping overcome bulimia nervosa.
33. Explain the role that society plays in promoting eating disorders.
34. Discuss the criteria for diagnosis and evaluation of binge-eating disorder.
Chapter 9 Case Studies37
Case Study 9-1: Low-Energy-Density Dinner
Christine C. is 49-year-old nurse who works full-time at a senior health care center. She is 65 inches tall and her
usual weight is 150 pounds. Over the past year, Christine has gained 12 pounds although she is not aware of any
major changes in her eating or exercise habits. She has set a goal to eat three balanced meals a day with no more
than 500 calories per meal. Christine is tired and hungry from a long day at work. She is trying to decide between
the following items for a quick and easy dinner:
Canned beef chili with beans: 1 cup (247 grams), 305 kcalories, 11 grams fat, 6 grams dietary fiber, and 18 grams
protein.
Canned lentil vegetable soup: 1 cup (205 grams), 130 kcalories, 3 grams fat, 5 grams dietary fiber, and 6 grams
protein.
Cornbread: 1 piece (78 grams), 290 kcalories, 13 grams fat, 1 gram dietary fiber, 3 grams protein.
Sprouted whole-wheat bread: 2 slices (45 grams), 100 kcalories, 2 grams fat, 5 grams dietary fiber, 6 grams protein.
1.
2.
3.
4.
5.
6.
Use the formula discussed in this chapter to calculate the energy density of the four foods Christine is
considering for dinner.
Based on these calculations, which two foods provide the fewest calories ―per bite‖? Which two provide the
most calories ―per bite‖?
How might Christine use this information about energy density to help her select a satisfying meal within her
calorie goal?
What are some reasonable meals that Christine could prepare from these foods that would help her stay within
her kcalorie goal? (Use at least 2 of the 4 foods listed.)
What other foods might Christine consider adding to these convenience foods to create a more balanced meal
that remains low in energy density?
How might Christine use the serving size information on the Nutrition Facts label to help her with meal
planning?
Case Study 9-2: Lifestyle Changes for Weight Loss
Sally is a 43-year-old mother of two who has gained 50 pounds over the past five years. She is 64 inches tall and
weighs 180 pounds with a BMI of 30.8. Her waist circumference is 37 inches. She acknowledges that she is not as
physically active as she would like to be. She also notes how recent stresses in her life have affected her sleep and
seem to have triggered her appetite for sweets. Sally’s father recently died from complications of type 2 diabetes and
her mother and sisters are overweight. Sally says she is very motivated to ―not get diabetes‖ and is disturbed that her
recent physical exam revealed mildly elevated blood pressure, glucose, and cholesterol levels.
1.
2.
3.
37
How does Sally’s family history influence her weight and risk for diabetes? What lifestyle choices may
influence her genetic predisposition to be overweight?
Using information in this chapter, what is a reasonable goal weight for Sally? How long would you estimate it
would take her to safely lose this amount of weight?
What weight-loss strategies may help curb Sally’s stress-related eating?
Contributed by Barbara Quinn.
70
BIOL 108 Biology of Nutrition Student Guide
4.
5.
6.
Vanguard University
Sally has determined that—to lose weight—she needs to limit her daily caloric intake to 1400 kcalories. Use
Table 9-2 and show a one-day plan for meals and snacks that meet her nutritional needs within this calorie level.
What are some advantages to Sally keeping a food and exercise record? What other factors besides food intake
and physical activity may be useful for Sally to record?
Why might strength training be an important addition to Sally’s exercise regimen?
Chapter 9 Critical Thinking Questions38
1.
How can you modify an obseogenic environment?
2.
How does the presence of risk factors potentiate the development of chronic disease for the overweight
individual?
3.
Describe diet planning methods that would help to increase weight loss for overweight and obese individuals.
4.
Many individuals hope to lose weight in certain areas, a concept commonly known as ―spot reducing.‖ Based
on your understanding of metabolism, is this a realistic goal?
5.
Why are weight-loss accomplishments hard to define for the average individual?
6.
How does being underweight affect health? What factors would contribute to an individual becoming
underweight?
Chapter 9 Review Questions
1.
Summarize the trends in overweight and obesity in the United States and worldwide.
2.
Discuss differences in fat cell metabolism between males and females.
3.
Explain the role of lipoprotein lipase enzyme in fat cell metabolism.
4.
Explain the set point theory of weight change.
5.
Discuss the role of genetics and epigenetics in promoting excess weight gain and in discouraging weight loss.
6.
List the major factors involved in obesity. Which ones can be controlled by dietary changes or behavior
modification?
7.
Discuss the roles of leptin and ghrelin in the regulation of food intake and energy storage.
8.
Discuss the interactive roles of leptin and ghrelin in food intake control.
9.
Explain the significance and models of action of uncoupling reactions in energy metabolism.
10. Explain the association between ghrelin secretion and sleep.
11. Contrast the metabolic roles of white adipose tissue and brown adipose tissue.
12. Discuss the meaning and significance of the term ―obesogenic environment.‖
13. Explain the factors involved in the promotion of obesity by high-fat diets and food portion sizes.
14. Discuss the role of the restaurant industry in promoting excess food consumption.
15. Discuss the various factors related to the role of insufficient physical activity in energy balance.
16. What is ―nonexercise activity thermogenesis‖ and what role does it play in energy balance regulation?
17. Discuss the recommendations for losing weight in population groups who are either overweight in good health,
obese or overweight with risk factors, or obese or overweight with a life-threatening condition.
18. Describe psychological problems encountered by obese people in their attempts to lose weight.
38
Contributed by Daryle Wane.
71
BIOL 108 Biology of Nutrition Student Guide
Vanguard University
19. Explain the attraction of unsound weight-loss procedures and plans to obese people.
20. List several factors that help identify inappropriate, unsound, and possibly dangerous commercial weight-loss
programs.
21. Outline several weight-loss strategies that are considered dangerous.
22. Discuss the use of prescription drugs for the treatment of obesity, including modes of action and adverse side
effects.
23. Discuss the safety and efficacy of liposuction as a means of body fat reduction.
24. Describe the approaches for weight loss by surgery. What are the benefits and what are the adverse side effects
of these procedures?
25. In obese people, what are the physical and metabolic advantages from as little as a 5- to 10-lb loss of weight?
26. Describe a good weight-reduction diet in relation to energy content, meal size, carbohydrate and fat levels, and
water intake.
