PORTFOLIO

PORTFOLIO

CLASS
SKILLS
INVENTORY

CORE
COURSES

COURSE
SKILL
LEARNED
DESCRIPTION
OF

SKILL
USE

TABBED
SKILL

AREA

ARTIFACT

NUTR
1100
Process
to
maintain

our
food
supply

(growing,
harvesting,

processing,

packaging,

transporting,

marketing,

consuming,
and

disposing
of

food/food
packages)

Sustainability
of
the

food
system
and
the

impact
of
the
food

system
on

nutritional
well

being

Food
system
Food
Safety
Paper

NUTR
1000
Formulate
dietary

recommendations

for
3
day
food
record

Assess
patient
and

client
food
intake
to

formulate
dietary

recommendations

Food
and

Nutrition

Nutrient
Analysis

Project

NUTR
2000
Examining
nutritional

needs
and
unique

concerns
to
foster

optimal
growth
and

development
during

the
lifespan

Current
research

used
to
plan
and

implement

recommendations

for
dietary
change

during
the
stages
of

life

Food
and

Nutrition

Pregnancy
Case

Study

NUTR
2200
Preparation
of
foods

with
emphasis
on

food

macromolecules.

Food
regulation
and

sensory
analysis

Examined
and

assessed
prepared

food

Food
Production
Lab
report:

Fats
and
Oils

Sensory
Analysis
of

Cereals

Flour
and
Gluten

Formation

NUTR
2220
Food
preparation
Examined
and

assessed
prepared

food

Food
Production
Term
Project

Term
Project

Performed

NUTR
2990
Awareness,

organization,

proactive

Examining
the

philosophy,
goals,

organization,
and

requirements
of

Food
and

Nutrition

ACEND and CDR
Assignment

applied
nutrition

professions

NUTR
3300
Food
purchasing
and

preparation

Examining
large

food
production,

menu
planning,

recipe

standardization,

food
cost,
and

service
in

institutions

Food
Production
Food
for
Fifty

Project

NUTR
3000
Macro-‐
and
micro

digestion,

metabolism,
and

utilization
at
the

cellular
level.

Evaluation
of
the

recommended

intake
for
the

prevention
of

chronic
disease
and

health
maintenance

Food
and

Nutrition

Caffeine
Metabolism

Project/Presentation

Exam
1
Study
Sheet

NUTR
3100
Medical
nutrition

therapy

Prevention
of

diseases

(overweight/obesity,

hypertension,

hyperlipidemia,

diabetes
mellitus,

and
kidney
disease

Nutrition
Care

Process

Obesity
Case
Study

Diabetes
Case
Study

Renal
Disease
Case

Study

NUTR
3600
Communicating

health
and
nutrition

advice
to
consumers

Studying
food
and

nutrition
in
different

cultures

Communication

Culture
Project

NUTR
4901
Organizing,

communication,
&

food
trends

Lead
discussions
and

share
professional

experiences

Food
and

Nutrition

Interdisciplinary

Presentation

(upcoming)

NUTR
4100
Public
speaking,

Medical
nutrition

therapy,
enteral
and

parenteral
nutrition

Assessing

prevention
and

treatments
of

diseases

(gastrointestinal,

pulmonary,
and

wasting
disease)

Nutrition
Care

Process

ADIME
Note:

Pulmonary
Case

Study

SCIENCE/ANALYSIS

COURSES

COURSE
SKILL
LEARNED
DESCRIPTION
OF

SKILL
USE

TABBED
SKILL

AREA

ARTIFACT

BIOS
1030
Structure
and

function
of
the

human
body

Studying
the
cells,

tissues,
and

integumentary,

skeletal,
muscular,

and
nervous

system,
digestive,

Education
and

Wellness

Cardiovascular

Disease

BIOS
1300
Screening

assessment

BIOS
1310
urinary,

reproductive,

cardiovascular,

lymphatic,

respiratory,

endocrine
system,

and
acid
base

balance

N/A

BIOS
2210
Understanding
of
the

history
and
life
of

microorganisms

Discussions
of
the

interactions

between
humans

and
microbes

(vaccines,

antibiotics,

biotechnology,

immunity,
disease

transmission,
food

spoilage.
Reading

current
topics
of

infectious
diseases

affecting
human

organ
systems

Education
&

Wellness

Writing
Assignment:

Microbial
Growth

BIOS
2215
Bacteria
paper

BIOS
2250
Recognize
normal

and
abnormal

chromosome

constitutions,
gene-‐
protein

interrelationships,

and
factors
that

cause
mutations
of

genes
and

chromosomes.

Assess
patterns
of

inheritance

Education
&

Wellness

Genetics
map

CHEM
1200
Understanding
of

atomic
and

molecular
structures,

periodic
table,
states

of
matter
gases,

solutions,
energy

changes,
acids,

bases,
equilibrium,

and
nuclear

chemestry

Surveying
organic

chemistry
and

biochemistry

N/A
N/A

CHEM
1210
N/A

CHEM
3010
N/A

CHEM
4890
N/A

MATH
1200
Equations,
functions

and
graphs,
including

linear
equations
and

systems,

polynomials,
rational

and
radical

Assessed

individuals
using

SPSS
software.
The

mean,
standard

deviation,

normality,

Communication

and
Research

N/A

PSY
2110

Final
written

report/presentation:

Caffeine

consumption

expressions,

quadratic
equations,

exponential
and

logarithmic
function,

and
inequalities.

Descriptive
and

inferential
statistics

homogeneity
of

variance,

independence
of

observation,
and

critical
value
were

detected
to

support
hypothesis

between

underclassman,

upperclassman,
and

graduates

EXPH
1490

Understanding

human
movement

and
the
foundation

of
wellness
and

health
related

physical
fitness

Assessing

individuals
body

movements

Education
and

wellness

Exercise,

Prescription,

evaluation,
and

programing

assignment

BUSINESS

COURSES

COURSE
SKILL
LEARNED
DESCRIPTION
OF

SKILL
USE

TABBED
SKILL

AREA

ARTIFIACT

ACCT
1010

ACCT
1020

Analyzing,
external

financial
reporting,

elementary
capital

budgeting,
master

and
flexible

budgeting,
cost

behavior,
cost
control,

and
making

managerial
decisions.

Use
of
high
low

method
and

regression
to

determine
expected

sales.

Management
&

Leadership

Excel

Assignment

MGT
2000

Solving
problems

facing
managers
and

administrators

Using
concepts
and

principles
from

behavioral
sciences

and
other
applicable

disciplines

Management
&

Leadership

Class
Outline

MGT
3300

N/A

ECON
1030

Analyzing
prices,

markets,
production,

wages,
interest,
rent,

and
profit

Analysis
of
how

capitalistic
system

determines
what,

how,
and
for
whom

to
produce

N/A
N/A

MKT
2020

Understanding
of

marketing
activities,

decisions,
and
terms.

Problem
solving,

analyzing
marketing

environments

Social
media

marketing
on

Facebook
for
local

CrossFit
gym

Management
&

Leadership

SEO
Project

SOCIAL
SCIENCE

COURSES

COURSE
SKILL
LEARNED
DESCRIPTION
OF

SKILL
USE

TABBED
SKILL

AREA

ARTIFACT

PSY
1010

Understanding,

acceptance

Surveyed
behavior,

sensation,

perception,

learning,
memory,

human

development,
social

processes,

personality,
and

abnormal
behavior

N/A
N/A

ANTH
1010

Human
cultures
and

societies,

understanding
human

diversity

Considerations
of

anthropological

theories,
methods,

and
ethics
in
the

context
of

contemporary

culture
change,

taking
into
account

processes
of

colonialism,

globalization,
and

development.

Communication

and
Research

Museum

artifact

COMS
1010

Analyzing
oral

communication
in

human
relationships

Serving
others
and

analyzing
their

responses
and

reactions

Communication

and
Research

Communication

in
action

ART

Creativity,
open

minded

Assessing
“input”
at

the
Bicentennial
Park

Seeing
&
Knowing

Visual
Art

Seeing
and

Knowing
Visual

Art

GENERAL
EDUCATION

COURSES

COURSE
SKILL
LEARNED
DESCRIPTION
OF

SKILL
USE

TABBED
SKILL

AREA

ARTIFACT

ENGL
1510

Composing
and

revising
expository

essays
that
are
well

organized,
logically

Nonfictional

reading,
research

material,
and

effective

Communication

and
Research

Multimodal

Argument

Literary
analysis

Cons
3450J

coherent,
and

effective
for
their

purpose
and

audience.

Investigating
and

analyzing
current

issues
and
concerns
in

the
Human
and

Consumer
Sciences

profession
specific
to

nutrition

communication
with

selected
audience

Letter
to

executive

director

HLTH
2300

Understanding
of

medical
terminology

Terms
associated

with
body
systems,

disease
processes,

laboratory
tests,
and

clinical
procedures

Education
&

Wellness

N/A

Nutrition
1100

Food consumption is an important part of our lives. Food gives our body the energy that we need
to function and in order to survive we all must eat. It is important to fuel our bodies with healthy foods
that are rich in nutrients. Unfortunately, we live in a society where it is very difficult to consume healthy
products. Most of us are aware that some foods are filled with a high content of saturated fat, sodium, and
preservatives. What we do not know is where our food is grown, how it is processed, and the unnecessary
amount of antibiotics that we unknowingly consume. There are many problems within the food system
that go unnoticed and for our safety that needs to change. The author of Fair Foods believes that we need
to focus on implementing a new food system for the future and I could not agree more.
Many of the safety problems that we have within our food system begin on the farm where our
livestock is raised. Animals are being shoved in overly crowded unsanitary areas with no room to walk
around. This makes it easy for diseases to spread. Animals that carry the disease bring them into the
slaughterhouses. One contaminated animal can contaminate thousands of pounds of meat, which is
extremely unhealthy for us. Contaminated foods can greatly affect our well-being. Animals should not be
treated this way. It is unhealthy for both the animals and the consumers. Serious health problems can
arise from consuming bad meat or eggs. In the book the author talks about a single production company
in Iowa. They were forced to recall more than 380 million eggs due to the risk of salmonella. The author
of the book mentioned that it is difficult to find where the toxicity occurred due to over crowded areas. No
one truly knows who is responsible for the problem.
Animals need to be living in an environment where they are free to roam around. Instead of
animal sitting in their own feces polluting the environment they can instead be wandering outdoors
naturally fertilizing the soil. This will decrease the spread of diseases, which in turn will decrease the
amount of antibiotics given to animals.

Infections today are increasing because we are becoming so resistant to antibiotics. Animals are
confined to small areas where they are walking on top of each other. This is not healthy for the animals
and makes it easy for diseases to spread. In order to prevent the spread of diseases they use antibiotics.
The large corporations only care about one thing and that is making a profit. In our generation we are
genetically altering our animals to grow much larger and in a shorter period of time. They are injecting all
sorts of antibiotics into these animals resulting in weight gain. This is not healthy for our bodies either.
Cutting back on the antibiotics used for livestock would be extremely beneficial. Eighty percent of
antibiotics in the United States are used on livestock to prevent diseases and promote growth. When we
consume the meat we are becoming infected with the resistant bacteria. I do not think that we should
totally get rid of the antibiotics that help control diseases because this could lead to serious health
problems. However, I definitely think that we should avoid giving the animals antibiotics that make them
grow larger. I do not think that these antibiotics are absolutely necessary. The animals can grow naturally.
This will help us to not become resistant to antibiotics. If the bacterium does not respond to the antibiotics
that we take then this could be very harmful. We do not want antibiotics to loose its effectiveness.
Antibiotics given to the animals, as a growth hormone needs to stop. If we do not stop injecting animals
with all sorts of antibiotics then we are all going to suffer the consequences in the future.
Another safety problem begins where our crops are produced. We are all encouraged to eat
organic fruits and vegetables because they are free of pesticides. We should not have to worry about this.
Some people cannot afford to pay the extra money to buy organic foods. Farmers should not be using so
many drugs on crops because they can be very toxic to humans. Pesticide exposure is linked to
Alzheimer’s disease, Parkinson disease, autism, and endometriosis. Yes, it prevents animals from getting
to the food and sometimes prolongs the growing season but is it worth it? Do the benefits outweigh the
consequences? I agree with the author of the book. I do not think it is worth the risks. However, not all
people have this mindset. The individuals making a profit do not have a problem with pesticides. I read an
article online that stated “The use of pesticides provides safe, pure and disease free products to the society

and aids in safeguarding public health. The market and food stores all over the world sell food that is safe,
nutritious and available at affordable prices than ever before” (Kapoor 1). I do not think that this
statement is true. Consuming pesticides is neither safe nor healthy for our bodies. Long-term exposure
can cause problems within the reproductive, endocrine, immune, and nervous system. They also can cause
cancer, mental deficits, and lung damage.
Overall, we need to make a change within the current food system. There is way too much wrong
going on that is posing a threat to all consumers. Animals are being shoved in tiny spaces where diseases
are bound to spread, antibiotics are unnecessarily being used as growth hormones, and all of our crops are
contaminated with numerous amounts of pesticides. We need to begin implementing policies now for the
health and safety of our future.
References
Szpyrka. (n.d.). Assessment of Consumer Exposure Related to Improper Use of Pesticides in the Region of
Southeastern Poland., 1-1. Retrieved December 4, 2014.
Kapoor. (n.d.). Benefits Of Pesticides | Benefits Of. Retrieved December 4, 2014, from
http://benefitof.net/benefits-of-pesticides/
Hesterman, O. (2011). Our Broken Food System. In Fair food: Growing a healthy, sustainable food
system for all (pp. 16-20).

Nutrition
1000

Three-Day Average
DRI Report
Sydney Crowley scrowley075@yahoo.com Printed: 10/10/2013
Profile
Active Profile: Sydney Crowley
Height: 5 ft. 6 inches
Weight: 130 lbs.
Age: 18 years
BMI: 21
Gender: Female
Pregnancy: Not Pregnant
Activity Level: Active
Smoker: No
Strict Vegetarian/Vegan: No
Nutrient DRI
Energy
Kilocalories 2019.0 kcal
Protein 50.12 g Daily requirement based on grams per kilogram of

Carbohydrate 328.09 - 227.14 g 45%-65% of kilocalories
Fat, Total 78.52 - 44.87 g No recommendation
Fat
Saturated Fat < 22.4 g Less than 10% of calories
Monounsaturated Fat * No recommendation
Monounsaturated Fat * No recommendation
Polyunsaturated Fat * No recommendation
Trans Fatty Acid * No recommendation
Cholesterol
< 300.0 mg Less than 300.0 mg
recommended
Essential Fatty Acids
Omega-6 Linoleic 11.00 g
Omega-3 Linolenic 1.10 g
Carbohydrates
Dietary Fiber, Total 26.0 g
Sugar, Total * No recommendation
Other
Water 2.30 L
Alcohol * No recommendation
Vitamins
Thiamin 1.00 mg

Riboflavin 1.00 mg
Niacin 14.00 mg
Vitamin B6 1.20 mg
Vitamin B12 2.40 μg
Folate (DFE) 400.00 μg
Vitamin C 65.00 mg
Vitamin D (ug) 15.00 μg DRI Adequate Intake
Vitamin A (RAE) 700.00 μg
Vitamin A (IU) 2333.00 IU
Alpha-T ocopherol 15.00 mg
Minerals
Calcium 1300.00 mg DRI Adequate Intake
Iron 15.00 mg
Magnesium 360.00 mg
Potassium
4700.00 mg DRI Adequate
Intake
Zinc 9.00 mg
Sodium
1500.00 mg DRI Adequate
Intake
Macronutrient Ranges

09/29/2013, 09/30/2013, 10/01/2013
1.1k 1.0k 900 800 700 600 500 400 300 200 100 0.0
Actual Recommended
Carbs Protein Fat Alcohol
Recommended Yours
Carbs
45%-
65%
909-1312
kCal
55
%
1125
kCal
Protei
n
10%-
35%
202-707
kCal
17
%
342
kCal
Fats
20%-
35%
404-707
kCal
30
%
629
kCal
Alcoh
ol
0% 0 kCal 0% 0 kCal
Fat Breakdown
Calories

09/29/2013, 09/30/2013, 10/01/2013
Source of Fat
0
|
Monounsaturated Fat
7
Polyunsaturated Fat
5
Saturated Fat
9
Trans Fatty Acid
0
Unspecified
1
* Transfat data is not yet reported by all sources and therefore may be unde
Intake vs. Goals
09/29/2013, 09/30/2013, 10/01/2013
! Nutrient DRI Intake
0% 25% 50% 75% 100%
|||||
Energy
Kilocalories
2019.0
kcal
2064.65
kcal 102%

Protein 50.12 g 85.43 g
170%
Carbohydrate
328.09 -
227.14 g
281.35 g
124%
86%
Fat, Total
78.52 -
44.87 g
69.91 g
89%
Fat
Saturated Fat < 22.4 g 20.85 g
93%
Monounsaturated Fat * 15 g
Polyunsaturated Fat * 10.8 g
156%
Trans Fatty Acid * 0.26 g
Cholesterol
< 300.0
mg
245.62
mg 82%
Essential Fatty Acids
Omega-6 Linoleic 11.00 g 8.66 g
79%
Omega-3 Linolenic 1.10 g 0.92 g
84%
Carbohydrates

Dietary Fiber, Total 26.0 g 28.02 g
108%
Sugar, Total * 128.17 g
Other
Water 2.30 L 0.99 L
43%
Alcohol * 0g
Vitamins
Thiamin 1.00 mg 1.02 mg
102%
Riboflavin 1.00 mg 1.85 mg
185%
Niacin 14.00 mg 14.96 mg
107%
Vitamin B6 1.20 mg 1.56 mg
130%
Vitamin B12 2.40 μg 3.98 μg
166%
Folate (DFE)
400.00
μg
366.79
μg 92%
Vitamin C 65.00 mg
124.54
mg 192%
Vitamin D (ug) 15.00 μg 2.83 μg
19%
Vitamin A (RAE)
700.00
μg
544.11
μg 78%

Vitamin A (IU)
2333.00
IU
8829.23
IU 378%
Alpha-T ocopherol 15.00 mg 3.91 mg
26%
Minerals
Calcium
1300.00
mg
1137.45
mg 87%
Iron 15.00 mg 14.26 mg
95%
Magnesium 360.00 mg 334.98 mg 93%
Potassium
4700.00
mg
2561 mg
54%
Zinc 9.00 mg 7.6 mg
84%
Sodium
1500.00
mg
3094.53
mg 206%
MyPlate Analysis
09/29/2013, 09/30/2013, 10/01/2013
Goal * Actual
%
Goal
Grains
7 oz.
eq.
tip
s
3.5 oz.
eq.
49.8 %
Vegetables 3 cup tip 2.9 cup 95.2 %

eq. s eq.
Fruits
2 cup
eq.
tip
s
1.7 cup
eq.
84.3 %
Dairy
3 cup
eq.
tip
s
2.2 cup
eq.
73.2 %
Protein
Foods
6 oz.
eq.
tip
s
8.8 oz.
eq.
146.3
%
Empty
Calories
290 kcal
tip
s
625.1
kcal
215.6
%
Your results are based on a 2019 calorie pattern. Make Half Your
Grains Whole! Aim for at least 3.5 oz. eq. whole grains. Vary Your
Veggies! Aim for this much every week:
Dark Green Vegetables = 3 cups weekly Orange Vegetables = 2 cups
weekly Dry Beans & Peas = 3 cups weekly Starchy Vegetables = 3
cups weekly Other Vegetables = 6.5 cups weekly
Oils: Aim for 6 teaspoons of oil a day.
* MyPlate contains recommendations only for calorie levels up to
3,200 per day. If Diet Analysis Plus recommends more than 3,200
calories per day for you, talk to your instructor for guidance on how to
use MyPlate.
** CAUTION! Recipes are not included on the MyPlate Report, as
plate values for these cannot be calculated.

Intake Spreadsheet
9/29/2013
Item Name Meal Quantity
Eggs, Scrambled with Milk and Butter Breakfast 2 item(s)
Yogurt, Fruit, Low Fat (11 grams protein per
8 ounces)
Breakfast 1 cup(s)
Home Fries or Pan Fried Potatoes Breakfast 3 ounce(s)
Milk, Chocolate, Whole Breakfast 7.01 fluid ou
Banana Lunch 1 item(s)
Peanut Butter, Chunky Lunch 3.01 tablesp
OLD COUNTRY BUFFET Chicken, Orange Dinner 2.01 serving
Rice, Brown, Long Grain, Cooked Dinner 1.01 cup(s)
Apple, Medium Evening Snack 1 item(s)
LIPTON Green Tea with Citrus, Diet Evening Snack 7.01 fluid ou
Total
Item Name Protein (g) Carb (g)
Eggs, Scrambled with Milk and Butter 12.19 1.96
Yogurt, Fruit, Low Fat (11 grams protein per 8
ounces)
11.91 45.57
Home Fries or Pan Fried Potatoes 1.84 19.88
Milk, Chocolate, Whole 6.94 22.65

Banana 1.29 26.95
Peanut Butter, Chunky 11.59 10.39
OLD COUNTRY BUFFET Chicken, Orange 16.08 64.32
Rice, Brown, Long Grain, Cooked 5.08 45.22 1.77 0.35
Apple, Medium 0.47 25.13
LIPTON Green Tea with Citrus, Diet 0 0
Total 67.39 262.08
Item Name Mono Fat (g) Poly Fat (g)
ounces)
0.95 0.1
Banana 0.04 0.09
OLD COUNTRY BUFFET Chicken, Orange 0 0
Rice, Brown, Long Grain, Cooked 0.64 0.64
Total 23.05 14.95

Item Name Omega-6 (g) Omega-3 (g)
ounces)
0.07 0.03
Banana 0.05 0.03
Rice, Brown, Long Grain, Cooked 0.61 0.03 3.55 0.69
Total 13.78 0.88
Item Name Water (L) Alcohol (g)
Eggs, Scrambled with Milk and Butter 0.09 0
ounces)
0.18 0
Home Fries or Pan Fried Potatoes 0.05 0
Milk, Chocolate, Whole 0.18 0
Banana 0.09 0
Peanut Butter, Chunky 0 0

Rice, Brown, Long Grain, Cooked 0.14 0
Apple, Medium 0.16 0
Total 0.9 0
Item Name Niacin (mg) Vit B6 (mg)
ounces)
0.26 0.11
Banana 0.78 0.43
OLD COUNTRY BUFFET Chicken, Orange 0 0 0 0
Rice, Brown, Long Grain, Cooked 3.01 0.29
Total 12.52 1.65
Item Name Vit C (mg) Vit D (ug) (μg
Eggs, Scrambled with Milk and Butter 0 2.2

ounces)
1.72 0
Home Fries or Pan Fried Potatoes 10.79 0
Banana 10.27 0
Peanut Butter, Chunky 0 0
Rice, Brown, Long Grain, Cooked 0 0
Apple, Medium 8.37 0
Total 33.12 5.04
Item Name Alpha-T (mg) Calcium (mg
ounces)
0 414.05
Banana 0.12 5.9
Peanut Butter, Chunky 3.03 21.67 0.92 77.06
OLD COUNTRY BUFFET Chicken,
Orange
0 0 0

Rice, Brown, Long Grain, Cooked 0.06 19.7 0.83
Apple, Medium 0.33 10.92 0.22
LIPTON Green Tea with Citrus, Diet 0 0 0
Total 6.08 805.76 4.89
Item Name
Milk, Chocolate, Whole
Potas (mg)
Zinc (mg)
Sodium (mg)
Eggs, Scrambled with Milk and Butter
161.04
1.27
176.9
Yogurt, Fruit, Low Fat (11 grams protein per 8 ounces)
529.2
2.01
159.25

Home Fries or Pan Fried Potatoes
368.9
0.3
262.65
365.83
0.9
131.44
Banana
422.44
0.18
1.18
Peanut Butter, Chunky
358.79

1.34
234.06
OLD COUNTRY BUFFET Chicken, Orange
0
0
1025.1
Rice, Brown, Long Grain, Cooked
84.69
1.24
9.85
Apple, Medium
194.74
0.07
1.82

LIPTON Green Tea with Citrus, Diet
26.29
0
52.58
Total
2511.92
7.31
2054.82
9/30/2013
Strawberries Breakfast 1 cup(s)
NUTELLA Spread, Hazelnut Breakfast 2 tablespoon
Soymilk, Chocolate Breakfast 1 cup(s)
CABOT Cheese, Pepper Jack, 50% Reduced
Fat
Lunch 1 ounce(s)
WHEAT THINS Crackers, Multi Grain Lunch 1 serving(s) 31 140
Celery, Stalk Lunch 2 item(s)
JIF Peanut Butter, Creamy Lunch 2 tablespoon

8 ounces)
Lunch 1 cup(s)
PEPPERIDGE FARM GOLDFISH Crackers,
Cheddar Cheese
Lunch 2.01 item(s)
DOLE Baby Spinach Leaves Dinner 1.5 cup(s)
Lettuce, Romaine, Shredded Dinner 1.01 cup(s)
Cucumber Dinner 1.01 cup(s)
Pepper, Bell or Sweet, Green Dinner 0.5 cup(s)
Shrimp, Mixed Species, Raw Dinner 1 ounce(s)
LOUIS RICH Chicken Breast, Strips, Grilled Dinner 2.01 ounce(s
Croutons, Seasoned, Ready to Eat Dinner 0.5 cup(s)
Beans, Kidney, Red, Canned Dinner 0.5 cup(s)
Salad Dressing, Italian Dinner 1.01 tablespo
Beans, Chickpeas, Garbanzo or Bengal
Gram, Canned
Dinner 0.5 cup(s)
ROLD GOLD Pretzels, Classic Style Sticks Evening Snack 2 ounce(s)
NUTELLA Spread, Hazelnut Evening Snack 2.01 tablespo
Total
Strawberries 0.96 11.06
NUTELLA Spread, Hazelnut 3 22

Soymilk, Chocolate 5.54 24.38
CABOT Cheese, Pepper Jack, 50% 8 0.5 4.5 3
Reduced Fat
WHEAT THINS Crackers, Multi Grain 2 22
Celery, Stalk 0.55 2.38
JIF Peanut Butter, Creamy 7 7
ounces)
11.91 45.57
Cheddar Cheese
0.15 0.73
DOLE Baby Spinach Leaves 2 3
Lettuce, Romaine, Shredded 0.58 1.56
Cucumber 0.68 3.81
Pepper, Bell or Sweet, Green 0.64 3.46
Shrimp, Mixed Species, Raw 3.86 0.26
LOUIS RICH Chicken Breast, Strips, Grilled 12.73 0.67
Croutons, Seasoned, Ready to Eat 2.16 12.7
Beans, Kidney, Red, Canned 6.68 18.98
Salad Dressing, Italian 0.06 1.55
Beans, Chickpeas, Garbanzo or Bengal Gram,
Canned
5.9 16.19
ROLD GOLD Pretzels, Classic Style Sticks 4 46

NUTELLA Spread, Hazelnut 3.02 22.11
Total 81.42 265.9
CABOT Cheese, Pepper Jack, 50% 0 0 0 15 Reduced Fat
ounces)
0.95 0.1
Cheddar Cheese
0 0
Cucumber 0.01 0.03
LOUIS RICH Chicken Breast, Strips, Grilled 0 0

Canned
0.53 1.06
Total 6.43 6.39
Fat
0 0
2 1
Celery, Stalk 0.06 0
ounces)
0.07 0.03
Cheddar Cheese
0 0

Cucumber 0.03 0.01
Shrimp, Mixed Species, Raw 0.01 0
Canned
1.02 0.04
Total 5.11 0.73
Strawberries 0.13 0
Soymilk, Chocolate 0.21 0
Fat
0 0

0
0
ounces)
0.18 0
Cheddar Cheese
0 0
Lettuce, Romaine, Shredded 0.04 0
Cucumber 0.1 0
Pepper, Bell or Sweet, Green 0.07 0
Croutons, Seasoned, Ready to Eat 0 0
Beans, Kidney, Red, Canned 0.1 0
Salad Dressing, Italian 0.01 0
Canned
0.09 0
Total 1.04 0

Fat
0 0
WHEAT THINS Crackers, Multi Grain 0 0 0 0
ounces)
0.26 0.11
Cheddar Cheese
0 0
Cucumber 0.1 0.04
Salad Dressing, Italian 0 0.01

Canned
0.16 0.57
ROLD GOLD Pretzels, Classic Style Sticks 1.6 0
Total 10.76 1.41
Item Name Vit C (mg) Vit D (ug) (μg)
Strawberries 84.67 0
Soymilk, Chocolate 4.17 0
Fat
0 0
WHEAT THINS Crackers, Multi Grain 0 0 0 0
ounces)
1.72 0
Cheddar Cheese
0 0
Cucumber 2.94 0
Pepper, Bell or Sweet, Green 59.9 0

Shrimp, Mixed Species, Raw 0 0.01
Croutons, Seasoned, Ready to Eat 0 0
Salad Dressing, Italian 0 0
Canned
0.12 0
Total 182.91 0.01
Item Name Alpha-T (mg) Calcium (mg)
Fat
0 200
Celery, Stalk 0.22 32 0.16 8.8
ounces)
0 414.05

Cheddar Cheese
0 1.46
Cucumber 0.03 16.81
Canned
0 42
NUTELLA Spread, Hazelnut 0 40.2
Total 2.25 1086.59
Item Name
Potas (mg)
Zinc (mg)
Sodium (mg)

Strawberries
220.32
0.2
1.44
NUTELLA Spread, Hazelnut
0
0
15
Soymilk, Chocolate
350.35
0.83
129.85
CABOT Cheese, Pepper Jack, 50% Reduced Fat
0

0
170
WHEAT THINS Crackers, Multi Grain
0
0
230
Celery, Stalk 208 0.1 64
ounces)
529.2 2.01
Cheddar Cheese
0 0
Cucumber 154.41 0.21

Canned
172.8 0.83
Total 2290.86 5.67
10/1/2013
WHITE WAVE SILK Simply Soymilk, Vanilla Breakfast 1 cup(s)
Strawberries Breakfast 1 cup(s)
NUTELLA Spread, Hazelnut Breakfast 3.01 tablespo
Grapes, Red or Green Breakfast 1.01 cup(s)
8 ounces)
Breakfast 1.01 cup(s)
Sushi, with Vegetables and Fish Lunch 6.01 piece(s) 156.26 218.76
Cheese, Cheddar, Diced Lunch 1.01 ounce(s
Crackers, Saltines, Whole Wheat, Includes
Multi-Grain
Lunch 1.01 serving
STACY'S SIMPLY NAKED Pita Chips Lunch 1.01 ounce(s
DOLE Baby Spinach Leaves Dinner 2.01 cup(s)

Lettuce, Romaine, Shredded Dinner 1.01 cup(s)
Shrimp, Mixed Species, Raw Dinner 1.01 ounce(s
Beans, Kidney, Red, Canned Dinner 0.5 cup(s)
Beans, Chickpeas, Garbanzo or Bengal
Gram, Dry
Dinner 0.25 cup(s)
Pepper, Banana Dinner 0.25 cup(s)
Noodles, Chinese Chow Mein, Cooked Dinner 0.5 cup(s)
Cheese, Cheddar, Shredded Dinner 0.25 cup(s)
Chicken, Breast, Meat Only, Boneless,
Skinless, Roasted
Dinner 3 ounce(s)
ROLD GOLD Pretzels, Classic Style Sticks Evening Snack 2.01 ounce(s
Total
WHITE WAVE SILK Simply Soymilk, Vanilla 6 10
NUTELLA Spread, Hazelnut 4.51 33.11
Grapes, Red or Green 1.1 27.6
ounces)
12.03 46.03
Sushi, with Vegetables and Fish 8.38 43.74
Cheese, Cheddar, Diced 7.13 0.37 9.49 6.04

Multi-Grain
1.01 9.65
STACY'S SIMPLY NAKED Pita Chips 3.03 18.18
DOLE Baby Spinach Leaves 2.68 4.02
Dry
9.65 30.32
Pepper, Banana 0.51 1.66
Noodles, Chinese Chow Mein, Cooked 1.89 12.95
Cheese, Cheddar, Shredded 7.03 0.36
Skinless, Roasted
26.38 0
ROLD GOLD Pretzels, Classic Style Sticks 4.02 46.23
Total 107.48 316.08

ounces)
0.96 0.1
Cheese, Cheddar, Diced 2.69 0.27
Multi-Grain
0.39 1.02
STACY'S SIMPLY NAKED Pita Chips 4.04 0.51 0 0
Dry
0.68 1.35
Skinless, Roasted
1.05 0.65
Total 15.51 11.05

ounces)
0.07 0.03
Multi-Grain
0.91 0.11
STACY'S SIMPLY NAKED Pita Chips 0 0
Shrimp, Mixed Species, Raw 0.01 0 0 0
Dry
1.3 0.05
Pepper, Banana 0.07 0
Skinless, Roasted
0.5 0.03

Total 7.1 1.14
WHITE WAVE SILK Simply Soymilk, Vanilla 0.22 0
Strawberries 0.13 0
Grapes, Red or Green 0.12 0
ounces)
0.18 0
Sushi, with Vegetables and Fish 0.1 0
Cheese, Cheddar, Diced 0.01 0
Multi-Grain
0 0
Beans, Chickpeas, Garbanzo or Bengal 0.01 0 0.24 0.11 Gram, Dry
Noodles, Chinese Chow Mein, Cooked 0 0
Cheese, Cheddar, Shredded 0.01 0

Skinless, Roasted
0.06 0
Total 1.04 0
ounces)
0.26 0.11
Multi-Grain
0.63 0.03
Dry
0.77 0.27

Pepper, Banana 0.39 0.11 0 8.99
Skinless, Roasted
11.66 0.51
ROLD GOLD Pretzels, Classic Style Sticks 1.61 0
Total 21.6 1.63
Item Name Vit C (mg) Vit D (ug) (μg)
Strawberries 84.67 0
Grapes, Red or Green 4.88 0
ounces)
1.73 0
Sushi, with Vegetables and Fish 3.59 0
Cheese, Cheddar, Diced 0 0.17
Multi-Grain
0 0
DOLE Baby Spinach Leaves 32.16 0

Shrimp, Mixed Species, Raw 0 0.01
Dry
2 0
Noodles, Chinese Chow Mein, Cooked 0 0
Cheese, Cheddar, Shredded 0 0.17 74.86 283.06
Skinless, Roasted
0 0.09
Total 157.6 3.44
Item Name Alpha-T (mg) Calcium (mg
NUTELLA Spread, Hazelnut 0 60.2
ounces)
0 418.19
Multi-Grain
0.17 0

STACY'S SIMPLY NAKED Pita Chips 0 20.2
DOLE Baby Spinach Leaves 0 107.2
Dry
0.41 52.5
Skinless, Roasted
0.23 12.76
ROLD GOLD Pretzels, Classic Style Sticks 0 0 2.89 16.08
Total 3.39
1519.
99
21.
68
406.
77
Item Name
Strawberries
Beans, Chickpeas, Garbanzo or Bengal Gram, Dry
Potas (mg)
Zinc (mg)
Sodium (mg)

WHITE WAVE SILK Simply Soymilk, Vanilla
300
0.6
95
220.32
0.2
1.44
NUTELLA Spread, Hazelnut
0
0
22.57
Grapes, Red or Green
291.29
0.11
3.05

Yogurt, Fruit, Low Fat (11 grams protein per 8 ounces)
534.49
2.03
160.84
Sushi, with Vegetables and Fish
203.14
0.78
340.65
Cheese, Cheddar, Diced
28.06
0.89
177.81

Crackers, Saltines, Whole Wheat, Includes Multi-Grain
31.25
0.21
171.66
STACY'S SIMPLY NAKED Pita Chips
0
0
272.7
DOLE Baby Spinach Leaves
0
0
87.1
Lettuce, Romaine, Shredded
117.25
0.11

3.8
Shrimp, Mixed Species, Raw
32.35
0.28
162.05
Beans, Kidney, Red, Canned
332.8
0.79
327.68
437.5
1.72
12
Pepper, Banana

79.36
0.08
4.03
Noodles, Chinese Chow Mein, Cooked
27
0.32
98.78
Cheese, Cheddar, Shredded
27.68
0.88
175.43
Chicken, Breast, Meat Only, Boneless, Skinless, Roasted
217.72
0.85
62.94

ROLD GOLD Pretzels, Classic Style Sticks
0
0
1165.8
Total
2880.23
9.83
3345.33
Energy Balance
09/29/2013, 09/30/2013, 10/01/2013
Date kCal Consumed kCal Burned
Net
kCal
9/29/2013 1962 206 1756
9/30/2013 1975 413 1562
10/1/2013 2257 590 1667
Total: 6194 1209 4985

Daily Caloric Summary kcal
Recommended: 2019
Average Intake: 2065
Average Expenditure: 403
Average Net Gain/Loss: 1662

Nutrition
2000

Case
Study
#2
(Pregnancy)

Directions:

Read
case
study
4.1
from
your
text
(pg.
128).

