Saturday, June 30, 2007

Self and Unit Evaluation Two

Katie Meyers

Self and Unit Evaluation II

REGARDING YOUR OWN PERFORMANCE

1. What were the three aspects of the assignments I've submitted that I am most proud of?

I am proud of my lab project for this unit. I was unsure of what activities to use for the three activities/experiments, and I thought what I came up with was fun, even if it did not have all the results I was expecting. It was a good, fun experience.

My 4th compendium (the second compendium for this unit) did not take me a really long time like the three before it have. Despite the fact that there was less information required for the 4th compendium, I am hoping this means that I am getting the system down a bit better, and will be able to use my class time more efficiently from now on.

I am proud I managed to write another ethical issue essay. At first, I was at a loss of what to say. As is evidenced by the finished product, I was able to finally formulate and organize some ideas to make an essay. I apologize if my paragraph relating to PCOS did not fit in to the essay, but I thought it had enough to do with the topic that I could somehow squeeze it in.

2. What two aspects of my submitted assignments do I believe could have used some improvement?

As always, I would have liked a few more days to edit my essay and compendiums. However, I think they still came out ok with the editing time I gave each.

I wish I could have gotten my blood pressure screen pictures bigger. However, I think I may have found out how to make them bigger for future assignments, so hopefully I will not need to worry about this again.

3. What do I believe my overall grade should be for this unit?

Again, I put plenty of time in to do this unit, and hopefully that time was used well. If it was, then I hope my assignments turned out well and will earn a good grade. However, if they did not, it will be a learning experience, and I will determine to do next unit’s assignments better. All in all, I would hope to average an A- or A.

4. How could I perform better in the next unit?

I think if I started earlier on next unit, it would give me more time to edit and better put together my assignments. So, that is my “resolution” for next unit.

REGARDING THE UNIT

  1. At what moment during this unit did you feel most engaged with the course?

I felt engaged during my lab project. It brought concepts into everyday reality for me.

  1. At what moment unit did you feel most distanced from the course?

I would say it was during the ethical issues essay. Since I do not usually think of such topics, it was hard at first to come up with an essay. However, when I finally did manage to come up with sufficient topics to write my essay, I found it to be a good learning experience that opened my eyes more to the nutritional state of our country.

  1. What action that anyone (teacher or student) took during this unit that find most affirming and helpful?

It was nice to get feedback and hear somebody else’s opinion on my ethical essay in unit I. Also, I am very grateful to our teacher that he again extended the deadline to Sunday morning. That one extra day does wonders for my schedule and assignments.

  1. What action that anyone (teacher or student) took during this unit did you find most puzzling or confusing?

Overall, I was satisfied with my teacher and fellow students’ actions. There was nothing that puzzled or confused me.

  1. What about this unit surprised you the most? (This could be something about your own reactions to the course, something that someone did, or anything else that occurs to you.)

I noticed the difference in difficulty and time consumption compared with the first unit. Just as our teacher said, it really did get easier when the third week of class started. I was very grateful for that discovery.

Unit II Lab Project: Exercise Physiology

Katie Meyers

Lab Project Two: Exercise Physiology

For this lab, I decided to pick three rather unique experiments. My first activity/experiment was measuring my basic body metabolic parameters while listening to a fast jig from the “Pirates of the Caribbean: At World’s End” soundtrack by Hans Zimmer (Track 5, “Up Is Down”). My second activity/experiment was measuring my basic body metabolic parameters while listening to a slow, melodic, primarily strings track from the soundtrack of “Harry Potter and the Goblet of Fire” by Patrick Doyle (Track 12, “Harry In Winter”). Lastly, I played part (about one page of music, or one minute) of a presto (very fast) violin piece (Samuel Barber’s Violin Concerto, 3rd movement, Presto) five times and measured my basic body metabolic parameters after each time. This was my third activity/experiment. For each of these activities, the “basic body metabolic parameters” I measured were the same: systolic blood pressure, diastolic blood pressure, respiration rate (per minute), and pulse rate (per minute).