27. Outline the recommendations for a successful weight-loss diet.
28. What are the findings from studies of people on weight-loss diets who skip meals?
29. Discuss ways in which an increase in the water content of the diet plays an important role in body weight
management.
30. Explain the role of fiber in assisting weight loss.
31. What are the results of research studies concerning the importance of low-energy-dense diets in weightreduction regimes?
32. Discuss the importance of carbohydrate selection and of sugar alternatives in a weight-loss program.
33. Describe the benefits of regular physical activity as an aid to weight-loss dieting.
34. Explain the relationship of physical activity and appetite control.
35. Explain what is meant by ―spot reducing‖ and discuss its effectiveness in altering body fat content.
36. Describe the effects of socializing during meal times on quantity of food consumed.
37. Provide an explanation for the higher food consumption of people who eat in the presence of others.
38. Discuss the role of environmental influences on food intake.
39. How do package sizes and serving containers influence food intake?
40. Explain the role of behavior modification in weight reduction programs.
41. Why is cognitive behavior therapy an effective approach in helping overweight smokers?
42. Discuss the reasons why formerly overweight people may require less energy intake to maintain body weight
than their counterparts who were never overweight.
43. List 5 strategies common to people who have beers successful at maintaining their weight loss.
44. Present a sound diet plan for weight gain in the underweight person.
45. Why are fad diets so popular?
46. Compare and contrast the theory, strong points, and weak points of the Atkins diet with those of the Ornish diet.
47. List 5 guidelines each for identifying a fad diet and a healthy diet.
72
BIOL 108 Biology of Nutrition Student Guide
Vanguard University
Chapter 10 Case Studies39
Case Study 10-1: Fatigue with a Vitamin-Poor Diet
Samuel is a 63-year-old single man who works full time in a food processing plant. He has a history of esophageal
cancer which was treated successfully with anti-cancer drugs and surgery four years ago. His weight had been stable
at 135 pounds until the past 6 months, in which he has experienced an involuntary weight loss of 10 pounds. He is
67 inches tall and his current BMI is 19.5. He complains of a poor appetite and being overly weak and tired. His
usual diet is fairly consistent. He states he rarely eats breakfast because he starts work at 6 a.m. He eats two deli
meat sandwiches, ―usually pastrami or salami,‖ and a soda at 10 a.m. and may eat a candy bar in the afternoon when
he gets off work. He often prepares frozen dinners or pizza at home in the evening and routinely drinks ―about 2 or 3
beers‖ before going to bed. Occasionally he will cook a roast and mashed potatoes. He occasionally will have milk
with cereal but rarely eats vegetables or fruit. He would like to know which vitamin supplement will give him
energy.
1.
2.
3.
4.
5.
6.
7.
From what you have learned about the functions of vitamins, how would you answer Samuel’s question?
What are some indications that Samuel’s diet could be low in thiamin?
Using information from Figure 10-4, what are one or two good sources of thiamin from each food group that
would be fairly easy for Samuel to add to his diet?
What other vitamins would you suspect might be deficient in Samuel’s diet? Why?
Besides his diet, how might Samuel’s medical history have increased his risk for folate deficiency?
Based on his medical history and information in this chapter, how would you advise Samuel regarding his
complaints of fatigue and weight loss?
Would you recommend a daily multivitamin supplement for Samuel based on the history he has provided? Why
or why not?
Case Study 10-2: Folate and Vitamin C for Breakfast
Lydia S. is a 42-year-old British woman who recently moved to the United States. She smokes a half pack of
cigarettes a day. She is 64 inches tall, weighs 185 pounds, and has a family history of heart disease. Her diet is high
in protein, mostly from beef and chicken. She dislikes most vegetables except corn and potatoes. She eats fruit only
occasionally and often skips breakfast. After taking a nutrition class at a local community college, Lydia is
concerned that her diet may be deficient in folate and vitamin C. When she looks at the Nutrition Facts for some
foods in her pantry, this is what she finds:
Instant Breakfast Essentials powder, 1 packet: 50% vitamin C, 25% folate
Ovaltine drink mix, 2 T: 10% vitamin C, 0% folate
Raisin Bran cereal, 1 cup: 0% vitamin C, 25% folate
Toasted oats cereal, 1 cup: 10% vitamin C, 50% folate
1.
2.
3.
4.
5.
6.
7.
39
Lydia learned in class that 400 micrograms provides 100% of the Daily Value for folate. Show how she can
calculate the amount of folate in each of these foods. Then, show how Lydia can use the ―How To‖ feature on
page 312 to calculate the dietary folate equivalents (DFE) for each of these fortified foods.
Lydia also learned that 60 milligrams provides 100% of the Daily Value for vitamin C. Show how she can
calculate the amount of vitamin C in each of these foods.
Based on her current diet, which food group is most likely the primary source of folate in Lydia’s diet? What
explains the high amount of folate in these foods?
Considering her current diet and lifestyle habits, why might Lydia need extra vitamin C in her diet?
Even if she were to achieve 100% of the Daily Value for vitamin C from the fortified foods in her pantry, what
are some reasons that Lydia should still consider increasing her intake of fresh fruits and vegetables?
Based on her family history, why is it important for Lydia to get an adequate amount of folate in her daily diet?
Show how Lydia might combine the foods in her pantry with some of the foods listed in Figure 10-12 and
Figure 10-19 to plan one day of meals that meet her requirements for dietary folate equivalents (DFE) and
vitamin C.
Contributed by Barbara Quinn.
73
BIOL 108 Biology of Nutrition Student Guide
Vanguard University
Chapter 10 Critical Thinking Questions40
1.
Explain how bioavailability affects the functionality of vitamins within the body. Discuss how food preparation
methods affect vitamin bioavailability.
2.
Even though vitamins are not considered to be energy-yielding nutrients they play a required role in
metabolism. How do they accomplish this task? Identify the significant roles of B complex vitamins in
metabolism.
3.
Describe a unique source of niacin and a unique function of niacin in the body.
4.
Explain the features of folate that are associated with health promotion measures and prevention of disease.
5.
Historically, nutritional deficiencies were not often recognized as a cause for disease. Many deficiency
symptoms were attributed incorrectly to infectious disease processes. In view of this historical perspective, how
are the clinical deficiency states of beriberi and pellagra different in terms of their clinical etiology? What
factors contribute to the existence of these specific deficiency states?
6.
Discuss the differences among anemias associated with B vitamin deficiency states. Why is it potentially
difficult to diagnose B complex vitamin deficiency states?