Consider
the
additional
information
below.

Answer
the
questions
below.

Note
these
questions
are
slightly
modified
from
the
questions
in
your
text.

Be
sure
to
type
your
answers.

Additional
Information:

Height:
5’8

Pre-‐pregnancy
Weight.:
150lbs

Questions:

1. Is
Ms.
Lederman
consuming
enough
protein?

(Justify
why
or
why
not)

No,
Ms.
Lederman
is
not
consuming
enough
protein.
The
recommended
intake
during

pregnancy
is
71
grams.
Ms.
Lederman
is
consuming
71
grams
however
she
is
vegan
which

means
that
she
should
be
consuming
30%
more
than
the
average
pregnant
woman.

2. How
much
protein
should
Ms.
Lederman
consume?
(Show
your
work)

Ms.
Lederman
should
be
consuming
at
least
97.5
grams
of
protein.

Minimum

150Ibs/2.2=68.2kgx1.1g/kg=75
grams

75
grams
x30%=22.5

75grams
+22.5=97.5grams

Average

68.2x.8=54.55+25=79.55grams
+
22.5=102.05
grams

3. Provide
3
sources
of
protein
Ms.
Lederman
could
consume
to
ensure
she
gets
adequate
protein

(remember
she
is
vegan)?

Ms.
Lederman
can
consume
beans,
grains,
nuts,
and
seeds.
She
can
eat
buckwheat,

brown
rice,
tofu,
and
soybeans
to
name
a
few.

4. Based
on
the
information
presented
in
the
case
study
which
nutrients
are
consumed
in
amounts

that
are
below
the
DRI
standard
for
pregnancy
and
what
are
the
DRI
values
for
these
nutrients?

Ms.
Lederman
is
not
eating
enough
calories.
The
recommended
dietary
allowance
for
a

nonpregnant
woman
is
2,403.
A
pregnant
woman
should
be
consuming
an
extra
452
calories
on

top
of
that.
Ms.
Lederman
is
only
consuming
2,237
calories.
She
needs
to
consume
a
little
more

food.

She
is
also
lacking
in
Vitamin
D,
Alpha-‐linolenic
acid,
vitamin
B-‐12,
and
protein.
Her
intake

for
vitamin
D
is
mcg:
3
(120
IU)
and
the
recommended
intake
for
pregnant
woman
is
at
least
15

mcg
(600
IU)
from
food.
The
upper
limit
for
vitamin
D
intake
during
pregnancy
is
100
mcg
(4000

IU)
per
day.

Ms.
Lederman’s
intake
of
Alpha-‐linolic
acid
(n-‐3
fatty
acid)
is
0.54g
when
the

recommendation
is
1.4g.

Her
intake
for
vitamin
B-‐12
is
2.1mcg
and
the
recommendation
is

2.6mcg.

Her
protein
intake
is
71g
and
the
recommendation
is
around
98g
of
protein.

5. For
each
nutrient
listed
in
#4,
provide
3
examples
of
specific
foods
Ms.
Lederman
could

consume
to
bring
up
her
intake
of
the
nutrient.

Vitamin
D-‐I
would
say
that
Ms.
Lederman
should
get
her
vitamin
D
from
the
sun
but
that

will
not
do
much
good
because
Ms.
Lederman
puts
a
lot
of
sunscreen
on.
This
is
good
for
her

skin
but
not
for
her
vitamin
D
intake.
I
would
suggest
for
Ms.
Lederman
to
take
vitamin
D

supplements.
Some
foods
contain
vitamin
D
but
since
Ms.
Lederman
is
vegan
her
options
are

limited.
Mushrooms,
cod
liver
oil,
and
some
cereals
that
are
fortified
would
be
a
great
option
for

her.
They
contain
more
vitamin
D
then
one
would
expect.

Alpha
linoleic
acid-‐
spinach,
broccoli,
yams,
potatoes,
brussel
sprouts,
and
carrots

Vitamin
B-‐12-‐
fortified
cereals,
pastas,
and
bread.
Vitamin
B-‐12
is
mostly
found
in
animal

products.
Since
Ms.
Lederman
is
vegan
she
may
need
to
take
supplements.

Protein-‐
beans,
grains,
nuts,
and
seeds.
She
can
eat
buckwheat,
brown
rice,
tofu,
and
soybeans
to

name
a
few.

Nutrition 2990
Access
the
CDR
website
(http://www.cdrnet.org/).

Write
about
“Dietetic
Registration”—What
is
CDR?

CDR
stands
for
Commission
on
Dietetic
Registration.
It
is
a
certification
program
that
awards

specialists.
Their
mission
statement
is
the
Commission
on
Dietetic
Registration
administers

rigorous
valid
and
reliable
credentialing
processes
to
protect
the
public
and
meet
the
needs
of

nutrition
and
dietetics
practitioners,
employers
and
consumers.
Their
vision
statement
is

nutrition
and
dietetics
credentialing
protects
and
improves
the
health
of
the
public
and

supports
practitioner
competence,
quality
practice,
lifelong
learning
and
career
advancement.

Is
CDR
accredited?

If
so,
by
whom?

Yes,
the
CDR
is
accredited
by
the
National
Commission
for
Certifying
Agencies
(NCCA)

What
is
the
continuing
education
requirement
for
a
RDN?
How
does
the
RDN
“log
in
“these

CEUs?

The
continuing
education
requirement
for
a
RDN
is
75
hours
every
five
years.

The
RDN
must

track
their
hours
individually
on
a
learning
activities
log.
They
must
complete
a
state
licensure

verification
worksheet
and
submit
it
to
CDR.

Discuss
the
credentials
awarded
by
CDR.

The
CDR
awards
seven
separate
credentials
which
include
registered
dietitian
nutritionist,

nutrition
and
dietetics
technician,
board
certified
specialist
in
renal
nutrition,
board
of
certified

specialist
in
pediatric
nutrition,
board
certified
specialist
in
sports
dietetics,
board
certified

specialist
in
gerontological
nutrition,
and
board
certified
specialist
in
oncology
nutrition.
The

recommended
credentials
are
graduate
academic
degree,
RD,
or
RDN
specialty
certifications

with
the
Commission
on
Dietetic
Registration
(e.g.
CSG,
CSO,
CSP,
CSSD,
CSR),
licensure

designation,
other
certifications
(e.g.
CDE,
CNS,
etc),
Fellow
of
the
American
Dietetic

Association
(FADA).

Access
the
ACEND
website
(http://www.eatright.org/ACEND/).

Write
about
“Accreditation/Dietetics
Education”—What
is
ACEND?

ACEND
is
the
largest
food
and
nutrition
organization.
It
was
founded
by
a
group
of
women

during
World
War
I
who
wanted
to
improve
the
public’s
heath
and
nutrition.
Their
goal
still

today
is
to
improve
the
nations
health
and
advance
the
profession
of
dietetics
through

research,
education,
and
advocacy.
The
academy
is
made
up
75,000
members.
These
members

help
the
public
(both
healthy
and
ill)
make
healthy
food
choices.
They
provide
health
promotion

and
disease
preventions.

Members
can
work
in
health
care
systems,
home
health
care,

foodservice,
business,
research
and
educational
organizations,
and
private
practices.

What
are
its
vision,
mission,
and
goals?

Vision: ACEND®
- accredited programs will be valued and respected for preparing competent
professionals for entry-level and beyond.
Mission: ACEND®
serves the public by establishing and enforcing eligibility requirements and
accreditation standards that ensure the quality and continued improvement of nutrition and
dietetics education programs that reflect the evolving practice of dietetics. ACEND®
defines
educational quality as the ability to prepare graduates with the foundation knowledge, skills
and/or competencies for current dietetics practice and lifelong learning.

Goals:
To
achieve
its
mission
and
vision,
ACEND®

established
strategic
goals.
ACEND®

will:

• Demonstrate accountability to the public through the establishment and application of
market responsive, rigorous standards that require programs to document academic
quality and student achievement.
• Communicate clear ACEND®
expectations to assist programs in meeting quality
accreditation standards.
• Enhance preparation for entry-level practice by requiring program self-examination to
ensure quality improvement and planning for purposeful change.
• Encourage educational innovation and diversity in order to address evolving dietetics
practice.
• Continually evaluate accreditation practices in order to maintain appropriate policies and
procedures that ensure fair and consistent accreditation decisions.
• Provide opportunities for professional development and educational leadership

What
is
the
role
of
a
program
reviewer?

Program
reviewers
visit
and
evaluate
programs
and
make
recommendations
on
accreditation
to

the
ACEND®

board.

ACEND
advises
the
public
how
complaints
can
be
made
against
programs.
What
is
the

procedure?

ACEND
has
advised
the
public
to
fill
out
a
complaint
form
if
they
have
any
problems
that
need

to
be
addressed.
They
must
first
review
the
Academy/CDR
Code
of
Ethics
for
the
profession
of

Dietetics
and
then
complete
the
complaint
form
and
include
as
much
supporting
evidence
as

possible.
They
then
must
mail
the
complaint
form
marked
confidential
to
their
address,
which
is

Harold
Holler,
RDN,
Vice
President
of
Governance
&
Practice
Academy
of
Nutrition
and

Dietetics
120
South
Riverside
Plaza,
Suite
2000
Chicago,
Illinois
60606-‐6995

Is
the
Didactic
Program
in
Dietetics
at
Ohio
University
an
accredited
program?

The Didactic Program at Ohio University is an accredited program.

Nutrition 3000
Caffeine and fat metabolism group project on prezi. Worksheet made for the class to check
understanding of presentation.
Caffeine
and
fat
metabolism

Caffeine and fat metabolism group project on prezi. Worksheet made for the class to check
understanding of presentation.
After
this
presentation
you
should
be
able
to:

• Define
caffeine

• Describe
metabolic
breakdown

• Know
the
effect
of
caffeine
on
athletes

• Know
the
effect
on
normal
weight
and
obese
individuals

• Know
the
effect
of
caffeine
on
pregnancy

1. Caffeine
is
absorbed
in
__________

2. What
is
the
recommended
dose
of
caffeine______

3. What
are
some
positive
effects
of
caffeine?

4. What
are
some
negative
effects
of
caffeine?

5.
True
or
False:
Caffeine
is
addictive

6.
True
or
False:
Caffeine
increases
the
risk
of
heart
disease

7. True
or
False:
Caffeine
stunts
ones
growth?

8. Caffeine
mobilizes
_________________and
encourages
working
muscles
to
use
fat
as
fuel

9.
Caffeine
has
been
shown
to
decrease
glycogen
utilization
by
as
much
as
______________%

10. Caffeine
increases
metabolic
rate
by
_______________%

11. How
much
caffeine
is
recommended
to
speed
up
metabolism?

12.
Does
caffeine
have
the
same
effect
on
normal
weight
and
obese
individuals?
If
not
what
is
the

difference?

13. Why
are
the
negative
effects
of
caffeine
on
pregnancy?

Answer
key

1. Small
intestines

2. 3-‐6
mg/kg

3. Elevates
mood,
decreases
anxiety,
mental/cognitive
improvements,
increases
athletic

performance,
increases
metabolism,
sympathetic
nervous
system-‐
prevents
the
enzymatic

degradation
of
adenosine
located
in
postsynaptic
cells

4. Withdrawal,
pregnancy,
gateway,
over-‐caffeinating,
insomnia,
nervousness,
restlessness,
upset

stomach,
fast
heartbeat,
irritability

5. True

6.
False

7.
False

8. Fat
stores

9. 50%

10. 13%

11. 300-‐400mg
3-‐4
days
a
week

12. No,
plasma
free
fatty
acids
won’t
change
like
in
normal
weight
individuals
,
more
theobromine,

theophylline,
and
paraxanthine
than
lean
individuals

13. Slows
metabolic
rate,
for
fat
metabolizers
there
is
a
greater
risk
in
miscarriages,
caffeine
passes

placenta
absorbed
by
baby

Nutrition
3000
Exam
#1

Module
1

• The
macronutrients
are
nutrients
that
are
needed
by
the
body
in
large
amounts

• Micronutrients
would
be
nutrients
that
are
needed
by
the
body
in
small
amounts.

• Dietary
Guidelines
for
Americans
are
a
set
of
diet
and
lifestyle
recommendations
designed
to

promote
health,
support
active
lives
and
reduce
chronic
disease
risk.

• The
guidelines
are
established
by
the
USDA
and
DHHS,
and
are
updated
every
5
years.

o These
include
balancing
calories
by
controlling
portion
sizes,
increasing
foods
that
are

nutrient
rich
by
filling
half
your
plate
with
fruits
and
veggies,
making
at
least
half
your

grains
whole
grains,
and
switching
to
fat
free
or
low
fat
diary,
and
finally
reducing
foods

that
are
high
in
sodium,
saturated
fat
and
trans
fat,
and
decreasing
the
amount
of

added
sugar
in
the
diet.

• The
DRIs
are
established
for
healthy
people
of
similar
age
and
gender

o Special
cases
to
make
adjustements-‐vitamin
C
and
smoking,
vegetarian
diets
and
iron,

age
of
menstruation
and
iron,
athletes
who
engage
in
intense
aerobic
exercise
and
iron,

and
child
bearing
aged
women
and
folic
acid.

• Estimated
Average
Requirements,
Recommended
Dietary
Allowances,
Adequate
Intake,
and

Tolerable
Upper
Intake
Levels.

• The
lower
your
intake
of
a
nutrient,
the
higher
your
risk
of
inadequacy
is;
the
higher
the
intake

of
a
nutrient,
the
higher
your
risk
of
excess
is.

o EAR
is
0.5
risk
of
inadequacy.

• The
AI
is
placed
in
the
middle,
as
it
is
similar
to
the
RDA
but
not
enough
evidence
is
known
to

establish
an
RDA.
This
means
that
nutrients
will
have
either
an
RDA
or
an
AI,
they
will
never

have
both.
Lastly
the
UL
is
set
so
there
is
no
risk
of
inadequacy
or
excess.

• estimated
average
requirements
It
is
the
nutrient
intake
estimated
to
meet
the
needs
of
50%
of

the
individuals
in
a
certain
age
and
gender
group.

• The
Recommended
Dietary
Allowance
is
based
off
of
the
EAR,
and
is
set
to
meet
97%
of
a

populations
specific
nutrient
requirements.

o you
can
increase
your
risk
of
developing
a
toxicity
by
over
consuming
the
RDA.

• the
%DV
are
based
on
a
2,000
calorie
diet

Module
2

• Biochemistry
is
the
study
of
the
chemical
substances
and
vital
processes
occurring
in
living

organisms,
while
nutritional
biochemistry
is
the
chemical
properties
of
nutrients
and
their

biochemical,
metabolic,
physiological,
and
epigenetic
functions.

• the
main
difference
between
prokaryote
and
eukaryote
cells
is
the
presence
of
a
nucleus
and

membrane
bound
organelles.

o Prokaryotic
cells,
such
as
lactobacillus,
are
an
important
protective
gut
and
vaginal

bacteria.

Lactobacillus
cells
metabolize
their
nutrients
anaerobically
and
by

fermentation.

o Eukaryotic
cells,
like
human
cells,
play
a
central
role
in
metabolism
of
nutrients,
energy

production,
removal
of
waste,
protein
synthesis

• Cell
Structure

o Plasma
membrane

§
is
the
membrane
that
encapsulates
the
cell,
and
allows
the
cell
to
become
a

unit
by
itself.

It
acts
as
a
boundary
between
the
cell
and
its
environment,

keeping
the
good
stuff
in
and
bad
stuff
out.

The
membrane
allows
some

molecules,
including
gases
like
oxygen
and
carbon
dioxide,
to
pass
readily

through
its
surface.

Water
and
other
small
molecules
also
move
into
and
out
of

the
cell
with
relative
ease.

Other
substances,
however,
require
special
openings

called
ion
channels,
GLUT
transporters,
and
protein
pumps.
that
the
cell

membrane
is
not
static
but
fluid.

This
allows
the
cell
to
change
its
shape
to

allow
extremely
large
molecules
and
particles
across
the
cell
membrane.

A
key

component
of
cell
membrane
mechanical
stability
is
cholesterol.

Greater

cholesterol
content
contributes
to
structure
and
regulates
fluidity
of
the

membrane.

o Cytoplasm

§ “molecular
chowder”
The
cytoplasm
is
home
of
several
metabolic
pathways,

including
glycolysis,
hexose
monophosphate
shunt,
glycogenesis,
glycogenolysis,

and
fatty
acid
synthesis.

The
cytosol
is
the
made
up
of
water,
salts,
organic

molecules
and
many
enzymes
that
catalyze
reactions,
and
it
also
allows

communication
between
membrane
bound
organelles.
Within
the
cytoplasm
is

the
cytoskeleton,
and
provides
shape
and
mechanical
support
for
the
cell.

The

cytoskeleton
also
functions
as
a
monorail
to
transport
substances
around
the

cell.

o Extracellular
matrix

§ The
extracellular
matrix
is
external
to
the
cell
membrane,
yet
plays
an
integral

role
in
the
cells
overall
structure
and
function.
animal
cells
extracellular
matrix

contributes
to
cell
structure,
and
sugar
residues
in
the
matrix
are
believed
to
act

as
specificity
markers
for
the
cell
and
as
antennae
to
pick
up
signals
for

transmission
of
substances
in
the
cell.

The
most
abundant
extracellular

component
is
the
glycoprotein
collagen.

o Nucleus

§ The
nucleus
is
the
largest
organelle,
and
serves
as
the
chief
initiator
and

regulator
of
most
cellular
activities.

The
nucleus
is
the
site
of
DNA
synthesis,

DNA
repair,
and
RNA
synthesis.

The
nuclear
envelope
is
composed
of
two

bilayer
membranes
that
makes
communication
possible
between
the
nucleus

and
the
cytoplasmic
matric
and
allows
a
continuous
channel
between
the

nucleus
and
the
endoplasmic
reticulum.

o Mitochondria

§ The
mitochrondria
are
the
metabolic
powerhouses
of
the
cell,
and
are
the

primary
sites
of
oxygen
use
in
the
cell
and
are
responsible
for
most
of
the

metabolic
energy
produced
in
cells.
All
cells
within
the
body,
with
the
exception

of
red
blood
cells,
possess
mitochondria.

o Endoplasmic
reticulum
and
golgi

§ The
endoplasmic
reticulum
and
Golgi
apparatus
is
a
network
of
membranous

channels
pervading
the
cytosol
and
provides
continuity
among
the
nuclear

envelope
and
the
plasma
membrane.

The
Rough
endoplasmic
reticulum
(or

RER)
are
studded
with
ribosomes,
which
are
the
protein
making
machinery
of

the
cell.

The
smooth
endoplasmic
reticulum
lack
ribosomes,
and
this
the
site
of

synthesis
of
phospholipids
and
packaging
of
protein
into
vesicles.

o Lysosomes
and
peroxisomes

§ jam
packed
of
digestive
and
catabolic
oxidative
enzymes.

Think
of
lysosomes
as

the
cells
digestive
system,
degrading
foreign
and
old
cellular
material.

Peroxisomes
degrade
molecules
that
produce
hydrogen
peroxide,
which
can

cause
cellular
damage
if
not
promptly
removed
or
converted
into
water
and

oxygen.

Peroxisomes
also
carry
out
fatty
acid
oxidation
of
some
very
long
chain

fatty
acids.

o Compartmentalization
of
organelles
contributes
to
the
physical
separation
of
metabolic

pathways.

o Slow
twitch
muscle
fibers
are
rich
with
mitochondria,
where
as
fast
twitch
are
efficient

in
producing
ATP
very
rapidly
and
have
a
lower
mitochondrial
density.

• Three
types
of
receptors

o The
first
type
of
receptor
we
discuss
is
also
referred
to
as
a
“second
messenger”

receptor.

These
receptors
bind
a
ligand
which
triggers
a
second
messenger
that
alters

behavior
of
the
cell

§ ex:
insulin-‐
glute
4
translates
to
the
surface
so
that
glucose
may
enter

o The
second
type
of
receptor
are
receptors
that
internalize
their
ligand

§ Ex:
LDL-‐absorbed
in
cell,
detaches
from
its
package
and
then
returns
to
cell

o A
third
type
of
receptor
are
receptors
that
function
as
ion
channels.

The
binding
of
a

ligand
to
the
receptor
causes
a
change
in
the
receptor
shape,
allowing
ions
to
pass

through.

o A
fourth
class
of
receptor
are
internal
receptors,
and
are
unlike
receptors
that
are

located
on
the
cells
surface
Internal
receptors
respond
to
an
extracellular
signal
that

either
increases
or
decreases
DNA
transcription,
either
by
binding
DNA
or
by
modulating

the
effects
of
histones.

Receptors
for
steroid
hormones,
thyroid
hormone,
vitamin
D,

and
retinoids
are
examples
of
internal
receptors.

o cell
has
many
transport
proteins
which
regulate
the
flow
of
nutrients
in
and
out
of
the

cell.

Glucose
absorption
in
the
gut
requires
active
transport
by
way
of
a
sodium

potassium
pump,
and
requires
energy.

Fructose
absorption
on
the
other
hand
is

absorbed
passively
in
the
gut,
does
not
require
energy,
yet
is
absorbed
much
slower

than
glucose.

• Enzymes

o Enzymes
are
catalytic
proteins
that
help
speed
up
a
reaction
without
being
changed
by

reactiosn
they
catalyze.

enzymes
are
selective
in
the
reactions
they
catalyze
and
have
a

very
specific
binding
site.

§ uncatalyzed
reaction
requires
a
higher
activation
energy
than
does
a
catalyzed

reaction,

o Most
reactions
are
reversible,
as
depicted
by
the
double
arrows,
yet
some
are

irreversible

§ A
usual
giveaway
that
a
reaction
is
irreversible
is
if
the
reaction
required
ATP
to

go
forward.

o Six
different
classes
of
enzymes

§ Oxidoreductases
are
enzymes
that
catalyze
oxidation/reduction
reactions,
or

simply
the
transfer
of
hydrogen
atoms,
oxygen
atoms,
or
electrons.

• transfer
of
hydrogen
atoms
in
the
electron
transport
chain

§ Transferases
are
enzymes
that
catalyze
the
transfer
of
functional
group
from

one
molecule
to
another.

• The
donor
is
often
a
coenzyme.

§ Hydrolases
they
catalyze
the
addition
of
water.

§ Lyases
catalyze
the
breaking
of
chemical
bonds
by
means
other
than
hydrolysis

and
oxidation.

§ Isomerases
catalyze
the
structural
rearrangements
of
molecules

§ ligases,
which
are
enzymes
that
catalyze
the
joining
of
two
large
molecules
by

forming
a
new
chemical
bond,
requires
energy
that
usually
is
provided
by

hydrolysis
of
ATP.

Module
3

• digestive
tract
is
divided
into
two
categories:

Accessory
organs
and
organs
of
the

gastrointestinal
tract.

• Digestive
tract

o The
digestive
tract
is
a
one
way
open
tube
that
is
approximately
16
feet
in
length.

It
is

the
only
part
of
the
body
that
is
exposed
daily
to
the
outside
environment,
thus
it
has

many
layers
that
serve
to
protect
against
foreign
substances.

o four
distinct
layers
that
make
up
the
intestinal
wall.

The
inner
most
layer,
known
as
the

mucosa,
comes
into
contact
with
ingested
nutrients
inside
the
lumen.

The
mucosa

produces
and
releases
secretions
needed
for
digestion,
and
contains
important

lymphoid
tissue
to
protect
the
body
against
infection.

The
submucosa
is
the
second

most
inner
layer,
and
is
rich
with
blood
vessels
for
nutrient
transfer,
lymphatic
vessels,

nerves,
and
lymphoid
tissue.

Another
component
of
the
submucosa
is
the
submucosal

plexus.

The
submucosal
plexus
is
a
unique
feature
of
the
GI
tract,
and
is
part
of
the

“brain
in
the
gut”,
.

Specifically,
it
is
a
network
of
nerves
that
controls,
in
part,

secretions
from
the
mucosal
glands
and
helps
regulate
mucosal
movements
and
blood

flow.

The
third
layer,
if
we
continue
to
move
outwards
in
the
figure,
is
the
muscularis

externa.

responsible
for
GI
motility
term
peristalsis,
which
is
the
unidirectional

contraction
of
the
GI
tract
that
keeps
food
moving
in
one
direction.

outer
most
layer,

the
serosa,
consists
of
connective
tissue
and
connects
to
the
visceral
peritoneum.

As

you
move
down
the
GI
tract,
the
4
basic
layers
are
present,
however
their
structure
and

function
does
vary.

(Go
back
to
PowerPoint
to
look
at
feature).

o by
smelling
food
or
even
thinking
about
food
can
trigger
salivary
glands
in
the
mouth
to

secrete
saliva,
which
contains
important
digestive
enzymes
and
serves
as
a
lubricant
for

food
to
pass
easily
down
the
esophagus.

mechanical
digestion,
which
is
chewing,

ripping,
tearing;
and
chemical
digestion,
which
is
the
enzymatic
breakdown
of
large

particles
into
smaller
particles.

Two
key
enzymes
are
secreted
by
the
salivary
glands,

and
these
are
salivary
amylase
and
lingual
lipase.

Salivary
amylase
begins
the
process
of

carbohydrate
digestion
by
breaking
down
larger
polysaccharide
starch
particles
into

smaller
disaccharides.
enzyme
is
lingual
lipase,
which
hydrolyzes
small
lipid
molecules

before
reaching
the
stomach.

o Through
movements
of
peristalsis,
the
esophagus
contracts
from
top
to
bottom
and

squeezes
the
bolus
of
food
into
the
stomach.

distal
end
of
the
esophagus
lies
the

gastroesophageal
sphincter,
which
normally
remains
shut.

Upon
swallowing.
lower

esophageal
sphincter
pressure
drops,
relaxing
the
sphincter
so
food
may
pass
into
the

stomach.

o Heartburn
gastric
acid
is
refluxed
from
the
stomach
into
the
esophagus.

o The
bolus
of
food
leaves
the
esophagus
and
enters
the
stomach.

The
stomach
is
a

robust
chamber
of
digestive
juices
and
enzymes,
and
has
4
main
regions.

Both

mechanical
and
chemical
digestion
of
nutrients
occurs
in
the
stomach,
and
the
digested

food
leaves
the
stomach
in
a
now
indistinguishable
liquid
called
chyme.

o The
mucosal
layer
of
the
stomach
is
covered
with
gastric
pits.

§ Mucous
neck
cell-‐
mucus
(protects
lining)

§ Parietal
cells-‐
Gastrick
acid
(HCL)
intrinsic
factor
(Ca++absorption)

§ Enterochromaffin
like
cell-‐
Histamine
(stimulates
acid

§ Chief
cells-‐pepsin
(ogen),
Gastric
lipase

§ D
cells-‐Somatostatin
(inhibits
acid)

§ G
cells-‐
Stimulates
acid)

o Small
intestine

§ Chyme
leaves
the
stomach
and
enters
the
small
intestine.

The
small
intestine
is

the
main
site
for
nutrient
digestion
and
absorption.

small
intestine
mucosal

layer
is
covered
in
billions
of
tiny
finger
like
projects
called
villi,
which
are

covered
in
their
own
finger
like
projections
called
microvilli.

villi
and
micro
villi

are
to
increase
surface
area
for
maximal
absorption
of
nutrients
Each
one
of

these
villi
is
connected
to
their
own
enterocyte,
which
is
a
mucosal
cell
that
has

absorptive
capacity
Each
enterocyte
is
supplied
with
its
own
blood
supply,

delivering
nutrients
to
the
small
intestine
so
it
can
remain
healthy,
while
taking

away
nutrients
that
are
being
absorbed
by
the
intestine
to
the
rest
of
the
body

o Large
intestine

§ The
large
intestine
is
essentially
a
holding
tank
for
indigestible
food

components.

There
are
three
sections
of
the
colon.

in
the
ascending
colon,
the

contents
are
very
liquid
at
first.

Proximal
colonic
cells
absorb
sodium,
chloride,

and
water,
and
what
is
left
over
will
be
evacuated
as
feces.

Undigested
food

can
remain
in
the
stomach
for
12
hours
up
to
70
hours.
The
ascending
colon’s

main
function
is
to
reabsorb
water
and
electrolytes
back
into
the
body.

In
the

transverse
colon,
contents
continue
to
become
more
solid,
feces
begin
to
form.

And
finally
the
descending
colon,
where
feces
are
stored
until
they
are
emptied

into
the
rectum.

• Accessory
organ

o An
accessory
organ
to
the
GI
tract
is
an
organ
that
does
not
come
into
contact
with

food,
yet
plays
an
important
role
in
digestion.