My hypothesis: When I listen to the “Pirates” piece of music, all four measurements will be higher than my baseline measurements, because the music will excite my emotions and body response. When I listen to the “Harry Potter” piece of music, my pulse and respiration rate will be higher than my baseline measurements, since the music is still emotional, though this music is much slower than the music in activity one. However, I think my blood pressure will be lower, since the music also relaxes me physically. In my third activity, since I will not be sitting and listening to music, but rather standing and physically producing music, all four measurements will be higher than my baseline measurements. In fact, I would say the highest measurements for each category (systolic bp, diastolic bp, respiration, pulse) will be the highest of them all in activity three.

HOW DO I THINK MY METABOLIC RATES WILL COMPARE TO BASELINE AFTER:

PULSE

RESPIRATION RATE

BP SYSTOLIC

BP DIASTOLIC

ACTIVITY ONE:

Pirates of the Caribbean: At World’s End Soundtrack; Track 5, “Up Is Down” (fast jig)

Higher than baseline

Higher than baseline

Higher than baseline

Higher than baseline

ACTIVITY TWO:

Harry Potter and the Goblet of Fire Soundtrack; Track 12, “Harry In Winter” (slow melody)

Higher than baseline

Higher than baseline

Lower than baseline

Lower than baseline

ACTIVITY THREE:

Playing on violin the 3rd movement of Barber’s violin concerto (Presto, very fast)

Higher than baseline

Higher than baseline

Higher than baseline

Higher than baseline


What I used for this experiment: notebook, mechanical pencil, portable CD player with big headphones, sphygmomanometer, “Harry Potter and the Goblet of Fire” soundtrack, “Pirates of the Caribbean: At World’s End” soundtrack, violin and bow, stethoscope, first page of the third movement of Samuel Barber’s violin concerto, clock with a hand that counts seconds, my very nice dad (who’s an optometrist) who measured my blood pressure and other rates, my kind mom who helped me measure other rates like respiration and pulse.






I began by my dad and me measuring my baseline measurements. Then, my mom and dad measured my rates five different times while I listened to the same track of the “Pirates of the Caribbean: At World’s End” soundtrack over and over. (My mom took this picture, so you cannot see her, but she did help.)


Then, we did the same thing with my “Harry Potter and the Goblet of Fire” soundtrack, from which I listened to the same track over and over as they measured my rates five different times. (Again, my mom took this picture, but she helped take other rates besides my blood pressure when she was not behind the camera.)



For my third project, my parents waited while I played the first page of the third movement of Barber’s violin concerto. Total, I played it five times.



After each time through, my parents would help take all four measurements.





Here is the raw data table of my experiment results


Systolic Blood Pressure

Diastolic Blood Pressure

Respiration Rate (per minute)

Pulse (per minute)

Baseline 1

110

65

18

76

Baseline 2

108

62

20

70

Baseline 3

100

60

18

84

Baseline 4

100

64

18

76

Baseline 5

100

64

20

84






Activity One, 1

102

60

22

78

Activity One, 2

102

62

20

78

Activity One, 3

98

64

21

88

Activity One, 4

102

64

18

88

Activity One, 5

98

66

20

88






Activity Two, 1

98

58

10

84

Activity Two, 2

98

62

14

88

Activity Two, 3

100

58

10

82

Activity Two, 4

96

62

12

80

Activity Two, 5

97

60

10

84






Activity Three, 1

102

64

30

126

Activity Three, 2

98

64

28

126

Activity Three, 3

98

65

36

120

Activity Three, 4

98

70

30

120

Activity Three, 5

98

76

28

122



Here is my bar graph comparing the averages of systolic blood pressure from each experiment and my baseline measurements.




Here is my bar graph comparing the averages of diastolic blood pressure from each experiment and my baseline measurements.




Here is my bar graph depicting the average activity and baseline respiration rates.




Lastly, here is my bar graph showing the average pulse rates for baseline and each activity.




