Ecological Footprint Analysis of Tropical Rainforest Deforestation

13 Ecological Footprint Analysis of Tropical Rainforest Deforestation

Use the table below to answer the questions that follow.

Country Area of

tropical rain forest (square kilometers)

Area of

deforestation per year (square kilometers)

Annual rate of tropical rainforest loss
A 1,800,000 50,000 .03%
B 55,000 3,000  
C 22,000 6,000  
D 530,000 12,000  
E 80,000 700  
       

 

1.  What is the annual rate of tropical rain forest loss, as a percentage of total forest area, in each of the five countries?  Answer by filling in the blank column in the table.

2.  What is the annual rate of tropical deforestation collectively in all of the countries represented in the table?

 

3.  According to the table, and assuming the rates of deforestation remain constant, which country’s tropical rain forest will be completely destroyed first?

 

4.  Assuming the rate of deforestation in country C remains constant, how many years will it take for all of its tropical rain forests to be destroyed?

 

5.  Assuming that a hectare (1.0 hectare = 0.01 square kilometer) of tropical rain forest absorbs 0.85 metric tons (1 metric ton = 2,200 pounds) of carbon dioxide per year, what would be the total annual growth in the carbon footprint (carbon emitted but not absorbed by vegetation because of deforestation) in metric tons of carbon dioxide per year for each of the five countries in the table?

A =

B =

C =

D =

 

E =

 
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Microbiology Introduction Course With Lab Work

Microbiology for the Health Professions

Credits – 3 (Lecture) 1 (Lab)

Description

Overview

This course is designed to meet the microbiology prerequisite for students who are applying for admission to health profession programs. Most students taking this course will have an undergraduate degree and will be in the process of a career change. Online Microbiology is a one-semester course.  It will emphasize the concepts that are a necessary groundwork for courses the student will take in his/her professional program.

Topics covered in this course include: the history of microbiology, microbial morphology and physiology, bacterial metabolism, genetics, ecology, and the classification of microorganisms, particularly bacteria, fungi, and viruses. Therapeutic agents used to disrupt and control microbial growth are considered and a body systems approach is utilized in the coverage of diseases.

Materials

Textbook

· Microbiology: A Human Perspective Eugene W. Nester et.al., 7th edition

Note: The e-book version of Nester may not be used on any proctored course exam. Textbooks need to be purchased separately and are not part of your registration fee. All course materials are available through our bookstore at  http://www.newengland.bkstr.com

Laboratory Components

It is mandatory for students enrolled in the laboratory component of the course to order a lab kit. The kit must be purchased directly through Hands on Labs and cannot be purchased second hand or from another vendor. Students enrolled in lab must complete both parts of every lab – the assigned experiment and the corresponding assignment online – to earn a grade for the lab. The kits must be ordered immediately upon enrollment in order to ensure materials are on hand for the start of the course. Note: Kits can take 5 – 7 business days to arrive. Go to this link:  https://www.holscience.com/mm5/merchant.mvc?Screen=LOGN

1. ENTER Login: C000384

2. ENTER Password: labpaq

3. Choose LP-2231-MB-02: LabPaq, Microbiology, 11 Labs

4. Review the  HOL Return and Refund Policy

Learning Objectives and Outcomes

Course Objectives

Upon successful completion of the course students will be able to:

1. Define basic structure/function of microorganisms including prokaryotes, eukaryotes and viruses, with emphasis on their relationships to human disease and treatment modalities

2. Describe the kinetics and patterns of microbial growth, and environmental factors that alter growth

3. Describe key features of microbial genetics, including DNA structure and function, as well as mechanisms of DNA replication, transcription and translation

4. Explain how and why microbial gene expression is regulated, as well as how genetic mutation and DNA transfer mechanisms affect microbial evolution, fitness and pathogenesis

5. Define and compare beneficial versus pathogenic host-microbial interactions

6. Explain fundamental stains, basic staining techniques, and corresponding bacterial and fungal morphology

7. Describe the clinical manifestations associated with common bacterial, viral, fungal, and parasitic diseases

8. Describe the uses of the various media and metabolic/enzymatic testing protocols

9. Identify bacterial/fungal toxic and invasive factors and their relationship to the pathogenesis of disease

10. Classify the mechanisms of antibiotic (antibacterial/antifungal), antiparasitic, and antiviral activity, as well as resistance strategies employed by target microorganisms

11. Identify the pathogens commonly associated with infections of the skin, eyes, nervous system, respiratory tract, gastrointestinal tract and genitourinary tract in humans, as well as their modes of pathogenesis and risk factors associated with each type of disease

12. Identify common healthcare-associated (nosocomial) pathogens

13. Identify disease and likely etiology on the basis of patient signs and symptoms, pertinent history, and lab findings

14. Create a case study outline.

Assignments

Lectures and Laboratories

Our textbook allows students to utilize CONNECT from McGraw-Hill to go through the lecture course material with Learnsmart. This is a good self-assessment tool. The access code for CONNECT may be purchased using a link located within the course homepage in Blackboard.

