An Invitation to Health: Build Your Future Chapter 6

Instructor’s Manual Personal Nutrition

Invitation to Health 16th Edition

Dianne Hales Solutions Manual

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6

Personal Nutrition

Learning Objectives

After studying this chapter in the text, the student should be able to:
1. Identify macronutrients and micronutrients as well as their sources, chief functions,
and signs of deficiency and excess.
2. Describe the key themes of the USDA MyPlate Food Guidance System.
3. Name the digestive organs and describe their role in the process of digestion.
4. Illustrate how consumers can use the nutritional information provided on food
labels to make healthy food purchases.
5. Describe steps that can be taken to reduce foodborne illness.
6. List three specific dietary changes that you could incorporate into your daily life to
achieve or maintain a healthy nutritional status.

Chapter Summary

This chapter can help you make healthy food choices. It translates the latest scientific
research and government dietary guidelines into specific advice designed both to promote
health and to prevent chronic disease. By learning more about nutrients, food groups,
eating patterns, nutrition labels, and safety practices, you can nourish your body with
foods that not only taste good but also are good for you.
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Lecture Outline

I. What You Need to Know About Nutrients

A. Every day your body needs certain essential nutrients that it cannot manufacture
for itself.
1. They provide energy, build and repair body tissues, and regulate body
functions.
2. The six classes of essential nutrients.
a. Water.
b. Protein.
c. Carbohydrates.
d. Fats.
e. Vitamins.
f. Minerals.
3. Macronutrients are required in the body in the greatest amounts and come
from carbohydrates, proteins, and fats.
a. The amount of energy that can be derived from macronutrients is
measured in calories.
i. There are nine calories in every gram of fat.
ii. There are four calories in every gram of protein or carbohydrate.
b. Your need for macronutrients depends on how much energy you expend.
Adults should get the following percentages in their diet.
i. 45–65 percent of calories from carbohydrates.
ii. 20–35 percent of calories from fat.
iii. 10–35 percent of calories from protein.
4. Micronutrients are only needed in the body in very small amounts and come
from vitamins and minerals.
5. To eat well without overeating, choose foods that are “nutrient-dense,”
meaning foods that provide the most nutritional value.
B. Calories
1. Calories are the measure of the amount of energy that can be derived from
food. The number of calories you need depends on the following factors.
a. Gender.
b. Age.
c. Body-frame size.
d. Weight.
e. Percentage of body fat.
f. Basal metabolic rate.
g. Activity level.
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C. Water
1. Water, which makes up 85 percent of blood, 70 percent of muscles, and about
75 percent of the brain, performs many essential functions.
a. Carries nutrients.
b. Maintains temperature.
c. Lubricates joints.
d. Helps with digestion.
e. Rids the body of waste through urine.
f. Contributes to the production of sweat, which evaporates from the skin to
cool the body.
g. You lose about 64–80 ounces of water a day through perspiration,
urination, bowel movements, and normal exhalation.
D. Protein
1. Critical for growth and repair, and form the basic framework for our muscles,
bones, blood, hair, and fingernails.
2. Made of combinations of 20 amino acids, nine of which we must get from our
diet because the human body cannot produce them. These are called essential
amino acids.
3. Complete proteins.
a. Animal proteins—meats, fish, poultry, and dairy products—provide the
nine essential amino acids.
6. Incomplete proteins.
a. Grains, dry beans, and nuts may have relatively low levels of one or two
essential amino acids but high levels of others.
7. Combining two incomplete proteins that provide all the essential amino acids
is called “complementary proteins,” and ensures that the body gets sufficient
protein for people on a plant-only diet.
E. Carbohydrates
1. Organic compounds that provide our brains and bodies with glucose, their
basic fuel.
2. The major sources of carbohydrates.
a. Plants—including grains, vegetables, fruits, and beans.
b. Milk.
c. All provide four calories per gram, and adults and children should
consume at least 130 grams each day.
3. Simple carbohydrates.
a. Include natural sugars, such as the lactose in milk and the fructose in fruit,
and added sugars that are found in candy, soft drinks, fruit drinks,
pastries, and other sweets.
4. Complex carbohydrates.
a. Include grains, cereals, vegetables, beans, and nuts.
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F. Low-Carb Foods
1. A low-carb diet can lead to fairly rapid weight loss but is no easier to
maintain over the long run than any other diet.
G. Fiber
1. Dietary fiber.
a. The non-digestible form of complex carbohydrates occurring in plant
foods.
2. Functional fiber.
a. Consists of isolated, non-digestible carbohydrates that may be added to
foods and that provide beneficial effects in humans.
3. Total fiber = dietary fiber + functional fiber.
4. Good sources of fiber.
a. Wheat and corn bran.
b. Leafy greens.
5. The skins of fruits and root vegetables.
a. Oats.
b. Beans.
c. Barley.
d. Pulp, skin, and seeds of many fruits and vegetables, such as apples and
strawberries.
H. Glycemic Index and Glycemic Load
1. The glycemic index is a ranking of carbohydrates, gram for gram, based on
their immediate effect on blood glucose (sugar) levels.
2. Glycemic load is a measure of how much a typical serving size of a particular
food raises blood glucose.
I. Fats
1. Carry the fat-soluble vitamins A, D, E, and K.
2. Aid in their absorption in the intestine.
3. Protect organs from injury.
4. Regulate body temperature.
5. Play an important role in growth and development.
6. Provide nine calories per gram.
7. Both high and low fat diets can be unhealthy and lead to obesity.
8. Forms of fat.
a. Saturated fats.
i. Solid at room temperature.
ii. Can increase the risk of heart disease and should be avoided as much
as possible.
b. Unsaturated fats.
i. Liquid at room temperature.
ii. Can be divided into:
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(a) Monounsaturated fats.