§ The
pancreas
is
a
unique
organ,
in
that
it
has
both
endocrine
and
exocrine

functions,
and
secrets
digestive
enzymes.

During
digestion,
the
pancreas

contributes
bicarbonate
and
digestive
enzymes
into
the
small
intestine.

These

enzymes
remain
inactive
until
they
have
reached
the
environment
of
the
small

intestine.

Pancreatic
enzymes
are
delivered
directly
into
the
small
intestine
via

pancreatic
duct.

§ liver
produce
bile,
which
is
an
emulsifier
for
fat
digestion
The
livers
main
role
is

after
nutrients
have
been
absorbed.

The
portal
vein
delivers
nutrient
rich
blood

from
the
digestive
tract
to
the
liver
for
further
packaging
and
processing

§ gallbladder
The
main
function
of
the
gall
bladder
is
to
store
and
concentrate
bile

that
is
made
in
the
liver.

When
needed,
the
gall
bladder
contracts
and

introduces
bile
into
the
small
intestine
for
lipid
emulsification.

Under
normal

circumstances,
95%
of
bile
is
reabsorbed
back
to
the
liver
and
eventually

returned
to
the
gall
bladder
Humans
can
live
normal
healthy
lives
without
a
gall

bladder.

The
liver
is
able
to
produce
adequate
amounts
of
bile
on
an
as
needed

basis.

• Nutrient
absorption

o Membranes
are
partially
(or
selectively)
permeable.
This
means
that
some,
but
not
all,

substances
can
permeate
(pass
through)
them.

o Simple
or
passive
diffusion;
where
substances
such
as
water
and
small
lipid
molecules

cross
membranes
freely.

The
concentration
of
substances
that
can
diffuse
across
cell

membranes
tends
to
equalize
on
the
two
sides
of
the
membrane
moves
down
a

concentration
gradient.

o Active
transport
carries
substances
that
need
to
be
concentrated
on
one
side
of
the
cell

membrane,
and
involves
energy
expenditure.

The
energy
is
supplied
by
ATP,
and

sodium
is
usually
involved
in
the
active
transport
mechanism.

active
transport
carrier
is

going
against
the
concentration
gradient

o two
forms
of
endocytosis
for
absorption
of
nutrients.

Some
large
molecules
are
moved

into
the
cell
via
engulfment
by
the
cell
membrane,
which
is
pinocytosis.

Others
are

transferred
into
the
cell
by
receptor
mediated
endocytosis.

• Peristalsis
is
a
distinctive
pattern
of
smooth
muscle
contractions
that
propels
foodstuffs
distally

through
the
esophagus
and
intestine
involuntary,
segmental
contractions,
which
are
responsible

for
mixing
and
churning.

• The
enteric
nervous
system
is
located
in
the
sheaths
of
tissue
lining
the
esophagus,
stomach,

small
intestine,
and
colon.

It
is
responsible
for
stimulating
the
secretion
of
fluids,
regulating

enzymes,
and
muscular
contraction
of
the
intestine.
The
enteric
nervous
system
includes
neural

reflexes
and
neural
plexuses.

The
myenteric
plexus
is
located
in
the
muscularis
externa
and

controls
peristaltic
activity
and
GI
motility.

The
submucosal
plexus
is
located
in
the
submucosa,

and
controls
GI
secretions
and
local
blood
flow.

• Ghrelin
is
the
only
pro-‐hunger
hormone
and
is
mainly
produced
in
the
stomach
The
incretin

effect
is
due
in
part
to
two
gut
hormones,
GLP
and
GIP.

They
work
to
stimulate
a
decrease
in

blood
glucose
by
causing
an
increase
in
the
amount
of
insulin
released
from
the
pancreas
even

before
digested
glucose
reaches
the
blood
stream.
Epithelial
cells
of
the
small
intestine
renew

themselves
about
every
3
to
5
days.

Meals
that
are
rich
in
fiber
and
protein
take
longer
to

empty
from
the
stomach
than
do
meals
that
are
high
in
simple
carbs

• Gut
hormones

o Cholecystokinin-‐
gallbladder
and
pancreatic
exocrine
secretion

o Secretin-‐pancreatic
exocrine
secretion

o Gip-‐
incretin
activity

o Motilin-‐gastroinestinal
motality

o Ghrelin-‐hunger
growth
hormone
release

o Gastrin-‐acid
secretion

o Insulin
and
glucagon-‐glucose
homeostasis

o Pancreatic
polypeptide-‐gastrci
motility
satiation

o Amylin-‐
glucose
homeostasis
gasric
motility

o Glp-‐1-‐incretin
activity
satiation

o Glp-‐2-‐
gastrointestinal
motility
and
growth

o Oxyntomodulin-‐satiation
acid
secretion

o Pyy
–satiantion

§ Cck,
gastrin,
secretin-‐
control
digestion
itself

§ Ghrelin
and
pyy-‐control
feeding

§ Glp,
gip-‐
control
incretin

Module
4

• Metabolism
can
be
defined
as
the
entire
network
of
chemical
processes
involved
in
maintaining

life
and
encompasses
all
of
the
sequences
of
chemical
reactions
that
occur
in
the
body.

• Energy
is
the
capacity
to
do
work,
and
energy
metabolism
is
the
biochemical
transformation

related
to
energy
production
of
use.

• Active
transport
at
the
cellular
membrane
is
an
example
of
energy
usage.

It
requires
energy
in

the
form
of
ATP
to
transfer
substances
from
one
side
of
the
membrane
to
the
other.

A
subtle

example
of
energy
production
is
oxidative
phosphorylation
of
glucose
to
generate
ATP
for

energy.

Energy
is
always
being
recycled.

Our
bodies
dismantle
high
energy
ATP
to
ADP
+
Pi,
and

reassemble
for
more
energy.

• .

Anabolic
pathways
are
metabolic
pathways
that
build
compounds,
and
this
requires
the
use
of

energy.

An
example
of
an
anabolic
pathway
would
be
lipogenesis,
or
the
creation
of

triglycerides
for
storage.

Anabolic
pathways
primarily
dominate
in
the
post
absorptive
state,

after
eating
a
meal
Catabolic
pathways
are
just
the
opposite,
they
are
metabolic
pathways
that

break
down
compounds,
and
release
energy
as
a
result.

An
example
of
a
catabolic
pathway

would
be
lipolysis,
which
is
cleaving
triglycerides
from
storage
or
circulation
for
further

breakdown
to
be
used
for
energy.

• The
Krebs
cycle,
or
citric
acid
cycle,
is
a
good
example
of
an
amphibolic
pathway,
which
involves

both
the
catabolism
of
carbohydrates
and
fatty
acids
and
the
synthesis
of
anabolic
precursors

for
amino
acid
synthesis.

• anabolic
pathways,
energy
is
required
to
create
materials,
whereas
in
catabolic
pathways,

energy
is
released
as
larger
molecules
are
broken
down.

• The
energy
unit
that
is
used
on
U.S.
food
labels
if
the
kilocalorie
For
every
kilocalorie
there
are

1,000
calories.

Kilocalories
are
a
measurement
of
heat
energy
produced.

KiloJoules
and
Joules

is
another
way
to
measure
energy,
but
it
is
a
measurement
of
work
energy
rather
than
heat

energy.

• 1,
by
dismantling
and
reassembling
phosphate
containing
compounds,
2,
through
anaerobic

metabolism,
and
3,
through
aerobic
metabolism.

Both
anaerobic
metabolism
and
phosphate

containing
compounds
do
not
require
the
presence
of
oxygen
aerobic
metabolism
which
does

require
oxygen

• ATP,
or
adenosine
triphosphate,
is
the
energy
currency
of
life.

It
is
the
high
energy
molecule

that
stores
the
energy
we
need
to
do
just
about
everything.

It
is
present
in
the
cytoplasm
and

nucleoplasm
of
every
cell,
and
essentially
all
the
physiological
mechanisms
that
require
energy

for
operation
obtain
it
directly
from
the
stored
ATP.

• ATP
is
a
nucleotide
that
contains
a
large
amount
of
chemical
energy
stored
in
its
high
energy

phosphate
bonds.

It
releases
energy
when
it
is
broken
down
(or
hydrolyzed)
into
ADP,

adenosine
di
phosphate.

The
energy
is
then
used
for
many
metabolic
processes.

ATP
is

produced
by
cellular
respiration
in
the
mitochondria
of
the
cell.

• NAD
and
FAD
are
electron
or
hydrogen
acceptors
that
participate
in
ATP
production.

• The
phosphagen
system
is
a
direct
transfer
of
a
phosphate
group
to
ADP
+
Pi
to
generate
ATP.

Ligand-‐molecule
that
binds
to
another
molecule

Nutrition
2200

PROPERTIES OF COMMERCIAL FATS AND OILS
PURPOSE
Several experiment were conducted to identify and evaluate various properties of commercial fats
and oils. The experiments were done to study the effect of coating, cooking time, cooking temperature,
and dough composition on fat absorption. Each student prepared the food by deep-frying the product to
identify the contribution of fats and oils to the flavor.
METHODOLOGY
The class performed a variety of different tests to emphasize the content and properties in fats and
oils. Melting point and composition of solid fats, plasticity of fats, evaluation of different types of fats,
effect of cooking temperature on fat absorption, effect of cooking time on fat absorption, and evaluation
of different coating systems were all conducted in the lab.
For procedure A: Melting Point and Composition of Solid Fats, page 73 in Lab Manual. Eight
different variations of butter were melted to determine the melting point, volume, solidification
temperature, and appearance of the solid fat. The types of fats used were Shortening, Margarine, Smart
Balance, Palm Oil, Country Crock, Vegetable Oil Spread, Butter, and Lard. The assigned fat was packed
into 1/3-cup metal measuring cup and then transferred to 1-cup metal measuring cup (73). The measuring
cup was placed in the frying pan however; the stove was not turned on at this point in time (73). Water
was poured into the pan around the metal cup (73). The heat was slowly turned on and the temperature of
the fat was recorded when it began to melt around the edge of the cup (73). Once the heat completely
melted the temperature was taken for the second time. (73) Once the temperature was recorded the cup
was carefully removed from the pan and the melted fat was poured into a 100 ml graduated cylinder (73).
The volume of the melted fat was then recorded (73). Once the mixture was in the cylinder it sat
untouched until it cooled (73). Observations and recordings were taken as the fat turned from a liquid to a
solid (73). Once the fat was cool the temperature was recorded for the third time (73).
For procedure B: Plasticity of Fat, page 73 in Lab Manual. Eight different types of butter were
used for this experiment. The various butters used were Shortening, Margarine, Smart Balance, Palm Oil,
Country Crock, Vegetable Oil Spread, Butter, and Lard. The butter was measured at three different
temperatures using a penetrometer to measure the plasticity. The assigned room temperature fat was
packed into 1/3 measuring cup (73). Next the penetrometer was used to test the penetration of fat at room
temperature (73). The temperature of the fat was then recorded. The fat was smoothed and placed in the
refrigerator for one hour (73). After one hour had passed the fat was then taken out of the refrigerator
(73). The penetrometer was used for the second time to test the penetration of the fat at refrigerator
temperature (73). The temperature of the fat was recorded (73). The fat was smoothed and placed in the

freezer for one hour (73). When one hour passed the fat was taken out of the freezer (73.) The
penetrometer was used for the third time to test the penetration of the fat at frozen temperature.
For procedure C: Evaluation of Different Types of Fats, page 73 in Lab Manual. Eight different
types of fat were tasted for flavor, appearance, spreadability, aroma, and mouthfeel. The recorded fats
were Shortening, Margarine, Smart Balance, Palm Oil, Vegetable Oil, Country Crock, Butter, Benecol,
Brummel and Brown, Coconut oil, and Lard.
For procedure D: Effect of Cooking Temperature on Fat Absorption, page 73 in Lab Manual.
Biscuits were deep fried at various temperatures to determine the effect on fat absorption. A biscuit was
cut into four pieces, all of which were close in weight (74). The temperature of the oil in the deep fat fryer
was around 225 degrees Fahrenheit. The temperature of the oil was recorded once the frying began (74).
The first biscuit was dropped into the hot oil for 1.5 minutes, 45 seconds per side (74). Once the time was
up the biscuit was taken out of the oil and placed on a paper towel to drain the excess oil (74). The
temperature was then increased to 275 degrees Fahrenheit (74). The second biscuit was dropped into the
oil for 1.5 minutes, 45 seconds per side (74). Once the time was up the biscuit was taken out of the oil and
placed on a paper towel to drain the excess oil (74). The temperature was then increased to 325 degrees
Fahrenheit (74). The third biscuit was dropped into the oil for 1.5 minutes, 45 seconds per side (74). Once
the time was up the third biscuit was taken out of the oil and placed on a paper towel to drain the excess
oil (74). The temperature was then increased to 375 degrees Fahrenheit (74). The fourth biscuit was
dropped into the oil for 1.5 minutes, 45 seconds per side (74). Once the time was up the fourth biscuit
was taken out of the oil and placed on a paper towel to drain the excess oil (74). After the four biscuits
were fried they were then weighed and recorded. The weight gain and percent weight of the biscuits were
calculated and recorded (74).
For procedure E: Effect of Cooking Time on Fat Absorption, page 74 in the Lab Manual. A
biscuit was cut into four equal pieces, all of which were close in weight (74). The oil in the deep fat fryer
remained at 375 degrees Fahrenheit for all four biscuits (74). The first biscuit was dropped into the fryer
for 30 seconds, 15 seconds on each side (74). (74). The second biscuit was dropped into the fryer for 1
minute, 30 seconds on each side (74). The third biscuit was dropped into the fryer for 1.5 minutes, 45
seconds on each side (74). The fourth biscuit was dropped into the fryer for 2 minutes, 1 minute on each
side (74). Once each biscuit was done cooking it was removed from the fryer and placed on a paper towel
to drain the oil (74). When the biscuit was cooled off they were reweighed and recorded (74). The weight
gain in grams and the percent weight gain for each biscuit were calculated (74).
For procedure F: Evaluation of Different Coating Systems, page 74 in the Lab Manual. Chicken
was fried in a deep fat fryer using eight different coating systems to test the appearance, flavor, and
mouthfeel. The coating systems used include the following: seasoned flour, panko, frying magic,
breadcrumbs, flour, batter and breadcrumbs, batter and panko, and AP batter. Each group in the lab was
assigned a specific coating system. The groups followed the directions for coatings on the packages.
RESULTS

Table 1: From Wednesday/Thursday lab 2-5pm and Wednesday/Thursday lab 5-8pm. The entire class data was based
on eight different types of fats. Melting point, volume, solidification temperature, and appearance of solid fat were
all being tested. The following table includes the combined class data.
Melting Point and Composition of Solid Fats
Types of fat Melting Point (F) Volume (ml) Solidification
Temperature
(F)
Appearance of
Solid Fat
Initial Final Range Total Water
Shortening 90.58 119.25 28.68 65.9 0 82 Smooth, soft,
light yellow
Margarine 71.25 109.5 38.25 70.5 21.75 71.5 Smooth, soft,
pale
Smart Balance 78.75 95.75 17 69.13 12.37 72.33 Smooth, light
yellow, soft,
Palm oil 80.75 112.75 32 66 0 73.5 Smooth, soft,
yellow
Country Crock 79.33 116.25 36.92 61.5 26 70.33 Smooth, soft,
bright
Vegetable Oil
Spread
72.25 97.75 31.5 70.67 16.33 68.75 Smooth, soft,
pale
Butter 66.25 97.75 31.5 70.67 16.33 68.75 Smooth, soft,
light yellow
Lard 93.5 140.5 47 62.33 0 76.67 Smooth, soft,
white
Table 2: From Wednesday lab 2-5pm. The entire class data was based on eight different types of fats. Melting point,
volume, solidification temperature, and appearance of solid fat were all being tested.
Melting Point and Composition of Solid Fats
Types of fat Melting Point (F) Volume (ml) Solidification
Temperature (F)
Appearance of Fat
Initial Final Range Total Water
Shortening 82 110 28 65 0 80 No layers, thick, light yellow

Margarine 60 79 19 73 25 70 2 layer, bright yellow, pale
Smart Balance 80 100 20 74 <2 70 Smooth, soft
Palm Oil 80 122 42 65 0 80 Yellow-white
Country Crock 82 140 58 67 25 70 Bright yellow
Veggie Oil
Spread
75 115 40 65 15 Did not
solidify
Pale yellow
Butter 80 115 35 75 25 75 Yellow-white
Lard 102 154 52 63 0 81 White
Table 3: From Wednesday/Thursday lab 2-5pm and Wednesday/Thursday lab 5-8pm. The entire class data was
based on eight different fats. The penetrations of the fats were measured at room temperature, refrigerator
temperature, and frozen temperature. The following table includes the combined class data.
Plasticity of Fats
Types of fat Room Temperature Refrigerator Temperature Frozen Temperature
Penetration
(mm)
Fat Temp (F) Penetration
(mm)
(mm)
Fat Temp
(F)
Shortening 170.75 76.375 147 64.875 165.25 46.125
Margarine 153.25 64.25 165.75 52.5 155.5 41
Smart
Balance
167.5 68.75 238.5 52.75 262.25 32.5
Palm oil 202.5 72.25 210.75 61.75 159 48.5
Country
Crock
172.75 71.375 171.75 61.75 206.5 48
Vegetable Oil
Spread
160.375 67.75 245.75 55.75 232.75 39
Butter 176.25 68 93.25 58.25 107 41
Lard 237 73 95.5 68.5 180.5 43.75
Table 4: From Wednesday lab 2-5pm. The entire class data was based on eight different fats. The
penetrations of the fats were measured at room temperature, refrigerator temperature, and frozen
temperature.
Plasticity of Fats
Type of Fat Room Temperature Refrigerator Temperature Frozen Temperature

Penetration
(mm)
(mm)
(mm)
Fat Temperature
(F)
Shortening 114 78 100 50 224 14
Margarine 184 42 265 32 300 25
Smart Balance 207 70 255 55 185 40
Palm Oil 224 78 220 65 230 49
Country
Crock
154 70 226 60 232 40
Veggie Oil
Spread
50 70 266 60 270 44
Butter 178 70 117 50 260 40
Lard 293 70 141 69 96 49
Table 5: From Wednesday lab 2-5pm. The entire class data was based on eight different fats.
Observations were based on appearance, aroma, spreadability, mouthfeel, and flavor.
Evaluation of Different Types of Fats
Type of Fat Appearance Aroma Spreadability Mouthfeel Flavor
Shortening Off white,
thick
Bland Easy Stale Stale
Margarine Light yellow Buttery Easy Soft, creamy Sweet, salty
Smart Balance Very light
yellow
Buttery,
bitter
Easy, thin Creamy,
melts easy
Very buttery, little
salty
Palm Oil Creamy white,
crunchy
looking
None Thick, not easy Oily,
creamy
Oily, vegetable
oil, bland
Vegetable Oil Dark yellow None Easy Oily Salty
Country Crock Light yellow None Easy Soft Salty
Benecol Light yellow Savory Very easy Very soft Sweet
Brummel &
Brown
Yellow None Hard Soft Sweet
Butter Bright yellow Savory Medium Soft Rich, Creamy
Lard White, thick Bland Not easy, hard,
thick
Thick Bland
Coconut oil Grainy No scent Medium Thick Tasteless

Table 6: From Wednesday lab 2-5pm. Entire class data was collected to test the effect of oil temperature on
biscuits.
Effect of Cooking Temperature on Fat Absorption
Weight
before
(g)
Weight
after (g)
Weight
gain (g)
%
Weight
gain
Doneness Appearance Oiliness
Temp 225F 15g 15g 0g 0% Not done at
all
Mushy, glossy Very oily
all
Temp 323F 15g 12g -3g 0% Not done at
all
all
Table 7: From Wednesday lab 2-5pm. Entire class data was collected to test if time had an effect on the biscuits
fat absorption
Effect of Cooking Time on Fat Absorption
Weight
before
(g)
Weight
after (g)
Weight
gain (g)
% Weight
gain
Doneness Appearance Oilyness
30 seconds 13g 13g 0g 0% No Glossy Very
1 minute 10g 9g -1g 0% No Glossy Very
1.5 minute 16g 16g 0g 0% No Glossy Very
2 minutes 12g 11g -1g 0% No Glossy Very
Table 8: From Wednesday lab 2-5pm. Entire class data was based on eight different coating systems.
Observations were conducted for appearance, flavor, and mouthfeel.
Evaluation of Different Coating Systems
Coating System Appearance Flavor Mouthfeel Other
Seasoned Flour Light brown Pepper, salty Crunchy
Panko Brown Bland, burnt Crunchy, Dry,
Cardboard
Dry
Frying Magic Dark Brown, Looks
burnt
Tangy Soft Chewy

Breadcrumbs Dark and looks
very burnt
Burnt Crunchy Moist
Flour Light Bland Dry, Hard to
swallow
Dry
Batter &
Breadcrumbs
Dark brown Dry, Bland,
Burnt
Crunchy Moist
Batter & Panko Light brown Flavorful,
Salty, Pepper
Crunchy on
outside, Soft on
inside, Moist
Very tasteful,
moist
AP Batter Dark Dry, Nutty Chewy, Smooth
skin
Dry
DISSCUSION
For procedure A eight different fats were placed in a frying pan and meted very slowly. Once the
fat was completely melted it was removed from the heat and cooled. This was done to determine the
melting point and composition of solid fats. Observations from the 2-5pm lab and the class as a whole
were conducted. The results show that lard had the highest melting point, proving that it contains the most
saturated fat. The margarine had the lowest melting point proving it to be more unsaturated than all the
other fats. Margarine also contained the highest content of water. Saturated fats are not as healthy as
unsaturated fats and should be limited in the diet. Saturated fats can drive up cholesterol and increase
harmful LDL cholesterol in the body. Although saturated fats should be limited this does not mean that
they should be cut from the diet completely. It is important to consume both saturated and unsaturated
fats. Too much of one product is not healthy. It’s all about moderation.
For procedure B eight different fats were tested at room temperature, refrigerator temperature,
and frozen temperature to determine the plasticity. Plasticity is the result of a large number of fat crystals
with oil interspersed throughout (McWilliams 268). The entire class measured the plasticity by using a
penetrometer. At room temperature the lard had the highest penetration and the shortening had the highest
fat temperature. At refrigerator temperature the vegetable oil spread had the highest penetration and the
lard had the highest fat temperature. At frozen temperature the smart balance had the highest penetration
and the palm oil had the highest fat temperature.
For procedure C eight different types of fats were tasted for flavor, appearance, spreadability,
aroma, and mouthfeel. The fats tasted were Shortening, Margarine, Smart Balance, Palm Oil, Vegetable
Oil, Benecol, Brummel & Brown, Butter, Lard, and Coconut Oil. Observations prove that all fats had a
very similar appearance. The color was only slightly different. They all had a similar aroma as well. The
Benecol was very thin allowing it to spread very easily. It was shown to have the strongest butter flavor.
The lard was the thickest and therefore the most difficult to spread.
For procedure D one biscuit was cut evenly into four separate pieces. The pieces were fried in a
deep fat fryer to determine the effect of cooking temperature on fat absorption. The weight before and
after frying was recorded. Records show that there was no effect on temperature and fat absorption. The
doneness, appearance, and oiliness of the biscuits were the same for every test. The results did not come
out as expected. The biscuit was supposed to become less oily and more done with increased temperature.

Frying fat at very high temperature provides a crisp texture and frying fat at a cool temperature results in
a soggy, greasy texture (McWilliams 269). It was later concluded that it was due to a faulty deep fat fryer.
For procedure E one biscuit was cut evenly into four pieces and deep-fried at 375 degrees
Fahrenheit. The goal was to see if cooking time had an effect on fat absorption. The weight of the biscuit
was measured before and after frying. There was not any significant weight gain or % weight gain. The
doneness, appearance, and oiliness for all four pieces of the biscuit were the same. They were all very
oily, glossy, and clearly not done. Again, the results were not expected. A similar study was done with
French Fries. It was proven that the temperatures of foods produce a safer and high quality piece of food.
(Schwarz 1). . It was expected that the biscuit would become less oily and more done with increased
cooking time but this was not the case. It was concluded later that the deep fat fryer was malfunctioning
and the oil was not getting hot enough.
For procedure F students were directed to deep fry chicken in a variety of different coating
systems. Seasoned flour, Panko, Frying Magic, Breadcrumbs, Flour, Batter and Breadcrumbs, Batter and
Panko, and AP Batter were all used as coating systems. Panko and Breadcrumbs resulted in burnt and
very dry chicken. The flour coating did not burn however; the chicken turned out very bland and dry. The
AP Batter was not burnt either but it was very dry, chewy, and dark. The Seasoned Flour, Frying Magic,
Batter and Panko all produced a very moist and flavorful piece of chicken.
CONCLUSION
In conclusion this experiment taught students how to evaluate the different fats and oils
and what a fat really is. It helped students understand the melting point range of fats, the factors
that influence fat absorption in deep fat frying and the contribution of fats and oils to the flavor.
This experiment taught students how to use this information other than just in a classroom but in
a hospital or in a school setting. Fats are in all kinds of foods; people just need to know the
difference between a good fat and a bad fat.
REFERENCE
Brannan, R.G. 2015. Laboratory Manual for NUTR 2200 (72-81)
McWilliams, M. (2012). Chapter 12 Fats and Oils in Food Products . In Foods: Experimental
perspectives (7th
ed.). Upper Saddle River, N.J.: Prentice Hall
Schwarz, N.p..n.d 20 Oct. 2015. “Evaluation of Stability of Fats at Elevated Temperatures

SENSORY
ANALYSIS
OF
CEREALS

PURPOSE

Seven
experiments
were
conducted
for
the
analysis
of
different
types
of
cereals.
Each
student

prepared
a
cereal-‐containing
dish
and
evaluated
each
based
on
appearance,
flavor,
and
texture.
The

experiments
were
done
to
study
the
origin
of
flours
from
different
grains,
familiarize
ones
self
with

various
cereal
grains,
and
learn
appropriate
cooking
techniques
for
diverse
cereal
products.

METHODOLOGY

For
procedure
A,
two
different
variations
of
corn
were
made
in
order
to
determine
difference
in

flavor,
texture,
and
appearance
between
them.
For
variation
one,
hominy
casserole
was
made.
For
this

variation,
half
the
recipe
was
used.
One
tablespoon
of
carrots
and
green
onions
were
sautéed
in
one-‐
half
tablespoon
of
butter
and
then
set
aside
(46).
One-‐half
tablespoon
of
butter
was
meted
in
a

saucepan
and
then
one-‐half
tablespoon
of
flour
was
stirred
in
(46).
Six
tablespoons
of
milk
was
added

and
cooked
over
moderate
heat
until
it
was
smooth
and
thickened
(46).
Cheese
and
seasoning
were

added
and
stirred
in
until
the
cheese
was
melted
(46).
Once
the
cheese
was
melted
it
was
removed
from

the
heat
(46).
Hominy,
carrots,
onion,
and
cheese
sauce
were
all
combined
and
placed
in
a
greased

casserole
dish
(46).
Bake
uncovered
at
400
degrees
Fahrenheit
for
about
twenty
minutes
(46).
The

flavor,
texture,
and
appearance
of
the
hominy
casserole
were
evaluated
during
tasting
and
recorded
in

the
lab
manual
(46).
For
the
second
variation,
tortillas
and
con
queso
sauce
were
made
and
evaluated.

Two
one-‐third
cup
of
instant
mesa
harina
and
one
teaspoon
of
salt
were
combined
in
a
deep
bowl
(46).

While
stirring
constantly
one
cup
of
cold
water
was
slowly
poured
into
mixture
(46).
Kneed
the
mixture

vigorously
and
then
add
up
to
one
half
cup
more
water
of
until
the
dough
is
firm
and
does
not
stick
to

fingers
(46).
Dough
was
divided
into
twelve
equal
portions
and
each
one
was
rolled
into
a
call
between

the
palms
(46).
Each
ball
was
rolled
into
a
six-‐inch
circle
(46).
Each
tortilla
was
fired
on
a
moderately
hot,

lightly
buttered
skillet
for
one
to
two
minutes
on
each
side
(46).
Tortilla
was
kept
warm
until
served
by

being
wrapped
in
a
towel
and
placed
in
the
warm
oven
(46).
For
the
queso
sauce
three
tablespoons
of

butter
were
melted
(47).
Three
tablespoons
of
flour
was
added
(47).
The
combination
of
butter
and

flour
was
cooed
over
moderate
heat
for
about
one
minute
(47).
Eight
ounces
of
canned
tomatoes
were

added
and
cooked
over
moderate
heat,
stirring
constantly
until
the
mixture
was
thick
(47).
Four
ounces

of
chopped
green
chilies
and
six
ounces
of
shredded
Monterey
jack
cheese
were
sired
in
mixture
(47).

Stirring
continued
until
the
cheese
was
melted
(47).
If
the
sauce
was
too
thick
then
milk
was
added
until

the
desired
consistency
was
reached
(47).
The
sauce
was
placed
on
top
of
the
double
boiler
to
keep

warm
until
served
(47).
When
the
tortilla
and
chili
con
queso
sauce
was
served
the
sauce
was
to
be

spread
on
the
tortilla
with
a
knife
of
fork
(47).
The
tortilla
was
occasionally
ripped
into
bite
size
portions

and
dipped
into
warm
sauce
(47).

The
flavor,
texture,
and
appearance
of
the
tortilla
and
chili
con
queso

sauce
were
evaluated
during
tasting
and
recorded
in
the
lab
manual
(46).

For
procedure
B,
four
different
variations
of
wheat
were
made
to
determine
which
one
was
the

most
versatile
cereal
grain
(48).
The
first
variation
was
couscous.
The
couscous
was
prepared
as
directed

on
the
back
of
the
package
(48).
The
couscous
was
fluffed
with
a
fork
and
tossed
into
one
tablespoon
of

melted
butter
(48).
Couscous
was
transferred
into
a
large
serving
bowl
with
one
tablespoon
of

confectioners
sugar
and
one
tablespoon
chopped
pistachio
nuts
sprinkled
on
top
(48).

The
second

variation
was
gnocchi.
Combine
one
and
one-‐half
cup
milk,
one-‐fourth
cup
butter,
and
one
half

teaspoon
of
salt
into
a
saucepan
and
was
heated
to
scalding
(48).
Add
six
tablespoons
of
farina
gradually

stirring
constantly
over
moderate
heat
until
mixture
is
thickened
(48).
Beat
in
one
egg
and
a
one-‐half

cup
of
grated
Parmesan
cheese
(48).
Mixture
was
pressed
into
a
small
buttered
loaf
pan
and
chilled
until

firm
(48).
Once
the
mixture
was
firm
it
was
removed
from
the
pan
and
cut
into
one-‐inch
thick
slices
(48).

The
slices
were
then
overlapped
on
a
buttered
baking
dish
and
the
remaining
cheese
was
sprinkled
over

them
(48).
The
dish
was
baked
at
four
hundred
and
twenty
five
degrees
Fahrenheit
for
about
twenty-‐
five
minutes
or
until
hot
and
brown
(48).
The
dish
was
served
warm
with
tomato
sauce
(48).

To
make

the
tomato
sauce
one-‐fourth
chopped
scallions,
one-‐half
grated
carrots,
one
tablespoon
of
chopped

green
pepper,
and
one-‐half
chopped
garlic
clove
were
sautéed
for
five
minutes
or
until
soft
(48).
Once

the
vegetables
were
soft
one
tablespoon
of
olive
oil,
one
tablespoon
of
chopped
fresh
parsley,
one
cup

canned
tomatoes,
dash
of
pepper,
one-‐half
teaspoon
salt,
one-‐fourth
tablespoon
dried
basil,
one-‐
half

teaspoon
dried
oregano,
three
ounces
of
tomato
paste,
and
one-‐fourth
teaspoon
of
brown
sugar
was

added
(48).
The
sauce
simmered
for
thirty
minutes
and
was
then
served
over
the
hot
gnocchi
(48).
The

third
variation
was
buttered
noodles.
Two
to
three
tablespoons
of
butter
was
melted
(49).
Six
ounces
of

spinach
noodles
were
cooked
in
boiling,
salt
water
until
“al
dente”
according
to
the
package
directions

(49).
Salt
water
was
drained
and
then
the
noodles
were
turned
onto
a
serving
dish
(49).
Variation
four

was
tabulleh.
Two
cups
of
bulgar
wheat
were
soaked
in
water
for
about
a
half
hour
(49).
The
bulgar
was

drained
and
the
excess
water
was
squeezed
out
(49).
Two
chopped
tomatoes,
one
half
cup
chopped

scallions,
two
tablespoons
olive
oil,
one
teaspoon
dried
mint
leaves,
one-‐half
cup
finely
chopped
fresh

parsley,
two
tablespoons
of
lemon
juice
were
added
to
the
bulgar
(49).
The
tabulleh
was
then
served

with
pita
bread
(49).
The
flavor,
texture,
and
appearance
of
the
different
wheat’s
were
evaluated
during

tasting
and
recorded
in
the
lab
manual
(48).

