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Bio 529 Case Study A Taste for Trouble Linda Kay Gamble

A TASTE FOR TROUBLE

A Case Study of Nutritional Health as an introduction to Macromolecules for High

School Biology Classes

This case study was written as a novel way to approach the study of macromolecules and the

role they play in life. Understanding the basic biochemistry of carbohydrates, lipids, proteins

and nucleic acids helps students grasp what cells are composed of and how they carry out life

processes. Most students find it easier to learn about something if they can connect it to their

daily lives. Each scene leads the class deeper into the study of macromolecules beginning with

Katrina’s health problems which stem from her food and activity choices which have lead to

Type II Diabetes, and beyond into exploring the changes in global nutritional health issues.

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Table of ContentsA TASTE FOR TROUBLE..........................................................................................................1

A Taste for Trouble Case Study Lesson Plan Overview...................................................................3

Student Objectives:........................................................................................................................5

Timeline:.........................................................................................................................................6

Sequence:.......................................................................................................................................6

National Standards:........................................................................................................................7

State Standards:.............................................................................................................................8

Background Information...............................................................................................................16

Teaching Resources......................................................................................................................19

Activity Sheets for A Taste for Trouble Part I........................................................................23

A Taste for Trouble: Part II............................................................................................................25

Activity Sheets: A Taste for Trouble Part II...........................................................................27

A Taste for Trouble Part III............................................................................................................34

Activity Sheets: A Taste of Trouble Part III:..........................................................................38

A Taste for Trouble Part IV............................................................................................................39

Activity Sheets for A Taste for Trouble Part IV......................................................................41

A Taste for Trouble Part V:...........................................................................................................52

A Taste for Trouble Culminating Project...............................................................................54

References....................................................................................................................................55

A Taste for Trouble Answer Sheets...............................................................................................57

A Taste for Trouble Student Manual.............................................................................................68

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A Taste for Trouble Case Study Lesson Plan OverviewThis case study was written as a novel way to approach the study of macromolecules

and the role they play in life. Understanding the basic biochemistry of carbohydrates, lipids,

proteins and nucleic acids helps students grasp what cells are composed of and how they carry

out life processes. Most students find it easier to learn about something if they can connect it

to their daily lives. Each scene leads the class deeper into the study of macromolecules

beginning with Katrina’s health problems stemming from her food and activity choices leading

to Type II Diabetes and beyond in exploring the changes in global nutritional health issues.

In A Taste for Trouble Part I, two students are introduced; Katrina a sophomore new to

the small town, who laments moving from her big city full of fast food choices and shopping

malls. She is overweight, hungry, thirsty and needs to urinate frequently; all classic signs of Type

II diabetes. She befriends Jeri, a skinny blonde so hungry she is about to pass out who is revived

by the gooey candy bar proffered out of Kate’s immense handbag. While not as detailed, Jeri’s

symptoms are classic for hypoglycemia.

In A Taste for Trouble Part II, we learn of Katrina’s college-aged cousin, Nicole, who is

determined to improve Katrina’s health with a diet and exercise program. Nicole gives Katrina

“homework” to do to calculate her calorie needs and start a food diary.

In A taste for Trouble Part III, Katrina has been trying to follow Nicole’s plan for

improvement and the girls have been meeting three times a week to walk around the park.

Katrina gets a blister on their first walk which has now become infected. She goes to the doctor

who orders blood tests and a urinalysis. Results of the tests lead students to a diagnosis of

diabetes.

The next segment of A Taste for Trouble Part IV brings Katrina to a series of lessons

with Sharon, a Diabetes Consultant at the local hospital. Sharon explains to Katrina that all food

is not equally nutritious. She gives Katrina a series of assignments to complete to help Katrina

understand why she will be asked to change her lifestyle.

The conclusion of A Taste for Trouble Part V brings Jeri back into the story. She is

feeling faint before class again and asks Katrina for a candy bar. Katrina hands her friend a

banana from her bag and tells her she thinks Jeri might have a condition which can result in

diabetes too even though she is skinny. They decide to focus their big project assignment on

finding out if there are more diseases related to diet. Their teacher encourages them to go

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global and look at how global economy changes are affecting the prevalence of diabetes across

the world.

Each story segment is followed by activities and labs including teacher instructions for

lab set up and answer sheets. PowerPoint, video and internet sites are included where

indicated. A student manual includes all student worksheets, and lab instructions. Some labs

and activities may not fit into every teacher’s schedule or classes time frame but all contribute

to learning about macromolecules especially carbohydrates, nutrition and the role it plays in

health. This scheduling is based upon 45 minute class periods meeting each day.

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Student Objectives:

1. Students will be introduced to the biochemistry of macromolecules; specifically carbohydrates; their structures and functions using a case study about a teen who suffers from Type II Diabetes.

2. Students will engage in activities and labs designed to introduce basic concepts about macromolecules such as dehydration synthesis and hydrolysis, polymers, calories, macro and micronutrients, Basal Metabolic Rate (BMR) and Body Mass Index (BMI), portion size, nutritionally based diseases and global changes in nutrition and disease.

3. Students will understand the detrimental effects of fats on the body and their relationship to heart disease, diabetes, and obesity

4. Students will identify pertinent information from a situation (the story) and use internet research to construct a list of potential food related health problems for teens.

5. Students will propose questions and medical laboratory tests designed to narrow a list of potential disease processes using information from their internet research.

6. Students will read tables, analyze results, and draw conclusions based upon data presented.

7. Students will learn to use simple assay techniques to determine the presence of certain macromolecules by building a rubric for organic molecule testing reagents.

8. Students will demonstrate understanding of how to read a food label by doing a comparison study of three nutrition labels.

9. Students will practice dehydration synthesis and hydrolysis with hands-on simulations.

10. Students will analyze their nutritional requirements and eating habits by keeping a food diary and learning to read nutrition labels.

11. Students will learn about America's growing obesity issues and how portion size can contribute to this problem.

12. Students will analyze the contents of a fast food meal for macromolecules after watching the video “Super Size Me”.

13. Students will analyze their reactions after viewing “Super Size Me!” by writing an essay.

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14. Student will communicate in a format of their choosing, their understanding of the global impact of changing dietary practices and increase of nutritionally based diseases.

Timeline: This case study is designed to be used in a 2 to 3 week time frame depending upon whether or not all of the labs are used and how accessible the internet is to student. Time could be shortened if assignments are given as homework rather than done during class time or lengthened to add more content.

Sequence: This case study should be used after a unit of basic chemistry and before studying cells. It is a desirable to have covered types of bonds, properties of water, pH, carbon bonding and functional groups. This case study introduces macromolecules and nutrition focusing on carbohydrates and through laboratories incorporates lipids and proteins to some degree. A deeper study of lipids and proteins would follow this unit prior to studying cells.

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National Standards:

Health

Standard 6: Understands essential concepts about nutrition and diet Standard 7 : Knows how to maintain and promote personal health

Life Science

Standard 9 : Understands the sources and properties of energy Standard 11 : Understands the nature of scientific knowledge

Standard 12 : Understands the nature of scientific inquiry

Standard 13 : Understands the scientific enterprise

Challenge students to accept and share responsibility for their own learning

Orchestrate discourse among students about scientific ideas

Behavioral biology has implications for humans, as it provides links to psychology, sociology, and anthropology.

The chemical bonds of food molecules contain energy. Energy is released when the bonds of food molecules are broken and new compounds with lower energy bonds are formed. Cells usually store their energy temporarily in phosphate bonds of a small high-energy compound called ATP.

The energy for life primarily derives from the sun. Plants capture energy by absorbing light and using it to form strong (covalent) chemical bonds between the atoms of carbon-containing (organic) molecules. These molecules can be used to assemble larger molecules with biological activity (including proteins, DNA, sugars, and fats). In addition, the energy stored in bonds between the atoms (chemical energy) can be used as sources of energy for life processes.

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State Standards:SCIENCE PROCESSES AND INQUIRY

Process Standard 1. Observe and Measure - Observing is the first action taken by the learner to acquire new information about an organism or event. Opportunities for observation are developed through the use of a variety of scientific tools. Measurement allows observations to be quantified. The student will accomplish these objectives to meet this process standard. 1. Identify qualitative and quantitative changes in cells, organisms, populations, and ecosystems given conditions (e.g., temperature, mass, volume, time, position, length, quantity) before, during, and after an event. 2. Use appropriate tools (e.g., microscope, pipette, metric ruler, graduated cylinder, thermometer, balances, stopwatches) when measuring cells, organisms, populations, and ecosystems. 3. Use appropriate System International (SI) units (i.e., grams, meters, liters, degrees Celsius, and seconds); and SI prefixes (i.e., micro-, milli-, centi-, and kilo-) when measuring cells, organisms, populations, and ecosystems.

Process Standard 3: Experiment - Experimenting is a method of discovering information. It requires making observations and measurements to test ideas. The student will accomplish these objectives to meet this process standard. 1. Evaluate the design of a biology laboratory investigation. 2. Identify the independent variables, dependent variables, and controls in an experiment. 3. Use mathematics to show relationships within a given set of observations (e.g., population studies, biomass, probability).

4. Identify a hypothesis for a given problem in biology investigations.

5. Recognize potential hazards and practice safety procedures in all biology activities.

Process Standard 4: Interpret and Communicate - Interpreting is the process of recognizing patterns in collected data by making inferences, predictions, or conclusions. Communicating is the process of describing, recording, and reporting experimental procedures and results to others. Communication may be oral, written, or mathematical and includes organizing ideas, using appropriate vocabulary, graphs, other visual representations, and mathematical equations. The student will accomplish these objectives to meet this process standard. 1. Select appropriate predictions based on previously observed patterns of evidence. 2. Report data in an appropriate manner. 3. Interpret data tables, line, bar, trend, and/or circle graphs. 4. Accept or reject hypotheses when given results of a biological investigation. 5. Evaluate experimental data to draw the most logical conclusion. *6. Prepare a written report describing the sequence, results, and interpretation of a biological investigation or event. 7. Communicate or defend scientific thinking that results in conclusions.

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Process Standard 6. Inquiry - Inquiry can be defined as the skills necessary to carry out the process of scientific or systemic thinking. In order for inquiry to occur, students must have the opportunity to ask a question, formulate a procedure, and observe phenomena. The student will accomplish these objectives to meet this process standard.

3. Use a variety of technologies, such as hand tools, microscopes, measuring instruments, and computers to collect, analyze, and display data. 4. Inquiries should lead to the formulation of explanations or models (physical, conceptual, and mathematical). In answering questions, students should engage in discussions (based on scientific knowledge, the use of logic, and evidence from the investigation) and arguments that encourage the revision of their explanations, leading to further inquiry.

Standard 5: Matter, Energy, and Organization in Living Systems - Living systems require a continuous input of energy to maintain their chemical and physical organizations. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives: 1. The complexity and organization of organisms accommodates the need for obtaining, transforming, transporting, releasing, and eliminating the matter and energy used to sustain the organism (i.e., photosynthesis and cellular respiration). 2. As matter and energy flow through different levels of organization of living systems and between living systems and the physical environment, chemical elements are recombined in different ways by different structures. Matter and energy are conserved in each change (i.e., water cycle, carbon cycle, nitrogen cycle, food webs, and energy pyramids).

Standard 6: The Behavior of Organisms - Organisms have behavioral responses to internal changes and to external stimuli.

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Step by Step Procedure for Carrying out the Case Study

Session I:

Time allowed: At least one class period

Before you begin A Taste for Trouble Case Study, show your students a nutrition label (there is one on the Case Study PowerPoint) or pass a nutrition label around the room, and give your students an assignment to bring in 6 different nutrition labels from a variety of foods. Making this assignment now will make Session II go much smoother. It is also a good idea to collect additional food labels to use in Session II. Activities for Part I:

Analysis of the case:

1. Read A taste for Trouble Part I out loud to the class before you hand out or digitally

send copies to each student. (5 minutes to read Part I and give instructions for #2)

Rationale: Reading out loud allows all of the students to get the information at the same time

and helps auditory learners as well as slower readers get overall information. Students love to

be read to and this short scene is a perfect opportunity to get everyone on the same page, so to

speak!

2. Have students discuss the story with their partner and list clues found in the story

leading to a potential problem each girl might have. Combine everyone’s ideas into a list

entitled “What do we know?” for the class using an overhead projector, LCD or

chalkboard. Stress that they are looking for information not interpreting its meaning

when eliciting the list. (3-5 minutes to discuss, 5-10 minutes to make class list and give

instructions for #3)

Rationale: Students generally work better in pairs for each person is more active in the

endeavor and their ideas will more likely be discussed. Bringing everyone’s ideas together will

help focus the class if some students did not find all the clues.

3. Using the class list have students do an internet search on the girls’ symptoms to see if

they can narrow down what health issues are being presented. A questionnaire is

included to help guide them in thinking about the clues. (20 minutes or longer

depending upon class)

Rationale: Unraveling the health mystery on their own encourages students to be problem

solvers and to develop critical thinking. Piquing their interest by not answering questions but by

presenting them with the story, having them come up with the questions and seeking the

answers puts them in charge of their own learning.

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Session 2: A Taste for Trouble Part II

Katrina’s cousin, Nicole, a local university student majoring in nutrition and fitness local

has decided to help “fix” Katrina’s health issues. Read A Taste for Trouble Part II to the class.

Nicole has given Katrina homework which becomes homework for your students. They must

first calculate Katrina’s BMR, SDA and Activity Calories to determine the number of Calories she

should consume each day to maintain her present weight. Using Katrina’s homework as an

example they determine their own BMR, SDA and Activity Calories. Since Katrina is asked to

keep a food diary, students are also asked to record their food and beverage intake for a period

of 3 days. Upon completion of the three days, students are asked to determine how close their

actual Calorie intake is to their calculated daily value.

Activities for Part II:

1. Read aloud A Taste for Trouble Part II before you hand out or digitally send copies

to each student. (5 minutes to read part II)

Rationale: Reading out loud allows all of the students to get the information at the same time

and helps auditory learners as well as slower readers get overall information. Most students

love to be read to and find out more about Katrina’s story.

2. Ask students their thoughts on Katrina and her problems. Have they learned

anything new about Katrina? (5-10 minutes to discuss the reading)

Rationale: A brief class discussion will focus everyone on the story. It will also give students an

opportunity to bring forth issues and concerns they may have about health and nutrition. Some

students may have similar issues or friends and family members with similar problems to

Katrina’s.

3. Show the food label slides (1 - 9) from “The Taste of Trouble” PowerPoint. Discuss

with students how to read a food label. Leave the slide up on how to read a

nutrition label. Have them complete the Reading a Nutrition Label worksheet in the

student manual. The second part of the activity requires them to use the nutrition

labels they have brought to class. Walk around the class facilitating the activity. End

the class by having students share some of their labels and information and turning

in their work. (1-2 class periods)

4. Students learn to determine Daily Calorie Requirements by first doing Katrina’s

Homework and then calculating their own Daily Calorie Requirements. (1 class

period)

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Rationale: Having a training session to do the calculations using common information in class

(Katrina’s Homework) will help them apply the technique to doing the calculations on the

information about themselves.

5. Students view PowerPoint slides on Nutrition Labels and then answer questions

about a simulated nutrition label. Using labels brought from home, they use the

knowledge learned to compare three of the labels and analyze the nutritional value

of each food. (1 class period)

Rationale: A training session followed by practice encourages skill building. Comparisons and

analysis of nutrition labels shows mastery of the skill.

6. After students have kept a 3 day food diary ask them to use the internet and other

resources to determine the number of calories they ate per day and how those

calories compare to their Daily Calorie Requirements. Encourage them to get calorie

(and other information for the advanced diary) from packages as they eat. On the

fourth day give them time in class to research their calories or assign the completion

of the food diary as homework. (1 class period or homework)

Rationale: Applying the information and skills to their own lives makes the lessons more

personal and impactful. Using skills in reading nutrition labels reinforces the skill while helping

them analyze their diets.

