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Chapter 1 – An Overview of Nutrition
Learning Objectives
After completing Chapter 1, the student will be able to:
1. Discuss the major reasons people make food choices.
2. List the six nutrients contained in food and a major use of each nutrient.
3. Identify the energy-providing nutrients and calculate the energy available from foods.
(UL).
7. Explain the Estimated Energy Requirement (EER) and how it is used to maintain energy balance.
8. Discuss the Acceptable Macronutrient Distribution Ranges (AMDR) and how they relate to a healthy diet.
9. Utilize the DRI in the assessment of a healthy individual.
10. List the 4 parts of a nutritional assessment and apply them to individuals to detect malnutrition.
Assignments and Other Instructional Materials
The following ready-to–use assignments are available in this chapter of the instructor’s manual:
• New! Case study
• Worksheet 1-1: Evaluation of Published Nutrition Information
Other instructional materials in this chapter of the instructor’s manual include:
• Answer key for How To (pp. 8, 9, 29) activities
Visit the book’s website (www.cengage.com/nutrition/whitney/understandingnutrition12e) to download:
• Handout 1-1: DRI Terms and Nutrients
Lecture Presentation Outline3
fiOf special interest to…” symbol key: = Hot Topic = Personal Health
= Health Care Professionals = Science Majors
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Key to instructor resource annotations (shown to the right of or below outline topics):
PL = Available on Power Lecture DVD-ROM (ISBN 0538797592)
Introductory/whole chapter resources: PL figure JPEGs; Test Bank; IM WS 1-4, CA 1-1, 1-2, 1-3, 1-4, 1-5, 1-6, 1-
7, 1-8
I. Food Choices IM WS 1-3
Food and nutrition play a significant role in life. An individual’s diet can affect health over time in a positive
or negative way. Chronic and acute illness later in life can be affected by food choices throughout life. Many
times, choices are made based on emotional, environmental, or peer influences rather than based on good
nutrition.
A. Personal preferences for flavors of food are the main reason people make food choices and choices can be
influenced by genetics.
B. Habits are comforting and food choices are often just a habit.
C. Ethnic heritage or traditions are strong influences on eating.
II. The Nutrients
The nutrient classes include carbohydrate, fat, protein, vitamins, minerals and water. Nutrients support the
growth, maintenance and repair of body tissues. Essential nutrients are those nutrients that the body cannot
make or cannot make in sufficient quantities. Maintaining a healthy body requires the continual replenishment
of energy and nutrients from food.
A. Nutrients in Foods and in the Body 10e TRA 1
1. Composition of foods includes the six nutrient classes: water, carbohydrates, lipids, proteins, vitamins,
and minerals. Foods can also contain nonnutrients and other compounds, such as fibers,
B. Energy-Yielding Nutrients: Carbohydrate, Fat and Protein
1. Macro- vs. micronutrients
a. Carbohydrate, fat, and protein are macronutrients because the body needs them in large
quantities (several grams per day).
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C. Vitamins are organic, essential nutrients that allow the body to obtain energy from carbohydrate, fat, and
protein.
D. Minerals are inorganic, essential nutrients that are found in the bones, teeth, and body fluids.
E. Water is an indispensable and abundant essential nutrient that participates in many life processes.
III. The Science of Nutrition
The science of nutrition studies the nutrients in food and the body’s handling of those nutrients. Nutrition
A. Conducting Research
1. Nutrition research tests hypotheses (educated guesses) and develops theories (tentative explanations).
c. Human intervention or clinical trials.
2. Controls
a. Subjects are divided into two groups. The experimental group receives the treatment being
studied and the control group does not receive the treatment.
b. Randomization is used to randomly assign subjects to the experimental or control group.
3. Sample sizes must be large to accurately detect differences.
B. Analyzing Research Findings IM WS 1-1
1. Correlations and causes in experiments involve studying variables and correlations, or relationships,
between variables.
2. Cautious conclusions must be drawn when examining or generalizing the results of a study.
C. Publishing Research Website HN 1-2
1. A peer review process is used to evaluate the procedures used and the conclusions drawn from a
study.
IV. Dietary Reference Intakes (DRI) Website HN 1-1; IM CI 1.2
Dietary reference intakes are used to plan and evaluate diets for healthy people.
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A. Establishing Nutrient Recommendations 10e TRA 4, 5
1. Estimated Average Requirement (EAR) defines the requirement of a nutrient that supports a
specific function in the body for half of the healthy population.
B. Establishing Energy Recommendations 10e TRA 6
1. Estimated Energy Requirement (EER) represents the average daily energy intake to maintain energy
balance and good health for population groups.
C. Using Nutrient Recommendations
1. Recommendations apply to healthy people, not those who are malnourished or have health problems.
2. Recommendations are not minimum requirements and can be adjusted for individuals by registered
D. Comparing Nutrient Recommendations
1. The Food and Agricultural Organization (FAO) and World Health Organization (WHO) establish
recommendations for people worldwide.
V. Nutrition Assessment
Malnutrition is the deficiency (undernutrition) or excess (overnutrition) of a nutrient or energy.
