Salt water saturation. Lab guideline.
Handout 11-12-07. Due Monday, 11-23-07. The lab report is due one week after the lab is finished. We will also spend time in class discussing how to write the lab report and I will be available (on Tuesday, after school, in the library, 3:30-5:00) to tutor anyone needing additional help.
Your lab report should have six sections. Below are the six sections and some of the questions that should be answered in each section. It should be written as a report of what you did, not as a series of questions and answers. You should answer the questions in complete sentences instead of asking the questions again in your report. Your final lab report should be organized into the following six sections and be in the same order. Each section is worth 10 points. You will also recieve 40 paritcipation points for completing the lab but these will only be awarded when you turn in the lab report.
Many students were absent at least one of the two days we worked on the lab. If you were absent on those days or had questions about the lab it was your responsibility to come during advisory or after school to make up the lab or ask questions.
1. Observations
Why were we initially interested in the topic?
We made 3.5% salt water and we tried to make 100% salt water. What happened when we mixed 1g of water with 1g of salt?
What does soluble mean?
What does saturated mean?
How much salt can we put in water before we reach the point where it is no longer soluble?
2. Hypothesis:
A hypothesis is a statement that can be tested by experimentation. Such as:
I think water will be saturated at X% salt.
If we start with a volume of water and slowly add salt while stirring we will eventually get to a point where the salt will no longer dissolve.
3. Experiment:
The experimental section should tell exactly how you did the experiment. The more details you have here the better. You should have enough details so that someone else could read your procedure and repeat the experiment and get the same results.
Procedure
How much water will we start with?
If we convert this to grams, how much would this weigh?
Why did we use this amount?
What was the salt concentration initially?
We added salt in small increments. How much did we add at a time?
How long did we stir the solution before it was dissolved?
What percentage of salt did this make?
Was it all soluble?
How did the experiment procede after that initial step?
How much salt had we added when we noticed it was no longer soluble?
How long did we stir the solution before we decided that the solution was not soluble?
What was the experimentally determined range of the limit of solubility?
Did we take steps to further narrow this range?
If so, what were they?
Data and experimental observations
What salt concentrations did we attempt to make and which ones were soluble?
4. Analysis:
Is it possible to graph or chart the data so that it can be seen visually?
5. Conclusions:
You should express the results here.
Was you hypothesis accepted or rejected?
It is fine if your hypothesis is rejected. This just means that you learned something that you did not anticipate.
You did not find the exact maximum solubility of salt in water but you can express your results as a range. For example, the maximum solubility of salt in water is between X and Y%.
6. Repeat:
Is it necessary to repeat the experiment?
What could be gained by repeating the experiment?
Are there any related experiments that you can think of?
What temperature was the water in our experiment?
Do you think the solubility would the same at different temperatures?
Monday, November 16, 2009
geology questions
This was a worksheet that we answered in class with a presentation on geology. All of the information (answers) can also be found on the internet.
Geology: 20 questions about rocks:
Each of the 20 questions can be answered through the in class presentation on geology.
What are the 3 classes of rocks? Igneous, sedimentary, and metamorphic
How are igneous rocks formed?
What is the difference between magma and lava?
What are extrusive rocks? Give an example.
What are intrusive rocks? Give an example.
What are plutonic rocks? Give an example.
How are sedimentary rocks formed?
Where do the materials for sedimentary rock originate?
Where do most sedimentary rocks form?
What does strata mean?
How can you tell the difference between a sedimentary and an igneous rock?
What are clastic sedimentary rocks made of? Give an example.
What are organic sedimentary rocks made of? Give an example.
What are chemical sedimentary rocks made of? Give an example.
How are metamorphic rocks made?
What are the 4 main agents of metamorphosis?
Give 3 examples of metamorphic rocks.
How do fluids affect metamorphism?
Metamorphic rocks sometimes form layers too. What cause these layers and what are they usually made of?
How can sedimentary and metamorphic rocks become igneous rock again?
Geology: 20 questions about rocks:
Each of the 20 questions can be answered through the in class presentation on geology.
What are the 3 classes of rocks? Igneous, sedimentary, and metamorphic
How are igneous rocks formed?
What is the difference between magma and lava?
What are extrusive rocks? Give an example.
What are intrusive rocks? Give an example.
What are plutonic rocks? Give an example.
How are sedimentary rocks formed?
Where do the materials for sedimentary rock originate?
Where do most sedimentary rocks form?
What does strata mean?
How can you tell the difference between a sedimentary and an igneous rock?
What are clastic sedimentary rocks made of? Give an example.
What are organic sedimentary rocks made of? Give an example.
What are chemical sedimentary rocks made of? Give an example.
How are metamorphic rocks made?
What are the 4 main agents of metamorphosis?
Give 3 examples of metamorphic rocks.
How do fluids affect metamorphism?
Metamorphic rocks sometimes form layers too. What cause these layers and what are they usually made of?
How can sedimentary and metamorphic rocks become igneous rock again?
review for chapter 3, due Tuesday 11-17-09
Below are two reviews for chapter 3 exam. The first review is the honors version and the second version is for the easier exam. All are encouraged to do the honors review and the honors exam. There are 10 bonus points available to those who opt to take the honors exam. The review is due no later than Tuesday and the exam will be on Wednesday, 11-18-09. Sorry I did not post this sooner but the review was handed out last Thursday (the 12th)
Review for chapter 3 (Honors review) 11-10-09.
Explain how earth is an integrated system. How are the different parts integrated? Which parts overlap?
Explain the five layers of the geosphere. Draw a diagram. Include thickness, temperature. Which are liquid and solid?
Explain plate tectonics.
What layer of the geosphere are they a part of?
What layer do they move on top of?
What happens at the boundries of tectonic plates?
Explain how mountains, volcanoes, and earthquakes occur or are formed.
How is the energy of earthquakes measured?
What region of the earth has the most active volcanos?
Nome two ways volcanoes affect the environment.
After mountains are formed how do they continue to be shaped?
Atmosphere:
Describe the 4 layers of the atmosphere?
What is an important attribute of each layer?
Where is the ionosphere and why is it called that?
Where is radiation the greatest?
Where is pressure the greatest?
What are three ways that energy is transferred?
What is the difference between radiation, conduction, and convection?
Describe the greenhouse effect and name some of the gasses involved.
Why is the ozone layer important?
Hydrosphere:
Describe the water cycle. Know the difference between evaporation, condensation, and precipitation.
How much of the earths surface is covered with water?
What are the 3 zones of the ocean? What are they based on?
What is the difference between deep an surface currents?
How do currents affect our weather/climate?
Where is most fresh water on earth found?
What is an aquifer and where are they recharged?
Review for chapter 3
What percentage of the earth is covered by the world ocean?
What is an earthquake and where does is occur?
Where in the atmosphere is the ionosphere?
Aerosols are tiny _______ ________ found in the atmosphere.
Conduction is the flow of ________ from warmer objects to colder objects when the objects are placed in direct physical contact.
What is bottom layer of the geosphere called, at the center of the earth?
What are tributaries? Give an example.
What are the layers of the ocean called?
What is evaporation and how is this different from condensation?
List three types of precipitation.
What are three methods of energy transfer within or through the earths atmosphere?
Ocean water contains more ______ than fresh water.
Which layer of the earth is most dense?
Where is most of the fresh water on earth located?
Does erosion affect soil, mountains, and rocks?
Volcanoes are formed by molten rock called __________.
Energy released by an earthquake occurs in the form of ____________.
What are the physical layers of the earth?
The deepest point on the ocean floor is in which ocean?
What does the prefix hydro- mean?
Review for chapter 3 (Honors review) 11-10-09.
Explain how earth is an integrated system. How are the different parts integrated? Which parts overlap?
Explain the five layers of the geosphere. Draw a diagram. Include thickness, temperature. Which are liquid and solid?
Explain plate tectonics.
What layer of the geosphere are they a part of?
What layer do they move on top of?
What happens at the boundries of tectonic plates?
Explain how mountains, volcanoes, and earthquakes occur or are formed.
How is the energy of earthquakes measured?
What region of the earth has the most active volcanos?
Nome two ways volcanoes affect the environment.
After mountains are formed how do they continue to be shaped?
Atmosphere:
Describe the 4 layers of the atmosphere?
What is an important attribute of each layer?
Where is the ionosphere and why is it called that?
Where is radiation the greatest?
Where is pressure the greatest?
What are three ways that energy is transferred?
What is the difference between radiation, conduction, and convection?
Describe the greenhouse effect and name some of the gasses involved.
Why is the ozone layer important?
Hydrosphere:
Describe the water cycle. Know the difference between evaporation, condensation, and precipitation.
How much of the earths surface is covered with water?
What are the 3 zones of the ocean? What are they based on?
What is the difference between deep an surface currents?
How do currents affect our weather/climate?
Where is most fresh water on earth found?
What is an aquifer and where are they recharged?
Review for chapter 3
What percentage of the earth is covered by the world ocean?
What is an earthquake and where does is occur?
Where in the atmosphere is the ionosphere?
Aerosols are tiny _______ ________ found in the atmosphere.
Conduction is the flow of ________ from warmer objects to colder objects when the objects are placed in direct physical contact.
What is bottom layer of the geosphere called, at the center of the earth?
What are tributaries? Give an example.
What are the layers of the ocean called?
What is evaporation and how is this different from condensation?
List three types of precipitation.
What are three methods of energy transfer within or through the earths atmosphere?
Ocean water contains more ______ than fresh water.
Which layer of the earth is most dense?
Where is most of the fresh water on earth located?
Does erosion affect soil, mountains, and rocks?
Volcanoes are formed by molten rock called __________.
Energy released by an earthquake occurs in the form of ____________.
What are the physical layers of the earth?
The deepest point on the ocean floor is in which ocean?
What does the prefix hydro- mean?
Tuesday, November 3, 2009
Solar hot water project/competition
We will be building our own solar hot water heater. We will work on this in class on Friday. Each student is responsible for building a solar hot water heater. You are responsible for bringing all the materials but many could be made from recycled materials. For example, you could make it from plastic bags, glass, plastic, or metal bottles, or cans.
Things to consider: Dark colors will absorb more sunlight than lighter colors. Insulation will keep it warm on a cool day. We will hold the competition on a sunny day next week. This will be announced the day before in class. You must be present that day to set up your hot water heater.
Rules
1. Must hold and heat 300 ml of water at least 10 degrees Celcius to earn credit.
2. Must be passive solar powered. This means you can not use photovoltaic power, electricity, fossil, or nuclear fuels.
3. Must be small enough to fit in your locker.
4. The warmer your water gets the more points you will earn.
5. First place in each class gets 50 points extra credit, 2nd place gets 25 points, 3rd place gets 10 points.
6. The person with the highest temperature achieved from all my classes will earn 100 points extra credit.
Only one entry per person. If you make more than one, you have to decide which one to use on the day on the competition.
If you start now, you can make and test several models to see which works best.
Things to consider: Dark colors will absorb more sunlight than lighter colors. Insulation will keep it warm on a cool day. We will hold the competition on a sunny day next week. This will be announced the day before in class. You must be present that day to set up your hot water heater.
Rules
1. Must hold and heat 300 ml of water at least 10 degrees Celcius to earn credit.
2. Must be passive solar powered. This means you can not use photovoltaic power, electricity, fossil, or nuclear fuels.
3. Must be small enough to fit in your locker.
4. The warmer your water gets the more points you will earn.
5. First place in each class gets 50 points extra credit, 2nd place gets 25 points, 3rd place gets 10 points.
6. The person with the highest temperature achieved from all my classes will earn 100 points extra credit.
Only one entry per person. If you make more than one, you have to decide which one to use on the day on the competition.
If you start now, you can make and test several models to see which works best.
week 12
This week we are workin gon chapter 3 about the geosphere, atmosphere, hydrosphere, and the biosphere. The outline for all of chapter 3 was due Monday. Sorry I forgot to post this last week but it was assigned in class on last Thursday. In addition to the information on chapter 3, I have also been presenting additional information on geology.
Wednesday, October 28, 2009
week 11
week 11.
We are finishing chater 2.
Monday we are talking about the rolling dice lab report. Quiz 2.3 and chapter review on Tuesday. Exam on Wednesday. Thursday and Friday we will begin chapter 3.
We are finishing chater 2.
Monday we are talking about the rolling dice lab report. Quiz 2.3 and chapter review on Tuesday. Exam on Wednesday. Thursday and Friday we will begin chapter 3.
rolling dice lab
The following is instruction for the dice lab that we started on Thursday.
Rolling dice – craps, gambling, set up so house wins
With 2 (6 sided) dice, what is the chance of rolling a 2,3,4,5,6,7,8,9,10,11,or 12
1. Observations – describe the dice, is there an equal chance of landing on any side? Make at least 10 observations.
2. Hypothesis – pick a number between 1 and 13 and using logic, make a prediction about what percentage of the time you will get a sum of that number when you roll your two dice. How many ways can you role your sum. Now you should be able to make a prediction about how many times your # will come up if you roll the dice 100 times.
3. Experiment – design an experimental plan, write your plans in numbered steps. How will you record your results? Execute the experiment (do the experiment) Record your results and any relevant observations.
