Nutrition Science Basics

• Exam 1 covers Chapters 1, 2, 3, 4, and 19 and includes about 65 questions.
• All exams are online and will require the Respondus Lockdown Browser.
• On-campus students will take the exam in class on the scheduled day.
• Online students will have a 3-day time frame to take the timed exam and a webcam is required.
• Question formats include multiple-choice, T/F, multiple answer, matching, categorization, ordering, and open-entry questions.

Test-Taking Tips

• Get plenty of rest before the exam.
• Read questions and all answer options carefully.
• It is recommended to slow down and think.
• You can skip difficult questions and answer the easier ones first.
• Some questions may hint at the answers to other questions.
• It is recommended to look at the point values for questions.
• Essay questions should be answered using complete sentences.
• For online-proctored exams, know the time limit and deadline.
• It is recommended to set aside sufficient time to complete the start-up sequence and take the exam.

Chapter 1 Introduction to Nutrition

The importance of nutrition (Section 1.1)

• It is important to compare Americans' current food-consumption practices with the dietary recommendations.
• Identify foods Americans consume in amounts that are higher or lower than recommended.

The Nutrients (Section 1.2)

• List the six classes of nutrients essential for health and identify the major roles of each in the body.
• The three nutrients that are sources of energy should be identified.
• Nutrients need to be categorized as organic or inorganic.
• It is important to identify which of the six classes of nutrients are organic or inorganic.
• About 98% of the human body is made up of certain elements (by weight).
• It is important to distinguish between micronutrients and macronutrients, and between water-soluble and fat-soluble vitamins.
• The term "essential nutrient" needs to be defined, and the key factors that determine whether a nutrient is essential should be identified.
• Primary and secondary deficiencies need to be contrasted.

Food as Fuel (Section 1.3)

• The energy densities (kcal/g) of each macronutrient should be memorized.
• Be able to calculate the amount of energy (kcal) in a serving of food based on the grams of carbohydrate, protein, fat, and alcohol present.
• Understand the formula to convert grams of a macronutrient to kilocalories.
• You should practice calculating kcal of macronutrient.
• Practice calculating the number of kilocalories in a slice of whole-wheat bread with 13g of carbohydrate, 1 g of fat, and 3 g of protein.
• Practice calculating how many kcal are provided by an alcoholic beverage containing 4 g of carbohydrate and 10g of alcohol.
• Formula to determine percentage of energy intake: kcal of macronutrient / total kcal = x 100= %
• Practice: What percentage of the total Calories from the whole-wheat bread in the previous example are derived from carbohydrates?

Does Diet Matter (Section 1.4)

• Identify nutrient-related causes of death in the US among the top 10.
• You should define the term "risk factor".
• Describe lifestyle factors that contribute to many of the leading causes of death in the US and healthy lifestyle factors that reduce the risk of chronic diseases like heart disease, type 2 diabetes, and obesity.

Factors that influence eating habits (Section 1.5)

• Summarize the influence of various factors on a person's food choices.
• Provide examples of biological, physiological, and psychological factors.
• List several environmental factors that influence what people eat.

Key Nutrition Concepts (Section 1.6)

• Discuss the importance of variety, moderation, and balance in terms of a person's diet.
• Define the terms empty calories, nutrient dense, and energy dense.
• Compare energy-dense foods and nutrient-dense foods. Provide at least three examples of foods or beverages for each.
• You should discuss the regulation and recommendations for dietary supplements.
• Define "dietary supplement" and list examples of certain groups of people that may require dietary supplements.
• List concerns related to dietary supplements.