IM CA 1-9
A. Nutrition Assessment of Individuals – evaluates the many factors that influence or reflect nutritional health.
1. Historical information regarding diet, health status, drug use, and socioeconomic status is gathered.
4. Laboratory tests detect early signs of malnutrition.
5. Stages in Nutrient Deficiency
a. Overt is easy to observe.
b. Primary deficiency is inadequate dietary intake.
B. Nutritional Assessment of Populations
1. National Nutrition Surveys IM CI 1.3
a. National Nutrition Monitoring Program uses survey research to collect data on foods people eat
2. National Health Goals
a. Healthy People is a national public health initiative under the U.S. Department of Health and
Human Services that is published every 10 years.
3. National trends show an increased intake of fast food, increased portion sizes, and an increased
consumption of energy-dense foods and drinks. This intake is associated with an increased risk for
overweight and obesity.
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A. Chronic Diseases
1. Research indicates that behavior and certain conditions are related to disease.
B. Risk Factors for Chronic Diseases
1. Risk factors persist over time.
VII. Highlight: Nutrition Information and Misinformation—On the Net and in the News Web HN 1-3, CI Highlight
A. Nutrition on the Net (Internet, World Wide Web, www, cyberspace, websites) IM WS 1-2, CA 1–10
1. Internet information can be published by ANYONE.
B. Nutrition in the News
1. Can be misleading and contradictory.
C. Identifying Nutrition Experts
1. Consumers listen to many people except dietitians.
2. Qualifications of the speaker must be evaluated.
5. Registered Dietitians (RD)
a. Maintain up–to-date registration.
6. Dietetic Technicians assist RDs. Dietetic Technicians Registered (DTR) are dietetic technicians that
have passed a national exam.
7. Other dietary employees include clerks, aides, cooks, and porters.
D. Identifying Fake Credentials
2. Fraudulent businesses may provide false credentials.
E. Red Flags of Nutritional Quackery
1. Nutritional misinformation can be identified by using the following eight red flags:
a. Satisfaction guaranteed
Case Study4
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 80 grams of fat, 200 grams of
carbohydrate, and 50 grams of protein.
1. Taking into account her current lifestyle and personal food preferences, what eating habits might be difficult for
Mary to change?
2. How might her emotions contribute to her food and drink choices?
Answer Key:
1. Skipping breakfast, snacking on donuts at work, use of convenience foods, use of alcohol to calm emotions.
2. Alcohol and foods high in carbohydrates tend to calm emotions in times of stress; caffeine (coffee) may help
ease her feelings of tiredness.
4. Fat: 720/1720 = 42%; Carbohydrates: 800/1720 = 46%; Protein: 200/1720 = 12%
5. Her diet is high in fat (42% versus 20-35% AMDR); adequate in carbohydrates (46% in an acceptable range of
45-65%); and adequate in protein (12% in a range of 10-35%).
Suggested Classroom Activities
A nutrition course should begin on a note of excitement. The best classes involve students and help them to see
nutrition’s importance to them. Once they are hooked on nutrition because they feel personally involved with it, they
will be motivated to learn about nutrition topics.
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Classroom Activity 1-1: Students’ Burning Questions5
Objective: Introduction to nutrition Class size: All sizes
Materials needed: Post-It notes (3 per student), 20 sheets construction paper, tape
Instructions: The first day of class, give each student three fiPost–It” notes. On each note, students are to write down
a fiburning” question they have about nutrition. While they are doing this, tape twenty large pieces of construction
paper around the room, each with a title that roughly corresponds to chapters of the text.
Classroom Activity 1-2: fiFind a Person Who” Introduction Activity
Objective: Enhancing emotional classroom environment Class size: All sizes
Materials needed: Copy of form described below (developed by instructor) for each student
Instructions: Students sometimes enjoy classes more when they are acquainted with other students. One way to
Classroom Activity 1-3: Brown-Bag Introduction Activity
Objective: Establishing positive classroom environment Class size: Small to medium
Instructions: In the class period preceding this introduction activity, read the following list of categories: a hobby or
Classroom Activity 1-4: Getting Acquainted Activity
Objective: Establishing positive classroom environment Class size: Small to medium
Instructions: This activity allows students to learn more about each other and can provide an environment in which
Classroom Activity 1-5: fiHow Is Your Day Going?” Activity
Objective: Enhancing positive classroom environment Class size: Small to medium
Instructor: An instructor who displays sincere caring about students is likely to be effective at gaining student trust.
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Classroom Activity 1-6: Who Are You? Introduction Activity
Objective: Establishing rapport Class size: Any
Materials needed: 1 index card per student
Instructions: Instructors who know their students and can refer to them by name are better equipped to gain trust and
be effective in the classroom. Distribute index cards to each student and instruct students to record information
about themselves on each card. Write on the board the information you are interested in obtaining. Some suggestions
to learn student names.