Session 3: A Taste for Trouble Part III

While walking in the park with her cousin, Katrina developed a blister which has failed

to heal. She ends up with an infection and a trip to the doctor. Her new doctor tells her frankly

she is morbidly obese and her weight may shorten her life. He tells her the blister may have

saved her life. Based on an in office urinalysis he requested a fasting blood sugar be done

immediately along with other tests. He plans to send her to a nutritionist to help design a diet

to help her lose weight.

Based on Katrina’s lab results, students are asked to determine what illness Katrina has.

Activities for Part III:

1. Ask students with their partners to look at the lab report from Katrina’s trip to the

doctor. Using the information given along with the information from Session 1, ask if

they are ready to make a diagnosis of Katrina’s major health issue. (10 minutes)

Rationale: Students need practice drawing conclusions. Gathering information and determining

the meaning of the information is the culminating practice in scientific methodology. Many

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students can carry out the steps of an experiment but fall short when it comes time to draw

conclusions. Katrina’s story gives data to digest (pun intended!) and to make judgments about

what it might mean. It also gives practice in interpreting tables and charts which is always

helpful in writing lab conclusions and on standardized tests.

Session 4: A Taste for Trouble Part IV

Katrina has an appointment with Sharon, the diabetes consultant, at the local hospital.

Sharon gives Katrina reference materials about nutrition and diet. Typically a diabetes

consultant would give a client all of the information and not ask them to seek it out or do labs.

Most hospitals and clinics do not have facilities to have clients carry out lab experiments but this

scenario leads students into the Macromolecule ID assay training lab, the Training lab for

Determining Calories in Food, “Super Size Me!” video and the McMush lab done in her biology

class at school. This part of the case study contains most of the labs and activities.

Activities for Part IV:

1. Show students PowerPoint for A Taste for Trouble slides 21 – 23 on Macromolecules

101 and discuss the concepts. Students should take notes. (1-2 class periods)

Rationale: Going over information with students gives them a basis for understanding a

concept. Most students need repeated exposure and practice with a concept before they truly

understand it. Many times it is a simple activity or statement that gives a student the “Aha!”

moment.

2. Have students use Macromolecules 101 saccharide models to visualize dehydration

synthesis and hydrolysis and answer questions in Macromolecule 101 kits. Introduce

Training lab and go over the protocol. (1 class period)

Rationale: Many students are visual and kinesthetic learners. Holding the model in their hands

and manipulating the beads often provide a concrete example of an abstract process.

3. Training Lab – Identifying Organic Compounds in Food

This is referred to as a training lab because it is designed to lead the students in

conducting an assay to determine the purpose of each indicator solution. They

know what substances the food solutions contain, but they do not know which reagent

is an indicator for those substances. They develop a rubric for the testing solutions by

doing the lab and recording the results. After conducting the training lab they are

prepared to test different food products for the presence of starch, glucose and protein.

(2 class periods)

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Rationale: Students remember and understand information at a deeper level when they

construct the knowledge themselves.

4. Putting it Out of Proportion – perceptions about appropriate food portion size

Introduction: Give students a blank piece of paper and have them draw a typical

restaurant meal to scale. If they choose steak, how big a piece would they get? How

many French fries? How big is the bun for a hamburger?

a. Explain to students that over 60% of Americans are overweight. Ask students why

they think this might be the case.

b. Go to http://hp2010.nhlbihin.net/oei_ss/menu.htm#sl2 and show Portion

Distortion I Slide Show and; if time allows; Portion Distortion II Slide Show on the

National Heart Lung and Blood Institute website. Ask students their thoughts about

portion size keeping in mind their age and experience with portion sizes in

restaurants and fast food places.

c. View A Taste for Trouble PowerPoint slides 21-23 about portions size and discuss

with students how to relate portions to everyday items so they can estimate

servings.

d. Reflect: Have students revise their original drawing, considering the new

information about portion size.

Rationale: Students use prior knowledge and experience to make choices. Giving them new

data sets can help train them to make better food choices in the future. Cleaning your plate

may need to become a thing of the past especially in light of the bigger portion sizes served in

restaurants. Students need practice in estimating sizes based on everyday objects a skill useful

in science as well as in filling their dinner plate.

5. Watch Super Size Me! Morgan Spulock’s documentary on the fast food industry and

portion size. Stop the video occasionally and discuss with the class what is taking place.

a. Ask students to write a one page response to the video. Remind them you are

expecting their reaction to the video not a summary of what happened. It is

helpful to ask them to consider the following questions: How did this video

impact them? Do they eat fast food? If they do, will they eat it as often as they

did? What surprised them most in the video? Did they want to go to lunch at

McDonalds? If they do go to McDonalds will they make different choices on the

menu because of the video? (3 class periods)

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http://hp2010.nhlbihin.net/oei_ss/menu.htm#sl2


Rationale: This video has become a classic about the fast food industry and the individual’s

responsibility to educate themselves about health risks and relying on advertising to make

personal choices about diet. This video emphasizes the lifestyle causing Katrina to gain weight

and become ill. It also leads to the labs in biochemistry.

6. McMush Lab – A Happy meal is blended (without the toy!) analyzed using

skill sets learned in the Macromolecule ID. (2-3 class periods depending upon

equipment)

Rationale: This is a very impactful lab. Students are more likely to remember something they do

rather than see. They practice lab and science process skills, and it is interesting and surprising

for them to discover what is in fast food product they have been learning about.

Session 5: Katrina uses her new found knowledge to help her friend Jeri. She encourages Jeri to

eat better by following her example and seek information about her condition by going to the

doctor. This session introduces the global impact of diabetes in developing countries by giving

Katrina and Jeri an idea about doing their big class project; researching the changes in global

economy and the prevalence of nutritional diseases.

Activities for Part V:

1. Nutrition and Disease in a Global Community

Research Project – human health is impacted by nutrition. Have student use both Jeri

and Katrina’s ideas for a project and research nutritional based diseases. Then

investigate how world health is changing because of the changes in nutrition. (2-3 days

in class and additional time as homework)

Rational: Linking knowledge in individual research reinforces learning. Student interest is

piqued by Katrina’s and Jeri’s health issues to investigate further. Learning about nutrition

should be reflected in future choices in food and concern about how food impacts health.

Researching changes in world health as countries adopt a US diet and consequently suffer from

diseases such as diabetes and heart problems should highlight the problems with choosing to

eat the convenient yet unhealthy highly processed “foods” that have become a staple in our

everyday lives.

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Background InformationCarbohydrates, lipids, proteins, and nucleic acids are organic molecules found in every living organism. These macromolecules are large carbon based structures. The macromolecules are assembled by joining several smaller units, called monomers, together through a chemical reaction called dehydration synthesis. The resulting polymer can be disassembled through the complimentary process called hydrolysis.

Carbohydrates are made of carbon, hydrogen and oxygen atoms in a 1:2:1 ratio. This means that for every carbon atom present in the carbohydrate there are two hydrogen atoms and one oxygen atom present. Greater energy containing double bonds exist between many of the carbon atoms in lipids. The monomers for carbohydrates are referred to as monosaccharides. When many monosaccharides are chained together the resulting molecule is called a polysaccharide. Carbohydrates are used by living organisms as an important source of energy. Examples of carbohydrates include glucose, fructose, sucrose, galactose, ribose, deoxyribose, cellulose and chitin.

Lipids are also made of carbon, hydrogen and oxygen but the ratio of carbon, hydrogen, and oxygen is not 1:2:1. Instead, lipids have a much higher number of carbons and hydrogens with few oxygen atoms present. The nonpolar bonds that form between the carbon and hydrogen atoms of a lipid cause them to be hydrophobic, or water-repellent, molecules. This explains why water and oil do not mix. The large number of carbon to hydrogen bonds also serves to make lipids energy rich storage molecules. One gram of lipid stores twice as much energy as one gram of a carbohydrate. Lipids from animals are referred to as fats and are solids at room temperature, while those found in plants are referred to as oils which are liquids at room temperature. Fats and oils are made of smaller units called triglycerides which are composed of a glycerol and three fatty acid molecules. One important relative of true lipids are the phospholipids. Phospholipids differ in structure from regular lipids in that phospholipids are made of a glycerol and two fatty acids joined by a phosphate group. This arrangement makes phospholipid molecules have both hydrophilic and hydrophobic regions. This feature makes phospholipids an ideal structural component of the plasma membrane of cells. Steroids are another significant group of lipids.They differ slightly in structure because the carbon atoms are arranged in four rings. Examples of steroids include cholesterol, estrogen, testosterone and morphine.

Proteins are composed of long folded chains of amino acids which are composed of atoms of carbon, hydrogen, oxygen and nitrogen. Proteins serve as the major building blocks of organisms. Proteins are large complex molecules that combine to form various components of living organisms such as muscle fibers, enzymes, and hemoglobin. Proteins are made of unique combinations of the twenty amino acid monomers. A string of amino acid monomers joined together by peptide bonds is called a polypeptide.

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Vitamins and Minerals Reference Sheet Vitamins are molecules needed in small quantities for proper growth and activity. Humans cannot make many of the vitamins themselves and must eat them in their diet. Essential to life/Important in helping with cell chemistry (metabolism); they help enzymes to make

many of our cell’s reactions work correctly! From G. & C Ulmer

Vitamins

Name A Few of their Functions

A Aids in normal night vision, healthy skin, immunity against diseases

B1 (thiamine) Aids in the breakdown of sugars in cells, proper digestion, and appetite

B2 (riboflavin)Aids in red blood cell production, breakdown of sugars, fats, and proteins

in cells

B3 (niacin)Aids in proper digestion, healthy skin, breakdown of sugars, fats, and

proteins in cells

B5 (pantothenic acid)Aids in proper digestion, healthy nervous system, breakdown of sugars,

fats, and proteins in cells

B6 (pyridoxine)Aids in red blood cell production, fat and protein absorption, normal brain

function, and immunity against diseases

B12 (cyanocabalamin)Aids in red blood cell production, protein chemistry in the cell, healthy

nerve function

Folic AcidAids in red blood cell production, immunity against diseases, and normal

cell division

Choline Aids in the breakdown of fats in cells, proper nerve functions

BiotinAids in fat chemistry in the cell, breakdown of sugars in the cell, and

healthy skin and hair

C (ascorbic acid) Aids in disease resistance and wound healing

D Aids in normal tooth and bone development

E Aids in keeping cells from being damaged and wound healing

K Aids in blood clotting and bone formation

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Minerals Minerals are ions we need in small amounts to function properly. We must get all of our minerals by eating them in our diets (mainly by eating plants). Essential to life/ Important in our body fluids/ Important in helping with cell chemistry.

Minerals

Name A Few of their Functions

CalciumNeeded for tooth and bone formation, muscle contraction, and blood

clotting

Chloride Aids in regulating water concentrations in and out of our cells

Cobalt Aids in the production of several important enzymes

Copper Aids in bone formation, nerve function, and red blood cell formation

IodideRegulates the rates of body reactions, and aids in proper thyroid gland

function

IronNeeded by red blood cells to pick up oxygen, works with many important

enzymes in our cells

MagnesiumHelps enzymes break down sugars, fats, and proteins for energy, needed

for proper nerve and muscle function

Manganese Aids in breakdown of proteins and fats, bone and cartilage formation

Phosphorus Aids in tooth and bone formation

PotassiumNeeded for nerve function, regulates water consumption in and out of our

cells

SodiumNeeded for nerve function, regulates water consumption in and out of our

cells

SulfurNeeded to produce some of our amino acids, helps protect cells from

damage

ZincWorks with many important cell enzymes, helps protect cells from

damage, aids in bone formation

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Teaching ResourcesA Taste for Trouble Power Point is included with this Case Study. Slide numbers are indicated in the lesson plan and each section has a title slide for ease of use.

Several websites are listed in references invaluable as resources for both class presentation and student research.

Distortion Proportion Slide Show I and II can be accessed on line here:

National Heart, Lung and Blood Institute Obesity Initiative Slide Show Sets: http://hp2010.nhlbihin.net/oei_ss/menu.htm#sl2

The textbook used in biology class is an excellent resource and should not be discounted while doing this Case Study. While this “A Taste for Trouble” could stand alone it is an excellent addition to the program of study already incorporated into your curriculum.

Materials and Possible Venders:Reagents and other lab materials may be purchased at any lab company. Below are some suggested companies.

Flinn Scientific, Inc. Toll Free: 1-800-452-1261P.O. Box 219 Fax: 1-800-452-1436Batavia, IL 60510 email: [email protected]

Carolina Biological Supply Company Toll Free: 1-800-334-55512700 York Road, Burlington, NC 27215-3398

WARD'S Natural Science Toll Free: 800-962-2660 PO Box 92912 Rochester, NY 14692-9012

Craft materials may be purchased at Wal-Mart, Hobby Lobby, Michael’s or any craft store.

Macromolecules 101Plastic Needle point canvasPipe cleaners (any color)Black and white pony beads

Safety equipment for labs include: goggles, aprons, glovesTraining Lab - Macromolecule ID Equipment to Prepare:

6 – 13 mm x 100mm test tubes placed in a 250ml beaker/grouptransparent tape and waterproof pen

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mailto:[email protected]



1 50o C hot water bath/group (hot plates with 250 mL beakers of water work well)18 small beakers or containers 18 labeled eye droppers or disposable pipettes Biuret SolutionBenedict’s SolutionLugol’s Solution

Solutions to Prepare:

1. Biuret, Benedict’s, and Lugol’s solutions are poured from their shipping bottles without dilution.

2. Distilled Water Food Solution – tap water works fine3. Sucrose Food solutions – sucrose doesn’t react with any of the test solutions so it’s

easiest to cheat and use plain water for the sucrose solution. Otherwise, add one heaping teaspoon of table sugar to 500 mL of water.

4. Concentrated Glucose Food Solution – add 40 mL of clear corn syrup to 500mL of water5. Dilute Glucose Food Solution – add 10 mL of the Concentrated Glucose Solution above

to 500 mL of water6. Starch Food Solution – use a can of laundry spray starch from the store and spray for 15

seconds into a beaker filled with 500 mL of water OR put a teaspoon of cornstarch into 500 mL of water and mix well.

7. Protein Food Solution – stir .5 of a heaping teaspoon of powdered albumin into 500 mL of water

500 mL of each organic food solution should be more than enough for 5 classes.

McMush LabMcDonald's value mealBenedict's solution- tests for sugar (carbohydrates)Biuret solution- tests for proteinLugol's iodine solution- tests for starch (complex carbohydrates)Silver NitrateBrown paper (craft paper or a brown paper bag)Kitchen Blender1 hot plate1 - 500 ml beaker1 - 200 ml graduated cylinder100 ml of water2 oven mitts1 wooden spoon1 refrigerator to cool McMush mixture (although you could use an ice chest if you had no access to a refrigerator)

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A Taste for Trouble: Part I

Katrina huffed down the hall. She was pooped! It was just second period but it had

already been a long day finding her way around the unfamiliar high school. It was bad enough

to move to a new town right before her sophomore year but it seemed all her classes were as

far apart as humanly possible. She found room 128 and squeezed her large frame into the first

available seat. She would rather have sat at the back where she might escape notice, but being

in front she might actually make a badly needed restroom break before she made her way

across this ridiculous building to her Spanish class.

A skinny blonde slipped into the chair next to her. “I am so hungry I am about to pass

out!” She exclaimed. “You wouldn’t have anything to eat in that big bag of yours would you?”

She eyed Katrina’s enormous purple purse.

“I do keep a stash of candy bars,” Katrina confessed. “I’m usually hungry myself.” She

rummaged in her bag and handed the girl a chocolate candy bar. “Not to mention thirsty! I am

Katrina by the way.”

