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Chapter 1 – An Overview of Nutrition
Learning Objectives
After completing Chapter 1, the student will be able to:
1.1 Describe how various factors influence personal food choices.
1.2 Name the six major classes of nutrients and identify which are organic and which yield energy.
1.3 Explain the scientific method and how scientists use various types of research studies and methods to
1.4 Define the four categories of the DRI and explain their purposes.
a. Discuss Dietary Reference Intakes and the 4 parts of the DRI including the Estimated Average
1.5 Explain how the four assessment methods are used to detect energy and nutrient deficiencies and excesses.
a. List the 4 parts of a nutritional assessment and apply them to individuals to detect malnutrition.
b. List the major methods used to survey the nutritional status of populations.
1.6 Identify several risk factors and explain their relationships to chronic diseases.
1.7 Recognize misinformation and describe how to identify reliable nutrition information.
Assignments and Other Instructional Materials
The following ready-to–use assignments are available in this chapter of the instructor’s manual:
• Case Study: Reducing Disease Risk
• Worksheet 1-1: Influences on Food Choices
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• New! Worksheet 1-2: Chapter 1 Crossword Puzzle
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Other instructional materials in this chapter of the instructor’s manual include:
• Answer key for How To (pp. 9, 10, 29) activities and study card questions
• Classroom activities
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Lecture Presentation Outline
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Key to instructor resource annotations (shown to the right of or below outline topics):
TRA = Transparency acetates: 13e = 13th edition, 12e = 12th edition, 11e = 11th edition, 10e = 10th edition
Introductory/whole chapter resources: Test Bank; IM WS 1-2, CA 1-1, 1-2, 1-3, 1-4, 1-5, 1-6, 1-7, 1-8
I. Food Choices – Discuss the factors that can influence food choices and how these choices can impact acute and
chronic illness IM WS 1-1
A. Preferences
B. Habits
C. Ethnic heritage and regional cuisines
D. Social interactions
E. Food availability, convenience, and economy
II. The Nutrients – Discuss the nutrients, including carbohydrate, fat, protein, vitamins, minerals, and water, and
why they are important
A. Nutrients in Foods and in the Body – Explain how nutrients in foods and in the body are similar 10e TRA 1
1. Compare the nutrient compositions of foods and of the human body (Fig. 1–1)
4. Explain essential nutrients (indispensable nutrients)
B. The Energy-Yielding Nutrients: Carbohydrate, Fat, and Protein – List the energy-yielding nutrients and
explain why they are considered macronutrients
1. Explain how energy is measured
3. Explain what happens to excessive energy nutrients that are consumed
4. Describe the other roles of energy-yielding nutrients
C. The Vitamins – Provide a definition of vitamins and explain that they are organic and essential nutrients
D. The Minerals – Provide a definition of minerals and explain that they are inorganic and essential nutrients
E. Water – Explain that water is an indispensable and essential nutrient
III. The Science of Nutrition
A. Explain nutritional genomics
B. Conducting Research – Discuss how research studies are conducted (Fig. 1-3), including: 13e TRA 1
1. Testing hypotheses and developing theories
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8. The difference between blind and double-blind experiments
B. Analyzing Research Findings – Address how research findings are analyzed, including: IM WS 1-4
1. The definition of a correlation
2. The definition of a variable
IV. Dietary Reference Intakes (DRI) IM HN 1-1; Website HN 1-2
A. Establishing Nutrient Recommendations – Define and explain the following (Fig. 1-5, 1-6): 10e TRA 4, 5
1. Estimated Average Requirements (EAR)
B. Establishing Energy Recommendations – Explain how energy recommendations are established, including:
10e TRA 6
2. Acceptable Macronutrient Distribution Ranges (AMDR)
C. Using Nutrient Recommendations – Explain how to use nutrient recommendations, including:
1. How they apply to healthy people
D. Comparing Nutrient Recommendations – Discuss how nutrient recommendations are established by the
Food and Agriculture Organization (FAO) and World Health Organization (WHO)
V. Nutrition Assessment
A. Provide definitions of malnutrition, undernutrition, and overnutrition IM CA 1-9
B. Nutrition Assessment of Individuals – Discuss how nutrition assessments of individuals are conducted,
including:
1. Historical information
2. Anthropometric data
C. Nutrition Assessment of Populations – Discuss how nutritional assessments of populations are conducted,
including:
1. National nutrition surveys
VI. Diet and Health 13e TRA 22; IM CS 1, WS 1-3
A. Chronic Diseases – Discuss chronic diseases, including:
1. How they are influenced by health behaviors
2. The relationship of health behaviors to leading causes of death
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VII. Highlight: Nutrition Information and Misinformation Web HN 1-4
A. Nutrition on the Internet – Discuss how nutrition information on the on the Internet: IM WS 4-5, CA 1-10
1. Can be published by anyone
B. Nutrition in the News – Discuss how nutrition information in the news:
1. Can be misleading and contradictory
2. May report scientific findings prematurely
