Syllabus College Science and Humanities SCI/220 Version 7 Human Nutrition Schedule: 1/11/2014 – 2/8/2014 Copyright © 2010, 2008, 2006, 2005, 2004, 2003, 2002, 2000, 1997 by University of Phoenix. All rights reserved. Course Description This course introduces the basic concepts of food and nutrition to highlight ways that students can integrate good nutrition into their lifestyles. Principles of digestion and absorption, the function of nutrients, lifecycle nutritive needs, disease prevention, diet modifications, and weight management are covered. Practical application of these principles to the students' lives is emphasized. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: University policies: You must be logged into the student website to view this document. Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Grosvenor, M. B., & Smolin, L. A. (2010). Visualizing nutrition: Everyday choices. Hoboken, NJ: Wiley. Wardlaw, G. M., & Smith, A. M. (2009). Contemporary nutrition (8th ed.). New York, NY: McGraw-Hill. Supplemental Resources WileyPLUS® and iProfile All electronic materials are available on the student website. Edited in accordance with University of Phoenix© editorial standards and practices. Summary of Course Assignments with Point Values: ASSIGNMENTS Points Individual (70%) Week 1: Quiz on Readings (8), Health and Nutrition Worksheet (8). 18 Week 2: Quiz on Readings (8). Food Intake Paper(20) 28 Week 3: Quiz on Readings (8), Vitamin/Mineral Paper (10). 18 Week 4: Quiz on Readings (8), Food Safety Bulletin (10). 18 Week 5: Final Exam (30), 30 Participation (6 points per week). 30 Learning Team (30%) Week 1: 0 Week 2: Discussion Questions (10), Learning team Log (1), Team Charter (1). 12 Week 3: Discussion Questions (10), Learning Team Log (1). 11 Week 4: Discussion Questions, (10), Learning Team Log (1), PowerPoint Slides (8). 19 Week 5: Discussion Questions (5), Final Group Presentation (12), Learning Team Log (1). 18 Total 200 Team Presentation Lifecycle Nutrition Presentation · Each group will be choose (or be assigned) a stage in the lifecycle. These stages include childhood (0-10), adolescent (10-21), reproductive adult (21-45) and post-reproductive adult (45 and above). Instructor approval is required to avoid duplication of presentations. · Address the following: · What are the physiological characteristics of individuals at this stage of the life cycle? (1) What is the status of the physiological organ systems? (2) What systems are showing signs of deteri ...

1. Syllabus
College Science and Humanities
SCI/220 Version 7
Human Nutrition
Schedule: 1/11/2014 – 2/8/2014
Copyright © 2010, 2008, 2006, 2005, 2004, 2003, 2002, 2000,
1997 by University of Phoenix. All rights reserved.
Course Description
This course introduces the basic concepts of food and nutrition
to highlight ways that students can integrate good nutrition into
their lifestyles. Principles of digestion and absorption, the
function of nutrients, lifecycle nutritive needs, disease
prevention, diet modifications, and weight management are
covered. Practical application of these principles to the
students' lives is emphasized.
Policies
Faculty and students/learners will be held responsible for
understanding and adhering to all policies contained within the
following two documents:
University policies: You must be logged into the student
website to view this document.
Instructor policies: This document is posted in the Course
Materials forum.
University policies are subject to change. Be sure to read the
policies at the beginning of each class. Policies may be slightly
different depending on the modality in which you attend class.
If you have recently changed modalities, read the policies
governing your current class modality.

2. Course Materials
Grosvenor, M. B., & Smolin, L. A. (2010). Visualizing
nutrition: Everyday choices. Hoboken, NJ: Wiley.
Wardlaw, G. M., & Smith, A. M. (2009). Contemporary
nutrition (8th ed.). New York, NY: McGraw-Hill.
Supplemental Resources
WileyPLUS® and iProfile
All electronic materials are available on the student website.
Edited in accordance with University of Phoenix© editorial
standards and practices.
Summary of Course Assignments with Point Values:
ASSIGNMENTS
Points
Individual (70%)
Week 1: Quiz on Readings (8), Health and Nutrition
Worksheet (8).
18
Week 2: Quiz on Readings (8). Food Intake Paper(20)
28
Week 3: Quiz on Readings (8), Vitamin/Mineral Paper (10).
18
Week 4: Quiz on Readings (8), Food Safety Bulletin (10).
18
Week 5: Final Exam (30),
30
Participation (6 points per week).
30
Learning Team (30%)

