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Revision Notes for Nutrition for Life, 4th Edition

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    L E ARNIN G N EED S for Nutrition for Life FOURTH EDITION Janice Thompson Melinda Manore

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    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

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    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.

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    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 n utrition 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.

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    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. Sources of protein include meat and dairy products, and to a lesser extent, vegeta- bles, whole grains, seeds, nuts, and legumes. C. Vitamins and minerals are micronutrients. 1. Vitamins assist in regulating body functions. a. Vitamins can be water soluble. b. Vitamins can be fat soluble. 2. Mineral are not broken down during digestion. a. Minerals are single elements of matter, not compounds. b. Minerals are not broken down during digestion. c. Minerals are not destroyed by heat or light. d. Major minerals are required in amounts greater than 100 mg per day. e. Trace minerals are required in amounts less than 100 mg per day. D. Water supports all body functions. III. What Is A Healthful Diet? A. A healthful diet is adequate. 1. An adequate diet provides enough energy, nutrients, and fiber to maintain health. B. A healthful diet is moderate. C. A healthful diet is balanced. D. A healthful diet is varied. IV. How Can You Design A Diet That Works For You? A. Use the Dietary Reference Intakes (DRIs) to figure out your nutrient needs.

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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 di s- ease, but they also consider how much of this nutrient may reduce your risk for chro n- 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. 2. Limit sodium, fat, sugars, and alcohol. a. Keep daily sodium intake below 2,300 milligrams (mg). b. Limit intake of saturated fat and cholesterol. c. Limit foods and beverages high in added sugars. d. If you choose to drink alcohol, do so in moderation. 3. Consume more healthful foods and nutrients. 4. Follow healthy eating patterns. V. The USDA Food Patterns Help to Design Healthy Eating Patterns. A. MyPlate is the visual representation of the USDA Food Patterns. 1. MyPlate incorporates many of the features of the Mediterranean Diet. 2. Food groups emphasized in the USDA Food Patterns are grains, vegetables, fruits, dairy, and protein foods. 3. The concept of empty Calories describes foods that contain few or no nutrients. 4. The numbers and size of servings in the USDA Food Patterns is based on an individu- al’s age, gender, and activity level. 5. Ethnic and other variations of MyPlate allow for the diversity of cultures within our country. VI. Read Food Labels To Take Control Of Your Food Choices. A. Five components must be included on food labels. 1. A statement of identity tells us what the product is. 2. The net contents of the package describe the quantity of food in the entire package. 3. The ingredient list provides a list of all ingredients in descending order by 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. A licensed dietician is certified in dietetics at the state level. 3. “Nutritionist” is a job title that generally has no definition or laws regulating it. 4. Many professionals are educated and experienced in nutrition and hold an advanced degree (master or Ph.D.) in nutrition. 5. A physician is licensed to practice medicine but typically has limited experience and training in nutrition. B. Government sources of information are usually trustworthy. 1. The Centers for Disease Control and Prevention (CDC) protects the health and safety of people. 2. The National Institutes of Health (NIH) is the world’s leading medical r esearch center and the focal point for medical research in the United States. C. Professional organizations provide reliable nutrition information. 1. The Academy of Nutrition and Dietetics is the largest organization of food and nutri- tion professionals in the world. 2. The American Society for Nutrition (ASN) is the clinical division of the American Society for Nutritional Sciences. 3. The American College of Sports Medicine (ACSM) is the leading sports medicine and exercise science organization in the world. 4. The North American Association for the Study of Obesity (NAASO) is the leading scientific society dedicated to the study of obesity. VIII. How Can You Interpret The Results Of Research Studies? A. Research involves applying the scientific method. 1. Observation of a phenomenon initiates the research process. 2. A hypothesis is a possible explanation for an observation. 3. Experiments are conducted to test research hypotheses.