For
procedure
C,
a
millet
nut
drop
cookie
was
prepared.
The
oven
was
preheated
to

three
hundred
and
seventy
five
degrees
Fahrenheit
(49).
Two
eggs,
one-‐half
cup
of
honey,
and
one

teaspoon
of
vanilla
were
combined
in
one
bowl
(49).
Two
and
one
half
cups
of
millet,
one-‐half
teaspoon

salt,
one-‐fourth
teaspoon
nutmeg,
one
teaspoon
cinnamon,
and
one-‐eighth
teaspoon
cloves
were

combined
in
the
second
bowl
(49).
The
dry
ingredients
were
then
mixed
in
with
the
liquid
ingredients

(49).
Using
a
spoon
the
dough
was
dropped
on
a
greased
cookie
sheet
(49).
One
the
all
the
dough
was

on
the
cookie
sheet
it
was
baked
for
twelve
to
fifteen
minutes
or
until
golden
brown
(49).
The
cookies

were
pulled
out
of
the
oven
and
set
aside
to
cool
before
served
(49).
The
flavor,
texture,
and

appearance
of
the
millet
nut
drop
cookie
was
evaluated
during
tasting
and
recorded
in
the
lab
manual

(49).

For
procedure
D,
two
different
variations
of
buckwheat
were
made
in
order
to
determine
the

difference
in
flavor,
texture,
and
appearance
between
them.
The
first
variation
was
buckwheat

pancakes.
In
a
bowl
one
cup
of
fresh
milled
buckwheat
flour,
one-‐half
cup
fresh
milled
whole
wheat

flour,
one-‐half
cup
fresh
milled
all
purpose
flour,
one-‐half
teaspoon
salt,
two
tablespoons
brown
sugar,

and
four
teaspoons
baking
powder
were
combined
(50).
In
a
separate
bowl
three
tablespoons
of
oil,
two

beaten
eggs,
and
one
and
one-‐
fourth
to
one
and
one-‐half
cup
of
milk
were
combined
(50).
The
dry

ingredients
were
mixed
together
with
the
liquid
ingredients
all
at
once
and
stirred
until
mixture
was

smooth
(50).
If
the
batter
was
too
thick
then
a
small
amount
of
milk
was
added
(50).
The
pancakes
were

cooked
on
a
lightly
oiled
griddle
or
fry
pan
(50).
When
the
pancake
mixture
was
poured
on
the
griddle
it

was
cooked
on
one
side
until
bubbles
appeared
on
the
surface
(50).
When
bubbles
appeared
the

pancake
was
flipped
and
cooked
for
one
to
two
more
minutes
on
the
other
side
(50).
The
pancakes
were

kept
warm
in
the
oven
until
ready
to
serve
(50).
The
flavor
texture,
and
appearance
of
the
pancakes

were
evaluated
during
tasting
and
recorded
in
the
lab
manual
(50).

The
second
variation
was
kasha.
In
a

mixing
bow
one
cup
of
kasha
and
one
beaten
egg
was
mixed
together
until
the
grains
were
coated
(50).

The
mixture
was
transferred
to
a
skillet
and
cooked
uncovered
over
moderate
heat
(50).
The
mixture
in

the
skillet
was
stirred
constantly
until
kasha
was
dry
(50).
One-‐teaspoon
salt,
two
tablespoons
of
butter,

and
two
cups
of
boiling
water
were
added
(50).

The
mixture
was
stirred
thoroughly,
skillet
was
then

covered,
and
heat
was
reduced
to
low
(50).
The
mixture
cooked
for
twenty
minutes
(50).
If
twenty

minutes
past
and
the
mixture
was
still
not
tender
then
one-‐half
cup
of
boiling
water
and
an
extra
ten

minutes
over
the
heat
was
added
(50).
While
the
kasha
was
cooking
over
the
heat
one-‐fourth
pound
of

chopped
fresh
mushrooms,
one-‐half
cup
chopped
onions,
and
two
tablespoons
of
butter
were
sautéed

(50).
The
sautéed
mushrooms
and
onions
were
added
to
the
cooked
kasha
and
mixed
lightly
(50).

The

flavor,
texture,
and
appearance
were
evaluated
during
tasting
and
recorded
in
lab
manual
(50).

For
procedure
E,
seven
different
variations
of
rice
were
made
in
order
to
determine
the
flavor,

texture,
and
appearance.
The
first
variation
was
sesame
rice
fritters.
Three-‐fourths
cup
of
brown
rice

and
one-‐half
teaspoon
of
salt
were
added
to
one
and
one-‐half
cups
of
boiling
water
(51).
The
heat
was

reduced
to
low
and
the
rice
was
covered
tightly
and
cooked
for
forty
to
fifty
minutes
or
until
tender
(51).

While
the
rice
was
cooking
one-‐fourth
cup
milk
and
two
tablespoons
of
instant
dry
milk
were
mixed

together
and
set
aside
(51).
Cooked
rice,
two
tablespoons
of
toasted
sesame
seeds,
and
mixture
of
milk

were
combined
(51).
Two
tablespoons
of
fresh
milled
all-‐purpose
flour
and
one-‐fourth
teaspoon

cinnamon
were
added
(51).
One
egg
white
was
beaten
and
added
(51).
With
a
spoon
the
batter
was

dropped
onto
a
hot,
oiled
griddle
or
frying
pan
and
fried
until
both
sides
were
browned
and
cooked

inside
(51).
The
sesame
rice
fritters
were
taken
out
of
the
hot
griddle
of
frying
pan
and
was
drained
on
a

paper
towel
(51).
The
flavor,
texture,
and
appearance
were
evaluated
during
tasting
and
recorded
in
the

lab
manual
(52).
The
second
through
seventh
variation
there
was
one
cup
of
uncooked
rice
that
was

cooked
as
directed
on
the
back
of
the
package.
This
included
Jasmine,
instant
rice,
converted
rice,
long

grain
enriched,
wild,
and
alberino
rice.
(52).
All
variations
of
rice
were
prepared
shortly
before
serving

time
(52).
The
flavor,
texture,
and
appearance
were
evaluated
during
tasting
and
recorded
in
the
lab

manual
(52).

For
procedure
F,
five
different
variations
of
oats
were
made
to
determine
the
flavor,
texture,

and
appearance.
The
first
variation
was
oatmeal
muffins.
One
and
one-‐fourth
cup
of
quick
cooking

rolled
oats
and
one
and
one-‐fourth
milk
were
combined
(53).
The
oats
and
milk
sat
for
thirty
minutes
off

to
the
side
(53).
One
egg,
slightly
beaten
and
one-‐half
cup
of
oil
were
combined
in
a
bowl
(53).
In
a

separate
bowl
one
and
one-‐fourth
cup
of
sifted
all
purpose
flour,
four
teaspoons
of
baking
powder,
one-‐
half
teaspoon
of
salt,
one-‐third
cup
of
firmly
packed
brown
sugar,
and
one-‐half
cup
raisins
were
mixed

together
(53).
A
well
was
made
in
the
center
of
the
dry
ingredients
and
then
the
liquid
ingredients
were

added
all
at
once
(53).
Mixture
was
stirred
until
dry
particles
were
moist
(53).
Greased
muffin
cups
were

filled
with
one
third
of
mixture
(53).
The
muffins
baked
at
four
hundred
degrees
Fahrenheit
or
until

golden
brown
(53).
Fifteen
to
twenty
minutes
for
medium
muffins
and
twenty
to
twenty
five
minutes
for

large
muffins
(53).
The
flavor,
texture,
and
appearance
were
evaluated
during
tasting
and
recorded
in

the
lab
manual
(53).
The
second
through
fifth
variation
were
market
forms
of
oatmeal
cereals.
One

serving
of
oats
was
prepared
as
directed
on
the
back
of
the
package
(53).

The
various
oats
cooked

included:
instant,
steel
cut,
old
fashion,
and
quick
cook.

The
flavor,
texture,
and
appearance
were

evaluated
during
tasting
and
recorded
in
the
lab
manual
(53).

For
procedure
G,
two
different
variations
of
Barley
were
made
to
determine
the
flavor,
texture,

and
appearance.
The
first
variation
was
vegetable
barley
soup.
One-‐fourth
chopped
onion,
one
stalk

diced
celery,
one-‐half
cup
sliced
green
beans,
and
two
diced
carrots
were
sautéed
in
oil
for
five
to
ten

minutes
(54).
One
teaspoon
of
salt,
pepper,
one-‐fourth
teaspoon
of
marjoram,
and
one-‐fourth
teaspoon

of
thyme
were
mixed
in
(54).
Then
hot
water
was
added
and
brought
to
a
boil
(54).
Add
one-‐half
cup

whole
uncooked
barley
and
one
quart
of
hot
water
were
added
in
(54).
The
mixture
was
covered,
heat

was
reduced,
and
cooking
continued
for
45
minutes
(54).
One
tablespoon
of
chopped
fresh
parsley
was

sprinkled
on
top
before
tasting.
The
flavor
texture,
and
appearance
were
evaluated
during
tasting
and

recorded
in
the
lab
manual
(54).
The
second
variation
was
barley
pilaf.
Two
and
one-‐half
cups
of
beef

broth
were
brought
to
a
boil
(54).
Three-‐fourths
cup
of
barley
were
stirred
in
(54).
The
beef
broth
with

barley
was
covered,
heat
was
reduced,
and
barley
sat
for
thirty
to
forty
minutes
until
tender
(54).
While

the
barley
was
cooking
one-‐third
cup
chopped
onions,
one-‐fourth
cup
chopped
green
pepper,
and
one-‐
fourth
cup
sliced
celery
were
sautéed
in
one
tablespoon
of
butter
for
about
five
minutes
(54).
Once
the

barley
was
tender
the
sautéed
onions,
green
peppers
and
celery
were
mixed
together
and
then
served

(54).
The
flavor,
texture,
and
appearance
were
evaluated
during
tasting
and
recorded
in
the
lab
manual

(54).

RESULTS

Table
1:
From
Wednesday
lab
5:15-‐8:15pm.
The
entire
class
data
was
based
on
two
different
variations

of
corn.
Observations
were
based
on
flavor,
texture,
and
appearance.

Corn

Variation

Flavor
Texture
Appearance

Hominy
Casserole
Cheesy,
oily

Chunky

Yellow
sauce
with
white
balls,

oily

Tortillas
+
con

queso

Bland,
cheesy
Dry

Tortilla-‐flat,
tan

Queso-‐red,
green,
yellow

Table
2:
From
Wednesday
lab
5:15-‐8:15pm.
The
entire
class
data
was
based
on
four
different
variations

of
wheat.
Observations
were
based
on
flavor,
texture,
and
appearance.

Wheat

Variation

Flavor

Texture

Appearance

Couscous
Buttery

Grainy

Light
yellow,
thick

Gnocchi
Tomato,
salty

Chunky

White
at
the
bottom
with
red

sauce
on
the
top

Butter
noodles
Bland
Tough,
flimsy,
chewy

White,
long,
thick

Tabulleh
Lemon,
fresh
Chunky,
hard,
chewy

Brown,
green,
red

Table
3:
From
Wednesday
lab
5:15-‐8:15pm.
The
entire
class
data
was
based
on
a
millet
nut
drop
cookie.

Observations
were
based
on
flavor,
texture,
and
appearance.

Tritacale

Variation

Flavor

Texture

Appearance

Millet
nut
drop

cookies

Cinnamon,

sweet

Grainy,
a
little
crunchy

Rough,
brown,
fluffy

Table
4:
From
Wednesday
lab
5:15-‐8:15pm.
The
entire
class
data
was
based
on
two
different
variations

of
buckwheat.
Observations
were
based
on
flavor,
texture,
and
appearance.

Buckwheat

Variation
Flavor

Texture

Appearance

Basic
Recipe
(From

Scratch)

Dry,
bland,
plain
Dry

Brown,
chunky

Kasha
Grainy

Chunky
yet
smooth
Brown

Table
5:
From
Wednesday
lab
5:15-‐8:15pm.
The
entire
class
data
was
based
on
seven
different

variations
of
rice.
Observations
were
based
on
flavor,
texture,
appearance,
and
$/serving.

Rice

Variation
Flavor

Texture

Appearance

$/serving

Jasmine

Very
salty

Sticky,
chunky
White

Unknown

Instant
rice

Plain
Chewy

White,
chunky
Unknown

Long
Grain

Enriched

Creamy

Smooth

White

Unknown

Wild
Dry

Hard,
chunky
Black/brown,
long

shape,
dark,
narrow

Unknown

Alberino

Flavorful,
beef,

sweet

Sticky
Gooey,
thick,
dark

brown

Unknown

Converted

Bland
Chunky

White

Unknown

Sesame
Rice

Fritters

Bland
Hard,
crunchy
Golden
brown
Unknown

Table
6:
From
Wednesday
lab
5:15-‐8:15pm.
The
entire
class
data
was
based
on
five
different
variations

of
oats.
Observations
were
based
on
flavor,
texture,
appearance,
and
$/serving.

Oats

Variation

Flavor

Texture

Appearance

$/Serving

Oatmeal
Muffins

Sweet

Moist,
soft,

crumbly

Brown

Unknown

Instant

Bland

Thick

Light
brown

Unknown

Steel
Cut
Creamy,

bland

Rough,
Chunky

Pale
white,
chunky,

thick

Unknown

Quick
Cook
Watery,
salty
Thick,
mushy

Light
brown
Unknown

Old
fashion

Plain

Thick

Light
brown

Unknown

Table
7:
From
Wednesday
lab
5:15-‐8:15pm.
The
entire
class
data
was
based
on
two
different
variations

of
barley.
Observations
were
based
on
flavor,
texture,
and
appearance.

Barley

Variation

Flavor

Texture

Appearance

Vegetable
Soup
Beans,
onion,

peppery

Watery
with
chunks
Brown
with
colored

vegetables

Pilaf
Onion,
beefy

Grainy

Light
brown
with
green

DISCUSSION

For
procedure
A
the
flavor,
texture,
and
appearance
was
analyzed
for
two
different
types
of

corn.
The
kernel
of
the
corn
softens
and
the
hull
is
removed
(46).
Each
corn
called
for
a
different
recipe,

which
yielded
different
results.
The
main
differences
between
the
two
variations
were
the
type
of

ingredients
used
and
the
method
to
make
the
corn.
The
hominy
casseroles
recipe
was
cut
in
half
and

contained
eleven
ingredients;
hominy,
green
onion,
butter
or
margarine,
cheddar
cheese,
dry
mustard,

paprika,
carrots,
flour,
milk,
salt,
and
cayenne
pepper.
The
tortilla
with
chili
con
queso
sauce
was
cooked

with
different
ingredients.
The
tortilla
had
two
ingredients
including
masa
harina
and
salt
while
the
con

queso
had
six
ingredients
including
butter,
flour,
canned
tomatoes
with
jalapeno
peppers,
green
chilies,

Monterey
jack
cheese,
and
milk.
Shown
in
table
one
both
of
the
variations
were
cheesy
however
the

hominy
casserole
produced
a
much
more
oily
flavor
than
the
tortillas
con
quesso
sauce.
The
hominy

casserole
had
a
chunky
texture
versus
the
tortilla
con
queso
that
had
a
dry
texture.
Both
variations
of

corn
that
were
made
were
made
correctly,
and
nothing
occurred
that
should
not
have.

For
procedure
B,
the
flavor,
texture,
and
appearance
were
analyzed
for
four
different
types
of

wheat.
Each
variation
of
wheat
called
for
a
different
recipe.
The
main
difference
was
the
list
of

ingredients
that
each
recipe
contained.
Couscous
was
the
only
wheat
that
had
a
distinct
grainy
texture

and
this
is
because
it
is
made
from
hard
what
that
have
large
endosperm
particles
(48).
Gnocchi
was

extremely
salty
and
this
was
because
added
sodium
and
in
both
the
Gnocchi
and
tomato
sauce.
The

butter
and
Parmesan
cheese
also
added
extra
salt
content
to
the
dish.
The
amount
of
time
the
noodles

cooked
could
have
had
an
effect
on
the
hard
chewy
texture.
Tabulleh
was
hard,
chunky,
and
chewy
in

texture
due
to
the
bulgur
wheat.
Bulgar
wheat
is
whole
wheat
that
has
been
parboiled,
dry,
partly

debranned
and
cracked
into
coarse
angular
fragments
(48).
It
had
a
fresh
flavor
and
this
is
most
likely

because
of
the
added
parsley.
The
color
of
the
tabulleh
was
from
the
added
herbs
and
tomatoes.
All

four
variations
of
wheat
that
were
made
were
made
correctly,
and
nothing
occurred
that
should
not

have.

For
procedure
C,
the
flavor,
texture,
and
appearance
were
analyzed
for
millet
nut
drop
cookies.

Originally
the
recipe
called
for
tritacale
but
the
flour
was
altered.
There
were
twelve
ingredients,
which

included
eggs,
honey,
nuts,
salt,
nutmeg,
baking
soda,
oil,
vanilla,
millet,
cinnamon,
cloves,
and
baking

powder.

The
hint
of
cinnamon
was
tasted
in
the
millet
nut
drop
cookie
as
shown
in
table
three.

It
has
a

sweet
flavor
perfect
for
baked
goods.
The
flour
is
gluten
free
because
the
millet
grain
does
not
contain

the
hard
to
digest
plant
protein,
making
it
a
great
flour
alternative
for
those
with
celiac
disease
(2).
The

texture
of
the
dough
was
rough,
grainy,
and
slightly
crunchy.
The
millet
drop
cookies
were
made

correctly,
and
nothing
occurred
that
should
not
have.

For
procedure
D,
flavor,
texture,
and
appearance
were
analyzed
for
two
different
types
of

buckwheat.
Both
variation
of
buckwheat
called
for
a
different
recipe.
The
buckwheat
pancakes
called
for

nine
ingredients
including:
buckwheat
flour,
whole
wheat
flour,
all
purpose
flour,
salt,
brown
sugar,

baking
powder,
oil,
eggs,
and
milk.
Kasha
contained
seven
ingredients
including:
kasha,
salt,
onions,

boiling
water,
egg,
butter,
and
mushrooms.
Both
were
brown
in
color
but
their
flavors
were
not
similar.

The
buckwheat
pancakes
were
drier
than
kasha.
Buckwheat
is
technically
not
a
cereal
because
it
is
not
a

member
of
the
grass
family
however
the
there
are
structural
similarities
(45).
The
two
variations
of

buckwheat
were
made
correctly,
and
nothing
occurred
that
should
not
have.

For
procedure
E,
flavor,
texture,
and
appearance
were
analyzed
for
seven
different
types
of
rice.

All
variations
called
for
different
recipes.
Brown
rice,
rice
with
almonds
and
cheese,
and
uncle
ben’s
rice

were
not
made.
Converted,
instant,
and
alberino
rice
were
made
in
replace
of
them.
The
rice
that
stood

out
the
most
was
the
wild
rice
because
of
its
unique
color,
shape,
taste,
and
texture.
The
wild
rice
had
a

kernel
that
was
long,
cylindrical,
and
was
dark
in
color.
It
had
a
distinct
flavor
that
was
much
different

than
the
other
variations
of
rice.
As
shown
in
table
5
most
every
variation
of
rice
had
a
bland
flavor
with

the
exception
of
alberinos
sweet,
beefy
flavor.
Every
variation
of
rice
was
cooked
in
boiling
water
until

tender.
The
seven
variations
of
rice
were
made
correctly,
and
nothing
occurred
that
should
not
have.

For
procedure
F,
flavor,
texture,
and
appearance
were
analyzed
for
five
different
types
of
Oats.

Thick
and
rough,
Irish,
traditional,
and
instant
organic
were
not
prepared.
All
five
variations
called
for

different
recipes.
The
instant
oats
were
bland
and
did
not
have
as
much
taste.
This
could
be
because

instant
oatmeal
has
already
been
pre
cooked.
The
quick
cook
oats
were
watery
and
tasted
like
they
had

a
lot
of
sodium
content.
The
oatmeal
muffins
varied
significantly
in
texture
and
consistency.

The

muffins
were
fluffy
because
of
the
baking
soda
that
was
added.
The
steel
cut
oats
and
quick
cook
oats

were
not
as
dry
as
the
other
variations
because
of
the
amount
of
water
that
they
absorbed.
Oats
are

usually
consumed
in
the
form
of
oatmeal.
Oatmeal
has
many
minerals,
vitamins,
and
fiber
because

neither
the
germ
nor
bran
is
removed
(53).
All
variations
were
made
correctly,
and
nothing
occurred

that
should
not
have.

For
procedure
G,
flavor,
texture,
and
appearance
were
analyzed
for
two
different
types
of

barley.
Barley
is
a
whole
grain
that
has
the
bran
and
hull
removed
(54).

The
vegetable
barley
soup
has

more
ingredients
than
the
barley
pilaf.
The
vegetable
barley
soup
called
for
thirteen
ingredients

including;
onions,
celery,
green
beans,
oil,
salt,
marjoram,
parsley,
carrots,
turnip,
whole
barley,
hot

water,
pepper,
and
thyme.
Barley
pilaf
called
for
six
ingredients
including;
barley,
beef
broth,
onion,

green
pepper,
celery,
and
butter.
Both
had
a
strong
onion
flavor
but
different
texture.

They
were
both

brown
with
added
color
from
vegetables.
The
two
variations
were
made
correctly,
and
nothing
occurred

that
should
not
have.

SUMMARY
AND
CONCLUSION

This
experiment
taught
students
how
to
analyze
cereal
based
on
flavor,
texture,
and

appearance.
Sensory
analysis
was
used
to
evaluate
certain
cereal
components.
Almost
all
cereals
are

cooked
the
same
but
the
difference
lies
in
the
ingredients,
cooking
time,
and
proportion
of
water
added.

Cereals
should
be
tender,
not
sticky.
Stirring
cereals
should
be
limited
to
prevent
an
undesirable

consistency.
Results
can
very
from
each
individual
because
everyone
is
different
and
everyone
has

unique
taste
buds.
Cereals
are
bland
and
tend
to
be
combined
with
other
flavorful
foods.

REFERENES

1.
Brannan,
R.G.
2011.
Laboratory
Manual
for
NUTR
2200
(45-‐54)

2.
The
Gluten
Free
diet.
(n.d).
retrieved
February
23,
2016,
from

http://www.beyondceliac.org/gluten-‐freediet/overview/

FLOUR AND GLUTEN FORMATION
PURPOSE
Several experiments were conducted to demonstrate how gluten is prepared. Each student
prepared several gluten containing and gluten free dishes composed from different types of flours and
then made evaluations based on appearance, weight, volume, texture, and flavor. Comparisons were made
to show the effect of added sugar and fat in gluten formation.
METHODOLOGY
For Procedure A, four different variations of flour were used to make gluten balls to determine
the difference in weight and volume. For each variation 120 g of whichever flour assigned was used (69).
The different types of flour included bread, cake, all purpose, and whole wheat. 60ml of water was
measured out and added gradually to the flour while mixing with a fork (69). More than 60ml of water
may have been necessary to form stiff dough, which was not sticky (69). Once the dough became stiff it
was placed on the countertop and kneaded until the dough was smooth and elastic (69). This step took
thirty-five minutes. Once the dough was ready it was placed under cool running water (69). Under the
water the dough was manipulated with gentle pulling and squeezing until the cloudy running water turned
clear (69). Once the water was no longer cloudy it was necessary to check through the raw gluten ball to
be sure no pockets of starch remained (69). If starch was present, continued washing occurred (69).
Gluten ball was placed on a baking sheet and baked for fifteen minutes at 425 degrees Fahrenheit (69).
Temperature was then reduced to 300 degrees Fahrenheit and continued baking for another thirty minutes
(69). When gluten ball was finished baking it was pulled out of the oven and cooled (69). The cool gluten
ball was weighed and recorded in the lab manual. Volume of baked gluten ball was measured (69). Baked
gluten was placed in a large calibrated beaker or glass-measuring cup (69). The beaker or cup was filled
with sugar or rapseed to a selected calibration mark (69). Total volume was recorded in lab manual. Sugar
or rapseed was poured out into a graduated cylinder (69). The volume of sugar or rapseed was recorded in
lab manual. The volume of the gluten ball was calculated by total volume subtracted by the volume of
sugar or rapseed (69). Gluten ball was then placed on a small plate and labeled (69).
For procedure B, four different variations of flour were used to determine the effect of flour type
on cake. The flours used were cake, bread, all purpose, and whole wheat. For each variation 1 and ½ cups
of flour, ½ teaspoon of salt, and 1 ¼ teaspoon of baking powder were sifted together twice (70). ½
teaspoon of vanilla was added to ½ cup of milk (70). ¾ cup of sugar was added to ¼ cup of shortening, 4
tablespoons at a time, creaming 100 strokes after each addition (70). 1 eggs was added to the creamed
mixture and stirred until blended (70). The mixture was mixed for one minute with an electric mixer at
medium speed (70). 1/3 of the flour mixture and 1/3 of the milk mixture was added (70). It was then
mixed for one minute with an electric mixer at medium speed (70). This was done two more times until
all of the flour and milk was incorporated (70). Mixing continued for two minutes with an electric mixer
at high speed (70). The batter was transferred to a greased and floured 8-inch square 8x8-baking pan (70).

The batter was baked at 375 degrees Fahrenheit for approximately thirty minutes (70). The cake was done
when it pulled away from the sides of the pan slightly (70). Doneness may also be tested by gently
pressing the surface of the center of the cake with fingertip (70). If the cake was springy in the center then
it was ready to be removed from the oven (70). Once the cake was removed from the oven it was set aside
to cool off in the pan. After cooling, the cake was cut into pieces for the class to evaluate (70). The
volume (height), texture, and flavor of each cake prepared was evaluated and recorded in the lab manual
(70).
For procedure A, five different variations of gluten free flour was used to determine the effect of
flour type on pancakes based on appearance, flavor, and texture (2). The types of flour used included:
Standard (gluten containing), Bob’s Rd Mill Gluten Free 1-to-1 Baking Flour, Bob’s Red Mill Gluten
Free All Purpose Baking Flour, Domata Gluten Free Recipe Ready Flour, and Cup 4 Cup Gluten Free
Original Multi-Purpose Flour (3). In a large bowl, 1 cup of flour (assigned by GA), 2 tablespoons of
sugar, 2 tablespoons of baking powder, and 1 teaspoon of salt was mixed together (2). A well was made
in the center of the dry ingredients (2). 1 cup of milk, 1 beaten egg, and 2 tablespoons of vegetable oil was
poured in the center of the well and mixed until smooth (2). A lightly oiled griddle or frying pan was
heated over medium high heat (2). ¼ cup of pancake batter was scooped or poured onto the griddle (2).
Each side cooked until both sides were brown and then they were served (2). Appearance, taste, and
texture were compared to gluten-containing flour pancakes and the results were recorded in the lab
manual (2).
For procedure B, four different variations of gluten free flour was used to determine the effect of
flour type on cakes based on appearance, flavor, texture, height (mm), and hardness (mm penetrometer)
(3). The types of flour used included: Bob’s Rd Mill Gluten Free 1-to-1 Baking Flour, Bob’s Red Mill
Gluten Free All Purpose Baking Flour, Domata Gluten Free Recipe Ready Flour, and Cup 4 Cup Gluten
Free Original Multi-Purpose Flour (3). The gluten free cake procedure followed the same steps as the
gluten cake procedure as mentioned above.
RESULTS
Table 1: From Wednesday lab 5:15-8:15pm. The entire class data was based on seven different variations
of flour. Observations were based on weight and volume.
Preparation of Gluten Balls
Types of Flour Weight (g) Volume (cm^3)
Cake 39 30.4
Cake 22.9 27.6
All Purpose 13 29.1
All Purpose 28 2736
Bread 62 342
Bread 2 27 2736
Whole wheat 33 434.91

Table 2: From Wednesday lab 5:15-8:15pm. The entire class average was based on four different
variations of flour. Observations were based on weight and volume.
Preparation of Gluten Ball Average
Type of Flour Weight (g) Volume (cm^3)
Cake average 30.95 29
Bread average 44.5 2736
All Purpose average 13 232.005
Whole wheat average 33 342
Table 3: From Wednesday and Thursday lab 2:00-5:00pm and 5:15-8:15pm. The entire class data was
based on four different variations of flour. Observations were based on weight and volume.
Preparation of Gluten Ball Class Average
Type of Flour Weight (g) Volume (cm^3)
Cake 15.4875 59.35
Bread 32.5 983.25
All Purpose 37.5 274.09125
Whole wheat 29 332
Table 4: From Wednesday lab 5:15-8:15pm. The entire class data was based on six different variations of
flour. Observations were based on volume, texture and flavor.
Effect of Flour Type on Cake
Type of Flour Volume (cm^3) Texture (mm) Flavor
All Purpose 11,200 236 Vanilla
All Purpose 2 1835.35 228 Vanilla
Cake 1400 230 Vanilla
Cake 2 - - Vanilla
Bread 1360 110 Vanilla
Bread 2 1800 120 Vanilla
Table 5: From Wednesday lab 5:15-8:15pm. The data form the entire class average was based on six
different variations of flour. Observations were based on volume, texture and flavor.
Effects of Flour Type of Cake Average
Type of Flour Volume
(cm^3)
Texture Flavor

based on four different variations of flour. Observations were based on volume, texture, and flavor.
Effect of Flour Type on Cake Class Average
Type of Flour Volume (cm^3) Texture (mm) Flavor
Cake 1,366 253 Vanilla
Bread 1,332 176 Vanilla
Whole wheat 1,094 262.6666667 Vanilla
Table 7: From Wednesday lab 5:15-8:15pm. The entire class data was based on five different variations
of pancake flour. Observations were based on appearance, flavor, and texture.
Pancakes
Variation Appearance Flavor Texture
Standard (gluten-containing) Light yellow Sweet, savory Fluffy, airy, soft
Bob’s Red Mill Gluten Free 1-to-1
Baking Flour
Golden brown Sweet, savory, little
salty
Fluffy, airy, soft
Bob’s Red Mill Gluten Free All
Purpose Baking Flour
Flat, yellow Salty bitter after taste Dense
Domata Gluten Free Recipe Ready
Flour
Burnt, brown Burnt Crisp
Cup 4 Cup Gluten Free Original
Multi-Purpose Flour
Burnt, white Bland Dry
of flour. Observations were based of appearance, flavor, texture, height, and hardness.
Gluten Free Cakes
Cake 1,400 230 Vanilla
Bread 1,400 115 Vanilla
Whole wheat - - Vanilla
Sensory Objective
Variation Appearance Flavor Texture Volume (cm
^3)
Hardness (mm
penetrometer)
Bob’s Red Mill 1-to-1
Baking Flour
Brown, yellow in
middle
Vanilla Smooth 13,000 93

of flour. Observations were based of appearance, flavor, texture, height, and hardness.
Gluten Free Cakes Class Average
Sensory Objective
Variation Appearance Flavor Texture Volume
(cm ^3)
Hardness (mm
penetrometer)
Bob’s Red
Mill 1-1
Light brown Vanilla Smooth 13,000 109
Cup 4 Cup
Free
Original
Multi-
Purpose
Brown, yellow in middle Vanilla Moist 10,000 270
Bob’s Red
Mill All
Purpose
Light brown Vanilla Flakey 10,200 325
Domata Brown, yellow in middle Vanilla Moist 17,780 308.5
based on five different variations of flour. Observations were based of appearance, flavor, texture, height,
and hardness.
Gluten Free Cake Whole Class Average
Sensory Objective
Variation Appearance Flavor Texture Height
(mm)
Hardness (mm
penetrometer)
Bob’s
Red Mill
1-1
Light brown Vanilla Smooth 30.55 247.625
Cup 4
Cup
Brown, yellow in the middle Vanilla Moist 31.8875 235
Domata Brown, yellow in the middle Vanilla Moist 24.25 278.875
Bob’s
Red Mill
Light brown Vanilla Flakey 28.5 350
Bob’s Red Mill All Purpose
Baking Flour
Light brown Vanilla Flakey 10,000 325
Domata Brown, yellow in
middle
Buttery,
vanilla
Moist 10,200 278
Cup 4 Cup Original Muli
purpose Flour
Brown, yellow in
middle
Vanilla Moist 17,780 270