 

Laboratory Information:

For the laboratory portion of this course, you will be be purchasing a LabPaq lab kit from the Hands On Labs (HOL). Your instructor will provide you with a link that is unique to your class. You will use this link to create an account and set up your profile and submit your work. Additional directions for Getting Started with HOL can be found in the COURSE INFORMATION section of the course.

 

Laboratory Assignments

For students enrolled in the laboratory component, most weeks have an associated laboratory assignment. Complete each assignment online using the HOL Online link provided by your instructor.

Using the HOL resource material, your notes, and in some cases outside research, answer all of the questions in each lab exercise. Your answers must be in the form of complete and grammatically correct sentences with proper spelling, grammar, and capitalization. Be mindful of the spelling for bacterial genus and species names (capitalize genus names, lower case for species names, eg., Streptococcus pyogenes). If a question is asking for terms you are not familiar with, be sure to define and understand those before you answer the question. Reference your facts using in-text citations and AMA format for your outside references.

Once you complete the lab, use the text submission field for this assignment in Blackboard to write a message to your instructor to say that you have completed the assignment. This will serve as an alert to your instructor that your assignment is ready to be reviewed and graded.

Chapter Tests, Vocabulary Quizzes, and Unit Exams

Chapter Tests

The chapter tests are multiple-choice and matching. The tests can be accessed by clicking on the link in Blackboard. The chapter tests are open book and are intended to help you review for the unit exams. They are timed and you have three attempts at each test; the questions for each attempt cover the same material, although they may be different. The highest of the three attempt grades will be recorded in the grade book. If you take the test only once, that grade will be recorded in the grade book. To prepare for the chapter tests, complete the readings, view the lecture material, and review using the CONNECT and other study helps posted in the chapter module. Also, review the end-of-chapter questions and other study aides in your textbook. When you are ready, take the test. If you wish, you may review the material and take the test a second or third time.

Module Vocabulary Quizzes

Each module has a 20-term vocabulary quiz. The terms are selected from the chapter vocabulary lists. The quizzes are taken online through the Blackboard site. Each quiz is accessed by clicking on the link in Blackboard. The quizzes are open book and are intended to help you review for the unit exams. To prepare for the vocabulary quizzes read through the lists of terms for each chapter within the module. Fit the terms into the context of the learning objectives for each chapter. The vocabulary quizzes are timed and you have three attempts at each quiz. When you are ready, take the quiz. If you wish, you may review the material and take the quiz a second or third time.

Unit exams

The five unit exams are timed exams (120 minutes) consisting of multiple choice and matching; with all questions graded automatically upon the completion of the unit exam. These unit exams are single-attempt (with no pauses allowed during the 2-hour time frame) and may be taken only once. The unit exams will be available only after all the quizzes, tests and other assessments in the unit are completed. The exams will include topics covered in the textbook, learning objectives, and lectures for each unit. These exams are open notes and open book; however, you should review the material as though you will not have the notes or book available. There will not be time during the exam to look up every answer. Of the 5 unit exams, your 4 highest exams will count toward your final grade (the lowest score will be dropped). NOTE: Do not schedule your unit exams with ProctorU. Only the HOL Laboratory Final Exam (if you are taking the lab) and the lecture Final Exam need to be proctored.

 

The Microbiology Case Study

You will create a case study for a microbial infection selected from the current pathogen list which your instructor will provide to you. Your case study will be assembled using a detailed rubric. Upon completion, and by a specified due date (within Unit 5), your case study will be submitted using the Blackboard website.

 

Final Exam

The cumulative BIOL 1020 lecture final is a proctored test so plan for at least a three-hour exam period consisting of multiple choice, matching, and short answer questions. It is open book and open notes; however, no electronic memory devices may be used, including but not limited to the internet, other files on a computer, cell phones, tablet devices, smartphones, e-books, etc.

If you have information you wish to use on the Final Exam, it will have to be printed out or hand-written and there are no exceptions to this policy.

HOL Laboratory Final Exam – For Students Enrolled in the Laboratory 

The cumulative BIOL 1020 laboratory final is a proctored test. Plan for at least a three-hour exam period consisting of multiple choice, matching, and short answer questions. It is open book and open notes; however, no electronic memory devices may be used, including but not limited to the internet, other files on a computer, cell phones, tablet devices, smartphones, e-books, etc.

