3.1.1 List the Macronutrients and Micronutrients

Topic 3:Nutrition

The Relationship Between Nutrition, Environment and Health

3.1.1 List the macronutrients and micronutrients

3.1.2 Outline the functions of macronutrients and micronutrients.

3.1.3 State the chemical composition of a glucose molecule

3.1.4 Identify a diagram representing the basic structure of a glucose molecule. (draw the diagram on the board)

3.1.5 Explain how glucose molecules can combine to form disaccharides and poly- saccharides.

Condensation Reaction:

Joule: In nutrition, joule is the energy obtained from

food that is available through cell respiration

Test your Knowledge:

Carbohydrates are the most important source of food energy in the world with dif- ferent food sources available in different countries depending on availability and cul- tural preferences. Place the major CHO source with the correct country:

sweet potato, maize, cassava, wheat, rice, potato

3.1.6 State the composition of a molecule of triglycerol (triglyceride)

Also known as: Consists of: Stored in:

glycerol3 fatty acid tails

3.1.7 Distinguish between saturated and unsaturated fatty acids.

What difference do you notice between the two?

To think about: trans fat: Read pagein your IB book. Describe a trans fat. Why is this harmful? Should the government have put a ban on foods with trans fat? Why or why not? Discuss with your partner.

3.1.8. State the chemical composition of a protein molecule.

3.1.9 Distinguish between an essential and a non-essential amino acid.

Independent Activity: Read Protein-Energy Malnutrition in Children from page 57 of your IB textbook and answer the following 3 questions.

Questions:

1. What are the factors that influence adequate nutrition?

2. What are the consequences of a lack of carbohydrate, fat and protein in the diet?

3. Why are children at greatest risk of suffering from undernutrition/malnutrition?

3.1.10 Describe current recommendations for a healthy balanced diet

Balanced diet:

Dietary recommendations:

Dietary guidelines:

Draw and label the United States food guide pyramid:

Draw and label the US My Plate guidelines:

Compare your usual daily intake with the recommendations of either the food guide pyramid or the US My Plate. In what areas could you improve?

Student Thinking Questions:

Dietary guidelines are set by a country to guide its people towards a health balanced diet. Dietary guidelines are influenced by sociocultural factors of the country includ- ing: religious beliefs, social norms, preparation preferences, food consumption pat- terns, food availability, food security, income, food prices

1. Describe the differences between the dietary guidelines of the two regions shown below.

2. Why do the food guides differ between countries?

3. Based on the food pyramids, what are the principles of a healthy balanced diet?

Research dietary recommendations for the United States and than compare the to a country of your choice. What are the similarities and differences? Why do you think there are differences? Once you complete your research, answer the following questions:

1. How do dietary recommendations change in the context of different religions or cultures?

2. Evaluate how people who follow a vegetarian or vegan diet ensure a balanced diet.

3. Why would a country use their own dietary recommendation rather than the international one?

4. What is an advantage of an international dietary recommendation over a na- tional recommendation?

Choose five of the following minerals or trace elements and find out what the daily recommended intake is: calcium, chloride, magnesium, sodium, potassium, phosphorus, iron, iodine, fluoride, zinc, selenium, copper, chromium, manganese, molybdenum

3.1.11 State the approximate energy content per 100g of carbohydrate, lipid and protein

carbohydrate:

lipid: proteins:

Look at the following diagram. What do you notice about the nutrients?

3.1.12 Discuss how the recommended energy distribution of the dietary macronutrients differs between endurance athletes and non-athletes

“the more glycogen, the further and faster the player ran” Kirkendall, 1993 Summarize the Notes on Carbs and Protein in Athletes from PPT:

3.2.1 Outline metabolism, anabolism, aerobic catabolism and anaerobic catabolism.

Metabolism:

Anabolism:

Catabolism:

3.2.2 State what glycogen is and its major storage sites

3.2.3 State the major sites of triglyceride storage

3.2.4 Explain the role of insulin in the formation of glycogen and the accumula- tion of body fat

3.2.5 OUTLINE GLYCOGENOLYSIS AND LIPOLYSIS

Glycogenolysis -

Lipolysis

3.2.6 Outline the functions of glucagon and adrenaline during fasting and exer- cise

3.2.6

3.2.7 Explain the role of insulin and muscle contraction on glucose uptake during exercise

In order to maintain the energy supply by glucose the muscle increases the uptake of glucose from the blood. Insulin causes the cells to uptake glucose during periods of no exercise. Exercise lowers the concentration of insulin in the blood and reduces its function in glucose transport. Both insulin and muscle contraction stimulate glu- cose uptake from the blood into skeletal muscle.

Student Activity

1. Investigate the use of sport drinks and energy bars as means for carbohydrate intake during endurance performance.

2. Discuss the development of a multimillion dollar industry of sports nutrition prod- ucts which evolved from the knowledge of the effect of carbohydrate on perfor- mance, and how this industry can influence future research

3.3.1 Annotate a diagram of the ultrastructure of a generalized animal cell.

3.3.2 Annotate a diagram of the ultrastructure of a mitochondrion.

3.3.3 Define the term cell respiration

3.3.4 Explain how adenosine can gain and lose a phosphate molecule

ATP: ATP: ATP:

Draw the diagram from the Promethean Board into your workbook:

3.3.5 Explain the role of ATP in muscle contraction

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3.3.6 Describe the re-synthesis of ATP by the ATP-CP system (creatinine phosphate system)—Summarize the notes on the Promethean Board

During what type of sport activity would you use the Creatinine-Phosphate sys- tem?

3.3.7 Describe the production of ATP by the lactic acid system

What is this also known as?

Breakdown of to without

What is pyruvate converted to? How many ATP are produced?

What type of activities is this system used for?

Where does lactic acid accumulate and what does it cause?

3.3.8 Explain the phenomena of oxygen deficit and oxygen debt-Summarize the notes from the Promethean board so that you understand it

What is EPOC?

Oxgen deficit:

Oxgen Debt:

DESCRIBE THE DIFFERENCES BETWEEN THE ABOVE TWO DIAGRAMS:

3.3.9 Describe the production of ATP from glucose and fatty acids by the aerobic system

Point 1:

Point 2:

Point 3:

Key Points:

Draw the diagram of anaerobic and aerobic glycolysis systems:

3.3.10 Discuss the characteristics of the three energy systems and their relative contributions during exercise

courtesy of Will McCallum

Summarize the above diagram in your own words:

3.3.11 Evaluate the relative contributions of the three energy systems during different types of exercise

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