Data Analysis; comparing results with hypothesis: My results both agreed and disagreed with my hypotheses.

With my systolic blood pressure, I was surprised to find that my highest readings were my baseline readings. This may be because I was a little nervous and excited to begin this project, since my raw data table shows that my systolic blood pressure lowered a bit by my third baseline measurement. Since I hypothesized that my systolic blood pressure taken during and after my activities would be higher than my baseline, my systolic blood pressure hypothesis has been proven false this time. However, I did hypothesize that my systolic blood pressure would be lower in my second activity than in my baseline measurements. In that case, my hypothesis was proven true here.

As for diastolic blood pressure, I hypothesized that my measurements for activities one and three would be higher than my baseline measurements, while my measurements for activity two would be lower. Other than the fact that my first activity’s measurements are equal rather than higher than my baseline measurements, my hypothesis is shown true by my results.

I hypothesized that my respiration rates would be higher during my activities than during my baseline measurements. This was proven true in activities one and three, especially three, when I was standing and physically working. However, I was surprised to see how much my respiration rate lowered compared to my baseline measurements during my second experiment. My reasoning for these results is that that particular piece of music relaxed me, and it was greatly evidenced by how my respiration rate numbers came out. So, two-thirds of my respiration hypothesis was proven true, while one-third was proven false.

Lastly, I hypothesized my pulse rate measurements in all three activities would be higher than my baseline measurements for pulse rate. This was proven true by these experiments. In both of my listening experiments, my pulse stayed about the same, despite the tempo difference in the two musical selections. However, not surprisingly, my pulse rate rose greatly when I was working to play the violin.

Overall, a greater percentage of my hypotheses were proven true. However, there was also a noticeable (though smaller) portion of my hypotheses that were proven false.

Other than human error on me and my parents’ parts, I think that there were as few problems with our data and technique as was possible. True, my dad is not an electronic blood pressure cuff, but I trust he knew what he was doing, as he has been educated in how to take blood pressure, due to the schooling he went through for his job. In my violin experiment, it would have been nice to have been able to take my measurements while playing, but that would have been very difficult and unreasonable for all involved. Due to the majority of my hypotheses being proven correct in this instance, I think I had a reasonably good original idea of what my experiments would result in.

I realize that this did not turn out as an “exercise physiology” experiment, exactly. However, I think I still learned some valuable things from this experience. First of all, I was interested to see how emotions brought on by music would physically affect the patient (me). In some cases, listening to music did affect my readings. However, they did not affect them nearly as much as I expected. On the other hand, my physical activity readings (from playing a fast violin piece) did show what I expected. However, I know that string players are known for almost holding their breath when they play because their body is so busy with other activities. In that way, it would have been neat to measure my respiration rate when I was playing, as well as afterwards, and see the difference. However, as I stated earlier, that would have been difficult to do, and did not happen. In the end, my general idea of the power of emotions on the physical reactions of the body was still overshadowed by common sense and knowledge: when working harder physically, my overall basic body metabolic parameters read higher than anything else. This proves that my circulatory system needed to work harder, since I needed more oxygen to play the violin than to listen to music.



Friday, June 29, 2007

Ethical Essay Two -- What is Food?

Katie Meyers

Ethical Issues Essay – What is Food?

Ever since life began, the concept of food has existed as well. Over time, different human cultures began to develop cuisines, or a particular style of cooking particular foods. Before trains, planes, automobiles, ships, and caravans, these cuisines were based on the edible products nearest to and easiest to obtain by the inhabitants of an area. Usually, these products provided a sufficient, healthy diet and a bit of enjoyment from satisfying the human appetite. Today, humans still enjoy the cuisine they live by. However, as we can now get foods from the other side of the globe rather easily, the regional diet has become obsolete, especially in the United States of America. As a result, problems in the human population have grown, due to the fact that it is now only too easy to overeat, especially in one of the richest countries in the world, the United States of America. However, there are still other countries in these modern times that keep a healthy population, especially compared to us Americans. What is the difference, how did we become this way, and is there any way to change it?