Chapter 10 Review Questions
1.
Provide a brief definition of a vitamin. Do all vitamins contain an ―amino‖ group?
2.
What steps should be taken by consumers to minimize the loss of vitamins from foods?
3.
Discuss the effects of heat and ultraviolet light on vitamin stability.
4.
What is meant by the bioavailability of a vitamin? How is it determined?
5.
Provide examples of how the vitamins differ from the macronutrients in terms of structure, function, and food
contents.
6.
Discuss the meaning and significance of the Tolerable Upper Intake Levels for the water-soluble vitamins.
7.
Compare and contrast the water-soluble vitamin group with the fat-soluble vitamin group with respect to
absorption, transport, storage, excretion, toxicity, and requirements.
8.
Discuss thiamin nutrition including functions, risk factors for deficiency, symptoms of deficiency, food sources,
and stability.
9.
Discuss riboflavin nutrition including functions, risk factors for deficiency, symptoms of deficiency, food
sources, and stability.
10. Describe the type of diet associated with pellagra in the U.S. in the early 1900s.
11. Why was pellagra once believed to be caused by a pathogen instead of a vitamin deficiency?
12. Explain the medicinal uses for niacin supplements. What conditions make people more susceptible to the side
effects from niacin supplements?
13. Discuss the essentiality, deficiency symptoms, and major food sources of biotin and pantothenic acid.
14. Explain how vitamin B6 and isoniazid interact to affect the vitamin’s metabolism.
15. a.
b.
What is the effect of excess alcohol intake on vitamin B6 metabolism?
Describe the toxic effects of excess vitamin B6 supplements.
16. What factors are associated with vitamin B12 inadequacy other than low intake?
17. Explain the absorption mechanisms for folate from foods. How does the body dispose of excess folate?
18. Why is the bioavailability of folate from food almost always lower than from the synthetic form?
40
Contributed by Daryle Wane.
74
BIOL 108 Biology of Nutrition Student Guide
Vanguard University
19. Explain the role of folate in red blood cell synthesis and maintenance of cells lining the GI tract.
20. Discuss through the use of examples the importance of folate in development of the neural tube during the early
weeks of pregnancy.
21. Discuss the expected benefits of folate fortification of grain products. What are the possible adverse effects of
this practice?
22. What are the associations between folate intake and development and progression of certain cancers?
23. Explain the association between folate deficiency and homocysteine metabolism. What are observations from
the folate fortification program regarding risk for cardiovascular disease and death?
24. Provide explanations for the development of a primary and a secondary deficiency of folate.
25. Discuss the interrelationships of folate and vitamin B12 in the diagnosis and treatment of large-cell type anemia.
26. Define intrinsic factor and discuss its relationship to vitamin B 12 absorption. What other factors are associated
with vitamin B12 absorption? What is the most common cause of vitamin B 12 deficiency, and how is vitamin B12
deficiency treated in those with this condition?
27. Why might vegans develop a vitamin B12 deficiency? Why might they have a normal vitamin B12 status? Why
are the amounts of B12 listed on labels of certain plant and yeast food products inaccurate and misleading?
28. What is meant by the following: Folate ―cures‖ the blood symptoms of a vitamin B12 deficiency, but cannot stop
the nerve symptoms from progressing.
29. Discuss the association between marginal vitamin B12 deficiency and cognitive function.
30. Discuss the essentiality of choline, including chief functions and major food sources.
31. Discuss the roles of the B vitamins in energy metabolism.
32. Diagram the metabolic pathways that involve participation of B vitamins.
33. Discuss how B-vitamin deficiencies rarely present as single-vitamin deficiencies.
34. Discuss similarities in the deficiency symptoms of the B vitamins.
35. Under what circumstances can water-soluble vitamins be toxic? Cite several examples.
36. Explain the modes of action of vitamin C.
37. In what ways have vitamin C supplements been shown to affect nasal congestion from a cold?
38. Under what conditions and for what reasons would intakes of vitamin C above the RDA be desirable?
39. Describe the potential hazards of excessive vitamin C intake.
40. List common foods that are good sources of vitamin C and foods that are unusually poor sources of the vitamin.
41. What is meant by false positive and false negative medical test results? How might these tests be influenced by
vitamin supplements?
42. Choose 4 water-soluble vitamins and list their chief functions, deficiency and toxicity symptoms, and major
food sources.
43. List several arguments for and against the regular use of vitamin supplements.
44. List population groups that have a physiological need for vitamin/mineral supplements.
45. What type of testing is done by the U.S. Pharmacopeia to assure the quality and safety of certain vitamin and
mineral supplements?
46. Explain the major provisions of the Dietary Supplement Health and Education Act of 1994.
75
BIOL 108 Biology of Nutrition Student Guide
Vanguard University
Chapter 11 Case Studies41
Case Study 11-1: Supplemental Vitamin A
Beth H. is a 29-year-old professional woman with a family history of osteoporosis. She weighs 135 pounds and is 66
inches tall. She eats a varied diet that includes meat, fish, and poultry and she consumes at least 2 cups of low-fat
milk or yogurt most days. She drinks a small glass of orange juice every morning and typically eats about 2 cups of
vegetables daily. Every day she takes a daily multivitamin that contains 10,000 IU vitamin A (as beta-carotene), and
now she is wondering if this may be necessary or even harmful.
1.
2.
3.
4.
5.
6.
According to the current RDA for vitamin A included in this chapter, how much vitamin A does Beth need each
day?
Using the formula in this chapter, show how Beth can convert the vitamin A in her supplement into RAE units.
Then use this formula to calculate the amount of micrograms RAE Beth gets each day from her supplement.
Use Figure 11-8 to estimate how much vitamin A (in micrograms RAE) Beth can reasonably expect to receive
from her usual diet.
Considering her family history and age, what are reasons that Beth should avoid excessive intakes of vitamin A
in supplement form?
What might be Beth’s reasons to continue taking her multivitamin supplement, which contains vitamin A as
beta-carotene?
What might be her reasons not to continue taking this supplement?
Case Study 11-2: Low Serum Vitamin D
Joan is a 90-year-old Caucasian woman who has recently been diagnosed with osteoporosis after a recent fall that
broke her hip. She is 5 feet 4 inches tall and weighs 115 pounds. Lately she has been complaining about muscle pain
in her legs. She eats a limited diet due to a chronic low appetite. A recent blood test shows Joan’s serum vitamin D
level is below normal. Her daily diet includes juice or fruit and toast with butter for breakfast; cottage cheese and
fruit for lunch; and salad or frozen vegetable with meat or poultry for dinner. She dislikes most fish except canned
tuna and she often drinks a glass of milk before going to bed at night. Although she lives in New Mexico, she spends
most days indoors. Joan has been taking a blood-thinning medication since she was discharged from the hospital.
