Course Number: FN 225
Transcript Title: Nutrition
Created: September 1, 2012
Updated: August 27, 2019
Total Credits: 4
Lecture Hours: 40
Lecture / Lab Hours: 0
Lab Hours: 0
Satisfies Cultural Literacy requirement: No
Satisfies General Education requirement: No
Grading options: A-F (default), P-NP, audit
Repeats available for credit: 0
Strong background in life sciences and completion of high school chemistry or equivalent.
Introduces components of an adequate diet, nutrient availability and utilization. Analyze dietary intake and compare to current scientific guidelines. Examines peripheral factors influencing diet such as global and local issues, cultural environment, and elements of food safety. Recommended: Strong background in life sciences and completion of high school chemistry or equivalent. Prerequisite: WR 121 or higher; BI 101 or BI 211. Audit available.
- List and describe the major essential nutrients and recommendations for intakes based on current guidelines.
- Describe the nutrient and non-nutrient recommendations for reducing the risk of major diseases where diet is a significant risk factor.
- Identify the basic anatomy and physiology of the digestive system, including digestion, absorption, transport and gastrointestinal disorders.
- Analyze the "Nutrition Facts" panel of a food label and calculate nutrient content.
- Identify the major nutrients of concern during the lifecycle, including pregnancy, infancy, adolescents, and the older adult.
- Analyze and critique a personal 3-day diet survey and modify food intake to meet recommended guidelines.
Outcome Assessment Strategies
- Assignments for grading
- Forum Discussion Participation
- 3-Day Dietary Analysis
Course Activities and Design
The determination of teaching strategies used in the delivery of outcomes is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: lecture, small group/forum discussion, flipped classroom, dyads, oral presentation, role play, simulation scenarios, group projects, service learning projects, hands-on lab, peer review/workshops, cooperative learning (jigsaw, fishbowl), inquiry based instruction, differentiated instruction (learning centers), graphic organizers, etc.
Course Content (Themes, Concepts, Issues and Skills)
Overview of Nutrition
- List and describe the following in Food:
- Major Nutrients
- Energy-Yielding Nutrients
- Define and apply the following:
- Dietary Reference Intakes
- Nutrition Assessment
- Dietary Guidelines for Americans
- Food Labeling Standards
- List and recognize the nutrition relationship to the following:
- Cardiovascular Disease
- Diabetes Mellitus
Digestion, Absorption, and Transport
- Describe the role of and flow of food/nutrients in the following:
- Gastro-Intestinal system
- Absorptive system
- Circulatory system
- Define the basic Gastro-Intestinal disorders
- Irritable Bowel Syndrome
- Celiac Disease
- Inflammatory Bowel Disease
Energy Nutrients (Carbohydrates, Lipids, Proteins)
- Define the following and their relationship to health
- Fatty Acids
- Amino Acids
Energy Balance and Weight Management
- Relate the following
- Energy In vs. Energy Out
- Healthy Body Weight
- Health Risks Associated with Body Weight and Body Fat
- Overweight and Obesity
- Outline the following:
- Weight-Loss Strategies
- Weight-Gain Strategies
- Identify the major nutrients of concern for the following:
- Infancy, Childhood, and Adolescence
- Adulthood and Later Years
Analysis and Critique of a Personal 3-Day Diet
- Analyze and determine the following:
- Current intake values related to recommended guidelines
- Recommended intakes based on recommended guidelines
- Adjustments to food intake to meet recommended values
- Write a critical summary of the analysis and adjustments
Analysis of the "Nutrition Facts" panel of a food label,
- Determine the following:
- Total Calories
- Kcal from Fat
- % Kcal from Fat
- Daily Values of Nutrients
- Nutrient Density
- Energy Density
Columbia Gorge Community College Science Department stands by the following statement regarding science instruction:
Science is a fundamentally nondogmatic and self-correcting investigatory process. Theories (such as biological evolution and geologic time scale) are developed through scientific investigation and are not decided in advance. As such, scientific theories can be and often are modified and revised through observation and experimentation. “Creation science," “Intelligent design” or similar beliefs are not considered legitimate science but a form of religious advocacy. This position is established by legal precedence (Webster v. New Lenox School District #122, 917 F. 2d 1004).
The Science Department at Columbia Gorge Community College therefore stands with organizations such as the National Association of Biology Teachers in opposing the inclusion of pseudo-sciences in our science curricula except to reference and/or clarify its invalidity.