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Solution Manual for Nutrition for Life, 4th Edition

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    SOLUTION MANUAL 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 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 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 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 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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    9 CHAPTER 2 The Human Body: Are We Really What We Eat? Chapter Summary We are prompted to seek food through both hunger and appetite. The primary goal of digestion is to break food into molecules small enough to be trans- ported throughout the body. The brain uses signals from the gastrointestinal (GI) tract and hormones to initiate hunger and satiation. When we eat, the food we consume is digested, the useful nutrients are absorbed, and the waste products are eliminated. These processes occur in the GI tract. Digestion begins in the mouth, where food is mechanically broken down by chewing and digestion of carbohydrates begins. Food travels to the stomach through the esophagus via peristalsis. Protein and a small amount of fat digestion occur in the stomach as the food is mixed with gastric juices. Most digestion and absorption occur in the small intes- tine. Accessory organs such as the pancreas, gallbladder, and liver assist with digestion and absorption as well. The large intestine digests any remaining food particles, absorbs water and chemicals, and moves feces to the rectum for elimination. The neuromuscular system involves coordination of the muscles and the nervous system to move food along the GI tract and to control all aspects of digestion, absorption, and elimination. A number of disorders can affect the GI tract. Heartburn or gastroesophageal reflux disease (GERD) can occur when hy- drochloric acid (HCl) flows back into the esophagus. An ulcer is an area of the GI tract that has been eroded by a combination of HCl and pepsin and results in a burning pain in the abdominal area. A food intolerance is a transient response to foods that doesn’t involve the immune system. A food allergy is an allergic reaction to food by the immune system. Other disorders that can affect the GI tract include celiac disease, irritable bowel syndrome, diarrhea, and constipation. Learning Outcomes After studying this chapter, you should be able to: 1. Compare and contrast the feelings of hunger and appetite, and the factors contributing to each, pp. 39–43. 2. Identify the relationship between the foods we eat and the structures and functions of our cells, pp. 43–45. 3. Name and state the function of each of the major organs of the gastrointestinal tract and the four accessory organs, pp. 46–56. 4. Explain how the food you eat is broken down mechanically and chemically, pp. 46–56. 5. Identify the unique features of the small intestine that contribute to its ability to absorb nutrients, pp. 52–53.

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    10 NUTRITION FOR LIFE, 4/e 6. Describe how the body eliminates food wastes, pp. 55–56. 7. Discuss the causes, symptoms, and treatment of gastroesophageal reflux disease and pep- tic ulcers, pp. 57–60. 8. Distinguish between food intolerance and food allergy, and between celiac disease and non-celiac gluten sensitivity, pp. 60–63. 9. Compare and contrast diarrhea, constipation, and irritable bowel syndrome, pp. 63–65. Key Terms absorption, p. 46 accessory organs, p. 46 appetite, p. 39 anorexia, p. 38 bile, p. 52 celiac disease, p. 61 cell, p. 43 cell membrane, p. 44 chyme, p. 51 constipation, p. 63 cytoplasm, p. 44 diarrhea, p. 63 digestion, p. 46 elimination, p. 46 enzymes, p. 48 esophagus, p. 49 food allergy, p. 60 food intolerance, p. 60 gallbladder, p. 52 gastric juice, p. 50 gastroesophageal reflux disease (GERD), p. 58 gastrointestinal (GI) tract, p. 46 hormone, p. 40 hunger, p. 39 hypothalamus, p. 40 irritable bowel syndrome (IBS), p. 65 large intestine, p. 55 liver, p. 54 metabolism, p. 43 organ, p. 45 organism, p. 45 pancreas, p. 52 peptic ulcer, p. 59 peristalsis, p. 50 saliva, p. 46 salivary glands, p. 46 small intestine, p. 51 sphincter, p. 46 stomach, p. 50 system, p. 45 tissue, p. 45 Chapter 2 Outline I. Why Do We Want To Eat What We Want To Eat? A. The hypothalamus prompts hunger in response to various signals. 1. Nerve cells lining the stomach and small intestine relay data to the hypothalamus. 2. Hormones and hormone-like substances signal the hypothalamus to cause us to feel hunger or satiated. 3. The types of foods we eat have an effect on hunger and satiety. B. Environmental cues trigger appetite. 1. Foods stimulate our five senses. 2. Social and cultural cues affect when and what we eat. 3. Food preferences are affected by what we learn throughout life. II. Are We Really What We Eat? A. Atoms bond to form molecules. B. Food is composed of molecules. 1. Digestion results in breaking our food into small molecules. C. Molecules join to form cells. 1. Cells are the smallest units of life. 2. Cells are encased in a membrane.