4. Analysis – what does your data mean? Explain any calculations you make.
5. Conclusions – What was the measured percentage that you actually came up with? Is this different than your hypothesis? Is it close to your hypothesis or not? Based on the results, do you accept or reject your hyothesis?
6. Repeat – could anything be gained by repeating the experiment? Would you do anything differently? Are there any modifications or related experiments that you can think of that would be interesting?
7. Report – write a lab report. This should contain 6 sections corresponding to each of the above parts of the scientific method. Each section should be in paragraph format with complete sentences. The one exception to this rule is the experimental section which can have the steps listed in order.
Rolling dice – craps, gambling, set up so house wins
With 2 (6 sided) dice, what is the chance of rolling a 2,3,4,5,6,7,8,9,10,11,or 12
1. Observations – describe the dice, is there an equal chance of landing on any side? Make at least 10 observations.
2. Hypothesis – pick a number between 1 and 13 and using logic, make a prediction about what percentage of the time you will get a sum of that number when you roll your two dice. How many ways can you role your sum. Now you should be able to make a prediction about how many times your # will come up if you roll the dice 100 times.
3. Experiment – design an experimental plan, write your plans in numbered steps. How will you record your results? Execute the experiment (do the experiment) Record your results and any relevant observations.
4. Analysis – what does your data mean? Explain any calculations you make.
5. Conclusions – What was the measured percentage that you actually came up with? Is this different than your hypothesis? Is it close to your hypothesis or not? Based on the results, do you accept or reject your hyothesis?
6. Repeat – could anything be gained by repeating the experiment? Would you do anything differently? Are there any modifications or related experiments that you can think of that would be interesting?
7. Report – write a lab report. This should contain 6 sections corresponding to each of the above parts of the scientific method. Each section should be in paragraph format with complete sentences. The one exception to this rule is the experimental section which can have the steps listed in order.
Wednesday, October 21, 2009
week 10
This week we are continuing to work on chapter 2, the scientific method, different types of models and decision making. On Thursday we will have a quiz on the second section of chapter 2. We are now in the 4th week of the worm lab and will continue it for a few more weeks.
Tuesday, October 13, 2009
week 9
This week we are working on outlining chapter 2. The outline is due on Wednesday the 14th.
We will have a quiz on the 14th as well. It will be over the first section of chapter 2 and will be open note.
I will not be there on Wednesday or next Monday but expect everyone to behave for the substitute.
Wednesday we are also taking observations of the worms.
We will have a quiz on the 14th as well. It will be over the first section of chapter 2 and will be open note.
I will not be there on Wednesday or next Monday but expect everyone to behave for the substitute.
Wednesday we are also taking observations of the worms.
Monday, October 5, 2009
Extra Credit opportunity
Each student can bring a news article related to Environmental Science. This means any article related to the relationship of people to their environment. This can be from the paper, magazines, or the internet. The length of the article should be between 150 and 400 words. You get 25 points credit if:
you are the first person to bring the article (no duplicates with other students)
you present or read the article to the rest of your class
You can do one of these assignments per 9 weeks.
you are the first person to bring the article (no duplicates with other students)
you present or read the article to the rest of your class
You can do one of these assignments per 9 weeks.
Ecological Footprint paper
Ecological Footprint Homework Assignment (100 point assignment)
due Friday, Oct 9th. If you want it to help your grade this quarter it must be turned in on time.
This is an important assignment. It is worth the same amount as an exam. It is worth 4 regular homework assignments. I will be available in the library Tuesday after school if anyone has questions, needs help, or needs to use the computers.
On a computer with internet access, go to the following site to calculate your ecological footprint.
http://www.myfootprint.org/#
Take the quiz, answering all the detailed questions.
You may need to ask your parents to help answer a few questions.
After taking the quiz, record the results. Include the following:
How many earths would we need if everyone lived the way you do?
What was your carbon footprint?
What was your food footprint?
What was your housing footprint?
What was your goods and services footprint?
How did these compare to the average for your country?
After you take the quiz, make a list five things you could change to minimize your footprint.
Next, click on the box labeled “Reduce your footprint” to see their suggestions.
Take the quiz again as if you have made these 5 changes to see how it would affect your score.
Now write a 1 page paper (at least 300 words) about your ecological footprint.
Some questions you might want to consider when writing your paper are:
Were you surprised by your score?
How do you feel about your score?
Is your lifestyle sustainable?
If everyone on earth tried to lived the way you do what would happen?
How would you like to live in another country where people use much fewer resources?
Is it fair that we use so many resources?
Do you plan on making any lifestyle changes?
When you grow up, do you think you will be more of less efficient than your parents?
Explain.
Extra credit: If you are still interested, you can check out other ecological footprint sites and compare them to the one above. Be sure to record your scores and write a short (100 word ) comparison. Below are a couple of other sites.
http://www.footprintnetwork.org/en/index.php/GFN/page/personal_footprint/
http://www.zerofootprintkids.com/kids_home.aspx
due Friday, Oct 9th. If you want it to help your grade this quarter it must be turned in on time.
This is an important assignment. It is worth the same amount as an exam. It is worth 4 regular homework assignments. I will be available in the library Tuesday after school if anyone has questions, needs help, or needs to use the computers.
On a computer with internet access, go to the following site to calculate your ecological footprint.
http://www.myfootprint.org/#
Take the quiz, answering all the detailed questions.
You may need to ask your parents to help answer a few questions.
After taking the quiz, record the results. Include the following:
How many earths would we need if everyone lived the way you do?
What was your carbon footprint?
What was your food footprint?
What was your housing footprint?
What was your goods and services footprint?
How did these compare to the average for your country?
After you take the quiz, make a list five things you could change to minimize your footprint.
Next, click on the box labeled “Reduce your footprint” to see their suggestions.
Take the quiz again as if you have made these 5 changes to see how it would affect your score.
Now write a 1 page paper (at least 300 words) about your ecological footprint.
Some questions you might want to consider when writing your paper are:
Were you surprised by your score?
How do you feel about your score?
Is your lifestyle sustainable?
If everyone on earth tried to lived the way you do what would happen?
How would you like to live in another country where people use much fewer resources?
Is it fair that we use so many resources?
Do you plan on making any lifestyle changes?
When you grow up, do you think you will be more of less efficient than your parents?
Explain.
Extra credit: If you are still interested, you can check out other ecological footprint sites and compare them to the one above. Be sure to record your scores and write a short (100 word ) comparison. Below are a couple of other sites.
http://www.footprintnetwork.org/en/index.php/GFN/page/personal_footprint/
http://www.zerofootprintkids.com/kids_home.aspx
Sunday, October 4, 2009
Chapter 1 exam on Thursday
On Monday we will discuss the extinction DVD that we watched last week as well as the tragedy of the commons and environmental footprints.
On Tuesday we will discuss and work on Ecological Footprint assignment.
On Wednesday we will have a short quiz on chapter 1, section 2 which will be open note so everyone should bring their outlines and notes to class.
Homework assignment will be to figure out your ecological footprint and write a 1 page paper on what resources you use that contribute to it and what you could do to reduce it.
On Thursday we will have an exam on chapter 1. It will be closed note.
This was postponed another day so that we would have more time to work on the paper.
On Tuesday we will discuss and work on Ecological Footprint assignment.
On Wednesday we will have a short quiz on chapter 1, section 2 which will be open note so everyone should bring their outlines and notes to class.
Homework assignment will be to figure out your ecological footprint and write a 1 page paper on what resources you use that contribute to it and what you could do to reduce it.
On Thursday we will have an exam on chapter 1. It will be closed note.
This was postponed another day so that we would have more time to work on the paper.
Wednesday, September 30, 2009
chapter 1 review
Environmental Science, Chapter 1 study guide
If you know the following vocabulary words and can answer the following questions you should be well prepared for the exam on Tuesday (10-06-09).
Vocabulary: Be able to define and give examples of the following terms.
Environmental Science
Ecology
Pollution
Extinction
Closed system
Renewable resource
Non-renewable resource
Biodiversity
Nonbiodegradable pollutant
Sustainability
Developed countries
Developing countries
“The Tragedy of the Commons”
Law of supply and demand
Agriculture
Natural resource
Spaceship earth
Be familiar with the different fields of environmental science.
How was the environment affected by:
Hunter-gatherer societies
The agricultural revolution
The industrial revolution
What human activities contribute to the extinction of animals?
Metric
What do the prefixes kilo-, centi-, and milli- mean?
If you know the following vocabulary words and can answer the following questions you should be well prepared for the exam on Tuesday (10-06-09).
Vocabulary: Be able to define and give examples of the following terms.
Environmental Science
Ecology
Pollution
Extinction
Closed system
Renewable resource
Non-renewable resource
Biodiversity
Nonbiodegradable pollutant
Sustainability
Developed countries
Developing countries
“The Tragedy of the Commons”
Law of supply and demand
Agriculture
Natural resource
Spaceship earth
Be familiar with the different fields of environmental science.
How was the environment affected by:
Hunter-gatherer societies
The agricultural revolution
The industrial revolution
What human activities contribute to the extinction of animals?
Metric
What do the prefixes kilo-, centi-, and milli- mean?
Thursday, September 24, 2009
worm lab handouts and update
We began the worm lab on Thursday 9-17-09. On that day we learned bout worms, made initial observations of the worms, measured them using the metric system, and drew them to scale 3X their true size.
This week we discussed the steps of the scientific method, made worm habitats, and finally added the worms yesterday. So Wednesday (9-23-09) was day zero for our experiments. We will be making worm observations on a weekly basis for the next couple of months until the lab is completed some time round thanksgiving.
The following were handouts that were used during the lab. If you missed the lab due to an excussed absence please talk to me about making up portions of it during lunch or after school.
Directions for earthworm lab, day 1.
1. Get a piece of paper towel about 20cm long and wet it with water.
2. Find a red wiggler in the worm bin.
3. Name the worm (First, middle, and your last name).
4. Measure the length to the worm in centimeters and millimeters.
5. Measure the diameter of the worm in mm.
6. Draw the worm magnified 3X. This means that if your worm is 6cm long you will draw it 3X 6cm = 18cm long.
7. Add details such as hearts, and the parts of the digestive tract.
Building an earthworm habitat
We have observed worms in class and most have observed them in the outdoors as well. Observation is the first step of the scientific method. An observation can be anything that you notice with your senses. Write three observations you have made about earthworms.
1.
2.
3.
Observations often lead to further questions such as:
What do worms eat?
How fast do they reproduce?
How do they affect the soil?
How fast do they change the soil?
These are all questions that we can answer through experimentation and observation. Do you think you know the answer to any of these questions?
If you have an explanation or educated guess for any of these that can be tested by experimentation then you have a hypothesis. Forming a hypothesis is the second step of the scientific method. Write a hypothesis for each of the questions above.
1.
2.
3.
4.
After you have made a hypothesis, make a prediction about what would happen if your hypothesis is correct.
1.
2.
3.
4.
Forming a hypothesis and making a prediction is the second step of the scientific method
Can you design an experiment to test one of the hypothesis?
An experiment is procedure designed to test a hypothesis.
Most good experiments have a control group and an experimental group.
Both groups are treated the same with one exception, the experimental group has a single thing that is different than the control group. The variable is the factor of interest that when changed help you test your prediction. There are two types of variables, the independent or manipulated variable and the dependent or responding variable. The independent variable is the thing that you have control over to change. The dependent variable is what changes because of the independent variable.
It might be possible to design an experiment that would take place in the worms natural environment or in the community garden but if we do it in the lab we can control variables much better and we can make more observations on a regular basis.
We can make a habitat for the earthworms that mimics their environment outdoors. We can then change parts of it to see how it affects the earthworms. Or we could design a habitat and then add earthworms to see how they change their habitat or environment.
Materials need:
Organic debris (surface litter)
Dirt
Paper
Leaves
Grass
Pine needles
Saw dust
food
Water
Worms
Large clear containers
Gallon jars
Fish tanks
2-3 liter pop bottles
Graduated cylinders
Metric ruler
Thick construction paper
Directions:
Keep notes of every step you do in setting up your experiment.
Decide how many earthworm habitats your class needs to make to test your hypothesis. Remember that you need at least one control and one experimental group. Make sure your control and experimental group are the same except for the dependent variable.
Build the habitat:
1. Put several layers of organic debris into your habitats approximately 1cm thick layers. For example, you could put one cm of dirt, then one cm of leaves, one cm of food, one cm of paper, etc…until you are within 2 cm of the top. If you want to be more precise, you could weigh the amount of each layer so that you know you are adding the same amount to each habitat. In your lab notebook, draw a picture of the habitat including labels of each layer.
2. You can compact the layers by pushing down on them with your hand. Unless the amount of compaction is the variable you plan to test, you should do this equally to all your habitats. If you do this record it in your lab notebook.
3. You then need to add water to the habitat so that it will be moist enough for the worms. To test drainage rate, you can record the amount of time that it take for the water to reach the bottom of the habitat. Record how much water you added to each habitat and how long it took to for it to reach the bottom.
4. Label the experimental and control groups so they will not become confused or mixed up.
5. Now add worms to your habitats. Record the amount of worms added to each habitat. If you are testing how worms affect their habitat then your control may not have any worms in it.