3. Week 1:
0
Week 2: Discussion Questions (10), Learning team Log (1),
Team Charter (1).
12
Week 3: Discussion Questions (10), Learning Team Log (1).
11
Week 4: Discussion Questions, (10), Learning Team Log (1),
PowerPoint Slides (8).
19
Week 5: Discussion Questions (5), Final Group Presentation
(12), Learning Team Log (1).
18
Total
200
Team Presentation
Lifecycle Nutrition Presentation
· Each group will be choose (or be assigned) a stage in the
lifecycle. These stages include childhood (0-10), adolescent
(10-21), reproductive adult (21-45) and post-reproductive adult
(45 and above). Instructor approval is required to avoid
duplication of presentations.
· Address the following:
· What are the physiological characteristics of individuals at
this stage of the life cycle?
(1) What is the status of the physiological organ systems?
(2) What systems are showing signs of deterioration?
(3) What systems are showing signs of improvement?
· What are the nutritional needs at this stage in life?

4. · How might nutrition affect growth, development, and learning
at this stage (Give specific data with references)?
· What nutritional/chronic diseases are common at this stage of
the life cycle and how is nutritional status involved in these?
· What eating disorders are common at this age?
· Are there gender/race nutritional issues at this age?
· Create a 20 to 25-minute presentation using 15 to 18
PowerPoint® slides on the role of nutrition in the selected stage
of life. Along with the presentation, each team provides a
handout that includes a copy of the team’s reference list
containing at least three journal articles, and two websites to all
members of the class.
· No videos during the presentation, please.
Individual Paper
Each student will write a 1000 to 1200 word APA compliant
research paper on a vitamin or mineral that they choose.
Cover:
1. structure and function of the vitamin or mineral.
2. problems caused by deficiency.
3. problems caused by excess.
4. commons food sources, at least two animal and two plant if
possible. Be sure to include serving sizes needed to meet the
minimal requirements.
Students should employ the text material for this with the use of
referenced material as appropriate. Paper should include at
least 3 peer reviewed journal articles cited and referenced
appropriately. No URL will be accepted as references.
Discussion Questions
Discussion questions are team oriented assignments which
should be completed during the requisite 5 hours of group

5. meeting time per week. Each weekly assignment will consist of
4 to 5 questions of interest from the book.
Each question should be answered with a 150-200 word essay
using only the text book materials as sources.
Direct copying of the text from the book will result in an
immediate point deduction for that answer.
Each team member is responsible for all the questions and
answers. Failure to turn in the assignment on time because one
team member did not do the “Question that they were assigned”
will result in an immediate 0 for the entire assignment.
Week One: Nutrition, a Key to Health
Details
Due
Points
Objectives
1.1 Explain the connection between nutrition and health.
1.2 Propose modifications in personal diet to promote good
health.
1.3 Detail and Understand the Digestion of Nutrients.
Readings
· Read Ch. 1 of Contemporary Nutrition.
· Read Ch. 2 of Visualizing Nutrition.
· Read this week’s Electronic Reserve Readings.
Participation
· Participate in class discussion.
1/11/2014

6. 6
Individual
Food Intake – 1 Day
· Review the University of Phoenix Material Getting Started
With WileyPLUS® for Human Nutrition, available on your
student website.
Become familiar with WileyPLUS®, an interactive
supplemental website designed to provide the chapter readings
for this course. WileyPLUS® also provides additional
resources, such as video clips, animations, interactive activities,
and so forth, to help clarify the concepts in this course.
Access to WileyPLUS® and iProfile is available on the weekly
pages of your student website. The reading notations indicate
the location of the resources. For example, 2.3 Tools for Diet
Planning is found in Ch. 2, Section 3, of WileyPLUS®.
· Complete the guided tour on the WileyPLUS® home page.
· Read the following WileyPLUS® sections:
Ch. 2 – 2.2 Dietary Reference Intakes (DRIs)
Ch. 2 – 2.3 Tools for Diet Planning
Ch. 2 – 2.4 Food and Supplement Labels
· Read the following iProfile sections:
Ch. 2 – iProfile 2.0 Assessing iProfile
Ch. 2 – Sample Profile (Using the Sample Profile for Kelly
Watson)
· View the following in WileyPLUS®:
Ch. 2 – Video: New York Times Video: “Serving Size Sleight of