All
Purpose
DISCUSSION
For procedure A, the appearance, weight, and volume were analyzed for four different types of
flours. Each flour variation called for similar recipes, which yielded different results. The preparation of
gluten produced gluten balls of all different shapes and sizes. The main difference between the four
variations was the flour used. The flours that were used included: cake, bread, all purpose, and whole
wheat. As shown in table one and two from Wednesday’s lab, bread had the highest volume in
centimeters cubed, height in grams, and the cake had the lowest. From the nutrition 2200 lab as a whole
the results were slightly altered. As one can see on table 3 the average results showed bread to have the
highest volume in centimeters cubed and all-purpose flour to have the highest weight. The difference
between the labs could be because of a variety of different reasons. Based on the results bread contained
the most gluten and this is because of the higher protein content. The amount of gluten formed in dough is
dependent on the amount of protein in the flour (67). More gluten in a product results in higher volume
because of the gluten strands that stretch when heated (67). Kneading the dough also helps with gluten
formation and gives the dough its elasticity. Yes, flour does have other components that could have
played a role in the development of the gluten ball, however most of these substances washed away when
the dough ran under cool water.
For procedure B, four different variations of flour were used to determine the effect of flour type
on cake. The flours used were cake, bread, whole wheat, and all purpose. Three variations were measured
using volume, texture, and flavor. All-purpose had the highest volume in centimeters cubed and texture in
millimeters. The bread had the lowest volume and texture. The volume and texture of cake flour was
higher than bread but lower than all-purpose. This was not extremely accurate due to a lack of values.
There were supposed to be two cake variations but the result of only one variation was recorded for
various reasons. The fourth variation did not have any values because one group in lab forgot to make a
cake with whole-wheat flour. When baking cake all-purpose flour is a good option to choose from due to
the blend of both hard and soft wheat. The best flour to use for baking cakes is cake flour. The soft wheat
has a low protein content that is best suited for cake production. The low protein content means that there
is less gluten, which is considered to be a toughening agent. Low protein flours are tenderer and have a
more pleasing texture. Added sugar and fat inhibit gluten development and are known as tenderizing
agents. However, this did not affect the lab results because an equal amount of sugar and fat were added
to the mixture.
For procedure C, five variations of gluten-free flour were used to determine the appearance,
flavor, and texture of pancakes. The types of flour used included: Standard (gluten containing), Bob’s Red
Mill Gluten Free 1-to-1 Baking Flour, Bob’s Red Mill Gluten Free All Purpose Baking Flour, Domata
Gluten Free Recipe Ready Flour, and Cup 4 Cup Gluten Free Original Multi-Purpose Flour. The texture
of the Standard (gluten containing) and Bob;s Red Mill Gluten Free 1-to-1 Baking Flour were both
golden brown and had the fluffiest texture. The browning occurred as a result of mailard browning in the
sugar. The Domata Gluten Free Recipe Ready Flour was brown, crisp, and very burnt. Burnt results did

not accurately describe the flour because the pancakes were not prepared properly. The pancake batter
was left on the heat for an extended amount of time. Pancakes do not require much gluten because they
have tenderizers such as sugar in the ingredient.
For procedure D, four variations of gluten-free flour were used for both sensory and objective
tests to determine the appearance, flavor, texture, height, and hardness of cakes. The types of flour used
included: Bob’s Red Mill Gluten Free 1-to-1 Baking Flour, Bob’s Red Mill Gluten Free All Purpose
Baking Flour, Domata Gluten Free Recipe Ready Flour, and Cup 4 Cup Gluten Free Original Multi-
Purpose Flour. Results shown on table 10 prove all cakes to have a vanilla flavor. Both of the Bob’s Red
Mill products had a light brown appearance. The Domata and Cup 4 Cup were both brown on the surface
and white on the inside. They also both had a very moist texture. Bob’s Red Mill Gluten Free All Purpose
Baking Flour was flakey and hard. Gluten free flours results in a lack of volume
SUMMARY AND CONCLUSION
In the four experiments that were conducted for the analysis of different types of flour, it was
concluded that each flour varied in volume and texture based on the amount of gluten present/not present.
It was concluded that each flour had its own strengths and weaknesses, and thrived in different
environments. Each student prepared a different gluten and gluten free dish and evaluated each based on
appearance, flavor, texture, weight, volume, height, and hardness. High protein content means that there
is more gluten and low protein content means that there is less gluten in the product. High protein results
in high volume and low protein results in low volume.
REFERENCES
Brannan,
R.G.
2016.
Laboratory
Manual
for
NUTR
2200
(67-‐71)

Brannan,
R.G.
Johnson,
Hannah.
2016.
Laboratory
Manual
for
NUTR
2220
(1-‐4)

Histologic
Follow-‐up
of
People
With
Celiac
Disease
on
a
Gluten-‐Free
Diet

http://ajcp.oxfordjournals.org/content/118/3/459

Nutrition 2220
Literary Analysis
Beta-Alanine’s Effect on Endurance Athletes
Beta-alanine has a positive effect on the overall athletic performance in endurance
athletes. It is a non-essential beta-amino that is natural produced in the human body and therefore
not required through food sources. Beta-alanine affects the muscles in the body which can result
in improving lean muscle mass, longer exercise duration, and enhanced physical functioning.
Beta-alanine was discovered over one hundred years ago and is also referred to as 3-
aminopropionic acid. It consists of three carbon atoms, seven hydrogens, one nitrogen, and two
oxygens. Taking place in the liver, pyrimidine nucleotides break down into uracil and thymine
which then is metabolized into beta alanine. Although beta-alanine is naturally produced in the
body, it can be found in outside sources. Beta-alanine can be ingested through animal proteins
which are found in beef and pork or can be found in pre-workout supplements. Beta-alanine
comes from three different dipeptides including carnosine, anserine, and balenine.
Beta-alanine is a component of an important dipeptide that influences performance in
athletes. Carnosine, is stored in muscles and brain tissue and can be found in type I and type II
muscle fibers. There is a higher concentration of carnosine in type II muscle fibers which are fast
twitch fibers that contract rapidly for short burst of energy. These types of fibers fatigue quickly
and, therefore, require carnosine for improved anaerobic exercise performance (Culbertson 83).
Carnosine helps keep the pH in type II muscle fiber level. A balanced pH helps improves lactate
acid build up enhancing overall performance.

Beta-alanine affects lactate threshold in endurance athletes who have a challenging time
maintaining acid-base balance. Beta-alanine decreases acidosis and influences uptake kinetics
during high intensity exercise (Baguet 495). Exercising causes the muscle pH to decrease due to
the accumulation of hydrogen ions and when pH levels in the muscle are low they become more
acidic and produce lactic acid. The production and elimination of lactic acid is not balanced
when there is a low ph. When lactate acid becomes unbalanced, muscles in the body slow down
and become weak. When pH levels are balanced, muscles have optimal performance.
The amount of beta-alanine available has a major affect on carnosine levels in the body.
Carnosine is the combining of beta-alanine and L-histidine. An increased amount of carnosine in
the body will prevent or delay muscle fatigue, which is when the muscles lose energy and
become very exhausted, resulting in the decrease in muscle fiber contraction. The intramuscular
acidosis is known to be the main cause of fatigue during intense exercises (Gross 222). Beta-
alanine increases muscle carnosine levels, which acts like a buffer to reduce acidity in active
muscles, during high intensity exercises (Culbertson 76).
Experimentations were done on forty six men who participate in high intensity interval
training exercises to determine if electromyography fatigue threshold and efficiency of electrical
activity would be effected when taking beta-alanine supplementations (Smith 357). The men
were randomly assigned to either beta-alanine supplementation, placebo, or a control group.
Three grams of beta-alanine were taken every day for six weeks. Electrographic fatigue threshold
and electrical activity were plotted using a bipolar surface electrode while the men performed
two minutes of work on a cycle ergometer (Smith 357). Results show that beta-alanine
supplementation had no significant influence on electromyography fatigue threshold and
electrical activity. (Smith 359).

Twelve endurance athletes around the age of twenty eight all consumed 46 grams of beta-
alanine supplementation for a six week time period to determine the outcome. Eating habits were
tracked to make sure that food and beverage intake did not influence the performance of the
athletes. Aerobic capacity, one rep maximum, reaction familiarization, and intermittent critical
velocity familiarization were tested (Spradley 2). Results proved that ingesting beta-alanine
improves agility, reaction time, muscular endurance, energy, and fatigue (Spradley 2).
Harris and his colleagues studied three groups to examine the effect of beta-alanine
supplementation on carnosine concentration in muscles. Over a four week period, group I
consumed supplements containing 90 grams while group II consumed 146 grams (Harris 283).
The final group consumed a placebo. After the supplements were taken, a muscle biopsy was
performed. The results proved that the groups who had taken supplements had a significant
increase in their carnosine concentration while there was no effect on the placebo group (Harris
283). There was an average of around 14% increase in buffering capacity within the two groups
that had taken supplements (Harris 283).
Beta-alanine and creatine monohydrate supplementation were taken to determine the
effect on body composition, aerobic and anaerobic exercise performance, and muscle carnosine
and phosphagen levels (Kresta 1). Thirty two active college aged females were randomly
categorized into four different supplementation groups including beta-alanine, creatine, beta-
alanine and creatine combined, and a placebo. Results show that after four weeks of
supplementation muscle carnosine levels increased by 35.3%-44.8% for beta-alanine, .7-27.1%
for creatine, 42.5-99.3% for the combination of beta-alanine and creatine, and -4.1-10.9% for
placebo (Kresta 1). There was no effect on the females VO2 max, peak lactate, lactate threshold,
ventilator threshold, peak power, mean power, total work, and rate of fatigue (Kresta 1).

It is more beneficial to ingest beta-alanine rather than carnosine for improved
performance in endurance athletes. Directly consuming beta-alanine will postpone muscle
fatigue. This is due to when carnosine is ingested the gastrointestinal tract breaks it down into
beta-alanine and L-histidine. The enzyme carnosine converts these two amino acids back to
carnosine once they are taken to the muscle. This means that only about 40% of the carnosine
contains beta-alanine.
Beta-alanine is proven to increase muscular strength, power output, muscle mass,
anaerobic endurance, aerobic endurance, and delay muscle fatigue (Gross 222).The consumption
can benefit both men and women weightlifters, bodybuilders, and high intensity cross trained
athletes. Beta-alanine plays a larger role in endurance events because of the large accumulation
of hydrogen ions and lack of pH.
When taking beta-alanine supplements, results are typically recognized within one week
of consumption. Beta-alanine supplementation increases muscle carnosine concentration by 20-
30% after two weeks, 40-60% after four weeks, and 80% by 10 weeks (Budguet 837). There has
not been enough research to determine how long carnosine levels are raised after cessation of
supplements. Ducker examined if beta-alanine supplementation could improve performance in
male athletes running 800 meters around a track. After eighteen trained runners were chosen, the
participants went three months without using any supplementation. They were well rested before
each performance. A male participant ingested either 161.5 grams of beta alanine or a placebo
for twenty-eight days (Ducker 555). Results proved beta-alanine had a significant impact on
exercise performance. They improved their time on average 3.6 seconds better than the placebo
participants (Ducker 555-557).

Oral supplementation of beta-alanine was ingested by fifteen male athletes during a four
week time frame. They supplemented orally with 4.8 grams a day of ether beta-alanine or a
placebo (Derave 1). Isokinetic testing was done on the athletes to determine if the beta-alanine
supplementation improved muscle carnosine concentration in the soleus and gastrocnemius. .
Five rounds of thirty second knee extensions and a 400meter run was performed (Derave 1).
Beta-alanine supplements increased carnosine content by forty seven percent in the soleus and
thirty seven percent in the gastrocnemius during forty five percent maximal voluntary knee
contractions (Derave 1). Beta-alanine supplements did not increase muscle carnosine in
endurance athletes who ran a 400 meter race. There was no effect on performance when the
placebo was taken.
Beta-alanine enhances athletic performance in endurance athletes. It increases muscular
power, strength, and endurance while simultaneously increases carnosine levels, which acts as a
buffer to reduce acidity in muscles. Therefore, when pH levels are balanced, muscles become
less fatigued and performance improves.
Reference
Baguet, A., Reyngoudt, H., Pottier, A., Everaert, I., Callens, S., Achten, E., & Derave, W.
(2009). Carnosine loading and washout in human skeletal muscles. Journal of Applied
Physiology, 106(3), 837–842.
Baquet, Audrey, et al. beta-alanine supplementation reduces acidosis but not oxygen uptake
response during high-intensity cycling exercise. European Journal Of Applied Physiology
108.3 (2010): 495-503.
Culbertson, Julie Y., et al. Effects of beta-alanine on muscle carnosine and exercise
performance: A Review Of the Current Literature.” Nutrients 2.1 (2010) 75-97. Food
Science Source. Web 4 Nov. 2015
Ducker, Kajan J, Brian Dawson, and Karen E Wallman. Effect of beta-alanine
supplementation on 800-M unning performance. International Journal Of Sport
Nutrition And Exercise Metabolism 23.6 (2013): 554-561.

Gross, Micah, et al. Effects of beta-alanine supplementation and interval training on
physiological determinants of severe exercise performance.” European Journal Of
Applied Physiology 114.2 (2014): 221-234. MEDLINE with Full Text. Web. 3 Nov. 2015
Harris, R.C.; Tallon, M.J.; Dunnett, M.; Boobis, L.; Coakley, J.; Kim, H.J.; Fallowfield, J.L.;
Hill, C.A.; Sale, C.; Wise, J.A. The absorption of orally supplied beta-alanine and its
effect on muscle carnosine synthesis in human vastus lateralis. Amino Acids 2006, 30,
279-289.
Kresta Julie Y., et al. Efects of 28 days of beta-alanine and creatine monohydrate
supplementation on muscle carnosine, body composition and exercise performance in
recreationally active females.” Journal of The International Society Of Sports Nutrition
9. Suppl 1 (2012): 1-2. Food Science Source. Web. 22 Nov. 2015.
Smith, Abbie E, et al. The effects of beta-alanne supplementation and high-intensity interval
training on neuromusclular fatige and muscle function, European Journal Of
Applied Physiology 105.3 (2009): 357-363. MEDLINE with Full Text. Web. 22 Nov.
2015.
Sradley, Brandon D., Ingesting a pre-workout supplement containing caffeine, B vitamins, amino
acids, creatie, and beta-alanine before exercise delays fatigue while improving reaction
time and muscular endurance. (2012). Nutrition & Metabolism, 9(1) 28-36.
Doi:10.1186/1743-7075-9-28
Wim Derave, MahirS. Özdemir, RogerC. Harris, Andries Pottier, Harmen Reyngoudt, Katrien
Koppo, John A. Wise, Eric AchtenJournal of Applied Physiology Published 1 November
2007 Vol. 103 no. 5, 1736-1743 DOI: 10.1152/japplphysiol.00397.2007

BETA-ALANINE’S EFFECT ON ENDURANCE ATHLETES
INTRODUCTION
Beta-alanine has a positive effect on the overall athletic performance in endurance athletes. It is a non-
essential amino acid that affects the muscles in the body, which can result in improving lean muscle mass,
longer exercise duration, and enhanced physical functioning. It is a component of an important dipeptide
that influences performance in athletes. Beta-alanine is a Carnosine stored in muscles and brain tissue and
can be found in type I and type II muscle fibers. There is a higher concentration of carnosine in type II
muscle fibers, which are fast twitch fibers that contract rapidly for short burst of energy. These types of
fibers fatigue quickly and, therefore, require carnosine for improved anaerobic exercise performance (1).
The intramuscular acidosis is known to be the main cause of fatigue during intense exercises (2). Beta-
alanine increases muscle carnosine levels, which acts like a buffer to reduce acidity in active muscles,
during high intensity exercises (1). A balanced pH helps improve lactate acid build up enhancing overall
performance.
Beta-alanine affects lactate threshold in endurance athletes who have a challenging time maintaining acid-
base balance. Beta-alanine decreases acidosis and influences uptake kinetics during high intensity
exercise (3). Exercising causes the muscle pH to decrease due to the accumulation of hydrogen ions and
when pH levels in the muscle are low they become more acidic and produce lactic acid. When lactate acid
becomes unbalanced, muscles in the body slow down and become weak.
Beta-alanine was discovered over one hundred years ago and is also referred to as 3-aminopropionic
acids. Taking place in the liver, pyrimidine nucleotides break down into uracil and thymine, which then is
metabolized into beta alanine. Although beta-alanine is naturally produced in the body, it can be found in
outside sources. Beta-alanine can be ingested through animal proteins or can be found in pre-workout
supplements.

When taking beta-alanine supplements, results are typically recognized within one week of consumption.
Supplementing dietary intake with 4 to 6.4 g/day of beta alanine has shown an increase in muscle
carnosine concentration by 20-30% after two weeks, 40-60% after four weeks, and 80% by 10 weeks (3).
There has not been enough research to determine how long carnosine levels are raised after cessation of
supplements. Spradley examined if beta-alanine supplementation could improve performance in
endurance athletes. Aerobic capacity, one rep maximum, reaction familiarization, and intermittent critical
velocity familiarization were tested (4). Results proved that ingesting beta-alanine improves agility,
reaction time, muscular endurance, energy, and fatigue (4).
OBJECTIVE
The objective of this study was to determine if a pre workout smoothie with the addition of beta alanine
could be just as desirable as a smoothie without beta alanine by distinguishing the color, pH, and
consistency, and preference.
MATERIALS AND METHODS
Three different variations of smoothies were made in order to determine the difference in flavor,
consistency, color, and pH. For variation one, a regular smoothie was made without the addition of any
supplementation. For this variation one cup of almond milk, three frozen bananas, 6 tbsp. of peanut
butter, and 2 tsp. of coco powder were combined in a blender. All the ingredients were mixed until a
smooth consistency was reached. When the desired consistency was reached the smoothie was poured
into 16 individual custard cups. The cups were labeled with a number (575) to keep the tester unbiased.
All cups were placed in the refrigerator to chill until they were ready to be tasted. The remaining
smoothie was poured into a measuring cup. Using a colorimeter the color of the smoothie was tested. The
pH meter was used to determine the acidity of the smoothie. The Brookfield viscometer was used next to
determine the viscosity. The second variation followed the exact same procedure as above. The only
difference was the addition of two grams of beta alanine to the smoothie and the cup was labeled a

different number (759). The third variation followed the exact same procedure as above but the difference
was twelve grams of beta alanine and the cup was labeled a different number (387). Once the smoothies
were ready to be tasted they were pulled out of the fridge and evaluated based preference. After all
participants tested the product they provided feedback and the data was recorded. The statistics were
generated using excel for the analysis.
RESULTS
Table 1
Effect of Beta Alanine on Smoothie color, pH, viscosity, and preference
Treatment Day L* A* B* pH Viscosity
(Brookfield
spindle 2)
Preferred
1 1 64.0(+/-
0.4)
6.6(+/-
0.5)
11.4(+/-
0.6)
5.69(+/
-0.9)
27(+/-0.0) 1.5
2 1 63.5(+/-
0.1)
6.9(+/-
0.7)
12(+/-
0.8)
5.59(+/
-1.0)
42(+/-0.0) 1.8
3 1 65.5(+/-
0.7)
5.7(+/-
0.4)
11.4(+/-
0.4
5.60(+/
-0.2)
18(+/-0.0) 2.3
1 2 63.2(+/-
0.7)
64.8 (+/-
0.3)
10.8 (+/-
0.2)
5.34(+/
-0.7)
31(+/-0.0) 2.7
2 2 62.4(+/-
0.3)
6.8(+/-
0.8)
11.2(+/-
0.6)
5.80(+/-
0.9)
38(+/-0.0) 1.7
3 2 63.1(+/-
0.6)
6.4(+/-
0.2)
10.9(+/-
0.2)
5.72(+/
-0.4)
22(+/-0.0) 2.1
1 3 66.2(+/-
0.2)
7.0(+/-
0.7)
11.7(+/-
0.9)
5.10(+/
-0.9)
34(+/-0.0) 3.1
2 3 64.0(+/-
0.8)
6.8(+/-
0.4)
11.9(+/-
0.6)
5.86(+/
-0.7)
41(+/-0.0) 2.6
3 3 63.5(+/-
0.4)
6.2(+/-
0.3)
10.9(+/-
0.2)
6.23(+/
-0.9)
30(+/-0.0) 1.3

Note: Averages from the colorimeter, pH meter, and Brookfield viscometer taken on three different days.
Data was based on observation of three different types of smoothies. Treatment one was a chocolate
peanut butter banana smoothie, variation two was a chocolate peanut butter banana smoothie with 6
grams of beta alanine, and variation 3 was a chocolate peanut butter banana smoothie with 12 grams of
beta alanine
DISCUSION
The results taken did not detect substantial differences between the three smoothies. Each smoothie
contained the same ingredients with varying amounts of beta alanine. Based on the colorimeter all
smoothies were relatively similar. All three smoothies were dark in color, which is supported by the data.
Both the a* and b* values fell closer towards the middle of the color chart showing that they are brown
which in this experiment was the case.
There was not a significant difference in the pH values. There were different values for each treatment.
These results were not expected. It was thought that there was going to be an alteration in pH between the
smoothies since beta alanine is considered an amino acid. Although the results do not show a change in
pH the amino acid does however work as a buffer inside the body. It helps maintain pH in extra cellular
fluid outside the body and intracellular fluid inside the cell by absorbing hydrogen ions. An ideal pH
range keeps muscles forcibly contracting for a longer duration of time.
The results taken from the Brookfield viscometer were inconclusive. The same spindle size was used for
each treatment, however they were all different results. Based on the data it is not clear which smoothie
had a higher or lower viscosity. The lack of supporting evidence could be a result of human error.
Standard deviation was calculated using excel. Results had a low standard deviation and were close to the
expected values as indicated by table 1. Based on which smoothies were preferred results only varied
slightly. Preference was measured on a scale of 1 to 3, with one being the most preferred in flavor. There
was not enough significant evidence to declare one smoothie of having a better flavor than the other.
COLCLUSION

The addition of beta alanine did not have a considerable difference in color, pH, consistency, or
preference. All results were relatively similar according to the data that was collected. If deciding which
smoothie to drink athletes should choose the smoothie that contained the maximum amount of beta
alanine supplementation for improved athletic performance.
LITERATURE CITED/REFERENCES
1. Culbertson, Julie Y., et al. Effects of beta-alanine on muscle carnosine and exercise
performance: A Review Of the Current Literature.” Nutrients 2.1 (2010) 75-97. Food Science
Source. Web 4 Nov. 2015
2. Gross, Micah, et al. Effects of beta-alanine supplementation and interval training on physiological
determinants of severe exercise performance.” European Journal Of Applied Physiology 114.2
(2014): 221-234. MEDLINE with Full Text. Web. 3 Nov. 2015
3. Baquet, Audrey, et al. beta-alanine supplementation reduces acidosis but not oxygen uptake
response during high-intensity cycling exercise. European Journal Of Applied Physiology
108.3 (2010): 495-503.
4. Sradley, Brandon D., Ingesting a pre-workout supplement containing caffeine, B
vitamins, amino acids, creatine, and beta-alanine before exercise delays fatigue while
improving reaction time and muscular endurance. (2012). Nutrition & Metabolism, 9(1)
28-36. Doi:10.1186/1743-7075-9-28

Nutrition 3300
Executive Summary
Child obesity is a major health problem in the United States. Studies show that one in
three children in the United States are overweight. “In the last 30 years the rate of childhood
obesity has increased considerably, almost tripling for children aged 6-11 years”(Calbom 5).
Being obese can cause serious problems and it is very sad to see young children go through
health related issues. Being overweight is a serious issue. It can cause high cholesterol, high
blood pressure, early heart disease, diabetes, skin conditions, and bone problems. Overweight
children are also more likely to experience death at a younger age. It is expected that today’s
generation of children will die at an earlier age than their parents. Because of this major issue we
have all agreed to create a menu plan for Athens Middle School. We chose this institution
because of it’s location. Athens Middle School is located within the poorest county of Ohio. We
are very Interested in researching and improving breakfast meals within local schools. Also
hope to expand the awareness of healthy foods available across the schools in the area.
Our main focus is going to be aimed more towards kids within the ages of six through
fourteen. We think focusing on the middle school is more important than the high school or other
local establishments because this is the age where kids develop and keep most of their
behavioral and eating habits. Therefore, if we are able to improve and have an influence on
them at this age then they could carry their habits into the future and even into their households.
By doing this, we would help them avoid early onset diabetes, chronic diseases, and other bad
nutrition habits.
Healthy breakfast leads to many benefits in a child’s life. Healthy lifestyle, better attitude,
reduced risk of chronic diseases, reduced risk of childhood obesity and diabetes. For this

reason we have decided to incorporate breakfast into the menu plan. We will be creating a
breakfast and lunch menu for 444 people per day, which averages to 4,440 meals per week.
This menu will will contain more organic fruits, vegetables, any other organic or more beneficial
healthy food available within the local area.
There are local farms within the area that we will research and contact about their prices
or deals that they would be willing to hypothetically give to the middle school. By using local
organic produce and food from nearby farms, it can result in healthier diets for the children and
show the parents that there is a local place where they can purchase healthy foods for a
reasonable price.
We will also begin to look at restaurant food services that are changing their menus and
recipes to better accommodate healthy living. Starbucks recently adjusted their menu to
eliminate all trans fat from their menu. Also, McDonalds gave their kids menu a make over a few
years ago by cutting french fry portions, adding fruit and offering 1% milk in place of soda.
Athens Middle School has vending machines offering soda and snacks for the kids. If we
eliminate these vending machines and use that money towards the breakfast and lunch menu’s,
we could potentially offer the kids more nutritious foods with their meals.
Menu cycle design
Child obesity is becoming a problem for low income families in rural areas. Being
overweight is a serious issue. It can cause high cholesterol, high blood pressure, early heart
disease, diabetes, skin conditions, and bone problems. Because of this major issue we all agreed
to create a menu plan for Athens Middle School. We chose this institution because of it’s
location. Athens Middle School is located within the poorest county of Ohio. We realize that
children are going to require meals that are simple yet tasteful. Children are picky and like a
limited amount of vegetables. We came up with a variety of cheap, tasty, healthy recipes.

Healthy breakfast leads to many benefits in a child’s life. A healthy lifestyle, better
attitude, reduced risk of chronic diseases, reduced risk of childhood obesity, and a reduced risk
of diabetes. For this reason, we have decided to incorporate breakfast into the menu plan. We
are also doing a lunch menu as well as an after school snack. We chose to include an afternoon
snack because we do not know if low income families are able to afford to feed their children at
home. Because of the possibility that children are not being fed dinner we wanted to make sure
that we send them home with a snack to conquer some of their appetite.
We created a breakfast, lunch, and after school snack menu for 391 children per day,
which averages to 5,865 meals per week. We called Athens Middle School and talked to the
principal who informed us that there are 391 students. Of those students, about fifty percent ate
lunch at school each day. Since fifty percent of the children eat lunch we chose to use .5
percent for the lunch period on our budget sheet. We then split the last .5 between breakfast
and afternoon snack meals. We figure that since breakfast is a very important part of the day we
would use .3 percent. Also, if children are not eating dinner at home they will be very hungry
come breakfast time. The remaining .2 percent would be used for the snack being received
once classes are released. With each meal being accounted for, it totalled to one hundred
percent. We did have to scale the total sale to match our prices. The total sale is based off of
391 children, 36 feeding weeks, and a 5 day operational week. We will be feeding three meals a
day for five days a week. We will not be feeding the children on the weekends as they will not
be attending school on those two days. There are 36 weeks in a school year and we found this
number by subtracting out the weeks students have off for winter and summer breaks. We
ended with a total sale of 320,000 dollars.
We thought that it would be a good idea to include a variety of different options for the
children. Our options include vegetarian and allergy free recipes. Although, not a large portion of
children are vegetarians, we thought that incorporating it into the menu was necessary. Many
children do not pay attention to their allergies. Therefore, having an allergy free option is

important. Due to the budget, we chose to opt out of providing milk to the students. Yes, milk is
an important beverage that children need to consume for bone health, however, it cuts a deep
chunk into the budget. We are replacing milk with water because it is more financially possible
given the schools funding. Also, it is acceptable to not include milk because the calcium that the
children need can be found in the other food sources that the school is giving to them. We have
included numerous recipes that contain calcium to make up for the amount lost. For example
the consumption of yogurt and other dairy based meals will contain the calcium that these kids
need.
For breakfast, we are offering two main dishes with fruit and water. For our dairy
product we decided to include yogurt, especially since we are getting rid of milk. For protein we
are offering scrambled eggs, peanut butter, and sausage. Peanut butter is a great option for the
students because it provides a great source of protein and healthy fats, monounsaturated and
polyunsaturated. Highly saturated foods increase weight gain, which helps explain the
predicament America is in with obese children and families. With monounsaturated and
polyunsaturated fats in the diet, the child will be able to maintain their body weight and build a
strong foundation for their cholesterol.
For lunch, we are offering two different dishes. Most of the recipes used for the main
dish include both a protein and a starch. We chose to include a lot of beans and rice into the
lunch menu because they are healthy, filling, and financially affordable. Combining rice and
beans will provide all nine essential amino acids that children need. Beans provide a great
source of protein, fiber, iron, magnesium, potassium, zinc, folate, and vitamin B-6. They lower
the risk of developing diabetes and cardiovascular disease because the fiber will help balance
their blood sugar and lower their cholesterol if it is high (1). We have turkey/ham and cheese
wraps with whole wheat tortillas. Whole wheat is less processed and contains more fiber and a
wide array of vitamins and minerals that are beneficial to the body. Broccoli is the main and
most popular vegetable that we are serving. This is because broccoli is one of the healthiest

foods your body should consume. It has a high density in nutrients and a high density in
vitamins and minerals as well.. Throughout the research that we conducted during this project,
we found multiple studies that showed a surprisingly high number of children who enjoyed
eating broccoli. Along with the two dishes we will still provide fruit, vegetables, and water to all
the children who are having lunch.
If you have not already took a glance over our menu, we have incorporated grilled
chicken sandwiches into it. Even though a majority of the younger children these days love
chicken nuggets or any kind of fried chicken, grilled chicken is a better health benefit in
numerous ways. This grilled chicken sandwich is a great source of vitamins, minerals, proteins
and carbohydrates. Also, it is healthier than the fried chicken because when you grill chicken,
you are required to use way less oil than you need in order to deep fry. Of course less oil means
a lot fewer calories and fat in the end product. Also, by serving the students grilled chicken at
this young of an age, they can quickly learn to enjoy and adapt to this lifestyle rather than the
fried chicken nuggets they used to receive or still do when they are at home. Also, we made an
alternative and decided to incorporate less amounts of regular french fries. Since everybody
loves french fries, we knew sweet potato fries were a healthier adjustment to our menu. Sweet
potato fries are healthier and more beneficial for people’s health because they contain more
vitamin A, more potassium and more fiber than regular white potatoes.
We thought that by making fruit and water available at every meal on every day that
it would encourage the students to eat them while they are there because those resources
might be limited to them when they are home. Some schools have bags of chips, soda’s, ice
cream machines and other various snack deals that have no benefits to the children. Therefore,
we decided to eliminate those options from our menu and add in the extra vitamins and minerals
these children need to grow and get through their day. Also, by replacing the unnecessary fatty
foods and replacing them with heart healthy and beneficial foods, the students might learn

something and bring the knowledge home to their family and progressively show their
householder how to live a healthier life.
Overall, we enjoyed conducting all this research throughout the project. There were
times where it became difficult but we found ways to figure it out and learned information we
didn’t know before.
Recipies
40 different recipes created on computer software not attached.
Menu Design

Nutrition 3100
EAL Question #1
What is the evidence that interventions targeting only parents may contribute to the effective
treatment of childhood obesity in children ages 6-12
• There is limited evidence to support the belief that targeting only parents will decrease
obesity in children aged 6-12.
• There were 3 studies that were done to see if it is possible to exclusively target parents
for intervention to treat obesity in their children
• Epstein LH, Gordy CC et al 2001
• study was designed to test different diet interventions among obese
adults.
• study on the weight of the children was also gathered
• Found that one year after treatment children of parents in one treatment
group improved weight status slightly, while children of parents in the
other diet treatment group did not decrease percent overweight by a
statistically significant amount
• Golan, Weizman, et al 1998
• study of 60 children comparing weight loss interventions for children
focusing only on parents versus focusing only on the child
• parents in the parent-only group were provided training to act as a
change agent in their child’s weight management.
• finding were that a significant treatment effect between the parent-only
and child-only and child-only intervention groups at post-treatment, one
year, and two years
• all differences between groups significant at p<.05 or less
• Golan and Crow 2004
• study extended Golan, Weizman, et al 1998
• at 7 years, parent-only and child-only groups decreased percent, but
children in the parent-only treatment group had a significantly greater
decrease in percent overweight
• Conclusion
• There is weak evidence that targeting only parents can bring out some positive
change in managing childhood obesity in children 6-12
• However
• The nature of parent intervention makes a difference
• it is unclear to what degree parent-focused interventions affect longer term
outcomes
EAL Question #2
What is the relationship between the availability of retail food stores and childhood obesity and
overweight?