6. Take a picture of you habitats on day 0, when you begin the experiment.
7. Put the worm habitats in a dark place or cover them so they are not exposed to light.
8. Periodically, at least once per week, you need to make further observations and notes of the worm habitats to see how they are changing. You may want to take pictures to document this for the future. We will observe the worms for a couple of months and everyone should have weekly observations in their notebooks about how the habitats change.
This week we discussed the steps of the scientific method, made worm habitats, and finally added the worms yesterday. So Wednesday (9-23-09) was day zero for our experiments. We will be making worm observations on a weekly basis for the next couple of months until the lab is completed some time round thanksgiving.
The following were handouts that were used during the lab. If you missed the lab due to an excussed absence please talk to me about making up portions of it during lunch or after school.
Directions for earthworm lab, day 1.
1. Get a piece of paper towel about 20cm long and wet it with water.
2. Find a red wiggler in the worm bin.
3. Name the worm (First, middle, and your last name).
4. Measure the length to the worm in centimeters and millimeters.
5. Measure the diameter of the worm in mm.
6. Draw the worm magnified 3X. This means that if your worm is 6cm long you will draw it 3X 6cm = 18cm long.
7. Add details such as hearts, and the parts of the digestive tract.
Building an earthworm habitat
We have observed worms in class and most have observed them in the outdoors as well. Observation is the first step of the scientific method. An observation can be anything that you notice with your senses. Write three observations you have made about earthworms.
1.
2.
3.
Observations often lead to further questions such as:
What do worms eat?
How fast do they reproduce?
How do they affect the soil?
How fast do they change the soil?
These are all questions that we can answer through experimentation and observation. Do you think you know the answer to any of these questions?
If you have an explanation or educated guess for any of these that can be tested by experimentation then you have a hypothesis. Forming a hypothesis is the second step of the scientific method. Write a hypothesis for each of the questions above.
1.
2.
3.
4.
After you have made a hypothesis, make a prediction about what would happen if your hypothesis is correct.
1.
2.
3.
4.
Forming a hypothesis and making a prediction is the second step of the scientific method
Can you design an experiment to test one of the hypothesis?
An experiment is procedure designed to test a hypothesis.
Most good experiments have a control group and an experimental group.
Both groups are treated the same with one exception, the experimental group has a single thing that is different than the control group. The variable is the factor of interest that when changed help you test your prediction. There are two types of variables, the independent or manipulated variable and the dependent or responding variable. The independent variable is the thing that you have control over to change. The dependent variable is what changes because of the independent variable.
It might be possible to design an experiment that would take place in the worms natural environment or in the community garden but if we do it in the lab we can control variables much better and we can make more observations on a regular basis.
We can make a habitat for the earthworms that mimics their environment outdoors. We can then change parts of it to see how it affects the earthworms. Or we could design a habitat and then add earthworms to see how they change their habitat or environment.
Materials need:
Organic debris (surface litter)
Dirt
Paper
Leaves
Grass
Pine needles
Saw dust
food
Water
Worms
Large clear containers
Gallon jars
Fish tanks
2-3 liter pop bottles
Graduated cylinders
Metric ruler
Thick construction paper
Directions:
Keep notes of every step you do in setting up your experiment.
Decide how many earthworm habitats your class needs to make to test your hypothesis. Remember that you need at least one control and one experimental group. Make sure your control and experimental group are the same except for the dependent variable.
Build the habitat:
1. Put several layers of organic debris into your habitats approximately 1cm thick layers. For example, you could put one cm of dirt, then one cm of leaves, one cm of food, one cm of paper, etc…until you are within 2 cm of the top. If you want to be more precise, you could weigh the amount of each layer so that you know you are adding the same amount to each habitat. In your lab notebook, draw a picture of the habitat including labels of each layer.
2. You can compact the layers by pushing down on them with your hand. Unless the amount of compaction is the variable you plan to test, you should do this equally to all your habitats. If you do this record it in your lab notebook.
3. You then need to add water to the habitat so that it will be moist enough for the worms. To test drainage rate, you can record the amount of time that it take for the water to reach the bottom of the habitat. Record how much water you added to each habitat and how long it took to for it to reach the bottom.
4. Label the experimental and control groups so they will not become confused or mixed up.
5. Now add worms to your habitats. Record the amount of worms added to each habitat. If you are testing how worms affect their habitat then your control may not have any worms in it.
6. Take a picture of you habitats on day 0, when you begin the experiment.
7. Put the worm habitats in a dark place or cover them so they are not exposed to light.
8. Periodically, at least once per week, you need to make further observations and notes of the worm habitats to see how they are changing. You may want to take pictures to document this for the future. We will observe the worms for a couple of months and everyone should have weekly observations in their notebooks about how the habitats change.
chapter 1 outline, due Monday, Sept. 28th
Chapter 1, section 1, outline
Assigned 9-24-08 due Monday 9-28-08
We outlined chapter 15 earlier this quarter and worked on this in class today as well.
Outlining is an important skill to develop. The goal is to pick out the information that is most important and leave behind the fluff so that your final result is a condensed version of the original. The process of outlining is an important skill and the resulting outline is a good tool and study guide. When we have quizzes, they will often be open note so if you have a good outline the quizzes should be a breeze.
Directions: Outline chapter 1 (pages 5-21). First read the objectives and key terms (page 5). At a minimum, these should be explained in your outline. The outline should be a brief summary of the chapter. Read one paragraph at a time and then sum it up it a phrase or two. It is not necessary for the outline to be in complete sentences. A finished outline will probably be 1-2 pages if hand written or less than 1 page if typed.
After you finish your outline, re-read the objectives to see if your outline meets those objectives. Then read the section review and see if you can answer those questions in your head. You do not have to answer the on paper but you should be prepared to answer them if you see them on a quiz or a test.
An example of an outline of the first paragraph might be as follows:
Environment – everything around us, natural or man made, living and non-living, more than what we can see, made of complex relationship with all around us.
The outline of the second paragraph should contain a definition of environmental science but does not have to contain the details about Keen High School’s mussel research.
Outline the entire chapter, one paragraph at a time. Remember to summarize the tables as well. After you are finished with the outline you should look at the objectives and make sure that you can answer them using your outline. Similar questions will likely be on the daily journals or on a quiz.
Below is my outline for chapter 1, section 2. You can also compare your finished outline to this outline to see if you are on the right track.
Chapter 1, section 2, outline
How human societies act play a role in how we will create/solve environmental problems.
“The Tragedy of the Commons” – essay by Garrett Hardin
Said difficult to solve environmental problems because trying to balance the short term interests of individuals with long term interests of society
Greed “If I do not use it someone else will”
Common can be any shared resource – lake, atmosphere, field, earth
with a common resource a few can spoil resource for all so everyone must respect the common.
Hardin argued that the short term interests of a few would mess up the common
If we divided it up into individual parcels so that everyone had their own supply of the resource then they could not mess up all of the resource for everyone and they would feel/see the affect of their actions.
Earths natural resources are our modern commons but it is often impossible to divide them into individual portions so we have to educate or otherwise change peoples behavior and use of resources.
Economics and the Environment
Economic forces influence how we use resources
Law of supply and Demand – the greater the demand for something of limited supply the more it is worth. (If more people want it, it will cost more)
If supply goes up without demand the cost will drop
Cost-benefit analysis – balances the cost of an action against the projected benefits
Depends on who is doing the analysis – short term monetary interests of company versus long term interests of society and the environment
Risk assessment – part of cost-benefit analysis, this tries to figure the chance that something bad will happen.
Developed and Developing countries –
Developed countries – higher incomes, slower population growth, diverse industrial economies, and stronger social support networks
US, Japan, European, Canada
Developing countries – lower incomes, simple and agricultural based economies, rapid population growth
Most African, Asian, and S. American countries
Population and Consumption
Most Environmental problems traced to two main causes
1. population rowing to fast for resources available
2. people using up, wasting , polluting resources faster than they can be renewed, replaced, or cleaned up.
Local population pressures
Consumption trends – people in developed countries (20%) use many more resources (75%)
Ecological footprint – the productive area of earth needed to support one person in a particular country
a way of measuring the amount of resources a person uses
amount of resources needed to support a person
Environmental Science in context
Solving problems are complex, involving individuals rights as well as societies
Arguments are often emotional and information can be misleading
Need to listen to many viewpoints and investigate the source of the information
Sustainability – condition in which human needs can be met in a way that the human population can survive forever
We are not currently living sustainably but it should be a goal of our societies
Assigned 9-24-08 due Monday 9-28-08
We outlined chapter 15 earlier this quarter and worked on this in class today as well.
Outlining is an important skill to develop. The goal is to pick out the information that is most important and leave behind the fluff so that your final result is a condensed version of the original. The process of outlining is an important skill and the resulting outline is a good tool and study guide. When we have quizzes, they will often be open note so if you have a good outline the quizzes should be a breeze.
Directions: Outline chapter 1 (pages 5-21). First read the objectives and key terms (page 5). At a minimum, these should be explained in your outline. The outline should be a brief summary of the chapter. Read one paragraph at a time and then sum it up it a phrase or two. It is not necessary for the outline to be in complete sentences. A finished outline will probably be 1-2 pages if hand written or less than 1 page if typed.
After you finish your outline, re-read the objectives to see if your outline meets those objectives. Then read the section review and see if you can answer those questions in your head. You do not have to answer the on paper but you should be prepared to answer them if you see them on a quiz or a test.
An example of an outline of the first paragraph might be as follows:
Environment – everything around us, natural or man made, living and non-living, more than what we can see, made of complex relationship with all around us.
The outline of the second paragraph should contain a definition of environmental science but does not have to contain the details about Keen High School’s mussel research.
Outline the entire chapter, one paragraph at a time. Remember to summarize the tables as well. After you are finished with the outline you should look at the objectives and make sure that you can answer them using your outline. Similar questions will likely be on the daily journals or on a quiz.
Below is my outline for chapter 1, section 2. You can also compare your finished outline to this outline to see if you are on the right track.
Chapter 1, section 2, outline
How human societies act play a role in how we will create/solve environmental problems.
“The Tragedy of the Commons” – essay by Garrett Hardin
Said difficult to solve environmental problems because trying to balance the short term interests of individuals with long term interests of society
Greed “If I do not use it someone else will”
Common can be any shared resource – lake, atmosphere, field, earth
with a common resource a few can spoil resource for all so everyone must respect the common.
Hardin argued that the short term interests of a few would mess up the common
If we divided it up into individual parcels so that everyone had their own supply of the resource then they could not mess up all of the resource for everyone and they would feel/see the affect of their actions.
Earths natural resources are our modern commons but it is often impossible to divide them into individual portions so we have to educate or otherwise change peoples behavior and use of resources.
Economics and the Environment
Economic forces influence how we use resources
Law of supply and Demand – the greater the demand for something of limited supply the more it is worth. (If more people want it, it will cost more)
If supply goes up without demand the cost will drop
Cost-benefit analysis – balances the cost of an action against the projected benefits
Depends on who is doing the analysis – short term monetary interests of company versus long term interests of society and the environment
Risk assessment – part of cost-benefit analysis, this tries to figure the chance that something bad will happen.
Developed and Developing countries –
Developed countries – higher incomes, slower population growth, diverse industrial economies, and stronger social support networks
US, Japan, European, Canada
Developing countries – lower incomes, simple and agricultural based economies, rapid population growth
Most African, Asian, and S. American countries
Population and Consumption
Most Environmental problems traced to two main causes
1. population rowing to fast for resources available
2. people using up, wasting , polluting resources faster than they can be renewed, replaced, or cleaned up.
Local population pressures
Consumption trends – people in developed countries (20%) use many more resources (75%)
Ecological footprint – the productive area of earth needed to support one person in a particular country
a way of measuring the amount of resources a person uses
amount of resources needed to support a person
Environmental Science in context
Solving problems are complex, involving individuals rights as well as societies
Arguments are often emotional and information can be misleading
Need to listen to many viewpoints and investigate the source of the information
Sustainability – condition in which human needs can be met in a way that the human population can survive forever
We are not currently living sustainably but it should be a goal of our societies
Friday, September 18, 2009
metric system handout and 20 questions,
The Metric System , due Tuesday, Sept 22nd
The metric system is based on the number 10. There are, for example, 10 millimeters per centimeter. There are 1000 (10 times 10 times 10) meters per kilometer. (The prefix kilo- means one thousand times - so a kilometer is one thousand times the length of a meter.) There are one thousand milliliters in a liter. (The prefix milli- means “one thousandth of “ - so one milliliter would be one one-thousandth of a liter.)
In chemistry, physics - in fact, all the sciences, the metric system is used. The basic advantage to the metric system is that it is so easy to go from one unit to another. You just multiply or divide by 10.
Basic unit for measuring length is the meter. The symbol is m.
Basic unit for measuring volume is the liter. The symbol is v.
Basic unit for measuring mass is the gram. The symbol is g.
1000 100 10 unit 1/10 1/100 1/1000
Kilo hecto deca deci centi milli
k c m
big medium small
There are 1000 grams in a kilogram. 1,000g = 1 kg
There are 1000 meters in a kilometer. 1,000m = 1km
There are 1000 millimeters in a meter. 1,000mm = 1 m
There are 1000 milliliters in liter. 1,000ml = 1 l
Kilo- means 1000. The symbol is k. So the symbol for one kilogram is kg.