“Jeri” mumbled the girl through a mouthful of candy, “nice to meet you.” She

swallowed, “Thanks for saving me. I heard they have vending machines in the building but I am

still trying to find my classes and I know I will never see my locker again. Why does everything

have to look the same?”

“I know,” sighed Katrina. “If they ever take down that gruesome science poster at the

front of this hall I will never find my way back to Kansas!”

Jeri did a double take as she took another bite of candy, “Gosh! Are you from Kansas

too?”

“No, I am from Missouri, I was referring to the Wizard of Oz, not that I am Dorothy or

anything but moving from St. Louis to this little town out in the sticks is like being plunged into

the land of the munchkins. No offense, but I prefer a larger town where they have more fast

food choices and shopping malls. Are you really from Kansas?”

Several students careened into the room seconds after the tardy bell disgustedly looking

at the remaining seats.

“OK, class! Let’s get started!” The teacher’s voice startled the class into attention.

“Those who have just come in don’t worry about hunting for the perfect spot. I am going to

assign seats for the first few weeks anyway.” Audible groans from the teens. “Also, I won’t be

counting you tardy today but I will tomorrow so get here on time! It also looks like some folks

21


have forgotten the “no food in class” rule from your handbooks! Remember to save your snacks

for the nutrition break after 3rd period.”

Jeri quickly slid the remaining candy bar down beside her on the seat. “Tell you later,”

she mouthed to Katrina, who had crossed her legs and wished her last name was not so far

down in the alphabet. She hoped this class would go by quickly! Her shot at making it to the

small overcrowded girl’s restroom during passing time faded with the seating chart, never mind

getting a much needed bottle of water. She would just have to be late next period. Perhaps her

Spanish teacher would also be forgiving about tardiness on the first day of school.

22


Activity Sheets for A Taste for Trouble Part IFrom the story, generally describe the body type of each girl:

Katrina: ________________________________________________________________________

Jeri: ___________________________________________________________________________

What do you know about Katrina’s food preferences from the story? ______________________

______________________________________________________________________________

What physical symptoms does Katrina have (think about what is making her uncomfortable in the scene)? ______________________________________________________________________________

______________________________________________________________________________

What physical symptoms does Jeri have? ______________________________________________________________________________

______________________________________________________________________________What do you know about Jeri’s eating habits from the story? _____________________________________________________________________________

Internet Research: For girl and each symptom, make a list of possible causes.

Katrina:

Clue #1: Clue #2: Clue #3 : Clue #4:

What questions would you ask Katrina to help you narrow down her possible health issues?

If you were her doctor what type of tests would you request in order to diagnosis Katrina?

Jeri

23


Clue #1: Clue#2:

What questions would you ask Jeri to help you narrow down her possible health issues?

If you were her doctor what type of tests would you request in order to diagnosis Jeri?

24


A Taste for Trouble: Part II“I could wring her scrawny little neck!” exclaimed Katrina as she flopped down on the

sofa, setting her Big Gulp cup on the ottoman in front of her while blowing her bangs out of her

eyes. She let her heavy backpack slide to the floor off her shoulder as she struggled to untie her

Nike’s and untangle her purse all at the same time. “She has no idea what it is like!” she ranted.

“What are you complaining about now!” asked her mother from the doorway. I am

barely in the house before the griping begins. I understand how hard it is to switch schools

when you are a teenager but give me a break already!” Moving hasn’t been a walk in the park

for any of us.” Katrina rolled her eyes at her mom’s remarks.

Her mother changed her tone, hoping to prevent more drama. “Did you see Nicole

today? She was so excited we were moving to town.”

“If you’re trying to change the subject, you just failed,” snorted Katrina. “She is the one

whose scrawny neck I was eager to wring!”

“Oh! Katrina! That is not very nice. She was always your favorite cousin and you were

happy she was at Central University!” returned her mother. “What was it you said? Her

presence was the only saving grace in moving to this one-horse town or some such thing!”

“Was, is the operative word! When I met her in the Student Union, she had the gall to

gasp and exclaim about how much weight I gained since last Christmas; AND then she went on

and on about how she was going to get me into shape. Like she is so perfect! I could snap her in

half like a twig! She went on and on about eating right and exercising until I thought I would

barf! She expects me to go along with all of this. She may be skinny but she doesn’t know

anything about manners! You don’t go around telling people they are fat; even if they are!”

“Well, honey, you know she is majoring in nutrition and fitness. It is only natural she

would get excited about helping you.” replied Katrina’s mom.

“I don’t remember asking for help! But Miss Smarty Pants gave me homework to do! I

am supposed to find my height and weight and use this stupid formula to figure out I am fat! I

know I am fat! Good Grief! I am so tired I want to go to bed right now and I have 6 tons of

stupid homework and plenty of it is math without fat formulas on top! Geez! And she wants

me to meet her at the park so we can work out together. So yeah, moving here looks like it is

turning in to lots of walks in the park! I don’t have enough energy to do anything and she wants

25


me to do more! That makes perfect sense! NOT!” She stood up and took a big swig of her soda

as she headed down the hall to the bathroom.

“Well, dear” ventured her mom, “once you get a ton or two of the homework done, you

can set the table for dinner. I got rid of some boxes so we can finally sit down and eat like an

actual family tonight.”

“Great!” retorted, Katrina. “My last meal before I am doomed to count every blessed

calorie for Miss Prissy Pants!”

26


Activity Sheets: A Taste for Trouble Part IIKatrina’s Homework

Katrina must find her height and weight. Luckily they have an accurate bathroom scale she can use at home. Her mom helped her find her height by using a ruler, a pencil and a tape measure. Katrina stood straight with her back against the wall and her mom put the ruler on top of her head at a right angle to the wall. She made a small mark with the pencil which could easily be erased later. They used the tape measure to measure from the floor to the mark. Katrina is 5’5” tall and weighs 295 pounds. She is 16 years old. Nicole wanted her to use one of the following formulas:

English BMR FormulaWomen: BMR = 655 + ( 4.35 x weight in pounds ) + ( 4.7 x height in inches ) - ( 4.7 x age in years )Men: BMR = 66 + ( 6.23 x weight in pounds ) + ( 12.7 x height in inches ) - ( 6.8 x age in year )OrMetric BMR FormulaWomen: BMR = 655 + ( 9.6 x weight in kilos ) + ( 1.8 x height in cm ) - ( 4.7 x age in years )Men: BMR = 66 + ( 13.7 x weight in kilos ) + ( 5 x height in cm ) - ( 6.8 x age in years )

Calories are needed to chew and digest your food. This is referred to as Specific Dynamic Action or SDA. It is figured as 10% of your Basal Metabolic Rate (BMR) SDA = BMR x .1

Specific Dynamic ActionSDA BMR x .1

To determine your total daily calorie needs, multiply your BMR by the appropriate activity factor, as follows:

Activity Factor Calorie-CalculationIf you are sedentary (little or no exercise) BMR x 1.2If you are lightly active (light exercise/sports 1-3 days/week) BMR x 1.375If you are moderately active (moderate exercise/sports 3-5 days/week) BMR x 1.55If you are very active (hard exercise/sports 6-7 days a week) BMR x 1.725If you are extra active (very hard exercise/sports & physical job or 2x training) BMR x 1.9

Katrina’s BMR = 655 + (4.35 x _________lbs.) + (4.7 x _______”) – (4.7 x ____years old)

655 + ________+ ________ - __________ = __________

Katrina’s SDA = BMR x .1 __________x .1 = ____________

Katrina’s Activity Calories = BMR x 1.2 __________x 1.2 = _____________Cal

Katrina’s Results (round the Total to the nearest whole number)

Katrina’s BMRKatrina’s SDA

Katrina’s Activity CaloriesTotal # of Calories/Day

27

http://www.bmi-calculator.net/bmr-calculator/


Find Your Calorie Needs

Use the same information Katrina used in her homework to calculate your BMR, SDA and Activity Calories.

Your Height ___ft. ____in. = _____in x 2.54 = ______ cm Your Weight lbs. Kg

Convert feet into inches by multiplying by 12.English Basal Metabolic Rate (BMR) FormulaWomen: BMR = 655 + ( 4.35 x weight in pounds ) + ( 4.7 x height in inches ) - ( 4.7 x age in years )Men: BMR = 66 + ( 6.23 x weight in pounds ) + ( 12.7 x height in inches ) - ( 6.8 x age in year )OrMetric Basal Metabolic Rate (BMR) FormulaWomen: BMR = 655 + ( 9.6 x weight in kilos ) + ( 1.8 x height in cm ) - ( 4.7 x age in years )Men: BMR = 66 + ( 13.7 x weight in kilos ) + ( 5 x height in cm ) - ( 6.8 x age in years )





Your BMR = 655 + (4.35 x __________lbs.) + (4.7 x __________”) – (4.7 x _____years old)

655 + ________+ ________ - __________ = __________

Your SDA = BMR x .1 __________x .1 = ____________

Your Activity Calories = BMR x 1.2 __________x 1.2 = _____________Cal/day

Your Results (round the Total to the nearest whole number)

Your BMRYour SDA

Your Activity CaloriesTotal # of Calories/Day

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Reading Nutrition LabelsUse the nutrition label to answer the following questions.

What food item does this nutrition label describe? _________________________________________ 1. What is the serving size? __________. How many

servings are in the container? ___________

2. How many Calories are in each serving? _________. How many Calories are from fat? ___________

3. Total fat = ________g Saturated Fat = ________g Trans fat = __________g Cholesterol = _________g Sodium = ________mg Total Carbohydrates = ______g Dietary Fiber = ______g Sugars = ________g Proteins =________g

4. Vit. A ____% Vit. C _____% Calcium _____% Iron _____%

5. Of all the ingredients listed on the label this food contains the most _________________

6. In terms of the % Daily Values of needed nutrients would this food be considered Low (5% or less) or High (20% or more) Explain________________________________________________________________________________________________________________________________

7. The Percent Daily Values (%DV) are based upon a ________________Calorie Diet. What % DV does this food item supply of dietary fiber?_____________% How many grams of Dietary Fiber are required for a person needing 2,000 Cal/day __________g and by a person needing 2,500 Cal/day __________g.If you needed 3,000 Cal/day what amount of dietary fiber should you have in your diet? ___________g.

Some amounts of certain nutrients go up with Calorie requirements. Which nutrient amounts stay the same regardless of Calorie needs? ___________________________________________

Different macromolecules are bonded together differently and have differing amounts of calories. Generally Lipids (fats) are good energy storage molecules because they have about 9 Cal/g, both Carbohydrates and Proteins have about 4 Cal/g. Complete the following table:

Beef Stew Soup 170 Cal/cup Protein 10g = ___________CalCarbohydrates 19g = _____Cal

Total fat 5g = ___________CalTotal Sodium 810 mg

Vegetable Beef Soup 120 Cal/cup

Protein 7g = ____________CalCarbohydrates 19g = _____Cal


Light Beef and Barley Soup 80 Cal/cup

Protein 5 g = ___________CalCarbohydrates 14g = _____Cal

Total fat 1.5g = __________CalTotal Sodium 410 mg

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Nutrition Label ComparisonGlue or tape three of your nutrition labels below. If the name of the food is not on the label, write it in the blanks labeled Food:Food A: Food B: Food C:

1. Which of these foods has the most Calories per serving? __________________________

2. Which of these foods has the least amount of total fat? __________________________

3. Which of these foods would be considered high in % Daily Value? __________________

4. Which of these foods has the most sodium? ____________________________________

5. Which of these foods would be the most nutritious? _____________________________

6. What did you choose this food as most nutritious? ______________________________________________________________________________________________________

7. Which food has the least saturated fat? _______________________________________

8. Which food has the most dietary fiber? _______________________________________

9. Which food would be the best choice if you had to limit your carbohydrates? ____________________________

10. Which of these foods would be the best if you had to limit your sodium intake? _____________________________

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Nicole also asked Katrina to keep track of the food she ate each day. She specifically asked her to also track the beverages she consumed, including water. Use the following to keep your own food diary.

Daily Food DiaryFood Day 1 Calories Day 2 Calories Day 3 CaloriesBreakfast

Snack

Lunch

Snack

Dinner

Snack

Total CaloriesCalculated Required Cal/DayDifference

Subtract the actual Calories you ate from your Calculated Required Cal/Day. If you ate more put a + sign in front of the number, if you ate less put a – sign in front of the number.

31


Advanced Diary: Students can also keep track of carbohydrates, proteins and fats and determine how many grams of each they eat each day.

32


FOOD LABELS AND BIOLOGICAL MOLECULES

Alternate assignment sheet to track fat and protein along with carbohydrates

Make a list of all the food that you eat during a 3 day period. o If a food label is available use it to determine mass of carbohydrates, total lipids

(fats), and protein. o Information for foods such as meats and produce can be found on the internet

or in cookbooks. The following site is from the US Department of Agriculture which regulates labeling of foods.

http://www.nal.usda.gov/fnic/foodcomp/search/index.html

Go to the site, type in the name of the food, click “submit.” A list of foods matching the term will appear. Click on the one that is closest to

what was eaten. Scroll to the bottom of the page and click “submit.” Usually there is a couple of serving size choices. Unclick “100 grams” and select

what seems most appropriate, and click “submit.” Click “submit.” The next page contains a chart with more information than

needed. Refer to your chart to gather what is required for this assignment.

On a separate piece of paper, add each nutrient (total carbohydrate, protein, fat) and list the total grams in a chart.

Make a bar graph indicating the total grams of each nutrient. You will be graded on neatness and completeness, not on your dietary choices.

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Advanced food Diary:

Food Diary

Food Approximate amount

Calories Total Carbs

(g)

Protein (g)

Total Fat (g)

Total Average per day

34


A Taste for Trouble Part III“Katrina Martin” stated the nurse, in the brightly patterned scrubs, as she opened the

door into the waiting room. “We are ready for you. Please come back with me and we’ll get

started.” She smiled as she held the door open for Katrina. Her smile faded as she watched

Katrina limp toward the door.

“Hi, Katrina, my name is Tracy. I will be helping Dr. Carter take care of you. I’ll put your

stuff in the exam room; you just head toward the scales.” She nodded down the hall as she took

Katrina’s purse and put it on a chair in a nearby exam room. She caught up with Katrina quickly

and helped her step onto the medical scales. “This will just take a second and we will get you off

that foot.” Tracy said in a business-like manner. “OK, let’s see.” She shifted the weights on the

scale swiftly and wrote 290 lbs. in Katrina’s chart.

“Wow! I lost 5 pounds!” exclaimed Katrina. Tracy did a double-take as she had been

expecting a groan. “Most people don’t get that excited about me taking their weight,” She

explained.

“Well, that would usually describe me too except I just started to work on losing weight

last week and am already making progress! I could really get into groaning about the remaining

290 pounds though if that would make you feel better!” exclaimed Katrina.

“No, no!” Tracy responded hastily. “I prefer my patients to be upbeat!” She pulled the

height bar up and marked down 5’5” in the chart. “Let’s get you back to the room and get your

pulse, blood pressure and temperature. But first, you get to pee in a cup!” She motioned

Katrina toward the restroom door. “All the supplies are on the shelf with directions on this wall

poster. Holler if you need me, I’ll be right here.”

Katrina emerged a few moments later presenting Tracy with the urine specimen as if it

were a gift. “Voila, Madame!”

“I am glad the pain in your foot has not spoiled your sense of humor!” laughed, Tracy.

“It is tough to be new in town but I bet you make friends easily.”

“I‘ve never really thought about it,” shrugged Katrina. “I’ve lived in St. Louis my entire

life so I don’t know if I am good at making new friends or not. I sure miss my old ones though.

Thank goodness for texting and Facebook!”

Back in the exam room Tracy quickly found Katrina’s vital signs and entered them into

the chart. She and Tracy went over the pre-exam history Katrina had filled out in the waiting

35


room. “I wish my mom could have come with me today,” sighed Katrina. “She is much better at

all these details.”

