Revision Notes for Nutrition for Life, 4th Edition
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LEARNING NEEDS
for
Nutrition for Life
FOURTH EDITION
Janice Thompson
Melinda Manore
for
Nutrition for Life
FOURTH EDITION
Janice Thompson
Melinda Manore
iii
Contents
CHAPTER 1 Nutrition: Making It Work for You 1
CHAPTER 2 The Human Body: Are We Really What We Eat? 9
CHAPTER 3 Carbohydrates: Plant-Derived Energy Nutrients 15
CHAPTER 4 Fats: Essential Energy-Supplying Nutrients 24
CHAPTER 5 Proteins: Crucial Components of All Body Tissues 31
CHAPTER 6 Vitamins: Micronutrients with Macro Powers 38
CHAPTER 7 Minerals: Building and Moving Our Body 47
CHAPTER 8 Fluid Balance, Water, and Alcohol 55
CHAPTER 9 Achieving and Maintaining a Healthful Body Weight 61
CHAPTER 10 Nutrition and Physical Activity: Keys to Good Health 70
CHAPTER 11 Nutrition Throughout the Life Cycle 75
CHAPTER 12 Food Safety, Technology, and the New Food Movement 84
APPENDIX A MyDietAnalysis Teaching Tips and Activities 91
APPENDIX B MasteringHealth 97
Contents
CHAPTER 1 Nutrition: Making It Work for You 1
CHAPTER 2 The Human Body: Are We Really What We Eat? 9
CHAPTER 3 Carbohydrates: Plant-Derived Energy Nutrients 15
CHAPTER 4 Fats: Essential Energy-Supplying Nutrients 24
CHAPTER 5 Proteins: Crucial Components of All Body Tissues 31
CHAPTER 6 Vitamins: Micronutrients with Macro Powers 38
CHAPTER 7 Minerals: Building and Moving Our Body 47
CHAPTER 8 Fluid Balance, Water, and Alcohol 55
CHAPTER 9 Achieving and Maintaining a Healthful Body Weight 61
CHAPTER 10 Nutrition and Physical Activity: Keys to Good Health 70
CHAPTER 11 Nutrition Throughout the Life Cycle 75
CHAPTER 12 Food Safety, Technology, and the New Food Movement 84
APPENDIX A MyDietAnalysis Teaching Tips and Activities 91
APPENDIX B MasteringHealth 97
1
CHAPTER
1 Nutrition: Making It Work
for You
Chapter Summary
Nutrition is the science of food and how food nourishes the body and impacts health. The six
essential nutrients found in the foods we eat are carbohydrates, fats, proteins, vitamins, min-
erals, and water. Although only carbohydrates, fats, and proteins provide energy, all of the
nutrients have specific roles critical to human growth and function. A healthful diet provides
the proper combination of energy and nutrients and has four characteristics: it is adequate,
moderate, balanced, and varied. There are a number of factors that stimulate us to eat, such as
our senses of sight, smell, and taste. Appetite is a psychological desire to consume, whereas
hunger is considered a physiological sensation that prompts us to eat.
Many guidelines, government agencies, and professionals exist to help inform and educate
the general public about proper nutrition. The Dietary Reference Intakes (DRIs) are reference
standards for nutrient intakes for healthy people in the United States and Canada. The Dietary
Guidelines for Americans are a set of principles developed by the U.S. Department of Agri-
culture (USDA) and the U.S. Department of Health and Human Services (USDHHS) to assist
Americans in designing a healthful diet and lifestyle. The USDA has also developed MyPlate
(www.ChooseMyPlate.gov), which individualizes a healthy diet that meets the goals of ade-
quacy, moderation, balance, variety, and nutrient density. The Nutrition Facts Panel on food
labels provides valuable information to assist individuals in choosing more healthful foods.
Good sources of reliable nutrition information include individuals who are registered or
licensed dietitians, licensed nutritionists, or people who hold an advanced degree in nutrition.
In addition, many government health agencies offer reliable information related to nutrition,
as well as other areas of health and wellness. Understanding the research process is important
when evaluating the results of nutritional studies.
Learning Outcomes
After studying this chapter, you should be able to:
1. Define the term nutrition and explain why nutrition is important to health, pp. 2-5.
2. Identify the six classes of nutrients essential for health, pp. 5-9.
3. Identify the characteristics of a healthful diet, pp. 9-10.
4. Compare and contrast the six types of Dietary Reference Intakes for nutrients, pp. 10-26.
5. Describe the Dietary Guidelines for Americans and discuss how these Guidelines can be
used to design a healthful diet, pp. 10–26.
