Nutrition class--Exam #4

BIOL 1322 General Nutrition

Basic Study Guide for Exam #4

This is a general guide to use as you prepare for Exam #4 (Units 11-15). It is not going to tell you what to study for every

single question.

To successfully study for Exams

1. Read the chapters in the book. 2. Study the PowerPoint. This doesn’t mean read through it once or twice, but to actually study it. Own the

information. A great way to learn the info is to teach it others.

3. Review the quizzes. Questions will be similar.

Areas to focus on

 How can calories in food/drink be determined?

 Be able to recognize a person in positive/negative/neutral energy balance

 Be able to match the following with its description: direct/indirect calorimetry, estimated energy requirement

 Know the 2 ways that fat cells grow? What happens to the fat cells during weight gain/loss?

 What is the difference between appetite, hunger and satiation?

 Be able to match the following is associated with satiety or hunger: ventromedial nucleus, leptin, CCK/peptide

YY, ghrelin, neuropeptide Y

 Understand the role of LPL and HSL

 What are the components of TDEE?

 What are the 5 components of physical fitness?

 Be able to recognize an example of overload principle

 What factors affect basal metabolism, thermic effect of food?

 Be familiar with people/situations that would make BMI in accurate

 What other measurements do we use in combination with BMI?

 Be able to use a BMI chart

 Distinguish between the types of obesity surgeries

 Understand “energy gap” phenomenon, set point theory,

 What are the risks of being over/underweight?

 What are the differences between visceral and subcutaneous fat? What is android vs gynoid obesity?

 Be able to match the eating disorder with a description of its symptoms/criteria

 What makes up body composition? How can body composition be changed?

 What is the recommendation for fueling during exercise lasting longer than 1 hour?

 How does hydration/dehydration affect athletic performance?

 What are some ergogenic aids?

 What is the best way to determine hydration needs during exercise?

 Which macronutrient is best during high intensity exercise/low intensity exercise?

 What are the CDC’s guidelines for exercise for 18-64 year olds?

 What is FITT? Recognize examples of each component?

 Know the critical periods of development of a fetus (ie central nervous system, etc)

 Be able to recognize some of the nutrition recommendations for 1 st , 2

nd and 3

rd trimester nutrition

 What are the risks to the baby if the mother does not get enough iron?

 What are some foods a pregnant woman should avoid?

 Know the characteristics of the placenta.

 Be able to match the maternal condition with the potential result for baby (Fetal alcohol spectrum disorders, low

birth weight, SIDS, a mother who drinks/smokes etc)

 Be able to match the following condition with a description of its symptoms/criteria: hyperemesis gravadarum,

pica, gestational diabetes, preeclampsia

 What does a mother in the 3 rd

trimester sometimes have heartburn?

 What are some benefits of breastfeeding?

 What are the risks associated with putting a baby to bed with a bottle?

 Know the general guidelines for growth in the different stages of childhood/adolescence

 Be able to match the nutrient/food with the amount recommended for children (fiber, protein, calcium, vitamin D,

1-3 year olds, toddlers, 1-8 year olds, etc)

 When is food usually introduced to babies? What is the general rule of thumb for children’s serving sizes

 What are some feeding guidelines when introducing solids to a baby?

 How is breakfast beneficial to children?

 During adolescence, which nutrients become important and why?

 Identify ways that kids consume too many calories, get too little physical activity, develop food preferences, etc

 What are some warning signs of disordered eating in adolescence?

 What visual tool can be used to help children eat healthy?

 Know about childhood obesity: causes, prevention, food choices, physical activity, risks associated with

 Be familiar with the articles and videos associated with each unit (similar to the quiz questions)