Professional Documents
Culture Documents
Instant Download PDF Invitation To Health 17th Edition Hales Test Bank Full Chapter
Instant Download PDF Invitation To Health 17th Edition Hales Test Bank Full Chapter
Test Bank
Go to download the full and correct content document:
https://testbankfan.com/product/invitation-to-health-17th-edition-hales-test-bank/
More products digital (pdf, epub, mobi) instant
download maybe you interests ...
https://testbankfan.com/product/invitation-to-health-17th-
edition-hales-solutions-manual/
https://testbankfan.com/product/invitation-to-health-3rd-edition-
hales-test-bank/
https://testbankfan.com/product/invitation-to-health-
canadian-4th-edition-hales-test-bank/
https://testbankfan.com/product/invitation-to-health-16th-
edition-dianne-hales-solutions-manual/
Invitation to Health Canadian 4th Edition Hales
Solutions Manual
https://testbankfan.com/product/invitation-to-health-
canadian-4th-edition-hales-solutions-manual/
https://testbankfan.com/product/invitation-to-health-building-
your-future-brief-edition-8th-edition-dianne-hales-test-bank/
https://testbankfan.com/product/invitation-to-health-live-it-now-
brief-edition-9th-edition-dianne-hales-test-bank/
https://testbankfan.com/product/invitation-to-health-live-it-now-
brief-edition-9th-edition-dianne-hales-solutions-manual/
https://testbankfan.com/product/invitation-to-health-building-
your-future-brief-edition-8th-edition-dianne-hales-solutions-
manual/
Chapter 06 - Personal Nutrition
True / False
1. The Dietary Guidelines for Americans are reviewed and revised with every national census.
a. True
b. False
ANSWER: False
REFERENCES: Dietary Guidelines for Americans
QUESTION TYPE: True / False
LEARNING OBJECTIVES: INHB.HALE.17.6.1 - Discuss the key recommendations of the Dietary Guidelines for
Americans that affect food choices.
KEYWORDS: Bloom's: Remember
2. Both adults and children should consume at least 130 grams of carbohydrate each day, the minimum needed to produce
enough glucose for the brain to function.
a. True
b. False
ANSWER: True
REFERENCES: The Building Blocks of Good Nutrition
QUESTION TYPE: True / False
LEARNING OBJECTIVES: INHB.HALE.17.6.2 - Identify the components of good nutrition and the roles played by
macronutrients and micronutrients in fulfilling the requirements of the human body.
KEYWORDS: Bloom's: Understand
3. Saturated fats and unsaturated fats are distinguished by their ratio of protein to carbohydrates.
a. True
b. False
ANSWER: False
REFERENCES: The Building Blocks of Good Nutrition
QUESTION TYPE: True / False
LEARNING OBJECTIVES: INHB.HALE.17.6.2 - Identify the components of good nutrition and the roles played by
macronutrients and micronutrients in fulfilling the requirements of the human body.
KEYWORDS: Bloom's: Understand
4. Fish oil supplements are recommended as an alternate method of obtaining the desired amounts of omega-3 and omega-
6 fatty acids.
a. True
b. False
ANSWER: False
REFERENCES: The Building Blocks of Good Nutrition
QUESTION TYPE: True / False
LEARNING OBJECTIVES: INHB.HALE.17.6.2 - Identify the components of good nutrition and the roles played by
macronutrients and micronutrients in fulfilling the requirements of the human body.
KEYWORDS: Bloom's: Understand
5. Phytochemicals act as antioxidants in the body and mimic hormones in the body, reducing the risk of cancer and heart
disease.
Cengage Learning Testing, Powered by Cognero Page 1
Chapter 06 - Personal Nutrition
a. True
b. False
ANSWER: True
REFERENCES: The Building Blocks of Good Nutrition
QUESTION TYPE: True / False
LEARNING OBJECTIVES: INHB.HALE.17.6.2 - Identify the components of good nutrition and the roles played by
macronutrients and micronutrients in fulfilling the requirements of the human body.
KEYWORDS: Bloom's: Understand
6. USDA’s MyPlate serves as a visual reminder for healthy eating, based on key themes of the most recent Dietary
Guidelines.
a. True
b. False
ANSWER: True
REFERENCES: Healthy Eating Patterns:
QUESTION TYPE: True / False
LEARNING OBJECTIVES: INHB.HALE.17.6.3 - Describe the research-based healthy eating patterns.
KEYWORDS: Bloom's: Understand
7. Young adults (ages 20 to 29) consume approximately 40 percent of their daily calories away from home.
a. True
b. False
ANSWER: True
REFERENCES: The Way We Eat
QUESTION TYPE: True / False
LEARNING OBJECTIVES: INHB.HALE.17.6.4 - Discuss the impact of eating habits on the health of individuals.
KEYWORDS: Bloom's: Understand
8. Proposed changes to the Nutrition Facts label includes updated serving size requirements to reflect the amounts people
should be eating.
a. True
b. False
ANSWER: False
REFERENCES: Taking Charge of What You Eat
QUESTION TYPE: True / False
LEARNING OBJECTIVES: INHB.HALE.17.6.5 - Describe food labels, serving, portions, the Nutrition Facts label, and
the criteria for food to be certified as organic.
KEYWORDS: Bloom's: Understand
LEARNING OBJECTIVES: INHB.HALE.17.6.6 - Discuss the causes, effects, and measures of prevention of foodborne
infections and food allergies.