(b) Polyunsaturated fats.
c. Trans fat.
i. The process of hydrogenation creates these unsaturated fatty acids.
ii. Raise cholesterol levels.
iii. There is no safe level for trans fat.
J. Vitamins and Minerals
1. Vitamins.
a. Help put proteins, fats, and carbohydrates to use.
b. Essential to regulating growth, maintaining tissue, and releasing energy
from food.
2. Antioxidants.
a. Substances that prevent the harmful effects caused by oxidation within the
body.
b. They include vitamin C, E, and beta-carotene, as well as compounds like
carotenoids and flavonoids.
3. Vitamin D.
a. Essential for bone health, cognitive function, pain control, and many other
processes within the body.
b. Sources.
i. Fortified milk, eggs, salmon, tuna, and sardines.
ii. Sunshine stimulates the production of vitamin D in the body.
c. The Institute of Medicine (IOM) has established a recommended dietary
allowance (RDA) of 600 IU for vitamin D and 1000 mg for calcium.
4. Minerals.
a. Help build bones and teeth.
b. Aid in muscle function.
c. Help our nervous system transmit messages.
K. Calcium
1. Calcium.
a. The most abundant mineral in the body.
b. Builds strong bone tissue throughout life.
c. Plays a vital role in blood clotting, and muscle and nerve functioning.
2. Osteoporosis.
a. The bone-weakening disease that strikes one of every four women over
the age of 60.
L. Sodium
1. Helps maintain proper fluid balance.
2. Regulates blood pressure.
3. Transmits muscle impulses.
4. Relaxes muscles.
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M. Phytochemicals
1. Compounds that exist naturally in plants.
2. Serve many functions including helping a plant protect itself from bacteria
and disease.
N. Dietary Supplements
1. High doses of vitamins carry potential risks.
II. Dietary Guidelines for Americans
A. Balance Calories to Manage Your Weight
1. Among the best ways to balance energy equation are:
a. Limiting portion sizes.
b. Substituting nutrient-rich foods for nutrient-poor foods.
c. Limiting added sugars, solid fats, and alcoholic beverages.
d. Regular physical activity to maintain a healthy weight and reduce risk for
several chronic diseases.
B. Food and Food Components to Reduce
1. Sodium.
2. Saturated fats.
3. Trans fats.
4. Cholesterol.
5. Added sugars.
6. Refined grains.
7. Alcohol.
C. Foods and Nutrients to Increase
1. Vegetables and fruits — 5–13 servings per day.
a. Toss fruit into a green salad.
b. Start the day with a daily double.
c. Buy pre-cut vegetables.
d. Make or order sandwiches with extra tomatoes or other vegetable
toppings.
2. Whole grains – 3 ounce equivalents per day.
a. To increase your intake of grains:
i. Check labels on rolls and bread, and choose those with at least two to
three grams of fiber per slice.
ii. Add brown rice or barley to soups.
iii. Choose whole-grain, ready-to-eat cereals.
3. Milk and milk products — 3 cups a day.
D. Protein Foods
1. Seafood.
2. Meat.
3. Poultry.
4. Eggs.
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5. Beans.
6. Peas.
7. Soy products.
8. Nuts.
E. Oils
1. Replace solid fats with oils, but use them in small amounts.
F. Nutrients of Concern
1. Potassium.
2. Dietary fiber.
3. Vitamin D.
4. Vitamin B12.
5. Calcium.
6. Iron.
7. Folate.
G. Building Healthy Eating Patterns
1. The MyPyramid system.
2. The USDA food patterns.
3. MyPlate.
4. The DASH eating plan.
5. The Mediterranean diet.
6. Vegetarian diets.
III. The Way We Eat
A. Campus Cuisine: How College Students Eat
1. Often on their own for the first time, college students typically change their
usual eating patterns.
B. Fast Food: Nutrition on the Run
1. While not all fast food is bad, it has definite disadvantages
C. His Plate, Her Plate: Gender and Nutrition
1. Men and women do not need to eat different foods, but their nutritional
needs are different.
a. Men.
i. Consume more calories.
ii. Should cut back on fat and meat in their diets.
b. Women.
i. Are more likely to develop specific deficiencies.
ii. Should increase their iron intake by eating meat.