CHAPTER
1 Nutrition: Making It Work
for You
Chapter Summary
Nutrition is the science of food and how food nourishes the body and impacts health. The six
essential nutrients found in the foods we eat are carbohydrates, fats, proteins, vitamins, min-
erals, and water. Although only carbohydrates, fats, and proteins provide energy, all of the
nutrients have specific roles critical to human growth and function. A healthful diet provides
the proper combination of energy and nutrients and has four characteristics: it is adequate,
moderate, balanced, and varied. There are a number of factors that stimulate us to eat, such as
our senses of sight, smell, and taste. Appetite is a psychological desire to consume, whereas
hunger is considered a physiological sensation that prompts us to eat.
Many guidelines, government agencies, and professionals exist to help inform and educate
the general public about proper nutrition. The Dietary Reference Intakes (DRIs) are reference
standards for nutrient intakes for healthy people in the United States and Canada. The Dietary
Guidelines for Americans are a set of principles developed by the U.S. Department of Agri-
culture (USDA) and the U.S. Department of Health and Human Services (USDHHS) to assist
Americans in designing a healthful diet and lifestyle. The USDA has also developed MyPlate
(www.ChooseMyPlate.gov), which individualizes a healthy diet that meets the goals of ade-
quacy, moderation, balance, variety, and nutrient density. The Nutrition Facts Panel on food
labels provides valuable information to assist individuals in choosing more healthful foods.
Good sources of reliable nutrition information include individuals who are registered or
licensed dietitians, licensed nutritionists, or people who hold an advanced degree in nutrition.
In addition, many government health agencies offer reliable information related to nutrition,
as well as other areas of health and wellness. Understanding the research process is important
when evaluating the results of nutritional studies.
Learning Outcomes
After studying this chapter, you should be able to:
1. Define the term nutrition and explain why nutrition is important to health, pp. 2-5.
2. Identify the six classes of nutrients essential for health, pp. 5-9.
3. Identify the characteristics of a healthful diet, pp. 9-10.
4. Compare and contrast the six types of Dietary Reference Intakes for nutrients, pp. 10-26.
5. Describe the Dietary Guidelines for Americans and discuss how these Guidelines can be
used to design a healthful diet, pp. 10–26.
2 INSTRUCTOR MANUAL FOR NUTRITION FOR LIFE, 4/e
6. Identify the food groups in the USDA food patterns and the amounts adults should eat
each day, pp. 10–26.
7. Explain how to read and use the Nutrition Facts panel found on food labels, pp. 10–26.
8. List at least four sources of reliable and accurate nutrition information, pp. 26–29.
9. Describe the steps of the scientific method used in research studies, pp. 29–33.
10. Read a food label and use the Nutrition Facts Panel to determine the nutritional
adequacy of a given food, pp. 22–26.
11. List at least four sources of reliable and accurate nutrition information, pp. 27–29.
12. Explain how to assess the validity of a research study, pp. 29–34.
Key Terms
adequate diet, p. 9
Adequate Intake
(AI), p. 10
AMDR, p. 12
balanced diet, p. 10
carbohydrates, p. 7
Dietary Guidelines for
Americans, p. 12
Dietary Reference
Intakes (DRIs), p. 10
empty Calories, p. 17
Estimated Average
Requirement (EAR),
p. 10
Estimated Energy
Requirement (EER), p. 12
fats, p. 7
healthful diet, p. 9
hypothesis, p. 30
macronutrients, p. 6
major minerals, p. 8
micronutrients, p. 7
minerals, p. 8
moderation, p. 9
MyPlate, p. 15
nutrient density, p. 12
nutrients, p. 5
nutrition, p. 2
Nutrition Facts Panel, p. 23
ounce-equivalent, p. 19
percent daily values
(%DV), p. 23
proteins, p. 7
quackery, p. 27
Recommended Dietary
Allowance (RDA), p. 10
theory, p. 30
Tolerable Upper Intake
Level (UL), p. 10
trace minerals, p. 8
variety, p. 10
vitamins, p. 7
wellness, p. 3
Chapter 1 Outline
I. What Is Nutrition And Why Is It Important?
A. Nutrition is the science that studies food and how food nourishes our bodies and influ-
ences our health.