Chapter 2 Evaluating Nutrition Information

Understanding the scientific method (Section 2.2)

• Describe the typical steps that scientists generally use to investigate whether a disease has a nutrition-related cause using the scientific method.
• Distinguish between an experimental (treatment) group and a control group in an experiment.
• Identify several limitations of animal studies.
• It is important to explain the importance of having controls when performing experiments.
• Contrast human observational studies and randomized controlled trials in nutrition research.
• Differentiate between several types of epidemiological studies: case-control, cohort, retrospective cohort, and prospective cohort studies.
• It is important to know that much of nutrition research is based on observational studies and the limitations of observational studies.
• Describe the characteristics of a well-designed RCT and some limitations of RCTs.
• Distinguish between correlation and causation in interpreting the results of scientific studies.
• Differentiate between direct (positive) correlations and inverse (negative) correlations and provide examples in your explanation.

Nutrition information (Section 2.3)

• Compare features of reliable and unreliable sources of nutrition information.
• Describe several tips for searching online for reliable nutrition information and questions to ask when evaluating sources of nutrition information.

Chapter 3 Basis of a Healthy Diet

Dietary Reference Intakes (DRIs) (Section 3.2)

• Identify each of the dietary standards included in the Dietary Reference Intakes (DRIs) and discuss how they are used to evaluate diets and plan meals.
• Estimated Average Requirement (EAR), Recommended Daily Allowance (RDA), Adequate Intake (AI), and Upper Level (UL).
• You should review Table 3.3 Summary of Dietary Reference Intakes
• Which dietary standard(s) should healthy adults aim to consume (e.g. the “goal” intake)?
• Describe the importance and applications of ULs and review Figure 3.3 RDA's Als, and ULs
• Identify the AMDRs for Adults and review Table 3.2 AMDRs for Adults
• What percentage of the total kilocalories should be derived from each of the macronutrients: carbohydrates, fats, and proteins?
• Calculate ranges of caloric intakes for macronutrients by using the AMDRs.
• You should practice the calculation and if Jamie consumes 240 g of carbohydrate, 220 g from fat, and 132 g from protein each day, calculate calorie intake and macronutrient % to compare to the dietary recommendations.

Major Food Groups (Section 3.3, 3.5)

• Explain the difference between enrichment and fortification.
• List the major food groups and define the recommended number of servings for each food group based on a 2000 kcal diet.
• Refer to Table 3.10 My Plate: Recommendations for Average, Healthy 20-Year Old Adults (for approximations and also check your lecture slides)
• You'll need to be able to categorize foods into food groups, differentiating between nutrient-dense and energy-dense choices.
• For each food group (Grains, Protein foods, Dairy, Fruits, Vegetables) answer the following (refer to book and lecture slides):
• List examples of food equivalents for each food group, including those that are nutrient-dense and should consume more of, and those that are energy-dense and should be limited.
• Identify key nutrients supplied by each food group and review relevant food tables for each food group.
• Differentiate between refined and whole grains and identify which are generally recommended by dietary guides.

Food Labels (Section 3.7)

• Use the food label Nutrition Facts panel to determine the nutritional adequacy of a given food and assist in making good dietary choices. Review figure 3.17 Understanding the new Nutrition Facts panel.
• You should know how ingredients are listed in a food label (i.e. in what order).
• What are Daily Values and how should they be used?
• It is important to practice interpreting label information.
• Define and provide examples for health claims, nutrient claims, and structure-function claims.
• On the exam you'll need to be able to classify claims displayed on food labels and know which types of claims are FDA approved.
• Describe several ways to practice moderation and make healthful choices when eating out.

Chapter 4 Human Digestion, Absorption, and Transport

Overview of the Digestive System (Section 4.1)

• Identify the major components of the digestive system and the key functions of each, distinguishing between primary and accessory components.
• You should review Figure 4.1 Digestive System to list or identify the primary components of the GI tract.
• List or identify the accessory components of the Gl tract.
• Review Figure 4.17 Summary of the primary and accessory organs of the Gl tract and their functions (Section 4.6)
• Identify the location, anatomical name, and function of each sphincter involved in the digestive system (UES, LES, pyloric, ileocecal).
• Categorize enzymes based on what macronutrients they help break down: Lipases, Proteases, Amylase

The Mouth and The Esophagus (Sections 4.2 & 4.3)

• Describe the mechanical and chemical digestion that occurs in the mouth and review figure 4.5 Location of salivary glands.
• You should be able to list and describe the key components of saliva and their functions and explain the key function of the epiglottis.
• It is important to review figure 4.8 What happens when you swallow and describe the action of peristalsis.