iii. Should consume more calcium-rich foods, including low- and nonfat
dairy products, leafy greens, and tofu.
iv. Women who become pregnant should take a multivitamin with 400
micrograms of folic acid.
D. You Are What You Drink
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1. Soft drinks.
2. Energy drinks.
IV. Take Charge of What You Eat
A. Portions and Servings
1. A food-label serving is a specific amount of food that contains the quantity of
nutrients described on the Nutritional Facts label.
2. A portion is the amount of a specific food that an individual eats at one time.
3. According to nutritionists, “marketplace portions”—the actual amounts
served to customers—are two to eight times larger than the standard serving
sizes defined by the USDA.
B. How to Read Nutrition Labels
1. The label focuses on those nutrients most clearly associated with disease risk
and health: total fat, saturated fat, cholesterol, sodium, total carbohydrate,
dietary fiber, sugar, and protein.
2. Calories: the amount of energy that can be derived from food.
3. Serving size.
4. Daily values: refer to the total amount of a nutrient that the average adult
should aim to get, or not exceed, on a daily basis.
5. Percent daily values: The goal for a full day’s diet is to select foods that
together add up to 100 percent of the daily value.
6. Calories per gram: The bottom of the food label lists the number of calories
per gram for fat, carbohydrates, and protein.
7. Calories from fat: calculating the percentage of fat calories in a food.
8. Total fat: Saturated- and trans-fat numbers deserve special attention because
of their reported link to several diseases.
9. Cholesterol: made by and contained in products of animal origin only.
10. Sugars: There is no daily value for sugars because health experts have yet to
agree on a daily limit.
11. Fiber: A “high-fiber” food has five or more grams of fiber per serving. A
“good” source of fiber provides at least 2.5 grams. “More” or “added” fiber
means at least 2.5 grams more per serving than similar foods—10 percent
more of the DV for fiber.
12. Calcium: “High” equals 200 mg or more per serving. “Good” means at least
100 mg, while “more” indicates that the food contains at least 100 mg more
calcium—10 percent more of the DV—than the item usually would have.
13. Sodium: Most of us routinely get more sodium than we need. Read labels
carefully to avoid excess sodium.
14. Vitamins: A daily value of 10 percent of any vitamin makes a food a “good”
source; 20 percent qualifies it as “high” in a certain vitamin.
C. What Is Organic?
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1. There has been little research as to whether organic foods are nutritionally
superior to conventional foods.
D. Functional Foods
1. Generally applies to a food specifically created to have health-promoting
benefits.
2. Some manufacturers are adding biologically active components such as beta-
carotene to food products and promoting them as functional foods.
E. Choosing Healthful Snacks
1. A best-for-you option is fruit.
V. Food Safety
A. Fight BAC!
1. Four key culprits in foodborne illness.
a. Improper cooling.
b. Improper hand washing.
c. Inadequate cooking.
d. Failure to avoid cross-contamination.
B. Avoiding E. coli Infection
1. Most common sources.
a. Contaminated meat and produce.
C. Food Poisoning
1. Salmonella.
2. Campylobacter jejuni.
3. Staphylococcus aureus.
4. Botulism, caused by the Clostridium botulinum organism.
5. Listeria, commonly found in deli meats, hot dogs, soft cheeses, raw meat, and
unpasteurized milk.
D. Pesticides
1. Fearful of potential risks in pesticides, many consumers are purchasing
organic foods.
E. Food Allergies
1. Food allergies are more common in children than adults.
F. Nutritional Quackery
1. Nutritional quackery is a growing problem for unsuspecting consumers.
2. If you seek the advice of a nutrition consultant, carefully check his or her
credentials and professional associations.

