Lecture Notes For Wardlaw's Contemporary Nutrition, 11th Edition

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CHAPTER 1
NUTRITION, FOOD CHOICES, AND HEALTH
OVERVIEW
This introductory chapter provides an overview of the study of nutrition. Nutrients and their
roles in the body are discussed. Energy and how it is measured is described. Helpful math skills
used in the study of nutrition are reviewed. The scientific method is explained with particular focus
given to its application in the study of nutrition. The typical North American eating pattern is
presented along with methods the government uses to monitor consumption. U.S. health objectives
included in Healthy People 2020 are briefly described. Recommendations for promoting healthy
behaviors and lifestyles are also discussed. The Nutrition and Your Health section, “Eating Well in
College,” investigates common nutritional concerns faced by college students, including choosing
foods, weight gain, alcohol and binge drinking, eating disorders, the vegetarian lifestyle, dietary
concerns of student athletes, and tips for eating well on a budget.
KEY TERMS
Alcohol
Amino acid
Animal model
Appetite
Atom
Bond
Cancer
Carbohydrate
Cardiovascular disease
Case-control study
Cell
Chemical reaction
Chronic
Complex carbohydrate
Control group
Diabetes
Double-blind study
Electrolyte
Enzyme
Epidemiology
Essential nutrient
Fat-soluble
Fiber
Gene
Genomics
Glucose
Hunger
Hypertension
Hypotheses
Inorganic
Kilocalorie (kcal)
Lipid
Macronutrient
Major mineral
Metabolism
Micronutrient
Mineral
Nutrient
Obesity
Osteoporosis
Peer review
Phytochemical
Placebo
Protein
Registered dietitian (RD)
Registered dietitian
nutritionist (RDN)
Risk factors
Satiety
Scurvy
Simple sugar
Solvent
Starch
Stroke
Theory
Trace mineral
Vitamin
Water
Water-soluble
STUDENT LEARNING OUTCOMES
Chapter 1 is designed to allow you to:
1.1 Describe how our food choices are affected by the flavor, texture, and appearance of
food; routines and habits; early experiences and customs; advertising; nutrition and health

concerns; restaurants; social changes; economics; and physiological processes affected by
meal size and composition.
1.2 Identify eating pattern and lifestyle factors that contribute to the 15 leading causes of
death in North America.
1.3 Define the terms nutrition, carbohydrate, protein, lipid (fat), alcohol, vitamin, mineral,
water, phytochemical, kilocalorie (kcal), and fiber.
1.4 Determine the total calories (kcal) of a food or eating pattern using the weight and calorie
content of the energy-yielding nutrients, convert English to metric units, and calculate
percentages, such as percent of calories from fat in an eating pattern.
1.5 Understand the scientific method as it is used in forming hypotheses and theories in the
field of nutrition, including the determination of nutrient needs.
1.6 List the major characteristics of the North American eating patterns, the food habits that
often need improvement, and the key “Nutrition and Weight Status” objectives of the
Healthy People 2020 report.
1.7 Describe a basic plan for health promotion and disease prevention and what to expect
from good nutrition and a healthy lifestyle.
1.8 Identify food and nutrition issues relevant to college students.
LECTURE OUTLINE
1.1 Why Do You Choose the Food You Eat?
A. What influences your food choices?
1. Food is more than nourishment.
2. A mix of biological and social factors influences your food choices (see Figure
1-1).
a. Food flavor, texture, and appearance are the most important factors.
b. Early exposure to various people, places, and events
c. Routines and habits
d. Marketing and advertising by the food industry
e. Restaurant dining
i. Larger portions, nutrient poor, and more calorie dense than home
cooked meals
ii. Federal regulations require health information on menus of some
restaurants.
f. Time and convenience
g. Cost and economics
i. Food cost is second reason why people choose their foods.
ii. Young adults and those with higher incomes spend the most on
food.
h. Nutrition
i. Well-educated, middle class professionals make more health-
related food choices.
ii. A greater percentage of women read food labels than men.
B. Why are you so hungry?
1. Hunger is the physiological (internal) drive to eat.