Milli- means 1/1000 or one one-thousandth. The symbol is m.
Centi- means 1/100th. The symbol is c. The symbol for centimeter is cm.
There are 10 millimeters in one centimeter. 10mm = 1 cm
1kg = 1000g 1/1000kg = 1g 1g = 100cg = 1000mg
Questions:
1. What is the symbol for millimeter? How many meters is this?
2. What is the symbol for kilogram? How many grams is this?
3. What is the symbol for a centiliter? How many liters is this?
4. How many millimeters in a meter?
5. How many millimeters in a centimeter?
6. How many centiliters in liter?
7. How many meters in a kilometer?
8. How many millimeters in a kilometer?
9. How many milliliters are there in one (1) liter?
10. Milli- means what?
11. Is a millimeter more or less than a meter? How do you know? By how much?
12. Is a kilogram more or less than a meter? How do you know?
13. If 200 milligrams is 200 one-thousandths of a gram, what would 900 milligrams be?
14. How many milligrams are in 1 gram? In two grams? In 5 grams? In 1000 grams?
15. How many milligrams in one kilogram?
16. 2,000mm = _______m
17. How many mm are there in one meter?
18. How many milliliters are there per liter?
19. How many milligrams are there per gram?
20. What do the following stand for?
(a) milli-_____________ (b) centi-____________ (c) g _______________(d) kilo-_____________ (e) mg______________ (f) cm_______________(g) mm______________
For scale reference, just so you know:
Your fingernail is about one millimeter thick and one centimeter wide.
Your hand is about 10 centimeters wide or one decimeter.
When you walk, one stride is almost one meter. It is also about a meter from your fingertips to you opposite shoulder.
Most people drink about 2-3 liters per day.
A liter of water weighs one kilogram. One milliliter of water weighs one gram.
Our gram crackers weighed about 3.8 grams.
Most of us weigh between 40 and 100 kilograms.
A grain of rice could be measured in milligrams.
The metric system is based on the number 10. There are, for example, 10 millimeters per centimeter. There are 1000 (10 times 10 times 10) meters per kilometer. (The prefix kilo- means one thousand times - so a kilometer is one thousand times the length of a meter.) There are one thousand milliliters in a liter. (The prefix milli- means “one thousandth of “ - so one milliliter would be one one-thousandth of a liter.)
In chemistry, physics - in fact, all the sciences, the metric system is used. The basic advantage to the metric system is that it is so easy to go from one unit to another. You just multiply or divide by 10.
Basic unit for measuring length is the meter. The symbol is m.
Basic unit for measuring volume is the liter. The symbol is v.
Basic unit for measuring mass is the gram. The symbol is g.
1000 100 10 unit 1/10 1/100 1/1000
Kilo hecto deca deci centi milli
k c m
big medium small
There are 1000 grams in a kilogram. 1,000g = 1 kg
There are 1000 meters in a kilometer. 1,000m = 1km
There are 1000 millimeters in a meter. 1,000mm = 1 m
There are 1000 milliliters in liter. 1,000ml = 1 l
Kilo- means 1000. The symbol is k. So the symbol for one kilogram is kg.
Milli- means 1/1000 or one one-thousandth. The symbol is m.
Centi- means 1/100th. The symbol is c. The symbol for centimeter is cm.
There are 10 millimeters in one centimeter. 10mm = 1 cm
1kg = 1000g 1/1000kg = 1g 1g = 100cg = 1000mg
Questions:
1. What is the symbol for millimeter? How many meters is this?
2. What is the symbol for kilogram? How many grams is this?
3. What is the symbol for a centiliter? How many liters is this?
4. How many millimeters in a meter?
5. How many millimeters in a centimeter?
6. How many centiliters in liter?
7. How many meters in a kilometer?
8. How many millimeters in a kilometer?
9. How many milliliters are there in one (1) liter?
10. Milli- means what?
11. Is a millimeter more or less than a meter? How do you know? By how much?
12. Is a kilogram more or less than a meter? How do you know?
13. If 200 milligrams is 200 one-thousandths of a gram, what would 900 milligrams be?
14. How many milligrams are in 1 gram? In two grams? In 5 grams? In 1000 grams?
15. How many milligrams in one kilogram?
16. 2,000mm = _______m
17. How many mm are there in one meter?
18. How many milliliters are there per liter?
19. How many milligrams are there per gram?
20. What do the following stand for?
(a) milli-_____________ (b) centi-____________ (c) g _______________(d) kilo-_____________ (e) mg______________ (f) cm_______________(g) mm______________
For scale reference, just so you know:
Your fingernail is about one millimeter thick and one centimeter wide.
Your hand is about 10 centimeters wide or one decimeter.
When you walk, one stride is almost one meter. It is also about a meter from your fingertips to you opposite shoulder.
Most people drink about 2-3 liters per day.
A liter of water weighs one kilogram. One milliliter of water weighs one gram.
Our gram crackers weighed about 3.8 grams.
Most of us weigh between 40 and 100 kilograms.
A grain of rice could be measured in milligrams.
worm questions and answers
Worms:
What do worms eat?
Bacteria and fungi
What do you call worm poop?
castings
How do worms aerate the soil?
They dig tunnels through it that the air can travel through
Where do plants get their nutrients?
From the ground and the air
What can you put in a worm bin?
Any organic matter (but animal products grow stinky bacteria so we do not want to use these).
What color worms are best for worm bins?
Red wigglers
What is a cocoon?
Little case where the worm egg and baby worm live until mature. Yellow and round, smaller than a grain of rice
What is a hermaphrodite?
Organism that has male and female sexual characteristics. Produce both eggs and sperm.
How do worms use hydrolics?
Lateral muscles
What are setae?
Little hooked bristles on the skin of the worm that help it move hold on to the soil
How do worms use setae?
See above
How many pairs of hearts does a worm have?
5
Worm digestive tract has
Mouth, crop, gizzard, intestines, anus
What do worms eat?
Bacteria and fungi
What do you call worm poop?
castings
How do worms aerate the soil?
They dig tunnels through it that the air can travel through
Where do plants get their nutrients?
From the ground and the air
What can you put in a worm bin?
Any organic matter (but animal products grow stinky bacteria so we do not want to use these).
What color worms are best for worm bins?
Red wigglers
What is a cocoon?
Little case where the worm egg and baby worm live until mature. Yellow and round, smaller than a grain of rice
What is a hermaphrodite?
Organism that has male and female sexual characteristics. Produce both eggs and sperm.
How do worms use hydrolics?
Lateral muscles
What are setae?
Little hooked bristles on the skin of the worm that help it move hold on to the soil
How do worms use setae?
See above
How many pairs of hearts does a worm have?
5
Worm digestive tract has
Mouth, crop, gizzard, intestines, anus
Earthworm lab, day one and plans
We started the Earthworm lab on Thursday and Friday. We took lecture notes during class about earthworms. Some of the highlights from this will be the next post.
We also examined our own red wigglers, named them, mesured them, and drew their portraits.
Next week we will be making habitats for the worms and putting the worms in them. We will then monitro the worms in their habitats for several weeks.
We also examined our own red wigglers, named them, mesured them, and drew their portraits.
Next week we will be making habitats for the worms and putting the worms in them. We will then monitro the worms in their habitats for several weeks.
Tuesday, September 15, 2009
Exam on Wednesday
Exam will be on Wednesday, Sept 16th.
If you are absent for any reason you need to scedule a time with me to make it up when you return.
The following are answers to the chapter 15 review which was assigned Friday and was due today, Tuesday.
The exam will cover this material and will not be open note or open book.
Review for chapter 15 exam (including metric and nutrition questions)
Metric system:
What are the metric units for
1. Weight (mass) grams, g
2. Distance meter, m
3. Volume liter, L
4. How many millimeters are in a meter? 1,000
5. How many meters are in a millimeter? 1/1,000
6. How many meters are in a kilometer? 1,000
7. How many milligrams are in a gram? 1,000
Nutrition:
The six basic nutrients are water, carbohydrates, protein, fats/lipids, minerals, and vitamins.
1. Which of these are sources of calories (energy)? Carbohydrates, fats, protein
2. Which of these are organic? Carbs, fat, protein, and vitamins
3. What is the preferred source of energy for our body? carbohydrates
4. Which has the most calories per gram? fats
5. What does malnutrition mean? You do not get enough of one of the nutrients, bad nutrition
Agriculture:
Vocabulary words
1. Persistant pesticide chemical that kills pests that stays in the environment for a long time
2. Pheromone chemical produced by one organism that affects the behavior of another
3. Yield amount of food produced in a certain area of land
4. Erosion when the soil is carried away by wind and water
1. How is subsistence farming similar to organic farming methods? Small scale, uses fewer chemicals, as well as compost and manure to fertalize crops
2. What are the three biggest staple crops of the world? (see figure 1 on page 380) corn, rice, and wheat
3. In terms of nutrition, why do people eat meat? Complete protein (and fat) high nutrients per gram
4. How does the north American diet differ from that of the developing world? (see figure 2 on page 380) we eat more meat (protein and fat) than most others
5. Name three things that can cause famine. Drought, soil loss (erosion), and problems with food distribution (may be related to war)
6. Name three things that can cause malnutrition. Poverty, transportation, war and political strife
7. The production of food from ___plants________ requires less energy, water and land that food from __animals__________.
8. What are three negative effects of the green revolution? Soil degradation and use more water, fossil fuels, and chemicals (pesticides and fertalizers)
9. What were positive effects of the green revolution? Crops with increased yield gives more food for people
10. Which layer of the soil is best for growing crops? topsoil
11. What are the soil layers from the top down? Surface litter, topsoil, leaching zone, subsoil, bedrock
12. What causes desertification? Land degradation, drought, erosion, pollution, salinization
13. What causes salinization? Too much irrigation with ground water or not enough rainfall
14. What are three methods of soil conservation? No till farming, contour plowing, terracing
15. What would a terraced hill look like? Steps cut into the hill
16. Soil conservation is meant to preserve __topsoil_______ by limiting ___errosion___.
17. How can you enrich the soil? Fertilizer, compost, manure
18. What are three major crop pests? Insects (six legs like grasshopper), funguses, rodents, weeds
19. What are three tools of biological pest control? Pathogens, chemicals from plants, plant defenses, pherimones, beneficial insects
20. Name three beneficial insects and say how they are beneficial. Lady bugs, praying mantis and wasps all eat other insect pests. Bees, butterflies, and ants pollinate flowers.
21. Integrated pest management includes _chemical pest control_, _biological pest control_, and __a variety of farming methods_.
If you are absent for any reason you need to scedule a time with me to make it up when you return.
The following are answers to the chapter 15 review which was assigned Friday and was due today, Tuesday.
The exam will cover this material and will not be open note or open book.
Review for chapter 15 exam (including metric and nutrition questions)
Metric system:
What are the metric units for
1. Weight (mass) grams, g
2. Distance meter, m
3. Volume liter, L
4. How many millimeters are in a meter? 1,000
5. How many meters are in a millimeter? 1/1,000
6. How many meters are in a kilometer? 1,000
7. How many milligrams are in a gram? 1,000
Nutrition:
The six basic nutrients are water, carbohydrates, protein, fats/lipids, minerals, and vitamins.
1. Which of these are sources of calories (energy)? Carbohydrates, fats, protein
2. Which of these are organic? Carbs, fat, protein, and vitamins
3. What is the preferred source of energy for our body? carbohydrates
4. Which has the most calories per gram? fats
5. What does malnutrition mean? You do not get enough of one of the nutrients, bad nutrition
Agriculture:
Vocabulary words
1. Persistant pesticide chemical that kills pests that stays in the environment for a long time
2. Pheromone chemical produced by one organism that affects the behavior of another
3. Yield amount of food produced in a certain area of land
4. Erosion when the soil is carried away by wind and water
1. How is subsistence farming similar to organic farming methods? Small scale, uses fewer chemicals, as well as compost and manure to fertalize crops
2. What are the three biggest staple crops of the world? (see figure 1 on page 380) corn, rice, and wheat
3. In terms of nutrition, why do people eat meat? Complete protein (and fat) high nutrients per gram
4. How does the north American diet differ from that of the developing world? (see figure 2 on page 380) we eat more meat (protein and fat) than most others
5. Name three things that can cause famine. Drought, soil loss (erosion), and problems with food distribution (may be related to war)
6. Name three things that can cause malnutrition. Poverty, transportation, war and political strife
7. The production of food from ___plants________ requires less energy, water and land that food from __animals__________.
8. What are three negative effects of the green revolution? Soil degradation and use more water, fossil fuels, and chemicals (pesticides and fertalizers)
9. What were positive effects of the green revolution? Crops with increased yield gives more food for people
10. Which layer of the soil is best for growing crops? topsoil
11. What are the soil layers from the top down? Surface litter, topsoil, leaching zone, subsoil, bedrock
12. What causes desertification? Land degradation, drought, erosion, pollution, salinization
13. What causes salinization? Too much irrigation with ground water or not enough rainfall
14. What are three methods of soil conservation? No till farming, contour plowing, terracing
15. What would a terraced hill look like? Steps cut into the hill
16. Soil conservation is meant to preserve __topsoil_______ by limiting ___errosion___.
17. How can you enrich the soil? Fertilizer, compost, manure
18. What are three major crop pests? Insects (six legs like grasshopper), funguses, rodents, weeds
19. What are three tools of biological pest control? Pathogens, chemicals from plants, plant defenses, pherimones, beneficial insects
20. Name three beneficial insects and say how they are beneficial. Lady bugs, praying mantis and wasps all eat other insect pests. Bees, butterflies, and ants pollinate flowers.