C. Identifying Nutrition Experts – Explain how to identify nutrition experts including:
1. Evaluating qualifications
a. Dietitians
b. Registered dietitians
c. Nutritionists
D. Identifying Fake Credentials – Discuss how to identify fake credentials, including:
1. Characteristics of an accredited college or university
2. False credentials that may be provided
E. Red Flags of Nutrition Quackery – Nutritional misinformation can be identified by watching for the
following eight red flags (Fig. H1-2):
1. Satisfaction guaranteed
2. Quick and easy fixes
3. Natural
Case Study 1: Reducing Disease Risk
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Mary P. is a 57-year-old operating room nurse who works full-time at a local hospital. She is 65 inches tall and
weighs 160 pounds. She has a family history of diabetes and heart disease and was recently diagnosed with high
blood cholesterol. She has declined the cholesterol-lowering medication her doctor prescribed, and says she would
like to explore other methods for lowering her cholesterol first. For the past few weeks, Mary has been taking a
tablespoon of coconut oil every day after reading on the Internet that this will lower her cholesterol. She admits she
has little time or energy to exercise. Her diet history reveals she often skips breakfast or has a donut or bagel with
cream cheese at work. She drinks several cups of coffee each morning with cream and sugar. Lunch is a salad with
crackers and iced tea with sugar in the hospital cafeteria. She occasionally drinks one or two glasses of wine in the
evening, especially after a stressful day at work. She lives alone and relies on frozen dinners or other convenience
foods in the evening. An analysis of her diet reveals an average daily intake of 200 grams carbohydrate, 50 grams
protein, and 80 grams of fat.
1. Taking into account her current lifestyle and personal food preferences, what food habits might be difficult for
Mary to change?
2. How might her emotions contribute to her food and drink choices?
3. Using Table 1-2, calculate Mary’s average daily kcalorie intake from carbohydrates, protein, and fat. Add these
figures to together to arrive at her total daily caloric intake.
4. What percentage of her daily calories is provided by carbohydrates? Protein? Fat?
5. Compare the composition of Mary’s diet with the Acceptable Macronutrient Distribution Ranges (AMDR).
6. How would you use the information above to make dietary recommendations for Mary?
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7. What are some credible sources of nutrition information from Table H1-1 that could provide information to help
Mary lower her blood cholesterol?
Answer Key
1. Skipping breakfast, snacking on donuts at work, use of convenience foods, use of alcohol to calm emotions.
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.
Classroom Activity 1-1: Students’ Burning Questions
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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 “Post–It” notes. On each note, students are to write down
a “burning” 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.
When they finish writing their questions, have them categorize their Post-It notes according to the twenty topics by
placing their Post-It on the piece of construction paper that relates to their question. When they finish, ask them to
take turns reading the questions that they have generated. Before the next class, check the categorization of their
questions and rearrange the Post-It notes if necessary. As you begin a new chapter, bring the corresponding piece of
construction paper to class, and read the questions aloud.
This activity helps reassure students, early on, that you will (or won’t) be covering some of their “burning”
questions. It also helps show students the relevance of the information you’re covering in class, and helps show
instructors the interests of the students.
Classroom Activity 1-2: “Find 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
assist this process is by providing students with a “Find a Person Who” form. Develop a form several columns wide
and several rows long that lists a variety of traits in each square such as: enjoys cooking, recycles, has a pet, is a
nutrition major, etc. Instruct students to walk around the class, introduce themselves to each other, and try to find a
person who fits the categories described on the sheet. When they find someone who fits a category, have them write
person’s first name in that category. The goal is to complete the sheet. You may also suggest that they exchange e–
mail addresses or phone numbers and form study groups. This activity works best for small to medium size classes.
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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
interest that students enjoy, something that is a favorite (color, book, music, food), future plans or goals, something
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
people practice listening skills. Instruct students to pair off with someone that they do not know very well. Give the
students 10-15 minutes to converse and ask some general questions about each other. Bring the group back together
in a large circle with each student sitting next to his or her partner. Ask each student to introduce and speak about his
or her new friend. This activity works best for small and medium sized classes.
Classroom Activity 1-5: “How 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.