KEYWORDS: Bloom's: Remember
10. Because most registered dietitians lack a bachelor’s degree, few are members of the Academy of Nutrition and
Dietetics.
a. True
b. False
ANSWER: False
REFERENCES: Nutritional Quackery
QUESTION TYPE: True / False
LEARNING OBJECTIVES: INHB.HALE.17.6.7 - Outline steps to follow in order to safeguard yourself from nutrition
quackery.
KEYWORDS: Bloom's: Remember
Multiple Choice
11. The 2015 Dietary Guidelines urge Americans to cut back on sweet treats and sugary soft drinks because they are a
prime source of added sugars, salt, and ____.
a. saturated fat
b. water
c. fiber
d. amino acids
e. unsaturated fat
ANSWER: a
REFERENCES: Dietary Guidelines for Americans
QUESTION TYPE: Multiple Choice
LEARNING OBJECTIVES: INHB.HALE.17.6.1 - Discuss the key recommendations of the Dietary Guidelines for
Americans that affect food choices.
KEYWORDS: Bloom's: Understand
12. Which group of nutrients is required by the body in the greatest amounts, and include water, carbohydrates, proteins,
and fats?
a. micronutrients
b. essential nutrients
c. vitamins
d. minerals
e. macronutrients
ANSWER: e
REFERENCES: The Building Blocks of Good Nutrition
QUESTION TYPE: Multiple Choice
LEARNING OBJECTIVES: INHB.HALE.17.6.2 - Identify the components of good nutrition and the roles played by
macronutrients and micronutrients in fulfilling the requirements of the human body.
KEYWORDS: Bloom's: Remember
13. The basic framework for muscles, bones, blood, hair, and fingernails is formed by ____.
Cengage Learning Testing, Powered by Cognero Page 3
Chapter 06 - Personal Nutrition
a. fat
b. carbohydrates
c. protein
d. minerals
e. calcium
ANSWER: c
REFERENCES: The Building Blocks of Good Nutrition
QUESTION TYPE: Multiple Choice
LEARNING OBJECTIVES: INHB.HALE.17.6.2 - Identify the components of good nutrition and the roles played by
macronutrients and micronutrients in fulfilling the requirements of the human body.
KEYWORDS: Bloom's: Remember
14. Which high-quality protein source contains all of the amino acids needed by the body for growth and maintenance?
a. simple protein
b. complete protein
c. incomplete protein
d. complex protein
e. essential protein
ANSWER: b
REFERENCES: The Building Blocks of Good Nutrition
QUESTION TYPE: Multiple Choice
LEARNING OBJECTIVES: INHB.HALE.17.6.2 - Identify the components of good nutrition and the roles played by
macronutrients and micronutrients in fulfilling the requirements of the human body.
KEYWORDS: Bloom's: Remember
16. Which group of nutrients consists of organic compounds—such as starches, sugars, and glycogen—and serves as
sources of bodily energy?
a. proteins
b. carbohydrates
c. vitamins
d. minerals
e. fats
Cengage Learning Testing, Powered by Cognero Page 4
Chapter 06 - Personal Nutrition
ANSWER: b
REFERENCES: The Building Blocks of Good Nutrition
QUESTION TYPE: Multiple Choice
LEARNING OBJECTIVES: INHB.HALE.17.6.2 - Identify the components of good nutrition and the roles played by
macronutrients and micronutrients in fulfilling the requirements of the human body.
KEYWORDS: Bloom's: Remember
17. Which carbohydrates are the least complex, and include glucose, sucrose, and lactose milk?
a. dietary fiber
b. incomplete carbohydrates
c. starches
d. simple sugars
e. complementary carbohydrates
ANSWER: d
REFERENCES: The Building Blocks of Good Nutrition
QUESTION TYPE: Multiple Choice
LEARNING OBJECTIVES: INHB.HALE.17.6.2 - Identify the components of good nutrition and the roles played by
macronutrients and micronutrients in fulfilling the requirements of the human body.
KEYWORDS: Bloom's: Remember
18. From which foods do Americans get most of their complex carbohydrates?
a. refined grains
b. dairy-based desserts
c. coffee and tea
d. whole grains
e. fruit drinks
ANSWER: a
REFERENCES: The Building Blocks of Good Nutrition
QUESTION TYPE: Multiple Choice
LEARNING OBJECTIVES: INHB.HALE.17.6.2 - Identify the components of good nutrition and the roles played by
macronutrients and micronutrients in fulfilling the requirements of the human body.
KEYWORDS: Bloom's: Remember
19. What nondigestible form of complex carbohydrates occurs naturally in plant foods such as leaves, stems, skins, seeds,
and hulls?
a. dietary fiber
b. simple sugar
c. whole grain
d. starch
e. functional fiber
ANSWER: a
REFERENCES: The Building Blocks of Good Nutrition
QUESTION TYPE: Multiple Choice
LEARNING OBJECTIVES: INHB.HALE.17.6.2 - Identify the components of good nutrition and the roles played by
macronutrients and micronutrients in fulfilling the requirements of the human body.
Cengage Learning Testing, Powered by Cognero Page 5
Chapter 06 - Personal Nutrition
20. Which type of carbohydrate is isolated and nondigestible, and may be added to foods with beneficial effects for
consumers?
a. dietary fiber
b. simple sugar
c. whole grain
d. starch
e. functional fiber
ANSWER: e
REFERENCES: The Building Blocks of Good Nutrition
QUESTION TYPE: Multiple Choice
LEARNING OBJECTIVES: INHB.HALE.17.6.2 - Identify the components of good nutrition and the roles played by
macronutrients and micronutrients in fulfilling the requirements of the human body.