She takes a daily multivitamin that contains 400 IU vitamin D and 15 mg vitamin E.
1.
2.
3.
4.
5.
6.
What may be some contributors to Joan’s low vitamin D status?
Suggest at least two practical ways for Joan to improve her vitamin D status.
Based on her medical history and current medications, what advice would you offer Joan regarding her current
intake of vitamin E? Explain.
Which of the four fat-soluble vitamins discussed in this chapter play a role in bone health? List foods that are
good sources of each.
What cautions would you give Joan regarding her intake of high-vitamin K foods that pertain to her use of a
blood-thinning medication?
Using information in Highlight 11, explain some simple dietary strategies that could improve Joan’s intake of
antioxidants. Explain which supplements, if any, may be helpful as well.
Chapter 11 Critical Thinking Questions42
1.
Explain how fat-soluble vitamins contribute to the overall health of the body.
2.
What is the major idea behind fortification of food products with vitamin D in the United States?
3.
An individual is placed on antibiotic therapy. For which vitamin deficiency is he/she at greatest risk? Why
might this occur? How can this be prevented?
4.
Discuss the three associated bone diseases for which vitamin D metabolism is of clinical relevance.
41
42
Contributed by Barbara Quinn.
Contributed by Daryle Wane.
76
BIOL 108 Biology of Nutrition Student Guide
Vanguard University
5.
Why is vitamin K given to newborns upon delivery? What happens if the newborn does not get the injection?
6.
An individual consumes a large amount of vitamin A food sources and his/her skin turns yellow. Is this
clinically significant? Why or Why not?
Chapter 11 Review Questions
1.
Outline the interconversions of the different forms of vitamin A, and the chief functions of each form.
2.
Explain why vitamin A and vitamin D may function as hormones rather than as vitamins.
3.
Explain the mechanism associated with the function of vitamin A in the visual response.
4.
Explain the role of vitamin A in growth and reproduction.
5.
What is the role of vitamin A supplementation for the treatment and prevention of infectious diseases,
especially measles, in developing countries?
6.
Distinguish between the roles of vitamin A in preventing night blindness and permanent blindness.
7.
Why is the eye especially vulnerable to vitamin A degradation at night?
8.
Why are children more likely than others to be affected by vitamin A toxicity?
9.
Under what circumstances and for what reasons may intake of beta-carotene become harmful?
10. Discuss the availability of preformed and precursor vitamin A.
11. Describe how the body can synthesize active vitamin D with the help of sunlight.
12. How does vitamin D function to raise blood levels of calcium and phosphorus?
13. Compare and contrast the characteristics of the two deficiency diseases osteomalacia and rickets.
14. What population groups are prone to vitamin D deficiency and why?
15. Why do the elderly have increased risk for deficiency of vitamin D?
16. Discuss risk for vitamin D toxicity from the diet, supplements, and sunlight exposure.
17. Explain the difficulties in obtaining the recommended amounts of vitamin D from the diet.
18. Why does overexposure to the sun not result in vitamin D toxicity?
19. Discuss factors that inhibit the synthesis of vitamin D.
20. List the different forms of vitamin E found in the diet as well as their vitamin E activity in the body. What are
the major food sources of vitamin E?
21. Distinguish between hemolytic anemia and erythrocyte hemolysis.
22. Describe the known functions of vitamin E and proposed therapeutic treatment for specific disorders.
23. How is vitamin E thought to prevent hemolytic anemia?
24. Discuss food sources and stability of vitamin E.
25. Discuss the role of vitamin K in bone metabolism.
26. What are the major food and non-food sources of vitamin K? What factors may adversely affect vitamin K
nutrition in the body?
27. Discuss the conditions under which deficiencies of vitamin K are most likely to occur.
28. Compare and contrast the risks for toxicity among the fat-soluble vitamins.
29. Discuss the beneficial and adverse effects of free radicals.
30. Explain the relationship between free radicals and degenerative diseases.
31. Discuss the beneficial effects of antioxidant supplements on risk for cancer and heart disease.
77
BIOL 108 Biology of Nutrition Student Guide
Vanguard University
32. Discuss the scientific evidence for the role of dietary antioxidants in reducing risk for chronic diseases.
33. How are supplements of vitamins C and E thought to benefit individuals who have risk factors for heart
disease?
34. Discuss the similarities between vitamins C and E in defending against heart disease.
35. Discuss the advantages of increasing the intake of phytochemicals from food rather than from supplements.
36. Discuss the pros and cons of taking antioxidant supplements.
37. Why can antioxidants behave differently in the body depending upon their level of intake?
Chapter 12 Case Studies43
Case Study 12-1: Fluid and Calcium for a Young Athlete
Michael is a 17-year-old high school football player who has recently been doing ―two a day‖ practices in
preparation for the upcoming season. He is in good physical condition at 5 feet 10 inches and 165 pounds. He is
attempting to gain weight, so he has increased his intake of protein foods and estimates he eats approximately 3500
kcalories a day. One particularly hot afternoon, Michael is sweating profusely and begins to feel weak and has a
difficult time keeping up with his usual practice routines. Noticing that his face is visibly flushed, his coach has him
sit out of practice. Michael reports having eaten 2 peanut butter and jelly sandwiches, potato chips, and a can of soda
for lunch about 2 hours before practice. He had a breakfast burrito with eggs and cheese for breakfast with a 12ounce glass of orange juice.
1.
2.
3.
4.
5.
6.
7.
What signs of dehydration does Michael exhibit?
Based on these signs of dehydration, what percentage of body fluid would you estimate Michael has lost?
Along with water, what essential nutrients has Michael’s body most likely lost as result of his heavy sweating?
Using his reported caloric intake, estimate Michael’s fluid needs.
Besides fruit juice and soda, what foods and beverages could help meet Michael’s fluid requirements?
What food groups appear to be deficient in Michael’s usual diet? What essential minerals are likely to be
lacking as a result of his limited diet?
Using information in the How To feature of this chapter, estimate Michael’s calcium intake. Is this adequate for
his age? If not, what recommendations for increasing his calcium intake would you offer?