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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? b. Is the report based on reputable research studies? c. Is there an emphasis on testimonials from personal experience? d. Are the claims too good to be true? The group should reach a consensus about the validity of each article discussed. 4. Have students bring to class two Nutrition Facts labels from foods they would like to compare (e.g., low-fat popcorn versus regular popcorn) and instruct them to examine their labels and those of their classmates in small groups. Ask them to note the following for each of the products: a. What is the calorie content of a serving? b. What percentage is fat? c. How much sugar is in a serving? d. How much fiber is in a serving? e. How much sodium is in a serving? f. Are there any other nutrients listed?

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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: a. Do your intakes meet the recommendations for each food group? b. What food groups are you high in? c. What food groups are you low in? d. What changes can you make in your diet to more closely meet the USDA recommendations? 12. Using the food record compiled in Activity 10, have students compare their diets to the Dietary Guidelines. Students should answer the following questions: a. How many Dietary Guidelines do you meet? b. How might you change your diet or lifestyle to more closely meet recommendations? Keep this assessment for use in future activities.

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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?

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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.

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    CHAPTER 10 Nutrition and Physical Activity: Keys to Good Health 71 6. List and describe at least three processes by which the body breaks down fuels to support physical activity, pp. 303–307. 7. Discuss at least three changes in nutrient needs that can occur in response to an increase in physical activity or vigorous exercise training, pp. 307–316. 8. Describe the concept of carbohydrate loading, and discuss situations in which this prac- tice may be beneficial to athletic performance, pp. 307–316. 9. Discuss several deceptive tactics companies use to market ergogenic aids, pp. 317–321. 10. Identify the claims for, research evidence on, and potential health risks of at least three ergogenic aids, pp. 317–321. Key Terms adenosine triphosphate (ATP), p. 303 aerobic exercise, p. 294 anabolic, p. 317 anaerobic, p. 303 carbohydrate loading, p. 311 cool-down, p. 302 creatine phosphate, p. 303 ergogenic aids, p. 317 evaporative cooling, p. 314 exercise, p. 294 FIT principle, p. 300 frequency, p. 299 glycolysis, p. 303 grazing, p. 310 heat cramps, p. 315 heat exhaustion, p. 315 heatstroke, p. 315 heat syncope, p. 315 intensity, p. 299 lactic acid, p. 305 leisure-time physical activity, p. 294 low-intensity activities, p. 299 maximal heart rate, p. 300 moderate-intensity activities, p. 300 overload principle, p. 298 physical activity, p. 294 Physical Activity Pyramid, p. 299 physical fitness, p. 294 placebo effect, p. 319 pyruvic acid, p. 305 resistance training, p. 295 stretching, p. 295 time of activity, p. 301 type of activity, p. 301 vigorous-intensity activities, p. 300 warm-up, p. 301 Chapter 10 Outline I. What Are The Benefits of Physical Activity? A. Physical activity describes any movement produced by muscles that increases energy expenditure. 1. Leisure-time physical activity is any activity not related to a person’s occupation. 2. Exercise refers to activity that is purposeful, planned, and structured. B. Physical activity increases our fitness. 1 . Aerobic exercise involves the repetitive movement of large muscle groups. 2 . Resistance training is a form of exercise in which our muscles work against resistance. 3 . Stretching exercises are those that increase flexibility. C. Physical activity reduces risk for chronic diseases. 1. Heart disease, stroke, and high blood pressure 2. Obesity 3. Type 2 diabetes 4. Osteoporosis 5. May reduce risk for colon cancer