2. Appetite is the psychological (external) influences that encourage us to eat, often
in absence of hunger.
3. Satiety is the state in which there is no longer a desire to eat, a feeling of
satisfaction.
4. The feeding center and satiety center of the brain work to promote adequate
nutrient intake.
C. Putting our food choices into perspective
1. Satiety regulation is not perfect.
2. Decrease portion sizes slowly to allow the body (appetite and satiety) time to
adjust.
1.2 How Is Nutrition Connected to Good Health?
A. What is nutrition?
1. Science that links food to health and disease
2. Ingestion, digestion, absorption, transport, and excretion of food substances
B. Nutrients come from food
1. Nutrients are substances found in food that provide energy and are vital for
growth and maintenance of body.
2. An essential nutrient is required by the body to meet its needs. The body
cannot produce it, or produces it in too little quantity to meet its needs.
3. Essential nutrients must satisfy three criteria.
a. One specific biological function of the nutrient must be identified in
the body.
b. Omission of the nutrient must lead to decline in biological functions.
c. Replacing the omitted nutrient before permanent damage occurs
restores normal biological functions.
C. Why study nutrition?
1. Poor eating patterns and a sedentary lifestyle are risk factors for life-
threatening chronic diseases (see Figure 1-4).
2. Cardiovascular disease, hypertension, diabetes, cancer, and related disorders
account for two-thirds of all deaths in North America (see Figure 1-4).
3. Combination of poor eating patterns and a lack of physical activity may be the
second leading cause of death in the United States.
4. Obesity is second leading cause of preventable death in North America.
1.3 What Are the Classes and Sources of Nutrients?
A. Overview
1. The six classes of nutrients can be categorized by function (see Table 1-1).
a. Provide calories to meet energy needs
b. Promote growth, development, and maintenance
c. Regulate body processes
2. The six classes of nutrients are also categorized by daily needs.
a. Macronutrients are needed in gram or cup quantities each day.
b. Micronutrients are needed in milligram or microgram quantities each
day.
B. Carbohydrates

1. Simple sugars (monosaccharides and disaccharides)
2. Complex carbohydrates (polysaccharides)
a. Starch (digestible)
b. Fiber (indigestible)
3. Primary source of energy (4 kcal/g)
C. Lipids (i.e., fats, oils)
1. Energy yield: 9 kcal/g
2. Primary form of energy storage
3. Animal fats (butter and lard) are solid at room temperature
4. Plant oils are liquid at room temperature
5. Essential fatty acids
a. Not produced by the body and must be consumed (essential nutrient)
b. Roles in blood pressure regulation and synthesis/repair of cells
c. Small amount required
i. Four tablespoons oil per day
ii. Serving of fatty fish at least twice a week.
D. Proteins
1. Functions
a. Structural components of muscle and bone
b. Blood components
c. Body cell structure
d. Enzymes
e. Immune factors
2. Energy yield: 4 kcal/g (limited use for energy)
3. Building blocks of proteins are amino acids
4. Dietary sources
a. Animal
b. Plant
5. Typical North American consumes up to two times daily requirement.
E. Vitamins
1. Enable chemical reactions
2. Provide no energy (0 kcal/g)
3. 13 vitamins categorized by solubility
a. Fat-soluble (vitamins A, D, E, and K)
i. Main sources: dairy products, nuts, seeds, oils, breakfast cereals
ii. Not readily excreted from the body
iii. Some may accumulate in the body toward toxic levels (i.e.,
vitamin A)
b. Water-soluble (B vitamins and vitamin C)
i. Main sources: fruits and vegetables
ii. Easily destroyed by cooking
iii. Most are readily excreted from the body
F. Minerals
1. Inorganic—do not contain carbon
2. Not destroyed by cooking, but can be lost in cooking water
3. Provide no energy (0 kcal/g)

4. Functions: role in nervous system, water balance, structural systems, and other
cellular systems
5. Sixteen or more essential minerals
6. Categorized by dietary need
a. Major minerals (needed in amounts greater than 100 mg)
b. Trace minerals (needed in amounts less than 100 mg)
7. Electrolytes—minerals that function based on electrical charge when
dissolved in water (sodium, potassium, and chloride)
G. Water
1. Functions
a. Solvent
b. Lubricant

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c. Proteins (4 kcal/g)
d. Alcohol (7 kcal/g; not an essential nutrient, therefore not required)
2. Most foods provide more than one calorie source
3. Energy (kcal) is used to
a. Build new compounds
b. Perform muscular movements
c. Promote nerve transmission
d. Maintain electrolyte balance within cells
4. Energy derived from food is measured in kilocalories (kcal)
a. 1 calorie = heat energy needed to raise the temperature of 1 gram of

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b. Case–control study design involves comparisons made between
individuals with and without certain conditions.
B. Testing a hypothesis: can a high-fat diet cause weight loss? (see Figure 1-6)
1. Observations made and questions asked
2. Hypothesis generated
3. Research experiments conducted
4. Results evaluated by other scientists and published.
5. Follow-up experiments conducted to confirm or extend the findings
6. Accept or reject hypothesis?
C. Types of experiments (see Figure 1-7)
1.