Case Study 12-2: Recipe Modification for Sodium Control
Elizabeth C. is a 42-year-old African-American woman in reasonably good health. Her mother has high blood
pressure and recently suffered a mild stroke. Elizabeth—who sometimes has her mother over for meals—has
decided to look more closely at the sodium content of the food she prepares for her family.
She is planning to prepare a casserole for her family and looks up the sodium content in milligrams (mg) for the
main ingredients: 2 cups roasted chicken (120 mg per cup), 1 can cream of chicken soup (800 mg sodium per ½ cup
serving; 2.5 servings per can), 1 cup grated cheese (180 mg per ¼ cup), 2 cups frozen broccoli (40 mg per cup), 1
teaspoon salt (480 mg per ¼ teaspoon), and ¼ teaspoon each curry powder (0 mg) and pepper (0 mg).
1.
2.
3.
4.
5.
6.
43
According to the 2010 Dietary Guidelines mentioned in the chapter, what is the recommendation regarding
sodium intake for Elizabeth and her family?
Assuming her recipe serves four, calculate the milligrams (mg) of sodium in one serving of Elizabeth’s
casserole.
How does this meal contribute to her family’s daily sodium goal addressed in question #1?
Using the information in the ―How To‖ feature in this chapter, what general changes might Elizabeth make to
decrease the amount of sodium in this recipe?
Assume that Elizabeth has found a lower-sodium soup for her recipe (528 milligrams sodium per serving; 2
servings per can). Using this product and other changes you suggested in question #4, revise her original recipe
and recalculate the sodium content of one serving.
Using information from this chapter, what other nutrition strategies might help Elizabeth plan meals for her
family that could help lower blood pressure?
Contributed by Barbara Quinn.
78
BIOL 108 Biology of Nutrition Student Guide
Vanguard University
Chapter 12 Critical Thinking Questions44
1.
Explain how the concept of obligatory water excretion helps to explain how fluid balance is regulated in the
individual. What factors may lead to alterations in the obligatory water excretion process in the body?
2.
Explain how the kidneys help to maintain fluid balance.
3.
Explain the cellular response to alterations in sodium levels in the body. What are the potential advantages
and/or disadvantages to these sodium alterations?
4.
How does acid-base balance affect the body’s ability to maintain metabolic function, and how is an imbalance
corrected?
5.
What factors affect the bioavailability of a mineral? Why is this significant in terms of functionality of minerals
in the body?
6.
How does following the DASH diet affect consumption of minerals?
Chapter 12 Review Questions
1.
List 6 different functions for water in the body.
2.
Discuss the advantages of a liberal daily intake of water.
3.
Explain the meaning and significance of water intoxication.
4.
List the signs of dehydration as loss of body water progresses from slight to severe.
5.
List the sources of water intake and loss and the approximate amounts associated with each.
6.
Compare and contrast the following types of water: distilled, filtered, mineral, public, purified, and spring.
7.
Compare and contrast the effects of consuming hard water and soft water.
8.
Explain the roles of hormones in helping to regulate the body’s water balance.
9.
In what ways do the GI tract and the kidney function to help maintain fluid and electrolyte balance? How does
the body defend itself when faced with conditions that induce excessive water and mineral losses (e.g. sweating;
diarrhea)?
10. What is meant by the expression: ―water follows electrolytes‖?
11. Under what circumstances and for what reasons would a health-care worker recommend the use of oral
rehydration therapy?
12. Describe the role of the kidneys in regulating acid-base balance.
13. Explain the interaction of blood bicarbonate and carbonic acid in the regulation of body pH.
14. Explain the role of respiration in the regulation of body fluids’ pH.
15. Contrast the properties of minerals with those of vitamins.
16. Identify some of the common substances found in foods that combine with minerals to form complexes the
body cannot absorb. In what foods are they found and what minerals are affected?
17. Explain the relationship between dietary sodium and hypertension. What are the roles of calcium, magnesium,
and potassium in regulating blood pressure?
18. What are the major sources of sodium in the diet of the U.S. population? Describe ways in which consumers
can lower intakes of salt in their diets.
19. Discuss the functions, deficiency and toxicity signs, food sources, and recommended intake of potassium.
44
Contributed by Daryle Wane.
79
BIOL 108 Biology of Nutrition Student Guide
Vanguard University
20. What are the features of the DASH eating plan, and why is it thought to be effective in the prevention and
treatment of high blood pressure?
21. Explain the functions of parathyroid hormone, calcitonin, and vitamin D in the regulation of calcium
metabolism.
22. Define calcium rigor and calcium tetany. What role does dietary intake of calcium play in these disorders?
23. List 5 nonmilk sources of calcium.
24. Discuss the relationship of the dietary calcium-to-phosphorus ratio to bone health.
25. Compare and contrast trabecular bone and cortical bone formation and function.
26. Discuss the contributions of cortical bone and trabecular bone to the development of osteoporosis.
27. Discuss major risk factors in the development of osteoporosis. What population groups are most at risk? What
dietary measures are advocated for high-risk groups?
28. What dietary and metabolic factors are associated with poor calcium balance in older adults?
29. Discuss the choices of diet and drugs for the treatment and prevention of osteoporosis in women.
30. Discuss the role of male and female hormones in calcium balance and bone loss.
31. Discuss the role of physical activity in reducing the risk for osteoporosis.
32. Explain the association of leptin and bone health.
33. Outline the adverse effects and mechanisms of alcohol intake and of smoking on bone health.
34. Discuss the role of nutrients other than calcium in the support of bone health.
35. A. Discuss the bioavailability of the various calcium supplements.
B. How can you easily test a supplement pill’s ability to dissolve?
36. Explain the risks associated with taking calcium supplements.
Chapter 13 Case Studies45
Case Study 13-1: Trace Mineral Deficiencies
Belinda is a 10-year-old elementary school student who has come in for a physical examination. She is 4 feet 7
inches tall and weighs 120 pounds. Her doctor calculates her BMI at 27.9 (98th% for her age). Concerned about her
obesity, Belinda’s doctor asks about her diet and her physical activity. Her mother reports that Belinda has become
―lazy‖ and does not like to play outside with her friends after school. She says she is more irritable than usual and
complains about helping with household chores. Her mother worries that she may be depressed, although she can
think of no family issues that may be responsible for this behavior. Belinda sometimes skips breakfast or has cereal
and toast in the morning; she takes chips, a juice drink, and a cheese sandwich made with white bread for lunch; and
has a toaster pastry or cookies with milk for a snack after school. She doesn’t particularly like meat and frequently
asks for buttered pasta with cheese for dinner. Belinda says she eats vegetables ―when my mom buys them.‖ A
blood test reveals a normal hemoglobin level, low serum iron, moderately elevated transferrin,, and low transferrin
saturation.
