FEAST OR FAMINE: Nutrition Notes

NAME:

Specific Aims: By the end of this section you should be able to: Know the types and amount of food that makes up a balanced diet Know that balanced diets need to vary with age, sex and activity Critical Skills: Interpret dietary information from food diary Calculate the nutritional value of a meal Interpret graphs, diagrams on nutritional information. Review scientific method by doing peanut practical procedure. Please note: The content on pages 10, 20 and 21 are not to be learnt for examination purposes (interest only)

TERMS TO KNOW: Term

Cellular respiration (revise) Metabolism (revise) Energy Joules Proteins

Definition
The process in which organisms obtain energy in the form of ATP from breaking down food with oxygen and producing carbon dioxide and water as waste. The sum total of all chemical reactions that take place in the body. The capacity to do work (biological terms). The SI unit for measuring energy. A large organic molecule made up of single amino acids joined together. Molecule contains carbon, hydrogen, oxygen and nitrogen/phosphorous/sulphur atoms (CHON/P/S) A large organic molecule made up of glycerol and 3 fatty acids. Molecule contains carbon, hydrogen and oxygen (CHO). Higher H:O ratio than carbohydrates. A large organic molecule made up many simple sugars (glucose, fructose, galactose). Molecule contains carbon, hydrogen and oxygen (CHO) Simple sugar that makes up carbohydrates such as starch, cellulose and glycogen. Stored form of glucose in the body. It is indigestible cellulose which ends up assisting the digestive processes. A food or other substance that provides energy or building material for the survival and growth of a living organism. Nutrients that are required by the body in large amounts. Nutrients that are required by the body in small amounts. Complex chemical compounds needed for growth and keeping healthy. Simple chemical substances that keep the body functioning properly. The correct daily proportions of carbohydrates, fats, proteins, vitamins and minerals. A diet that sustains your biological systems by supplying adequate amounts of all of the nutrients your organs and tissues need. A type of diet in which meat and usually animal products are not consumed. Caused by bad eating usually when too little or too much is eaten. A condition caused by the excessive intake of food which is stored as fat.

Fats/lipids

Carbohydrates

Glucose Glycogen Fibre Nutrient Macronutrient Micronutrient Vitamins Minerals RDA (recommended daily allowance) Balanced diet Vegetarianism Malnutrition Obesity

FOOD IS NEEDED TO LIVE

You need food for three main reasons: For energy For growth To keep the body healthy and functioning correctly ENERGY: Food is needed to supply the energy for many body functions such as muscle movement and keeping a constant body temperature. GROWTH: Food is needed to supply the raw materials for cell growth and the replacement of old cells. KEEPING HEALTHY Food is needed to keep the cells and organs in your body functioning correctly.

PRACTICAL PROCEDURE: Determining the energy content of a peanut

(*Revise the steps of the scientific method.Term 3 notes)
INTRODUCTION: How can we show that a peanut, for example, contains energy? One way is to burn it. When food is burned the energy contained inside is released as heat. We can use this to find out how much energy a particular piece of food contains. We burn a piece of food and then measure the amount of heat it gives off by measuring the increase in temperature of a known quantity of water. From the rise in temperature of the water we can work out the amount of energy released by the food. The energy contained in food is measured in kilojoules (kJ). 4.2kJ of energy is required to raise the temperature of 1kg of water by 1C. So we can work out the energy content by using the following formula: Energy in joules = mass of water X rise in temperature (C) X 4.2
Useful information: 1000J = 1kJ 3 3 1Litre of water = 1000cm = 1kg (therefore 20cm = 20g)

INSTRUCTIONS: You will work in pairs and conduct the burning the peanut practical. Complete the task and answer any necessary questions that follow. AIM: To determine the energy content (kJ) of 1g of peanut by burning the peanut and then measuring how much it heats up 20cm3 of water. MATERIALS: 1 X Measuring cylinder 1 X Test tube (boiling tube) 1 X Thermometer 1 X Retort stand 1 X dissecting needle 1 X Bunsen burner 1 X peanut 1 X electronic scale

METHOD: 1. Measure out 20cm3 of water with a measuring cylinder then pour it into a large test tube. 2. Clamp the test tube to a retort stand and put a thermometer in it. Make sure the test tube is secure so that it doesnt slip out of the clamp. 3. Record the initial temperature in table below. 4. Weigh a peanut on the electronic scale and record the mass in the table below. 5. Stick the peanut onto the pointed end of the dissecting needle. Be careful when doing this step as the needle has a very sharp point. 6. Set the peanut alight using a Bunsen burner and then place it under the test tube. Do not forget to switch off the Bunsen burner as it is dangerous to leave the flame unattended. 7. When the peanut stops burning; record the final temperature of the water in the table o 8. Call your teacher after you have cleaned up your workspace.