7. Hand”
· Ch. 3 – Video: NGS Video: “The Incredible Human Machine:
Digestion”
· Resource: Learning Team Toolkit
Individual
Nutrition Worksheet
· Complete the Nutrition Worksheet using the instructions
provided in the first workshop’s materials section.
1/11/2014
8
Individual
Quiz 1
· Study for and take quiz 1 on the readings.
1/11/2014
8
Learning Team
· Complete the Learning team Charter
1/18/2014
1
Week Two:Nutrient Sources and Significance
Details
Due
Points
Objectives
1.4 Recognize how carbohydrates, lipids, protein, and fiber

8. contribute to health or disease.
Readings
1. Read Ch. 4–6 of Contemporary Nutrition.
2. Read the following WileyPLUS® sections:
Ch. 4 – 4.5 Carbohydrates in Health and Disease
Ch. 5 – 5.5 Lipids in Health and Disease
Ch. 6 – 6.5 Protein in Health and Disease
· Read this week’s Electronic Reserve Readings.
Participation
· Participate in class discussion.
1/18/2014
6
Learning Team
Discussion Questions
· Respond to weekly discussion questions.
1/18/2014
10
Non-graded Activities and Preparation
· Complete,
· Determine your food intake on a day that you consumed fast
food. If you did not consume any fast food, create a fast-food
menu for one of the meals. Save this information as directed in

9. the instructions for the Fast Food Nutrition Presentation due in
Week Three.
· View the following in WileyPLUS®
Ch. 4 – Video: NGS Video: “Diabetes in Taiwan”
Ch. 4 – How It Works Animations: “Digestion and Absorption
of Carbohydrates”
Ch. 5 – Video: NGS Video: “Mediterranean Diets”
Ch. 5 – How It Works Animations: “Digestion and Absorption
of Lipids”
Ch. 6 – How It Works Animations: “Digestion and Absorption
of Proteins”
Individual
Food Intake – 3 Days
· Resources: Ch. 4–6 of Contemporary Nutrition, WileyPLUS®,
iProfile. See assignment guide under materials section.
1/18/2014
20
Individual
Quiz
· Take: Quiz 2
1/18/2014
8
Learning Team
Stage of Life Topic
· Work on the stage of life for the Lifecycle Nutrition

10. Presentation due in Week Five to which you and your group
have been assigned
· Refer to the Lifecycle Nutrition and Fitness Presentation
assignment in Week Five for more detailed information..
Learning Team
Team Log
· Complete: Learning Team Log.
1/18/2014
1
Week Three: Energy Balance, Vitamins, Minerals, and Water
Details
Due
Points
Objectives
1.5 Relate energy balance to weight management.
1.6 Describe the sources and functions of vitamins and
minerals.
1.7 Determine how vitamins, minerals, and water promote
health.
Readings
· Read Ch. 7–9 of Contemporary Nutrition.
· Read this week’s Electronic Reserve Readings..
Participation
· Participate in class discussion.

11. 1/25/2014
6
Learning Team
Discussion Questions
· Respond to weekly discussion questions.
1/25/2014
10
Non-graded Activities and Preparation
· View the following in WileyPLUS®:
Ch. 7 – Video: BBC Video: “Study on Vitamin Supplements”
Ch. 7 – How It Works Animations: “Vitamins Acting as
Coenzymes”
Ch. 7 – How It Works Animations: “Action of Antioxidants
Against Free Radicals”
Ch. 7 – How It Works Animations: “Role of B Vitamins in
Metabolism”
Ch. 7 – Nutrition Animations and Tutorials: “Visualizing
Serving Sizes”
Ch. 9 – Video: BBC Video: “Treating Eating Disorders”
Ch. 9 – Video: CBS Video: “Diets”
Learning Team
Presentation
· Work: On week 5 presentation

12. · Fill Out the Learning Team Log
1/25/2014
1
Individual
Paper
· Write the Vitamin/Mineral Paper. See above for details.
1/25/2014
8
Individual
Quiz
· Take: Quiz 3
1/25/2014
10
Week Four: Fitness and Food Safety
Details
Due
Points
Objectives
1.8 Analyze how fitness affects health.
1.9 Recommend guidelines for achieving and maintaining
physical fitness.
1.10 Identify safety issues in food purchase, storage, and
preparation.
1.11 Determine credible sources of nutritional information.
Readings