Registered
Dietitians
must
take
into
consideration
a
patient’s
built
environment
to

effectively
assess,
diagnose,
intervene,
monitor
and
evaluate
their
nutrition
related

problem.

The
built
environment,
which
includes
neighborhood
safety,
physical
activity

resources,
and
residential
density,
is
especially
important
when
working
with
an
obese
or

overweight
child.
The
availability
of
retail
food
stores
is
related
to
childhood
obesity
and

overweight.

After
performing
and
analyzing
3
separate
studies
on
the
issue,
it
was
concluded

that
there
is
a
decreased
risk
of
childhood
obesity
and
overweight
when
large
chain

supermarkets
are
easily
accessible.
The
studies
measured
the
density
of
and
proximity
to

chain
supermarkets,
retail
stores
and
convenience
stores.
A
total
of
87,329
subjects

participated
in
the
studies
ranging
in
age
from
2
to
18.
One
study
found
that
the
closer

children
were
to
large
brand
name
supermarkets,
the
lower
their
risk
for
obesity
in
low

population
density
areas.

One
large
nationally
representative
study
with
a
sample
size
of
73,079
adolescents

found
the
density
of
chain
supermarkets
decreased
BMI
status.
It
was
estimated
that
one

chain
supermarket
per
10,000
people
would
reduce
BMI
rates
by
0.11,
and
it
was
even

higher
for
African
Americans;
however,
the
same
effect
was
not
found
in
early
school
aged

children.

The
same
study
found
that
an
additional
convenience
store
per
10,000
people

increased
BMI
by
0.03
and
0.15%
increase
in
overweight.

A
different
study
examining

early
school
aged
children
concluded
density
of
convenience
stores
had
no
effect
on
BMI.
The
conclusion
that
children
have
a
decreased
risk
of
obesity
and
overweight
when

they
have
accessibility
to
large
chain
supermarkets
reflects
the
dietary
choices
being

made.

When
children
and
their
families
shop
at
supermarkets
they
are
able
to
purchase

fresh
produce
and
healthier
food
options.

On
the
other
hand
when
access
to
large

supermarkets
is
limited
people
tend
to
eat
more
fast
food
and
high
caloric
snacks.
The

finding
that
the
addition
of
convenience
stores
will
increase
BMI
also
reflects
the
types
of

food
sold
at
these
type
of
stores,
sugary,
high
fat
snacks.

When
children
have
access
to

chain
supermarkets
the
quality
of
food
they
consume
tends
to
be
healthier
and
relates
to
a

decreased
risk
of
childhood
obesity
and
overweight.
EAL Question 3
What is the effectiveness of using behavioral counseling as part of a multi component pediatric
weight management program to treat childhood obesity?
A Literature review was conducted in 2005 to assess this question:
• 28 Peer reviewed Articles
• Grade 1: Good Evidence to Support
• Behavioral components as part of a multicomponent program are shown to result
in significant results including a decrease in adiposity and improved weight status
• All interventions occurred in clinical settings
• Multiple study designs all show significant improvements when treatment
includes a behavioral intervention despite different behavioral components and
research designs
• Randomized controlled studies (7)
• Behavioral counseling intervention vs control group (8)
• Behavioral component group vs control group (6)

• Three common theories in the articles reviewed:
• Social Learning Theory
• Albert Bandura’s theory to explain learning through observation, imitation
and cognitions applied to observations (vicarious learning)
• Social Action Theory
• Max Weber - Social structure shapes behavior
• Social Cognition Theory
• Theory of personality that focuses on cognition and learning cues from
the environment
• Bandura’s Reciprocal Determinism
• Personality develops partly through observation of others
• Behavior shaped by social interactions and environment
• Individuals shape environment through their behavior and
cognitions
• Common Behavioral techniques seen across multiple studies
• Self-monitoring of diet and physical activity
• Cue elimination
• Stimulus control
• Goal setting
• Action planning
• Modeling
• Limit Setting
The above techniques may have various effects on the outcome of individual studies but can
not be determined because in most studies multiple techniques were used in tandem and a
causal relationship can not be isolated. However, the following three studies include an
additional component that can be evaluated.
• Behavioral Intervention with Problem Solving Component
• Graves, Meyers, et al (1988)
• Incorporated several behavioral techniques including self monitoring,
stimulus control, and cognitive restructuring
• Addition of a problem solving component increased initial weight loss and
improved maintenance of behavioral modifications 3 to 6 months later
• Epstein & Paluch (2000)
• Unlike Graves & Meyers, this study found no short term boost in initial
weight loss
• However after 24 months the children in the parent + child problem
solving intervention group had lower BMI Z scores versus those in the
control group or the child only problem solving group
• Behavioral Intervention with Enhanced Child Involvement
• Israel (1994)
• Three variables: Behavior Intervention primarily for parents, Enhanced
Child Involvement, and Control Group
• No significant difference in outcomes between the parent focused training
and the enhanced child training
Another, important factor was who the target of intervention was as can be seen in the following
examples:
• Behavioral Intervention focused on Parents Only
• Golan, Weizman, et al. (1998)
• Parents-only group and Child-only group
• Both groups had a decrease in the percentage of overweight participants

• Intervention for parents-only group resulted in a greater reduction in
percentage of overweight participants (14.6% versus 8.1%)
• Golan & Crow (2004)
• Long term effect of parents-only group versus child-only group indicates
that 5 years post treatment parents-only group had a greater percentage
of non-obese children (60% versus 31%)
• Behavioral Intervention focused on Family Treatment
• Flodmark, Ohlsson et al (1993)
• Long term outcome was improved in the Family treatment group in
comparison to the child only group
• At 1 year follow up children whose families were part of the treatment
group had a reduction of 16.8% in subscapular skinfold thickness
• While children in the child alone group had an increase of 6.8% in
subscapular skinfold thickness
Additional differences are correlated with the length of treatment. Despite overlapping
techniques the studies that had a longer duration of treatment had better outcomes.
• Treatment Duration 3 to 6 months
• Saelens, Sallis et al (2002)
• Self-monitoring
• Problem solving
• Follow up BMI greater than baseline
• Epstein, Paluch et al (2000)
• Self-monitoring
• At follow up increase in baseline weight observed
• Obarzanek, Kimm et al (2001)
• Self-monitoring
• Problem solving
• No difference at follow up between control and intervention
group
• Israel (1994)
• Self-monitoring
• Cognitive restructuring
• Post treatment weight gain
• Treatment Duration 6 months to 1 year
• Golan, Weizman et al (1998)
• Self-monitoring
• Problem solving
• 1 year post treatment both treatment groups had a
decrease in percentage of overweight participants (14% &
8%)
• Golan & Crow (2004)
• Self-monitoring
• Problem solving

• Five years post treatment both groups maintained a
reduction in the mean of overweight percentage (60% &
31%)
• Treatment Duration 1 to 2 years
• Flodmark, Ohlsson et al (1993)
• Self-monitoring
• Parents-only group 16.8% reduction in subscapular
skinfold thickness
Question 4 Provide common nutrition diagnoses and related interventions for overweight and
obesity.
Common Nutrition Diagnosis:
NI 1.5 Excessive energy intake
NI 2.2 Excessive oral food/beverage intake
NI 5.5.2 Excessive fat intake
NI 5.8.2 Excessive intake of carbohydrates
NB 1.1 Food, nutrition and nutrition related knowledge deficit
NB 1.4 Self-monitoring deficit
NB 2.1 Physical inactivity
NB 1.5 Disordered eating pattern
NB 1.6 Limited adherence to nutrition related recommendations
NB 1.3 Not ready for diet/lifestyle change
NC 2.2 Altered Nutrition related lab values
NC 3.3 Overweight/Obesity
NC 3.4 Unintended weight gain
NI 1.6 Predicted excess energy intake
NI 4.3 Excessive alcohol intake
Nutrition Diagnosis, with Interventions:
1. Excessive energy intake and obesity (NI-1.5, NC 3.3) related to preference for fast food and lack
of value for behavior change as evidenced by physical assessment (constipation), BMI (31.9
class 1), clinical manifestations of Metabolic Syndrome and altered lab values (elevated BP,
cholesterol, LDL, triglycerides, blood sugar, and low HDL).
a. Diet modification- Very low calorie diet (VLCD)- 〜 500kcal and 100g protein with multi vitamin
mineral supplement a day for 16 weeks.
i. Self monitor- record amount and type of food eaten for each meal, describe physical activity, and
journal feelings and settings.
2. Risk for limited adherence to nutritional related recommendations (NB-1.6) related to 24 hour
food recall, subjective statements, comments/questions directed at surgery, medical history, and previous
diet trial.
a. Behavior therapy/modification and cognitive restructuring- STRONG, Learn to control stimuli, set
small, achievable goals
b. Education and cognitive restructuring- Teach benefits of a healthy diet, and how to easily
progress into sustaining long term habits.
3. Physical inactivity (NB-2.1) related to sedentary activity level as evidenced by joint pain.

a. Increase physical activity: Suggest going to group fitness activities, promote walking and other
active alternatives for transportation
i. Goals/objective- Patient is to begin walking for at least 30 minutes each day for the next two
weeks. Reassess patient compliance, increase activity when appropriate (progress to reach 60min/day).
ii. Recommend physical therapist or exercise physiologist- Construct feasible/appropriate personal
activity and fitness program to accommodate lifestyle. Provide flexibility and document progress.
Question 5
Some resources that we feel are important for dietitians to utilize from the Nutrition Care Manual
include:
• Drug-Nutrient interaction
• Medical Nutrition Therapy (MNT)
• Nutrition Care Process (NCP)
• Nutrition Interventions
• Nutrition Screening
• Nutrition Support
• Calculators-REE/EEE
• Client-diet--Weight Management
• Nutrient list
Drug-Nutrient interactions are defined as physical, chemical, physiological, or
pathophysiological relations between a drug and a nutrient. This type of study is important within
clinical dietetics. Dietitians need to utilize the resources provided based on drug-nutrient
interactions to ensure safety of patients receiving treatment.
Medical Nutrition Therapy (MNT) is a therapeutic approach to treating medical conditions and
their associated symptoms via the use of specifically tailored diet, prescribed by a medical
doctor, and registered dietitian.
Nutrition Care Process (NCP) is the systematic approach to providing high quality nutrition care.
Nutrition Interventions are designed purposefully to resolve or improve the nutrition diagnosis or
nutrition problem by provision of advice, education, or delivery of the food component, of a
specific diet or meal plan tailored to the patient’s needs.
Nutrition support is an extremely important resource for dietitians. This type of treatment is
useful for individuals who cannot get nutrients from eating or drinking.

Nutrition screening is the process of identifying patients at high nutritional risk so that more
extensive nutrition assessment can be performed. Nutrition assessment is a more detailed
evaluation and seeks to define the risk of developing nutrition-related medical complications. It
can also be used to monitor the course of nutritional therapy. Thus, nutrition screening is a brief
evaluation to identify a subset of people at high risk, whereas nutrition assessment is a more
complex process applied to this subset to delineate further their nutrition status. The distinction
between screening and assessment can be blurred, however. The ultimate goal of both of these
activities is to identify factors in individuals that can be altered through nutritional support to
improve outcome in the screened population. Because nutrition screening and assessment are
inextricably linked, this overview addresses both of these processes. Nutrition screening may
also influence case finding in clinical practice. For example, a history of recent weight loss and

evidence of malnutrition along with other signs and symptoms may prompt medical evaluation to
search for possible causes, such as cancer or other conditions.
The REE/EEE calculator is a convenient way to calculate the patient’s Rest Energy Expenditure
and the Estimated Energy Expenditure. You just need to type in all the information, the result
will come out, and it will tells which formulation was used. Dieticians can check the Nutrition
Manual Calculators page to find out which formulation should be apply for each situation. And it
gives you all the equations.
On the Clients/diet page, you can see a list of diseases and disorders, if we choose weight
management, it’ll give you some sample menus for each level of Kcal intake, up to 5 days. And
there are meal planning tips and label reading tips that dieticians can show their patients. Also,
it gives a list of recommended food and an example of one day’s menu.It may helpful when
planning dietary menu for your patients.
The nutrient list is also very useful. For example, if you check iron-content food, you will see a
list of high iron containing food, with serving size.
Snack Analysis
Rationale: low fat diary, contains fiber and water for satiety, easy to prepare, requires minimal
time, equipment and ingredients, low cost per serving, nutrient dense, Balsamic vinegar adds
flavor without adding calories, low in added sugars, visual appealing variety of colors, low in
calories
Nutrient Analysis: Calories 72, Total fat - trace amount, cholesterol 1 mg, total carbohydrate
13g, Fiber 3 g, protein 5 g, sodium 103 mg, potassium 542 mg, 154 mg, iron 1 mg, zinc 1 mg,
vitamin c 35 mg, vitamin A 9460 IU, Vitamin A (r.e.) 946 RE, vitamin B6 .1 mg, Vitamin B12 .3
mcg, Vitamin B 1 trace amount, Riboflavin .1 mg, Folacin 62 mcg, Niacin 1 mg
Food Exchanges: ½ Non-Fat Milk, 1 1/2 vegetable
PES statements
Overweight/obesity (NC- 3.3) related to excessive energy intake and physical inactivity as
evidenced by 24 hour food recall, undesirable food choices, BMI of 31.9 (Obese class I), self
report of sedentary lifestyle due to joint pain, and presence of 4 out of 5 criteria for metabolic
syndrome including elevated BP, low HDL cholesterol, elevated triglycerides and elevated blood
sugar.
Excessive fat intake (NI-5.5.2) related to preference for fast food and lack of value for behavior
change as evidenced by 24 hour food recall, comments/questions directed at surgery and
altered lab values including elevated cholesterol, elevated LDL, elevated triglycerides and low
HDL.

Heading
Diabetes
Case
Study

A

S
(1
pt)

O
(2
pt)

Patient
has
a
sedentary
lifestyle
due
to
occupation.
She
states,
“she
does
not
follow
any

strict
diet
except
for
not
adding
salt
and
tying
to
avoid
high
cholesterol
foods
and
high

sugary
desserts.”
She
has
diet
instructions
but
finds
them
to
be
confusing.
She
questions

her
ability
to
succeed
in
controlling
blood
sugars.
Current
blood
glucose
is
1524mg/dl.

She
suffers
from
type
II
diabetes
mellitus
and
has
been
prescribed
glyburide
and

metformin
but
comments
“she
does
not
take
medication
regularly.”
She
complains

about
being
lethargic
and
vomiting
and
mentions
“I
thought
it
was
food
poisoning,
but
it

kept
getting
worse.”
Used
to
smoke
1
ppd
for
20
years
and
has
quit
and
she
drinks
3-‐4

alcoholic
beverages
a
week.
No
allergies
that
anyone
is
aware
of
at
this
time.

Patient
is
a
53-‐year
old
Hispanic
female.
She
is
67
inches,
weighs
81.81kg,
and
has
a
BMI

of
28.3.
She
has
been
diagnosed
with
possible
acute
hyperglycemia.
She
has
a
medical

history
of
type
II
diabetes
mellitus
and
has
been
prescribed
glyburide
20mg
daily
and

metformin
500mg.
Her
father
had
HTN
and
CAD
and
her
mother
had
type
two
diabetes

mellitus.

Nutrient
analysis

Sugar
56.608
grams

46.1
%
fat
of
kcal

13.338g
fiber

2256.084
kcal

Lab
values

Blood
pressure
90/70

Glucose:
1524
mg/dl

BUN
31
mg/dl

HbA-‐1C
%-‐
15.2

Cholesterol:
205
mg/dl

HDL-‐C:
45mg/dl

LDL-‐C:
123
mg/dl

Urinalysis:
Protein:
10
mg/dL
Glucose:
+
Ketones:
+

TEE
Female=1,892.3125
(RMR
x
AF
1.3)

D
PES

#1

(4pts)

PES

Excessive
carbohydrate
intake
NI-‐5.8.2
related
to
food
and
nutrition
compliance

limitations
from
lack
of
willingness
or
failure
to
modify
carbohydrate
intake
in
response

to
recommendations
from
a
dietitian
or
physician
as
evident
from
her
comment
about

the
diet
instructions
being
confusing,
high
carbohydrate
intake,
and
elevated
blood

glucose
levels
of
1524
mg/dl
on
admit
date
and
475
mg/dl
on
day
2.

Self-‐Monitoring
Deficit
(NB-‐1.4)
related
to
lack
of
focus
and
attention
to
detail
as

#2

(4pst)

evidence
by
her
comment
stating
that
she
does
not
follow
any
strict
diet
except
for
not

adding
salt
and
trying
to
avoid
high
cholesterol
with
lab
values
showing
glucose
levels
of

1525
mg/dl,
BUN
of
31
mg/dl,
and
sugar
of
56.608g
on
admit
date.

I
(4

pts)

Recommended
nutrition
education
and
nutrition
counseling
to
learn
how
to
watch
her

food
intake.
She
should
not
exceed
1,300
kcal/day.
She
needs
to
be
taught
the
exchange

system
and
how
to
count
her
carbohydrate
to
help
control
carbohydrate
intake
and

blood
glucose
levels.
Increase
fiber
intake
is
recommended.
Provide
client
with

handouts
with
explanations
of
diabetes
and
healthy
food
choices
that
will
keep
blood

levels
normal.

Nutrient Intake Summary
DM
Project

Client:
Sophia
Manchego
Age:
53
Height:
67in/170.18cm
Weight:
180ib/81.81kg

Initial
Food
Log/Date:

Average
Kcalorie
Intake
2256.084

Estimated
Kcalorie-‐
Maintenance

1892.3125

Estimated
Kcalorie-‐Weight

Loss

1392.3125

Source
of
Kcal
Initial
Food

Log
–
kcals.

%
of
Kcal.
Recommende
d
%
of

Kcal

CHO
909.02
40.6%
45%

Pro
297.04
13.3%
30%

Fat
1032.003
46.1%
25%

Sat
Fat

313.83
30.4%
5%

MUSFA

264.573
25.6%
15%

PUFA

186.957
18.1%
10%

Sugar,

GRAMS
total

56.608(grams
)

12%
25
(grams)

Nutrient

Initial
-‐
Intake
Recommended
Intake

Protein
(g)

74.260
134.643

Calcium
(mg)

441.319
12000

Iron
(mg)

7.853
8.000

Vitamin
C
(mg)

21.590
75.000

Vitamin
A
RE

432.985
1000

EXCHANGES
Patient
Intake
Recommended
Exchange

Pattern

Bread/Starch

Exchanges

9.50
4.0

*Fruit
Exchanges

0
4.0

*Meat-‐MF

Exchanges

2.00
3.0

*Milk-‐Low
Fat

Exchanges

0
3.0

*Vegetable

Exchanges

3.50
5.0

*Other
CHO

4.50
2.0

Dietary
Fiber
13.338
21.000

Soluble
Fiber
0
20

Heading
Renal
Disease
Case
Study

A

S
(1
pt)

O
(2
pt)

Patient
has
a
sedentary
lifestyle
due
to
occupation.
He
suffers
from
stage
3
chronic
renal

disease.
He
is
requesting
on
self-‐administered
continuous
ambulatory
peritoneal
dialysis

because
of
his
occupation
and
personal
everyday
tasks.

He
states,
“I
am
here
to
have
a

catheter
paced
so
I
can
start
CAPD”.
He
has
been
admitted
for
insertion
of
Pd
catheter

and
plans
to
use
the
cycler
at
night.
Reports
having
warm
and
dry
skin.
Patient
states

that
he
has
noticed
his
appetite
has
not
been
as
good
lately”.
Describes
mild
nausea,
but

no
vomiting.
Relates
that
food
has
a
bad
taste.
No
allergies
that
anyone
is
aware
of
at

this
time.

Patient
is
49-‐years
old
African
American
male.
He
is
66
inches,
weights
77.1kg,
and
has
a

BMI
of
23.
He
has
been
diagnosed
with
stage
3
chronic
renal
disease.
He
has
been

previously
treated
with
hemodialysis.
He
had
surgery
in
2000
to
repair
umbilical
kidney.

He
has
a
medical
history
of
membranoproliferative
glomerulonephritis,
dyslipidemia,

anemia
of
chronic
kidney
disease,
dyslipidemia,
and
HTN.
He
has
been
prescribed

Procardia,
carvedilol,
catapres,
cellCept,
fish
oil,
Lasix,
prednisone,
and
calcitriol.
His

father
had
lung
cancer
and
his
mother
had
cervical
cancer.

Nutrient
analysis

2044.841
Kcal

Protein
79.521g

Fluid
1182.96cc

Potassium
3133.326

Phosphorus
781.248mg

Fiber
18.412g

Lab
values

Protein,
total
(g/dl)
5.8

BUN
(mg/dl)
124

Hemoglobin
(Hgb,
g/dl)
6.6

Creatinine
serum
(mg/dl)
6.8

Phosphate,
inorganic
(mg/dL)
11.9

BP
161/92

Calcium
(mg/dL)
8.3

RBC
2.33

Hematocrit
(Hct,
%)
19

Sodium
(mEql)
130

TEE=2,054.52
(RMR
x
AF
1.3)

D
PES

#1

Excessive
protein
intake
NI-‐5.7.2
related
to
altered
laboratory
values
as
evident
by
high

protein
intake,
increased
BUN
124
mg/dl,
blood
pressure
161/92,
hemoglobin
6.6
g/dl,

(4pts)

PES

#2

(4pst)

hematocrit
19%,
and
creatinine
serum
of
6.8
mg/dl
on
admit
date.

Excessive
mineral
intake
(NI-‐5.10.1)
related
to
altered
laboratory
values
as
evident
by

high
levels
of
potassium
3133.326,
phosphorus
781.248mg,
and
calcium
8.3
mg/dl
on

admit
date

I
(4

pts)

Nutrition
prescription
(NP-‐1.1)

Recommend
nutrition
education
and
nutrition
counseling
to
train
a
patient
in
skills

needed
to
manage
or
modify
food
for
improved
health.
Nutritional
intervention

recommended
by
self
monitoring,
record
review,
and
education
as
a
result
of
adjusting

patient’s
intake
of
protein,
fluid,
phosphorous,
potassium,
label
reading,
and

interpretation.
Handouts
can
be
provided
to
client
with
explanations
of
healthy
food

options
for
renal
disease.

I(M/E)
(.5

pt)

Electrolyte
and
Renal
Profile
(BD-‐1.2)

Patient/client
BUN
124
mg/dl,
phosphate
11.9
mg/dl,
calcium
8.3
mg/dl,
and
creatinine

serum
6.8
mg/dl
are
all
over
the
expected
range.
He
needs
to
gain
knowledge
on
foods

that
he
can
eat
that
will
benefit
him
as
well
as
foods
that
he
should
limit.
Recommend

frequent
visits
with
a
dietician
to
evaluate
and
monitor
progress.

During
visits
he
should

be
taught
how
to
self
monitor
his
own
intake.

Signature

Nutrition 4100
Medical Record Note
Scores are listed in the left column.
Heading Pulmonary Case Study ADIME Note
A
(3 pts)
S Patient’s parents states: Have not had a formal diet instruction with the RDN
“We restrict most of the fat in his diet because it gives him diarrhea and make his
stool “really stink.” That can’t be good for him.”
“A lot of times we don’t know what to feed him. But we feel good about the fact
that at least he is getting enough calories.”
Patient states: “I have been having alot of cramps lately”
“I usually have really bad diarrhea in the afternoon at school”
“I only urinate a lot if I drink a lot”
O 10yo, M, Height: 131.0cm, Weight: 22.75kg, BMI: 13.5
Family hx: Has sister who died shortly after birth with CF.
Dx: Cystic Fibrosis, Upper respiratory tract infection
At Home Medications: Pancrease, 4 caps with meals; 1 cap with snacks;
Bronchodilators with respiratory treatments. Timing of Pancrease=6am, 11:30am
(by school nurse), 3:30pm, 6:30pm.
In the Hospital (physician orders): Pancrease, 4 caps with meals; 1 cap with snacks;
Bronchodilators with respiratory treatments. Tobramycin administered via IV.
Tylenol PRN po.
Diet recall: Est kcal: 1,048 Est fat: 6g or 6%
TEE: 2,022.85 kcal
DER: est. 2,200kcal
REE: 1,011.425kcal
Physical: Clubbing of fingers & toes, extremely thin & pale, oral tissues intact, free
of excoriation, flatus passed while in the room- very foul smelling, appropriate skin
turgor, and active activity level.
Lab Values
Serum Albumin = 2.3 g/dL
Serum Magnesium = 1.4 mEq/L
HbA1C = 7.1%
Transferrin = 190 mg/dL
Prealbumin = 8mg/dL
Urinalysis = glucose (negative)
protein (negative)
others are within normal limits

Coefficient of Fat Absorption= 0.85
FEV1= 75%
D

Dx:
____points

Dx:
____points

Dx:
____points
A
(Each PES
statement is
worth 4
points)
Inadequate fat intake (NI-5.51) related to food- and nutrition-related knowledge
deficit concerning appropriate amount of dietary fat as evidenced by parents stating
“We restrict most of the fat in his diet because it gives him diarrhea and make his
stool “really stink.” That can’t be good for him.” as diet recall shows 6% of kcal
was from fat when AMDR shows 20-35% should come from fat intake.
Inadequate energy intake (NI-1.2) related to pathological / physiological causes that
result in increased energy requirements as evidenced by diet recall indicating
1,048kcal intake while cystic fibrosis TEE is 2,094kcal.
Food- and Nutrition-Related Knowledge Deficit (NB-1.1) related to lack of prior
nutrition-related education as evidenced by no prior formal diet instruction on how
to apply food and nutrition related information to conditions related to cystic
fibrosis due to lack of nutrition knowledge diet recall indicating 1,048kcal while
cystic fibrosis TEE indicates a kcal need of 2,022.85kcal.
Impaired Nutrition Utilization (NC-2.1) related to compromised endocrine
functions such as the liver and pancreas, as evidenced by malabsorption of fat and
protein as shown in lab values by low production of prealbumin of 8mg/dL, serum
albumin of 2.3 g/d, and low absorption of serum magnesium 1.4 mEq/L.
I (M/E)

I:
____points

M/E:
____points
P

Interven-
tion: 6.5 pts

M/E;
2.5 pts)
Increased energy diet (ND 1.2.2.1) recommended 2, 100kcal to compensate for
elevated resting energy expenditure, malabsorption, and insulin insufficiency.
Nutrition relationship to health/diseases (E-1.4), to ensure patient is consuming
high calorie, fat, and sodium foods, along with making sure to obtain an appropriate
amount of carbohydrates for cystic fibrosis patients.
Nutrition
Education
(E)
• Ensure
parents
and
patient
understand
dietary
requirements
related

to
cystic
fibrosis

• Priority
modifications
are
to
ensure
parents
understand
their
child

needs
to
increase
fat
intake
due
to
his
elevated
resting
energy

expenditure
and
the
importance
of
meeting
his
recommended
DER

• Explain
how
nutrition
related
to
cystic
fibrosis

• Recommend
high
fat
foods
and
increasing
calories
by
making
simple

adjustments:
drinking
whole
milk,
consuming
full
fat
foods,
adding
full

fat
spreads

Goal Setting (C-2.2)
1. Provide nutrition education on cystic fibrosis diet to improve overall
health of patient
2. Provide examples of foods high in healthy fats for patient
Self-Monitoring (C-2.3)
Monitor total energy intake (FH 1.1.1.1)
Monitor total fat intake (FH 1.5.1.1)
Signature- 1pt

Writing Style Overall impression of the note. Writing style, neatness

Nutrition 4901
Interdisciplinary Presentation (upcoming)

Management 2000

Chapter
1

• Organizations

-‐recall
and
understand
the
definition
of
an
organization
and
the
various
types
of

organizations

• Management

-‐recall
and
understand
the
definition
of
management

• Efficiency
and
Effectiveness

-‐remember
and
understand
the
differences
between
effectiveness
and
efficiency,

recognize
examples
of
each
as
they
apply
to
a
manager’s
job

• Types
of
Managers

-‐recall
and
understand
the
different
levels
of
management
(top,
middle,
first-‐line)
and

types
of
managers
(functional
vs.
general),
be
able
to
recognize
examples
of
each

• Management
Functions

-‐be
able
to
define
and
recognize
examples
each
of
the
four
functions
of
management

• Managerial
Roles

-‐be
able
to
describe
the
types
of
managerial
roles
and
recognize
examples
of
each
of
10

roles.

• Management
Skills

-‐remember
and
understand
the
three
management
skills
(conceptual,
technical
and

human)

Chapter
3

• Internal
Stakeholders

-‐recall
the
three
internal
stakeholders
and
understand
the
role
of
the
board
of
directors

• Environmental
Forces
(PEST)

-‐
identify
the
forces
in
an
organization’s
environment
and
recognize
how
those
forces
may

impact
on
an
organization’s
strategy

• General/Task
Environment

-‐in
addition
to
the
environmental
forces
above,
be
able
to
describe
the
various

stakeholders
in
the
organization’s
task
environment

• Ethics

-‐define
ethics
and
values

• Ethical
Dilemmas

-‐define
four
approaches
to
solving
ethical
dilemmas
and
recognize
how
these
approaches

might
produce
different
ethical
decisions

Chapter
4

• Globalization

-‐recall
the
definition
of
globalization
and
the
global
village

• Management
Attitudes
Towards
Cultural
Differences

-‐define
and
understand
the
differences
between
ethnocentric,
polycentric,
and
geocentric

managers,

recall
the
definition
of
culture
shock,
recognize
the
differences
between
high

and
low
context
cultures

• Strategies
for
international
growth

-‐describe
the
various
strategies
that
an
organization
might
pursue
in
order
in
order
to

increase
their
operations
internationally

• Free
Trade/Barriers
to
Free
Trade

-‐understand
how
free
trade
agreements
like
NAFTA
and
GATT
have
increased

opportunities
for
international
trade

• National
Culture/Globe
Project

-‐define
those
dimensions
on
which
cultures
vary
and
understand
how
cultural
differences

may
impact
managers
and
organizations

Chapter
6

• SWOT
analysis

-‐recognize
examples
and
describe
the
four
elements
of
a
SWOT
analysis

• Grand
strategies

-‐describe
the
three
grand
strategies,
recognized
examples
of
these
strategies

• Porter’s
competitive
strategies

-‐define
and
recognize
examples
of
the
four
strategies;
Cost-‐Leadership,
Differentiation,

Cost-‐Focus
and
Focused
Differentiation

• BCG
matrix

-‐understand
how
market
growth
and
market
share
influence
strategy,

Chapter
7

• The
rational
decision
model:

Remember
and
understand
the
rational
decision
making
model.

• Bounded
rationality

Understand
and
apply
the
limits
to
rational
decision
making

including
bounded
rationality

and
satisficing.

