Nutrition

iGCSE Biology
Learning Outcome 1

Explain in simple terms why food is

required by animals.
You are what you eat!!

In this lesson you will

Look at what is a balanced diet
Carry out food tests on
Starch
Glucose
Protein
Fat
Discuss what happens if you dont eat
a balanced diet
Balanced Diet
What is a balanced diet?
Your diet must include five groups
of food substances
Carbohydrates, fats, proteins, minerals
and vitamins
It must also include water and fibre.
A balanced diet is a diet that
provides enough of these
substances in the correct
proportions to keep you healthy.
Carbohydrates
Carbohydrates give us
energy.
Chemical elements C, H
and O.
Starch is made from simple
sugars.
 Testing for glucose
1. Pour some glucose solution into
a test tube
2. Add a few drops of benedict's
solution
3. Heat in a water bath
 Testing For Starch
Put a few drops of starch
solution on a spotting tile.
Add a few drops of iodine.
Proteins

Proteins are needed for

growth and repair.
Proteins are made from
amino acids
Chemical elements C, H,
O, N (and S)
Testing for Proteins
1. Put 2 ml of protein
solution in a test tube
2. Add 2ml of Biurets
reagent
Fats

Fats are an energy store,

protecting vital organs and
providing insulation.
Fats contain C, H and O
Fats are made from a
glycerol molecule and
three fatty acids.
Testing for fat (the
emulsion test)
Add a few drops of cooking oil
into a test tube
Add 2cm3 ethanol and shake
Add 2cm3 water and shake again.
Nutrients
Learning Outcomes
list the chemical elements that make up:
carbohydrates
fats
Proteins
Describe the synthesis of large
molecules from smaller basic units
list the principal sources of, and describe
the importance of carbohydrates, fats,
proteins,.
Quick Revision
A balanced diet must contain all the
essential nutrients in the correct
amounts and proportions.
The nutrients needed are
Carbohydrate
Fat
Protein
Vitamins
Minerals
Fibre
Water.
 Main Nutrients

Nutrient Elements Use in Good food

present body sources
Carbohydrate Carbon, Source of Rice, potato,
hydrogen, energy bread
oxygen
Fats and oils Carbon, Source of Butter, milk,
hydrogen, energy cheese, egg
oxygen Insulation yolk
Protein Carbon, Growth and Meat, fish, eggs,
hydrogen, tissue soya, milk
oxygen, repair
nitrogen
What you really need to
remember!!

Carbohydrates, fats and proteins

are all made up of the elements
carbon, hydrogen and oxygen
Proteins always contain nitrogen
and sometimes sulphur
One way to remember this is
Carb O Hydrate
Carbohydrates

Large carbohydrates molecules

such as starch and glycogen are
made up of long chains of smaller
units, e.g. monosaccharides
(glucose), which are held together
by chemical bonds
Fats

Fats are made up of three fatty

acids and a glycerol
Proteins

Proteins are made up of long

chains of amino acids
Food Tests

What is the test for starch?

What is the test for glucose?
What is the test for protein?
What is the test for fats?

What does a positive result look

like?
Learning Outcomes
list the principal sources of, and
describe the importance of:
vitamins (C and D only)
mineral salts (calcium and iron only)
fibre (roughage)
water
describe the deficiency symptoms for:
vitamins (C and D only)
mineral salts (calcium and iron only)
Vitamin C

Function
Maintain healthy skin and gums
Good Food Source
Citrus fruits, black currants, cabbage,
tomato, guava, mango
Effect of deficiency
Scurvy
Bleeding under skin
Bleeding gums
Vitamin D
Function
Needed to maintain hard bones
Helps absorb calcium from small
intestine
Good Food Source
Milk, cheese, egg yolk, fish liver oil
Made in skin when exposed to sunlight
Effect of deficiency
rickets
Calcium

Function
Healthy teeth and bones
Normal blood clotting
Good Food Source
Milk, cheese, fish
Effect of deficiency
Rickets
Slow blood clotting
Iron
Function
Formation of haemoglobin in red blood cells
Good Food Source
Red meat, liver, kidney, eggs, green
vegetables (spinach), chocolate
Effect of deficiency
Anaemia
Constant tiredness
Lack of energy
Fibre
Function
This is cellulose which we can not digest
It adds bulk to the undigested food in the
intestines, maintaining peristalsis
Good Food Source
Vegetables, fruit, wholemeal bread
Effect of deficiency
Constipation
Long term deficiency may lead to bowel
cancer
Water

Function
Formation of blood, cytoplasm
Solvent for transport of nutrients and
removal of waste
Enzymes only work in solution
Good Food Source
Drinks, fruits, vegetables
Effect of deficiency
dehydration
Pupil activity

Design a mind map to summarise

the information you have been
taught so far on Nutrients.
 Main
Nutrients

fibre vitamins

Nutrients

water minerals
Learning Outcomes

describe the use of

microorganisms in the food
industry, with reference to yoghurt,
bread and single cell protein
describe the uses, benefits and
health hazards associated with
food additives, including colourings
Micro-organisms in the food
industry