The difference is that America has left all shreds of historical cuisine behind. In fact, the majority of food an average American consumes often comes from either another hemisphere or is highly processed. As long as our bodies can adapt to foreign foods (from different world regions, I mean) and we can maintain a healthy Americanized cuisine with them, we should be able to maintain as healthy a population as any other average world country. However, since America is such a rich country, it is very easy for us to haphazardly mix together different foods imported from different places (e.g. sugar, high fat foods in abundance) according to our taste buds’ whims. This can result in poorer diets and therefore poorer health. However, foreign food is by no means the main culprit, or a culprit at all, of the American health crisis. Beginning in the 20th century, more and more food has been scientifically synthesized. Evidenced by margarine’s long-term effects (heart disease and heart attacks), the first step into test tube food was by no means a success. However, as America has grown richer and more modern, small farming businesses have been greatly overshadowed by large corporations. Unlike small-town local farmers, these corporations are not interested in quality, but in quantity, how cheaply and quickly they can produce food, and how many pennies they can squeeze out of the average American Joe. So, what resulted? Unnatural hormone treatments and pesticides to make plants and animals grow faster (these hormones and pesticides could very well be a big cause of health problems), cheap, artificial, packaged foods of low nutritional quality (think margarine, trans fats, and really long words), and addicting substances like MSG (monosodium glutamate – a really long phrase for a food product, eh?) and caffeine added to ensure the customer will return for more. As a result of such an American “cuisine”, the American population’s health has slowly plummeted. Because of this, nutritionists were invented and brought into the spotlight to tell us what was wrong with our diet and how to fix it. Unfortunately, they looked at specific nutrients and test tube patterns rather than the overall effect of a cuisine or even one food, and came up with directions to take a bunch of different supplements and cut out foods simply for one nutrient they did or did not have. Moreover, the more American cuisine worsened, the more demanding society became as to what look is acceptable (usually very twiggy [for women] or abnormally muscular [for men]). This whole mess of things has resulted in an overweight country that feels terrible about itself, making America a prime target for easy solutions and fad diets. Unfortunately, the only reason this has happened particularly to the United States of America is because of our wealth and power. So, what can we do to change our dietary fate?

Mind you, I do not think there is any one right answer to this question. However, I will attempt to impart my hopefully relatively sound-minded opinion. I think that as a result of the American generations raised on fake, unhealthy foods and being force-fed radical, unhappy diets in an attempt to buffer the damage, the popular mindset is, “Healthy food tastes bad”. Unfortunately, those large corporations have our addicted taste buds in the palm of their hands. However, I think that if simple but forgotten food facts were taught in nutrition classes, then such classes should be required in school. What are just a few of these forgotten food facts? First of all, not a single natural food is “good” or “bad”. Each food is unique, and provides our bodies with a much-needed variety of nutrients and our mouths with many (possibly yummy) tastes. Since we are omnivores, this is natural. Therefore, people should eat a variety of foods. Secondly, people should be taught how to either get out of life’s fast lane and eat real, unpackaged, made-from-scratch food, or at the very least be taught to discern how to best eat when on the run. Ideally, making food (no, warming up a TV dinner doesn’t count) and then transporting it with you while on the run is a good idea. However, for those times you are not able to, people (especially children, from elementary through college, who eat at school cafeterias every day) should be told how to best eat out (e.g. quick food places that carry foods not made with trans fats, and which items on the menu are made with less refined sugar and fake fats. In other words, which items are made of natural food.). Also, as I am a college student who will soon be living on a university campus, I advocate the spread of such programs as “Farm to School” (http://www.farmtoschool.org), which will provide busy students like me (who have only fifteen minutes to eat, at times) easy access to healthy, real food products in a student union or cafeteria. Also, I think that “nutritionism” should be debunked, in the sense that people should not be tied down to taking certain supplements or vitamins unless absolutely necessary to their health, and that packaged foods with health claims are usually not trustworthy or worth eating. Lastly, people should be aware of the harm the large corporations have done to our society through eating, and then go support the local farmers who grow food for quality and will sell you a quality food product, since (unlike the large corporations) your opinion as a customer matters to them. With these, among many other tactics, I think the input of nutritional and food knowledge should be vital to the scholarly curriculum in our country. As a result, maybe, little by little, change by change, we can turn this country’s health around.