Classroom Activity 1-7: Chapter Opening Quiz6
Objective: Introducing new material Class size: Any
Instructions: As a way of introducing any new chapter, give a fiquiz” to the class. The students will moan initially,
but they will enjoy the activity once you get underway and they realize that it is taken as a class and does not count
Classroom Activity 1-8: Using FAQs For Class Information7
Objective: Disseminating class information Class size: Any
Instructions: As many people know, a Frequently Asked Questions page is worthwhile to examine. The questions
asked and answered are the type of questions a student may have about the class but may not have thought about
Classroom Activity 1-9: Exploration of fiMyPyramid.Gov” Web Site8
Key concepts: MyPyramid diet planning tools, Internet skills Class size: Any
Objective: The purpose of this assignment to help the student become familiar with the available resources offered
on the MyPyramid web site provided by the United States Department of Agriculture (USDA). Since the majority of
people have computer access (24/7), this activity will help the student to see what is available to both the health
professional and health consumer on a daily basis.
Instructions:
1. Divide the students in the class into 5 equal groups. This can be accomplished either through a lottery ticket
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3. Assign each group to one of the following areas: (1) My Pyramid for kids, (2) Tour My Pyramid, (3) Inside the
pyramid, (4) Tips & Resources and (5) My Pyramid Plan.
4. For each group assignment, have the student group enter into the assigned area and ascertain the following
information:
a. Describe the content area of the link.
5. If the class is Web enhanced, post a MyPyramid Discussion Board to the course site. Have the student groups
post their critical appraisal of each of the assigned links prior to coming to the next class session. If the course is
not Web enhanced, then have the groups do a write-up of the assignment.
6. At the next class session, review the information posted on the Web, or in the case of the course not being Web
enhanced, have the groups bring their written information to class and discuss the groups’ findings in terms of
these criteria:
a. Was the information easy to access? (Yes or no.)
Classroom Activity 1-10: Using the Internet as a Research Tool
Key concept: Research process Class size: Any
How To fiTry It” Activities Answer Key
How to Think Metric
The student should divide his or her body weight in pounds by 2.2 to determine weight in kilograms, and multiply
his or her height in inches by 2.54 to determine height in centimeters. For example, a student who weighs 115 lb.
and is 5’6” tall would convert this to 52.27 kg and 167.64 cm.
Critical Thinking Questions9
These questions will also be posted to the book’s website so that students can complete them online and e-mail their
answers to you.
1. The following example was provided in your text regarding the importance of finutrition”: fi…your body uses
the nutrients from (meals eaten) to make all its components, fuel all its activities, and defend itself against
diseases….” Please expand upon this statement relative to the role of food in the lifestyle of the average
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American consumer. If you were performing a dietary intake on a patient, what other questions might you be
interested in regarding the patient’s diet and activities?
Answer: In this question, students are being asked to discuss the multiple factors that influence an individual’s
food choices and eating patterns, beyond the single role of food as the body’s fuel. While the students can
2. Your text described six classes of nutrients and discussed the distinctions between them in several ways (i.e.
caloric density, organic/inorganic, size, and essentiality). Discuss each class of nutrient important to the body
and its unique distinction. Discuss your concerns for a patient that might be undernourished or over nourished in
each category. For example, in a broad sense, what problems would that cause the patient?
Answer: Water is an essential nutrient that provides no energy. It is vital to the body for metabolic reactions, to
carry waste away from the body, and to carry nutrients around the body. The body is over 65% water.
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Undernourished individuals do not retain a protective layer of fat tissue, which is needed to protect the body
organs as well as to provide the body with a thermal shield. Some body fat is also required for normal hormonal
functioning. Undernourished individuals will need to be provided with a fatty acid source for hormonal
synthesis and other body protections.
Over nourished: As we well understand in this country, overconsumption of fat means excess calories and
excess weight.
Minerals are inorganic substances that do not provide energy to the body but do serve as cofactors in many
reactions in energy metabolism. Several minerals are essential. Minerals are found in fluids within the body and
thus can influence the properties of fluids (e.g., sodium, potassium). Minerals are inert, so they are not easily
destroyed; however, they can be bound to other substances such as phytates.
3. As noted in Chapter 1, the science of nutrition is a young science but growing rapidly. Without scientific
studies, nutrition could not grow and flourish as it does. It will be important for you not only to understand how
to read scientific studies but to be involved in them. Tell me about a nutrition-related topic that you are
interested in studying. Attempt to write a simple question that could be answered with a research study. How
would you differentiate between the experimental and control groups, how many subjects do you think you
would need for a good sample size, and what do you want to know before making conclusions? What other
specifics should you know or integrate into your research design to optimize its validity? What should your
readers know when it is published?
Answer: In this question, the students should select a research topic that they are interested in studying. That
will help make the topic of research more interesting to them.
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4. What is the difference between a DRI and an RDA? Should you tell your client to take both? Does it mean that
everyone should take the same amount to achieve the same benefit from the nutrient? Are there DRI and RDA
for macronutrients?
Answer: DRI stands for Dietary Reference Intake and RDA stands for Recommended Dietary Allowance. The
RDA has been around for quite a long time (1940s) and was originally established for the military to prevent
5. You are about to perform a nutrition assessment on a patient. State specifically, and in detail, what types of
assessment information are you going to collect and why.
Answer: It is important to perform a historical review with the patient, in which the dietitian will ask the patient
about their health history, including details about any medical conditions, problems, or medications. The