21. Integrated pest management includes _chemical pest control_, _biological pest control_, and __a variety of farming methods_.
Friday, September 11, 2009
chapter 15 review
Review for chapter 15 exam (including metric and nutrition questions) Metric system: What are the metric units for Weight Distance Volume How many millimeters are in a meter? How many meters are in a millimeter? How many meters are in a kilometer? How many milligrams are in a gram? Nutrition: The six basic nutrients are water, carbohydrates, protein, fats/lipids, minerals, and vitamins. Which of these are sources of calories (energy)? Which of these are organic? What is the preferred source of energy for our body? Which has the most calories per gram? What does malnutrition mean? Agriculture: Vocabulary words Persistant pesticide Pheromone Yield Erosion How is subsistence farming similar to organic farming methods? What are the three biggest staple crops of the world? (see figure 1 on page 380) In terms of nutrition, why do people eat meat? How does the north American diet differ from that of the developing world? (see figure 2 on page 380) Name three things that can cause famine. Name three things that can cause malnutrition. The production of food from ___________ requires less energy, water and land that food from ____________. What are three negative effects of the green revolution? What were positive effects of the green revolution? Which layer of the soil is best for growing crops? What are the soil layers from the top down? What causes desertification? What causes salinization? What are three methods of soil conservation? What would a terraced hill look like? Soil conservation is meant to preserve _____________ by limiting ________________. How can you enrich the soil? What are three major crop pests? What are three tools of biological pest control? Name three beneficial insects and say how they are beneficial. Integrated pest management includes __________, _____________, and ____________. |
week of 9-11-09
This week we completed our first lab (on the metric system).
As every week we turned in the (4) journals at the end of the week.
On Friday we also had a quiz on chapter 15, section 2.
Homework for the weekend:
Check to make sure all your assignments are turned in on powerschool. If you have missing assignments that are less that a week late you should do these.
Do chapter 15 review except the worm questions (we will do these in class next week). I will post this next.
Notices: We will have a quiz on 15.3 on Monday.
We will have our first exam on Wednesday, Sept 16th. It will be over chapter 15 as well as nutrition and the metric system.
Have a great weekend.
As every week we turned in the (4) journals at the end of the week.
On Friday we also had a quiz on chapter 15, section 2.
Homework for the weekend:
Check to make sure all your assignments are turned in on powerschool. If you have missing assignments that are less that a week late you should do these.
Do chapter 15 review except the worm questions (we will do these in class next week). I will post this next.
Notices: We will have a quiz on 15.3 on Monday.
We will have our first exam on Wednesday, Sept 16th. It will be over chapter 15 as well as nutrition and the metric system.
Have a great weekend.
Monday, September 7, 2009
Intro to Mr. V's Env Sci blog
This is the blog for Mr.Vaught's Environmental Science class. I intend to use this as another method of keeping in touch with students in my class. I will try to post most assignments and their due dates here as well as dates of important quizzes and tests.
All students are encouraged to check this on a regular basis and especially when you are absent. Parents are also encouraged to keep track of homework assignments and what we are currently doing in class. If you have additional questions that are not answered here, please email me at (jvaught@hardingfinearts.org). If you do facebook, you can also friend me through this email address and email me through facebook.
All students are also encouraged to use these to do their homework. You can copy and paste from this site to a work document, complete the assignment, and then email me your completed assignment.
Today I posted many but not all of the assignments form the first 2 weeks of school. In addition to these we also did daily environmental journals, a quiz, and metric practice questions. We are currently doing a lab using the metric system. We will have two more quizzes this week and our first exam in about a week.
All students are encouraged to check this on a regular basis and especially when you are absent. Parents are also encouraged to keep track of homework assignments and what we are currently doing in class. If you have additional questions that are not answered here, please email me at (jvaught@hardingfinearts.org). If you do facebook, you can also friend me through this email address and email me through facebook.
All students are also encouraged to use these to do their homework. You can copy and paste from this site to a work document, complete the assignment, and then email me your completed assignment.
Today I posted many but not all of the assignments form the first 2 weeks of school. In addition to these we also did daily environmental journals, a quiz, and metric practice questions. We are currently doing a lab using the metric system. We will have two more quizzes this week and our first exam in about a week.
nutrition log
Assignment:
Keep a log of everything you eat and drink for 3 consecutive days. This should include an estimate of the amount of calories, fat, carbohydrates, and protein in each item. Most of this information can be found on the nutrition labels on the products you eat or on web sites (such as calorie king) that list nutritional information for foods including produce.
Keep a log of everything you eat and drink for 3 consecutive days. This should include an estimate of the amount of calories, fat, carbohydrates, and protein in each item. Most of this information can be found on the nutrition labels on the products you eat or on web sites (such as calorie king) that list nutritional information for foods including produce.
15.3 outline guide or worksheet
This handout was on the back of the nutrition questions handout
Chapter 15.3 Environmental Science
Vocabulary:
Domestication
Over-harvesting
aquaculture
livestock
ruminants
cud
poultry
Questions:
How many animals have been domesticated?
How can we prevent over harvesting?
When and where did aquaculture begin?
What is the role of clean water in a fish farm?
What is the difference between a fish farm and a fish ranch?
Name five functions of livestock.
How many metric tons of cod were caught production 1990 and 1995?
Do people raise more sheep or pigs? (table 3)
Which livestock animal is grown more than any other in the world?
Has world meat production increased or decreased since 1950?
Chapter 15.3 Environmental Science
Vocabulary:
Domestication
Over-harvesting
aquaculture
livestock
ruminants
cud
poultry
Questions:
How many animals have been domesticated?
How can we prevent over harvesting?
When and where did aquaculture begin?
What is the role of clean water in a fish farm?
What is the difference between a fish farm and a fish ranch?
Name five functions of livestock.
How many metric tons of cod were caught production 1990 and 1995?
Do people raise more sheep or pigs? (table 3)
Which livestock animal is grown more than any other in the world?
Has world meat production increased or decreased since 1950?
15.2 outline guide or worksheet
Chapter 15.2
Vocabulary:
Arable land
Manure
Fertile soil
layers of soil
Surface liter
Topsoil
Zone of leaching
Subsoil
Rock particles
Bedrock
Chemical weathering
Erosion
Degradation
Desertification
Fallow
Conservation
Contour plowing
Terracing
No-till farming
Compost
Salinization
Pest
Pesticides
Suffix -icides
Pesticide resistance
Persistent pesticide
Biological pest control
Pathogens
Plant defenses
Chemicals from plants
Disrupting insect breeding
growth regulators
pheromones
sterilization
Indigenous
Invasive
Integrated pest management
Genetic engineering
Sustainable agriculture
Low-input farming
Questions: Section 15.2
What makes fertile soil healthy to plants?
What were crops traditionally fertilized with?
How do plants help prevent soil erosion?
What part of the plant holds the soil?
Why is soil conservation important?
Why are there less pests in North America than in more tropical climates?
Name two ways insecticides can harm people?
Name two beneficial insects. How are they beneficial to people?
What are possible problems caused by genetic engineering?
What is the difference between traditional plant breeding and genetic engineering?
How many insects and earthworms per hectare? (table 2)
How many bacteria per gram? (table 2)
Which soil layer has most plant roots in it? (figure 8)
Ants and insects break up and aerate the soil in which soil layer? (figure 8)
What area of North America has the highest vulnerability to erosion? (figure 9)
What does figure 10 show? What year had the highest use of inorganic fertilizer?
What do grass hoppers eat in figure 13?
Are parasitic wasps a good thing for our crops?
What is organic agriculture?
How does the Bt gene get into corn plant? (figure 17)
Vocabulary:
Arable land
Manure
Fertile soil
layers of soil
Surface liter
Topsoil
Zone of leaching
Subsoil
Rock particles
Bedrock
Chemical weathering
Erosion
Degradation
Desertification
Fallow
Conservation
Contour plowing
Terracing
No-till farming
Compost
Salinization
Pest
Pesticides
Suffix -icides
Pesticide resistance
Persistent pesticide
Biological pest control
Pathogens
Plant defenses
Chemicals from plants
Disrupting insect breeding
growth regulators
pheromones
sterilization
Indigenous
Invasive
Integrated pest management
Genetic engineering
Sustainable agriculture
Low-input farming
Questions: Section 15.2
What makes fertile soil healthy to plants?
What were crops traditionally fertilized with?
How do plants help prevent soil erosion?
What part of the plant holds the soil?
Why is soil conservation important?
Why are there less pests in North America than in more tropical climates?
Name two ways insecticides can harm people?
Name two beneficial insects. How are they beneficial to people?
What are possible problems caused by genetic engineering?
What is the difference between traditional plant breeding and genetic engineering?
How many insects and earthworms per hectare? (table 2)
How many bacteria per gram? (table 2)
Which soil layer has most plant roots in it? (figure 8)
Ants and insects break up and aerate the soil in which soil layer? (figure 8)
What area of North America has the highest vulnerability to erosion? (figure 9)
What does figure 10 show? What year had the highest use of inorganic fertilizer?
What do grass hoppers eat in figure 13?
Are parasitic wasps a good thing for our crops?
What is organic agriculture?
How does the Bt gene get into corn plant? (figure 17)
nutrition questions handout
Nutrition Questions
What are nutrients?
Where do we get them?
What are the six essential nutrient categories?
What is an empty calorie food?
Protein
What are the four ways your body uses protein?
What are proteins made up of?
How many amino acids are there?
How many of the amino acids can be made by the body?
What is an essential amino acid?
How many of the amino acids must be obtained through diet?
How do you define a complete protein food?
How can you get all the amino acids you need without eating meat?
Carbohydrates
What is the bodies preferred energy source?
What are the other two potential sources of energy for the body?
Carbohydrates are broken down in the body into what?
What are the three important functions of carbohydrates in the body?
What is the difference between a monosaccharide, a disaccharide and a polysaccharide?
How much of your calories should come from carbohydrates?
What are the best sources of carbohydrates?
Vitamins
How many essential vitamins are there?
What are the functions of vitamins?
Are all vitamins soluble in water?
What vitamins are fat soluble?
Can water soluble or fat soluble vitamins be stored in the body?
Review the 13 essential vitamins, what they are used for and where they come from.
Minerals
What are minerals used for in our body?
What are the macro minerals?
Is it possible to have too many minerals?
What are the micro minerals?
What are sources of minerals
Fats
What are the functions of fat in the body?
Water
What are the functions of water in the body?
Fiber
What are the functions of fiber?
What foods are good sources of fiber?
What are nutrients?
Where do we get them?
What are the six essential nutrient categories?
What is an empty calorie food?
Protein
What are the four ways your body uses protein?
What are proteins made up of?
How many amino acids are there?
How many of the amino acids can be made by the body?
What is an essential amino acid?
How many of the amino acids must be obtained through diet?
How do you define a complete protein food?
How can you get all the amino acids you need without eating meat?
Carbohydrates
What is the bodies preferred energy source?
What are the other two potential sources of energy for the body?
Carbohydrates are broken down in the body into what?
What are the three important functions of carbohydrates in the body?
What is the difference between a monosaccharide, a disaccharide and a polysaccharide?
How much of your calories should come from carbohydrates?
What are the best sources of carbohydrates?
Vitamins
How many essential vitamins are there?
What are the functions of vitamins?
Are all vitamins soluble in water?
What vitamins are fat soluble?
Can water soluble or fat soluble vitamins be stored in the body?
Review the 13 essential vitamins, what they are used for and where they come from.
Minerals
What are minerals used for in our body?
What are the macro minerals?
Is it possible to have too many minerals?
What are the micro minerals?
What are sources of minerals
Fats
What are the functions of fat in the body?
Water
What are the functions of water in the body?
Fiber
What are the functions of fiber?
What foods are good sources of fiber?
nutrition packet handout
The nutrition handout below was made from the following website: http://netx.squaremeals.org/nutrients.html
The Nutrients
Nutrients are life-sustaining chemical substances that nourish and promote the growth of the human body. No one food contains all of the nutrients necessary for the body to function effectively; therefore, a balanced diet that incorporates appropriate amounts of the six essential nutrients, as well as recommended servings from the food groups, is necessary. Individuals should choose foods of high nutrient density rather than foods with empty calories. Foods that are nutrient dense are foods that are excellent sources of essential nutrients with few, if any, empty calories. Empty calorie foods refer to foods that provide calories or energy but little or no nutritive value. The six essential nutrients are protein, carbohydrates, vitamins, minerals, fats, and water.
Protein
Without protein, the human body would not be able to survive. Protein performs four very important functions.Function The body uses protein for:
Growth and repair of new and damaged tissues. Skin, muscles, hair, finger nails, and blood clots are all made of protein.
Regulating all body functions through the actions of enzymes, hormones, and other functional molecules.
Transporting other nutrients and oxygen throughout the body.
Supplying energy when adequate amounts are not supplied by carbohydrates and fat. Providing immune system defenses; antibodies are made of proteins.