KEYWORDS: Bloom's: Remember
21. Which term refers to a measure of how much a typical serving size of a particular food raises blood glucose?
a. glycemic index
b. glycemic load
c. glycemic count
d. glycemic measure
e. calorie count
ANSWER: b
REFERENCES: The Building Blocks of Good Nutrition
QUESTION TYPE: Multiple Choice
LEARNING OBJECTIVES: INHB.HALE.17.6.2 - Identify the components of good nutrition and the roles played by
macronutrients and micronutrients in fulfilling the requirements of the human body.
KEYWORDS: Bloom's: Remember
22. Which food component carries the fat-soluble vitamins A, D, E, and K—and aids in their absorption in the intestine?
a. fats
b. water
c. proteins
d. starches
e. minerals
ANSWER: a
REFERENCES: The Building Blocks of Good Nutrition
QUESTION TYPE: Multiple Choice
LEARNING OBJECTIVES: INHB.HALE.17.6.2 - Identify the components of good nutrition and the roles played by
macronutrients and micronutrients in fulfilling the requirements of the human body.
KEYWORDS: Bloom's: Remember
23. Meredith used margarine and shortening to bake her pies. Which type of unsaturated fat will the individuals who eat
Meredith’s pies consume?
a. essential fatty acids
b. dietary fat
c. trans fat
d. complementary fats
e. good cholesterol
ANSWER: c
REFERENCES: The Building Blocks of Good Nutrition
QUESTION TYPE: Multiple Choice
LEARNING OBJECTIVES: INHB.HALE.17.6.2 - Identify the components of good nutrition and the roles played by
macronutrients and micronutrients in fulfilling the requirements of the human body.
KEYWORDS: Bloom's: Apply
24. Larry’s cardiologist has advised him to eat foods high in omega-3 fatty acids. Which dish would fulfill this
recommendation?
a. chicken
b. salmon
c. scrambled eggs
d. pork
e. sirloin steak
ANSWER: b
REFERENCES: The Building Blocks of Good Nutrition
QUESTION TYPE: Multiple Choice
LEARNING OBJECTIVES: INHB.HALE.17.6.2 - Identify the components of good nutrition and the roles played by
macronutrients and micronutrients in fulfilling the requirements of the human body.
KEYWORDS: Bloom's: Apply
25. Phyllis is looking for food items high in omega-6 fatty acids. Which item should be in her shopping cart?
a. can of sardines
b. pound of bacon
c. tub of unsalted butter
d. grapefruit juice
e. carton of eggs
ANSWER: e
REFERENCES: The Building Blocks of Good Nutrition
QUESTION TYPE: Multiple Choice
LEARNING OBJECTIVES: INHB.HALE.17.6.2 - Identify the components of good nutrition and the roles played by
macronutrients and micronutrients in fulfilling the requirements of the human body.
KEYWORDS: Bloom's: Apply
26. Which substances help put carbohydrates, fats, and proteins to use—and are essential to regulating growth,
maintaining tissue, and releasing energy from foods?
a. phytochemicals
b. triglycerides
c. vitamins
d. trans fat
e. amino acids
Cengage Learning Testing, Powered by Cognero Page 7
Chapter 06 - Personal Nutrition
ANSWER: c
REFERENCES: The Building Blocks of Good Nutrition
QUESTION TYPE: Multiple Choice
LEARNING OBJECTIVES: INHB.HALE.17.6.2 - Identify the components of good nutrition and the roles played by
macronutrients and micronutrients in fulfilling the requirements of the human body.
KEYWORDS: Bloom's: Remember
29. Which term applies to oxygen cells that are released not only by normal metabolism, but also by pollution, smoking,
radiation, and stress?
a. free radicals
b. oxidated atoms
c. deoxyribonucleic acids
d. coenzymes
e. loose molecules
ANSWER: a
REFERENCES: The Building Blocks of Good Nutrition
QUESTION TYPE: Multiple Choice
LEARNING OBJECTIVES: INHB.HALE.17.6.2 - Identify the components of good nutrition and the roles played by
macronutrients and micronutrients in fulfilling the requirements of the human body.
Cengage Learning Testing, Powered by Cognero Page 8
Chapter 06 - Personal Nutrition
30. Low levels of which vitamin have been linked to memory loss, Parkinson’s disease, and stroke?
a. vitamin C
b. vitamin D
c. vitamin A
d. vitamin K
e. vitamin E
ANSWER: b
REFERENCES: The Building Blocks of Good Nutrition
QUESTION TYPE: Multiple Choice
LEARNING OBJECTIVES: INHB.HALE.17.6.2 - Identify the components of good nutrition and the roles played by
macronutrients and micronutrients in fulfilling the requirements of the human body.
KEYWORDS: Bloom's: Remember
32. When does bone mass peak for both men and women?
a. ages 15 to 25
b. ages 25 to 35
c. ages 35 to 45
d. ages 45 to 55
e. ages 55 to 65
ANSWER: b
REFERENCES: The Building Blocks of Good Nutrition
QUESTION TYPE: Multiple Choice
LEARNING OBJECTIVES: INHB.HALE.17.6.2 - Identify the components of good nutrition and the roles played by
macronutrients and micronutrients in fulfilling the requirements of the human body.
KEYWORDS: Bloom's: Remember
33. Which chemical compounds give tomatoes their red color and hot peppers their “fire?”
a. phytochemicals
b. amino acids
c. free radicals
Cengage Learning Testing, Powered by Cognero Page 9
Chapter 06 - Personal Nutrition
d. raw minerals
e. omega-6 fatty acids
ANSWER: a
REFERENCES: The Building Blocks of Good Nutrition
QUESTION TYPE: Multiple Choice
LEARNING OBJECTIVES: INHB.HALE.17.6.2 - Identify the components of good nutrition and the roles played by
macronutrients and micronutrients in fulfilling the requirements of the human body.