I could end this essay right here. However, I would like to focus briefly on obesity, as it is often criticized to be a large (ha ha, sorry) problem in the United States of America. Most regular-weighted people think that obesity is preventable, and those that become obese will be at greater risk for many diseases and other physical problems. I agree that these statements are true. However, I think that the population should dig deeper into this issue. Rather than focusing on all the negative issues caused by obesity, I would like to look at what causes obesity in the first place. This is a hard subject to research, as it is so extensive. However, I would like to at least focus on the basics. The simple fact of the matter is that obese people eat too much for their metabolism to handle. However, is it really that simple? The public should remember this, a saying so easily forgotten: not all metabolisms are created equal. As this is the case, what causes these slower metabolisms that are revealed more than ever now in the modern America? It could be a myriad of things. For example, there is a syndrome in women called polycystic ovarian syndrome (PCOS). Since this messes over a woman’s ovaries and, particularly, her hormones, is it any surprise that it has been shown that women with PCOS tend to be insulin resistant (remember that insulin is a hormone)? However, the trick with PCOS is that it does not reveal itself in the patient until her menses cycle begins. For instance, there have been several accounts of young girls who are skinny, almost underweight, until their menses begins. Within one year after her first cycle, a PCOS girl can gain up to 30 pounds, despite the fact that her diet remains the same. This must be difficult to adjust to, as the patient is undoubtedly used to eating one way, and then suddenly has to battle the bulge beginning between the ages of 10 and 16. Moreover, once “PCOS fat” is gained, it is very hard to lose. For example, some PCOS women become very obese and decide to get bariatric surgery. While many people get this surgery and lose a great deal of weight, PCOS women can still be considered obese (but quite a bit smaller than they were before the surgery), even after following the doctor’s orders, jot and tittle, for over two years after the surgery. This syndrome, PCOS, is just one of many examples of underlying circumstances that can aggravate and promote the obesity condition so encouraged by today’s food companies. Moreover, PCOS is on the rise in the United States. Might this mean there is a connection between trans fats and other unhealthy foods that change hormones and PCOS? Since the cause of PCOS is not yet known, I cannot answer such a question. However, it is something to consider.

The point of this past paragraph was to, yet again, encourage nutritional knowledge, as well as knowledge of the physical problems America’s food companies have aggravated in their population, in people’s minds, particularly from a younger age. To summarize my solution to the American food crisis, I think the best place to start is with changing common knowledge about food and what has happened to us as a population because of poor nutrition. People should once again embrace the truth that food should be enjoyable to eat, not taste “icky” or result in a guilt trip. Perhaps one day, the United States of America can get back to a true cuisine – a cultural, healthy, and enjoyable way of eating.

Thursday, June 28, 2007

Katie Meyers

Compendium Four – Food and the Body

Cell Respiration and Diffusion

  • Diffusion
  • Cell respiration
    • Glycolysis
    • Kreb’s cycle
    • Electron transport system
  • NAD+
  • ATP

Digestion

  • Purpose
  • 5 steps
  • GI tract
    • 4 layers
    • GI tract organs
    • Accessory organs
  • Diabetes

Nutrition

  • Nutrients
    • Carbohydrates
    • Proteins
    • Lipids
    • Minerals
    • Vitamins
  • Obesity
    • Healthy diet approaches
  • Eating disorders