Protein is an organic macromolecule comprised of compounds called amino acids. Amino acids are often referred to as the building blocks of protein. They consist of an amino group (H2N-), a carboxyl group (-COOH), a hydrogen (-H), and what is called a “side group” (usually denoted chemically as “R”) attached to a central carbon atom. There are 22 different amino acids; they differ by the type of “R” group attached.
Thirteen of the 22 amino acids can be manufactured by the body. The remaining nine amino acids – often called essential amino acids – must by supplied by the diet. People in developing countries may suffer from diet-related diseases and other health problems because of the shortage of protein foods.
Protein foods that supply all nine of the essential amino acids are called complete proteins. Foods that supply only some of the nine essential amino acids are called incomplete proteins. Two incomplete protein foods can be eaten together to form a complete protein source. Most generally, animal proteins are complete protein sources and plant proteins are incomplete protein sources. However, animal proteins also provide more fat and calories than plant proteins. It is a wise dietary practice to consume combinations of plant proteins to fulfill some of the body’s need for complete proteins. Some examples of combining incomplete proteins to form complete proteins are:
Legumes (dried beans, lentils, split peas) and rice
Pinto beans and corn tortillas
Peanut butter sandwich (peanuts are a legume).
The amino acids are joined together by peptide bonds to form polypeptides. A protein consists of one or more of the polypeptide chains. Enzymes are globular proteins that catalyze chemical reactions within the body. For enzymes and all proteins, shape determines function – and the shape is determined by the sequence of the different amino acids.
Denaturation is the disruption of the bonds and the three-dimensional shape of a protein. This is often accomplished by changes in pH or temperature. To see denaturation in process, cook an egg white. The visible differences (moving from translucent to opaque, from watery to rubbery) are due to protein denaturation caused by heat.
It is recommended for adults that 10-35% of calories come from protein; for teenagers and children over the age of four, it is recommended that 10-30% of calories come from protein. Additional protein is needed by women during times of pregnancy and lactation. People should consult the Dietary Reference Intake charts for their gender and age group for specific protein requirements.
Carbohydrates
Carbohydrates are organic molecules constructed in the ratio (CH2O)n in a variety of lengths and shapes. Carbohydrates are the body’s preferred source of energy; the other potential energy sources being proteins and fats. Carbohydrates are broken down in the body into sugars, starches, and fiber. The sugars are known as simple carbohydrates, and the starches and fiber are known as complex carbohydrates. (Alcohol is also considered a class of carbohydrates but will not be discussed in this section.)
Function Carbohydrates perform three important functions in the body:
Supply energy
Supply fiber
Aid in the digestion of fats
Monosaccharides
Disaccharides
Polysaccharides
Monosaccharides are the simplest form of carbohydrates. The monosaccharides are glucose, galactose, and fructose. Sugars and starches are broken down in the body into the simple sugar glucose. Glucose is the major sugar found in the bloodstream and supplies energy for the body. Some body tissues, such as red blood cells and parts of the brain, are able to get energy only from glucose. Fructose is found in honey and fruits and is known as the sweetest of the sugars. Galactose is not found in nature, but it is one of the two monosaccharides available after the breakdown of lactose (milk sugar).
Disaccharides are formed when two monosaccharides are joined together. They are broken down into their monosaccharide components during digestion. The disaccharides are sucrose, maltose, and lactose. Sucrose (glucose + fructose) is found in white, refined table sugar, brown sugar, confectioner’s sugar, cane sugar, beet sugar, molasses, and maple syrup. Maltose (glucose + glucose) is malt sugar which is found in sprouting cereal grains. Lactose (glucose + galactose) is milk sugar and is found only in milk.
Polysaccharides are the complex carbohydrates often consisting of very long chains of glucose monomers. They include starch, cellulose, and glycogen. Starch is the most abundant polysaccharide and is an important storage form of energy in plants. Starch can be found in roots (such as potatoes), legumes, grains, and vegetables, but must be broken down into glucose by the body before it can be utilized. Cellulose is the fibrous material found in plants, such as the strings in celery, and is commonly referred to as fiber or roughage. Cellulose cannot be digested by humans. Sources of cellulose include vegetables, fruits, and whole grain cereals. Glycogen, also known as animal starch, is the storage form of carbohydrates found in the liver and muscles. Glycogen in the liver is easily broken down into blood glucose, and muscle glycogen supplies glucose for muscle use. This is especially important during periods of intense exercise.
Forty-five to sixty-five percent of calories should come from complex carbohydrates. Preferred carbohydrate sources include vegetables, fruits, grains and grain products, legumes, and dairy products. Current recommendations suggest half of all grain and grain products consumed should be whole grains.
Vitamins
Vitamins are organic compounds necessary for normal growth, maintenance of health, and reproduction. There are 13 vitamins currently identified as essential for maintaining good health; the body cannot survive without them.
Function Vitamins help the body convert carbohydrates and fat into energy and assist in the formation of bones and tissues. Vitamins are either fat-soluble or water-soluble. Fat-soluble vitamins cannot be dissolved in water, so they are stored in the body fat until they are transported to the cells by the blood. Because these vitamins can accumulate in the body, it is especially important for a person’s regular daily nutrient intake of fat soluble vitamins not to exceed the Tolerable Upper Intake Levels (UL). Water-soluble vitamins are easily dissolved by water and therefore are not significantly stored by the body. Water-soluble vitamins must be replenished frequently.
Vitamins A, D, E, and K are the fat-soluble vitamins.
Fat-Soluble VitaminAlternative Names
Description
Sources
Vitamin ARetinolBeta-carotene (a precursor)
Responsible for night and color vision, growth of bones and teeth, immune function, maintenance of epithelial tissues, and embryonic development. Excessive amounts of certain forms of Vitamin A (found in some skin medications) can cause fetal abnormalities.
Dark green and dark yellow vegetables, yellow fruits, egg yolks, whole milk, liver, and fish oils.
Vitamin DCalciferol
Important for the normal growth and development of bones and teeth. Aids in the absorption and utilization of calcium and phosphorus. With exposure to the sun, the body is able to make its own Vitamin D.
Egg yolks, liver, fish liver oils, fortified cereals, and fortified milk.
Vitamin ETocopherol
Protects cells from oxidation and is important in cell membranes. Oxidation is a chemical change that occurs as a result of exposure to oxygen. When blood cells or tissue cells are exposed to oxygen, the resulting chemical change causes a weakening of the cell walls and thus damages the tissues. Vitamin E is most effective in protecting the red blood cells in the lungs and the cells of the lung tissue because of their continuous exposure to oxygen.
Vegetable oils, whole grains, nuts and seeds, liver, fish oils, and green leafy vegetables (spinach, kale, etc.).
Vitamin K
Necessary for protein synthesis involved in blood clotting and other body processes.
Green vegetables (leafy vegetables, broccoli, Brussels sprouts), cabbage, plant oils, margarine. Can be produced by bacteria in the gastrointestinal tract.
B1ThiaminAneurin
Helps the body breakdown carbohydrates and release energy from food. It is necessary for cell respiration, promotion of normal appetite and digestion, and maintenance of a healthy nervous system. Thiamin is heat sensitive and is easily leached into the cooking liquid.
Enriched or fortified whole grain products, green leafy vegetables, legumes, and pork.
B2Riboflavin
Important for the breakdown of foods and the release of energy (oxidation-reduction reactions). Riboflavin is easily destroyed by exposure to light, especially sunlight.
Fortified cereals and bread products, eggs, fish, organ meats, and milk.
B3NiacinNicotinic acid
Helps cells convert food into energy, and is important in the nervous and digestive systems.
Lean meats, poultry, fish, nuts, enriched or fortified bread products and cereals, eggs, and dairy products.
FolateFolic acidFolacin
Necessary for the body to produce normal red blood cells and for amino acids and nucleic acid metabolism. Key in preventing neural tube defects, such as spina bifida, during pregnancy.
Dark leafy green vegetables, enriched grain and cereal products, yeast.
Biotin
Essential in the metabolism of fats and amino acids.
Liver and eggs are important sources of biotin; it is also found in baker’s yeast, and legumes.
B5Pantothenic acid
Aids in the metabolism of fats and the formation of cholesterol and hormones.
Eggs, milk, whole-grain products, sweet potatoes, and lean beef.
B6Pyridoxine
Important in maintaining nervous tissue function and muscle cells, DNA and RNA production, and the metabolism of carbohydrates, proteins, and fats.
Sources include poultry, fish, fortified whole grain cereals, and lentils.
B12CobalaminCyanocobalamin
Important in red blood cell formation, nucleic acid metabolism and the prevention of pernicious anemia.
Animal products (meat, fish, poultry, milk), fortified cereals.
Vitamin CAscorbic acid
Aids in the formation of collagen, the healing of wounds, and the absorption of iron and calcium. Vitamin C is also an important antioxidant.
Sources include citrus fruits, parsley, broccoli, green and red peppers, and tomatoes.
Research continues into the role vitamins and minerals play in preventing chronic disease and in maintaining health and wellness. The Dietary Reference Intakes serve as guidelines for determining the amounts of nutrients that a person needs each day.
Minerals
Minerals are inorganic substances necessary for building bones, tissues, and other compounds as well as for regulating body processes. Minerals found in large amounts in the body or those with high daily intake requirements (at least 100 milligrams per day) are called macrominerals. Macrominerals include calcium, phosphorus, magnesium, sodium, potassium, and chloride.
Function Vitamins help the body convert carbohydrates and fat into energy and assist in the formation of bones and tissues. Vitamins are either fat-soluble or water-soluble. Fat-soluble vitamins cannot be dissolved in water, so they are stored in the body fat until they are transported to the cells by the blood. Because these vitamins can accumulate in the body, it is especially important for a person’s regular daily nutrient intake of fat soluble vitamins not to exceed the Tolerable Upper Intake Levels (UL). Water-soluble vitamins are easily dissolved by water and therefore are not significantly stored by the body. Water-soluble vitamins must be replenished frequently.
Vitamins A, D, E, and K are the fat-soluble vitamins.
Macromineral
Function
Sources
Calcium
Needed for bone rigidity, blood clotting, muscle contraction, normal nerve function; Just because an individual eats food containing calcium does not mean that the body absorbs the calcium. Factors that increase calcium absorption include: an overall balanced diet; intake of vitamins C and D; intake of certain amino acidsFactors that decrease calcium absorption include: vitamin D deficiency; fat malabsorption; eating large amounts of fiber; lack of exercise; stress; lactose deficiency or lactose intolerance
Milk and dairy products, soft-boned fish, calcium-fortified orange juice, leafy dark green vegetables, and broccoli.
Phosphorus
Helps build strong bones and teeth, important in cell membranes, a significant factor in energy production and storage, and in maintaining pH levels in the body
Dairy products, meat, eggs, fish, lentils, almonds
Magnesium
Metabolism of carbohydrates and fats; synthesis of DNA, RNA, enzymes; structure of bone, cell membranes; movement of potassium and calcium
Green leafy vegetables, nuts, whole grains, meat, fish, dairy products
Sodium,Chloride,Potassium
These three work together to regulate: the flow of fluids in the body, help regulate nervous system, regulate muscle function (including the heart), regulate nutrient absorption in the cells
Sodium and chloride are found together in table salt, and in foods with added salt (processed meats, butter, etc.). Potassium is found in meat, milk, bananas, leafy green vegetables, citrus fruits.
Minerals found in small amounts in the body are called trace elements or microminerals. Trace elements that appear to be needed by the body include: arsenic, boron, chromium, copper, fluoride, iodine, iron, manganese, molybdenum, nickel, selenium, silicon, vanadium, and zinc. We know they are needed because of the results of animal studies; when the elements are completely removed from the diets of laboratory animals, the animals begin to show ill effects. However, some of these elements are needed in such small amounts that scientists are still trying to determine their exact functions within the body. Please see below for more information about some of the best researched microminerals.
Micromineral
Function
Sources
Chromium
Maintains normal glucose uptake into cells; helps insulin bind to cells
Meat, poultry, fish, some cereals
Copper
Necessary for the formation of hemoglobin and melanin.
Organ meats, seafood, bran products, cocoa products, nuts.
Fluoride
Prevents dental caries (decay); stimulates bone formation
Fluoridated drinking water, dental products; tea, marine fish
Iodine
Required by the thyroid gland for hormone creation
Iodized salt; marine fish, seaweed
Iron
Component of hemoglobin (oxygen-carrying protein in the blood) and cytochrome.
Meat, poultry, eggs (heme sources; more readily absorbed); leafy green vegetables, fortified bread and grain products, dried fruit (non-heme).
Manganese
Involved in bone formation, metabolism of carbohydrates, protein
Nuts, legumes, whole grains, tea
Molybdenum
Helps enzymes break down amino acids
Legumes, grain products, nuts
Selenium
Defends against oxidation; regulates thyroid hormones
Seafood, organ meats, grains and plants grown in selenium-rich soil
Zinc
Involved in protein and DNA synthesis; metabolism; part of many enzymes
Fortified cereal, redmeat, oysters, herring
Fats
Fats are semisolid, energy-filled organic macromolecules found in animal and plant tissues. The term lipid is often used interchangeably with the term fat, but it is also used to describe a larger group that includes fats (solids, semisolids at room temperature), oils (liquids at room temperature), and fat-related substances. The major form of fat in the body and in foods is known as triglycerol or triglyceride. Triglycerides are organic compounds containing a glycerol backbone and three attached fatty acid chains. Other forms of fat in the body include sterols, a class of fats consisting of fused carbon rings without fatty acid chains, and phospholipids (such as lecithin). Steroids include cholesterol, Vitamin D, and sex hormones (estrogen and testosterone).