If you have information you wish to use on the HOL Laboratory Final Exam, it will have to be printed out or hand-writtenand there are no exceptions to this policy.

 

Discussion Board Posts

Discussion questions cover interesting current events or materials that contribute to a deeper understanding of key concepts and allow you to interact with your classmates and the instructor. Most of the discussion questions are designed to accompany particular chapters (see specific discussion questions for more information). Each question will require you to conduct internet research, read additional materials (a short journal or magazine article), visit a specific webpage, or view a short video. Then you will write a response following the guidelines in the assignment.

To earn full credit: you will need to post a response, respond to the original posts of at least two other students, and then contribute to an ongoing discussion. For special cases where one or two students are accelerating faster through the course, the instructor will participate in the discussion so that everyone has the opportunity to interact.

Discussion Question Guidelines

1. Read the assignment carefully so that you are familiar with the materials that you need to cover and how to craft your post.

2. Respect each other’s ideas, feelings, and experience. Some of the questions involve areas of disagreement. Expect your classmates to have different opinions.

3. Use proper writing style. Correct spelling and sentence structure are expected just as if you were writing a regular paper. Use spell check and grammar check before you submit.

4. Write your posting in a word document! That way you can save a copy and use spell check and grammar check.

5. Cite the sources that you use to write your response. Follow the AMA guidelines.

6. Avoid posting large blocks of text. Break your writing into paragraphs and use a space between paragraphs to make your posting easier to read online.

7. Subscribe to the discussion so that you get email updates when there is activity.

8. Use the “reply” button rather than the “compose” button when responding to someone else’s post.

9. When responding to a classmate, address them by name.

10. Do not use postings such as “I agree,” “I don’t know either,” or “ditto.” They do not add to the discussion, take up space on the Discussions, and will not be counted.

11. Everyone benefits from an active discussion. Check back in frequently to see what others are saying.

12. Plan your time carefully. You will need to give your classmates time to respond to your postings. This is an asynchronous class where students will be in different points of the class.

13. Contact your instructor if there are schedule problems or other issues that need to be resolved.

Examinations and Grading Information

For students taking the lecture course only, the final course grade will be determined as follows:

Chapter Tests and Module Vocabulary Quizzes 20% of the final grade
5 Unit Exams (drop lowest score; 4 in total) 20% of the final grade
Final Exam 20% of the final grade
Case Study 20% of the final grade
Discussion Boards 20% of the final grade
Total Course Grade 100%

 

For students taking the lecture course with the laboratory, your final grade will be determined as follows:

Chapter Tests and Module Vocabulary Quizzes 20% of the lecture grade
5 Unit Exams (lowest score is dropped, 4 total) 20% of the lecture grade
Final Exam 20% of the lecture grade
Case Study 20% of the lecture grade
Discussion Boards 20% of the lecture grade
Total 100% of the lecture grade
12 Laboratory Exercise Assessments

HOL Laboratory Final Exam

60% of the laboratory grade

40% of the laboratory grade

 

Final Grade  
Lecture Grade 75% of Final Grade
Laboratory Grade 25% of Final Grade
Total Course Grade 100%

A letter grade is assigned according to the scheme below. The final course grade will not be posted until all the quizzes, tests, exams, and case study, are completed. For those students taking the laboratory, all lab exercise assessments and the laboratory Final Exam must be also be submitted.

Grade Scale

Grade Points Grade Point Average (GPA)
A 94 – 100% 4.00
A- 90 – 93% 3.75
B+ 87 – 89% 3.50
B 84 – 86% 3.00
B- 80 – 83% 2.75
C+ 77 – 79% 2.50
C 74 – 76% 2.00
C- 70 – 73% 1.75
D 64 – 69% 1.00
F 00 – 63% 0.00

Schedule

Course Outline

Microbiology BIOL 1020

Lecture and Lab Schedule

Unit Module Lecture topic Textbook chapter HOL Laboratory Exercise
1. Life and Death of

Microbes

1 Humans and the Microbial World 1 #1: Microbiology Laboratory Preparation
    The Molecules of Life

(Note: There is no lecture or quiz for Chapter 2. You need to be familiar with the topics, but will not be asked specific questions from this chapter on the exam.)