Cell Respiration and Diffusion

  • Diffusion – how glucose enters a cell
    • Insulin – a protein secreted by the pancreas into the blood, usually after a meal
      • Insulin stimulates cells to take up glucose, or stimulates GLUT4 in the cell’s plasma membrane
    • Glucose diffusion – special protein pore (GLUT4) diffuses glucose through the cell membrane and into the cell
    • Here is an image of how glucose is taken in by diffusion



(found on slide 6 of Nutrition – BIO 156 PowerPoint presentation)

    • After glucose is taken in by the cell, it is either stored as glycogen or used in the cell’s metabolism (cell respiration)
    • Here is an image of the overall cell’s actions with glucose diffusion

(found on slide 6 of Nutrition – BIO 156 PowerPoint presentation)

  • Cell Respiration – provides energy by oxidizing food molecules, e.g. glucose; is the primary way that cells make ATP
    • Glucose is the main substrate (used chemical) combined with oxygen in cellular respiration
    • Glycolysis and the Kreb’s cycle break down food molecules
    • 3 phases

(found on slide 5 of Nutrition – BIO 156 PowerPoint presentation)

      • Glycolysis – the oxidization of glucose to pyruvate
        • Cells get energy (ATP) from oxidizing nutrients like glucose
        • Step 1 – add two phosphates, get two ATP
        • Step 2 – divide into two 3-carbon sugar phosphates; convert these 3-carbon sugar phosphates into pyruvate
          • This step produces ATP as well
        • Step 3
          • Aerobic – pyruvate is further oxidized, yielding more ATP
          • Anaerobic – pyruvate is converted into lactic acid

(found at http://ghs.gresham.k12.or.us/science/ps/sci/ibbio/cellenergy/resp/respirpics/glycolysis2.gif)

      • Kreb’s Cycle (or citric acid cycle)
        • Occurs in mitochondria
        • First converts pyruvate to acetyl-CoA
        • Then, acetyl-CoA reacts with a 4-carbon molecule
        • This then produces NADH and carbon dioxide
          • This production produces one ATP as well
        • Cycle ends with 4-carbon molecule being regenerated – starts the Kreb’s cycle all over again


(found at http://www.emc.maricopa.edu/faculty/farabee/biobk/enyld2.gif)

      • Electron Transport System and ATP synthesis
        • Resulting energy from glycolysis and Kreb’s cycle is transported to the electron transport system in electron form
        • Phosphorylation – hydrogen movement into the mitochondrion helps synthesize ATP from ADP and phosphate


(found at http://staff.jccc.net/PDECELL/cellresp/ets.gif)

    • NAD+
      • Oxidization – the removal of hydrogen from molecules
      • Enzymes give NAD+ a hydrogen, making it into NADH
      • NADH can then donate its hydrogen to other molecules
    • ATP – a high energy phosphate bond that is used all over the cell for different actions; the cell’s currency of energy; produced mainly by glucose

Digestion

  • Purpose of digestion – to break down nutrients in food so cells can use them (by crossing the plasma membrane)
  • Digestion – 5 steps
    • 1) Ingestion – when mouth takes in food
    • 2) Digestion
      • Mechanical digestion – when food is divided into smaller pieces to be acted on by digestive enzymes (in the stomach); we aid mechanical digestion by cutting up our food before eating it
      • Chemical digestion – begins in mouth, ends in small intestine; the partly digested food in between the mouth and small intestine is called chyme
    • 3) Movement – of GI tract along the digestive tract; food passes from one organ to the next, while indigestible remains are expelled
    • 4) Absorption – nutrients created by GI tract cross GI tract’s wall and enter cells nearby, which then put the nutrients received into the blood to be spread throughout the rest of the body


(found on slide 12 of Nutrition – BIO 156 PowerPoint presentation)

    • 5) Elimination – defecation (enough said)
  • GI tract – gastrointestinal tract – contains digestive organs
    • 4 layers of the GI tract, from innermost to outermost
      • Mucosa – modified according to organ type
      • Submucosa – loose connective tissue in broad band – contains blood and lymph vessels, as well as nerves
      • Muscularis – two smooth muscle layers
      • Serosa – thin; made of visceral peritoneum
    • Here is an image of the GI tract’s organs, as well as its accessory organs.