1.
2.
3.
4.
45
Based on her history, what nutrient deficiencies would you suspect may contribute to Belinda’s symptoms?
Explain your answer.
Based on the information in this chapter, what stage of iron deficiency do the results of her laboratory tests
indicate? How would you classify Belinda’s condition? Explain.
What are some meal planning strategies that Belinda’s mother could follow to improve her intake of iron and
zinc?
What are some meal and snack ideas that could improve Belinda’s intake of essential elements mentioned in
this chapter?
Contributed by Barbara Quinn.
80
BIOL 108 Biology of Nutrition Student Guide
5.
6.
Vanguard University
If her doctor prescribes an iron supplement, what practical advice would you give Belinda about when and how
to take it?
What cautions would you give Belinda’s mother regarding excessive supplementation of iron?
Case Study 13-2: Iodine and Hypothyroidism
Michelle F. is a 47-year-old woman who lives on the California coast. Her husband is a commercial fisherman.
Michelle eats a varied diet including fresh fish at least 3 times a week. She takes a daily multivitamin. Michelle has
recently been diagnosed with hypothyroidism. Her doctor has prescribed thyroid hormone therapy, to which she is
responding well. While driving home one day, she hears on a radio program that the best way to treat low thyroid
conditions is with a particular iodine supplement. She is considering whether to order this supplement.
1.
2.
3.
4.
5.
6.
What is the most common visible sign that could indicate that Michelle has an iodine deficiency?
What might be another cause of this visible sign besides an iodine deficiency?
Considering where she lives and what she eats, how likely is it that Michelle’s diet would be deficient in iodine?
Explain.
Based on the information in this chapter about the availability of iodine in foods in the United States, what other
factors make it unlikely that Michelle would have a deficiency of this nutrient?
What information from this chapter should make Michelle cautious about ingesting excessive amounts of
iodine?
Michelle notes that her daily multivitamin contains 225 micrograms of iodine. She also uses small amounts of
iodized salt in her cooking. Based on these facts, what decision should Michelle make regarding taking
additional iodine to treat her hypothyroidism? Explain your answer.
Chapter 13 Critical Thinking Questions46
1.
Explain how the different stages of iron deficiency can be identified based on clinical evidence.
2.
What dietary factors contribute to health issues for clients who have hemochromatosis?
3.
Describe how the process of recycling affects trace elements in the body.
4.
What clinical conditions may account for the presence of goiter?
5.
Many individuals take mineral supplements to enhance body function. What potential health concerns should be
considered by an individual who is considering taking chromium supplements?
6.
Explain the different mechanisms of the altered copper levels apparent in Wilson’s and Menkes disease states.
Chapter 13 Review Questions
1.
Make several general statements about trace elements in nutrition, including common food sources,
deficiencies, toxicities, and interactions.
2.
What is known about the essentiality and metabolic roles of the following minerals: nickel, silicon, vanadium,
boron, and cobalt?
3.
Compare and contrast the absorption, transport, and recycling of iron and zinc.
4.
Choose any 3 trace elements and discuss their major functions, deficiency symptoms, toxicity symptoms, and
food sources.
5.
Explain the difference between heme and nonheme iron. How can the efficiency of absorption be increased for
both types of iron?
6.
What factors are known to reduce or enhance iron absorption?
7.
Discuss factors that influence the bioavailability of dietary iron. What are good sources of bioavailable iron?
What factors interfere with iron absorption?
46
Contributed by Daryle Wane.
81
BIOL 108 Biology of Nutrition Student Guide
Vanguard University
8.
In the proper sequence, describe the three stages in the development of iron deficiency.
9.
A. What signs and symptoms of iron deficiency are shared with iron overload?
B. What tests are used to assess for iron overload?
10. How does pica behavior affect iron nutrition?
11. Discuss the pros and cons of increasing the iron level of enriched bread in the United States.
12. What are the concerns of iron nutrition in vegetarians?
13. What are the signs and symptoms of zinc deficiency? Which ones have similarities to other nutrient
deficiencies?
14. What are the benefits of zinc supplementation in developing countries?
15. Discuss the use of zinc lozenges to treat the common cold.
16. What are the effects of iodine deficiency and iodine excess? What population groups show iodine
abnormalities?
17. What factors account for the above average intake of iodine by many people in the U.S. population?
18. Discuss iodine availability and sources of iodine in the U.S. diet.
19. Discuss the essential nature of selenium. Where and why are deficiencies observed in the world?
20. Explain how a deficiency of copper can lead to ―iron deficiency‖ anemia.
21. Discuss the role of copper in the disorders Menkes disease and Wilson’s disease.
22. Discuss the essential nature of fluoride. What level in the diet is considered optimal? What are the effects of
excess fluoride intake and how does toxicity usually occur?
23. Discuss the essential nature of chromium, and list good food sources of chromium. Why are chromium
supplements promoted by the supplements industry?
24. Discuss the essential nature of molybdenum, including food sources.
25. Discuss the effects of lead exposure on health and human performance.
26. What are the potential adverse effects from consuming foods rich in phytoestrogens?
27. What is the meaning and significance of functional foods? Give several examples of potential functional foods
and their proposed uses.
28. List 6 different types of phytochemicals, their possible effects in the body, and food sources.
29. Discuss the health benefits and food sources of flavonoids.
30. What are the important questions that should be addressed concerning the safety and efficacy of functional
foods?
31. Discuss the potential consequences of adding phytochemicals to foods.
32. Discuss the important unanswered questions concerning functional foods.
82
BIOL 108 Biology of Nutrition Student Guide
Vanguard University
Chapter 14 Case Studies47
Case Study 14-1: Physical Activity for Fitness and Weight Loss
Theresa is a 17-year-old high school student who gained 20 pounds her junior year of high school when she quit the
girls’ soccer team and joined the debate team. She is 5 feet 2 inches tall and weighs 154 pounds. She has been
monitoring her food intake for 2 weeks and reports eating about 1600 kcalories a day. Although her weight is stable
at this calorie level, she would like to lose weight. She notes that she does not get regular exercise and wants to
become more physically fit. She comes to you for a diet and exercise program that will help her achieve her goals.
1.
2.
3.
4.
5.
6.