2  
    Microscopy and Prokaryotic Cell Structure 3  
  2 Dynamics of Prokaryotic Growth 4 #2: Microscopy for Microbiology
    Control of Prokaryotic Growth 5  
  3 Metabolism: Fueling Cell Growth 6 #3: Aseptic Technique and Culturing Microbes
    Review for and take the Unit I Exam  
2. Microbial

Genetics and

Diversity

4 DNA to Proteins 7 #4: Bacterial Enumeration – Dilutions and Plate Counts
    Bacterial Genetics 8  
    Biotechnology and Recombinant DNA 9  
  5 Identification and Classification of Prokaryotic Organisms 10 #5: Bacterial Morphology and Staining Techniques
    The Diversity of Prokaryotic Organisms 11  
    The Eukaryotic Members of the Microbial

World

12  
  6 Viruses, Prions, and Viroids: Infectious Agents of Plants and Animals 13 #6: Antibiotic Sensitivity – Kirby Bauer Diffusion Test
    Review for and take the Unit II Exam  
Unit Module Lecture topic Textbook reading HOL Laboratory Exercise
3. Microorganisms

and Humans

7 The Innate Immune Response 14 #7: Biochemical Testing For Microbial Identification – Methyl Red, Voges-Proskauer, and Catalase
    The Adaptive Immune Response 15  
  8 Immunological Disorders 17 #8: Biochemical Testing For Microbial Identification – Carbohydrate Fermentation Testing
    Applications of the Immune response 18  
  9 Host-Microbe Interactions 16 #9: Bacterial Identification Through Functional Media – Motility Testing
    Epidemiology 19  
  10 Antimicrobial Medications 20 #10:Environmental Influences on Microbial Growth – Salt Tolerance and pH Testing
    Review for and take the Unit III Exam  
4. Infectious

Diseases

11 Respiratory Infections 21 #11: Fomite Transmission
    Skin Infections 22  
  12 Wound Infections 23 #12: Food Safety
    Digestive System Infections 24  
  13 Genitourinary Infections 25  
    Nervous System Infections 26  
  14 Blood and Lymphatic System Infections 27 HOL Laboratory Final Exam: Prepare for the Laboratory Final Exam
    HIV Disease and Complications of Immunodeficiency 28  
    Schedule your HOL Laboratory Final Exam with ProctorU (at least one week prior to taking the exam)

Review for and take the HOL Laboratory Final Exam

Review for and take the Unit IV Exam

Request the current pathogen list from your instructor for your Case Study!

5. Applied

Microbiology

15 Microbial Ecology 29  
    Environmental Microbiology 30  
    Food Microbiology 31  
  16 Review for and take the Unit V Exam

Submit your Case Study!

Schedule your Final Exam with ProctorU (at least one week prior to taking the exam)

Review for and take the Final Exam

 

Student Resources

Course Length

A schedule of lectures and assignments is included in this syllabus. This is, however a self-paced course and you can complete the course in less time.

1. Courses in SPHP program are equivalent to one-semester courses designed to be completed in 16 weeks

2. Enrollment in the course begins the day your section opens which is listed in the Academic Calendar found on the Student Success Portal.

3. Course start and end dates are in respect to Eastern Standard Time.

Incomplete Grade Policy

Students are expected to complete all course work by the end date of the course. To view the incomplete grade policy, please  click here .

 
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Nutrition

Create a PowerPoint presentation of no more than 15 slides that reflect your understanding of the three macronutrients discussed in this module: Carbohydrates, Lipids, and Proteins. Be creative!
Each slide should include information about each macronutrient.

  • Definition of the macronutrient inclusive of its      function and structure
  • Where they are digested and absorbed
  • Types and their purpose
  • Special characteristics and function
  • Clinical applications as they relate to health and      diets

Use APA Editorial Format for citations and references used other than the textbook.

Macronutrients – Carbohydrates, Lipids, and Proteins

Macronutrients

In this module nutrients are introduced with a discussion about how they work in the body. There are six classes of nutrients:

  • Energy yielding macronutrients: Carbohydrates, Lipids      or Fats, and Proteins
  • Non-energy yielding micronutrients: Vitamins (water soluble      and fat soluble) and Minerals (macrominerals and microminerals) and Water

In this module the focus will be on energy yielding macronutrients. In the next module the non-energy micronutrients are discussed.

Let’s start with an overview by viewing the Gastrointestinal Tract in Action http://www.dnatube.com/video/1104/Gastrointestinal-tract-in-action and you may find the following CDC Nutrition for Everyone website helpful http://www.cdc.gov/nutrition/everyone/index.html

Carbohydrates: Structure and Sources

A carbohydrate is an organic compound (a substance that contains carbon bonded to hydrogen) that provides energy. Chemically, all carbohydrates contain carbon, hydrogen, and oxygen in the same proportion as water (H2O). A carbohydrate is measured in calories or “kilocalories.”

A kilocalorie (C) is a unit of energy. Note the capital C means these are kilocalories and not calories. Carbohydrates provide 4 Calories/gram and are an immediate source of energy for the body. For example, to find the number of carbohydrate kilocalories, find the amount of carbohydrates per serving and multiply this number by four to get the amount of carbohydrate kilocalories. Example: 20g carbohydrates x 4 = 80 kilocalories of carbohydrates. So keep this in mind when teaching clients.