B. Nutrition is one of several factors supporting wellness.
1. Wellness is a multidimensional, lifelong process that includes physical, emotional, and
spiritual health.
C. A healthful diet can prevent some diseases and reduce your risk for others.
1. Nutrient deficiencies can cause serious illnesses.
2. A healthful diet can reduce risk for chronic diseases.
II. What Are Nutrients?
A. Nutrients are chemicals found in foods that are critical to human growth and function.
B. Carbohydrates, fats, and proteins are macronutrients that provide energy.
6. Identify the food groups in the USDA food patterns and the amounts adults should eat
each day, pp. 10–26.
7. Explain how to read and use the Nutrition Facts panel found on food labels, pp. 10–26.
8. List at least four sources of reliable and accurate nutrition information, pp. 26–29.
9. Describe the steps of the scientific method used in research studies, pp. 29–33.
10. Read a food label and use the Nutrition Facts Panel to determine the nutritional
adequacy of a given food, pp. 22–26.
11. List at least four sources of reliable and accurate nutrition information, pp. 27–29.
12. Explain how to assess the validity of a research study, pp. 29–34.
Key Terms
adequate diet, p. 9
Adequate Intake
(AI), p. 10
AMDR, p. 12
balanced diet, p. 10
carbohydrates, p. 7
Dietary Guidelines for
Americans, p. 12
Dietary Reference
Intakes (DRIs), p. 10
empty Calories, p. 17
Estimated Average
Requirement (EAR),
p. 10
Estimated Energy
Requirement (EER), p. 12
fats, p. 7
healthful diet, p. 9
hypothesis, p. 30
macronutrients, p. 6
major minerals, p. 8
micronutrients, p. 7
minerals, p. 8
moderation, p. 9
MyPlate, p. 15
nutrient density, p. 12
nutrients, p. 5
nutrition, p. 2
Nutrition Facts Panel, p. 23
ounce-equivalent, p. 19
percent daily values
(%DV), p. 23
proteins, p. 7
quackery, p. 27
Recommended Dietary
Allowance (RDA), p. 10
theory, p. 30
Tolerable Upper Intake
Level (UL), p. 10
trace minerals, p. 8
variety, p. 10
vitamins, p. 7
wellness, p. 3
Chapter 1 Outline
I. What Is Nutrition And Why Is It Important?
A. Nutrition is the science that studies food and how food nourishes our bodies and influ-
ences our health.
B. Nutrition is one of several factors supporting wellness.
1. Wellness is a multidimensional, lifelong process that includes physical, emotional, and
spiritual health.
C. A healthful diet can prevent some diseases and reduce your risk for others.
1. Nutrient deficiencies can cause serious illnesses.
2. A healthful diet can reduce risk for chronic diseases.
II. What Are Nutrients?
A. Nutrients are chemicals found in foods that are critical to human growth and function.
B. Carbohydrates, fats, and proteins are macronutrients that provide energy.
CHAPTER 1 Nutrition: Making It Work for You 3
1. Energy is expressed in units of kilocalories (kcal).
2. Carbohydrates are a primary fuel source for active bodies.
a. Carbohydrates provide 4 kcal per gram.
b. Sources of carbohydrate include grains, vegetables, fruits, legumes, dairy products,
seeds, and nuts.
3. Fats provide energy and other essential nutrients.
a. Fat is an important energy source for our bodies at rest and during low-intensity
exercise.
b. Fats provide 9 kcal per gram.
c. Foods that contain fats are important sources of fat-soluble vitamins and essential
fatty acids.
i. Solid fats include butter, lard, and margarine.
ii. Liquid fats include vegetable oils.
d. Cholesterol is a form of lipid that is synthesized in our body, but it can also be con-
sumed in the diet.
4. Proteins support tissue growth, repair, and maintenance.
a. Proteins can provide energy, but are not a primary source.
b. Protein provides 4 kcal per gram.
c. Proteins play a major role in growth, repair, and maintenance by assisting in many
body functions.
d.
1. Energy is expressed in units of kilocalories (kcal).
2. Carbohydrates are a primary fuel source for active bodies.
a. Carbohydrates provide 4 kcal per gram.
b. Sources of carbohydrate include grains, vegetables, fruits, legumes, dairy products,
seeds, and nuts.