“It would have been best if she was here but we will be getting your medical

information from your doctor in St. Louis and we will be calling her to fill in the blanks. Now, tell

me what happened to your foot,” said Tracy, kindly.

“Well, I blame my cousin Nicole” laughed Katrina. She went on to explain that in trying

to help her lose weight and get healthy, her favorite cousin Nicole had gotten Katrina to walk on

the trail in the local park three times a week. Her mom wanted to be supportive of the effort

and bought Katrina a new pair of walking shoes. Unfortunately she rubbed a blister the first day

and it hadn’t healed. “Nikki’s efforts at getting me fit seem to have backfired. Now it is hard to

walk at all!” explained Katrina.

Tracy asked Katrina more questions as she made notes in her chart. “Well. We have

arrived at the portion of our program where Dr. Carter is required.” Tracy handed Katrina a

couple of magazines. “I shall leave you for the moment to catch up with fashion and such. Dr.

Carter will be here in a jiffy!” smiled Tracy as she gently closed the exam room door.

A few minutes later there was a knock at the door and a tall, brown haired man opened

the door as Katrina said, “come in?”

“Hi, Katrina, I am Dr. Carter,” greeted the man. Tracy followed him in. “I thought I

would stay since Katrina’s mom couldn’t be here.”

Katrina smiled at her gratefully as she sat the magazine aside. She was a bit nervous,

she admitted to herself. “Katrina,” began Dr. Carter after swiftly performing some quick

assessments by looking in her throat and nose, feeling her neck and listening to her heart and

breathing with his stethoscope. “I know we have just met and this may seem very harsh but I

need to be very direct with you. You are morbidly obese and in danger of a variety of diseases,

all which could shorten your life.”

“That is certainly direct!” exclaimed Katrina. “I knew I hadn’t felt good in a while but I

didn’t think I had anything that losing some weight and exercising wouldn’t fix. I thought my

main problem was the sore on my foot and you haven’t even looked at that yet.”

“The sore, while painful, is just a symptom of a bigger problem.” He said as he gently

peeled the bandage from her foot. “I see flip flops have been the choice of footwear.”

“All my other shoes rub the bandage off.” She replied. “Luckily, I have several pair!”

What do you think is wrong with me?” she asked nervously.

36


“Well,” Dr. Carter responded, as he cleaned her sore with antiseptic, applied an

antibiotic ointment and re-bandaged her foot, “I think you may have a problem stemming from

your weight and lifestyle choices and genetics may play a part too. Your pulse and blood

pressure are also higher than they should be. The urinalysis we did suggests your glucose levels

are way too high. I am going to get some lab work done to find out for sure. We will make

another appointment when the results come in and I will be able to make a more certain

diagnosis. I will want your mom to come with you so we can talk about everything together.”

“I know what I said to you was shocking, but I want you to know how serious your

situation is. The blister on your foot may well have saved your life because it got you in to see a

doctor. One of the studies I am asking you to do is called a fasting glucose test. You will have to

miss a day of school and won’t be allowed to eat anything for 8 hours before the test. They will

draw a blood sample and then have you drink some glucose and after a bit they will take

another blood sample. I will also have the lab analyze other aspects of your blood to determine

how well your liver, kidneys, thyroid and other organs are functioning along with cholesterol

and triglyceride levels.” Dr. Carter explained. “Do you know what those are?” he asked?

“I have an idea,” she replied. “We are starting to study macromolecules in biology this

week so I know I will be learning more.”

“That is good,” he replied, “Knowledge is power!” While what I said about your health is

very serious the good news is your outcome can change for the better with the right treatment

and life-style changes.” He paused for a moment to wash his hands.

“From the looks of your foot you were pretty dedicated to exercising with your cousin.

We need to make sure you are healthy enough to continue your exercise program. I will give

you a prescription for some oral antibiotics along with this ointment,” he said as he handed her

the tube. “Keep the wound covered while you are at school so it will stay clean but if you are

home, prop your foot and take the bandage off.” Katrina nodded her understanding as she took

the tube of ointment.

You will definitely need to change your diet too. Tracy tells me you have lost some

weight. What have you done to lose the five pounds?”

“Well, I stopped drinking sodas and starting drinking water instead. I thought I would

start small and work towards changing my diet. I figured I would get discouraged if I couldn’t

eat some of the things I enjoy. I was going to give up my afterschool candy next,” offered

Katrina.

37


Dr. Carter smiled at her, “That’s a great start! I am going to suggest some other changes

too and will be sending you to see a nutritionist who can help you plan a better diet. Once we

determine what your health situation is we can get you feeling better and you will enjoy being

more active.”

Tracy turned to Katrina after Dr. Carter left the exam room, “are you ok? That was pretty

tough to hear.”

Katrina smiled back at her thoughtfully. “It is like I told my mom the other day. I know I

am overweight and have health issues. Dr. Carter just told me straight up I will have to deal with

them or have a short life. I am glad he was so direct and didn’t try to make me feel better about

my weight. It would have been easier to keep kidding myself that it is OK to weigh almost 300

pounds at my age but it wouldn’t have helped me in the long run.”

Tracy gave her a quick hug after handing her the information sheet for the lab and a

new appointment card. “You are a very brave kiddo” she said. “I’ll see you on Thursday!”

38


Activity Sheets: A Taste of Trouble Part III:

Lab Results and Normal Range Information

Fasting Blood GlucoseGLUCOSE LEVEL INDICATION

From 70 to 99 mg/dL (3.9 to 5.5mmol/L Normal fasting glucoseFrom 100 to 125 mg/dL (5.6 to 6.8 mmol/L Impaired fasting glucose (pre-diabetes)126 mg/dL (7.0 mmol/L) and above on more than one testing occasion Diabetes

Oral Glucose Tolerance Test (OGTT)Levels applicable except during pregnancy. Sample drawn 2 hours after a 75-gram glucose drink.Less than 140mg/dL (7.8 mmol/L) Normal glucose toleranceFrom 140 to 100 mg/dL (7.8 to 11.1 mmol/L) Impaired glucose tolerance (pre-diabetes)Over 200 mg/dL (11.1 mmol/L on more than one testing occasion Diabetes

American Association for Clinical Chemistry

Health Links Inc. 100 Somewhere Road Small Town, OK 12345CLIA 35X2187908Patient: Katrina Martin D.O.B. 06/08/1994 16Y/F Pt. # 987654321 Acct# A045320988215Physician: John Carter Acct # 45-455610Date: September 14, 2010Specimen Received Date and Time: September 14, 2010 10:00 AMChemistry

Name Result Flag Normal RangeGlucose 302c* (C) 70-110 mg/dLSodium 149 (H) 135 – 14 mEq/LPotassium 4.2 3.5-5.5 mEq/LChloride 95 (L) 96-113 mEq/LCO2 25 21-34 mEq/LBUN 11 6-23 mEq/LCreatinine 1.1 (H) 0.2 – 0.6 mEq/L

C* = comment C= Critical H= High L=Low D=Delta

c* Critical High Glucose value called to Dr. Carter’s office. Results given to nurse Tracy HowardJohn Q Tech, MT Sept 14, 2010 10:50 AM

39


A Taste for Trouble Part IVKatrina knocked on Sharon Smalley’s office door. “Come in!” shouted Sharon. Katrina

poked her head around the door to see Sharon teetering on a stool as she reached up to the top

shelf of her office bookcase.

“Well that certainly looks dignified!” exclaimed Katrina. “What if I was the president of

the hospital or something!”

Sharon laughed as she caught hold of the book she had been trying to snag. “I wouldn’t

care. Maybe they would get me a better bookcase or catch me if I fell!” she exclaimed. “You

are looking healthier since the first time I met you. How are you feeling?”

“Oh tons better! My foot has healed and I am not as tired as I was. I sleep better too. I

don’t have to get up all the time for a drink or to use the rest room. Mom says the food bill is

way down too,” she giggled.

“That is good news! Tell me how checking your blood sugar is going? Are you finding a

good routine and not skipping any blood checks?” Sharon inquired as she settled back into her

desk chair.

“Yup! Although poking myself with needles several times a day is not my fav it sure

beats the way I had been feeling.” She sat her bag down and reached for the book Sharon was

handing her. “Gee whiz, this is a big book. Is lifting this several times a day my new exercise

program?”

“No silly! This is a little light reading for your spare time.” She smiled as Katrina looked

aghast! I am kidding, sort of. This is a really good reference book on biochemistry.” Katrina

looked more aghast if possible. “I used it in my college nutrition class and I thought I would lend

it to you for a while.”

“Gee, thanks!” Katrina responded slowly. Her mom had taught her to always be polite.

“Last time you were here you told me you were starting a unit about macromolecules at

school. This book has a lot of reference material in it you might find useful. It is well written

and explains things very clearly. I think you will find your diabetes to be more manageable the

more you understand what is happening in your body.” Sharon smiled at Katrina.

“I don’t usually go to these depths with a client but I feel you will benefit from understanding

the information on a deeper level. Your biology teacher is a friend of mine and I know she has

some labs planned and you have an excellent biology text. Understanding the biochemistry

40


helped me manage my own health when I was first diagnosed back in college. It also helped me

to decide what I wanted to do as a career,” she explained as she leaned back in her chair.

“I’m not sure I want to be a nurse,” said Katrina doubtfully as she looked down at the

book.

Sharon laughed, “I’m not trying to convert you to a new career path, just help you

educate yourself. The book is just a loner. I want it back when you are done.” She winked a

Katrina. “But take your time I am not eager to climb back up to put it away.”

“Now,” she said leaning forward and brushing her hair out of her eyes with the back of her

hand, “let’s talk turkey! Portion size that is!” she reached for a deck of cards lying on her desk.

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Activity Sheets for A Taste for Trouble Part IV

Super Size Me! Video

Documentary Video: Rated PG-13 for language, sex and drug references, and a graphic medical procedure. (Original version): Rated PG for thematic elements, a disturbing medical procedure, and some language. (Educationally enhanced version)

Run Time = 100 minutes

Several legal suits have been brought against MacDonald's Restaurants that they are knowingly selling food that is unhealthy. Some of the court decisions have stated that the plaintiffs would

have a claim if they could prove that eating the food every day for every meal is dangerous. As such, documentarian Morgan Spurlock conducts an unscientific experiment using himself as the

guinea pig: eat only MacDonald's for thirty days, three meals a day. If he is asked by the clerk if he would like the meal super sized, he has to say yes. And by the end of the thirty days, he will

have had to have eaten every single menu item at least once.

Before starting the experiment, he is tested by three doctors - a general practitioner, a

cardiologist and a gastroenterologist - who pronounce his general health to be outstanding. They will also monitor him over the thirty days to ensure that he is not placing his health into

irreparable damage. He also consults with a dietitian/nutritionist and an exercise physiologist, the latter who also deems him to be above average fitness. As it mimics the lifestyle of those

who eat fast food, he will also do no exercise for the thirty days, limiting himself to under 5,000 steps per day (the approximate equivalent of 2½ miles). These health and medical experts have

some predictions about his general health and wellness by the end of the experiment. His vegan chef girlfriend also has some predictions about how this experiment will affect his mood and

therefore their relationship. As he goes through the experiment, he speaks to a number of people - many experts in their respective fields - on the pros and cons of the fast food lifestyle.

Just over halfway through the experiment, it is evident that even the experts can be wrong, and not in a good way. Written by Huggo

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http://www.imdb.com/search/title?plot_author=Huggo&view=simple&sort=alpha

http://www.imdb.com/name/nm1041597/


Macromolecules 101

Bonding activity with plastic shapes, pipe cleaners and pony beads to model hydrolysis and condensation reactions.

This activity is done with plastic needlepoint canvas shapes, pipe cleaners and pony beads. Kits of these materials, along with a direction sheet, are made up and put into snack-size zip top bags and keep in a gallon size bag to be used over and over again.

Pieces of the kit

The white shape represents a glucose molecule with a formula of C6H12O6.

The maroon shape represents a fructose molecule with a formula of C6H12O6 Both glucose and fructose are single sugars called monosaccharides.The pipe cleaner represents the covalent bonds.The white beads represent oxygen atoms The black beads represent hydrogen atomsDirections: Take a hydrogen atom off of one molecule and a hydrogen and oxygen atom off of the other molecule. Link the two shapes together through the remaining oxygen atom. Answer the following questions on a separate sheet of paper.

1. What small molecule can you make with the beads you took off each sugar molecule?

2. The fructose and glucose have been linked together. They were monosaccharides. Now they form what kind of saccharide?

3. How many bonds must an oxygen atom make to be stable?4. In order to break the bond holding the fructose and the glucose molecule together

you put back the atoms you took away. Why?5. What is the name given to the process breaking apart a molecule using a water

molecule?

The next page is a sheet of questions to copy for the kits.

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The maroon shape represents a fructose molecule with a formula of C6H12O6 Both glucose and fructose are single sugars called monosaccharides.The pipe cleaner represents the covalent bonds.The white beads represent oxygen atoms. The black beads represent hydrogen atoms.Directions: Take a hydrogen atom off of one molecule and a hydrogen and oxygen atom off of the other molecule. Link the two shapes together through the remaining oxygen atom. Answer the following questions on a separate sheet of paper.

1. What small molecule can you make with the beads you took off each sugar molecule?2. The fructose and glucose have been linked together. They were monosaccharides.

Now they form what kind of saccharide?3. How many bonds must an oxygen atom make to be stable?4. In order to break the bond holding the fructose and the glucose molecule together you

put back the atoms you took away. Why?5. What is the name given to the process breaking apart a molecule using a water

molecule?



1. What small molecule can you make with the beads you took off each sugar molecule?2. The fructose and glucose have been linked together. They were monosaccharides. Now

they form what kind of saccharide?3. How many bonds must an oxygen atom make to be stable?4. In order to break the bond holding the fructose and the glucose molecule together you


molecule?



1. What small molecule can you make with the beads you took off each sugar molecule?2. The fructose and glucose have been linked together. They were monosaccharides. Now

they form what kind of saccharide?3. How many bonds must an oxygen atom make to be stable?4. In order to break the bond holding the fructose and the glucose molecule together you


molecule?

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Teacher NotesTraining Lab – Identifying Organic Compounds in Foods

Equipment to Prepare:

1. 6 – 13 mm x 100mm test tubes placed in a 250ml beaker/group2. Some method for students to label their six test tubes – transparent tape and waterproof

pen works well and then can be soaked off in warm, soapy water later.3. 1 50o C hot water bath/group (hot plates with 250 mL beakers of water work well)4. 18 small beakers or containers (3 for each of the 6 organic food solutions students will be

testing). Place these in a central location and have the students come to central location to use them.

5. 18 labeled eye droppers or disposable pipettes (3 for each of the 6 organic food solutions)6. 3 or 4 Biuret Test Stations (dropper bottles are the easiest to use).7. 3 or 4 Benedict’s Test stations (dropper bottles are the easiest to use – the number of

water baths dictates the number of Benedict’s Test Stations.8. 3 or 4 Lugol’s Test Stations (Lugol’s is light sensitive and is best in a brown bottle with a

dropper but you can put some solution in a small beaker or Erlenmeyer flask with a disposable pipette or eye dropper)

Solutions to Prepare:

8. Biuret, Benedict’s, and Lugol’s solutions are poured from their shipping bottles without dilution.

9. Distilled Water Food Solution – tap water works fine10. Sucrose Food solutions – sucrose doesn’t react with any of the test solutions so it’s

easiest to cheat and use plain water for the sucrose solution. Otherwise, add one heaping teaspoon of table sugar to 500 mL of water.

11. Concentrated Glucose Food Solution – add 40 mL of clear corn syrup to 500mL of water12. Dilute Glucose Food Solution – add 10 mL of the Concentrated Glucose Solution above

to 500 mL of water13. Starch Food Solution – use a can of laundry spray starch from the store and spray for 15

seconds into a beaker filled with 500 mL of water OR put a teaspoon of cornstarch into 500 mL of water and mix well.