Carbohydrates include starches, fiber, and sugars (glucose). Carbohydrates can be found in rice, pasta, cereals, starchy vegetables (corn, potatoes, green beans) and bread. Fiber-rich carbohydrates include berries, kidney beans, and broccoli. Carbohydrates with a large amount of sugars are baked goods, cookies, cakes, soda, syrups, and honey. You can think of carbohydrates as anything with “white” ingredients (white flour, white sugar). Fruits are also considered carbohydrates with sugar as well as alcohol. This is helpful to remember when conducting client teaching. You help them to distinguish between high calorie, high starch, and high sugar carbohydrates.

Carbohydrates: Role in the Body and Health Effects

The number one role carbohydrates play is to supply energy (4 C/gram). Carbohydrates are specifically important to neurologic function (brain) and physical exercise. Also, carbohydrates save protein use in the body by using carbohydrates for energy rather than growth and maintenance of body tissues and prevent ketosis. Growth and maintenance of body tissues is best done by proteins. Carbohydrates provide fiber from whole grains. Fiber reduces the risk of obesity, heart disease, type 2 diabetes, and high cholesterol. Fiber is needed to prevent constipation which can lead to hemorrhoids, and gastrointestinal disorders such as diverticulosis and colon cancer. Our bodies need 45-65% carbohydrate intake of our total energy intake (the Acceptable Macronutrient Distribution Range or AMDR). Adequate Intake of fiber is 25 grams per day for women and 38g for men.

An important point for nurses to remember about carbohydrates is that a low carbohydrate high protein diet can lead to keto-acidosis and damage to the heart, liver, and kidneys because the body will break down proteins (and muscle) if there is not enough glucose in the body for energy. Another important point is that the liver converts all molecules to glucose. So for those diabetic clients on oral anti-diabetic medications, always consider liver function. Hypoglycemia is another disease process to recognize concerning carbohydrates. Lastly, lactose intolerance is considered when discussing carbohydrates because dairy products contain lactose, a sugar and form of carbohydrates.

Lipids: Structure and Sources

A lipid is also an organic compound that provides an important energy source during rest and low intensity exercise. Chemically all fats contain carbon, hydrogen, and oxygen much less proportionately to water. A lipid also contains phospholipids, phosphorus, and occasionally nitrogen. Lipids include triglycerides, phospholipids, and sterols. Lipids are insoluble in water. Think of a lipid when making a salad dressing; the oil or fat stays on top of the water.

Lipids provide 9 Calories/gram and are a later source of energy for the body after carbohydrate calories have been used. Lipids contain the most concentrated amount of energy for the body. To find the number of lipid kilocalories, find the amount of fats per serving and multiply this number by nine to get the amount of fat kilocalories. For example, 20g fat x 9 = 180 kilocalories of fats.

Food sources include: oils, shortening, butter, margarine, mayonnaise, salad dressings, table cream, and sour cream. Triglycerides are the most common form of fats found in foods and contain fatty acids. Some fatty acids increase the risk of chronic disease and some fatty acids prevent disease and protect our health. Phospholipids contain phosphate and are found in only a few foods. Cholesterol is an example of a phospholipid. Cholesterol is found in any animal product. If it comes from an animal and has fat, it is cholesterol. Meat, eggs, dairy, and eggs are all examples of foods that contain cholesterol.

Lipids: Role in the Body and Health Effects

Lipids carry important fat soluble vitamins A, D, E, and K. They also provide a sense of fullness and satisfaction since they take longer to digest. There are three types of triglycerides and are important to distinguish because of their health effects. Saturated fatty acids (coconut oil, butter, cheese, whole milk, cream, lard, and beef fat) can cause high cholesterol, heart disease, and atherosclerosis, and contribute to obesity since fat is stored in adipose tissue. But Mono and Poly unsaturated fats such as olive oil, nuts, canola oil, corn, and safflower oils help prevent high cholesterol. Therefore, animal fats are saturated and contribute to high cholesterol, cardiovascular disease, and cancer, while plant fats are good and help lower the risk of disease. Also, saturated fats are solid at room temperature, while unsaturated fats are liquid at room temperature. This is an important point when teaching clients about fat in the diet. Essential fatty acids cannot be synthesized by the body and must be consumed in the diet (linoleic acid and alpha-linolenic acid).

There is one exception to the saturated fat classification, coconut oil. In years past, coconut oil was viewed as an artery clogging fat and placed in the same category as animal fat. When reexamined by experts this medium chain fatty acid is now seen as a heart healthy fat that fights disease. This fat is not stored in the body as adipose tissue, but rather metabolized by the liver immediately and used as energy. For this reason, experts say it speeds up metabolism and promotes weight loss. This beneficial oil is involved in research around the globe for medical conditions such as Alzheimer’s, Diabetes Mellitus Types I and II, Coronary Artery Disease, and numerous skin disorders.