(found on slide 13 of Nutrition – BIO 156 PowerPoint presentation)

    • GI tract organs – mouth, pharynx, esophagus, stomach, small intestine, large intestine, rectum, anus
      • Mouth – receives food, begins chemical and mechanical digestion
      • Pharynx – cavity where mouth and nasal passages cross (windpipe goes in front of the esophagus)
      • Esophagus – long, narrow tube that takes food to the stomach
      • Stomach – has thick walls, is J shaped, on the left side of the body beneath the diaphragm – stores food, initiates protein digestion, controls movement of chyme into the small intestine; its high acidity kills most bacteria in food
      • Small intestine – completes digestion, absorbs nutrients through its walls; contains enzymes to digest food
        • Names of small intestine parts, in order of the direction of food’s movement (top to bottom, in a sense)
          • Duodenum, jejunum, ileum
      • Large intestine – absorbs H2O (prevents hydration); does not produce enzymes, does not store nutrients, does absorb vitamins produced by bacteria called flora; aids body in getting rid of indigestible solid remains of food (defecation)
        • Names of large intestine parts, in order of the direction of food’s movement (not really top to bottom)
          • Cecum, ascending colon, transverse colon, descending colon, sigmoid colon, rectum, anal canal
    • Accessory organs (organs that assist the digestive tract’s organs) – salivary glands, liver, gallbladder, pancreas
      • Salivary glands – help moisten food and aid swallowing by excreting saliva; 3 pair – sides of face under and in front of ears, beneath tongue, beneath oral cavity floor
      • Liver – major metabolic gland located in the upper right of the abdominal cavity
        • Detoxifies blood with liver’s lobules and their capillaries
        • Stores iron and vitamins A, D, E, K, B12 from blood; stores glycogen
        • Regulates cholesterol and glucose levels in blood
        • Produces and provides bile for small intestine (bile emulsifies fat in digestion)
      • Gallbladder – stores bile, also provides bile for the small intestine
      • Pancreas – in the back of the abdomen, behind the stomach
        • Produces pancreatic juice made of sodium bicarbonate and digestive enzymes
          • Amylase – digests starches
          • Trypsin – digests proteins
          • Lipase – digests fat
        • Secretes digestive enzymes into the small intestine
        • Secretes insulin hormone into the bloodstream


(found on slide 7 of Nutrition – BIO 156 PowerPoint presentation)

  • Diabetes – two types
    • Type I – no insulin is released by the pancreas after eating, leaving the blood sugar high; treated with injections of exogenous insulin

(found at http://images.medicinenet.com/images/ccf/42943_Type1Diabetes.jpg)

    • Type II – insulin is released by the pancreas after eating, but cells do not receive the signal; treated with Avandia, which increases cell sensitivity to normal insulin, or treated with metformin if the patient is obese, where metformin blocks the liver synthesis of glucose
      • Associated with a diet high in simple carbohydrates; therefore, giving a type II patient insulin is not ultimately helpful
        • Long-term exposure to simple carbohydrates reduces the body’s response to insulin

(found at http://images.medicinenet.com/images/ccf/diabetesccf2.bmp)

    • Type II is less severe than type I
    • Type I occurs in children, type II occurs in adults

Nutrition

  • As body runs off glucose, why not just eat sugar? Because the body needs other nutrients, minerals, vitamins, and amino acids (building blocks of protein) to function as well. These are things the body does not produce, so we must be sure to intake a sufficient amount of each in our daily diets to facilitate bodily function.
  • Nutrients


(found on slide 10 of Nutrition – BIO 156 PowerPoint presentation)