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2. Majority (2/3) of protein intake for most North Americans is from animal
sources
3. Approximately half of carbohydrates are from simple sugar sources, with the
remaining coming from starches such as pastas, breads, and potatoes.
4. Approximately 60% of dietary fats are from animal sources.
5. NHANES 2011–2012 results show positive trends toward healthier lifestyles.
a. Daily calorie consumption is declining
b. Soda (full-calorie) intake has declined 25% since late 1990s.
6. Consume a variety of nutrient-dense foods within and across the food groups,
especially whole grains, fruits, vegetables, low-fat or fat-free milk or milk
products, and lean meats and other protein sources
7. Balance calorie intake with energy needs.
a.

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Choice column to indicate why you picked that food or drink. There can be more than
one reason for choosing a particular food or drink.
FLVR Flavor/texture ADV Advertisement PEER Peers
CONV Convenience WTCL Weight control NUTR Nutritive value
EMO Emotions HUNG Hunger $ Cost
AVA Availability FAM Family/cultural HLTH Health
Application
Ask yourself what your most frequent reason is for eating and drinking. To what degree
is health or nutritive value reason for your food choices? Should you make these higher
priorities?
I choose many foods because they are considered healthy and will help with my health
goals and weight maintenance. Other times I am choosing foods that I am used to eating
or because I am craving something sweet (taste). I should start to think of the nutrients
provided by different foods, and some new foods I have not tried, in order to add some
variety to my eating pattern. This variety will help me meet more of my nutrient
requirements. I could add variety at breakfast, for example, with fruit. I could add a
healthy snack in the afternoon, such as low fat yogurt and granola, rather than drinking
regular cola. I noticed that this a time I am often hungry. This will also help me meet
more of my nutrient requirements, such as calcium, and fiber.

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II. Observe the Supermarket Explosion
Today’s supermarkets carry up to 60,000 items. Think about your last grocery shopping
trip and the items you purchased to eat. Following is a list of 20 newer food products
added to supermarket shelves. For those items you have tried, use the key from Part I to
identify why you chose those products.
Answer choices may vary. Below are examples of why one might choose the following
food products.
CONV Prepackaged salad greens (variety packs other than iceberg lettuce)
HLTH Gourmet or sprayable salad oils (e.g., walnut, almond, olive, or sesame oil)
CONV Precooked frozen turkey patties, precooked bacon
PEER/CONV Microwavable sandwiches (e.g., Hot Pockets or frozen sandwiches)
CONV Microwavable meals in a bowl (e.g., mac and cheese, or soup)
CONV Refrigerated precooked pasta (e.g., tortellini or fettuccini) and accompanying
sauces (e.g., pesto or tomato basil)
HLTH Imported grain products (e.g., risotto, farfalle, gnocchi, or fusilli)
$____ Whole-grain pasta or rice

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CONV Frozen dinners (list your favorite of any of the wide variety)
WTCL Bottle water (flavored or unflavored)
ADV Trendy juices (e.g., draft apple cider, acai, or pomegranate)
ADV/FLVR/CONV Roasted and/or flavored coffees (e.g., beans, ground, instant, or K-
Cups)
CONV Instant hot cereal in a bowl (add water and go!)
CONV “Fast-shake” pancake mix (add water, shake, and ready to cook)
FLVR/HUNG Breakfast bars or cookies (e.g., granola or fruit-flavored bars)
HLTH Dried fruit and nut mixes
HLTH Meal replacement/fitness products (e.g., “energy” bars, high-protein bars, or
sports drinks)
HLTH/ADV Low-calorie muffin tops or bagel thins
CONV/HLTH Packaged yogurt smoothies
HLTH/ADV Milk substitutes (e.g., rice milk or soy milk)
Finally, identify three new food products not on this list that you have seen in the past
year. Discuss the appeal of these products to the North American consumer.
Some other new food product examples include, but are not limited to:
• Ready to eat, microwavable side items (e.g., mashed potatoes, macaroni and
cheese, green beans casserole) appeal to individuals and families that value
convenience.
• Vitamin enhanced water offers a health advantage to plain water, for individuals
who may not be meeting nutrient needs.
• “Take and bake” breads appeal to individuals and families that desire hot baked
bread with a meal but lack the time to prepare and bake it fresh. There are a
variety of brands including organic, multigrain, sourdough, Italian, etc.
• Prepackaged, washed, and cut fruit and/or vegetables allow individuals to eat
fresh produce without spending time to wash, and/or cut.

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