KEYWORDS: Bloom's: Remember
36. Which USDA food pattern consists only of plant foods and substitutes calcium-fortified beverages and foods for dairy
products?
a. lacto-ovo-vegetarian pattern
b. Mediterranean diet
c. low-cholesterol diet
d. lacto-vegetarian pattern
e. vegan pattern
ANSWER: e
REFERENCES: Healthy Eating Patterns
QUESTION TYPE: Multiple Choice
LEARNING OBJECTIVES: INHB.HALE.17.6.3 - Describe the research-based healthy eating patterns.
38. Which eating pattern emphasizes vegetables, fruits, nuts, olive oil, and grains, with only a small amount of meats and
full-fat milk?
a. DASH eating plan
b. USDA Food Patterns
c. vegetarian diet
d. Mediterranean diet
e. MyPlate
ANSWER: d
REFERENCES: Healthy Eating Patterns
QUESTION TYPE: Multiple Choice
LEARNING OBJECTIVES: INHB.HALE.17.6.3 - Describe the research-based healthy eating patterns.
KEYWORDS: Bloom's: Remember
39. Frank adheres to a diet of eat dairy products as well as grains, fruits, and vegetables. What type of vegetarian is Frank?
a. vegan
b. lacto-vegetarian
c. ovo-lacto-vegetarian
d. lacto-ovo-pesco-vegetarian
e. ovo-vegetarian
ANSWER: b
REFERENCES: Healthy Eating Patterns
QUESTION TYPE: Multiple Choice
LEARNING OBJECTIVES: INHB.HALE.17.6.3 - Describe the research-based healthy eating patterns.
KEYWORDS: Bloom's: Apply
40. Wilma consumes only plant foods and occasionally takes a vitamin B12 supplement. What type of vegetarian is
Wilma?
a. vegan
b. lacto-vegetarian
c. ovo-lacto-vegetarian
d. lacto-ovo-pesco-vegetarian
Cengage Learning Testing, Powered by Cognero Page 11
Chapter 06 - Personal Nutrition
e. ovo-vegetarian
ANSWER: a
REFERENCES: Healthy Eating Patterns
QUESTION TYPE: Multiple Choice
LEARNING OBJECTIVES: INHB.HALE.17.6.3 - Describe the research-based healthy eating patterns.
KEYWORDS: Bloom's: Apply
42. When they are making meal choices, the top two influences on students are price and ____.
a. convenience
b. taste
c. nutrition
d. quantity
e. source
ANSWER: a
REFERENCES: The Way We Eat
QUESTION TYPE: Multiple Choice
LEARNING OBJECTIVES: INHB.HALE.17.6.4 - Discuss the impact of eating habits on the health of individuals.
KEYWORDS: Bloom's: Remember
44. Which labeling component refers to a specific amount of food that contains the quantity of nutrients described on the
Nutrition Facts label?
Cengage Learning Testing, Powered by Cognero Page 12
Chapter 06 - Personal Nutrition
a. size
b. menu
c. serving
d. portion
e. standard
ANSWER: c
REFERENCES: Taking Charge of What You Eat
QUESTION TYPE: Multiple Choice
LEARNING OBJECTIVES: INHB.HALE.17.6.5 - Describe food labels, serving, portions, the Nutrition Facts label, and
the criteria for food to be certified as organic.
KEYWORDS: Bloom's: Remember
46. Virginia has been eating salads without first washing the lettuce. She risks ingesting which type of bacteria?
a. Listeria
b. E. coli
c. Costridium botulinum
d. Salmonella
e. Campylobacter jejuni
ANSWER: b
REFERENCES: Food Safety
QUESTION TYPE: Multiple Choice
LEARNING OBJECTIVES: INHB.HALE.17.6.6 - Discuss the causes, effects, and measures of prevention of foodborne
infections and food allergies.
KEYWORDS: Bloom's: Apply
47. Which bacterium is found mainly in poultry, eggs, and processed meats?
a. Listeria
b. E. coli
c. Toxoplasma
d. Salmonella
e. Costridium botulinum
ANSWER: d
Cengage Learning Testing, Powered by Cognero Page 13
Chapter 06 - Personal Nutrition
48. Which bacterium has been implicated in the growth of stomach ulcers?
a. Listeria
b. E. coli
c. Campylobacter jejuni
d. Salmonella
e. Costridium botulinum
ANSWER: c
REFERENCES: Food Safety
QUESTION TYPE: Multiple Choice
LEARNING OBJECTIVES: INHB.HALE.17.6.6 - Discuss the causes, effects, and measures of prevention of foodborne
infections and food allergies.
KEYWORDS: Bloom's: Remember
49. Peter recently traced his headaches, dizziness, and rapid heartbeat to eating soy food products. Most likely, Peter has
a(n) ____.
a. food allergy
b. unhealthy eating pattern
c. infection
d. flu bug
e. one-time reaction
ANSWER: a
REFERENCES: Food Safety
QUESTION TYPE: Multiple Choice
LEARNING OBJECTIVES: INHB.HALE.17.6.6 - Discuss the causes, effects, and measures of prevention of foodborne
infections and food allergies.
KEYWORDS: Bloom's: Apply
50. Which function is associated with the Academy of Nutrition and Dietetics (AND)?
a. hosting dietitics internships
b. defining food allergies
c. licensing nutritionists
d. promoting organic foods
e. setting the standard for quality in diets
ANSWER: e
REFERENCES: Nutritional Quackery
QUESTION TYPE: Multiple Choice
LEARNING OBJECTIVES: INHB.HALE.17.6.7 - Outline steps to follow in order to safeguard yourself from nutrition
quackery.