What information about the benefits of muscle conditioning might encourage Theresa in her weight-loss
efforts?
Briefly explain to Theresa the three basic components of a balanced fitness program and the necessity for each
component.
Using the guidelines presented in Table 14-2, set up a weekly schedule of fitness activities for Theresa. Include
specific exercises and the frequency and duration of each exercise.
Considering Theresa’s goal to lose weight, what type of exercise would be most conducive to fat loss? Give
examples.
Calculate how many kcalories from carbohydrates, fat, and protein are provided in a 1600-kcalorie diet that
derives 60 percent of calories from carbohydrate, 25 percent from fat, and 15 percent from protein. Calculate
the amount of each of these nutrients (in grams) for Theresa to consume each day. (Remember that 1 gram of
carbohydrate or protein yields 4 kcalories and 1 gram of fat yields 9 kcalories.)
Assuming Theresa will begin her exercise program this week, what advice for fluid intake would you
recommend (including type and amount)?
Case Study 14-2: “Energy Gel” Evaluation
Kaitlyn F. is a 21-year-old woman who has taken up running in an effort to lose weight and improve her endurance.
She runs 3 to 4 days a week for approximately 45 minutes to an hour. At the store, she finds a sports ―energy gel‖
labeled as a ―natural performance enhancer.‖ Each 1.1-ounce package provides 100 kcalories, 40 milligrams
sodium, 30 milligrams potassium, and 25 grams total carbohydrates. The directions read: ―For best results, consume
one package 15 minutes before activity, one to two packages per hour during activity and one package immediately
after activity to aid in recovery. Always follow consumption with water.‖
Kaitlyn is trying to determine whether she needs this product for her training regimen.
1.
2.
3.
4.
5.
6.
Based on information in this chapter, what main ingredient in this product would Kaitlyn expect to be a ―natural
performance enhancer‖? Explain.
Considering her current level of activity, what is the most important nutrient that Kaitlyn needs to consume
before her workout?
How might Kaitlyn decide whether she needs this type of product during her workouts?
What ingredient in this product might ―aid in recovery‖ after physical activity?
What effect might this product have on Kaitlyn’s weight-loss efforts if she uses it as directed?
Given the length of her workouts, explain how Kaitlyn can easily replenish glucose and electrolytes after
exercising without using a special product.
Chapter 14 Critical Thinking Questions48
1.
Describe ways to improve one’s level of physical activity.
2.
How should the heart respond to physical activity in order for an individual to gain maximum cardio
conditioning benefits?
3.
How does the type of physical activity affect fuel utilization in the body?
4.
Explain why vitamin E and iron supplements may be needed for health promotion for athletes.
47
48
Contributed by Barbara Quinn.
Contributed by Daryle Wane.
83
BIOL 108 Biology of Nutrition Student Guide
Vanguard University
5.
Why are athletes more likely to experience hyponatremia despite adequate fluid intake during physical activity?
6.
Explain how pre-game and post-game meals for athletes facilitate energy utilization.
Chapter 14 Review Questions
1.
Discuss the physiological and psychological benefits of being physically fit.
2.
Describe at least 5 major benefits associated with being physically fit.
3.
Define and provide examples of aerobic physical activity, moderate-intensity physical activity, and vigorousintensity physical activity.
4.
What is the meaning and significance of applying the ―talk test‖ to gauge the intensity of physical activities?
5.
Explain the meaning and significance of cardiorespiratory endurance.
6.
Explain the recommended training procedure (i.e., overload principle) for mastering the components of fitness.
7.
Define the progressive overload principle as it applies to physical fitness.
8.
List recommendations for building fitness while minimizing the risk of overuse injuries.
9.
Discuss the meaning, significance, and practical application of cardiorespiratory conditioning and endurance.
10. What is meant by a balanced fitness program and how is it best achieved?
11. Discuss the theory and application of resistance training.
12. In resistance exercise, what is the relationship between repetitions and amount of weight if the fitness goal is
either muscle strength, muscle power, or muscle endurance?
13. Discuss the use of protein, fat, and carbohydrate as fuels during low-, moderate-, and high-intensity exercise.
14. Explain the association of ATP and creatine phosphate in physical performance.
15. How do diet and the intensity of physical activity affect glycogen storage and use?
16. What is the role of lactate in physical activity?
17. What happens to the body when glucose stores become depleted from strenuous activity? How can this
depletion be delayed?
18. Outline strategies for maximizing the body’s glucose supply for endurance activities. Explain the training
technique of carbohydrate loading.
19. Describe three factors that influence fat use during physical activity.
20. Explain how body fat is mobilized for physical activity.
21. Describe the changes in protein metabolism that occur during and after physical activity. What is the role of diet
in fostering recovery from muscle stress?
22. Compare the protein needs of endurance and strength athletes.
23. How do diet, activity intensity and duration, and extent of training influence protein use during physical
activity?
24. How might supplemental vitamin E adversely affect physically active people?
25. Why are supplements of vitamin E thought to benefit people engaged in endurance activity? What does the
evidence actually show?
26. Discuss the effects of athletic training on iron nutrition, especially in adolescent females.
27. Compare and contrast the characteristics of sports anemia and iron-deficiency anemia.
28. Describe the risks for hyperthermia and hypothermia in physically active people. What is the role of fluid
support in prevention and treatment?
84
BIOL 108 Biology of Nutrition Student Guide
Vanguard University
29. Discuss the need for water in maintaining physical performance. What are the symptoms of dehydration? What
are the recommendations for ensuring that the body is well hydrated prior to an athletic event?
30. Discuss the importance of sodium nutrition for the athlete.
31. Why are athletes at risk for hyponatremia? How can this condition be prevented and treated?
32. Why are alcoholic beverages considered poor sources of energy, water, and electrolytes for athletes?
33. Describe an appropriate diet for physically active people.
34. Discuss optimal composition and timing of pregame and postgame meals.
35. Why do many people and especially athletes believe in ergogenic aids?
36. Discuss the use of six dietary substances promoted as aids to enhance athletic performance.
37. Discuss the use and abuse of caffeine, carnitine, chromium, and creatine as ergogenic substances.
38. Discuss efficacy of ribose and sodium bicarbonate as ergogenic aids.
39. Discuss the pros and cons of caffeine use in competitive athletic events.
40. Describe the hazards of using anabolic steroids and human growth hormone as ways of improving physical
performance.