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    CHAPTER 2 The Human Body: Are We Really What We Eat? 11 a. The cell membrane is semipermeable. 3. Cells contain fluid and tiny structures that support life. a. The nucleus contains DNA, which provides instructions for cells to make protein. b. Mitochondria produce adenosine triphosphate (ATP) from basic food components. D. Cells join to form tissues and organs. E. Organs make up functional systems. III. What Happens To The Food We Eat? A. Digestion begins in the mouth; it is the process by which foods are broken down into molecules. 1. Chewing moistens food and mechanically breaks it down. 2. Saliva moistens food and contains the enzyme amylase, which begins the process of carbohydrate digestion. a. Enzymes are chemicals, usually proteins, which speed up body processes. B. The esophagus transports food into the stomach. 1. Peristalsis refers to rhythmic waves of muscular contraction that move food in one direction through the length of the GI tract. 2. Food passes into the stomach through the gastroesophageal sphincter. C. The stomach mixes, digests, and stores food. 1. Gastric juice contains several important compounds. a. Hydrochloric acid (HCl) keeps the stomach interior acidic. b. Pepsin begins to digest protein. c. Gastric lipase is an enzyme responsible for fat digestion. d. Mucus protects the stomach lining from being digested. 2. The stomach mixes the food until it becomes a liquid called chyme. 3. Chyme is periodically released into the small intestine through the pyloric sphincter. D. Most of digestion and absorption occurs in the small intestine; absorption is the process of taking the products of digestion through the walls of the intestine. 1. The gallbladder and pancreas aid in digestion. 2. Absorption is increased by the folds of the mucosal membrane and small, finger-like projections called villi. a. Inside the villi are capillaries and a lacteal, which absorb the final products of digestion. 3. Intestinal cells readily absorb vitamins, minerals, and water. 4. Blood and lymph transport nutrients. 5. The liver regulates blood nutrients. a. The liver performs more than 500 functions, including digestive and regulatory functions. E. The large intestine stores food waste until it is excreted. 1. Nondigestible food material such as fiber, bacteria, and water enters the large intestine. a. Bacteria finish digesting some nutrients. b. The digestive mass is stored for 12 to 24 hours.

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    12 NUTRITION FOR LIFE, 4/e c. Nutrients and water are absorbed, leaving a semisolid mass called feces, which is then eliminated from the body. d. Elimination is the process by which undigested food and waste products are re- moved from the body. IV. What Disorders Are Related To Digestion, Absorption, And Elimination? A. Belching and flatulence are common. B. Gastroesophageal reflux disease (GERD) is backflow of gastric juice. C. An ulcer is an area of erosion in the GI tract; any ulcer within the GI tract is a peptic ul- cer. 1. A gastric ulcer is located in the stomach area. 2. A duodenal ulcer is located in the duodenum, usually close to the stomach. 3. The bacterium Helicobacter pylori causes most peptic ulcers. D. Some people experience disorders related to specific foods. 1. A food intolerance is a transient response to specific foods that does not involve the immune system. 2. A food allergy is an allergic reaction to food, caused by a reaction of the immune system. 3. Celiac disease is a genetic disorder that causes damage to the intestinal villi following consumption of gluten. E. Diarrhea results when stools are expelled too quickly 1. Diarrhea is the frequent elimination of loose, watery stools. a. Diarrhea should be treated promptly to avoid dehydration. F. Constipation results when stools are expelled too slowly. 1 . Constipation is characterized by the lack of bowel movements for a period of time that is significantly longer than normal for the individual, resulting in small, hard stools that are difficult to pass. G. Irritable bowel syndrome (IBS) can cause either diarrhea or constipation 1. Symptoms include abdominal cramps, bloating, and constipation or diarrhea. Activities 1. Have students bring to class or research on the Internet over-the-counter products used to treat digestive difficulties such as heartburn, diarrhea, and constipation. Discuss the advantages and disadvantages of taking these products. Ask students if they can come up with any alternative ideas for addressing these problems. 2. Demonstrate the Heimlich maneuver. Discuss when it is appropriate to perform this maneuver and the dangers of being too forceful. 3. Have students bring food labels to class and identify possible allergens. Have them search for the less obvious culprits: for example, casein for a milk allergy or a candy without nuts—but made where nuts were used in other products—for a nut allergy. 4. Have students visit supermarkets or health food stores or do research using the Internet to find probiotic products. They should report to the class on the types of products they found and the number of active bacteria these products contain per serving.

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    CHAPTER 2 The Human Body: Are We Really What We Eat? 13 5. Develop a survey for the students to use to find out how prevalent food intolerances are among their friends and family. Compile the results and discuss which intolerances are most common and how people control them. 6. Discuss the results from the “Social and Cultural Cues/Learned Factors” feature in the textbook (page 41). Ask for volunteers to share their results, and as a class, brainstorm on possible solutions to eating when you are not really hungry. Make a list of the students’ eating cues, noting which ones are the most common for the class, and discuss why this might be so. 7. Have students work in small groups to demonstrate the connection between taste, smell, and food texture. Bring small samples of various foods to class. Each student in the group can take a turn tasting a food item using no other senses. To do this, the student taster should close his or her eyes and pinch the nostrils closed. Another student in the group should gently place the food on the taster’s tongue. The taster should try to identify the food without chewing or moving the food in the mouth. The taster should then chew the food to see if that aids in identification. Finally, the taster can un-pinch the nose to see if that helps to identify the food. Some food suggestions include small pieces of fruit or vegetables, onion, nuts, or chocolate. Important notes: a. Make sure you check for any students with food allergies before beginning this activity. b. Make sure you are working in a clean environment. c. Students may want to wear sterile, disposable gloves when handling the food items. MyDietAnalysis Activity 8. The health of the GI tract depends to a great extent on the foods we eat. Using the nutri- tional assessment previously completed, students should review the information provided by their diet analysis software and note the following: a. Do you meet recommendations for fiber intake? b. Do you meet recommendations for water intake (for MyDietAnalysis only)? c. If you have any GI difficulties, can you correlate them with any of the foods you consume? d. What changes could you make in your diet to improve the health of your GI tract? See for Yourself 9. Cut a section of thick string several feet in length for each student. Using Figure 2.4 in the text, have students follow the figure of the GI tract, organizing the string into the general shape of a mini-GI tract from mouth to anus. Then have the students label each anatomical region (organs and sphincters) using sticky notes. Finally, have them diagram the path of the most recent meal they have eaten through the GI tract they formed, speci- fying where the various components of foods will be digested and the nutrients absorbed.

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