13. · Read Ch. 10 of Contemporary Nutrition.
· Read Ch. 13 of Visualizing Nutrition.
· Read this week’s Electronic Reserve Readings.
Participation
· Participate in class discussion.
2/1/2014
6
Learning Team
Discussion Questions
· Respond to weekly discussion questions.
2/1/2014
10
Nongraded Activities and Preparation
· Explore Food for Thought under Further Exploration in Ch. 13
in WileyPLUS®.
· View the following in WileyPLUS®:
Ch. 10 – Video: NGS Video: “The Science of Stress”
Ch. 13 – Video: NGS Video: “Water Pollution in Honduras”
Learning Team Instructions
· Continue working on the Lifecycle Nutrition and Fitness
Presentation due in Week Five.
· Fill out the Learning Team Log
2/1/2014
1

14. Individual
Food Safety Bulletin
· Resource: Ch. 13 of Visualizing Nutrition
· Imagine that your city has experienced a drastic rise in food-
borne illness. The public lacks the knowledge about appropriate
food safety to prevent these problems, and they do not know
how to educate themselves about nutrition and health.
· Create a public-service bulletin to be printed in the Sunday
edition of your newspaper. Address the following points in no
more than 750 words:
Identify some common safety issues related to food purchase,
storage, and presentation.
Describe some illnesses or problems the safety issues might
cause, ways to prevent the illnesses or problems, and
recommendations for where readers might search for more
information.
Include criteria that readers must use to determine credible
sources of nutritional information.
Explain why it is important for readers to use these criteria
when searching for information on nutrition and health.
· Research online news sources, the Centers for Disease Control
and Prevention (CDC), and notices from the local health
department to assist you with preparing content for the bulletin.
· Format the bulletin consistent with APA guidelines.
2/1/2014
10

15. Individual
Quiz
· Study for and take Quiz 4
2/1/2014
8
Week Five: A Focus on Life Stages
Details
Due
Points
Objectives
1.12 Identify nutritional requirements for each stage of life.
1.13 Describe how nutrition affects growth, development, and
learning.
1.14 Relate poor nutrition and childhood obesity to disease.
Readings
· Read Ch. 11, 15, & 16 of Contemporary Nutrition.
· Read this week’s Electronic Reserve Readings.
Participation
· Participate in class discussion.
2/8/2014
6
Learning Team
Discussion Questions
· Respond to weekly discussion questions.

16. 2/8/2014
5
Non-graded Activities and Preparation
· View the following in WileyPLUS®:
Ch. 11 – Video: BBC Video: “Vitamin D”
Ch. 12 – Video: NGS Video: “Teen Obesity and Exercise”
Learning Team
Lifecycle Nutrition and Fitness Presentation
· Resources: Ch. 10, 11, 15, & 16 of Contemporary Nutrition,
WileyPLUS®
· Use the stage in the lifecycle—infant, preschool, school age,
adolescent, or older adult—that was approved by your
facilitator in Week One.
· Prepare a 15- to 18-slide Microsoft® PowerPoint®
presentation, with additional title and reference slides, on
nutritional needs at the selected stages of life. Address the
following points:
-What are the physiological characteristics and development (if
any) of individuals at this stage of the life cycle?
-What is the status of the physiological organ systems?
-What systems are showing signs of deterioration?
-What systems are showing signs of improvement?
-What are the nutritional needs at this stage in life (***)?

17. -How might nutrition effect growth, development, and learning
at this stage (Give specific data with references)?
-What nutritional/chronic diseases are common at this stage of
the life cycle and how is nutritional status involved in these
(Give data and references)?
-What eating disorders are common at this age?
-Are there gender/race nutritional issues at this age?
-What are the morbidity and mortality issues at this age?
· Reference at least three peer-reviewed journal articles and two
websites.
· Format your presentation consistent with APA guidelines.
· Present your Lifecycle Nutrition and Fitness Presentation.
· Fill out the Learning Team Log
2/8/2014
2/8/2014
20
1
Individual
Final Exam
· Study for and take the Final Examination
2/8/2014
30
Notes:
1) All written assignments must be submitted to the appropriate
assignment section when due. The instructor will not look for
them in any other location but the specified one.

18. 2) The Quizzes are closed book. All computer equipment will
be turned off during this time. The Final does allow for notes.
Students may bring in one 8.5 x 11 sheet of notes (front and
back) to the final exam.
3) PowerPoints used in class will be published to the classroom
materials section following the Workshop. They may not be
used during the final examination.
13