KEYWORDS: Bloom's: Remember
Cengage Learning Testing, Powered by Cognero Page 14
Chapter 06 - Personal Nutrition
Completion
51. ____________________ is the science devoted to the study of dietary needs for food and the effects of food on
organisms.
ANSWER: Nutrition
REFERENCES: Introduction
QUESTION TYPE: Completion
LEARNING OBJECTIVES: INHB.HALE.17.6.2 - Identify the components of good nutrition and the roles played by
macronutrients and micronutrients in fulfilling the requirements of the human body.
KEYWORDS: Bloom's: Remember
52. ____________________ are vitamins and minerals needed by the body in very small amounts.
ANSWER: Micronutrients
REFERENCES: The Building Blocks of Good Nutrition
QUESTION TYPE: Completion
LEARNING OBJECTIVES: INHB.HALE.17.6.2 - Identify the components of good nutrition and the roles played by
macronutrients and micronutrients in fulfilling the requirements of the human body.
KEYWORDS: Bloom's: Remember
53. The number of calories needed to sustain the body at rest is known as the ____________________.
ANSWER: basal metabolic rate, BMR
REFERENCES: The Building Blocks of Good Nutrition
QUESTION TYPE: Completion
LEARNING OBJECTIVES: INHB.HALE.17.6.2 - Identify the components of good nutrition and the roles played by
macronutrients and micronutrients in fulfilling the requirements of the human body.
KEYWORDS: Bloom's: Remember
54. Water, protein, carbohydrates, fats, vitamins, and minerals are ____________________ nutrients that the body cannot
manufacture for itself and must obtain from food.
ANSWER: essential
REFERENCES: The Building Blocks of Good Nutrition
QUESTION TYPE: Completion
LEARNING OBJECTIVES: INHB.HALE.17.6.2 - Identify the components of good nutrition and the roles played by
macronutrients and micronutrients in fulfilling the requirements of the human body.
KEYWORDS: Bloom's: Remember
55. ____________________ proteins are two or more incomplete protein sources that together provide adequate amounts
of all the essential amino acids.
ANSWER: Complementary
REFERENCES: The Building Blocks of Good Nutrition
QUESTION TYPE: Completion
LEARNING OBJECTIVES: INHB.HALE.17.6.2 - Identify the components of good nutrition and the roles played by
macronutrients and micronutrients in fulfilling the requirements of the human body.
KEYWORDS: Bloom's: Remember
ANSWER: Complex
REFERENCES: The Building Blocks of Good Nutrition
QUESTION TYPE: Completion
LEARNING OBJECTIVES: INHB.HALE.17.6.2 - Identify the components of good nutrition and the roles played by
macronutrients and micronutrients in fulfilling the requirements of the human body.
KEYWORDS: Bloom's: Remember
57. The glycemic ____________________ is a ranking of carbohydrates, gram for gram, based on their immediate effect
on blood glucose (sugar) levels.
ANSWER: index
REFERENCES: The Building Blocks of Good Nutrition
QUESTION TYPE: Completion
LEARNING OBJECTIVES: INHB.HALE.17.6.2 - Identify the components of good nutrition and the roles played by
macronutrients and micronutrients in fulfilling the requirements of the human body.
KEYWORDS: Bloom's: Remember
58. ____________________ fats have long been considered a major threat to cardiovascular health, although recent
research has raised some questions about their impact.
ANSWER: Saturated
REFERENCES: The Building Blocks of Good Nutrition
QUESTION TYPE: Completion
LEARNING OBJECTIVES: INHB.HALE.17.6.2 - Identify the components of good nutrition and the roles played by
macronutrients and micronutrients in fulfilling the requirements of the human body.
KEYWORDS: Bloom's: Remember
59. Like oils, ____________________ fats are likely to be liquid at room temperature.
ANSWER: unsaturated
REFERENCES: The Building Blocks of Good Nutrition
QUESTION TYPE: Completion
LEARNING OBJECTIVES: INHB.HALE.17.6.2 - Identify the components of good nutrition and the roles played by
macronutrients and micronutrients in fulfilling the requirements of the human body.
KEYWORDS: Bloom's: Remember
60. ____________________ is a B vitamin that reduces the risk of neural tube defects in children.
ANSWER: Folic acid, Folate
REFERENCES: The Building Blocks of Good Nutrition
QUESTION TYPE: Completion
LEARNING OBJECTIVES: INHB.HALE.17.6.2 - Identify the components of good nutrition and the roles played by
macronutrients and micronutrients in fulfilling the requirements of the human body.
KEYWORDS: Bloom's: Remember
61. The most abundant mineral in the body, helping to build strong bone tissue throughout life, is
____________________.
ANSWER: calcium
REFERENCES: The Building Blocks of Good Nutrition
QUESTION TYPE: Completion
LEARNING OBJECTIVES: INHB.HALE.17.6.2 - Identify the components of good nutrition and the roles played by
macronutrients and micronutrients in fulfilling the requirements of the human body.
KEYWORDS: Bloom's: Remember
62. The ethnic cuisine served in ____________________ features rice, corn, and beans, which are low in fat and high in
nutrients.
ANSWER: Mexico
REFERENCES: Healthy Eating Patterns
QUESTION TYPE: Completion
LEARNING OBJECTIVES: INHB.HALE.17.6.3 - Describe the research-based healthy eating patterns.
KEYWORDS: Bloom's: Remember
63. A growing problem on college campuses is food ____________________, defined as limited or uncertain availability
of healthful foods and limited or uncertain ability to acquire healthful foods.