14. Protein Food Solution – stir .5 or ½ of a heaping teaspoon of powdered albumin into 500 mL of water

500 mL of each organic food solution should be more than enough for 5 classes.

Comments/Problems

This lab should take 2 days to complete including answering the questions. The usual delay is at the Benedict’s Test because it must heat for 5 minutes. Often the color change takes place before the 5 minutes are up but students like to be accurate with their protocol. Timers are handy but not necessary. Some students may need to be given the hint to look for color changes. The color changes should be obvious to students once they understand what to look for. It is helpful to have them hold a white piece of paper behind the test tubes in order to see the Biuret Test turn a solution light purple.

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TRAINING LAB – IDENTIFYING ORGANIC MOLECULES IN FOODS

BACKGROUND: You now know how important lipids, proteins, and carbohydrates are in your diet and how your body uses these molecules once you eat them. Is there a way to tell if these nutrients are actually present in the foods we eat? YES!! There are several commonly used tests for organic molecules.

SAFETY PRECAUTIONS!!!! WEAR YOUR GOGGLES AT ALL TIMES!! Be careful with solutions – wash your hands thoroughly after we are finished. Lugol’s Iodine Solution will stain your clothing. Report any broken glass immediately!!!!

PROCEDURES:

1. Completing the following tests:-Biuret Test-Lugol’s Iodine Test-Benedict’s Test

2. Complete the above tests on the following food molecules:-Distilled water -Sucrose solution

-Dilute glucose solution -Starch solution

-Concentrated glucose solution -Protein solution

3. EACH PERSON SHOULD RECORD THE DATA COLLECTED FROM THIS TRAINING LAB IN THEIR OWN TABLE.

4. Get six test tubes in a beaker. Label your tubes with the 6 food molecule solutions to be tested using clear tape and a ball point pen, pencil or Sharpie® pen.

5. THE BIURET TESTa. Add 20 drops of each food molecule solution to their respective test tubesb. Add 3 drops of Biuret Test solution to each test tube.c. Observe and record the results in your table (look for a color change)d. Rinse out your test tubes

6. THE LUGOL’S IODINE TESTa. Add 20 drops of each food solution to their respective test tubesb. Add 1 or 2 drops of Lugol’s Iodine Test Solution to each tubec. Observe and record the results in your table (look for a color change)d. Rinse out your test tubes.

7. THE BENEDICT’S TESTa. Add 20 drops of each food molecule solution to their respective test tubesb. Add 10 drops of Benedict’s Test Solution to each tube.c. Place tubes in a hot water bath for 5 minutesd. Immediately observe the results and record your observations in your data table.e. CLEAN UP!!!! Remove any labels from your test tubes, rinse them out and

then wash them in the soapy water using the test tube brush. Rinse again and turn upside down in the container to dry.

G & C Ulmer

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My lab partner’s name is _________________________________.

Result Table:

Distilled

H2O

Dilute

Glucose

Solution

Conc.

Glucose

Solution

Sucrose

Solution

Starch

Solution

Protein

Solution

Biuret

Benedict’s

Lugol’s

Notes:

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QUESTIONS: Identifying Organic Compounds in Foods

1. Carefully fill in the table with observational data. This table will be used to determine what molecules are present in an unknown solution.

2. What solution was included in this lab as a CONTROL to help you interpret your results? _________________________

3. Which test would you use if you wanted to detect the presence of a protein in an unknown solution? __________________________How could you determine if a protein was present?

4. Which test would you use if you wanted to detect the presence of a starch in an unknown solution? ______________________. How would you know if starch was present?

5. Which test would you use if you wanted to detect the presence of glucose in an unknown solution? _____________________ How would you tell if glucose was present?

6. You are asked to analyze a food substance to determine what organic food molecules are present. You observe a positive reaction with Benedict’s and Biuret solutions. What can you conclude about this food? (A positive reaction means that there was a color change.)

7. Do you have any way of telling how concentrated the glucose is in a food sample? _____ if yes – explain how, if you answered no, draw a picture of your favorite food.

8. Do you have any way of determining if sucrose is present in a food sample? ________ Explain your answer.

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A Taste of Trouble: McMush Lab

Just what is in a fast food meal??? We hear that fast food meals are "bad", but do they have anything good in them? Can they provide some nutrition? Are they really high in fat? Well, let's

find out!!!

Carbohydrates, proteins, fats, vitamins, and other nutrients provide your body with energy and provide the raw materials necessary to carry on life activities. These compounds are present in the plants and animals you use as food. In this lab, you will test for specific compounds and then determine if these are in a fast food value meal in sufficient quantities.

Materials:

McDonald's value mealBenedict's solution- tests for sugar (carbohydrates)Biuret solution- tests for proteinLugol's iodine solution- tests for starch (complex carbohydrates)Silver NitrateBrown paper (craft paper or a brown paper bag)Blender- it must be mixed together to test it!!

SAFETY NOTE!!! FOR THIS LAB, YOU MUST WEAR EYE PROTECTION!!!

To determine if these substances are in a sample of McMush, it is important to know what a positive test looks like for each of these components. So, the first part of the experiment will be to run tests on known samples to discover what a positive test looks like. If you have already done the Training Lab for Macromolecule ID just do the lipid and sodium test before going on to Part II.

Part I: Testing of Known Substances

Protein test: 1. Place 5 ml of the protein solution (this is actually ground up egg white, which is pure protein)

into a test tube.2. Add ten drops of Biuret solution.3 Observe any color change. Record it in chart.

Glucose test (simple sugar):

1. Place 5 ml of the glucose solution into your test tube.2. Add 3 ml of Benedict's solution. Place the tube in a beaker of boiling water and boil for five

minutes. Use test tube clamps to hold hot test tubes.3. Observe any color change. Record it in chart.

Starch test (complex carbohydrate):

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1. Place 5 ml of the starch solution into a test tube. 2. Add 5 drops of Lugol's iodine solution. 3. Observe any color change. Record it in chart.

Lipid Test

1. Place 1 ml of vegetable oil on one small area of a paper bag. On another area, place a small amount of butter.

2. After a few seconds, remove the oil and butter with a paper towel. 3. Foods that contain lipids will leave a translucent mark on brown paper bag material. Record

results in the chart.

Sodium Test

1. Place 2 ml of salt solution in a test tube.2. Add 1 ml of distilled water (for a 3 ml total of solution)3. Transfer 2-3 drops of silver nitrate solution to a test tube.4. A cloudy solution indicates the presence of sodium; a precipitate may form.

Record your results in a data table:

Food Substance Reagent test Positive Results

Protein Biuret solution

Sugar Benedict's solution

Starch Lugol's iodine solution

Lipid Brown Bag

Sodium Silver nitrate

NOTES and Observations:

Modified from J. Brown

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Part II: McMush!

The McDonalds Value Meal will be blended and for a sample of "filtered McMush" to work with.

1. Repeat the reagent tests above using 5 ml of the McMush solution for each test (except for the lipid test, where only 1 ml of filtered McMush is needed, and the sodium test, using 2 ml of filtered McMush solution).

2. Describe and record results in the following table.

Food Substance Reagent test Test Results




Lipid Brown Bag


Total Fat Boil/Cool

PART III: McMush - Demonstration of Fat Content. This could be done as a demonstration.

Materials:

McMush 1 hot plate 1 - 500 ml beaker 1 - 200 ml graduated cylinder

100 ml of water 2 oven mitts 1 wooden spoon 1 refrigerator to cool McMush mixture

Procedure Overview:

1. The complete meal will be blended to make the McMush.2. A large sample of the meal will be heated.3. From the heated sample, 100 ml will be taken to be cooled.4. Results from the 100 ml sample are representational of the complete meal.

Procedure: 1. Preheat the hot plate.2. Break up meal into small pieces and blend.3. Pour part of the blended McMush into a 500 ml beaker.4. Add 100 ml of water to the McMush and stir well.5. Boil McMush mixture gently for 15 minutes.

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6. Use oven mitts to protect your hands and pour the warm McMush mixture into a graduated cylinder. Then cool in the refrigerator for 15 minutes. This can stay in the refrigerator overnight if necessary but cover it with aluminum foil or plastic wrap.

7. Remove McMush from the refrigerator and measure the amount of accumulated fat at the top of the graduated cylinder.

8. Record results.9. Dispose of mixture according to the teacher’s directions.10. Clean glassware with warm soapy water.

Expected Outcome:

The fat will form a layer at the top and solidify as it cools. Calculate the percent of fat in the McMush meal by dividing the ml of fat by the total mL of the sample. For example, if there is 40 mL of fat out of a total of 100 ml of sample. This would indicate the total meal contained 40% fat.

Conclusion:

Write the results to this lab as a letter to Katrina telling her the results of the test and what your recommendations would be about eating A Happy Meal at McDonalds.

How do you think a Happy Meal compares to other fast food meals? How would you go about testing your hypothesis? Describe how you would design an experiment to compare other foods to the McMush experiment.

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A Taste for Trouble Part V: Katrina was actually the first one in the room that morning. Her science teacher looked

up from the paper she was reading and smiled. “Good morning Katrina! I was just reading the

essay you wrote about the video “SuperSize Me!” You really have some strong feelings about

fast food!”

Katrina grinned, “Well, it has been a love/hate relationship. I am happy to say I have

kicked the habit. It was very emotional watching the video knowing I had done so much harm to

my body by eating too much fast food. I never realized I was in the grip of an addiction.

Knowledge is power, as my doctor is fond of saying!”

“It sure is! My job is all about giving you guys lots of power! She smiled as she went to

the back of the classroom.

Jeri drooped into a chair. Her eyes lit up when she saw Katrina already in the room.

“Ah! BFF you wouldn’t have a spare candy bar on you would you? I didn’t get a chance to eat

breakfast this morning and I am feeling really shaky.”

Katrina reached into her enormous bag and pulled out a banana, “Your in luck, Jeri, I

have something even better!”

Jeri sighed as she gratefully took the banana. “Yeah, your right but I do miss the big bag

full of candy sometimes.”

“I still think you need to go see Dr. Carter. He told me sometimes people have low

blood sugar and it can lead to diabetes too. Not a fun disease to have. I am determined to lose

enough weight so maybe I can stop taking insulin.

“You’re probably right,” sighed Jeri. “I should learn by your example. I’ll talk to my mom

about getting an appointment. Hey, I wonder if there are other diseases caused by nutrition.

Maybe that is what we can do for our biology research project.” She moved her book bag out of

the way as students began pouring into the classroom.

“I’ll bet there are. It seems you really are what you eat. I was watching Discovery

channel last night and they said more people are suffering from diabetes in other countries too.

It is becoming an epidemic everywhere. I was thinking our research project could be about how

nutrition is changing in developing countries and causing an increase in diabetes in countries

where it wasn’t a problem before. How sad! My old beloved fast food may be causing disease

across the world!”

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“That sounds like a great idea, Katrina,” their science teacher remarked as she returned

to the front of the room. “Let’s get started!”

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A Taste for Trouble Culminating Project You must:

1. Research the effects of diabetes on the body.

2. Find and give a brief summary of 2 other diseases whose predominant cause is diet and lifestyle choices.

3. Find information about global increases in these diseases over the past 20 years.

4. Turn in your bibliography and references when you present your project.

Choose a format to present your findings:

1. Video news report

2. Pamphlet

3. Radio Spot or podcast

4. Poster

5. Story book

6. Other (make sure you get teacher approval)

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ReferencesBrown, Judy; The American Biology Teacher, Vol. 56, NO 8 November/December 1994

Campbell, Neal A., Reece, Jane B., Taylor Martha R., Simon, Eric J., Biology Concepts & Connections, 5th Edition 2006 Pearson Education, inc.

Ulmer, Greg and Ulmer, Carolyn; ABC Technologies, copyright 2000

Nutritional Calculator: http://www.bmi-calculator.net/bmr-calculator/bmr-formula.php

Inches to centimeters calculator: http://manuelsweb.com/in_cm.htm

BMI Calculator: http://www.nhlbisupport.com/bmi/

Assessing your risk: http://www.nhlbi.nih.gov/health/public/heart/obesity/lose_wt/risk.htm

National Heart, Lung and Blood Institute Obesity Initiative Slide Show Sets: http://hp2010.nhlbihin.net/oei_ss/menu.htm#sl2

National Heart, Lung and Blood Institute Obesity Initiative Menu Planner: http://hp2010.nhlbihin.net/menuplanner/menu.cgi

NutritionData.com, 1166 Sixth Avenue, New York, NY 10036 USA: http://www.nutritiondata.com/

U.S. Department of Health and Human Services, U.S. Food and Drug Administration (FDA), How to Understand and Use the Nutrition Facts Label: http://www.fda.gov/Food/LabelingNutrition/ConsumerInformation/UCM078889.htm

Calorie King, Calorie Counter: http://www.calorieking.com/foods/?partner=healthtrek

Hemi Weingarten, Fooducate Blog, Copyright © 2008-2010 Fooducate: http://www.fooducate.com/blog/2008/10/25/1862-2008-a-brief-history-of-food-and-nutrition-labeling/

Group Health Cooperative Foundation, HealthTrek.org: http://www.healthtrek.org/lesson01.php

Mayo Foundation for Medical Education and Research, Interactive nutrition label: http://www.mayoclinic.com/health/nutrition-facts/nu00293

Lab Tests Online, A public resource on clinical lab testing from the professionals who do the lab testing. http://www.labtestsonline.org/understanding/analytes/glucose/test.html

Lab Tests Online, http://www.labtestsonline.org/inc/reports/SampleReport.html

WikiHow: Lab report example http://www.wikihow.com/Read-and-Understand-Medical- Laboratory-Results

56

http://www.wikihow.com/Read-and-Understand-Medical-%20%09Laboratory-Results

http://www.wikihow.com/Read-and-Understand-Medical-%20%09Laboratory-Results

http://www.labtestsonline.org/inc/reports/SampleReport.html

http://www.labtestsonline.org/understanding/analytes/glucose/test.html

http://www.mayoclinic.com/health/nutrition-facts/nu00293

http://www.healthtrek.org/lesson01.php

http://www.fooducate.com/blog/2008/10/25/1862-2008-a-brief-history-of-food-and-nutrition-labeling/

http://www.fooducate.com/blog/2008/10/25/1862-2008-a-brief-history-of-food-and-nutrition-labeling/

http://www.calorieking.com/foods/?partner=healthtrek

http://www.fda.gov/Food/LabelingNutrition/ConsumerInformation/UCM078889.htm

http://www.nutritiondata.com/

http://hp2010.nhlbihin.net/menuplanner/menu.cgi


http://www.nhlbi.nih.gov/health/public/heart/obesity/lose_wt/risk.htm

http://www.nhlbisupport.com/bmi/

http://manuelsweb.com/in_cm.htm

http://www.bmi-calculator.net/bmr-calculator/bmr-formula.php


"Super Size Me." Internet Movie Data Base. 3 Sep 2006 http://www.imdb.com/title/tt0390521/plotsummary

http://www.lessonplanspage.com/PEODoSomethingAboutEatingHealthyUnitDay5SuperSizeMe912.htm

USDA National Nutrient Database for Standard Reference: http://www.nal.usda.gov/fnic/foodcomp/search/index.html

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http://www.imdb.com/title/tt0390521/plotsummary


A Taste for Trouble Answer SheetsQuestion for a Taste for Trouble Part I

From the story, generally describe the body type of each girl:

Katrina: Overweight/Obese, out of shape, has difficulty walking quickly

Jeri: thin, hungry to the point of passing out

What do you know about Katrina’s food preferences from the story? She keeps a stash of candy bars in her bag so she likes sweets and junk food, and misses her variety of fast food from the big city

What physical symptoms does Katrina have (think about what is making her uncomfortable in the scene)? She is thirsty and needs to pee, is out of breath and tired without much physical exertion. The school is not really THAT big in such a small town.