An important point to know about lipids is to be aware of what cholesterol numbers mean. See http://www.cdc.gov/cholesterol/ldl_hdl.htm and review the National Lipid Association recommendations for patient-centered management of dyslipidemia: Part 1 – executive summary http://www.lipidjournal.com/article/S1933-2874(14)00274-8/fulltext#sec1.1

Proteins: Structure and Sources

A protein is also an organic compound that supports tissue growth, repair, and maintenance. Chemically all proteins contain carbon, hydrogen, and oxygen and differ from carbs and lipids in that they contain nitrogen. Proteins contain amino acids. The body will break down food proteins into amino acids and then rebuild the amino acids to build protein for the body, such as in the muscles and blood. Essential amino acids are only obtained from food, the body cannot make them. Non-essential amino acids are made by the body and do not need to be consumed in the diet. Proteins provide 4 Calories/gram for energy.

Food sources of proteins include: meat, poultry, fish, eggs, milk, yogurt, cheese, dried beans and peas, and nuts and nut butters. A small amount of protein can sometimes be found in whole grains and vegetables.
Proteins: Role in the Body and Health Effects

Proteins are essential for tissue growth, repair, and maintenance. A diet with the appropriate amount of protein promotes healing in any plan of care. If clients are not consuming enough carbohydrates and lipids, the body will use protein as an energy source. This can lead to problems such as poor healing, ketoacidosis, and muscle damage to include heart, kidneys, and liver. Protein can be used for energy in times of low carb intake and/or starvation. The body will break down protein for essential glucose to provide energy to the brain. Proteins have so many functions it is impossible to discuss them all. Here are the other functions to pay attention to in your readings: enzymes and hormones, maintaining fluid and electrolyte balance, acid-base balance, building a strong immune system, neurotransmission, and the transport and storage of other nutrients. Also the effects of consuming too much protein is not what you might think given many Americans think high protein diets are essential to weight loss and do not realize the health effects such as high cholesterol, bone loss, and kidney disease.

Note that according to the Institute of Medicine, a balanced diet will consist of between 20 to 35 percent calories from fat, 10 to 35 percent from protein and 45 to 65 percent from carbohydrates. Aim for 30 percent, 20 percent and 50 percent of your calories from fat, protein and carbohydrates, respectively.

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Create a PowerPoint presentation of no more than 15 slides that reflect your understanding of the three macronutrients discussed in this module: Carbohydrates, Lipids, and Proteins. Be creative!  Each slide should include information about each macronutrient.

· Definition of the macronutrient inclusive of its function and structure

· Where they are digested and absorbed

· Types and their purpose

· Special characteristics and function

· Clinical applications as they relate to health and diets

Use APA Editorial Format for citations and references used other than the textbook.

 

Macronutrients – Carbohydrates, Lipids, and Proteins

Macronutrients

In this module nutrients are introduced with a discussion about how they work in the body. There are six classes of nutrients:

· Energy yielding macronutrients: Carbohydrates, Lipids or Fats, and Proteins

· Non-energy yielding micronutrients: Vitamins (water soluble and fat soluble) and Minerals (macrominerals and microminerals) and Water

In this module the focus will be on energy yielding macronutrients. In the next module the non-energy micronutrients are discussed.

Let’s start with an overview by viewing the Gastrointestinal Tract in Action http://www.dnatube.com/video/1104/Gastrointestinal-tract-in-action and you may find the following CDC Nutrition for Everyone website helpful http://www.cdc.gov/nutrition/everyone/index.html

Carbohydrates: Structure and Sources

A carbohydrate is an organic compound (a substance that contains carbon bonded to hydrogen) that provides energy. Chemically, all carbohydrates contain carbon, hydrogen, and oxygen in the same proportion as water (H2O). A carbohydrate is measured in calories or “kilocalories.”

A kilocalorie (C) is a unit of energy. Note the capital C means these are kilocalories and not calories. Carbohydrates provide 4 Calories/gram and are an immediate source of energy for the body. For example, to find the number of carbohydrate kilocalories, find the amount of carbohydrates per serving and multiply this number by four to get the amount of carbohydrate kilocalories. Example: 20g carbohydrates x 4 = 80 kilocalories of carbohydrates. So keep this in mind when teaching clients.

