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NTS 135 Lecture Notes - Lecture 4: Food Energy, Calorie, Nutrient

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sydgwhite100
8 Dec 2022
School
NAU
Department
Nutrition Science
Course
NTS 135
Professor

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Document Summary

Section 1. 4: what math concepts will aid your study of nutrition? concepts: what are the energy (kilocalorie) values for each of the energy nutrients? , if you weigh 154 pounds, what is your weight in kilograms, calories. Kilocalorie: 1,000 calories = 1 kilocalorie = 1 (food) calorie, energy in food is expressed in terms of calories (capital c) on food labels, figure 1-5: calculation of a calorie content. Percent (%) refers to a part of the total when the total represents 100 parts. Examples: if you earn 80% on your first nutrition examination, you will have answered the equivalent of 80 out of 100 questions correctly: percentage examples. What is 6% of 45: 45 x 0. 06 = 2. 7. Joe ate 15% of the adult recommended dietary allowance for iron (rda = 8 milligrams) at lunch. How many milligrams did he eat: the metric system.

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Related Questions

Does anyone know how to do this lab?

Step 1: Select a food item that has at least $1 \mathrm{gram}$ of each macronutrient.
 
On the same document that will contain the rest of the steps completed, provide two images: the first image should display the name of the food item with a clearly visible view of the student's name attached (or written) somewhere on the food container (post-it notes should suffice as long as the name is clearly visible), and the second image should display the nutritional data (total calories and grams of carbohydrates, lipids and protein at a minimum) of the food from the same container.
 
The images are to NOT originate from the web, the student is to actually possess the food item and take an image of it. Do NOT insert text into the picture, actually use a writing utensil and either write on the food container, or use a sticky note (do not cover the important information, such as the name of the food item, or the food label).
 
Step 2: Identify the total number of grams of carbohydrates, lipids, and proteins per serving of the food
 
Step 3: Multiply the grams for each macronutrient by the appropriate caloric value; these are the "per serving" values. Add these values to obtain the calories per serving.
 
Do not use the calories provided on the label as a calculated answer without demonstrating that the values on the food label indeed calculates to the value provided. This will be considered wrong as the point of the exercise is to analyze the total caloric count utilizing the values given per macronutrient on the nutrition label.
 
Step 4: Multiply the "per serving" values obtained above by the total number of servings that is typically consumed when eating this food in one meal. If only one serving of the food is consumed, demonstrate this, do not simply think that one should presume this. Provide the total at the end.
 
Step 5: Compare the calculated value of the total kcals consumed to the value provided on the label multiplied by the same serving size. Note if there is a caloric difference.
 
Step 6: Briefly (two to three sentences will suffice) discuss the potential future of this food being consumed after analyzing its caloric information, and why it will still be a part of the diet, or why it will be omitted.

 

You have been contracted by a popular fitness club to create a Java Program that
will help in the input, calculation, display of calories burnt and pounds lost during a week of
workout for members of the club.
The program will also base on the amount of weight lost update the weight of the user and
calculate and display the users BMI – body mass index using any researched method. See an
example here- http://www.whathealth.com/bmi/formula.html
The club takes part in 5 major types of activities, namely walking, running, swimming, hiking,
and bicycling.
The program is to prompt for the Name of the member, gender, weight in pounds, height and
the time spend on each activity during the week in minutes.
The program will then calculate the calories burnt per activity, the total calorie burnt for the
week and the amount of weight lost during the week.
The amount of weight loss will be used to update the weight that was stored in the array and
calculate the person BMI . http://www.whathealth.com/bmi/formula.html
Activity Calorie Burnt Per pound per minute for
men (women are 1/6 less)
Walking .036
Running .095
Swimming .058
Hiking .058
Bicycling .044
 Calories burned per pound per minute (Bicycling – .044) x (times) your exact weight
(140 pounds) = (equals) total calories burned per minute (6.16 calories burned per
minute) x(times)minutes of activity (30 minutes) = (equals) 184.80 total calories
burned per activity.
ď‚· Women burn 1/6 less calories than Men.
 3500 calories = 1 pound of weight loss. 
Author: Dexter Chin-Yan
Write a program that would do the following:
ď‚· Print a suitable heading and prompt for the required information
ď‚· Calculate the necessary required information and store in an Array(s)
o After members names, gender, weight in pounds and time spent in each
activity has been entered (10 Members) The program should calculate the
total calories burnt Total Calorie Burnt for the week and the amount of
weight loss (depending on whether it is a man or a woman.
o Calculate and display BMI and weight status based on the table above.
General Guidelines:
ď‚· Make use of appropriate messages to make you program as informative and user
friendly as possible, without being unnecessarily complex.
ď‚· Keep user interactions simple and instructions clear
ď‚· Use adequate documentation and proper indentation to clarify your program code
where necessary and improve layout
ď‚· Pay attention to good structure and use of programming constructs.
Evaluation
ď‚· Documentation and layout (spacing, indentation and commenting) 10 marks
ď‚· Proper layout of interface for input, output of information 10 marks
ď‚· Use of method to calculate, BMI, calories burnt per activity, and weight loss.
 20 marks
ď‚· Creation and use of arrays to hold and processed information 20 marks
 Working program (Correctness, efficiency, user interaction) 

Do Enzymes Physically Attach to Their Substrates?
 
When scientists first began to examine the chemical activities of organisms, no one knew that biochemical reactions were catalyzed by enzymes. The first enzyme was discovered in 1833 by French chemist Anselme Payen. He was studying how beer is made from barley: First, barley is pressed and gently heated so its starches break down into simple two-sugar units; then yeasts convert these units into ethanol. Payen found that the initial breakdown requires a chemical factor that is not alive and that does not seem to be used up during the process-a catalyst. He called this first enzyme diastase (we call it amylase today).
 
Did this catalyst operate at a distance, increasing the reaction rate all around it, much as raising the temperature of nearby molecules might do? Or did it use physical contact, actually attaching to the molecules whose reaction it catalyzed (its "substrate")?
 
The answer was discovered in 1903 by French chemist Victor Henri. He saw that the hypothesis that an enzyme physically binds to its substrate makes a clear and testable prediction: In a solution of substrate and enzyme, there must be a maximum reaction rate. When all the enzyme molecules are working full tilt, the reaction simply cannot go any faster, no matter how much more substrate you add to the solution. To test this prediction. Henri carried out the experiment whose results you see in the graph, measuring the reaction rate (V) of diastase at different substrate concentrations (S).
 
Analysis
1. Making Inferences As S increases, does V increase? If so, in what manner-steadily, or by smaller and smaller amounts? Is there a maximum reaction rate?
2. Drawing Conclusions Does this result provide support for the hypothesis that an enzyme binds physically to its substrate? Explain. If the hypothesis were incorrect, what would you expect the graph to look like?
3. Further Analysis If the smaller amounts by which V increases are strictly the result of fewer unoccupied enzymes being available at higher values of S, then the curve in Henri's experiment should show a pure exponential decline in V-mathematically, meaning a reciprocal plot (1/V versus 1/S) should be a straight line. If some other factor is also at work that reacts differently to substrate concentration, then the reciprocal plot would curve upward or downward. Fill in the reciprocal values in the table to the right, and then plot the values on the lower graph (1/S on the x axis and 1/V on the y axis). Is a reciprocal plot of Henri's data a straight line?