• Group
Decision
Making

Understand
and
apply
the
advantages
and
disadvantages
of
group
decision
making

• Group
think

Understand
the
symptoms
and
causes
of
Group
Think

• Heuristics
and
Biases

Remember
and
understand
the
concepts
of
Heuristics
and
their
related

biases

Chapter
8

Organizational
Culture

• Understand
and
apply
the
three
levels
of
organizational
culture
:
Artifacts,
Values,
Assumptions

• Differentiate
between
Espoused
Values
and
Enacted
Values

• Identify
Stories,
Myths,
Symbols,
and
Heroes
and
understand
how
they
shape
organizational
culture

Organizational
Structure

• Understand
and
remember
the
concepts
of
Authority
and
the
Chain
of
Command
and
how
these
are
identified
on

an
organizational
chart

• Differentiate
between
examples
of
wide
and
narrow
Span
of
Control

• Recognize
examples
of
Functional
and
Divisional
organizational
structures

Chapter
9

• Define
Human
Resource
Management
(HRM)
and
identify
steps
in
the
HRM
Process

• Understand
the
purpose
and
recognize
examples
of
Job
Analysis

• Differentiate
between
Job
Descriptions
and
Job
Specifications

• Understand
the
purpose
and
origins
of
the
Equal
Employment
Opportunity
Commission

• Differentiate
between
Structured
and
Unstructured
Interviews
and
recognize
their
limitations
and
advantages

• Understand
the
differences
between
Objective
and
Subjective
Performance
Appraisals

• Understand
how
Behaviorally
Anchored
Rating
Scales
(BARS)
o
make
subjective
criteria
more
objective

• Identify
examples
of
360
Degree
Performance
Appraisals,
their
purpose
and
limitations

Chapter
11

• Understand
and
define
Values
and
Attitudes

• Recognize
the
five
major
personality
types

• Understand
the
definition
and
levels
of
Diversity

• Recognize
work
place
Stress

• Understand
the
elements
of
Emotional
Intelligence

•

Chapter
12

•
Differentiate
between
Extrinsic
and
Intrinsic
Rewards

•
Identify
and
apply
Maslow’s
Hierarchy
of
Needs

•
Identify
Alderfer's
ERG
theory

•
Understand
Herzberg’s
Two-‐Factor
Theory
and
recognize
examples
of
Motivating
Factors
and
Hygiene
Factors

•
Remember
and
apply
Equity
Theory

•
Understand
the
elements
of
Expectancy
Theory

•
Understand
how
managers
use
Job
Enrichment
to
increase
motivation

•
Understand

and
apply
Reinforcement
Theory
(Operant
Conditioning)

Chapter
13

•
Understand
the
difference
between
Teams
and
Groups

•
Identify
different
Types
of
Teams

•
Recognize
the
different
Stages
of
Team
Development

•
Understand
the
advantages
and
disadvantages
of
small
and
large
teams

•
Identify
and
apply
Conflict
Resolution
Strategies

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that!the!large!student!market!is!
untapped!and!we!decided!to!
capitalize!on!that!by!creating!the!
CrossfitOU!club.!
Target$Market$
Our$target$market$would$be$the$Ohio$
University$students.$Mainly$this$would$be$
ages$18B23,$however$any$students$
regardless$of$age$are$welcome.$
!!!! Strengths
• Unique Service
• Close knit
community
• Direct and personal
instruction
• Family friendly
• Targets large variety
of people
Weaknesses
• Poor web
performance
• High priced fees
• Poor location/hard
to find
• Little advertisement
Opportunities
• Large population of
college students
• Athens county
schools (Teachers &
students)
Threats(
• Ping(
• Economic$
downturn(
• Apathy$towards$
working$out(
(
!!
S.W.O.T. Analysis

!Lorem&Ipsum& 4&
We!conducted!a!survey!asking!50!students!at!Ping!the!following!
questions,!to!get!more!insight!and!see!if!they!would!be!interested!in!
CrossfitOU!
CrossFit(Club(Survey(
(
Do(you(regularly(work(out?(
(
Yes__________( ( No__________(
(
Have(you(heard(of(CrossFit?(
(
Yes__________( ( No__________(
(
Have(you(heard(of(CrossFit(SEO?(
(
Yes__________( ( No__________(
(
Would(you(be(interested(in(joining(a(CrossFit(club?(
(
Yes__________( ( No__________(
(
Would(you(be(willing(to(travel(off(campus(if(transportation(were(provided?(
(
Yes__________( ( No__________(
(
What(would(you(be(willing(to(pay(for(a(gym(membership?(__________(
(
(
!
!
!
!
!
!

!Lorem&Ipsum& 5&
This!is!a!brochure!that!descirbes!the!
essence!of!CrossfitSEO!and!CrossfitOU.!
These!would!be!distributed!throughout!
Baker!and!other!school!buildings.!
Getting Started
We know that new exercise
programs can be very
difficult. We do our best to
make you feel very
welcomed from the
moment you walk through
our door. To get started visit
our website for more
information. Pick a time and
date that you would like to
attend and be sure to
confirm your reservations.
Services
• Unlimited
$95/month
• Student/Service/Leo-
$75.99/month
• Multi-month discounts
o 3-month membership: 5%
o 6-month membership: 10%
• Family Discount
o Additional family member
receives 20% discount
CrossFit
762 W. Union Street,
(Behind Third Sun Solar)
Suite A, Athens, OH 45701
(
Location
ContactEmail:
Jolene@crossfitseo.com
Phone: (740) 591-0735
www.crossfitseo.com
SEO
Reasons to join
CrossfitOU
• Fast results
• Builds community
• Trainer expertise
• Prepares you for day
to day activities
• Improves self
confidence
• Personal growth
• Increased mental
toughness
• FUN!
What is CrossFit?
1
Our Philosophy
The three most important
principles of CrossFit SEO
• Adherence to the
foundations of the CrossFit
way
• Improving one’s overall
sense of well-being while
building physical
competence and mental
confidence for people of all
ages, shapes, sizes, and
abilities
2
With the support of an
organization students will be able
to meet others interested in
Crossfit and form a tight student
community. In addition, car pool
lanes will be established and
reduced fees will be enacted
through the Senate Appropriations
Commision.
CrossFit is a fitness system meant to help people develop and increased work
capacity across road time and modal domains. This means that CrossFit isn’t
necessarily designed to get you better at one skill or fitness attribute; instead, it’s
engineered to help you develop multiple skills and strengths at varying levels of
intensity and time.

!Lorem&Ipsum& 6&
We!have!also!made!a!Facebook!group!called!“CrossfitOU”!
in!order!for!the!members!to!stay!connect!and!keep!up!to!
date!on!the!latest!CrossfitOU!details.!
This!is!the!homepage!of!the!group!
!

!Lorem&Ipsum& 7&
Brand Model Pyramid
Competitive Context
Ping workout center
Insight
Students should be able to obtain a
quality workout, while building
relationships with people of the
same lifestyle
Target
Ohio University students
!
Product Attributes
Access to CrossfitSEO’s gym
Credibility
Club taught and lead by CrossfitSEO instructors
Emotional Benefit
A way to connect with others and release stress
Functional Benefits
Only Crossfit club on OU’s campus
Slogan
“CrossfitOU, where everyone fits in”
Personality
Active, and dedicated
organization
Positioning
To all Ohio University students, but mostly to ages 18-23!
Essence / Consumer Value Proposition
Memorable experiences enjoyed over group/
community workouts
EXTERNALANALYSISBUSINESSCONCEPTDEMANDFORECASTSMARKETINGFINANCIALS
Brand Pyramid Model
Vision
To offer the best Crossfit experience in the Athens area
Mission
To provide a rewarding and fulfilling experience while engaging with other students and Crossfit
members
9
!!

!
!
Lorem&Ipsum&
!
Lorem$Ipsum$Dolor$
[Street$Address]$
[City],$[State][Postal$Code]$
[Web$Address]$
CONCLUSION
Feasibility
•  Out of 50 people surveyed at Ping 17% showed interest in a
Crossfit club, this shows promising opportunity for growth in
regards to CrossfitSEO
•  Although it may be difficult to gain support from the Senate
Appropriations Commission, we believe it to be possible as a
substantial amount of students have shown interest
•  The brochure lays out the essence of Crossfit and this we believe
will generate more interest
•  A major weakness of CrossfitSEO is the lack of transportation,
with CrossfitOU the car pooling would will solve this issue

PSY 2110
Research Report #3
Caffeine is the most addictive drug and is consumed by the majority of the population. Some
enjoy the taste, while others enjoy the feeling that it offers. Either way many people rely heavily on
caffeine and need it to function throughout the day. Our group thought it would be interesting to see how
much money three different age groups spend on caffeinated beverages weekly. The three of us decided
to test how much money is spent on caffeinated beverages each week between underclassman,
upperclassman, and graduates. We asked the three groups a series of questions to determine which group
spends the most money. Our questions that we came up with were: what is your gender? Are you an
underclassman, upperclassman, or graduate? How much money do you spend each week on caffeinated
beverages?
As researchers there were certain aspects of the study that we could control. All of our subjects
were random and were either underclassman, upperclassman, or graduates. We controlled for whether
each subject was an underclassman, upperclassman, or graduate because we believe that these three
groups have different access to caffeinated beverages. For example, underclassman have a meal plan, so
they may be less inclined to spend money on caffeinated beverages because of access to caffeine within
the dining halls. In addition to this, graduate students may also be less inclined to purchase caffeinated
beverages because free coffee may be provided within the department in which they work. The other
aspect of our study that we controlled for was whether the participant was male or female. We controlled
for this because it may be possible that due to a male’s larger physique, they may have to consume more
and spend more money on caffeine to get the same pleasure affect as females.
During our study there were many aspects that we could not control. We could not control
dishonest answers. It is difficult to put a number on something that you do not keep track of on a regular

basis so we had to deal with the possibility of bad estimates. Another characteristic we could not control
for was where the participants choose to buy their caffeinated drinks. For example, some businesses may
charge more money for a 12 oz cup of coffee versus other businesses. A third aspect we could not control
for was the kind of caffeinated beverages the participants choose to buy. A vanilla latte is usually more
money than a small cup of coffee.
We expect to find that upperclassman will spend the most amount of money on caffeinated
drinks. This is because they have the least amount of access to free or included caffeinated beverages. As
stated previously, undergraduates have a dining hall plan where they can obtain caffeine drinks and
graduates oftentimes work in a place that may provide free coffee/tea as part of the job. In this study the
independent variables are underclassman, upperclassman, and graduates. Our dependent variable is the
amount of money spent on caffeinated beverages each week.
Raw Data:
Using SPSS we calculated the mean and standard deviation for each group. The mean for
underclassmen was 4.18 with a standard deviation of 3.843, the mean for upperclassmen was 9.45 with a
standard deviation of 6.605, and a mean for graduate was 8.10 with a standard deviation of 6.129
Underclassmen Upperclassmen Graduates
2.50 5 0
5 0 4
0 15 5

5 20 10
0 10 3
10 8 3
8 14 7
5 10 15
0 20 8
0 5 15
10 20 0
0 5 15
3 4 2
0 5 10
10 8 15
5 10 10
5 0 20
5 15 15
10 15 5
0 0 0

There are three assumptions that are associated with ANOVA and these include: normality,
homogeneity of variance, and independence of observations. Normality assumes that the dependent
variable should be normally distributed in the population from which we draw our samples. Using large
samples can balance out the effect of violating the normality assumption. The second assumption is
homogeneity of variance. Homogeneity of variance assumes that two or more populations being
compared have an equal variance, the rule is a 4 times difference. Violating this assumption means that
the variances are not within 4 times of each other. The third and final assumption is independence of
observations. Independence is the assumption that the two groups were sampled independently of each
other, which means that the groups are made up of different people. One person should not appear twice
in two different groups because this is inaccurate and could skew results.
We have not violated any of the above assumptions associated with ANOVA. Graphically, our
results show that the three sample groups are distributed normally. As you can see below we have our
histogram of our data that clearly shows a normal curve for each group. The variance of each group is
within four times of each other group in the study. This follows the 4 times rule. We did not violate the
assumption of independence of observation because our data that was gathered was completely separated
from one another and we never had one person record their results more than once. We asked them all the
same series of questions independently. This helped to control influenced answers, as the individuals felt
no pressure to give certain answers based on their peers. Violating independence of observations is the
most important variable not to violate because results could be very inaccurate and biased.

Using SPSS we conducted a one way ANOVA for our data. These are the steps that we took to obtain our
final data.
Hypotheses:
Ho: There is no significant difference in the amount of money spent each week on caffeinated beverages
when comparing underclassman, upperclassman, and graduates.
H1: At least one group mean is significantly different in the amount of money spent each week on
caffeinated beverages when comparing underclassman, upperclassman, and graduates.
Critical value:
According to Howell at alpha of .05 with degrees of freedom (2,57)
F.05 (2,57)= 3.18. We used the degrees of freedom between groups, which was 2 and a degrees of freedom
within groups which was 57.

Obtained:
ANOVA
Money spent per week
Sum of Squares df Mean Square F Sig.
Between Groups 300.358 2 150.179 4.695 .013
Within Groups 1823.388 57 31.989
Total 2123.746 59
We rejected the null hypotheses because we have a F critical value of 3.18 and an F obtained
value at 4.695. That means there is a significant difference in the amount of money spent each week on
caffeinated beverages when comparing underclassman, upperclassman, and graduates. It is appropriate to
perform a Fisher’s LSD post-hoc test because we rejected the null hypothesis. Therefore, we need to
evaluate which sample is significantly different.
Using SPSS we have created a Fisher’s LSD test. According to Howell, our t-critical value would
be T.05 (59)=+/- 2.009. The standard error value for our data is 1.78855. We found that there was a
significant difference in the amount of money spent on caffeinated beverages between underclassmen and
upeclassman as well as underclassman and people who have graduated. We calculated the t obtained by
dividing the mean difference by the standard error between the two groups. This was done to compare
each group to the other group. We compared our t critical value to our t statistic and determined whether
or not it fell in the rejection region.

Multiple Comparisons
Dependent Variable: Money spent per week
LSD
(I) Status (J) Status
Mean Difference (I-
J)
Std.
Error Sig.
95% Confidence Interval
Lower
Bound
Upper
Bound
Underclassmen Upperclassmen -5.27500*
1.78855 .005 -8.8565 -1.6935
Graduate -3.92500*
1.78855 .032 -7.5065 -.3435
Upperclassmen Underclassmen 5.27500*
1.78855 .005 1.6935 8.8565
Graduate 1.35000 1.78855 .453 -2.2315 4.9315
Graduate Underclassmen 3.92500*
1.78855 .032 .3435 7.5065
Upperclassmen -1.35000 1.78855 .453 -4.9315 2.2315
*. The mean difference is significant at the 0.05 level.
Eta-squared measures the degree of variability among observations that can be attributed to group
membership. Looking at the table below, the calculated eta- squared was .141. This means that 14.1% of
the variability in the mean amount of money spent on caffeinated beverages per week is due to whether
the participants are an underclassmen, upperclassmen, or college graduate.

Tests of Between-Subjects Effects
Dependent Variable: Money spent per week
Source Type III Sum of Squares df Mean Square F Sig. Partial Eta Squared
Corrected Model 300.358a
2 150.179 4.695 .013 .141
Intercept 3146.504 1 3146.504 98.361 .000 .633
Status 300.358 2 150.179 4.695 .013 .141
Error 1823.388 57 31.989
Total 5270.250 60
Corrected Total 2123.746 59
a. R Squared = .141 (Adjusted R Squared = .111)
where the participants choose to buy their caffeinated drinks
After this study we can conclude at least one group mean is significantly different in the amount
of money spent each week on caffeinated beverages when comparing underclassman, upperclassman, and
graduates. We found that there was a significant difference in the amount of money spent on caffeinated
beverages between underclassmen and upperclassmen as well as underclassman and people who have
graduated. We divided the mean difference by the standard error, which resulted in a value larger than our
t critical value therefore, we had to reject this region. Based on the results we can conclude that
upperclassmen spend the most money on caffeinated beverages per week, which is what we expected to
find.

The average amount of money spent per week for upperclassmen was $9.45 dollars, which was
higher than the other two groups. We did not violate any assumptions when doing ANOVA, however
there were a few factors that we could not control, which could have affected our results. We could not

control the possibility of bad estimates. It can be difficult to have to put a number on something that we
do not normally keep track of on a regular basis. We can’t control where the participants choose to buy
their caffeinated drinks or what type of caffeinated beverage they choose to buy. Some drinks tend to be
more expensive than others. Although, there were factors that could not control we believe that our study
is accurate representation of the amount of money spent each week when comparing underclassmen,
upperclassmen, and graduates.

Communications 1010
Name:
Sydney
Crowley

Activity
#1
–
Facebook
CSI
–
Self
Evaluation

More
and
more
these
days,
employers
are
surfing
the
internet
to
find
out
more
and
more
information

about
their
future
employees.

For
this
exercise
I
want
you
to
play
detective….on
your
own
Facebook

page.

Starting
your
profile
page,
explore
all
of
the
tabs
(especially
Timeline,
Basic
Information,
About

and
More).

In
AT
LEAST
500
words,
construct
a
“profile
report”
of
you.

Specifically:

a. Tell
me
as
much
information
as
you
can
about
yourself
from
the
Basic
Information
screen.

b. Tell
me
what
you
can
about
yourself
from
the
About
Screen

c. Look
at
the
first
5
things
on
your
Timeline
and
describe
the
content
and
assess
what
that
says

about
you.

d. Examine
the
first
8
pictures
under
the
photo
link.

Describe
the
photos
and
evaluate
what
they

say
about
you.

e. Select
two
tabs
from
the
“More”
tab
and
describe
what
they
say
about
you.

PLEASE
NOTE:
Writing
less
than
500
words
will
result
in
a
grade
of
0
for
this
section.

Facebook
can
tell
you
a
lot
about
an
individual.
A
lot
of
people
go
onto
others
Facebook
pages

to
investigate
and
figure
out
a
little
bit
about
the
person.
Weather
you
realize
it
or
not
Facebook
tells
a

lot
about
your
personality.
Facebook
is
a
great
social
networking
system
that
allows
people
to
connect

with
friends
and
family.
However,
it
can
also
be
harmful
if
you
are
not
careful.
If
you
post
inappropriate

items
on
Facebook
then
that
can
have
a
huge
impact
on
your
life.
People
need
to
be
very
cautious
about

what
they
decide
to
post
because
things
can
definitely
come
back
to
haunt
you.
I
have
always
heard
that

its
important
to
be
careful
but
I
never
actually
heard
of
Facebook
having
an
impact
on
someone
until

recently.
A
few
months
ago
my
dad
told
me
a
story
about
how
he
had
to
fire
a
guy
at
work
because
of

what
he
was
posting.
Now
my
dad
has
a
Facebook
and
is
always
checks
my
page
to
make
sure
that
it
is

clean.

If
a
random
person
was
a
to
take
a
look
at
my
page
they
would
be
able
to
dig
up
some

information
about
me.
I
try
not
to
post
anything
to
personal
on
the
Internet.
I
never
post
any
statuses

but
I
do
put
up
a
lot
of
pictures.
The
person
would
be
able
to
figure
out
how
old
I
am
because
it
says

that
I
just
graduated
from
Mount
Notre
Dame
high
school.
They
would
notice
that
I
really
enjoy
hanging

out
with
my
family
and
friends.
Based
on
my
timeline
picture
they
would
be
able
to
tell
that
I
have
three

brothers
that
I
am
very
close
to.
They
would
also
know
who
my
very
close
friends
are
because
they
are

in
my
last
eight
pictures
as
well
as
my
profile
picture.
They
would
know
that
my
friends
and
I
were
the

three
blind
mice
for
Halloween.
If
they
looked
through
more
of
my
pictures
they
would
know
that
I
went

on
vacation
to
the
Bahamas
with
my
family
over
the
summer
and
had
a
great
time.
If
they
were
to
scroll

down
they
would
be
able
to
see
what
kind
of
movies,
TV
shoes,
books,
music,
and
actors
that
I
am

interested
in.
If
they
were
to
take
a
look
at
the
movies
they
would
see
that
I
really
enjoy
watching

Disney
movies.
If
they
clicked
on
music
then
would
now
that
a
group
of
my
friends
are
in
a
band.
I
have

their
CD
and
a
link
that
will
take
them
to
their
page.
After
looking
at
my
likes
they
may
get
a
sense
that
I

am
really
into
fitness
and
being
very
active.

It
shows
that
I
attend
Power
Ryde
and
Simply
Power
Yoga,

which
is
a
studio
located
in
near
my
house
in
Loveland,
Oh.
I
share
a
lot
of
their
post
to
try
and

encourage
others
to
attend.
I
think
that
Facebook
can
be
a
great
way
to
advertise.

Activity
#2
–
Facebook
CSI
–
Detective
on
the
job

Now
that
you
have
practiced
writing
an
evaluation
of
yourself,
it’s
time
to
put
our
skills
to
the
test.

Open
up
your
Facebook.

As
a
friend
–
who
is
not
looking
at
your
screen
to
pick
a
number
between
1
and

the
total
number
of
friends
you
have.

(E.g.
Mine
would
be
1-‐1,019).

Using
that
number,
navigate
to

that
friends
page
and
complete
a
“profile
report”
on
them.

Feel
free
to
change
names
to
protect
the

innocent.

Starting
with
their
profile
page,
explore
all
of
the
tabs
(especially
Timeline,
Basic
Information,
About
and

More).

In
AT
LEAST
500
words,
construct
a
“profile
report”
of
them.

Specifically:

a. Tell
me
as
much
information
as
you
can
about
them
from
the
Basic
Information
screen.

b. Tell
me
what
you
can
about
them
from
the
information
on
the
About
Screen

c. Look
at
the
first
5
things
on
their
Timeline
and
describe
the
content
and
assess
what
that
says

about
them.

d. Examine
the
first
8
pictures
under
the
photo
link.

Describe
the
photos
and
what
conclusions
you

can
draw
from
looking
at
them.

e. Select
two
tabs
from
the
“More”
tab
and
describe
what
they
tell
you
about
this
person.

PLEASE
NOTE:
Writing
less
than
500
words
will
result
in
a
grade
of
0
for
this
section.

I
had
a
friend
who
was
not
looking
at
my
screen
pick
a
number
between
1
and
609.
I
used
the

number
that
she
picked
to
get
to
one
of
my
Facebook
friends
with
the
name
of
Katie
Carstens.
Katie
was

born
on
August
fourteenth
in
1991
and
raised
in
Batavia,
OH.
She
is
the
daughter
of
Chip
and
Sheri

Carstens.
She
grew
up
in
a
catholic
household
with
her
two
sisters
Cassidy
and
Chelsea
Carstens.
Katie

and
both
of
her
sisters
attended
Mount
Notre
Dame
high
school.
While
in
high
school
Katie
was
a
part
of

the
golf
team.
Katie
graduated
from
high
school
in
2010
and
she
now
is
a
senior
at
the
University
of

Cincinnati.
She
is
currently
in
the
health
and
science
field
striving
to
become
a
speech
pathologist.
She

has
recently
created
her
own
business
card
NSSLIIA.
I
feel
like
she
is
a
great
student
and
a
very
hard

worker.
I
saw
a
post
that
she
put
up
on
last
Friday
night
about
how
she
was
stuck
in
a
twenty-‐four
hour

lab.
I
can’t
even
imagine
doing
that.
From
the
looks
of
her
profile
Katie
is
going
to
be
a
very
successful

speech
pathologist.
She
seems
like
a
very
caring,
self
less,
and
helpful
individual.
It
seems
like
Katie
is

extremely
outgoing
and
has
a
great
personality.
All
of
these
qualities
that
she
shows
will
be
great
for
her

future
career.
She
is
part
of
Kappa
Alpha
Theta
and
from
the
looks
of
her
pictures
she
is
very
close
to

everyone
in
her
sorority.
She
is
always
posting
pictures
of
them
and
talking
about
how
much
she
loves

all
the
girls.
It
looks
like
she
is
doing
great
in
college
and
having
a
lot
of
fun.

Katie
has
five
bands
that
she
really
likes.
She
likes
Joseph
Nevels,
Cinema
Sleep,
Tana
Matz,
End

the
Paradigm,
and
Peter
Lee
Johnson.
I
have
not
heard
of
any
of
these
bands
but
I
am
sure
that
they
are

really
good
ones.
I
can’t
tell
what
type
of
movies
and
TV
shoes
that
she
is
interested
in
because
she

doesn’t
show
that
she
likes
any.
TV
may
not
be
very
important
to
her
and
she
may
be
too
busy
to
watch

any
shows.
Although
she
does
not
have
any
movies
that
she
likes
it
does
show
that
she
is
a
huge
fan
of

Channing
Tatum.
Katie
likes
to
go
shopping
and
one
of
her
favorite
stores
in
Charlotte
Russe.
About
five

months
ago
Katie
started
working
at
Stonelick
Hills
golf
course.
I
know
that
Katie
enjoys
gulfing
at
this

course
because
there
is
a
picture
of
her
playing.
There
are
also
a
lot
of
pictures
of
Katie
with
a
boy

named
Mike.
They
seem
to
be
very
close
but
I
am
not
sure
if
they
are
dating
or
not.
It
shows
that
they

were
dating
at
one
point
in
time
but
I
think
they
may
have
broken
up
because
it
shows
on
her
page
that

she
is
now
single.

Activity
#3
–
Texting
and
Chat

For
this
activity
I
would
like
to
you
reflect
on
your
last
phone
text/chat
conversations.

Take
out
your

phone.

Check
out
the
last
2
text
or
chat
(Kik
or
whatever)
conversations
you
had
and
type
them
out

below.

Please
select
messages
that
have
at
least
6
interactions.

(An
interaction
is
a
single
response

from
you
or
the
person
you
are
chatting).

Be
sure
to
answer
the
questions
about
when
and
where
the

conversation
took
place.

Feel
free
to
change
names
to
protect
the
innocent.

Conversation
1:

Mom:
Did
you
survive
Halloween?

Me:
haha
yeah
I
did!
Tiff,
Sarah,
and
I
decided
to
be
the
three
blind
mice.
We
wore
black
leggings,

grey
sweatshirt,
ears,
sunglasses,
and
painted
our
faces.
We
went
outside
and
just
found
random

sticks
for
our
canes.
It
was
really
fun!

Mom:
Good
I’m
glad
you
had
a
good
time.
Send
me
a
picture
when
you
get
a
chance.
Your
brothers

are
going
to
come
up
with
your
dad
in
two
weeks
for
dads
weekend.

Me:
Yeah
Ryan
came
up
last
weekend
and
that’s
what
he
told
me.
I
think
that
Zach
is
working
at
the

cheesecake
factory
that
night.
He
said
that
he
can’t
take
off
work
but
he
is
trying
to
get
someone
to

cover
his
shift.

Mom:
He
got
someone
to
cover
for
him.
I
just
talked
to
him
last
night.

Me:
okay
awesome!
Can’t
wait!

Mom:
You
guys
will
have
a
good
time.
I
got
your
picture
it’s
cute.
Love
you
sweetie!
Xoxo

Me:
love
you
too
mom!:)

When
did
this
conversation
take
place?
Monday
the
28th

Where
were
you
when
you
were
having
this
conversation?
I
was
in
my
dorm
room

Did
you
discontinue
Face-‐to-‐Face
conversation
with
a
live
person
to
answer
or
respond
to
this
text?
No

On
a
scale
of
1-‐10
(with
10
being
the
most
important),
how
important
was
it
for
you
to
respond
to
this

message
immediately?
Out
of
10
I
would
rate
this
message
a
3
of
importance.
It
was
not
that
important

to
respond
immediately.
I
could
have
responded
whenever
I
wanted
to.

Conversation
2:

Tiffany:
Hey
do
you
want
to
meet
me
at
Shively
after
your
class?

Me:
Yeah!
My
class
got
cancelled.
I
can
meet
you
there
after
your
class.
12:55
right?

Tiffany:
Yeah.

Me:
Alright
cool
see
you
in
a
little
bit.

Me:
wait..
haha
you
forgot
your
keys
on
my
desk.

Tiffany:
oh
shoot
you’re
right.
Wooops!
Can
you
bring
them
to
me?

Me:
No,
I
don’t
feel
like
it.

Tiffany:
Thank
you!:)

Me:
No
problem!

When
did
this
conversation
take
place?
Tuesday
29th

Where
were
you
when
you
were
having
this
conversation?
In
my
dorm

Did
you
discontinue
Face-‐to-‐Face
conversation
with
a
live
person
to
answer
or
respond
to
this
text?
Yes

On
a
scale
of
1-‐10
(with
10
being
the
most
important),
how
important
was
it
for
you
to
respond
to
this

message
immediately?
I
would
say
a
7
because
if
I
didn’t
respond
then
I
would
not
have
met
her
at

Shively.

If
I
didn’t
meet
her
at
Shively
then
she
would
not
have
had
her
keys
to
the
dorm.

Activity
#4
–
Turn
it
OFF.

You
need
to
plan
ahead
a
bit
for
this
activity.

For
one
day
–
well,
one
SCHOOL
day,
I
need
you
to
make
a

commitment
to
SHUT
YOUR
PHONE
OFF
during
all
of
your
classes
and
at
any
meals
where
you
are
not

eating
alone.

During
those
times,
I
want
you
to
observe
your
interactions
with
your
environment

(noting
similarities
and
differences
from
when
you
have
your
cell
phone
on).

What
do
you
notice
about

your
own
communication
patterns?

What
do
you
notice
about
the
communication
patterns
of
others?

In
conclusion,
reflect
on
your
own
cell
phone
use
throughout
the
day
and
assess
the
effectiveness
of
the

strategies
you
employ?

Please
respond
to
this
prompt
in
a
MINIMUM
of
250
words.

Responses
less
than
250
words
will
receive

a
0
for
this
section.

I
am
not
one
to
constantly
be
on
my
cell
phone.
It
is
probably
because
I
do
not
have
a
very
good

phone.
All
of
my
friends
make
fun
of
me
and
call
my
phone
the
iphone
7.
I
am
very
bad
at
responding
to

people
and
a
lot
of
times
my
friends
get
a
little
frustrated
because
I
never
answer
them
when
they
call

or
text
me.
Not
having
a
nice
phone
has
its
ups
and
downs.
I’m
not
going
to
lie
I
would
love
to
have
a

smart
phone
but
I
don’t
necessarily
need
one.
I
don’t
want
to
be
one
of
those
people
who
are
addicted

and
on
their
phone
twenty
four
seven.
I
personally
get
annoyed
when
I
am
hanging
out
with
someone

who
can’t
be
away
from
their
phone
for
more
than
a
few
minutes.
There
is
nothing
more
awkward
then

being
at
dinner
with
a
group
of
friends
who
are
all
on
their
phones.
I
really
don’t
understand
it.
If
you

are
going
out
to
dinner
with
your
friends
then
I
think
that
you
should
put
away
your
phones
and
actually

spend
time
and
talk
to
that
friend
that
you
are
with
at
that
moment
in
time.
Why
do
people
want
to

hang
out
with
someone
if
they
are
just
going
to
be
on
their
phone
the
whole
time?
If
someone
is
with

me
and
on
their
phone
it
is
kind
of
insulting.
It
makes
me
feel
like
they
are
really
bored.
Participating
in

this
activity
was
very
easy
for
me
to
do.
I
was
able
to
keep
my
phone
turned
off
without
any
problems.
It

was
not
a
struggle
for
me
at
all
because
I
never
have
my
phone
on
me
anyways.

Anthropology 1010
I
went
to
the
Kennedy
Art
Museum
and
examined
the
Suku
Helmet
mask
for
Mukanda
initiation

society.
It
is
from
the
Democratic
Republic
of
Congo.
The
mask
is
made
of
wood,
pigment
and
raggia.

The
mask
was
a
gift
of
Frederick
and
Carol
LaSor.
I
was
not
sure
what
the
purpose
of
the
mask
was
so
I

researched
to
find
out
more
information.
I
found
out
that
the
mask
is
a
symbol
for
deceased
elders.

They
are
used
to
promote
success
in
the
hunt,
to
heal,
and
to
punish
criminals.
Dancers
wear
the
mask

during
certain
initiation
ceremonies.

The
mask
has
a
ton
of
straw
all
around
the
face,
which
looks
like
a

large
beard.
The
face
is
painted
with
black
and
white
paint
and
there
is
an
animal
resting
on
the
top
of

the
head.
The
animal
looks
like
an
armadillo.