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    72 INSTRUCTOR MANUAL FOR NUTRITION FOR LIFE, 4/e D. Many Americans are inactive. II. How Can You Improve Your Fitness? A. Assess your current level of fitness. B. Identify your personal fitness goals. C. Make your program consistent, varied, and fun! D. Appropriately overload your body. 1. Frequency refers to the number of activity sessions per week. 2. Intensity refers to the amount of effort expended. 3. Time of activity refers to how long each session lasts. 4. Type of activity refers to the range of physical activities a person can engage in to promote health and physical fitness. D. Include a warm-up and cool-down periods E. Keep it simple, take it slow. III. What Fuels Our Activities? A. ATP is the energy molecule. 1. Creatine phosphate is a high-energy molecule used in muscles. B. The breakdown of carbohydrates provides energy exercise. 1. Glycolysis is the breakdown of glucose. 2. To generate large amounts of ATP, oxygen is required for aerobic metabolism of pyruvate. C. Aerobic breakdown of fats supports exercise of low intensity and long duration. 1. Fat is an abundant energy source. 2. Fat provides 9 kcal of energy per gram. 3. Fat breakdown is a relatively slow process. D. Amino acids are not major sources of fuel during exercise. IV. What Kind of Diet Supports Physical Activity? A. Vigorous exercise increases energy needs. B. Carbohydrate needs increase for many active people. 1. An athlete’s diet should be between 45 and 65 percent carbohydrate. 2. Optimal glycogen replenishment occurs during the first few hours after exercise. 3. Whole grains, fruits, and vegetables are good sources of carbohydrates for athletes. 4. Some athletes may benefit from carbohydrate loading. C. Moderate fat consumption is enough to support most activities. D. Many athletes have increased protein needs. E. Regular exercise increases our need for fluids. 1. Cooling mechanisms are needed to dissipate heat. 2. Dehydration and heat-related illnesses can occur. 3. Guidelines for proper fluid replacement are based on maintaining body weight. F. Inadequate intake of some vitamins and minerals can diminish health and performance. 1. B-complex vitamins are directly involved in energy metabolism.

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    CHAPTER 10 Nutrition and Physical Activity: Keys to Good Health 73 2. Athletes who do not consume adequate calcium may require supplementation. 3. Iron deficiency is a risk for some athletes. V. Are Ergogenic Aids Necessary for Active People? A. Anabolic products are promoted as muscle and strength enhancers. 1. Anabolic steroids are testosterone-based drugs. 2. Androstenedione and dehydroepiandrosterone are precursors of testosterone. 3. Gamma-hydroxybutyric acid has been promoted as an alternative to anabolic steroids for building muscle. 4. Creatine is a supplement popular with strength and power athletes. 5. Protein and amino acid supplements are popular, but research indicates that they do not build muscle. B. Some products are said to optimize fuel use during exercise. 1. Caffeine is a stimulant and has been shown to increase the use of fat as a fuel during endurance exercise. 2. Ephedrine is a strong stimulant marketed as a weight-loss supplement and energy enhancer. 3. Carnitine is a compound made from amino acids that is found in the mitochondrial membrane of our cells. 4. Chromium is a trace mineral that enhances insulin’s actions. 5. Ribose is a five-carbon sugar that is critical to the production of ATP. 6. Beta-Alanine is a nonessential amino acid thought to delay the onset of muscle fatigue. 7. Nitric oxide is produced in the body by consuming a concentrate of foods high in ni- trate, such as beetroot, spinach, lettuce, arugula, celery, and watercress; recent studies suggest that this supplementation could improve athletic performance. Activities 1. Instruct students to measure their resting pulse. Have students classify themselves as sedentary, moderately active, or very active. Record pulse rates for students in each cate- gory. It is a good idea to discuss with the class the difference between busy and active before students classify themselves. 2. Have students take a poll of their peers with questions about their exercise habits. Ask students to note age and gender for each person polled. In class, make bar graphs for each age group and sex. Examples of questions that can be addressed include: a. What type of exercise(s) do you do? b. How many minutes per day is each exercise done? 3. Have students develop what they would consider an ideal exercise program for themselves. Have them include: a. Exercises that include all components of fitness. b. A realistic schedule. 4. If possible, have each student purchase a pedometer. Have them keep track of their steps for a week. Calculate the average steps per student. Challenge them to improve on the average for the next week. Recalculate the averages for Week 2 to see if improvement has been made.

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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.

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