3. Fats provide energy and other essential nutrients.
a. Fat is an important energy source for our bodies at rest and during low-intensity
exercise.
b. Fats provide 9 kcal per gram.
c. Foods that contain fats are important sources of fat-soluble vitamins and essential
fatty acids.
i. Solid fats include butter, lard, and margarine.
ii. Liquid fats include vegetable oils.
d. Cholesterol is a form of lipid that is synthesized in our body, but it can also be con-
sumed in the diet.
4. Proteins support tissue growth, repair, and maintenance.
a. Proteins can provide energy, but are not a primary source.
b. Protein provides 4 kcal per gram.
c. Proteins play a major role in growth, repair, and maintenance by assisting in many
body functions.
d.
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4 INSTRUCTOR MANUAL FOR NUTRITION FOR LIFE, 4/e
1. These standards identify the amount of a nutrient you need to prevent deficiency dis-
ease, but they also consider how much of this nutrient may reduce your risk for chron-
ic disease.
2. DRIs for most nutrients consist of these values:
a. Estimated Average Requirement (EAR) represents the average daily nutrient intake
level estimated to meet the requirement of half of the healthy individuals in a par-
ticular life stage or gender group.
b. Recommended Dietary Allowance (RDA) is the average daily nutrient intake level
that meets the nutrient requirements of 97% to 98% of healthy individuals in a par-
ticular life stage or gender group.
c. Adequate Intake (AI) is a recommended average daily nutrient intake level based on
estimates of nutrient intake by a group of healthy people.
d. Tolerable Upper Intake Level (UL) is the highest average daily nutrient intake level
likely to pose no risk of adverse health.
e. Estimated Energy Requirement (EER) is the average dietary energy intake to main-
tain energy balance in a healthy adult.
f. Acceptable Macronutrient Distribution Ranges (AMDR) specify the range of
intakes for an energy nutrient.
B. Follow the Dietary Guidelines for Americans.
1. Balance calories to maintain weight.
1. These standards identify the amount of a nutrient you need to prevent deficiency dis-
ease, but they also consider how much of this nutrient may reduce your risk for chron-
ic disease.
2. DRIs for most nutrients consist of these values:
a. Estimated Average Requirement (EAR) represents the average daily nutrient intake
level estimated to meet the requirement of half of the healthy individuals in a par-
ticular life stage or gender group.
b. Recommended Dietary Allowance (RDA) is the average daily nutrient intake level
that meets the nutrient requirements of 97% to 98% of healthy individuals in a par-
ticular life stage or gender group.
c. Adequate Intake (AI) is a recommended average daily nutrient intake level based on
estimates of nutrient intake by a group of healthy people.
d. Tolerable Upper Intake Level (UL) is the highest average daily nutrient intake level
likely to pose no risk of adverse health.
e. Estimated Energy Requirement (EER) is the average dietary energy intake to main-
tain energy balance in a healthy adult.
f. Acceptable Macronutrient Distribution Ranges (AMDR) specify the range of
intakes for an energy nutrient.
B. Follow the Dietary Guidelines for Americans.
1. Balance calories to maintain weight.
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CHAPTER 1 Nutrition: Making It Work for You 5
4. The name and address of the food manufacturer, packer, or distributor is useful to get
more detailed information about a product.
5. The Nutrition Facts Panel is the primary tool to assist you in choosing more healthful
foods.
B. How does one read and use the Nutrition Facts Panel?
1. Serving size and servings per container
2. Total Calories and Calories from fat per serving
3. A list of nutrients
4. The percent daily values (%DV)
5. Footnote for dietary sizes if the package of food is above a certain size
C. Food labels can contain a variety of nutrient claims.
1. The FDA regulates nutrient and health claims.
2. Structure and function claims can be made without FDA approval.
VII. Where Can You Turn For Nutrition Advice?
A. Trustworthy experts are educated and credentialed.
1. A registered dietician is educated, trained, and holds a professional license in nutri-
tion.
2.
4. The name and address of the food manufacturer, packer, or distributor is useful to get
more detailed information about a product.
5. The Nutrition Facts Panel is the primary tool to assist you in choosing more healthful
foods.