ANSWER: insecurity
REFERENCES: The Way We Eat
QUESTION TYPE: Completion
LEARNING OBJECTIVES: INHB.HALE.17.6.4 - Discuss the impact of eating habits on the health of individuals.
KEYWORDS: Bloom's: Understand
64. A(n) ____________________ is the amount of a specific food that an individual eats at one time.
ANSWER: portion
REFERENCES: Taking Charge of What You Eat
QUESTION TYPE: Completion
LEARNING OBJECTIVES: INHB.HALE.17.6.5 - Describe food labels, serving, portions, the Nutrition Facts label, and
the criteria for food to be certified as organic.
KEYWORDS: Bloom's: Remember
65. The bacterium ____________________ is commonly found in hot dogs, deli meats, soft cheeses, raw meat, and
unpasteurized milk.
ANSWER: Listeria
REFERENCES: Food Safety
QUESTION TYPE: Completion
LEARNING OBJECTIVES: INHB.HALE.17.6.6 - Discuss the causes, effects, and measures of prevention of foodborne
infections and food allergies.
KEYWORDS: Bloom's: Remember
Matching
g. calorie
h. sodium
i. saturated
j. amino acid
REFERENCES: Introduction
The Building Blocks of Good Nutrition
QUESTION TYPE: Matching
LEARNING OBJECTIVES: INHB.HALE.17.6.2 - Identify the components of good nutrition and the roles played by
macronutrients and micronutrients in fulfilling the requirements of the human body.
KEYWORDS: Bloom's: Remember
Essay
76. List the six essential nutrients and briefly explain how they function to support and keep the body healthy.
ANSWER: The six essential nutrients and their functions, briefly stated, are:
1. Water – carries nutrients, maintains temperature, helps with digestion, removes waste
2. Protein – forms the framework for muscles, bones, tissues; provides energy
3. Carbohydrates – provide brains and bodies with their basic fuel: glucose
4. Fats – carry fat-soluble vitamins, protect organs from injury, regulate body temperature,
Cengage Learning Testing, Powered by Cognero Page 18
Chapter 06 - Personal Nutrition
provide energy
5. Vitamins – regulate growth, maintain tissue, and release energy from foods
6. Minerals – build bones, teeth; aid in function of muscle and nervous systems
REFERENCES: The Building Blocks of Good Nutrition
QUESTION TYPE: Essay
LEARNING OBJECTIVES: INHB.HALE.17.6.2 - Identify the components of good nutrition and the roles played by
macronutrients and micronutrients in fulfilling the requirements of the human body.
KEYWORDS: Bloom's: Apply
77. Explain why women who plan to get pregnant may be advised to take folic acid.
ANSWER: Women planning to become pregnant are advised to take a daily supplement of folic
acid starting one month before conception. Folic acid, or folate, a B vitamin, reduces the risk
of neural tube defects in children. Another potential benefit, based on a study of more than
85,710 new mothers, may be lower risk of the most severe form of autism.
REFERENCES: The Building Blocks of Good Nutrition
QUESTION TYPE: Essay
LEARNING OBJECTIVES: INHB.HALE.17.6.2 - Identify the components of good nutrition and the roles played by
macronutrients and micronutrients in fulfilling the requirements of the human body.
KEYWORDS: Bloom's: Analyze
78. What does the MyPlate system suggest in the way of caloric balance, foods to eat more, and food to eat less?
ANSWER: As a visual reminder for healthy eating, MyPlate suggests:
• Caloric balance: Enjoy your food but eat less; avoid oversized portions.
• Foods to Increase: Make half your plate fruits and vegetables; make at least half your grains
whole grains; switch to nonfat or low-fat (1%) milk.
• Food to Reduce: Compare sodium in foods like soup, bread, and frozen meals and choose
those with lower numbers; drink water instead of sugary drinks.
REFERENCES: Healthy Eating Patterns
QUESTION TYPE: Essay
LEARNING OBJECTIVES: INHB.HALE.17.6.3 - Describe the research-based healthy eating patterns.
KEYWORDS: Bloom's: Apply
79. Differentiate between the nutrition needs of men and women, and identify at least three gender-specific strategies for
healthier eating.
ANSWER: Men and women do not need to eat different foods, but their nutritional needs are different:
Because most men are bigger and taller than most women, they consume more calories. On
average, a moderately active 125-pound woman needs 2,000 calories a day; a 175-pound man
with a similar exercise pattern needs 2,800 calories.
Here are some gender-specific strategies for better nutrition:
• Men should cut back on fat and meat.
• Women should increase their iron intake by eating meat (iron from animal sources is
absorbed better than that from vegetable sources) or a combination of meat and vegetable
iron sources together. According to the USDA, most women consume only 60 percent of a
recommended 18 milligrams of iron per day. (The recommendation for men is 8 milligrams.)
• Women should consume more calcium-rich foods, including low-fat and nonfat dairy
products, leafy greens, and tofu.
• Women who could become pregnant should take a multivitamin with 400 micrograms of
folic acid, which helps prevent neural tube defects such as spina bifida.
80. Discuss why consumers who want to watch what they eat should know the difference between a serving and a portion.
ANSWER: A food-label serving is a specific amount of food that contains the quantity of nutrients
described on the Nutrition Facts label. A portion is the amount of a specific food that an
individual eats at one time. Portions can be bigger or smaller than the servings on food labels.
According to nutritionists, “marketplace portions”—the actual amounts served to
customers—are two to eight times larger than the standard serving sizes defined by the
USDA. In fast-food chains, today’s portions are two to five times larger than the original
sizes. As studies have shown, people presented with larger portions eat 30 to 50 percent more
than they otherwise would.