Carbohydrates include starches, fiber, and sugars (glucose). Carbohydrates can be found in rice, pasta, cereals, starchy vegetables (corn, potatoes, green beans) and bread. Fiber-rich carbohydrates include berries, kidney beans, and broccoli. Carbohydrates with a large amount of sugars are baked goods, cookies, cakes, soda, syrups, and honey. You can think of carbohydrates as anything with “white” ingredients (white flour, white sugar). Fruits are also considered carbohydrates with sugar as well as alcohol. This is helpful to remember when conducting client teaching. You help them to distinguish between high calorie, high starch, and high sugar carbohydrates.

Carbohydrates: Role in the Body and Health Effects

The number one role carbohydrates play is to supply energy (4 C/gram). Carbohydrates are specifically important to neurologic function (brain) and physical exercise. Also, carbohydrates save protein use in the body by using carbohydrates for energy rather than growth and maintenance of body tissues and prevent ketosis. Growth and maintenance of body tissues is best done by proteins. Carbohydrates provide fiber from whole grains. Fiber reduces the risk of obesity, heart disease, type 2 diabetes, and high cholesterol. Fiber is needed to prevent constipation which can lead to hemorrhoids, and gastrointestinal disorders such as diverticulosis and colon cancer. Our bodies need 45-65% carbohydrate intake of our total energy intake (the Acceptable Macronutrient Distribution Range or AMDR). Adequate Intake of fiber is 25 grams per day for women and 38g for men.

An important point for nurses to remember about carbohydrates is that a low carbohydrate high protein diet can lead to keto-acidosis and damage to the heart, liver, and kidneys because the body will break down proteins (and muscle) if there is not enough glucose in the body for energy. Another important point is that the liver converts all molecules to glucose. So for those diabetic clients on oral anti-diabetic medications, always consider liver function. Hypoglycemia is another disease process to recognize concerning carbohydrates. Lastly, lactose intolerance is considered when discussing carbohydrates because dairy products contain lactose, a sugar and form of carbohydrates.

Lipids: Structure and Sources

A lipid is also an organic compound that provides an important energy source during rest and low intensity exercise. Chemically all fats contain carbon, hydrogen, and oxygen much less proportionately to water. A lipid also contains phospholipids, phosphorus, and occasionally nitrogen. Lipids include triglycerides, phospholipids, and sterols. Lipids are insoluble in water. Think of a lipid when making a salad dressing; the oil or fat stays on top of the water.

Lipids provide 9 Calories/gram and are a later source of energy for the body after carbohydrate calories have been used. Lipids contain the most concentrated amount of energy for the body. To find the number of lipid kilocalories, find the amount of fats per serving and multiply this number by nine to get the amount of fat kilocalories. For example, 20g fat x 9 = 180 kilocalories of fats.

Food sources include: oils, shortening, butter, margarine, mayonnaise, salad dressings, table cream, and sour cream. Triglycerides are the most common form of fats found in foods and contain fatty acids. Some fatty acids increase the risk of chronic disease and some fatty acids prevent disease and protect our health. Phospholipids contain phosphate and are found in only a few foods. Cholesterol is an example of a phospholipid. Cholesterol is found in any animal product. If it comes from an animal and has fat, it is cholesterol. Meat, eggs, dairy, and eggs are all examples of foods that contain cholesterol.

Lipids: Role in the Body and Health Effects

Lipids carry important fat soluble vitamins A, D, E, and K. They also provide a sense of fullness and satisfaction since they take longer to digest. There are three types of triglycerides and are important to distinguish because of their health effects. Saturated fatty acids (coconut oil, butter, cheese, whole milk, cream, lard, and beef fat) can cause high cholesterol, heart disease, and atherosclerosis, and contribute to obesity since fat is stored in adipose tissue. But Mono and Poly unsaturated fats such as olive oil, nuts, canola oil, corn, and safflower oils help prevent high cholesterol. Therefore, animal fats are saturated and contribute to high cholesterol, cardiovascular disease, and cancer, while plant fats are good and help lower the risk of disease. Also, saturated fats are solid at room temperature, while unsaturated fats are liquid at room temperature. This is an important point when teaching clients about fat in the diet. Essential fatty acids cannot be synthesized by the body and must be consumed in the diet (linoleic acid and alpha-linolenic acid).

There is one exception to the saturated fat classification, coconut oil. In years past, coconut oil was viewed as an artery clogging fat and placed in the same category as animal fat. When reexamined by experts this medium chain fatty acid is now seen as a heart healthy fat that fights disease. This fat is not stored in the body as adipose tissue, but rather metabolized by the liver immediately and used as energy. For this reason, experts say it speeds up metabolism and promotes weight loss. This beneficial oil is involved in research around the globe for medical conditions such as Alzheimer’s, Diabetes Mellitus Types I and II, Coronary Artery Disease, and numerous skin disorders.