B. How does one read and use the Nutrition Facts Panel?
1. Serving size and servings per container
2. Total Calories and Calories from fat per serving
3. A list of nutrients
4. The percent daily values (%DV)
5. Footnote for dietary sizes if the package of food is above a certain size
C. Food labels can contain a variety of nutrient claims.
1. The FDA regulates nutrient and health claims.
2. Structure and function claims can be made without FDA approval.
VII. Where Can You Turn For Nutrition Advice?
A. Trustworthy experts are educated and credentialed.
1. A registered dietician is educated, trained, and holds a professional license in nutri-
tion.
2.
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6 INSTRUCTOR MANUAL FOR NUTRITION FOR LIFE, 4/e
4. A theory may be developed after extensive research.
B. Various types of research studies tell different stories.
1. Some hypotheses can be tested in animals, but others can only be investigated in
humans.
2. Observational studies indicate relationships between factors.
3. Case-control studies provide a better understanding of factors that may influence
disease.
4. Clinical trials are highly controlled experiments that can offer information on the
effect of particular interventions.
C. Knowledge of the research method is helpful when evaluating media reports.
Activities
1. Have students compare their dietary recommendations at www.ChooseMyPlate.gov to
other eating guides or pyramids. Debate which set of recommendations is the most bene-
ficial and why. Some pyramid samples are available in the textbook, others can be found
at: http://www.oldwayspt.org/pyramids/pyramids.html. Challenge the students to design
what they think is the most beneficial: “plate” or “pyramid.”
2. Estimate portion sizes of premeasured foods that have been placed in the classroom.
Examples of foods that can be used for this activity include salad or vegetables; sliced
fruit; cereal; cooked meat; snack foods such as potato chips, popcorn, or nuts; butter or
peanut butter; cheese; and pasta or rice. Ask students to make note of the most appropri-
ate units for measuring these foods. For example, note differences between fluid ounces
versus solid ounces and weight versus volume. Illustrate the differences in what is con-
sidered a serving size versus what is typically consumed. For example, bring cups that
will hold 8, 12, 16, and 32 fluid ounces to illustrate servings of beverages. This activity is
helpful to prepare for recording food intake as described in the following Diet Analysis
Activities.
3. Have students bring to class one or more articles related to nutrition, which they will then
examine in small groups. Ask them to answer the following questions about each article:
a. Who is reporting the information?
4. A theory may be developed after extensive research.
B. Various types of research studies tell different stories.
1. Some hypotheses can be tested in animals, but others can only be investigated in
humans.
2. Observational studies indicate relationships between factors.
3. Case-control studies provide a better understanding of factors that may influence
disease.
4. Clinical trials are highly controlled experiments that can offer information on the
effect of particular interventions.
C. Knowledge of the research method is helpful when evaluating media reports.
Activities
1. Have students compare their dietary recommendations at www.ChooseMyPlate.gov to
other eating guides or pyramids. Debate which set of recommendations is the most bene-
ficial and why. Some pyramid samples are available in the textbook, others can be found
at: http://www.oldwayspt.org/pyramids/pyramids.html. Challenge the students to design
what they think is the most beneficial: “plate” or “pyramid.”
2. Estimate portion sizes of premeasured foods that have been placed in the classroom.
Examples of foods that can be used for this activity include salad or vegetables; sliced
fruit; cereal; cooked meat; snack foods such as potato chips, popcorn, or nuts; butter or
peanut butter; cheese; and pasta or rice. Ask students to make note of the most appropri-
ate units for measuring these foods. For example, note differences between fluid ounces
versus solid ounces and weight versus volume. Illustrate the differences in what is con-
sidered a serving size versus what is typically consumed. For example, bring cups that
will hold 8, 12, 16, and 32 fluid ounces to illustrate servings of beverages. This activity is
helpful to prepare for recording food intake as described in the following Diet Analysis
Activities.
3. Have students bring to class one or more articles related to nutrition, which they will then
examine in small groups. Ask them to answer the following questions about each article:
a. Who is reporting the information?
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CHAPTER 1 Nutrition: Making It Work for You 7
g. Which product would you or your group select and why?
5. Invite one or more guest speakers who work in the area of nutrition to share their job
experiences with the class.
6. Have students select a Website that contains nutrition claims. After they have selected
their Website, have them compare the claims by using the search engine at
http://www.nutrition.gov to assess whether they are valid or not. Have students report
their findings to the class.
7. Check out the Website www.dhmo.org. Discuss as a class what this website really means
and how easily the Internet can misinterpret information. (The webite is about water.)