What physical symptoms does Jeri have? Jeri says she is about to pass out from hunger – she could just be a drama queen or really feel faint.

What do you know about Jeri’s eating habits from the story? She hasn’t eaten yet and she will eat candy


Katrina: May include the following

Clue #1: Frequent need to pee

Clue #2: Frequent Thirst Answers may vary

Clue #3 : Out of breath

Clue #4: Over-weight

Urinary tract infection

Eating salty or sugary food asthma Over-eating

Diabetes Diabetes Congestive Heart failure

Lack of exercise

Pregnancy Chronic kidney failure COPD chronic obstructive pulmonary disease

hypothyroidism

Diuretics Potassium deficiency pneumonia Eating disorder

Overactive bladder

Hyperparathyroidism Out of shape Sedentary lifestyle

Drugs like Ecstasy Heart attack

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What questions would you ask Katrina to help you narrow down her possible health issues?Answers will vary but might include: How active are you? Does it hurt when you urinate?

Are you pregnant? Do you play a sport? Are you taking any medication? About how many calories do you eat in a day? Have you been sick recently? Do you have asthma? Have you seen a doctor recently? Do you take recreational drugs? Do you drink a lot of caffeinated drinks? What is her height and weight?If you were her doctor what type of tests would you request in order to diagnosis Katrina? Answers will vary but might include: Glucose blood test, Thyroid function tests

Jeri

Clue #1: very thin Clue#2: Feels like passing out from hunger

High metabolism Amphetamine abuse

Anorexia Diabetic hypoglycemia

Poor diet

Poor absorption of nutrients

What questions would you ask Jeri to help you narrow down her possible health issues? Answers will vary but might include: How often do you eat? Have you ever thrown up after eating? Do you take drugs?

If you were her doctor what type of tests would you request in order to diagnosis Jeri? Answers will vary but might include: Blood glucose, Thyroid hormone levels

59


Reading Nutrition Labels KEY

Use the nutrition label to answer the following questions.

What food item does this nutrition label describe? __________Crackers ________________ 5. What is the serving size? ___5 Crackers___. How

many servings are in the container? ____28_____

6. How many Calories are in each serving? 80 Calories. How many Calories are from fat? 40 Calories

7. a. Total fat = ___4.5___ g Saturated Fat = ____1___ g Trans fat =__0__ g Cholesterol = _0__ g Sodium = ____140___ mg

b. Total Carbohydrates = ___9__g Dietary Fiber = ___>1__g Sugars = ______9____g Proteins =____1_g

4. Vit. A __0_% Vit. C __0_% Calcium _0_% Iron _2_%

5. Of all the ingredients in % DV listed on the label this food contains the most ___Fat__

6. In terms of the % Daily Values of needed nutrients would this food be considered Low (5% or less) or High (20% or more) ____Low____ Explain Most of the nutrients are 5% or less. Those that are higher than 5% or only at 6 or 7% with some much lower than 5%. As a whole it would average out to be at or below 5%

7. The Percent Daily Values (%DV) are based upon a 2,000Calorie Diet. What % DV does this food item supply of dietary fiber? 1 % How many grams of Dietary Fiber are required for a person needing 2,000 Cal/day 25 g and by a person needing 2,500 Cal/day 30 g.If you needed 3,000 Cal/day what amount of dietary fiber should you have in your diet? 35 g.

Some amounts of certain nutrients go up with Calorie requirements. Which nutrient amounts stay the same regardless of Calorie needs? Cholesterol and Sodium

Different macromolecules are bonded together differently and have differing amounts of calories. Generally Lipids (fats) are good energy storage molecules because they have about 9 Cal/g, both Carbohydrates and Proteins have about 4 Cal/g. Complete the following table:

Beef Stew Soup 170 Cal/cup Protein 10g = 40CalCarbohydrates 19g = 76Cal

Total fat 5g = 45 CalTotal Sodium 810 mg


Protein 7g = ___28__CalCarbohydrates 19g = __76_Cal

Total fat 2g = _18_CalTotal Sodium 410 mg


Protein 5 g = 20 CalCarbohydrates 14g = _56__Cal

Total fat 1.5g = 13.5CalTotal Sodium 410 mg

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Nutrition Label Comparison Activity KeyGlue or tape three of your nutrition labels below. If the name of the food is not on the label, write it in the blanks labeled Food: Answers will vary based on individual Nutrition LabelsFood A: Food B: Food C:

1. Which of these foods has the most Calories per serving? ______ answers will vary

2. Which of these foods has the least amount of total fat? _______ answers will vary

3. Which of these foods would be considered high in % Daily Value? _ answers will vary

4. Which of these foods has the most sodium? ____ answers will vary

5. Which of these foods would be the most nutritious? ____ answers will vary

6. What did you choose this food as most nutritious? answers will vary. Hopefully the students will consider fat and sodium content. This question is enlightening as to what students think of as “nutritious”

7. Which food has the least saturated fat? answers will vary

8. Which food has the most dietary fiber? answers will vary

9. Which food would be the best choice if you had to limit your carbohydrates? answers will vary

10. Which of these foods would be the best if you had to limit your sodium intake? answers will vary

The assignment to bring 6 nutrition labels should give each student enough labels to choose 3 with enough information to evaluate. Some nutrition labels have 0% of a lot of the nutrients. Those labels are not instructive in this activity. It helps to have a stockpile of labels in case students have brought mostly junk food labels or do not have enough to do the activity.

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Katrina’s Homework Answer KeyKatrina must find her height and weight. Luckily they have an accurate bathroom scale she can use at home. Her mom helped her find her height by using a ruler, a pencil and a tape measure. Katrina stood straight with her back against the wall and her mom put the ruler on top of her head at a right angle to the wall. She made a small mark with the pencil which could easily be erased later. They used the tape measure to measure from the floor to the mark. Katrina is 5’5” tall and weighs 295 pounds. She is 16 years old. Nicole wanted her to use one of the following formulas:

English Basal Metabolic Rate (BMR) FormulaWomen: BMR = 655 + ( 4.35 x weight in pounds ) + ( 4.7 x height in inches ) - ( 4.7 x age in years )Men: BMR = 66 + ( 6.23 x weight in pounds ) + ( 12.7 x height in inches ) - ( 6.8 x age in year )OrMetric Basal Metabolic Rate (BMR) FormulaWomen: BMR = 655 + ( 9.6 x weight in kilos ) + ( 1.8 x height in cm ) - ( 4.7 x age in years )Men: BMR = 66 + ( 13.7 x weight in kilos ) + ( 5 x height in cm ) - ( 6.8 x age in years )





Katrina’s BMR = 655 + (4.35 x 295 lbs.) + (4.7 x 65”) – (4.7 x 16 years old)

655 + 1283.25 + 305.5 – 75.2 = 1513.55

Katrina’s SDA = BMR x .1 1513.55 x .1 =151.355

Katrina’s Activity Calories = BMR x 1.2 1513.55 x 1.2 = 1816.26 Cal/day


Katrina’s BMR 1513.55Katrina’s SDA 151.355

Katrina’s Activity Calories 1816.26Total # of Calories/Day 3,481.165

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Find Your Calorie Needs Answer Key

Use the same information Katrina used in her homework to calculate your BMR, SDA and Activity Calories. Answers will vary with each student’s height and weight. Some students are sensitive about personal information. Tell them this assignment is in confidence and they do not have to share their answers with anyone except you so you can check their work.







Your BMR = 655 + (4.35 x __________lbs.) + (4.7 x __________”) – (4.7 x _____years old)

655 + ________+ ________ - __________ = __________

Your SDA = BMR x .1 __________x .1 = ____________



Your BMRYour SDA


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Nicole also asked Katrina to keep track of the food she ate each day. She specifically asked her to also track the beverages she consumed, including water. Use the following to keep your own food diary. The food and amounts will vary. The example below is Day 1 from Katrina’s Diary

Daily Food Diary (KEY)Food Day 1 Calories Day 2 Calories Day 3 CaloriesBreakfast 4 Choc. Poptarts 420

Choc. InstantBreakfast/milk 220

Snack 2 oz. Snicker bar 2712 pkgsCheese Crackers 38012 oz Gatorade 310

Lunch Big Mac 576Supersize Fries 61042 oz Dr. Pepper 380Mc Donaldlandcookies 260

Snack Skittles 250Pkg Cheese puffs 23020 oz water 0

Dinner Stoufer’s Lasagna 690Dinner salad 90Ranch Fatfreesalad dressing 482 Garlic bread 200

Snack Bag Kettle corn 1806 slice/bake Choc. Chip cookies 45010 oz 2% milk 160

Total Calories 5,725Calculated Required Cal/Day 3,481Difference +2,244

Subtract the actual Calories you ate from your Calculated Required Cal/Day. If you ate more put a + sign in front of the number, if you ate less put a – sign.

Advanced Diary: Students could also keep track of carbohydrates, proteins and fats and determine how many grams of each they eat each day.

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Result Table: KEY

Distilled

H2O

Dilute

Glucose

Solution

Conc.

Glucose

Solution

Sucrose

Solution

Starch

Solution

Protein

Solution

BiuretBlue Blue Blue Blue Blue

Light

Purple

Benedict’sOrange Orange Orange Orange

Purple

BlackOrange

Lugol’sBlue Blue Orange

Light

OrangeBlue Blue

Notes:

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QUESTIONS: Identifying Organic Compounds in Foods Answer Key


2. What solution was included in this lab as a CONTROL to help you interpret your results? ______DISTILLED WATER_______

3. Which test would you use if you wanted to detect the presence of a protein in an unknown solution? ____BIURET TEST________How could you determine if a protein was present?

THE FOOD SOLUTION WOULD TURN LIGHT PURPLE

4. Which test would you use to detect the presence of a starch in an unknown solution? ___LUGOL’S IODINE TEST______. How would you determine if starch was present?

THE FOOD SOLUTION WOULD TURN PURPLE/BLACK

5. Which test would you use to detect the presence of glucose in an unknown solution? __BENEDICT’S TEST__________ How would you determine if glucose was present?

THE FOOD SOLUTION WOULD TURN ORANGE

6. You are asked to analyze a food substance to determine what organic food molecules are present. You observe a positive reaction with Benedict’s and Biuret’s solutions. What can you conclude about this food? (A positive reaction means that there was a color change.) THE FOOD MUST CONTAIN BOTH PROTEIN AND GLUCOSE

7. Do you have any way of telling how concentrated the glucose is in a food sample? YES if yes – explain how, if you answered no, draw a picture of your favorite food.THE MORE CONCENTRATED THE GLUCOSE SOLUTION, THE DARKER ORANGE THE FOOD SAMPE WILL APPEAR AFTER TESTING WITH BENEDICT’S

9. Do you have any way of telling if sucrose is present in a food sample? NO Explain your answer.

SUCROSE DID NOT HAVE A POSITIVE REACTION (COLOR CHANGE) WITH ANY OF THE TESTS WE PREFORMED

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Macromolecule 101 Answer KeyBonding activity with plastic shapes, pipe cleaners and pony beads to model hydrolysis and

dehydration synthesis.

This activity is done with plastic needlepoint canvas shapes, pipe cleaners and pony beads. Kits of these materials, along with a direction sheet, are made up and put into snack-size zip top bags and keep in a gallon size bag to be used over and over again. This hands-on activity helps students understand dehydration synthesis and hydrolysis.

Pieces of the kit



1. What small molecule can you make with the beads you took off each sugar molecule?

2. The fructose and glucose have been linked together. They were monosaccharides. Now they form what kind of saccharide?

3. How many bonds must an oxygen atom make to be stable?4. In order to break the bond holding the fructose and the glucose molecule together

you put back the atoms you took away. Why?5. What is the name given to the process breaking apart a molecule using a water

molecule?

6. What small molecule can you make with the beads you took off each sugar molecule? Water (H2O)

7. The fructose and glucose have been linked together. They were monosaccharides. Now they form what kind of saccharide? They form a disaccharide

8. How many bonds must an oxygen atom make to be stable? Two – Its atomic number is 8 so it has two electrons in the first energy level and six in the next. It needs to have to more electrons in order to be stable.

9. In order to break the bond holding the fructose and the glucose molecule together you put back the atoms you took away. Why? Oxygen MUST have two bonds in order to break the covalent bond holding the fructose and glucose together one hydrogen from the water bonds to the oxygen which is bond to the carbon of one sugar and the hydroxyl (-OH) bonds to the carbon on the other sugar.

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10. What is the name given to the process breaking apart a molecule using a water molecule? Hydrolysis

A Taste of Trouble: McMush Lab Answer Key

Part I:


Protein Biuret solution Light Purple

Glucose Benedict's solution Orange

Starch Lugol's iodine solution Purple/Black

Lipid Brown Bag translucent

Sodium Silver nitrate cloudy

Part II:


Protein Biuret solution Light purple

Glucose Benedict's solution orange

Starch Lugol's iodine solution Purple/Black

Lipid Brown Bag translucent

Sodium Silver nitrate cloudy

Total Fat Boil/Cool

68


A Taste for Trouble Student Manual

A Case Study of Nutritional Health as an introduction to Macromolecules for High School Biology Classes

69


A Taste for Trouble: Part I

Katrina huffed down the hall. She was pooped! It was just second period but it had already been a long day finding her way around the unfamiliar high school. It was bad enough to move to a new town right before her sophomore year but it seemed all her classes were as far apart as humanly possible. She found room 128 and squeezed her large frame into the first available seat. She would rather have sat at the back where she might escape notice, but being in front she might actually make a badly needed restroom break before she made her way across this ridiculous building to her Spanish class.

A skinny blonde slipped into the chair next to her. “I am so hungry I am about to pass out!” She exclaimed. “You wouldn’t have anything to eat in that big bag of yours would you?” She eyed Katrina’s enormous purple purse.

“I do keep a stash of candy bars,” Katrina confessed. “I’m usually hungry myself.” She rummaged in her bag and handed the girl a chocolate candy bar. “Not to mention thirsty! I am Katrina by the way.”

“Jeri” mumbled the girl through a mouthful of candy, “nice to meet you.” She swallowed, “Thanks for saving me. I heard they have vending machines in the building but I am still trying to find my classes and I know I will never see my locker again. Why does everything have to look the same?”

“I know,” sighed Katrina. “If they ever take down that gruesome science poster at the front of this hall I will never find my way back to Kansas!”

Jeri did a double take as she took another bite of candy, “Gosh! Are you from Kansas too?”

“No, I am from Missouri, I was referring to the Wizard of Oz, not that I am Dorothy or anything but moving from St. Louis to this little town out in the sticks is like being plunged into the land of the munchkins. No offense, but I prefer a larger town where they have more fast food choices and shopping malls. Are you really from Kansas?”

Several students careened into the room seconds after the tardy bell disgustedly looking at the remaining seats.

“OK, class! Let’s get started!” The teacher’s voice startled the class into attention. “Those who have just come in don’t worry about hunting for the perfect spot. I am going to assign seats for the first few weeks anyway.” Audible groans from the teens. “Also, I won’t be counting you tardy today but I will tomorrow so get here on time! It also looks like some folks have forgotten the “no food in class” rule from your handbooks! Remember to save your snacks for the nutrition break after 3rd period.”

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Jeri quickly slid the remaining candy bar down beside her on the seat. “Tell you later,” she mouthed to Katrina, who had crossed her legs and wished her last name was not so far down in the alphabet. She hoped this class would go by quickly! Her shot at making it to the small overcrowded girl’s restroom during passing time faded with the seating chart, never mind getting a much needed bottle of water. She would just have to be late next period. Perhaps her Spanish teacher would also be forgiving about tardiness on the first day of school.