Functions of fat in the body include:
provide energy
transport and absorb fat-soluble vitamins
cushion vital organs in the body
important part of the membranes of cells
supply essential fatty acids
add flavor to foods
satisfy the appetite by delaying hunger
insulate the body
serve as protection for nerves and blood vessels
Fatty acid chains are classified as saturated, monounsaturated, or polyunsaturated depending on the number of double bonds they possess. Every time a double bond is formed, one of the hydrogen molecules is removed and a tiny bend or kink forms in the chain. The more saturated the fat, the fewer kinks it has, the more closely the molecules can pack, and the more solid it is at room temperature.
Saturated fats have no double bonds and the most hydrogen. Saturated fats are found in animal meats, butter, chocolate, egg yolks, lard, coconut and palm oil (the only saturated oils), and many other foods. The Dietary Guidelines for Americans suggest that 10% or fewer of calories should come from saturated fat.
Monounsaturated fats have one double bond and less hydrogen than saturated fats. Example sources include canola, olive, and sunflower oils, and nuts.
Polyunsaturated fats have multiple double bonds and even less hydrogen than monounsaturated fats. Polyunsaturated fats can be found in soybean, corn, and safflower oil, walnuts, and flaxseeds.
Trans fats are a special category of fats. Trans fats occur naturally in small amounts in meat and dairy foods, but the majority of trans fats in the American diet come from hydrogenation. When liquid oils are hydrogenated, treated with hydrogen to become semi-solid or solid fats, trans fats can be created. Trans fats are most commonly found in vegetable shortening, hard (stick) margarine, and manufactured foods such as crackers, cookies, and baked goods. Consumption of trans fats should be limited, as they have been linked to an increased risk in coronary heart disease.Children ages 4 to 18 years should receive between 25 and 35% of their calories from fat; adults should receive between 20 and 35% of their calories from fat.
Water
Water is necessary in the body for many reasons. It acts as a solvent for nutrients. It is an important medium for chemical reactions within the body. Water also transports nutrients to the cells and rids the body of waste products. It lubricates the joints, facilitates food passage, and regulates body temperature through conduction of heat, perspiration, and excretion. The Dietary Reference Intake levels for water vary by age, gender, and health status (pregnant or lactating women need more water). Sources of water include beverages, soups, and high-moisture foods like fruits and vegetables.
Fiber
Dietary fiber is a type of carbohydrate consisting of the parts of a plant that cannot be digested. There are two categories of fiber: soluble and insoluble. Soluble fiber is dissolved in water and may help control diabetes and lower blood pressure in some people. Soluble fiber is found in some fruits, beans, and oat bran. Insoluble fiber is not able to be dissolved in water and therefore has different functions from soluble fiber. Insoluble fiber helps move food through the digestive tract. It aids in the prevention of colon and rectal cancer, helps to control diverticulosis, and helps prevent constipation. Diverticulosis is caused when bulging pockets form on the intestinal wall and can become inflamed. Sources of insoluble fiber are fruits, vegetables, wheat bran, whole wheat, and some beans.
FunctionFiber has a number of functions in the digestive system:
Because fiber cannot be absorbed, it essentially contributes no calories to the diet. It can give a feeling of fullness in the stomach, without adding extra calories.
Fiber slows the emptying of food from the small intestine. Because sugars in the food are not moving through your digestive system so quickly, fiber has a positive effect on blood glucose levels.
Fiber can interfere with the absorption of fats and cholesterol. By sweeping the fats out of the body, fiber can help lower blood cholesterol levels.
Many types of beans (black, navy, kidney, pinto, lima, etc.) are very high in fiber. Bran and shredded wheat cereals are also good fiber sources. Many fruits and vegetables, including sweet and plain potatoes, pears, peas, berries (raspberries, blackberries), pumpkin, spinach, apples, bananas, oranges, and broccoli, are good sources of fiber. Additionally, some foods you might not expect – such as almonds, soybeans, and tomato paste – also provide fiber to the diet.The Dietary Reference Intake guidelines for fiber can be found at:http://www.iom.edu/Object.File/Master/7/300/0.pdf.
Nutrition education of texas (netx.squaremeals.org)
The Nutrients
Nutrients are life-sustaining chemical substances that nourish and promote the growth of the human body. No one food contains all of the nutrients necessary for the body to function effectively; therefore, a balanced diet that incorporates appropriate amounts of the six essential nutrients, as well as recommended servings from the food groups, is necessary. Individuals should choose foods of high nutrient density rather than foods with empty calories. Foods that are nutrient dense are foods that are excellent sources of essential nutrients with few, if any, empty calories. Empty calorie foods refer to foods that provide calories or energy but little or no nutritive value. The six essential nutrients are protein, carbohydrates, vitamins, minerals, fats, and water.
Protein
Without protein, the human body would not be able to survive. Protein performs four very important functions.Function The body uses protein for:
Growth and repair of new and damaged tissues. Skin, muscles, hair, finger nails, and blood clots are all made of protein.
Regulating all body functions through the actions of enzymes, hormones, and other functional molecules.
Transporting other nutrients and oxygen throughout the body.
Supplying energy when adequate amounts are not supplied by carbohydrates and fat. Providing immune system defenses; antibodies are made of proteins.
Protein is an organic macromolecule comprised of compounds called amino acids. Amino acids are often referred to as the building blocks of protein. They consist of an amino group (H2N-), a carboxyl group (-COOH), a hydrogen (-H), and what is called a “side group” (usually denoted chemically as “R”) attached to a central carbon atom. There are 22 different amino acids; they differ by the type of “R” group attached.
Thirteen of the 22 amino acids can be manufactured by the body. The remaining nine amino acids – often called essential amino acids – must by supplied by the diet. People in developing countries may suffer from diet-related diseases and other health problems because of the shortage of protein foods.
Protein foods that supply all nine of the essential amino acids are called complete proteins. Foods that supply only some of the nine essential amino acids are called incomplete proteins. Two incomplete protein foods can be eaten together to form a complete protein source. Most generally, animal proteins are complete protein sources and plant proteins are incomplete protein sources. However, animal proteins also provide more fat and calories than plant proteins. It is a wise dietary practice to consume combinations of plant proteins to fulfill some of the body’s need for complete proteins. Some examples of combining incomplete proteins to form complete proteins are:
Legumes (dried beans, lentils, split peas) and rice
Pinto beans and corn tortillas
Peanut butter sandwich (peanuts are a legume).
The amino acids are joined together by peptide bonds to form polypeptides. A protein consists of one or more of the polypeptide chains. Enzymes are globular proteins that catalyze chemical reactions within the body. For enzymes and all proteins, shape determines function – and the shape is determined by the sequence of the different amino acids.
Denaturation is the disruption of the bonds and the three-dimensional shape of a protein. This is often accomplished by changes in pH or temperature. To see denaturation in process, cook an egg white. The visible differences (moving from translucent to opaque, from watery to rubbery) are due to protein denaturation caused by heat.
It is recommended for adults that 10-35% of calories come from protein; for teenagers and children over the age of four, it is recommended that 10-30% of calories come from protein. Additional protein is needed by women during times of pregnancy and lactation. People should consult the Dietary Reference Intake charts for their gender and age group for specific protein requirements.
Carbohydrates
Carbohydrates are organic molecules constructed in the ratio (CH2O)n in a variety of lengths and shapes. Carbohydrates are the body’s preferred source of energy; the other potential energy sources being proteins and fats. Carbohydrates are broken down in the body into sugars, starches, and fiber. The sugars are known as simple carbohydrates, and the starches and fiber are known as complex carbohydrates. (Alcohol is also considered a class of carbohydrates but will not be discussed in this section.)
Function Carbohydrates perform three important functions in the body:
Supply energy
Supply fiber
Aid in the digestion of fats
Monosaccharides
Disaccharides
Polysaccharides
Monosaccharides are the simplest form of carbohydrates. The monosaccharides are glucose, galactose, and fructose. Sugars and starches are broken down in the body into the simple sugar glucose. Glucose is the major sugar found in the bloodstream and supplies energy for the body. Some body tissues, such as red blood cells and parts of the brain, are able to get energy only from glucose. Fructose is found in honey and fruits and is known as the sweetest of the sugars. Galactose is not found in nature, but it is one of the two monosaccharides available after the breakdown of lactose (milk sugar).
Disaccharides are formed when two monosaccharides are joined together. They are broken down into their monosaccharide components during digestion. The disaccharides are sucrose, maltose, and lactose. Sucrose (glucose + fructose) is found in white, refined table sugar, brown sugar, confectioner’s sugar, cane sugar, beet sugar, molasses, and maple syrup. Maltose (glucose + glucose) is malt sugar which is found in sprouting cereal grains. Lactose (glucose + galactose) is milk sugar and is found only in milk.
Polysaccharides are the complex carbohydrates often consisting of very long chains of glucose monomers. They include starch, cellulose, and glycogen. Starch is the most abundant polysaccharide and is an important storage form of energy in plants. Starch can be found in roots (such as potatoes), legumes, grains, and vegetables, but must be broken down into glucose by the body before it can be utilized. Cellulose is the fibrous material found in plants, such as the strings in celery, and is commonly referred to as fiber or roughage. Cellulose cannot be digested by humans. Sources of cellulose include vegetables, fruits, and whole grain cereals. Glycogen, also known as animal starch, is the storage form of carbohydrates found in the liver and muscles. Glycogen in the liver is easily broken down into blood glucose, and muscle glycogen supplies glucose for muscle use. This is especially important during periods of intense exercise.
Forty-five to sixty-five percent of calories should come from complex carbohydrates. Preferred carbohydrate sources include vegetables, fruits, grains and grain products, legumes, and dairy products. Current recommendations suggest half of all grain and grain products consumed should be whole grains.
Vitamins
Vitamins are organic compounds necessary for normal growth, maintenance of health, and reproduction. There are 13 vitamins currently identified as essential for maintaining good health; the body cannot survive without them.
Function Vitamins help the body convert carbohydrates and fat into energy and assist in the formation of bones and tissues. Vitamins are either fat-soluble or water-soluble. Fat-soluble vitamins cannot be dissolved in water, so they are stored in the body fat until they are transported to the cells by the blood. Because these vitamins can accumulate in the body, it is especially important for a person’s regular daily nutrient intake of fat soluble vitamins not to exceed the Tolerable Upper Intake Levels (UL). Water-soluble vitamins are easily dissolved by water and therefore are not significantly stored by the body. Water-soluble vitamins must be replenished frequently.
Vitamins A, D, E, and K are the fat-soluble vitamins.
Fat-Soluble VitaminAlternative Names
Description
Sources
Vitamin ARetinolBeta-carotene (a precursor)
Responsible for night and color vision, growth of bones and teeth, immune function, maintenance of epithelial tissues, and embryonic development. Excessive amounts of certain forms of Vitamin A (found in some skin medications) can cause fetal abnormalities.
Dark green and dark yellow vegetables, yellow fruits, egg yolks, whole milk, liver, and fish oils.
Vitamin DCalciferol
Important for the normal growth and development of bones and teeth. Aids in the absorption and utilization of calcium and phosphorus. With exposure to the sun, the body is able to make its own Vitamin D.
Egg yolks, liver, fish liver oils, fortified cereals, and fortified milk.
Vitamin ETocopherol
Protects cells from oxidation and is important in cell membranes. Oxidation is a chemical change that occurs as a result of exposure to oxygen. When blood cells or tissue cells are exposed to oxygen, the resulting chemical change causes a weakening of the cell walls and thus damages the tissues. Vitamin E is most effective in protecting the red blood cells in the lungs and the cells of the lung tissue because of their continuous exposure to oxygen.
Vegetable oils, whole grains, nuts and seeds, liver, fish oils, and green leafy vegetables (spinach, kale, etc.).
Vitamin K
Necessary for protein synthesis involved in blood clotting and other body processes.
Green vegetables (leafy vegetables, broccoli, Brussels sprouts), cabbage, plant oils, margarine. Can be produced by bacteria in the gastrointestinal tract.
B1ThiaminAneurin
Helps the body breakdown carbohydrates and release energy from food. It is necessary for cell respiration, promotion of normal appetite and digestion, and maintenance of a healthy nervous system. Thiamin is heat sensitive and is easily leached into the cooking liquid.
Enriched or fortified whole grain products, green leafy vegetables, legumes, and pork.
B2Riboflavin
Important for the breakdown of foods and the release of energy (oxidation-reduction reactions). Riboflavin is easily destroyed by exposure to light, especially sunlight.
Fortified cereals and bread products, eggs, fish, organ meats, and milk.
B3NiacinNicotinic acid
Helps cells convert food into energy, and is important in the nervous and digestive systems.
Lean meats, poultry, fish, nuts, enriched or fortified bread products and cereals, eggs, and dairy products.