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
include: name, address, phone, e-mail, major, year in college, home town, employment, professional goals, hobbies,
what they hope to learn from the class, reason for taking the class, and something interesting and/or unique about
themselves. After students have recorded this information, you may ask them to introduce themselves to the class or
you may simply collect the cards to help you learn more about your students. Instructors may want to use the cards
to learn student names.
Classroom Activity 1-7: Chapter Opening Quiz
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Objective: Introducing new material Class size: Any
Instructions: As a way of introducing any new chapter, give a “quiz” 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
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Classroom Activity 1-8: Using FAQs For Class Information
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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
until reading them. These questions should be designed carefully based on questions that are often received so they
will be of high interest to students. These could be the top ten questions for surviving the nutrition class. A sample
question is: “What is the best way for a student to learn nutrition well enough to ace this course?” If you can cover
questions that students really have about the course, you’ll be showing them early on that you understand their
concerns and can also provide some good advice.
Classroom Activity 1-9: Exploration of “ChooseMyPlate.gov” Web Site
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Key concepts: MyPlate 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 MyPlate 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
mechanism or use of a student roster list.
5. If the class is Web enhanced, post a MyPlate 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.)
b. If the information was not easy to access for you as a “college student,” then how do you think that others
who have less experience with either the subject matter or computer competency would be able to access
the information?
c. Do you think that the information was representative across cultural lines?
d. Overall, who do you think would be most likely to benefit from the information on this Web site?
Classroom Activity 1-10: Using the Internet as a Research Tool
Key concept: Research process Class size: Any
Instructions: The Internet can be used as a valuable research tool in nutrition. The student can become familiar with
the diversity of Internet resources and can learn to participate in online discussions about nutrition topics in class-
based and listserve groups. Worksheet 1-2 provides assignments to help students acquire Internet skills.
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How To “Try 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.
How to Calculate the Energy Available from Foods
The bean/cheese burrito would provide 388 kcal and 56.7% of kcal from carbohydrate, 15.5% from protein, and
27.8% from fat.
How to Determine Whether a Website Is Reliable
The student should provide a URL for the website chosen, and then describe the group or individual that created the
site, name the date it was most recently updated, discuss sources for the information presented, speculate on the
motivation for presenting this information, and evaluate the overall message of the site.
Study Card 1 Answer Key
Critical Thinking Questions
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1. Take a moment to reflect on the factors that influence your personal food choices following reading Chapter 1
in the textbook. Which factors influence your daily food choices the most? Which factors influence your daily
food choices the least? Based on your understanding of the stated food choice factors in this textbook, provide
evidence that identifies potential advantages and disadvantages for each food selection factor.
2. Discuss the differences between an essential and a non-essential nutrient in terms of dietary consumption. Can
the body exist without the provision of essential and non-essential nutrients? If an individual utilizes basic diet–
planning principles, can he/she be sure that he/she will be able to obtain all of the necessary essential nutrients?
Why or why not?
3. In reviewing nutritional research, one must address pertinent issues related to research design, sample size,
correlations, and findings. Based on the simulated abstract below, identify and analyze these pertinent issues:
Abstract: Researchers proposed a hypothesis that ingestion of foods high in phytochemicals would decrease the
likelihood that individuals would develop chronic heart disease. Researchers initially interviewed a group of
adults (68 females and 72 males), all living in the town of Main Street, USA, between the ages of 21 and 75,
noting their food consumption patterns. Of those interviewed, 100 adults (65 females and 35 males) were
included in the final data analysis as they met inclusion criteria for the research design. Participants were then
asked to record a food diary over a three-day period. Following that activity, participants were re-interviewed
and their food diaries analyzed.
Initial research findings were that females were more likely to provide a detailed food diary as compared to
males. Findings also reflected that individuals who already consumed foods that are high in phytochemicals
were more likely to believe that these foods provided increased health benefits. Regardless of gender, both
groups stated they believed that foods high in phytochemicals were beneficial to preventing disease. These are
just the first reported results of this study as there will be planned follow-up interviews with participants over a
period of 5 years.
4. Nutritional assessment includes several component parts so that a comprehensive analysis of an individual’s
nutrition status can be conducted. Discuss how each factor contributes to the overall determination of health and
well-being.
5. Attention has long been focused on the American diet. National nutrition surveys report increased consumption
of food in general. Increased portion sizes and increased dietary intake patterns are duly noted. Reports indicate
that consumers are making poor food choices. How can you as an individual food consumer make a difference
in helping to slow or reverse these national trends? Provide supportive evidence to explain your point of view.
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6. Research clearly demonstrates that there is a correlation between risk factors and the development of certain
chronic diseases such as heart disease and diabetes. How can one modify potential risk factors to prevent the
development of these chronic diseases? Consider your own potential risk factors. What methods could you
utilize to improve your health outcomes?