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Questions for a Taste for Trouble Part I

From the story, generally describe the body type of each girl:

Katrina: ______________________________________________________________________________

Jeri: ______________________________________________________________________________

What do you know about Katrina’s food preferences from the story? ______________________

______________________________________________________________________________

What physical symptoms does Katrina have (think about what is making her uncomfortable in the scene)? ____________________________________________________________________

______________________________________________________________________________

What physical symptoms does Jeri have? _____________________________________________

______________________________________________________________________________

What do you know about Jeri’s eating habits from the story? _____________________________


Katrina:

Clue #1: Clue #2: Clue #3 : Clue #4:

What questions would you ask Katrina to help you narrow down her possible health issues?

If you were her doctor what type of tests would you request in order to diagnosis Katrina?

Jeri

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Clue #1: Clue#2:

What questions would you ask Jeri to help you narrow down her possible health issues?

If you were her doctor what type of tests would you request in order to diagnosis Jeri?

A Taste for Trouble: Part II

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“I could wring her scrawny little neck!” exclaimed Katrina as she flopped down on the sofa, setting her Big Gulp cup on the ottoman in front of her while blowing her bangs out of her eyes. She let her heavy backpack slide to the floor off her shoulder as she struggled to untie her Nike’s and untangle her purse all at the same time. “She has no idea what it is like!” she ranted.

“What are you complaining about now!” asked her mother from the doorway. I am barely in the house before the griping begins. I understand how hard it is to switch schools when you are a teenager but give me a break already!” Moving hasn’t been a walk in the park for any of us.” Katrina rolled her eyes at her mom’s remarks.

Her mother changed her tone, hoping to prevent more drama. “Did you see Nicole today? She was so excited we were moving to town.”

“If you’re trying to change the subject, you just failed,” snorted Katrina. “She is the one whose scrawny neck I was eager to wring!”

“Oh! Katrina! That is not very nice. She was always your favorite cousin and you were happy she was at Central University!” returned her mother. “What was it you said? Her presence was the only saving grace in moving to this one-horse town or some such thing!”

“Was, is the operative word! When I met her in the Student Union, she had the gall to gasp and exclaim about how much weight I gained since last Christmas; AND then she went on and on about how she was going to get me into shape. Like she is so perfect! I could snap her in half like a twig! She went on and on about eating right and exercising until I thought I would barf! She expects me to go along with all of this. She may be skinny but she doesn’t know anything about manners! You don’t go around telling people they are fat; even if they are!”

“Well, honey, you know she is majoring in nutrition and fitness. It is only natural she would get excited about helping you.” replied Katrina’s mom.

“I don’t remember asking for help! But Miss Smarty Pants gave me homework to do! I am supposed to find my height and weight and use this stupid formula to figure out I am fat! I know I am fat! Good Grief! I am so tired I want to go to bed right now and I have 6 tons of stupid homework and plenty of it is math without fat formulas on top! Geez! And she wants me to meet her at the park so we can work out together. So yea, moving here looks like it is turning in to lots of walks in the park! I don’t have enough energy to do anything and she wants me to do more! That makes perfect sense! NOT!” She stood up and took a big swig of her soda as she headed down the hall to the bathroom.

“Well, dear” ventured her mom, “once you get a ton or two of the homework done, you can set the table for dinner. I got rid of some boxes so we can finally sit down and eat like an actual family tonight.”

“Great!” retorted, Katrina. “My last meal before I am doomed to count every blessed calorie for Miss Prissy Pants!”

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Reading Nutrition Labels

Use the nutrition label to answer the following questions.

What food item does this nutrition label describe? _________________________________________ 8. What is the serving size? __________. How many

servings are in the container? ____________

9. How many Calories are in each serving? _________. How many Calories are from fat? ___________

10. a. Total fat = _______g Saturated Fat = _________g Trans fat = __________g Cholesterol = __________g Sodium = __________mg

b. Total Carbohydrates = _____g Dietary Fiber = ______g Sugars = _______g Proteins =_________g

4. Vit. A ___% Vit. C ____% Calcium ____% Iron ____%

5. Of all the ingredients listed on the label this food contains the most _________________

6. In terms of the % Daily Values of needed nutrients would this food be considered Low (5% or less) or High (20% or more) ____________Explain_________________________________________________________________________________________________________________________________________________________________________________________________

7. The Percent Daily Values (%DV) are based upon a ____________Calorie Diet. What % DV does this food item supply of dietary fiber?__________% How many grams of Dietary Fiber are required for a person needing 2,000 Cal/day ________g and by a person needing 2,500 Cal/day ________g.If you needed 3,000 Cal/day what amount of dietary fiber should you have in your diet? _____g.

Some amounts of certain nutrients go up with Calorie requirements. Which nutrient amounts stay the same regardless of Calorie needs? _________________________________________Different macromolecules are bonded together differently and have differing amounts of calories. Generally Lipids (fats) are good energy storage molecules because they have about 9 Cal/g, both Carbohydrates and Proteins have about 4 Cal/g. Complete the following table:

Beef Stew Soup 170 Cal/cup Protein 10g = ________CalCarbohydrates 19g = _____Cal



Protein 7g = ______CalCarbohydrates 19g = _____Cal



Protein 5 g = _________CalCarbohydrates 14g = _____Cal

Total fat 1.5g = __________CalTotal Sodium 410 mg

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Nutrition Label ComparisonGlue or tape three of your nutrition labels below. If the name of the food is not on the label, write it in the blanks labeled Food:Food A: Food B: Food C:

1. Which of these foods has the most Calories per serving? __________________________

2. Which of these foods has the least amount of total fat? __________________________

3. Which of these foods would be considered high in % Daily Value? __________________

4. Which of these foods has the most sodium? ___________________________________

5. Which of these foods would be the most nutritious? _____________________________

6. What did you choose this food as most nutritious? ______________________________________________________________________________________________________

7. Which food has the least saturated fat? _______________________________________

8. Which food has the most dietary fiber? _______________________________________

9. Which food would be the best choice if you had to limit your carbohydrates? _____________________________________________

10. Which of these foods would be the best if you had to limit your sodium intake? _____________________________________________

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Katrina’s Homework

Katrina must find her height and weight. Luckily they have an accurate bathroom scale she can use at home. Her mom helped her find her height by using a ruler, a pencil and a tape measure. Katrina stood straight with her back against the wall and her mom put the ruler on top of her head at a right angle to the wall. She made a small mark with the pencil which could easily be erased later. They used the tape measure to measure from the floor to the mark. Katrina is 5’5” tall and weighs 295 pounds. She is 16 years old. Nicole wanted her to use one of the following formulas:

English BMR FormulaWomen: BMR = 655 + ( 4.35 x weight in pounds ) + ( 4.7 x height in inches ) - ( 4.7 x age in years )Men: BMR = 66 + ( 6.23 x weight in pounds ) + ( 12.7 x height in inches ) - ( 6.8 x age in year )OrMetric BMR FormulaWomen: BMR = 655 + ( 9.6 x weight in kilos ) + ( 1.8 x height in cm ) - ( 4.7 x age in years )Men: BMR = 66 + ( 13.7 x weight in kilos ) + ( 5 x height in cm ) - ( 6.8 x age in years )





Katrina’s BMR = 655 + (4.35 x ________lbs.) + (4.7 x ______”) – (4.7 x ______years old)

655 + ________+ ________ - __________ = __________

Katrina’s SDA = BMR x .1 __________x .1 = ____________

Katrina’s Activity Calories = BMR x 1.2 __________x 1.2 = _____________Cal/day


Katrina’s BMRKatrina’s SDA

Katrina’s Activity CaloriesTotal # of Calories/Day

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Find Your Calorie Needs

Use the same information Katrina used in her homework to calculate your BMR, SDA and Activity Calories.







Your BMR = 655 + (4.35 x _________lbs.) + (4.7 x __________”) – (4.7 x ______years old)

655 + ________+ ________ - __________ = __________

Your SDA = BMR x .1 __________x .1 = ____________



Your BMRYour SDA


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Nicole also asked Katrina to keep track of the food she ate each day. She specifically asked her to also track the beverages she consumed, including water. Use the following to keep your own food diary.

Daily Food DiaryFood Day 1 Calories Day 2 Calories Day 3 CaloriesBreakfast

Snack

Lunch

Snack

Dinner

Snack

Total CaloriesCalculated Required Cal/DayDifference

Subtract the actual Calories you ate from your Calculated Required Cal/Day. If you ate more put a + sign in front of the number, if you ate less put a – sign in front of the number.

Advanced Diary: Students can also keep track of carbohydrates, proteins and fats and determine how many grams of each they eat each day.

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FOOD LABELS AND BIOLOGICAL MOLECULES

Alternate assignment sheet to track fat and protein along with carbohydrates

Make a list of all the food that you eat during a 3 day period. o If a food label is available use it to determine mass of carbohydrates, total lipids

(fats), and protein. o Information for foods such as meats and produce can be found on the internet

or in cookbooks. The following site is from the US Department of Agriculture which regulates labeling of foods.


Go to the site, type in the name of the food, click “submit.” A list of foods matching the term will appear. Click on the one that is closest to

what was eaten. Scroll to the bottom of the page and click “submit.” Usually there is a couple of serving size choices. Unclick “100 grams” and select

what seems most appropriate, and click “submit.” Click “submit.” The next page contains a chart with more information than

needed. Refer to your chart to gather what is required for this assignment.

On a separate piece of paper, add each nutrient (total carbohydrate, protein, fat) and list the total grams in a chart.

Make a bar graph indicating the total grams of each nutrient. You will be graded on neatness and completeness, not on your dietary choices.

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Advanced food Diary:Food Diary

Food Approximate amount

Calories Total Carbs

(g)

Protein (g)

Total Fat (g)

Total Average per day

81


A Taste for Trouble Part III

“Katrina Martin” stated the nurse, in the brightly patterned scrubs, as she opened the door into the waiting room. “We are ready for you. Please come back with me and we’ll get started.” She smiled as she held the door open for Katrina. Her smile faded as she watched Katrina limp toward the door.

“Hi, Katrina, my name is Tracy. I will be helping Dr. Carter take care of you. I’ll put your stuff in the exam room; you just head toward the scales.” She nodded down the hall as she took Katrina’s purse and put it on a chair in a nearby exam room. She caught up with Katrina quickly and helped her step onto the medical scales. “This will just take a second and we will get you off that foot.” Tracy said in a business-like manner. “OK, let’s see.” She shifted the weights on the scale swiftly and wrote 290 lbs. in Katrina’s chart.

“Wow! I lost 5 pounds!” exclaimed Katrina. Tracy did a double-take as she had been expecting a groan. “Most people don’t get that excited about me taking their weight,” She explained.

“Well, that would usually describe me too except I just started to work on losing weight last week and am already making progress! I could really get into groaning about the remaining 290 pounds though if that would make you feel better!” exclaimed Katrina.

“No, no!” Tracy responded hastily. “I prefer my patients to be upbeat!” She pulled the height bar up and marked down 5’5” in the chart. “Let’s get you back to the room and get your pulse, blood pressure and temperature. But first, you get to pee in a cup!” She motioned Katrina toward the restroom door. “All the supplies are on the shelf with directions on this wall poster. Holler if you need me, I’ll be right here.”

Katrina emerged a few moments later presenting Tracy with the urine specimen as if it were a gift. “Voila, Madame!”

“I am glad the pain in your foot has not spoiled your sense of humor!” laughed, Tracy. “It is tough to be new in town but I bet you make friends easily.”

“I‘ve never really thought about it,” shrugged Katrina. “I’ve lived in St. Louis my entire life so I don’t know if I am good at making new friends or not. I sure miss my old ones though. Thank goodness for texting and Facebook!”

Back in the exam room Tracy quickly found Katrina’s vital signs and entered them into the chart. She and Tracy went over the pre-exam history Katrina had filled out in the waiting room. “I wish my mom could have come with me today,” sighed Katrina. “She is much better at all these details.”

“It would have been best if she was here but we will be getting your medical information from your doctor in St. Louis and we will be calling her to fill in the blanks. Now, tell me what happened to your foot,” said Tracy, kindly.

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“Well, I blame my cousin, Nicole” laughed Katrina. She went on to explain that in trying to help her lose weight and get healthy, her favorite cousin Nicole had gotten Katrina to walk on the trail in the local park three times a week. Her mom wanted to be supportive of the effort and bought Katrina a new pair of walking shoes. Unfortunately she rubbed a blister the first day and it had not healed. “Nikki’s efforts at getting me fit seem to have backfired. Now it is hard to walk at all!” explained Katrina.

Tracy asked Katrina more questions as she made notes in her chart. “Well. We have arrived at the portion of our program where Dr. Carter is required.” Tracy handed Katrina a couple of magazines. “I shall leave you for the moment to catch up with fashion and such. Dr. Carter will be here in a jiffy!” smiled Tracy as she gently closed the exam room door.

A few minutes later there was a knock at the door and a tall, brown haired man opened the door as Katrina said, “come in?”

“Hi, Katrina, I am Dr. Carter,” greeted the man. Tracy followed him in. “I thought I would stay since Katrina’s mom couldn’t be here.”

Katrina smiled at her gratefully as she sat the magazine aside. She was a bit nervous, she admitted to herself. “Katrina,” began Dr. Carter after swiftly performing some quick assessments by looking in her throat and nose, feeling her neck and listening to her heart and breathing with his stethoscope. “I know we have just met and this may seem very harsh but I need to be very direct with you. You are morbidly obese and in danger of a variety of diseases, all which could shorten your life.”

“That is certainly direct!” exclaimed Katrina. “I knew I hadn’t felt good in a while but I didn’t think I had anything that losing some weight and exercising wouldn’t fix. I thought my main problem was the sore on my foot and you haven’t even looked at that yet.”

“The sore, while painful, is just a symptom of a bigger problem.” He said as he gently peeled the bandage from her foot. “I see flip flops have been the choice of footwear.”

“All my other shoes rub the bandage off.” She replied. “Luckily, I have several pair!” What do you think is wrong with me?” she asked nervously.

“Well,” Dr. Carter responded, as he cleaned her sore with antiseptic, applied an antibiotic ointment and re-bandaged her foot, “I think you may have a problems stemming from your weight and lifestyle choices and genetics may play a part too. Your pulse and blood pressure are also higher than they should be. The urinalysis we did suggests your glucose levels are way too high. I am going to get some lab work done to find out for sure. We will make another appointment when the results come in and I will be able to make a more certain diagnosis. I will want your mom to come with you so we can talk about everything together.”

“I know what I said to you was shocking, but I want you to know how serious your situation is. The blister on your foot may well have saved your life because it got you in to see a doctor. One of the studies I am asking you to do is called a fasting glucose test. You will have to miss a day of school and won’t be allowed to eat anything for 8 hours before the test. They will

83


draw a blood sample and then have you drink some glucose and after a bit they will take another blood sample. I will also have the lab analyze other aspects of your blood to determine how well your liver, kidneys, thyroid and other organs are functioning along with cholesterol and triglyceride levels.” Dr. Carter explained. “Do you know what those are?” he asked?

“I have an idea,” she replied. “We are starting to study macromolecules in biology this week so I know I will be learning more.”

“That is good,” he replied, “Knowledge is power!” While what I said about your health is very serious, the good news is your outcome can change for the better with the right treatment and life-style changes.” He paused for a moment to wash his hands.

“From the looks of your foot you were pretty dedicated to exercising with your cousin. We need to make sure you are healthy enough to continue your exercise program. I will give you a prescription for some oral antibiotics along with this ointment,” he said as he handed her the tube. “Keep the wound covered while you are at school so it will stay clean but if you are home, prop your foot and take the bandage off.” Katrina nodded her understanding as she took the tube of ointment.

You will definitely need to change your diet too. Tracy tells me you have lost some weight. What have you done to lose the five pounds?”

“Well, I stopped drinking sodas and starting drinking water instead. I thought I would start small and work towards changing my diet. I figured I would get discouraged if I couldn’t eat some of the things I enjoy. I was going to give up my afterschool candy next,” offered Katrina.