FolateFolic acidFolacin
Necessary for the body to produce normal red blood cells and for amino acids and nucleic acid metabolism. Key in preventing neural tube defects, such as spina bifida, during pregnancy.
Dark leafy green vegetables, enriched grain and cereal products, yeast.
Biotin
Essential in the metabolism of fats and amino acids.
Liver and eggs are important sources of biotin; it is also found in baker’s yeast, and legumes.
B5Pantothenic acid
Aids in the metabolism of fats and the formation of cholesterol and hormones.
Eggs, milk, whole-grain products, sweet potatoes, and lean beef.
B6Pyridoxine
Important in maintaining nervous tissue function and muscle cells, DNA and RNA production, and the metabolism of carbohydrates, proteins, and fats.
Sources include poultry, fish, fortified whole grain cereals, and lentils.
B12CobalaminCyanocobalamin
Important in red blood cell formation, nucleic acid metabolism and the prevention of pernicious anemia.
Animal products (meat, fish, poultry, milk), fortified cereals.
Vitamin CAscorbic acid
Aids in the formation of collagen, the healing of wounds, and the absorption of iron and calcium. Vitamin C is also an important antioxidant.
Sources include citrus fruits, parsley, broccoli, green and red peppers, and tomatoes.
Research continues into the role vitamins and minerals play in preventing chronic disease and in maintaining health and wellness. The Dietary Reference Intakes serve as guidelines for determining the amounts of nutrients that a person needs each day.
Minerals
Minerals are inorganic substances necessary for building bones, tissues, and other compounds as well as for regulating body processes. Minerals found in large amounts in the body or those with high daily intake requirements (at least 100 milligrams per day) are called macrominerals. Macrominerals include calcium, phosphorus, magnesium, sodium, potassium, and chloride.
Function Vitamins help the body convert carbohydrates and fat into energy and assist in the formation of bones and tissues. Vitamins are either fat-soluble or water-soluble. Fat-soluble vitamins cannot be dissolved in water, so they are stored in the body fat until they are transported to the cells by the blood. Because these vitamins can accumulate in the body, it is especially important for a person’s regular daily nutrient intake of fat soluble vitamins not to exceed the Tolerable Upper Intake Levels (UL). Water-soluble vitamins are easily dissolved by water and therefore are not significantly stored by the body. Water-soluble vitamins must be replenished frequently.
Vitamins A, D, E, and K are the fat-soluble vitamins.
Macromineral
Function
Sources
Calcium
Needed for bone rigidity, blood clotting, muscle contraction, normal nerve function; Just because an individual eats food containing calcium does not mean that the body absorbs the calcium. Factors that increase calcium absorption include: an overall balanced diet; intake of vitamins C and D; intake of certain amino acidsFactors that decrease calcium absorption include: vitamin D deficiency; fat malabsorption; eating large amounts of fiber; lack of exercise; stress; lactose deficiency or lactose intolerance
Milk and dairy products, soft-boned fish, calcium-fortified orange juice, leafy dark green vegetables, and broccoli.
Phosphorus
Helps build strong bones and teeth, important in cell membranes, a significant factor in energy production and storage, and in maintaining pH levels in the body
Dairy products, meat, eggs, fish, lentils, almonds
Magnesium
Metabolism of carbohydrates and fats; synthesis of DNA, RNA, enzymes; structure of bone, cell membranes; movement of potassium and calcium
Green leafy vegetables, nuts, whole grains, meat, fish, dairy products
Sodium,Chloride,Potassium
These three work together to regulate: the flow of fluids in the body, help regulate nervous system, regulate muscle function (including the heart), regulate nutrient absorption in the cells
Sodium and chloride are found together in table salt, and in foods with added salt (processed meats, butter, etc.). Potassium is found in meat, milk, bananas, leafy green vegetables, citrus fruits.
Minerals found in small amounts in the body are called trace elements or microminerals. Trace elements that appear to be needed by the body include: arsenic, boron, chromium, copper, fluoride, iodine, iron, manganese, molybdenum, nickel, selenium, silicon, vanadium, and zinc. We know they are needed because of the results of animal studies; when the elements are completely removed from the diets of laboratory animals, the animals begin to show ill effects. However, some of these elements are needed in such small amounts that scientists are still trying to determine their exact functions within the body. Please see below for more information about some of the best researched microminerals.
Micromineral
Function
Sources
Chromium
Maintains normal glucose uptake into cells; helps insulin bind to cells
Meat, poultry, fish, some cereals
Copper
Necessary for the formation of hemoglobin and melanin.
Organ meats, seafood, bran products, cocoa products, nuts.
Fluoride
Prevents dental caries (decay); stimulates bone formation
Fluoridated drinking water, dental products; tea, marine fish
Iodine
Required by the thyroid gland for hormone creation
Iodized salt; marine fish, seaweed
Iron
Component of hemoglobin (oxygen-carrying protein in the blood) and cytochrome.
Meat, poultry, eggs (heme sources; more readily absorbed); leafy green vegetables, fortified bread and grain products, dried fruit (non-heme).
Manganese
Involved in bone formation, metabolism of carbohydrates, protein
Nuts, legumes, whole grains, tea
Molybdenum
Helps enzymes break down amino acids
Legumes, grain products, nuts
Selenium
Defends against oxidation; regulates thyroid hormones
Seafood, organ meats, grains and plants grown in selenium-rich soil
Zinc
Involved in protein and DNA synthesis; metabolism; part of many enzymes
Fortified cereal, redmeat, oysters, herring
Fats
Fats are semisolid, energy-filled organic macromolecules found in animal and plant tissues. The term lipid is often used interchangeably with the term fat, but it is also used to describe a larger group that includes fats (solids, semisolids at room temperature), oils (liquids at room temperature), and fat-related substances. The major form of fat in the body and in foods is known as triglycerol or triglyceride. Triglycerides are organic compounds containing a glycerol backbone and three attached fatty acid chains. Other forms of fat in the body include sterols, a class of fats consisting of fused carbon rings without fatty acid chains, and phospholipids (such as lecithin). Steroids include cholesterol, Vitamin D, and sex hormones (estrogen and testosterone).
Functions of fat in the body include:
provide energy
transport and absorb fat-soluble vitamins
cushion vital organs in the body
important part of the membranes of cells
supply essential fatty acids
add flavor to foods
satisfy the appetite by delaying hunger
insulate the body
serve as protection for nerves and blood vessels
Fatty acid chains are classified as saturated, monounsaturated, or polyunsaturated depending on the number of double bonds they possess. Every time a double bond is formed, one of the hydrogen molecules is removed and a tiny bend or kink forms in the chain. The more saturated the fat, the fewer kinks it has, the more closely the molecules can pack, and the more solid it is at room temperature.
Saturated fats have no double bonds and the most hydrogen. Saturated fats are found in animal meats, butter, chocolate, egg yolks, lard, coconut and palm oil (the only saturated oils), and many other foods. The Dietary Guidelines for Americans suggest that 10% or fewer of calories should come from saturated fat.
Monounsaturated fats have one double bond and less hydrogen than saturated fats. Example sources include canola, olive, and sunflower oils, and nuts.
Polyunsaturated fats have multiple double bonds and even less hydrogen than monounsaturated fats. Polyunsaturated fats can be found in soybean, corn, and safflower oil, walnuts, and flaxseeds.
Trans fats are a special category of fats. Trans fats occur naturally in small amounts in meat and dairy foods, but the majority of trans fats in the American diet come from hydrogenation. When liquid oils are hydrogenated, treated with hydrogen to become semi-solid or solid fats, trans fats can be created. Trans fats are most commonly found in vegetable shortening, hard (stick) margarine, and manufactured foods such as crackers, cookies, and baked goods. Consumption of trans fats should be limited, as they have been linked to an increased risk in coronary heart disease.Children ages 4 to 18 years should receive between 25 and 35% of their calories from fat; adults should receive between 20 and 35% of their calories from fat.
Water
Water is necessary in the body for many reasons. It acts as a solvent for nutrients. It is an important medium for chemical reactions within the body. Water also transports nutrients to the cells and rids the body of waste products. It lubricates the joints, facilitates food passage, and regulates body temperature through conduction of heat, perspiration, and excretion. The Dietary Reference Intake levels for water vary by age, gender, and health status (pregnant or lactating women need more water). Sources of water include beverages, soups, and high-moisture foods like fruits and vegetables.
Fiber
Dietary fiber is a type of carbohydrate consisting of the parts of a plant that cannot be digested. There are two categories of fiber: soluble and insoluble. Soluble fiber is dissolved in water and may help control diabetes and lower blood pressure in some people. Soluble fiber is found in some fruits, beans, and oat bran. Insoluble fiber is not able to be dissolved in water and therefore has different functions from soluble fiber. Insoluble fiber helps move food through the digestive tract. It aids in the prevention of colon and rectal cancer, helps to control diverticulosis, and helps prevent constipation. Diverticulosis is caused when bulging pockets form on the intestinal wall and can become inflamed. Sources of insoluble fiber are fruits, vegetables, wheat bran, whole wheat, and some beans.
FunctionFiber has a number of functions in the digestive system:
Because fiber cannot be absorbed, it essentially contributes no calories to the diet. It can give a feeling of fullness in the stomach, without adding extra calories.
Fiber slows the emptying of food from the small intestine. Because sugars in the food are not moving through your digestive system so quickly, fiber has a positive effect on blood glucose levels.
Fiber can interfere with the absorption of fats and cholesterol. By sweeping the fats out of the body, fiber can help lower blood cholesterol levels.
Many types of beans (black, navy, kidney, pinto, lima, etc.) are very high in fiber. Bran and shredded wheat cereals are also good fiber sources. Many fruits and vegetables, including sweet and plain potatoes, pears, peas, berries (raspberries, blackberries), pumpkin, spinach, apples, bananas, oranges, and broccoli, are good sources of fiber. Additionally, some foods you might not expect – such as almonds, soybeans, and tomato paste – also provide fiber to the diet.The Dietary Reference Intake guidelines for fiber can be found at:http://www.iom.edu/Object.File/Master/7/300/0.pdf.
Nutrition education of texas (netx.squaremeals.org)
chpater 15.1
Assignment: Read and outline the first 5 pages of chapter 15 (section 1). Use the following worksheet as a check list of vacabulary words and questions that should be answered in a good outline. If your outline is issing many of these topics, you should add them to your outline. If you outline is very long and includes many details not on this worksheet then you may be spending too much time outlining and you should try to abbreviate more in the future.
Chapter 15.1, Feeding the world, homework assigned Thursday, 8-20-09. Due on Monday 8-24-09.
Vocabulary
Famine
calorie
Calorie
Kilocalorie
Malnutrition
Diet
Grains
Efficiency
Yield
Drought
Green revolution
Subsistence farmers
Deficiency
Amino acid -constituent of protein: a compound belonging to a class that contains an amino group. Amino acids make up proteins and are important components of cells.
Amino acid deficiency
Calories -
Scurvy- disease caused by the lack of vitamin-C
TTell us moreVitamin- organic substance essential to nutrition: an organic substance essential in small quantities to the metabolism in most animals.
Mineral- - inorganic substance in nature: a substance that occurs naturally in rocks and in the ground and has its own characteristic appearance and chemical composition- mined substance: a naturally occurring substance that is mined or extracted from the ground
What are the major causes of malnutrition?
Compare the environmental costs of producing different types of food.
How do food distribution problems contribute to famine?
How does drought lead to famine?
Why is the green revolution important?
What problems has the green revolution caused?
If you eat 2600 calories per day and only burn 2300 calories a day, how long will it take you to gain one kilogram?
How many pounds in a kilogram?
How many calories do you eat and drink each day?
Keep a log for three days.
Calculate the average amount of calories consumed per day.
Extrapolate this to calories per month.
Calculate how many calories this is per month.
Chapter 15.1, Feeding the world, homework assigned Thursday, 8-20-09. Due on Monday 8-24-09.
Vocabulary
Famine
calorie
Calorie
Kilocalorie
Malnutrition
Diet
Grains
Efficiency
Yield
Drought
Green revolution
Subsistence farmers
Deficiency
Amino acid -constituent of protein: a compound belonging to a class that contains an amino group. Amino acids make up proteins and are important components of cells.
Amino acid deficiency
Calories -
Scurvy- disease caused by the lack of vitamin-C
TTell us moreVitamin- organic substance essential to nutrition: an organic substance essential in small quantities to the metabolism in most animals.
Mineral- - inorganic substance in nature: a substance that occurs naturally in rocks and in the ground and has its own characteristic appearance and chemical composition- mined substance: a naturally occurring substance that is mined or extracted from the ground
What are the major causes of malnutrition?
Compare the environmental costs of producing different types of food.
How do food distribution problems contribute to famine?
How does drought lead to famine?
Why is the green revolution important?
What problems has the green revolution caused?
If you eat 2600 calories per day and only burn 2300 calories a day, how long will it take you to gain one kilogram?
How many pounds in a kilogram?
How many calories do you eat and drink each day?
Keep a log for three days.
Calculate the average amount of calories consumed per day.
Extrapolate this to calories per month.
Calculate how many calories this is per month.
Tuesday, May 19, 2009
Fw: zoo invite
--- On Tue, 5/12/09, Joshua Vaught <joshuavaught@yahoo.com> wrote:
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