Answer Key
IM Worksheet Answer Key
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Worksheet 1-1: Influences on Food Choices
We decide what to eat, when to eat, and even whether to eat for a variety of reasons. Examine the factors that
influence your food choices by keeping a food diary for 24 hours. Record the times and places of meals and snacks,
the types and amounts of foods eaten, and a description of your thoughts and feelings when eating. Now examine
your food record and consider your choices.
1. Which, if any, of your food choices were influenced by emotions (happiness, boredom, or disappointment, for
example)?
2. Was social pressure a factor in any food decisions?
3. Which if any, of your food choices were influenced by marketing strategies or food advertisements?
4. How large a role do availability, convenience, and economy play in your food choices?
5. Do your age, ethnicity, or health concerns influence your food choices?
6. How many times did you eat because you were truly hungry? How often did you think of health and nutrition
when making food choices? Were those food choices different from others made during the day?
Compare the choices you made in your 24-hour food diary to the USDA Food Patterns recommendations. To obtain
a set of personalized recommendations, you can enter your age, sex and activity level after clicking on “Create Your
Profile” at the SuperTracker website, https://www.choosemyplate.gov/SuperTracker/default.aspx.
Food Groups
Suggested Amounts
Amounts Consumed
Grains
Vegetables
Fruit
Milk
Protein Foods
7. Do you eat the suggested amounts from each of the five food groups daily?
8. Do you try to vary your choices within each food group from day to day?
9. What dietary changes could you make to improve your chances of enjoying good health?
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Worksheet 1-2: Chapter 1 Crossword Puzzle
1
2
3
4
5
6
7
8
9
10
11
12
Across
Down
1. Described as the “mind–body effect”
2. Foods that provide benefits in addition to their
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Worksheet 1-3: Choosing Party Foods and Snacks (Internet Exercise)
1. When at a party you should only place 2 food items on your plate at any one time.
a. True
b. False
2. When selecting snacks, fruits are always a good choice.
a. True
b. False
3. When at a party it is better to start filling up with beverages (soda and fruit juices) first so that you will eat less.
a. True
b. False
4. Filling up on low-calorie food choices helps to increase your sense of fullness at parties.
a. True
b. False
5. It does not matter where you stand or sit at a party, as you are prone to eat more in order to be sociable.
a. True
b. False
6. If you stand near the food table, you are likely to eat more at a party.
a. True
b. False
7. A good beverage selection would be one that contains fruit juice concentrate.
a. True
b. False
8. A good snack choice would be to select baked potato chips instead or fried chips or crackers.
a. True
b. False
9. Dried fruits would not be considered a healthy snack.
a. True
b. False
10. What comes out of the vending machine at the end of the video?
a. Candy bar
b. Potato chips
c. Pyramid
d. Bottled water
11. Products that contain whole grains are considered to be a healthy snack food choice.
a. True
b. False
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Worksheet 1-4: Evaluation of Published Nutrition Information
Literature Critique: Critical Evaluation of Published Nutrition Information—
“Should I Believe What I Just Read?”
Assignment for discussion: Carefully read a journal article and answer the following questions
on a separate sheet of paper.
1. Summarize the basic idea of the article in a short paragraph.
2. a. What are the credentials of the author(s)? What do the abbreviations after the name(s)
mean? Do they enhance the authors’ credibility? Explain.
b. Is the author affiliated with an organization or institution? Does the affiliation with the
organization or institution enhance the authors’ credibility? Briefly explain.
c. Does the periodical have an editorial board? Do the editors’ credentials enhance the
article’s credibility? Where does one look in a periodical for the editorial board?
3. a. Is scientific research being presented or discussed? Is the research current?
b. If so, what specific kinds of research or data are presented or cited to support the ideas?
c. Were references listed to allow readers to investigate the information’s original source?
Were full citations provided?
6. Identify the statements in the article that you believe and those that you do not believe, and
discuss why or why not for each.
7. What sources other than those listed in the periodical would you refer to if you were to
research the article’s topic further?
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Worksheet 1-5: Research Project Using the Internet
This research project will employ the use of the Internet as a research tool. The student will be
expected to become familiar with the diversity of Internet resources. The purpose of this project
is to develop research skills using the Internet.
1. Access the world wide web. Access several search engines for locating publications in peer-
reviewed journals.
Key words you used:
4. Print out the references of articles that you found.
5. Print out abstracts from selected articles that are most interesting.
6. Obtain entire articles for selected articles.
7. Discuss your findings (1-2 pages, typed).
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Handout 1-1: Using the DRI to Assess the Dietary Intake
of a Healthy Individual