English 1510
Multimodal Argument
“In the last 30 years the rate of childhood obesity has increased considerably, almost tripling for
children aged 6-11 years”(Calbom 5). Childhood obesity is a major health problem in the United States.
Studies show that one in three children in the United States are overweight. This increase has also caused
an increase in child health problems. Being overweight is a serious issue. It can cause high cholesterol,
high blood pressure, early cardiovascular disease, low self-esteem, skin conditions, depression, bone
problems, and diabetes. Overweight children are also more likely to experience death at a younger age. It
is expected that today’s generation of children will die at an earlier age than their parents. Parents, why is
it that child obesity is dramatically increasing? There are a number of different reasons. The main cause is
poor nutrition and lack of exercise. For the sake of your child’s health it is important to be aware of what
our nation as a whole can do about child obesity.
Many children are not getting enough exercise throughout the day. The National Association of
Sports and Physical education recommends that children get at least sixty minutes of physical activity
each day. In this day and age it is very difficult for children to get a full sixty minutes of physical activity.
Technology in our generation is so advanced making us all lazier whether we like to hear it or not. It
makes things ten times easier. Why force your child to take the stairs when it is way more convenient to
take the elevator? Why make them to go outside and play with their friends when they have just as much
fun playing with their friends online? Technology is children’s main source of entertainment. It has made
it possible for children to be entertained for hours without having to leave the couch. Today Children
spend their night watching television, playing video games, and searching the web. It is estimated that
kids spend around 75 hours using the media each week. If your child is not being active at home then it is
important that they attend a school that provides them with this opportunity. Unfortunately, many school
districts around the nation are cutting physical education programs and recess from their curriculum

because of expenses and the idea of intensely focusing on academics. This is incredibly harmful to your
child’s health.
For many kids physical education class is the only chance for exercise. If they are not getting
exercise at home or school then obesity will continue to be a major problem in the United States. Children
obesity rates will continue to rise and there will be an ongoing increase in child health problems. The
national association for sports and physical educations guidelines for physical education recommends that
schools provide 150 minutes per week of PE to elementary school students and 225 minutes for middle
and high school students. Unfortunately, in high school only about one third of kids have PE class every
day. Does this mean that the other two thirds of students are participating in physical activity outside of
school? Most likely they are not. More than sixty percent of children do not participate in physical
activities outside of class. Physical education classes should be made mandatory for students in
kindergarten through twelfth grade. Instead of cutting classes schools should be promoting them. They
should be encouraging physical education class and stressing to your children the importance of taking it.
Children need guidance in their life. Without physical education classes some students will not
learn the importance of exercise and the overall effect that it has on their life. Children may hear on the
television that exercising is healthy but that does not mean that they are going to do it. I’m sure many of
you parents explain to your children the importance of being active but it is always nice for them to hear it
from another source. They need a credible and reliable teacher to tell them that this is true. Someone who
can provide them with facts and teach them different activities that they have never been introduced to
before. Not everyone is interested in the same thing. Teachers can open up new doors for students. They
can give them the opportunity to explore and find something that they personally enjoy doing. There are
numerous activities in the world and everyone is bound to find something that they enjoy doing. It is the
teachers responsibility to help the students find what they like to do and then encourage them. Exercise
does not strictly mean running and lifting weights. For children it is simply running around with their
friends playing a wide variety of games. Children should not dread going to gym class. Teachers should

make them feel comfortable in their environment and make it fun for everybody. If children feel self
conscious in their class then they are not going to want to participate in any of the activities. If they do not
participate in the activities then it is less likely that they will find something that they enjoy doing.
It is important for a child to find something that they like to do. Physical education class is a great
way for them to explore different options. There is an increased chance that students will participate in
extra curricular activities if they find a certain activity in PE class that they find enjoyable. Physical
education classes are great for encouraging children to be physically active outside of school. It also gives
children the opportunity to find something that they are good at. Your child may be naturally talented at
soccer, basketball, softball, football, etcetera, but without Physical education class they may never learn
the game. It would be a shame to let such talent go to waste.
Exercising during Physical Education class can be very beneficial for your child. It is incredibly
important and needs to be done everyday. While exercising your child will increase their heart rate, pulse,
and metabolism. This is extremely healthy for all children especially for those that are inactive.
Exercising can significantly improve your child’s weight by allowing them to burn calories. Children gain
weight by in taking more calories than they burn. Exercising during PE class can give them the chance to
burn off some of those extra calories. It can also improve mood, sleep, and bones. It is extremely
important for your kids to exercise especially for females because it increases their bone density. Weight
bearing activities can help strengthen the bone and decrease your child’s chance of developing
osteoporosis when older. Exercise not only helps prevent osteoporosis but it helps with many other
chronic diseases and even some cancers.
Physical education classes can increase your child’s confidence. Self esteem increases when
others are encouraging and giving you compliments. When students are split into teams for different
activities they learn the importance of communication and how to work well with others. Students also
learn how to follow rules. Your child will win some games as well as loose some, which is great for

teaching them sportsmanship skills. If your child messes up then they cannot blame someone else for their
mistake. They will learn how to take responsibility for their actions. Your child will learn leadership skills
by teaching other kids how to do things that they know how to do. PE class may also be the only time in
the school day where your child get the chance to talk with other classmates. This can be a great way to
improve his or her social skills.
Many schools are cutting physical education classes because they feel like it is valuable time that
is going to waste. School administrators think that by cutting Physical education class the students will
learn a lot more. This is not the case at all. There are more benefits from having physical education class
as opposed to not. It is actually proven that physical education classes improve academic performance.
Having the child exercise during the school day gives the child’s mind a rest, increases oxygen flow to the
brain, increases blood circulation, and increases brain neurotransmitters and neutrophins. This enhances
the child’s memory, attention span, and problem solving skills. The neurotransmitter that is being released
during exercise is called endorphins. Endorphins are “feel good” hormones in the body. These hormones
improve children’s mood, which decrease the risks of developing depression and anxiety. Research has
shown that aerobic exercise can improve memory and executive functioning in school-age youth
especially those who are overweight. Giving students breaks for physical activity throughout the school
day can significantly increase on task behavior. Research observed students in grades kindergarten
through fifth grade for thirty minutes before and after each break. On average the activity breaks
increased on task behavior by eight percent. Reports have also shown that children who are physically
active do better on tests and have overall higher grades.
Physical education programs are critical investments. Some schools however lack the financial
resources to provide all children physical activity opportunities in schools. I understand that there are
budget cuts being made in schools. Some schools may be hurting financially but allowing children to get
physical activity in for the day is not expensive. If schools cant afford to hire a professional then they
should at least let them have recess. Recess can be a time for children to run around and burn off some

extra energy. Although it would be nice to have a teacher that is well educated on the topic of health it is
not required. Schools that can afford to hire someone should. They should not replace physical education
class with recess just because it is cheaper. The reason being is because there are some children that may
sit around and do nothing during this time. Schools should look at physical education class as being just
as important as all of the other core classes.
Schools should not be eliminating physical education classes especially with all of the benefits
that it provides to children. More and more children are becoming obese everyday, and having them
attend physical education class can help reduce this problem. With a decrease in obesity that means a
decrease in health problems and an increase in longevity. Some schools believe that they are honestly
doing what is best for the students. They think by cutting physical education class they are giving the
student more time to focus on important subjects such as math, science, and reading. They however are
highly mistaken. They are not in any way helping the students succeed. I think that its great schools are
working hard to prepare students for the future but cutting physical education class is not the way to do it.
Children are developing unhealthy habits at a very early age. They are going to carry these habits into
adulthood and nothing positive is going to come from it. They are going to have incredibly expensive
medical bills and a decrease in their life expectancy. According to the centers for disease control and
prevention “The annual direct cost of obesity in the United States is estimated to be $14.3
billion”(Calbom 4). This is an incredible amount of money being spent for health related reasons caused
by obesity. I’m sure that you all would be devastated to see your child go down this unhealthy expensive
pathway.
Only six states nationwide require the recommended amount of physical education. This needs to
change. The legislation passed a new law in 2012 that requires twenty minutes of physical exercise during
the school day for student’s kindergarten through fifth grade. This is not enough. There needs to be
federal requirements for physical education in all schools. State legislatures need to make policies that

require children to take physical education class from kindergarten through twelfth grade. By creating
these laws we are creating an overall healthier nation.

Literary Analysis
The Best TV Commercial Ever is an extremely powerful advertisement video. The producers of
this video made it clear whom they were trying to target. The main audience is definitely any parent that
is currently raising a child. The secondary audience is anyone planning or expecting to become a parent in
the future. Although they are directly speaking to parents, this does not mean that they are the only ones
that can benefit from it. I personally am not a parent, but I have definitely learned a valuable life lesson.
It has a strong message that can be tremendously influential to many different people in today’s society.
By choosing to include a diverse group of people, both white and blue collard individuals allows for an
even larger audience.
By only watching this video once it is obvious who the main audience is. The advertisement starts
off in a large city with a few groups of individuals walking around. These groups are made up of two
people, one adult and one child. The following fifteen scenes continue in a pattern. They all have an adult
who is performing some type of unacceptable behavior. Following the adult is a young child who imitates
that same exact behavior. By the way these children dress, look, and behave it is appropriate to conclude
that these adults are their parents.
In this advertisements the parents make very poor choices. They are rude, uncaring, cruel, and
disrespectful. They don’t realize that their child is mimicking everything that they do and say. The
children are literally following in their parent’s footsteps in this video. It goes to show that parents have a
major impact on their children’s lives whether they realize it or not. Kids look up to their parents and
strive to be just like them. They watch their every move. Parents need to be careful of their actions and be
aware that there children are watching and learning from them every second of the day. Children do not
know right from wrong and it is the parent’s responsibility to teach them. If a parent treats someone
disrespectfully the child will think that it is okay to treat others this way as opposed to treating someone
with respect. In the video it showed a man that beat his wife in front of his little boy. This little boy will
now grow up to think that this is acceptable behavior when in reality it is not at all.

This video was definitely a little sad but it was a real eye opener for the audience. The message
being communicated was very effective. Parents need to take this message and apply it to their own life.
They need to learn to be mindful of their actions especially when there kids are around. They are teaching
their kids so much more than they realize. Every single parent’s choices, actions, and behaviors
significantly impact their children.
The claim of this commercial is explicitly shown at the end of the video. The claim is what
children see is what children will do. The purpose of this video was to make parents aware of how much
of an influence they have on their children. Everything that they do has an effect. Parents choice of
appearance, behavior, and language all matter. Children watch their parents like a hawk. They want to
dress, act, and behave just like them. Parents have the ability to shape their kids into whomever they want.
They can teach them right from wrong by practicing what they preach. If parents want their kid to show
respect towards others then they should do the same. Teach children good habits as opposed to bad.
In the video there is a parent and child riding up an escalator both smoking. Parents know that
smoking is unhealthy and the majority of parents don’t want their kids to smoke. It’s a hard habit to
break, but if one wants to save their child from smoking then they should quit. The video is not saying
that every parent who smokes child smokes. However, they are saying that it is more likely for a child to
smoke if the parents do. There was another scene in the video of a woman driving her car. This woman
was holding up the middle finger and hollering at the car next to her shouting “ do you even have a
drivers license” while the kid in the back was yelling, “I don’t think so.” The kid was also flicking off the
other woman in the car. This mom has taught her son that it is okay to blow up at a random person who
may have made an honest mistake.
There is a scene where both the father and son are throwing rocks at a dog hiding in his doghouse.
It is obvious that the dog is frightened but they still continue to scare it. The dad may think that it’s all in
fun, but this is not beneficial for the boy. It is teaching him to be forcefully aggressive. It is wrong to

abuse animals, but it is even worse if he is taking what he is learning at home with him to school. It may
cause him to pick fights with other kids for no apparent reason. This violent act can greatly affect his
future.
The success of this commercial comes from the little details that most people do not take time to
realize. The background music, color, text, tone, font, clothes, appearance, style, lighting, camera angle,
speed, volume, and so much more really contribute to the overall quality of the commercial. The small
things that seem to slip our minds as we watch is what makes us feel the way we do.
The music played in this video was slow and depressing. It’s instrumental throughout most of the
video except for in the beginning. The lyrics state, “It looks like rain again today. Dark clouds fill the sky.
Don’t know how to talk to you just know how to say goodbye.” They specifically chose this part of the
song because it’s a great way to appeal to the audiences emotions without them even realizing. Another
use of pathos in this video was at the end of the film when they displayed the black background. On this
black background slowly appeared a phrase that stated, “Children see. Children do” This text was written
in white bold lettering that was easy to see. There was nothing else to look at on the screen, which forced
the audience to focus their attention on the meaningful four words. They chose a simple phrase in hopes
that the message would stick. It was short, sweet, to the point, and very memorable.
The background colors of the video were very dark and gloomy. Most of the scenes were shot
outside during the day but the sun was rarely ever shining. One scene took place in an abandoned ally
way. If one looked close enough they would notice flickering lights in the background. By the way the
lights were displayed it looked like a scene taken out of a scary movie. There were not any vibrant colors
being used. Everyone’s outfits were plain and extremely dull. There was not a significant difference in
appearance between the child and parent. Their choice of style was almost identical. Having the child
dress similar to the parent was a subtle way to show that many children grow up to be just like their
parents. They start imitating their parents at a very young age. Every single child in this video looked

roughly the same age. They all looked to be around six years old, to young to question their parent’s
actions.
The speed of the film goes back and forth from fast to slow motion. The slow motion adds a
dramatic effect to the scenes. Every time the producers wanted you to pay specific attention they would
slow the film down and the camera would zoom in on a certain object. They zoomed in on the cigarette
that the girl was holding as she went up the escalator, they zoomed in on the boy throwing his can into the
streets, and they zoomed in especially on the facial expressions of those yelling. No one ever talked in
this video, they only would scream. Scream at their children, significant other, or even an innocent
bystander. Out of fifteen parents only one was being a good role model. It was the man in the very last
scene that kindheartedly helped out the woman who dropped her groceries. The dad bent down to help the
woman and the son followed. Words were not needed in this scene because his actions spoke louder.
Parents should perform more acts of kindness just like this father. It will impact their children in more
ways than one. Remember what children see children do.

Cons 3450J
CROWLEY
Contact: Sydney Crowley FOR IMMEDIATE RELEASE
Tel. 513-625-0746
Cell phone 513-236-7189
Email: s087612@ohio.edu
UP CLOSE… WITH SYDNEY CROWLEY
Dreams, goals, and hobbies
Sydney Crowley, 20 years of age, was born on May 12, 1995 in Cincinnati Ohio. She is
currently enrolled as a student at Ohio University and is working hard to attain a bachelor’s
degree in nutrition with a minor in business. Sydney currently works as a customer service
representative in the claims department at American Modern Insurance Group. She has worked
for the company going on five years. She works in the office when she is in her hometown and
works from home while she is away at school in Athens, Ohio
Sydney lives a healthy lifestyle and enjoys staying very active. She has been on several
different sport teams throughout the years including volleyball, softball, soccer, basketball, track,
and cross country. Her hobbies include-but are not limited to running, hot yoga, listening to
music, and hanging out with family and friends. Sydney grew up in a household of boys. She has
three brothers all of which she is very close too.
When Sydney was younger she was a member of a 4-H club where she showed goats and
turkeys at the Clermont County Fair. Not only did she raise goats and turkeys but she also had
sheep, hogs, chickens, cats, and dogs. Trying to balance school, sports, and 4-H all at once was
not easy, but it taught Sydney how to be a hard worker and how to manage her time wisely.
Sydney has volunteered at various locations during the past five years. Her favorite volunteer
experience was with Live Healthy Appalachia. She taught a second grade classroom at
Alexander Elementary School about the overall important of eating healthy and exercising
regularly.

Sydney’s expected graduation date is spring of 2017. After graduation she plans on
backpacking through Europe before pursuing her career in the health field. She enjoys traveling
and would love to get out and explore the beautiful world that we live in. Sydney hopes to open
up her own studio in years to come.
For more information on the topic, or to schedule an interview, please contact Sydney Crowley
at sc087612@ohio.edu

BIOS 2210
Recent
discoveries
have
proven
evidence
of
microbial
growth
in
the
harshest
conditions
where

the
division
and
multiplication
of
bacteria
was
previously
thought
to
be
impossible.

Although
bacteria

may
be
invisible
to
the
naked
eye,
it
is
everywhere
on
earth.

The
topic
of
microbial
growth
in

environments
that
would
usually
have
no
signs
of
life
ties
all
three
articles.
Microbial
growth
is
an

increase
in
cell
division
where
a
bacterium
divides
into
two
daughter
cells.
Bacteria
can
multiply
rapidly

under
certain
growth
conditions.
In
the
past,
research
scientists
have
tried
to
determine
the
best

location
and
conditions
for
bacteria
to
grow.

Recent
research
has
discovered
that
a
bacterium
survives

in
even
the
harshest
of
conditions,
some
of
which
are
completely
sterile.
Researchers
are
debating
if
the

surviving
bacteria
could
actually
be
a
beneficial
breakthrough
for
certain
aspects
of
life.

Bacteria
can
be
extremely
harmful
for
our
bodies;
yet,
we
need
it
to
stay
healthy.
It
was
once

thought
that
there
was
no
bacteria
found
in
the
womb
during
pregnancy.
Now,
there
is
evidence
that

bacterium
does
exist
in
the
womb
and
it,
in
fact,
helps
boost
the
infant’s
immune
system.
The
mother’s

seed
their
fetuses
with
microbes
that
are
thought
to
help
attack
pathogens
and
fend
off
diseases.

Healthy
bacteria
in
the
fetus
can
decrease
premature
birth.
Scientists
are
researching
ways
to

manipulate
the
bacteria
to
treat
gut
infections
and
autoimmune
disorders.
There
are
a
few

controversies,
however.

Some
scientists
do
not
believe
there
is
strong
enough
evidence
to
support
the

idea
that
a
bacterium
passes
from
a
mother
to
her
fetus
resulting
in
a
strengthened
immune
system.
If

microbes
can
grow
inside
a
mother
and
affect
a
fetus
then
where
else
can
they
thrive?
Three
years
ago,

research
was
preformed
in
the
Antarctic
plain.
Scientist
collected
samples
directly
from
a
subglacial
lake

avoiding
any
threats
of
contamination
to
prevent
invasion
of
organisms
into
the
lake.
They
drilled

through
a
thick
sheet
of
ice
to
retrieve
their
samples
and
what
they
found
was
astonishing.
From
the

collected
samples
that
they
gathered,
it
has
been
confirmed
that
life
still
resides
where
no
energy
from

the
Sun
has
been
for
one
million
years.
These
microbes
found
could
possibly
supply
important
nutrients,

such
as
iron,
to
the
subglacial
waters
and
ecosystems
in
the
Sothern
Ocean.
The
survival
of
microbes
in

harsh
climates
is
amazing.
Furthermore,
there
have
been
signs
of
microbial
growth
in
extremely

sterilized
environments
found
in
NASA.
Samples
have
been
gathered
from
the
air
and
surfaces
in
clean

rooms
at
three
National
Aeronautic
and
Space
Administration
centers
and
discovered
particular
types
of

bacteria
resist
the
sterilization
procedures.

This
substantial
breakthrough
has
played
a
role
in
the

discovery
of
life
elsewhere.
Researches
say
that
the
surviving
bacteria
can
help
reduce
microbe

contamination
in
locations
where
spacecraft’s
visit.
These
findings
of
beneficial
surviving
microbial

growth
are
very
significant.

The
next
stage
of
research
for
microbial
growth
will
be
to
further
research
other
subglacial
lakes

as
well
as
expand
on
different
sterilization
techniques.
I
am
very
fascinated
by
all
three
of
these
articles.

I
have
always
thought
of
bacteria
as
being
harmful
substances
that
grow
in
dirty
environments
causing

illnesses.

I
have
learned
that
this
is
not
always
the
case.
There
are
bacteria
out
in
the
world
that
are
in

fact
favorable
to
us
all.

BIOS 2215
The organism letter that I had was C. By looking into the microscope after my gram staining I
discovered that I had a gram-positive bacillus organism. I know this because the color was purple, which
indicates that it was positive instead of negative. The organism was rod shaped indicating that it was
bacillus instead of cocci. I looked at the sheet that was provided to us in class to figure out which test I
should run to determine which unknown organism was in the tube labeled C. The confirmation test that I
ran was VP+ and amylase+.
For the VP+ test I incubated my organism and then added five drops of both VP reagent A and B.
I shook the tube well, took the cap off, and placed it at a slant. After a few minutes I noticed that there
was an orange color on the top layer of the liquid, which indicates that it is positive. I also used the starch
agar plate. For this test I took my unknown organism and streaked it on the plate. After incubation I took
iodine and covered the entire plate to see it’s interaction with the starch. The iodine turned a dark
blue/black color and was clear around the bacterial growth, which indicates that the organism hydrolyzed
the starch. This confirms that my organism is positive.
After running the VP+ and amylase + test I determined that my unknown organism was Bacillus
megatarium. Bacillus megaterium is a gram-positive spore forming bacterium found in many areas. It is
one of the biggest known bacteria that grow at a temperature of 3 degrees Celsius to 45 degrees Celsius.
Interestingly, it has been found as a potential agent for the biocontrol of plant diseases. It produces
penicillin amidase used to make various amylases in the baking industry, and glucose dehydrogenase used
in glucose blood tests. It is used for the production of pyruvate, vitamin B12, drugs with fungicidal and
antiviral properties, enzymes for modifying corticosteroids, and other amino acid dehydrogenases.

Bios 1030
Cardiovascular
Health

There
are
a
few
simple
things
that
young
people
can
do
to
help
prevent
cardiovascular
diseases.

It’s
very
important
for
one
to
avoid
smoking.
Smoking
is
very
dangerous
and
can
cause
serious

problems.
It
is
the
biggest
risk
factor
of
cardiovascular
disease.
It
is
also
important
to
maintain
a
healthy

weight.
Obesity
is
drastically
increasing
in
young
individuals,
which
is
very
harmful
to
our
health.
We

need
to
avoid
eating
foods
that
contain
a
lot
of
sodium
and
high
trans
fat.
These
foods
filled
with
salt

and
fat
are
not
healthy
for
ones
heart.
Some
of
these
foods
can
cause
high
cholesterol,
which
causes

heart
problems.
One
should
watch
what
they
are
consuming.
Eggs
are
extremely
high
in
cholesterol
but

this
does
not
mean
that
you
should
avoid
them
all
together.
They
contain
healthy
nutrients
that
your

body
needs.
You
should
not
eat
eggs
everyday
because
the
yolk
is
filled
with
cholesterol
but
I
think
they

are
okay
to
eat
in
moderation.
One
should
just
make
sure
to
watch
their
cholesterol.
One
should
get
it

checked
by
the
doctor
every
so
often.

Along
with
eating
nutritious
foods
such
as
fruits,
vegetables,

whole
grains,
and
lean
protein
it’s
also
beneficial
to
make
exercise
part
of
your
daily
routine.
Exercise

helps
to
reduce
stress
another
factor
of
heart
disease.
Oral
health
is
also
important.
People
with
gum

disease
are
at
risk
for
heart
problems
because
the
inflammation
in
the
body
causes
the
arteries
to
clog.

African
Americans
are
twice
as
likely
than
any
other
race
to
suffer
from
cardiovascular
disease.

This
is
because
they
carry
a
gene
that
makes
them
more
sensitive
to
salt.
This
gene
increases
their
risk
of

having
high
blood
pressure.
African
Americans
are
also
more
likely
to
be
obese
and
have
diabetes.
As

mentioned
above
this
is
terrible
for
the
heart.
It
does
not
help
that
they
are
less
likely
to
pay
visits
to
the

doctor.
They
should
be
visiting
the
doctor
regularly
so
that
they
can
be
put
on
certain
medications
if

need
be.
There
are
supplements
that
can
be
taken
to
help
cardiovascular
disease.
The
simplest

supplement
to
take
is
Aspirin
but
there
are
other
supplements
that
can
be
taken
as
well.
These
include:

fish
oils,
psyllium,
vitamin
C,
vitamin
E,
CoQ10,
B
complex,
Curcumin,
Turmeric,
Terminalia
Arjuna,
and

Danshen.

For
only
ninety-‐nine
dollars
I
would
definitely
want
to
be
tested.
Although
it
may
be
difficult
to

receive
the
bad
news
it
can
also
be
very
helpful.
I
would
like
to
know
if
I
should
be
making
any
life

changing
habits
that
can
prolong
my
life.
If
there
is
anything
that
I
should
be
doing
to
help
my
body
I

would
like
to
know.
I
want
to
live
a
long
happy
life
and
if
there
is
something
that
I
can
do
to
make
this

happen
I
will
do
it.

Resources

http://www.webmd.com/heart-‐disease/features/how-‐can-‐i-‐prevent-‐heart-‐disease

http://www.medicinenet.com/script/main/art.asp?articlekey=161440

http://www.webmd.com/heart-‐disease/features/why-‐african-‐americans-‐greater-‐risk-‐heart-‐
disease?page=2

http://www.heart.org/HEARTORG/Conditions/More/MyHeartandStrokeNews/African-‐Americans-‐and-‐
Heart-‐Disease_UCM_444863_Article.jsp

http://www.raysahelian.com/heartdisease.html

Bios 1300
Sydney Crowley
Screening, assessment, and treatment of osteoporosis for the nurse practitioner: key questions and
answers for clinical practice- A Canadian perspective
Rice, P., Mehan, U Hamilton, C. and Kim, S.
Background on relevant pathology:
This study was done to determine treatment options for osteoporosis. Osteoporosis is a
disease that diminishes bone material. Due to the declining bone structure, the bones eventually become
so brittle and fragile they become likely to fracture. The areas that are most prone to break are located in
the hip, wrist, and spine. Osteoporosis is a very common disease in men and especially woman. The onset
of osteoporosis usually takes place between the ages of fifty and sixty-four. The disease usually occurs
suddenly without notice due to the fact that one can not feel their bones gradually becoming weaker. It is
painful and can cause many health related issues.
There are a variety of different treatments depending on the severity of the disease. Those at high
risk for fractures will greatly benefit from pharmacologic therapy. Those with a moderate risk will benefit
from becoming educated and gaining knowledge on fracture prevention methods. Low risk individuals
should participate in weight bearing activities and intake an adequate amount of calcium and vitamin D.
Prevention and treatment methods are absolutely critical for everyone.
Purpose and method of study:
The author used a case based approach to answer questions about nurse practitioners regarding
the screening, assessment, and treatment of osteoporosis in Canada. The author examined one specific

Canadian woman, Mrs. X who is 69 years old. She does not have any family history of osteoporosis or
any previous fragility fractures. However, she has shrunk 2.0cm in the past two years. Loosing height
could be a result of tiny fractures in the vertebra. This is an early sign of osteoporosis.
Summary of Results:
When Mrs. X went in for her annual checkup the nurse noticed a decrease in her height. Due to
the dramatic change in height Mrs. X was sent for a lateral thoracolumbar spine x-ray and biochemical
testing. Her results came back normal, free of vertebral fractures. In Canada the Canadian association of
radiologist and osteoporosis Canada (CAROC) and Fracture risk assessment (FRAX) tools both help in
assessing ten year fracture risks. They take into account low body mass index, parental hip fracture,
current smoking, alcohol intake, and rheumatoid arthritis. According the CAROC or FRAX tool Mrs. X is
going to have a moderate risk for developing osteoporosis, putting her in the 10-20% category.
Implications for Patient Care:
The longevity of individuals in today’s society will result in a dramatic increase in osteoporosis.
It is difficult to determine if one will develop this aching disease in their lifetime. Osteoporosis is
unenjoyable and incredibly expensive. The case study indicates methods for clinical assessment. Nurse
practitioners should be testing both men and women over the age of fifty not previously diagnosed with
osteoporosis. They should be able to provide treatment options to all patients depending on the severity of
their case. Furthermore, the nurse practitioner should also be assessing those who have previously
suffered from a fragility fracture. They have the ability to significantly improve current screening,
diagnosis, and treatment of osteoporosis. They could start recognizing signs sooner and start treating
patents before fractures occur.
Bios 2250

Name:
Sydney
Crowley
Bios2250

Pattern
of

inheritance

MAP

Autosomal

dominant

B

Autosomal

recessive

E

X-‐linked

recessive

D

X-‐linked

dominant

A

Y-‐linked

F

Mitochondrial

C

A
B
C
D
E
F

EXPH 1490
Exercise Prescription, Evaluation and Programming
Case Study
AA is a 38 year-old emergency medical technician on an ambulance crew, which necessitates
responding to calls at odd hours (high stress). He suffers from chronic low back pain for the past
2 years. This low back pain occasionally requires him to miss work. He was sent to you by his
doctor to improve his general health and improve his work performance.
Weight: 245 lbs Height: 5’9” Resting BP: 150/82 mmHg Resting HR: 83 bpm
Sit’n Reach: 11 cm (box method)
YMCA Submax VO2 Test: 4.05 L/min
Bench press: 90kg for 1 rep Push-ups: 12 Partial curl-ups: 32
Body Composition: 35%
Muscular Endurance Muscular
Strength
Cardiorespiratory
Endurance
Body
Composition
Flexibility
Description 50 percentile group
for partial curl up
and 20 percentile for
push ups
Around
50%
Average
Between 30-50%
Below average
TYPE 2
obesity class
Poor
Recommendation Needs improvement Maintain
but
wouldn’t
hurt to
improve
Needs
improvement
Needs
improvement
Needs
improvement
Days/week Continuously exercise
or long distance. 40-
60% of max capacity
for long distance.
2-3 days
a week
3-5 days a week Energy
consumed=
energy
expended
Minimal 2-3
times a week.
Ideal 5-7 days a
week.

Sets Several sets 1-3 sets 20-60 minutes a
Session
Cut the
amount of
calories
consumed
Hold stretch for
15-30 seconds.
Reps High number of
repetition. Extensive:
Repeat each exercise
20-30 times. Intensive:
repeat each exercise
10-20 times.
3-20 reps 65-90% Heart
rate max
Increase
physical
activity
Repeat stretch 2-
4 times.
Tips/examples Interval training
• Extensive:
intensity 60-
80% max
performance
• Intensive: 80-
90%
Repetition
8-10
exercises
per
session
Endurance
training
Interval training
Repetition
Weight loss Stretch all major
muscle groups
(static, dynamic,
PNF, yoga)
Stretch before
and after
exercising.
Using the data above calculate an Ideal Body Mass based on a Desired BF% of 25%. Use
the powerpoint slides to help you calculate (on the back of this paper).
Components of Fitness:
Each of the components of fitness can be measured and given a description. Below is a list of
ways that each component can be measured.
Muscular Endurance: Timed Curl-up Test, push-up test.

Muscular Strength: Grip Strength, Bench Press

Flexibility: Sit’n Reach
Cardiorespiratory Endurance: VO2 max test, YMCA sub-max test, 1.5 mile run test, non-
exercise predictions.

Body Composition: Bioelectrical Impedance, Skin Fold Calipers, Bod Pod, under water
weighing, BMI.

BMI
(kg/m
2
)

Men
<
102
cm

Women
<
88
cm

Men
>
102
cm

Women
>
88
cm

Underweight
<
18.5
Low
Low

Normal
18.5
–
24.9
Normal

Normal

Overweight
25.0
–
29.9
Increased
High

Obesity,
class

I
30.0
–
34.9
High
Very
high

II
35.0
–
39.9
Very
high
Very
high

III
>
40.0
Extremely
high
Extremely
high

I have chosen to write about a very famous piece of artwork that is here on campus. This piece of
art is located at the Bicentennial Park, which is right across the street from the convocation center. This
artwork is known as “input” and was created by Maya Lin in 2004. Maya Lin grew up in Athens, and
both of her parents were professors at Ohio University. Maya’s goal was to create a piece of art that
would have an effect on herself as well as anyone who has a connection with Athens. When Maya was in
high school she took a computer programming class at Ohio University, which became her inspiration.
Maya spent the majority of her time in computer programing class punching out data input cards.
These punch cards are represented as triangles in her piece of art. Her artwork contains 21 different
rectangles all of which are very unique. The denotation and connotation is represented by all of the
different dimensions of the rectangles. There are height differences between the rectangles, which show
an illusion of depth. Some are higher while some appear to be much lower. The architecture of the risen
rectangles depicts a three dimensional space which really catches the viewer’s attention. The high value
contrast that she portrayed really defines the rectangles and makes them easy to see. I recognize that all of
the rectangles are randomly placed throughout the land and this is because this piece is a representation of
punch cards, which do not have any specific pattern. After studying this piece of art I came to the
conclusion that it is a focal, meaning that there is no focal point present.
The value in this piece changes with each season. As the season changes so does the color of the
grass. The piece of art looks different depending on the season. During the summer the grass is green and
grows quickly and in the winter months the grass is less vibrant and has a more dull shade to it. One thing
that I would like to know is if the grass is symbolic. Why did Maya choose to create a piece of art in
grass? I want to know what her reasoning behind this decision was.
All of the rectangles contain meaningful poems that were written by her brother Tan Lin. These
poems are reflections of all of the memories in Athens that the two of them hold close to their heart. The

poems are not only significant to Maya and Tin Lin, but rather any individuals familiar with the town.
There is meaning behind each poem and my goal is to understand all of them. It is a learning process but I
am very intrigued by this piece of art. I am going to continue my learning by thinking and drawing
connections behind the true meanings of each poem.
To be totally honest I pass by the rectangles everyday and prior to learning about them not once
did the thought of art cross my mind. I was always curious on what the rectangles represented. I thought
that they were so random and I didn’t get the whole concept. I thought that they were very pointless and a
waste of space. I am so glad that I had the opportunity to research and closely examine these rectangles
because it truly altered my opinion. I now am aware of the history and story behind them. As I pass by
them now I do not view them as pointless. I see them as beautiful works of art. I think that Maya was
being very thoughtful when she created this piece of art. She not only made it significant to her life but
she created it so that it has meaning for numerous individuals. She included everyone’s feelings and
emotions into it. I find it to be so creative and interesting. I believe that Maya put a great deal of time into
this piece of art and I would like to show my respect by putting in a lot of my time to try and fully
recognize all of it’s beauty.
Bibliography
"MAYA LIN STUDIO." MAYA LIN STUDIO. N.p., n.d. Web. 16 Oct. 2013. This website was very
helpful in finding out information about the artist Maya. It told me about her background and what
inspired her to do her piece of art. This was probably the best website that I came across during my
research. It was very helpful because I knew that everything in it was factual.
"Ohio University Outlook." Ohio University Outlook. N.p., n.d. Web. 16 Oct. 2013.This website was
great because it talked about the significance that the artwork had to Ohio University. It was really cool to
see how much Maya affected OU. Her work influenced the lives of many people in Athens, which I think
is awesome!

"May Lin - Controversy." Public Art: Maya Lin's Input at Bicentennial Park. N.p., n.d. Web. 16 Oct.
2013. This website was not helpful at all. Most of the information that was given was opinion based so
therefore I did not pay any attention to it. It was not at all a reliable resource. I feel like all they did on this
site was talk about how much space and money Maya wasted for her artwork.

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