Retort stand
Dissecting needle

RESULTS: Table recording the raw data of the burning the peanut practical procedure. Mass of peanut (g)

Table showing the change in temperature of 20cm3 of water in burning peanut practical procedure.

Initial Temperature (0C) Final Temperature (0C) Change in Temperature (OC) (Final temp. Initial Temp)

DISCUSSIONS, ERRORS AND MODIFICATIONS: DISCUSSION NOTE: Round your units off to 1 decimal place. 1. State TWO precautions that need to be taken to ensure the success of this experimental procedure and to ensure the safety of the investigator.

2. Calculate the energy (in joules) released from the nut. Use the given formula on page 4.

3. Convert your answer to kilojoules (divide by 1000).

4. Calculate the amount of energy in 1g of your peanut. Show all your working out.

ERRORS Comment on any two possible errors that may have occurred while doing this practical procedure and how you would correct them for future procedures.

MODIFICATIONS Suggest a possible hypothesis for any future scientific investigation that youve based on this scientific procedure of a burning nut.

CONCLUSION (write out a suitable conclusion for this burning peanut procedure):

FOOD THAT KEEPS US HEALTHY

the storage form of glucose is called glycogen.

Good fats and bad fats There are different types of fats. The bad fats are saturated and trans-fats and are found in animal fats. They are called bad fats because they increase the levels of bad cholesterol in the body and decrease the levels of good cholesterol. Unsaturated fats are known as good fats as they are essential for growth and the renewing of cells. They keep the heart and arteries healthy as they promote good cholesterol and are needed for normal brain and mental development. Unsaturated fats are found in plant oils (sunflower, olive, linseed, peanut and avocado).

Table 1a and 1b: The main vitamins and minerals, what foods they are found in and their functions in the body. NOTE: The content of these tables will not be examined.

Table 1a: Some major vitamins

Table 1b: Some minerals

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BALANCED DIET

Table 2: The recommended daily servings for 12 16 year old

Source: (C Dawson, 2008)

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SOME INTERESTING FACTS ABOUT WATER

According to Dr. Jeffrey Utz, Neuroscience, pediatrics, Allegheny University, different people have different percentages of their bodies made up of water. Babies have the most, being born at about 78%. By one year of age, that amount drops to about 65%. In adult men, about 60% of their bodies are water. However, fat tissue does not have as much water as lean tissue. In adult women, fat makes up more of the body than men, so they have about 55% of their bodies made of water. Thus:

Babies and kids have more water (as a percentage) than adults. Women have less water than men (as a percentage). People with more fatty tissue have less water than people with less fatty tissue (as a percentage).

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Examine the graph below which shows the different amount s of energy that different people need every day. Answer the questions that follow:

Source: (The Wellcome Trust , 2011)

QUESTIONS: 1. Who needs the most energy?

2. Why does a teenage boy need more energy than a baby boy?

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3. Why does a breast-feeding woman need more energy than a normal woman?

4. How much more energy per day does an Olympic swimmer need compared to a normal man?

5. How many Big Macs must an Olympic swimmer consume to fulfil his/her daily energy requirement (one Big Mac = 1.96MJ)?

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FOOD PYRAMIDS
Fig 1: The old food pyramid

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Look at the two food pyramids on page 15. Fig. 1 is the old food pyramid, which you may have seen before. Since this one was designed, much more research has been done into food, nutrition and what the human body requires. The food pyramid has been rebuilt and shows, at a glance, what foods we know are essential to good health and so Fig. 2 shows the new food pyramid. QUESTIONS: 1. Which foods should you eat more of: those at the top or those at the bottom of the pyramid? Why do you say so?

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2. What are the main differences you notice between the old and the new food pyramids?

3. Is it okay to eat just one type of food? Why or why not?

4. Discuss your diet as it is now (based on your food diary that youve been keeping. Describe three ways in which you can modify your diet so that you eat more healthily?

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DIETS VARY THROUGHOUT THE WORLD

grouped

Fig. 3 Jewish family having dinner

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MALNUTRITION AND DIETARY SUPPLEMENTS

Fig. 4 Children with Kwashikor

Fig. 5 Obesity in children is a huge health risk

Fig. 6 Steroids are very bad for your body. Source: (C Dawson, 2008)

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Bibliography
C Dawson, P. H. G. J. H. S., 2008. Spot On Life Sciences Grade 10. In: T. Mcleod, ed. Johannesburg: Heinemann Publishers (Pty) Ltd. The Wellcome Trust , 2011. Food and Diet. Big Picture.

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