The Stomach (Section 4.4)

• Identify the secretions and major functions of each of these cells in gastric glands: Mucous cells, parietal cells, chief cells, G cells.
• Review figure 4.10 Gastric gland and its secretory cells
• The kind of mechanical and chemical digestion that occur in the stomach needs to be described.
• You should review Figure 4.11 pH scale.
• You should know the role of HCI.

The Small Intestine (Section 4.5)

• Identify the three sections of the small intestine and review Figure 4.12 Small Intestine.
• You should describe the functions of the accessory organs of the digestive system and review Figure 4.13 Liver, pancreas, and gallbladder
• You should know where bile is synthesized and stored and what is the function of bile in digestion.
• Explain the importance of the pancreas as an accessory organ for nutrient digestion.
• Describe the key functions of Gl hormones in digestion: Gastrin, Secretin, and Cholecystokinin (CCK)
• Identify the tissues from which they are released, the factors causing their release, and their key actions.
• Compare and contrast the ways nutrients may be absorbed.
• You should describe the structure of villi and microvilli and how they function in nutrient absorption.
• Describe the five ways that nutrients can be absorbed by enterocytes and examples of nutrients by each method (Simple diffusion, Facilitated diffusion, Active Transport, Osmosis, Endocytosis).

The Large Intestine (Section 4.6)

• List the main sections of the large intestine in the order that undigested material (food residue) enters and leaves.
• You should describe the role of the large intestine in nutrient absorption and waste elimination.

Microbes in the Digestive Tract (Section 4.7)

• Summarize the role of the gut microbiome in human health.
• Define dysbiosis and what factors may contribute to dysbiosis.
• List potential health conditions and diseases that have been linked to gut microbial dysbiosis.
• Describe the role of prebiotics and probiotics in human health and provide an example of each.

Common Digestive Disorders (Section 4.8)

• Review common gastrointestinal health problems. Explain what GERD (gastroesophageal reflux disease) is, the factors that contribute to it, and recommendations to reduce the risk of heartburn.

Chapter 19: Food and Water Safety

Food Supply (Section 19.1)

• Define food-borne illness and differentiate between food-borne illness and food intoxication.

Pathogens in Foods (Section 19.2)

• List and describe various ways in which food can be contaminated by pathogens.
• Identify at least three potentially hazardous foods and the common pathogens they harbor.

Food-Borne Illness (Section 19.3)

• Identify four populations at high risk for food-borne illness and state why they are more vulnerable.

Common Food-Borne Pathogens (Section 19.4)

• Identify specific types of pathogens that cause food-borne illness.
• You should review the major pathogens in the United States.
• Describe the ideal conditions in which most bacteria thrive.
• Summarize general information about the relevant bacterial and viral pathogens.

Preventing Food-Borne Illness (Section 19.5)

• List strategies for proper food preparation.
• Identify the temperature range of the “danger zone” and explain why foods should not remain in this temperature range for long.
• Describe how to use a meat thermometer and recognize safe internal temperatures for beef and poultry.
• You should review the USDA Recommended safe minimum internal temperatures.
• List the acceptable methods to thaw high-risk foods.
• Describe ways to avoid cross-contamination during food preparation.
• Summarize the basic rules of food safety: clean, separate, cook, and chill.
• Summarize proper storing and reheating of food.

Test your understanding of basic nutrition concepts. Questions cover nutrient definitions, energy balance, research methodologies, dietary guidelines, and gastrointestinal function. This quiz assesses knowledge of key nutrition principles for health.