An important point to know about lipids is to be aware of what cholesterol numbers mean. See http://www.cdc.gov/cholesterol/ldl_hdl.htm and review the National Lipid Association recommendations for patient-centered management of dyslipidemia: Part 1 – executive summary http://www.lipidjournal.com/article/S1933-2874(14)00274-8/fulltext#sec1.1

Proteins: Structure and Sources

A protein is also an organic compound that supports tissue growth, repair, and maintenance. Chemically all proteins contain carbon, hydrogen, and oxygen and differ from carbs and lipids in that they contain nitrogen. Proteins contain amino acids. The body will break down food proteins into amino acids and then rebuild the amino acids to build protein for the body, such as in the muscles and blood. Essential amino acids are only obtained from food, the body cannot make them. Non-essential amino acids are made by the body and do not need to be consumed in the diet. Proteins provide 4 Calories/gram for energy.

Food sources of proteins include: meat, poultry, fish, eggs, milk, yogurt, cheese, dried beans and peas, and nuts and nut butters. A small amount of protein can sometimes be found in whole grains and vegetables. Proteins: Role in the Body and Health Effects

Proteins are essential for tissue growth, repair, and maintenance. A diet with the appropriate amount of protein promotes healing in any plan of care. If clients are not consuming enough carbohydrates and lipids, the body will use protein as an energy source. This can lead to problems such as poor healing, ketoacidosis, and muscle damage to include heart, kidneys, and liver. Protein can be used for energy in times of low carb intake and/or starvation. The body will break down protein for essential glucose to provide energy to the brain. Proteins have so many functions it is impossible to discuss them all. Here are the other functions to pay attention to in your readings: enzymes and hormones, maintaining fluid and electrolyte balance, acid-base balance, building a strong immune system, neurotransmission, and the transport and storage of other nutrients. Also the effects of consuming too much protein is not what you might think given many Americans think high protein diets are essential to weight loss and do not realize the health effects such as high cholesterol, bone loss, and kidney disease.

Note that according to the Institute of Medicine, a balanced diet will consist of between 20 to 35 percent calories from fat, 10 to 35 percent from protein and 45 to 65 percent from carbohydrates. Aim for 30 percent, 20 percent and 50 percent of your calories from fat, protein and carbohydrates, respectively.

 
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Biology Questions

1.    The most important aspect of a good microscope is

resolution.

magnification.

condensation.

the number of ocular lenses.

2.Select the statement(s) that accurately describe homeostasis.

The body has the ability to detect change, activate mechanisms that oppose it, and maintain relatively stable internal conditions.

The loss of homeostatic control can cause illness but cannot cause death.

Internal conditions are absolutely constant and must not fluctuate within a range.

The internal state of the body is best described as a dynamic equilibrium in which there is a certain set point and conditions fluctuate slightly around this point.

The first and fourth choices are correct.

3.    Which of the following statements is not true regarding inclusions?

Inclusions are not enclosed by a membrane.

nclusions have no functions that are necessary for cellular survival.

Inclusions can participate in ATP production in the cell.

Inclusions could be viruses or bacteria inside the cell.

None of the these is a false statement.

4.    Which of the following statements is true about the glycocalyx?

All animal cells have a glycocalyx.

Even between identical twins, the glycocalyx is chemically unique.

The glycocalyx helps one cell adhere to another.

All of these are true statements.

Only the first and third statements are true.

5.    Cells of all species have many fundamental similarities because of

spontaneous generation.

coincidence.

common ancestry.

the laws of randomness.

6.    What is the volume of a cuboidal cell that measures 5 µm on each side?

125 µm2

25 µm2

25 µm3

125 µm3

None of the choices is correct.

 

7.    In 1859 Louis Pasteur determined beyond all reasonable doubt that

cells arose from non-living matter.

cells only arose from other cells.

cells do not spontaneously generate.

All of the choices are correct.

Only the second and third choices are correct

 

8.    Dynamic equilibrium can be described as having a certain set point for a given variable where internal conditions remain constant at this point.

True

False

9.    Which of the following best distinguishes a Law from a Theory?

A law is a generalization about the predictive ways in which matter and energy behave, while a theory represents information that can be independently verified by any trained person.

A law is a generalization about the predictive ways in which matter and energy behave, while a theory is the result of inductive reasoning based on repeated, confirmed observations.

A law is the result of inductive reasoning based on repeated, confirmed observations while a theory is an explanatory statement or set of statements derived from facts and confirmed hypotheses.

A law is an explanatory statement or set of statements derived from facts and confirmed hypotheses while a theory is information that can be independently verified by any trained person.

10.  What is the surface area of a cuboidal cell that measures 5 µm on each side?

25 µm2

150 µm2

25 µm3

150 µm3

None of the choices are correct.

 

 

 
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