Discussion Questions
• How can you develop a well-balanced diet? What types of food should you include
daily? What are some of the barriers to achieving a well-balanced diet? How can you
overcome those barriers?
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• What are the benefits of a vegetarian diet? How does a vegetarian diet promote
optimal health and encourage environmental stability? Are there societal economic
benefits? What are they? Are there disadvantages?
• What are the advantages and the disadvantages of multivitamin and mineral
supplements? Which ones are most commonly used? Why are these chosen? What
are the myths about multi-vitamin and mineral supplements that students have
heard?
• How can you become a wise consumer of good nutrition? Have students give
examples from television and various forms of media. What is the general message
behind each ad?

Classroom Activities

Activity #1: Dietary Analysis

Purpose:
1.To have students identify their personal nutritional needs.
2.To have students review their personal diets and verify strengths and weaknesses in
their diet.
Time: One class period
Introduction:
Introduce the new food guidelines for MyPlate and discuss what is considered a
healthy diet.
Method:
1. After reading Chapter 6 and discussing the importance of a healthy diet, have
students keep track of what they eat for three days.
2. During the next class period, or three days from giving out the assignment, use a
nutritional analysis software program (e.g., ESHA) and have students analyze their
diets for the last three days and create a nutritional profile.
Discussion:
1. Have students discuss their nutritional profile. Were there any surprises? Is it what
they expected?
2. How did their individual diets break down? Were they close to their recommended
diets?
3. What improvements should they make? Where were they meeting their specific
guidelines?
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4. How close were they to getting all of the vitamins and minerals they need? If they
were short, would they consider taking supplements? Why or why not? Are there
specific foods they could eat to help them meet their dietary needs?
5. How might the diets of those on high-protein or high-carbohydrate diets compare to
those who have well-balanced diets? What are the concerns surrounding those types
of diets?

Activity #2: Dinner Party

Purpose:
1. To assist students in applying dietary information to their own diets.
2. To assist students in applying dietary information to various restricted diets.
Time: One class period
Introduction:
After introducing the dietary guidelines for a healthy diet, begin to describe possible
dietary changes that may be needed when an individual has restrictions to their diet.
Method:
1. Have students plan a healthy dinner for five of their friends.
2. Students should consider caloric intake and amount of protein, carbohydrates, fat,
and other nutrients considered appropriate for a healthy dinner.
3. Have students calculate the amount of each nutrient as well the total calories for
their dinner. If you gave them a restriction, have them compare their results. You
may also want to have them use the remaining calories and nutrients that they still
need in their daily diet to plan their lunch and breakfast.
4. To add a level of difficulty to this activity, pretend that one of their dinner guests
has called to remind the student that they are now a vegetarian and cannot eat meat.
What changes do they need to make to their dinner to assure this person meets the
recommended nutrients in their day?
5. You may want to continue the activity with additional “calls” from friends who are
diabetic, allergic to white flour, or who follow a kosher diet.

Discussion:
1. Ask students how difficult it was to plan a dinner for a “normally” healthy diet.
2. What difficulties did they have when they started receiving calls?
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3. Is there a perfect diet that can be used for a variety of individuals? What would it
include?
4. Why is it necessary to consider the dietary habits of others when preparing such a
party? What are the risks (if any) to their guests, if the student were to neglect to
take the specific diets into consideration?

Activity #3: Healthy Snacking

Purpose:
1. To have students review their personal diets and identify their snacking habits.
Time: One-half of a class period
Introduction:
Review the new food guidelines for MyPyramid and discuss healthy food options.
Method:
1. List all the snack foods that you currently have in your kitchen or that you have
consumed in the last three days.
2. Determine whether each food is a healthy choice or not a healthy option.
Discussion:
1.Have students discuss their snack choices. Were there any surprises?
2. Were their options more healthy or unhealthy?
3. What improvements should they make?
4. List specific alternatives to food options to ensure healthier choices.
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References, Readings, and Resources

Books
American Heart Association Low-Salt Cookbook: A Complete Guide to Reducing Sodium and Fat in
Your Diet. 4th Edition. Clarkson Potter, 2011.
Including everything from appetizers and soups to entrées and desserts, this
cookbook offers more than 200 delicious low-sodium recipes—more than 50 of them
brand new to this edition. Whether you are in the mood for a beloved classic or a
new favorite, you will find just the dish to please your palate.