8. Have students visit a restaurant that provides nutrition facts for its meals. As an
alternative, this information can be accessed online for many restaurants. Students should
try to plan a healthful meal from the restaurant’s menu. Discussion in class can address
whether or not it was possible to find healthy options. Students should also state if they
would order the healthy option if they were eating at this restaurant. Why or why not? If
possible, check out the cost of the items. Is it more expensive to eat healthier? Are there
any other alternatives?
9. Have students discuss their food likes and dislikes and why they think they have
developed them.
MyDietAnalysis Activities
10. Have your students choose three days during which their eating habits are typical.
A good guideline is to include two weekdays and one weekend day. Have them record all
foods and drinks they consume for each of the three days. Be sure they estimate the quan-
tities of each item to the best of their abilities. Ask them to enter this information into
their diet analysis software and to compare their intakes to the DRIs appropriate for their
age and gender. It is not necessary to meet 100 percent of each DRI every day. A general
guideline is meeting between 80 and 120 percent of the requirements over a 1-week
period. Have them answer the following questions:
a. For how many nutrients analyzed did you meet requirements?
b. How many nutrients were less than 80 percent of requirements?
c. How many nutrients were greater than 120 percent of requirements?
11. Using the food record compiled in Activity 10, have students visit
www.ChooseMyPlate.gov and print out their personalized recommendations. Students
should answer the following questions:
g. Which product would you or your group select and why?
5. Invite one or more guest speakers who work in the area of nutrition to share their job
experiences with the class.
6. Have students select a Website that contains nutrition claims. After they have selected
their Website, have them compare the claims by using the search engine at
http://www.nutrition.gov to assess whether they are valid or not. Have students report
their findings to the class.
7. Check out the Website www.dhmo.org. Discuss as a class what this website really means
and how easily the Internet can misinterpret information. (The webite is about water.)
8. Have students visit a restaurant that provides nutrition facts for its meals. As an
alternative, this information can be accessed online for many restaurants. Students should
try to plan a healthful meal from the restaurant’s menu. Discussion in class can address
whether or not it was possible to find healthy options. Students should also state if they
would order the healthy option if they were eating at this restaurant. Why or why not? If
possible, check out the cost of the items. Is it more expensive to eat healthier? Are there
any other alternatives?
9. Have students discuss their food likes and dislikes and why they think they have
developed them.
MyDietAnalysis Activities
10. Have your students choose three days during which their eating habits are typical.
A good guideline is to include two weekdays and one weekend day. Have them record all
foods and drinks they consume for each of the three days. Be sure they estimate the quan-
tities of each item to the best of their abilities. Ask them to enter this information into
their diet analysis software and to compare their intakes to the DRIs appropriate for their
age and gender. It is not necessary to meet 100 percent of each DRI every day. A general
guideline is meeting between 80 and 120 percent of the requirements over a 1-week
period. Have them answer the following questions:
a. For how many nutrients analyzed did you meet requirements?
b. How many nutrients were less than 80 percent of requirements?
c. How many nutrients were greater than 120 percent of requirements?
11. Using the food record compiled in Activity 10, have students visit
www.ChooseMyPlate.gov and print out their personalized recommendations. Students
should answer the following questions:
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8 INSTRUCTOR MANUAL FOR NUTRITION FOR LIFE, 4/e
See for Yourself
13. Have students go to their local grocery store and compile a list of at least five examples
of health claims made on the labels of various foods. Have them record the name of the
food, the actual claim, and any information supporting the health claim that is listed on
the packaging.
In the Kitchen
14. To illustrate the importance of accurate measurements, make two batches of a cookie
recipe. In the first batch, measure all the ingredients appropriately. Use a glass measuring
cup for liquids and check it at eye level, and level off dry ingredients in measuring cups.
For the second batch, don’t level the dry ingredients and don’t use an eye-level meas-
urement for the liquid ingredients. Compare the results. Were they the same or different?
Nutrition Video Discussion Questions
These discussion questions are designed to promote critical thinking after viewing the
following ABC News video clips.
Mediterranean Diet Could Help Reduce Heart Disease
1. What are the characteristics of a Mediterranean diet that can reduce the risk for heart dis-
ease by 30%?
2. What dietary recommendations would you give to someone who wants to reduce their
risk for heart disease?
3. What methods can be used to increase intake of protein rich foods and healthy fats?
How Many Servings Are You Eating?
1. Discuss whether or not the government should regulate the sale of large serving sizes at
restaurants (such as the size of sugary drinks).