Dr. Carter smiled at her, “That’s a great start! I am going to suggest some other changes too and will be sending you to see a nutritionist who can help you plan a better diet. Once we determine what your health situation is we can get you feeling better and you will enjoy being more active.”

Tracy turned to Katrina after Dr. Carter left the exam room, “are you ok? That was pretty tough to hear.”

Katrina smiled back at her thoughtfully. “It is like I told my mom the other day. I know I am overweight and have health issues. Dr. Carter just told me straight up I will have to deal with them or have a short life. I am glad he was so direct and didn’t try to make me feel better about my weight. It would have been easier to keep kidding myself that it is OK to weigh almost 300 pounds at my age but it wouldn’t have helped me in the long run.”

Tracy gave her a quick hug after handing her the information sheet for the lab and a new appointment card. “You are a very brave kiddo” she said. “I’ll see you on Thursday!”

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A Taste of Trouble Part III: Lab Results and Normal Range Information

Fasting Blood GlucoseGLUCOSE LEVEL INDICATION

From 70 to 99 mg/dL (3.9 to 5.5mmol/L Normal fasting glucoseFrom 100 to 125 mg/dL (5.6 to 6.8 mmol/L Impaired fasting glucose (pre-diabetes)126 mg/dL (7.0 mmol/L) and above on more than one testing occasion Diabetes

Oral Glucose Tolerance Test (OGTT)Levels applicable except during pregnancy. Sample drawn 2 hours after a 75-gram glucose drink.Less than 140mg/dL (7.8 mmol/L) Normal glucose toleranceFrom 140 to 100 mg/dL (7.8 to 11.1 mmol/L) Impaired glucose tolerance (pre-diabetes)Over 200 mg/dL (11.1 mmol/L on more than one testing occasion Diabetes

American Association for Clinical Chemistry

Health Links Inc. 100 Somewhere Road Small Town, OK 12345CLIA 35X2187908Patient: Katrina Martin D.O.B. 06/08/1994 16Y/F Pt. # 987654321 Acct# A045320988215Physician: John Carter Acct # 45-455610Date: September 14, 2010Specimen Received Date and Time: September 14, 2010 10:00 AMChemistry

Name Result Flag Normal RangeGlucose 302c* (C) 70-110 mg/dLSodium 149 (H) 135 – 14 mEq/LPotassium 4.2 3.5-5.5 mEq/LChloride 95 (L) 96-113 mEq/LCO2 25 21-34 mEq/LBUN 11 6-23 mEq/LCreatinine 1.1 (H) 0.2 – 0.6 mEq/L

C* = comment C= Critical H= High L=Low D=Delta

c* Critical High Glucose value called to Dr. Carter’s office. Results given to nurse Tracy HowardJohn Q Tech, MT Sept 14, 2010 10:50 AM

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A Taste for Trouble Part IV

Katrina knocked on Sharon Smalley’s office door. “Come in!” shouted Sharon. Katrina poked her head around the door to see Sharon tittering on a stool as she reached up to the top shelf of her office bookcase.

“Well that certainly looks dignified!” exclaimed Katrina. “What if I was the president of the hospital or something!”

Sharon laughed as she caught hold of the book she had been trying to snag. “I wouldn’t care. Maybe they would get me a better bookcase or catch me if I fell!” she exclaimed. “You are looking healthier since the first time I met you. How are you feeling?”

“Oh tons better! My foot has healed and I am not as tired as I was. I sleep better too. I don’t have to get up all the time for a drink or to use the rest room. Mom says the food bill is way down too,” she giggled.

“That is good news! Tell me how checking your blood sugar is going? Are you finding a good routine and not skipping any blood checks?” Sharon inquired as she settled back into her desk chair.

“Yup! Although poking myself with needles several times a day is not my fav it sure beats the way I had been feeling.” She sat her bag down and reached for the book Sharon was handing her. “Gee whiz, this is a big book. Is lifting this several times a day my new exercise program?”

“No silly! This is a little light reading for your spare time.” She smiled as Katrina looked aghast! I am kidding, sort of. This is a really good reference book on biochemistry.” Katrina looked more aghast if possible. “I used it in my college nutrition class and I thought I would lend it to you for a while.”

“Gee, thanks!” Katrina responded slowly. Her mom had taught her to always be polite.

“Last time you were here you told me you were starting a unit about macromolecules at school. This book has a lot of reference material in it you might find useful. It is well written and explains things very clearly. I think you will find your diabetes to be more manageable the more you understand what is happening in your body.” Sharon smiled at Katrina.

“I don’t usually go to these depths with a client but I feel you will benefit from understanding the information on a deeper level. Your biology teacher is a friend of mine and I know she has some labs planned and you have an excellent biology text. Understanding the biochemistry helped me manage my own health when I was first diagnosed back in college. It also helped me to decide what I wanted to do as a career,” she explained as she leaned back in her chair.

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“I’m not sure I want to be a nurse,” said Katrina doubtfully as she looked down at the book.

Sharon laughed, “I’m not trying to convert you to a new career path, just help you educate yourself. The book is just a loner. I want it back when you are done.” She winked a Katrina. “But take your time I am not eager to climb back up to put it away.”

“Now,” she said leaning forward and brushing her hair out of her eyes with the back of her hand, “let’s talk turkey! Portion size that is!” she reached for a deck of cards lying on her desk.

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TRAINING LAB – IDENTIFYING ORGANIC MOLECULES IN FOODS

BACKGROUND: You now know how important lipids, proteins, and carbohydrates are in your diet and how your body uses these molecules once you eat them. Is there a way to tell if these nutrients are actually present in the foods we eat? YES!! There are several commonly used tests for organic molecules.

SAFETY PRECAUTIONS!!!! WEAR YOUR GOGGLES AT ALL TIMES!! Be careful with solutions – wash your hands thoroughly after we are finished. Lugol’s Iodine Solution will stain your clothing. Report any broken glass immediately!!!!

PROCEDURES:

10. Completing the following tests:-Biuret Test-Lugol’s Iodine Test-Benedict’s Test

11. Complete the above tests on the following food molecules:-Distilled water -Sucrose solution

-Dilute glucose solution -Starch solution

-Concentrated glucose solution -Protein solution

12. EACH PERSON SHOULD RECORD THE DATA COLLECTED FROM THIS TRAINING LAB IN THEIR OWN TABLE.

13. Get six test tubes in a beaker. Label your tubes with the 6 food molecule solutions to be tested using clear tape and a ball point pen, pencil or Sharpie® pen.

14. THE BIURET TESTa. Add 20 drops of each food molecule solution to their respective test tubesb. Add 3 drops of Biuret Test solution to each test tube.c. Observe and record the results in your table (look for a color change)d. Rinse out your test tubes

15. THE LUGOL’S IODINE TESTa. Add 20 drops of each food solution to their respective test tubesb. Add 1 or 2 drops of Lugol’s Iodine Test Solution to each tubec. Observe and record the results in your table (look for a color change)d. Rinse out your test tubes.

16. THE BENEDICT’S TESTa. Add 20 drops of each food molecule solution to their respective test tubesb. Add 10 drops of Benedict’s Test Solution to each tube.c. Place tubes in a hot water bath for 5 minutesd. Immediately observe the results and record your observations in your data table.e. CLEAN UP!!!! Remove any labels from your test tubes, rinse them out and

then wash them in the soapy water using the test tube brush. Rinse again and turn upside down in the container to dry.

G & C Ulmer

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Result Table:

Distilled

H2O

Dilute

Glucose

Solution

Conc.

Glucose

Solution

Sucrose

Solution

Starch

Solution

Protein

Solution

Biuret

Benedict’s

Lugol’s

Notes:

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QUESTIONS: Identifying Organic Compounds in Foods


9. What solution was included in this lab as a CONTROL to help you interpret your results? _________________________

10. Which test would you use if you wanted to detect the presence of a protein in an unknown solution? __________________________How could you determine if a protein was present?

11. Which test would you use if you wanted to detect the presence of a starch in an unknown solution? ______________________. How would you know if starch was present?

12. Which test would you use if you wanted to detect the presence of glucose in an unknown solution? _____________________ How would you tell if glucose was present?

13. You are asked to analyze a food substance to determine what organic food molecules are present. You observe a positive reaction with Benedict’s and Biuret solutions. What can you conclude about this food? (A positive reaction means that there was a color change.)

14. Do you have any way of telling how concentrated the glucose is in a food sample? _____ if yes – explain how, if you answered no, draw a picture of your favorite food.

17. Do you have any way of determining if sucrose is present in a food sample? ________ Explain your answer.

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A Taste of Trouble: McMush Lab

Just what is in a fast food meal??? We hear that fast food meals are "bad", but do they have anything good in them? Can they provide some nutrition? Are they really high in fat?

Well, let's find out!!!

Carbohydrates, proteins, fats, vitamins, and other nutrients provide your body with energy and provide the raw materials necessary to carry on life activities. These compounds are present in the plants and animals you use as food. In this lab, you will test for specific compounds and then determine if these are in a fast food value meal in sufficient quantities.

Materials:

McDonald's value mealBenedict's solution- tests for sugar (carbohydrates)Biuret solution- tests for proteinLugol's iodine solution- tests for starch (complex carbohydrates)Silver NitrateBrown paper (craft paper or a brown paper bag)Blender- it must be mixed together to test it!!

SAFETY NOTE!!! FOR THIS LAB, YOU MUST WEAR EYE PROTECTION!!!

To determine if these substances are in a sample of McMush, it is important to know what a positive test looks like for each of these components. So, the first part of the experiment will be to run tests on known samples to discover what a positive test looks like. If you have already done the Training Lab for Macromolecule ID just do the lipid and sodium test before going on to Part II.

Part I: Testing of Known Substances

Protein test: 1. Place 5 ml of the protein solution (this is actually ground up egg white, which is pure protein)

into a test tube.2. Add ten drops of Biuret solution.3 Observe any color change. Record it in chart.

Glucose test (simple sugar):

1. Place 5 ml of the glucose solution into your test tube.2. Add 3 ml of Benedict's solution. Place the tube in a beaker of boiling water and boil for five

minutes. Use test tube clamps to hold hot test tubes.3. Observe any color change. Record it in chart.

Starch test (complex carbohydrate):

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1. Place 5 ml of the starch solution into a test tube. 2. Add 5 drops of Lugol's iodine solution. 3. Observe any color change. Record it in chart.

Lipid Test

4. Place 1 ml of vegetable oil on one small area of a paper bag. On another area, place a small amount of butter.

5. After a few seconds, remove the oil and butter with a paper towel. 6. Foods that contain lipids will leave a translucent mark on brown paper bag material. Record

results in the chart.

Sodium Test

5. Place 2 ml of salt solution in a test tube.6. Add 1 ml of distilled water (for a 3 ml total of solution)7. Transfer 2-3 drops of silver nitrate solution to a test tube.8. A cloudy solution indicates the presence of sodium; a precipitate may form.

Record your results in a data table:





Lipid Brown Bag


NOTES and Observations:

Modified from J. Brown

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Part II: McMush!

The McDonalds Value Meal will be blended and for a sample of "filtered McMush" to work with.

1. Repeat the reagent tests above using 5 ml of the McMush solution for each test (except for the lipid test, where only 1 ml of filtered McMush is needed, and the sodium test, using 2 ml of filtered McMush solution).

2. Describe and record results in the following table.





Lipid Brown Bag


Total Fat Boil/Cool

PART III: McMush - Demonstration of Fat Content. This could be done as a demonstration.

Materials:

McMush 1 hot plate 1 - 500 ml beaker 1 - 200 ml graduated cylinder

100 ml of water 2 oven mitts 1 wooden spoon 1 refrigerator to cool McMush mixture

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Procedure Overview:

5. The complete meal will be blended to make the McMush.6. A large sample of the meal will be heated.7. From the heated sample, 100 ml will be taken to be cooled.8. Results from the 100 ml sample are representational of the complete meal.

Procedure: 11. Preheat the hot plate.12. Break up meal into small pieces and blend.13. Pour part of the blended McMush into a 500 ml beaker.14. Add 100 ml of water to the McMush and stir well.15. Boil McMush mixture gently for 15 minutes. 16. Use oven mitts to protect your hands and pour the warm McMush mixture into a graduated

cylinder. Then cool in the refrigerator for 15 minutes. This can stay in the refrigerator overnight if necessary but cover it with aluminum foil or plastic wrap.

17. Remove McMush from the refrigerator and measure the amount of accumulated fat at the top of the graduated cylinder.

18. Record results.19. Dispose of mixture according to the teacher’s directions.20. Clean glassware with warm soapy water.

Expected Outcome:

The fat will form a layer at the top and solidify as it cools. Calculate the percent of fat in the McMush meal by dividing the ml of fat by the total mL of the sample. For example, if there is 40 mL of fat out of a total of 100 ml of sample. This would indicate the total meal contained 40% fat.

Conclusion:

Write the results to this lab as a letter to Katrina telling her the results of the test and what your recommendations would be about eating A Happy Meal at McDonalds.

How do you think a Happy Meal compares to other fast food meals? How would you go about testing your hypothesis? Describe how you would design an experiment to compare other foods to the McMush experiment.

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A Taste for Trouble Part V: Katrina was actually the first one in the room that morning. Her science teacher looked up from

the paper she was reading and smiled. “Good morning Katrina! I was just reading the essay you wrote

about the video “SuperSize Me!” You really have some strong feelings about fast food!”

Katrina grinned, “Well, it has been a love/hate relationship. I am happy to say I have kicked the

habit. It was very emotional watching the video knowing I had done so much harm to my body by eating

too much fast food. I never realized I was in the grip of an addiction. Knowledge is power, as my doctor

is fond of saying!”

“It sure is! My job is all about giving you guys lots of power! She smiled as she went to the back

of the classroom.

Jeri drooped into a chair. Her eyes lit up when she saw Katrina already in the room. “Ah! BFF

you wouldn’t have a spare candy bar on you would you? I didn’t get a chance to eat breakfast this

morning and I am feeling really shaky.”

Katrina reached into her enormous bag and pulled out a banana, “Your in luck, Jeri, I have

something even better!”

Jeri sighed as she gratefully took the banana. “Yeah, your right but I do miss the big bag full of

candy sometimes.”

“I still think you need to go see Dr. Carter. He told me sometimes people have low blood sugar

and it can lead to diabetes too. Not a fun disease to have. I am determined to lose enough weight so

maybe I can stop taking insulin.

“You’re probably right,” sighed Jeri. “I should learn by your example. I’ll talk to my mom about

getting an appointment. Hey, I wonder if there are other diseases caused by nutrition. Maybe that is

what we can do for our biology research project.” She moved her book bag out of the way as students

began pouring into the classroom.

“I’ll bet there are. It seems you really are what you eat. I was watching Discovery channel last

night and they said more people are suffering from diabetes in other countries too. It is becoming an

epidemic everywhere. I was thinking our research project could be about how nutrition is changing in

developing countries and causing an increase in diabetes in countries where it wasn’t a problem before.

How sad! My old beloved fast food may be causing disease across the world!”

“That sounds like a great idea, Katrina,” their science teacher remarked as she returned to the

front of the room. “Let’s get started!”

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A Taste for Trouble Culminating Project

You must:

1. Research the effects of diabetes on the body.

2. Find and give a brief summary of 2 other diseases whose predominant cause is diet and lifestyle choices.

3. Find information about global increases in these diseases over the past 20 years.

4. Turn in your bibliography and references when you present your project.

Choose a format to present your findings:

7. Video news report

8. Pamphlet

9. Radio Spot or podcast

10. Poster

11. Story book

12. Other (make sure you get teacher approval)

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lifesciencesforaglobalcommunity.wikispaces.com · Web viewA Case Study of Nutritional Health as an introduction to Macromolecules for High School Biology Classes This case study was