REFERENCES: Taking Charge of What You Eat
QUESTION TYPE: Essay
LEARNING OBJECTIVES: INHB.HALE.17.6.5 - Describe food labels, serving, portions, the Nutrition Facts label, and
the criteria for food to be certified as organic.
KEYWORDS: Bloom's: Analyze
Fig. 280.—Diagram of
Orchis: l the lip; σ σ the two
staminodes.
Deviations from this typical floral structure in some instances may
be traced to suppression, very rarely to a splitting of certain
members, the typical relative positions not being changed. Thus, the
Iridaceæ, the Cyperaceæ, most of the Gramineæ and some
Juncaceæ deviate in having only 3 stamens (Fig. 279), the inner
whorl (indicated by *) not becoming developed. The Musaceæ differ
in the posterior stamen not being developed; Zingiberaceæ (Fig.
314), Marantaceæ, and Cannaceæ, in the fact that only 1 of all the
stamens bears an anther, and the others are either suppressed or
developed into petaloid staminodes, with some perhaps cleft in
addition. The Orchideæ deviate in having, generally, only the anterior
stamen of all the 6 developed (Fig. 280). In this, as in other
instances, the suppression of certain parts of the flower is often
connected with zygomorphy (i.e. symmetry in one plane), chiefly in
the inner perianth-whorl, but also in the other whorls. In the Orchids,
the perianth-leaf (the labellum, Fig. 280 l) which is directly opposite
the fertile stamen, is larger and altogether different from the others.
The perianth-leaves may also be suppressed; see, for example, the
two diagrams of the Cyperaceæ (Fig. 284). In some orders the
suppression of these leaves, which form the basis of the diagram, is
so complete that it is hard to reduce the actual structure of the flower
to the theoretical type, e.g. the Grasses (Fig. 290) and Lemna (Fig.
303). In the first family, which especially comprises water-plants, a
somewhat different structure is found; thus Fig. 282 differs somewhat
from the ordinary type, and other flowers much more so; but the
floral diagrams which occur in this family may perhaps be considered
as the most probable representatives of an older type, from which
the ordinary pentacyclic forms have taken their origin. In favour of
this theory we have the larger number of whorls, the spiral
arrangement of some of these in the flower, with a large and
indefinite number of stamens and carpels, the perfectly apocarpous
gynœceum which sometimes occurs, etc., etc.
The Monocotyledons are divided into 7 Families:—
1. Helobieæ. This family forms a group complete in itself. It commences with
hypogynous, perfect flowers, whose gynœcium is apocarpous and terminates in
epigynous and more or less reduced forms.
2. Glumifloræ. These have as a starting point the same diagram as the
following families, but otherwise develope independently.
3. Spadicifloræ. Also an independent branch, or perhaps two different ones
which terminate in much reduced forms.
4. Enantioblastæ. These ought perhaps to be amalgamated with the following
family.
5. Liliifloræ. These advance from forms with the typical diagram and
hypogynous flower, to epigynous and reduced forms.
6. Scitamineæ and
7. Gynandræ. Two isolated families, which probably have taken their origin
from Liliifloræ, and have epigynous, mostly zygomorphic, and much reduced
forms.
Family 1. Helobieæ.
To this family belong only water- or marsh-plants; the endosperm
is wanting, and they possess an embryo with a very large hypocotyl
prolonged downwards and often club-like. The perianth is often
differentiated into calyx and corolla; the flower is regular, and in the
first orders to be considered, may be reduced to the ordinary
Monocotyledonous type; there are, however, usually found two 3-
merous whorls of carpels (Fig. 282), and thus in all 6 whorls, or
again, the number of carpels may be indefinite; the number of
stamens also may be increased, either by the division of the
members of a whorl, or by the development of additional whorls.
Syncarps,[26] with nut or follicular fruitlets, are very common, for
example, in the first orders; in the last (Hydrocharitaceæ) the carpels
are not only united, but the ovary is even inferior.
The primitive type appears to be a hypogynous flower, similar to that of the
Juncaginaceæ or Alismaceæ, with several 3-merous whorls, and free carpels,
each with many ovules; the green perianth in this instance being no doubt older
than the coloured ones. If we take a flower with this structure as the starting point,
then the family developes partly into epigynous forms, partly into others which are
so strongly reduced and exceptional that it is scarcely possible to refer them to the
ordinary type. The family, through the peculiar Zostereæ, appears to approach the
Araceæ, in which Potamogetonaceæ and Najadaceæ are included by some
authorities. However, the inclusion of Potamogeton, and with it Ruppia and
Zannichellia, in the Juncaginaceæ appears quite correct. It would scarcely be right
to separate Zostereæ from these. Great stress has often been laid upon the
similarity with the Ranunculaceæ which is found in the Alismaceæ, but it is
scarcely more than an analogous resemblance.
Family 2. Glumifloræ.
The hypogynous flowers in the Juncaceæ are completely
developed on the pentacyclic, trimerous type, with dry, scarious
perianth. Even in these the interior whorl of stamens becomes
suppressed, and the ovary, which in Juncus is trilocular with many
ovules, becomes in Luzula almost unilocular, but still with 3 ovules.