2. Discuss creative ways companies can educate consumers regarding appropriate serving
sizes of their food products.
3. In what ways should the FDA be involved in educating consumers about serving size?
See for Yourself
13. Have students go to their local grocery store and compile a list of at least five examples
of health claims made on the labels of various foods. Have them record the name of the
food, the actual claim, and any information supporting the health claim that is listed on
the packaging.
In the Kitchen
14. To illustrate the importance of accurate measurements, make two batches of a cookie
recipe. In the first batch, measure all the ingredients appropriately. Use a glass measuring
cup for liquids and check it at eye level, and level off dry ingredients in measuring cups.
For the second batch, don’t level the dry ingredients and don’t use an eye-level meas-
urement for the liquid ingredients. Compare the results. Were they the same or different?
Nutrition Video Discussion Questions
These discussion questions are designed to promote critical thinking after viewing the
following ABC News video clips.
Mediterranean Diet Could Help Reduce Heart Disease
1. What are the characteristics of a Mediterranean diet that can reduce the risk for heart dis-
ease by 30%?
2. What dietary recommendations would you give to someone who wants to reduce their
risk for heart disease?
3. What methods can be used to increase intake of protein rich foods and healthy fats?
How Many Servings Are You Eating?
1. Discuss whether or not the government should regulate the sale of large serving sizes at
restaurants (such as the size of sugary drinks).
2. Discuss creative ways companies can educate consumers regarding appropriate serving
sizes of their food products.
3. In what ways should the FDA be involved in educating consumers about serving size?
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70
CHAPTER
10 Nutrition and Physical Activity:
Keys to Good Health
Chapter Summary
Physical activity is any movement produced by muscles that increases energy expenditure.
Physical activity provides a multitude of health benefits, including reducing risks for obesity
and many chronic diseases, and relieving anxiety and stress. Despite these benefits, most
Americans are inactive. A sound fitness program has many components. Personal fitness
goals should be met, the fitness program should be fun, and it should include variety and con-
sistency. To achieve the appropriate overload for fitness, the frequency, intensity, and time of
activity (FIT) principle should be followed. In addition, proper warm-up and cool-down
activities should be performed. ATP, is the common energy source for all cells. ATP can be
produced by breaking down creatine phosphate or breaking down glucose. To support activi-
ties that last longer than two minutes, energy must be derived aerobically from the breakdown
of carbohydrates, fats, and proteins. The type, intensity, and duration of activities determine
nutrient needs. Vigorous exercise requires extra energy. General recommendations for ath-
letes include consumption of 45 to 65 percent of total energy from carbohydrates, 20 to 35
percent from fat, and the remainder of energy from protein. Regular exercise increases our
fluid needs to help cool our internal body temperature and prevent heat illnesses. Active
people may also need more B vitamins and iron than inactive people. Many active women do
not consume enough calcium. Ergogenic aids are substances used to improve exercise and
athletic performance, to improve physical appearance, prevent or treat injuries, treat diseases,
or to cope with stress. Many ergogenic aids are not effective, some are dangerous, and most
are expensive.
Learning Outcomes
After studying this chapter, you should be able to:
1. Compare and contrast the concepts of physical activity, leisure-time physical activity,
exercise, and physical fitness, pp. 294–296.
2. Identify the four components of physical fitness, pp. 294–296.
3. List at least four health benefits of being physically active on a regular basis, pp. 294–
296.
4. Explain how to identify and achieve your personal fitness goals, pp. 296–303.
5. Describe the FITT principle and calculate your maximal and training heart rate range, pp.
296–303.
CHAPTER
10 Nutrition and Physical Activity:
Keys to Good Health
Chapter Summary
Physical activity is any movement produced by muscles that increases energy expenditure.