    • Carbohydrates – simple (e.g. glucose) or complex (sugar with several sugar units, digested and broken down into glucose)
      • Glucose – energy source at the cellular level; preferred energy source in the body
    • Protein – digested into amino acids, which cells then synthesize into cellular proteins
      • 8 essential amino acids, 20 total
      • Incomplete protein source – a food that does not contain all 8 essential amino acids
        • Absence of just one essential amino acids prevents the utilization of the other 19 amino acids
      • Daily supply of amino acids needed, as body does not store them


(found on slide 9 of Nutrition – BIO 156 PowerPoint presentation)

    • Lipids – fats, oils, cholesterol
      • Saturated fats – solid at room temperature
        • Usually of animal origin, e.g. butter and meats
          • Exceptions: palm oil and coconut oil
      • Unsaturated fats – oils
        • Do not promote cardiovascular disease
        • Polyunsaturated fats – corn oil and safflower oil
          • Only lipid to contain linoleic acid and linolenic acid
            • These are essential fatty acids
          • Body does not supply these, need to be in everyday diet
        • Monounsaturated fats – olive oil and canola oil
      • Trans fats – found in commercially packaged foods; bad for the body
    • Minerals – major and trace
      • Some example minerals:
        • Calcium – vital to the construction of bones, teeth; vital to nerve conduction and muscle contraction
        • Sodium – regulates body’s H2O balance
          • Salt intensifies hypertension, so do not have too much sodium in salt form
        • Chart of minerals

(found on slide 16 of Nutrition – BIO 156 PowerPoint presentation)

    • Vitamins – organic compounds used for the body’s metabolic purposes
      • 13 total
      • Antioxidants – defend against free radicals (which can mutate DNA) – e.g. vitamins A, C, E
      • Vitamin D – becomes calcitriol, which promotes the absorption of calcium by the intestines
      • Water-soluble vitamins


(found on slide 18 of Nutrition – BIO 156 PowerPoint presentation)

· Fat-soluble vitamins



(found on slide 17 of Nutrition – BIO 156 PowerPoint presentation)

  • Obesity
    • The American diet results in excess body fat; 33% of U.S.A. adults are obese
    • How to keep weight down
      • While dieting, “eat a variety of foods, watch your weight, and exercise” (found in “Human Biology” 10th ed. By Sylvia S. Mader page 156)
      • Remember food – the win-win-win approach; a social/political/ethical issue
        • “Bring a spiritual and cultural base back to our diet”, or make food matter more in such ways to each individual
          • Ignore the lure that commercial food is trying to cast over the general population; get back to whatever each person considers their home-cooked meals that mean more to the individual and will make them think and care more about what they are eating
          • Culturally-based cuisines are usually healthy
          • In wealthier areas of the world, “nutritional transition” takes place and draws the wealthier population away from simple, culturally-based cuisines and towards colorfully packaged foods that appeal to people in the fast lane of life
        • “Bring long-term health to our lives”
          • “What is healthy [food]? Non-packaged; local; home-cooked; culturally-based; spiritually satisfying.”
        • “Bring long-term health to our farming and agricultural ecosystems”
          • Encourage local farmers by buying their products, as they have standards since their business is at the mercy of their local reputation
        • The four above quotes found on slide 23 of Nutrition – BIO 156 PowerPoint presentation)
        • The food satisfaction triangle

(found on slide 27 of Nutrition – BIO 156 PowerPoint presentation)

  • Eating disorders – dissatisfied with self-body image
    • Anorexia nervosa
      • Severe psychological disorder
      • Refusal to eat enough food to maintain a healthy body weight
      • 90% of these cases are young women – 1 in 200 teenage girls have it
    • Bulimia nervosa
      • Overeating episodes, followed by purging
      • Binge/purge cycle can be done several times a day
      • Plagues 4% of young women
    • Binge-eating disorder
      • Overeating episodes, not followed by purging
      • Triggered by stress, anxiety, anger, depression
    • Muscle dysmorphia
      • Patient thinks their body is underdeveloped
      • Body-building preoccupation, along with supplements and protein drinks used to body-build
      • Affects more men than women

Studying for Bio

Studying for Bio
Me and my dog, Indy