Chapter 18 Case Study
Case Study 18: Diets for Disease Prevention49
Ellen is a 55-year-old woman with multiple medical problems, including chronic back pain. She is 5 feet 6 inches
tall and weighs 236 pounds. She takes medications for high blood pressure and hypercholesterolemia, both of which
are currently under control. She also takes pain medications every day and has difficulty walking, although she
occasionally attends a water exercise class at the local sports center. She states that she has been overweight most of
her life and confesses that food, especially sweet foods, are a comfort to her when she experiences physical or
emotional pain. Her diet history reveals an intake of 2 or 3 cans of ginger ale or root beer each day. Her usual meals
with her husband include meat or chicken (she does not like fish) and vegetables such as corn or potatoes. She
snacks on several types of frozen desserts between meals. She enjoys milk on occasion but admits that it is not a part
of her regular diet. A recent visit to her doctor reveals a weight gain of 15 pounds over the past 6 months and an
increase in her fasting blood glucose level into the ―pre-diabetes‖ range. She has no family history of diabetes. Her
doctor has recommended she lose weight and make lifestyle changes to prevent her from developing diabetes.
1.
2.
3.
4.
5.
6.
49
Using the information in Table 18-2, list the risk factors for chronic diseases that are evident from Ellen’s
history.
According to Table 18-3, which of Ellen’s risk factors for CHD might be related to her diet?
What advice would you give Ellen regarding her intake of sweetened beverages as it relates to her obesity and
blood glucose levels?
Using strategies suggested in Table 18-5, and the ―How To‖ feature on page 594, suggest 2 or 3 dietary changes
that would help Ellen reduce her risk for heart disease.
What dietary plan would help Ellen control her blood pressure as well as her blood cholesterol levels? What are
the main features of this diet?
Prepare a sample one-day menu with 3 meals and 1 or 2 snacks for Ellen that includes the minimum servings of
each food group for the DASH eating plan as outlined in Table 18-7.
Contributed by Barbara Quinn.
85
BIOL 108 Biology of Nutrition Student Guide
Vanguard University
Chapter 18 Critical Thinking Questions50
1.
List and describe lifestyle factors that contribute to the development of chronic diseases.
2.
Several of the ten leading causes of death depicted in your textbook are identified as being related to nutrition,
including cardiovascular diseases, cancers, and diabetes mellitus. Which of the other leading causes of death
may be affected by nutritional considerations?
3.
Examining the relationship between risk factors and chronic disease, which risk factors provide the strongest
correlation with increased incidence of chronic disease? What methods can be used to mitigate the effect of
potential risk factors?
4.
Analyze each variable included in the charts from the Framingham Heart Study and used to determine risk of
developing heart disease for its relative impact.
5.
Compare and contrast therapeutic dietary interventions for type 1 and type 2 diabetes. Discuss potential issues
that may arise in real world environments that can affect food choices for diabetic individuals.
6.
Much has been stated about the influence of diet on the prevention of certain cancers and yet manufacturers still
make food products that are linked to cancer development. Provide an argument that could be presented to a
food manufacturer in the hopes of getting a company to stop making a carcinogenic food available to the
consumer market.
Chapter 18 Review Questions
1.
Describe the actions of phagocytes and lymphocytes against foreign substances.
2.
List ways that malnutrition affects immunity.
3.
Explain the meaning and significance of the ―downward spiral‖ of malnutrition and disease.
4.
Discuss the role of diet in the possible prevention and treatment of HIV infection and AIDS.
5.
Discuss the role of nutrition and genetics in assessing risks for chronic diseases.
6.
Discuss the role of nutrition in the development and treatment of three common degenerative diseases.
7.
Explain the processes involved in the development of atherosclerosis.
8.
What is the association between C-reactive protein levels in the blood and risk for heart attacks?
9.
List several important markers for inflammation associated with cardiovascular disease.
10. Why are oxidation of LDL and inflammation closely associated with the development of heart disease?
11. Discuss the major risk factors for coronary heart disease.
12. Discuss the importance of LDL cholesterol as an independent risk factor for coronary heart disease.
13. Describe the effects of smoking on cardiovascular health.
14. What is meant by the term atherogenic diet?
15. Discuss the controversy surrounding emerging risk factors for coronary heart disease.
16. Explain the defining features and significance of the metabolic syndrome.
17. What makes a diet ―atherogenic‖? Give examples of foods that would be consumed frequently and rarely or
never in an atherogenic diet.
18. Outline the recommendations for reducing the risk of coronary heart disease.
19. Discuss strategies for favorably altering the lipoprotein profiles in men and women.
50
Contributed by Daryle Wane.
86
BIOL 108 Biology of Nutrition Student Guide
Vanguard University
20. For the implementation of a heart-healthy diet, present three recommendations for each of the following
components: breads, cereals, and pasta; fruits and vegetables; milk products; fats and oils; and spices and
seasonings.
21. How does hypertension develop? Why does obesity aggravate the hypertensive state?
22. Describe the major lifestyle modifications for reducing hypertension risk.
23. What is the rationale for consuming liberal quantities of fruits, vegetables, nuts, low-fat milk, and low-fat foods
in the prevention and treatment of hypertension?
24. Discuss the role of medications in the treatment of high blood pressure.
25. Explain the metabolic consequences of a relative or absolute lack of insulin on carbohydrate, protein, and fat
metabolism.
26. Explain the association of type 2 diabetes with insulin resistance and insulin deficiency.
27. Discuss the physiological complications of diabetes, emphasizing its effects on the eyes, kidneys, and blood
vessels.
28. Compare and contrast the two major types of diabetes and their recommended dietary management.
29. Explain the role of the glycemic index of individual foods in the management of dietary carbohydrate intake for
people with diabetes.
30. Describe the recommendation for carbohydrate intake in people with diabetes.
31. List the treatment recommendations for people with type 2 diabetes.
32. Describe the process of cancer development. What is the role of carcinogens?
33. Discuss the role of promoters, initiators, and antipromoters in the development of cancer.
34. Describe the role of alcohol as a risk factor for certain cancers.
35. Explain, through the use of examples, the risk versus benefit relationship of therapeutic intervention.
36. Why is obesity a risk factor for certain types of cancer, especially in women?
37. Explain the associations between meat consumption and cancer risks.
38. List the major recommendations for reducing the risks of cancer.
39. Explain the difference between recommendations based on the ―population approach‖ and the ―individual
approach.‖
40. Give four examples of the reported adverse effects of herbal therapy.
41. Provide examples of the interactions of herbs with conventional drugs.
87