Zinczenko, David. Eat This, Not That! 2011: Thousands of Easy Food Swaps that Can
Save You 10, 20, 30 Pounds—or More! Rodale Books, 2010.
Teaches the reader how to read nutrition labels and decipher misleading menu
descriptions. Helps the reader to cut hundreds—or even thousands—of calories
from his or her daily diet while avoiding feelings of deprivation.

Robbins, John and Ornish, Dean. The Food Revolution: How Your Diet Can Help Save Your Life
and Our World. Conari Press, 2010.
First published in 2001, The Food Revolution is still one of the most frequently cited
and talked about books of the food-politics revolution. It was one of the very first
books to discuss the negative health effects of eating genetically modified foods and
animal products of all kinds, to expose the dangers inherent in our factory farming
system, and to advocate a complete plant-based diet.

Audiovisual Resources
Basic Nutrition. DVD. New York: Films Media Group, 2011.
Most young people acknowledge the need for fuels that won’t harm the planet—but
do they realize that also applies to fueling the body? This program guides students
through the basic concepts of healthy eating and the principal nutrients that keep
the human anatomy functioning properly.

Diet: A Look at Processed Food, Nutrition, and Obesity in the 20th Century. DVD. New York:
Films Media Group, 2010.
Attitudes about the industrialization of food have changed greatly over the past
several decades. What used to be considered a scientific miracle now seems like a
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horrific joke: piglets being reared in incubators that look like tiny iron lungs and fish
raised in tanks of runoff water from a nuclear power plant—and growing at a
remarkable rate! These scenarios, and more, are presented in Diet as it traces the rise
and fall of processed food, from promising a cure for malnourishment to eventually
being linked to obesity, heart disease, and cancer.

Food Safety and Disease Prevention. DVD. New York: Films Media Group, 2011.
Despite the best efforts of experts and organizations, food-borne-illness outbreaks
still occur. This video examines the risks faced by consumers while highlighting
culinary and food-handling methods for addressing those risks.

Professor Regan’s Supermarket Secrets: Health Hype and Product Labels. DVD. New York: Films
Media Group, 2008.
Bold claims about the curative powers of “superfoods” and other trendy products
represent a daunting challenge for today’s consumer. How reliable are these
assertions? What happens when a no-nonsense medical doctor applies rigorous
scientific testing to the health hype on product labels? This program takes viewers
on an eye-opening journey led by Dr. Lesley Regan, a veteran physician and
professor at Imperial College, London. From probiotics and organic foods to
antibacterial sprays and cleaning powders, Dr. Regan cuts through confusing
marketing speak to determine whether or not astonishing health and environmental
benefits really exist.

Internet Resources
American College of Nutrition
Home page for the American College of Nutrition.
http://americancollegeofnutrition.org/

American Dietetic Association

Provides a wide variety of nutrition education information.
http://www.eatright.org/

American Society for Nutrition

Home page for the Society for Nutrition.
http://www.nutrition.org/

Food and Nutrition Information Center

Internet resources listed by category, maintained by the USDA.
http://fnic.nal.usda.gov/
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Harvard School of Public Health: The Nutrition Source

A nutrition source maintained by the Department of Nutrition at the Harvard School of
Public Health.
http://www.hsph.harvard.edu/nutritionsource/index.html

Daily Food Plans

Interactive food planning guides along with other tracking tools, maintained by the USDA.
http://www.choosemyplate.gov/myplate/index.aspx

International Bibliographic Information on Dietary Supplements (IBIDS) Database

The IBIDS database provides access to bibliographic citations and abstracts from published,
international, and scientific literature on dietary supplements.
http://ods.od.nih.gov/Health_Information/IBIDS.aspx

USDA MyPlate
United States Department of Agriculture webpage to present the MyPlate and changes
established in 2010.
http://www.choosemyplate.gov/

Shape Up America!
Provides written and online materials about safe dietary and physical fitness strategies for
successful weight management.
http://www.shapeup.org/sua/index.html

U.S. Food and Drug Administration (FDA)

Provides information for consumers and professionals in the areas of food safety,
supplements, and medical devices and links to other sources of nutrition and food
information.
http://www.fda.gov

A note regarding the Online Journal:

An Online Journal is offered as a gradable assignment in MindTap. If you do not use
MindTap in your course, an alternate online journal can be used. One alternative is Penzu
Classroom. Penzu Classroom allows students to register for an online journal for free with
a specific class code as set up by you, the instructor. These journals can be assigned and
then auto-graded and returned to students electronically. Click here for more information
and to sign up: http://penzu.com/content/products/classroom.