Physical activity provides a multitude of health benefits, including reducing risks for obesity
and many chronic diseases, and relieving anxiety and stress. Despite these benefits, most
Americans are inactive. A sound fitness program has many components. Personal fitness
goals should be met, the fitness program should be fun, and it should include variety and con-
sistency. To achieve the appropriate overload for fitness, the frequency, intensity, and time of
activity (FIT) principle should be followed. In addition, proper warm-up and cool-down
activities should be performed. ATP, is the common energy source for all cells. ATP can be
produced by breaking down creatine phosphate or breaking down glucose. To support activi-
ties that last longer than two minutes, energy must be derived aerobically from the breakdown
of carbohydrates, fats, and proteins. The type, intensity, and duration of activities determine
nutrient needs. Vigorous exercise requires extra energy. General recommendations for ath-
letes include consumption of 45 to 65 percent of total energy from carbohydrates, 20 to 35
percent from fat, and the remainder of energy from protein. Regular exercise increases our
fluid needs to help cool our internal body temperature and prevent heat illnesses. Active
people may also need more B vitamins and iron than inactive people. Many active women do
not consume enough calcium. Ergogenic aids are substances used to improve exercise and
athletic performance, to improve physical appearance, prevent or treat injuries, treat diseases,
or to cope with stress. Many ergogenic aids are not effective, some are dangerous, and most
are expensive.
Learning Outcomes
After studying this chapter, you should be able to:
1. Compare and contrast the concepts of physical activity, leisure-time physical activity,
exercise, and physical fitness, pp. 294–296.
2. Identify the four components of physical fitness, pp. 294–296.
3. List at least four health benefits of being physically active on a regular basis, pp. 294–
296.
4. Explain how to identify and achieve your personal fitness goals, pp. 296–303.
5. Describe the FITT principle and calculate your maximal and training heart rate range, pp.
296–303.
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74 INSTRUCTOR MANUAL FOR NUTRITION FOR LIFE, 4/e
5. Encourage students to weigh themselves before and after exercising to assess how much
fluid they have lost. Invite them to share their results with the class and discuss the
differences in fluid losses due to weight, activity, and individual differences.
6. Have students brainstorm on ways to be more physically active in their day-to-day activi-
ties. Some examples could be taking the stairs instead of the elevator, parking in the back
of the parking lot, and so forth.
MyDietAnalysis Activity
7. Using the nutritional assessment previously completed, students should compare their
nutrient intake with “Suggested Intakes of Nutrients to Support Vigorous Exercise” in
Table 10.2 on page 308 in the textbook. Ask them to indicate what changes they could
make in their diet to more closely meet the recommendations to support vigorous
exercise.
See for Yourself
8. Ask students to visit a health food store, drug store, or any shop that sells ergogenic aids
and randomly choose one supplement to evaluate. Working in groups, have them fill out
the following information:
a. What is the source of the nutrition information on the product? Is it legitimate?
b. Is the ergogenic aid based on scientifically sound information?
c. Does it promise increased athletic performance or extra energy?
d. What is the cost of the product?
e. Which one of the products looked at in the group would you recommend and why?
In the Kitchen
9. Have students record the amount of time they spend each day preparing food. Is their
activity level increased by preparing foods at home versus eating out? Look at labor-
saving devices used in cooking (e.g., microwave, mixers, etc.). Have they decreased
physical activity? Discuss the advantages and disadvantages of eating out, food prepara-
tion, and labor-saving devices in terms of energy expenditure.
5. Encourage students to weigh themselves before and after exercising to assess how much
fluid they have lost. Invite them to share their results with the class and discuss the
differences in fluid losses due to weight, activity, and individual differences.
6. Have students brainstorm on ways to be more physically active in their day-to-day activi-
ties. Some examples could be taking the stairs instead of the elevator, parking in the back
of the parking lot, and so forth.
MyDietAnalysis Activity
7. Using the nutritional assessment previously completed, students should compare their
nutrient intake with “Suggested Intakes of Nutrients to Support Vigorous Exercise” in
Table 10.2 on page 308 in the textbook. Ask them to indicate what changes they could
make in their diet to more closely meet the recommendations to support vigorous
exercise.
See for Yourself
8. Ask students to visit a health food store, drug store, or any shop that sells ergogenic aids
and randomly choose one supplement to evaluate. Working in groups, have them fill out
the following information:
a. What is the source of the nutrition information on the product? Is it legitimate?
b. Is the ergogenic aid based on scientifically sound information?
c. Does it promise increased athletic performance or extra energy?
d. What is the cost of the product?
e. Which one of the products looked at in the group would you recommend and why?
In the Kitchen
9. Have students record the amount of time they spend each day preparing food. Is their
activity level increased by preparing foods at home versus eating out? Look at labor-
saving devices used in cooking (e.g., microwave, mixers, etc.). Have they decreased
physical activity? Discuss the advantages and disadvantages of eating out, food prepara-
tion, and labor-saving devices in terms of energy expenditure.
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Nutrition