The perianth in the Cyperaceæ and Gramineæ is reduced from
hairs, in the first of these, to nothing, the flowers at the same time
collecting more closely on the inflorescence (spike) supported by dry
bracts (chaff); the number of stamens is almost constantly 3; stigmas
linear; the ovary has only 1 loculus with 1 ovule, and the fruit, which
is a capsule in the Juncaceæ, becomes a nut or caryopsis.—The
endosperm is large and floury, the embryo being placed at its lower
extremity (Figs. 286 B, 291).—The plants belonging to this order,
with the exception of a few tropical species, are annual or perennial
herbs. The stems above ground are thin, and for the most part have
long internodes, with linear, parallel-veined leaves which have long
sheaths, and often a ligule, i.e. a membranous projection, arising
transversely from the leaf at the junction of the sheath and blade.
The underground stems are short or creeping rhizomes. The flowers
are small and insignificant. Wind- or self-pollination.
Order 1. Juncaceæ (Rushes). The regular, hermaphrodite,
hypogynous flowers have 3 + 3 brown, dry, free perianth-leaves
projecting like a star during the opening of the flower; stamens 3 + 3
(seldom 3 + 0) and 3 carpels united into one gynœceum (Fig. 283);
the ovary is 3- or 1-locular; there is as a rule 1 style, which becomes
divided at the summit into 3 stigmas, often bearing branches twisted
to the right (Fig. 283). Fruit a capsule with loculicidal dehiscence.
The embryo is an extremely small, ellipsoidal, cellular mass, without
differentiation into the external organs.
Fig. 283.—Flower of Luzula.
Juncus (Rush) has glabrous foliage-leaves, generally cylindrical,
rarely flat; the edges of the leaf-sheath are free (“open” leaf-sheaths)
and cover one another. The capsule, 1- or 3-locular, with many
seeds—Luzula (Wood-Rush) has flat, grass-like leaves with ciliated
edges; the edges of the leaf-sheath are united (“closed” leaf-sheath).
The capsule unilocular and 3-seeded.—Prionium: S. Africa;
resembling a Tacona.
The interior whorl of stamens, in some species, disappears partially or entirely
(J. supinus, capitatus, conglomerates, etc.)
Some of the numerous Juncus-species (e.g. J. effusus, glaucus,
conglomeratus, etc.), have false, lateral inflorescences, the axis of the
inflorescence being pushed to one side by its subtending leaf, which apparently
forms a direct continuation of the stem, and resembles it both in external and
internal structure. The foliage-leaves of this genus were formerly described as
“unfertile stems,” because they are cylindrical, erect, and resemble stems, and
consequently the stem was said to be “leafless”: J. effusus, glaucus,
conglomeratus. Stellate parenchynatous cells are found in the pith of these stems
and in the leaves. Other species have distinct terminal inflorescences and grooved
leaves; J. bufonius (Toad-rush), compressus, and others. The inflorescences most
often present the peculiarity of having the lateral axes protruding above the main
axis. Their composition is as follows:—The flowers have either no bracteoles, and
the inflorescences are then capitulate; or they have 1–several bracteoles. Each
branch has then, first, a 2-keeled fore-leaf placed posteriorly (“basal-leaf”), and
succeeding this are generally several leaves borne alternately and in the same
plane as the basal-leaf, the two uppermost (the “spathe-leaves”) being always
barren; those which lie between the basal-leaves and the spathe-leaves are
termed “intermediate-leaves.” If only branches occur in the axils of the basal-
leaves, then the succeeding branches are always borne on the posterior side of
the axis, and form a fan[27]; if the basal-leaf is barren, and if there is only one
fertile intermediate-leaf, then the lateral axes are always on the upper side, and a
sickle[27]-like inflorescence occurs; if there are 2 fertile intermediate-leaves, then a
dichasium is formed, and in the case of there being several, then a raceme, or
spike.
Juncaceæ are, by several authors, classed among the Liliifloræ, but there are
so many morphological and partly anatomical features agreeing with the two
following orders, that they may, no doubt, most properly be regarded as the
starting point of these, especially of the Cyperaceæ, which they resemble in the
type of flowers, the inflorescence, the type of mechanical system, and the stomata.
Pollination by means of the wind. Cross-pollination is often established by
protogyny. J. bufonius has partly triandrous and cleistogamic, partly hexandrous,
open flowers.—Distribution. The 200 species are spread over the entire globe,
but especially in cold and temperate countries; they are seldom found in the
Tropics.—Uses. Very slight; plaiting, for instance.
Order 2. Cyperaceæ. The majority are perennial (seldom annual)
herbs living in damp situations, with a sympodial rhizome and grass-
like appearance. The stems are seldom hollow, or have swollen
nodes, but generally triangular, with the upper internode just below
the inflorescence generally very long. The leaves are often arranged
in 3 rows, the leaf-sheath is closed (very seldom split), and the ligule
is absent or insignificant. The flowers are arranged in spikes
(spikelets) which may be united into other forms of inflorescences
(chiefly spikes or racemes). The flowers are supported by a bract,
but have no bracteoles. In some genera the perianth is distinctly
represented by six bristles corresponding to six leaves (Figs. 284 A,
286 A); in others it is represented by an indefinite number of hairs
(Fig. 284 B), and very frequently it is altogether wanting. The inner
whorl of stamens is absent, and the flower has therefore 3 stamens
(rarely more or less than 3), the anthers are attached by their bases
to the filament (innate) and are not bifid (Figs. 286). Gynœceum
simple, formed of 3 or 2 carpels; 1 style, which is divided at the
extremity, as in the Juncaceæ, into 3 or 2 arms; the single loculus of
the ovary contains one basal, erect, anatropous ovule; the stigmas
are not feather-like. Fruit a nut, whose seed is generally not united
with the pericarp. The embryo is small, and lies at the base of the
seed in the central line, surrounded on the inner side by the
endosperm (Fig. 286 B). On germination the cotyledon does not
remain in the seed.