Micro-organisms are heterotrophic

they take in ready made foods
molecules from their environment.
Examples of Microbes useful in food
production
Acetobacter vinegar production
Lactobacillus - yoghurt and cheese
production
ripening bacteria in cheese production
Fusarium and mycoprotein
Use of micro-organism
process Use of microorganism
Yeast is mixed with flour, sugar and water to make dough. The
yeast respire the sugar and produce pockets of carbon dioxide
Baking that makes the dough rise.
When the bread is baked the yeast is killed.
Yeast respires sugar to form ethanol and carbon dioxide. The
Brewing ethanol makes the drink alcoholic and the carbon dioxide gives
the drink its fizz. The process is called fermentation.
Bacteria are used to ferment milk at 46oC. As a result lactic acid
Yoghurt is produced which makes the milk lumpy (coagulate). The
making temperature is then reduced to 5oC to prevent further bacterial
action. The whole process is carried out in sterile conditions
This is a protein produced by microorgansism such as bacteria.
Single- Fungi or unicellular algae in a fermentation vessel. While the
cell product contains 72% protein it does not taste very nice and is
expensive to produce. An alternative is quorn this is a
protein mycoprotein made from a filamentous FUNGUS, which has 12.2%
protein, low fat content and 6% fibre.
Food Additives

Food Additives are substances with

no nutritional value
They are added to improve the
Appearance
Flavour
Texture
Storage properties of food
antioxidants

Stop food reacting with oxygen,

which may spoil the taste of the
food or change its colour
Colourings

Improve the appearance of food

Some colourings can be hazardous
Sunset yellow
Hyperactivity
Allergic reactions and asthma
Flavourings

Enhance the taste of the food

MSG monosodium glutamate in
processed food
Sugar
Artificial sweetners e.g. aspartame
Preservatives

Give processed foods a longer

shelf life by preventing the growth
of micro-organisms
Disadvantages of preservatives
Sulphur dioxide - destroys vitamin B1
Sodium nitrite - carcinogen
Progress Question
Learn the groups of food preservatives listed
below.
Antioxidants
Colourings
Flavourings
Preservatives

For each group state:

Its function in processed food
One advantage of its use
One disadvantage of its use

Use page 46 and 47 in your textbooks to help

you
Learning Outcomes

describe tests for:

starch (iodine solution)
reducing sugars (Benedict's solution)
protein (biuret test)
fats (ethanol)

Applying knowledge on food tests

to identify unknown liquids
Activity

Use your knowledge of food tests

from last week to identify the food
groups found in solutions A, B C
and D.
Learning Outcomes

understand the concept of a

balanced diet
describe:
a balanced diet related to age, sex
and activity of an individual
the effects of malnutrition in relation
to starvation, coronary heart disease,
constipation and obesity
 What happens if you dont
eat a balanced diet.
What is this cartoon
trying to
demonstrate?

Can you think of any

examples of health
problems that arise
from not eating a
balanced diet?

Give three examples

and explain the effects
on health.
Dietary requirements

Adequate diet
Provides sufficient energy for the
performance of metabolic work
Balance diet
Provides all the dietary requirements
in the correct proportions
1/7 fat
1/7 protein
5/7 carbohydrate
Dietary requirements
Energy is provided by fat and
carbohydrate intake
Dietary requirements depend on
Age
Energy demand increases until we stop growing
Sex
Males use up more energy than females
Activity
Physical work will use up more energy than office
work.
An Unbalanced diet
Malnutrition

An unbalanced diet could lead to

Obesity
Risks include coronary heart disease and diabetes
Too much animal fat can lead to high
cholesterol
Risks include coronary heart disease and angina
Lack of protein in diet can lead to
kwashiorkor
Lack of fibre can lead to constipation and
bowel cancer
Vitamin and mineral deficiencies
Pupil Activity

Calculating BMI

Follow the instructions on the

sheet to calculate your own BMI
Answer the questions
Learning Outcomes

Describe the effects of alcohol and

the dangers of its misuse
Effects of alcohol

Alcohol is a drug
It affects the nervous system
Depressant
Affects judgement and reaction time
Effects of Alcohol

In small amounts
Feeling of relaxation
In larger amounts
Affects balance
Dizziness
Slurred speech
Problems with vision
unconsciousness
Alcohol
Long term effects
Addiction alcoholism
Cirrhosis of the liver
Stomach ulcers
Cancers of the digestive system
Heart disease
Drinking during pregnancy
Can affects the fetus
Increasing risk of miscarriage
Decreasing the average birth weight
Pupil Activity - BINGE
Read through the information provided
Should pubs stop cutting prices
Write a paragraph on what you think
Write a paragraph from the point of view
from one of the six characters.

Remember whether or not you are for

the scheme or against it you must give
reasons.
Learning outcomes

discuss:
the problems of world food supplies
the problems which contribute to
famine
Famine
A severe shortage of food can lead to
famine.
Malnutrition
Suffer from deficiency disease
weakened immune system
Results in
Adults too ill to work
Children become ill, adults care for them
People die and society lacks experience and
knowledge
Problems that lead to famine

unequal distribution of food

Some areas produce more food
environment is more suitable
More advanced agriculture
Food surpluses can not always be moved to
areas where food is limited
Drought
Water is essential for plant growth and for
healthy animals
Low rainfall reduces crop yield.
Problems that lead to famine

Flooding
Unpredictable flooding can reduce crop yield
Plants are damaged
Fertile soil can be washed away
increasing population
Need for food increases
More buildings reduces land available
More domestic animals reduces land
available for food production
Prep - Questions on
Energy

For Wednesday
Question 1
For Friday
Questions 2, 3 and 4
Digestion
Learning Outcomes
identify the gross structure of the
alimentary canal and associated
organs (mouth, oesophagus,
stomach, small intestine: duodenum
and ileum, large intestine: colon
and rectum, anus, pancreas, liver)
define ingestion, digestion,
absorption, assimilation and
egestion
What happens to the food
we eat?
The gut as a production
line
What happens to the food we
eat?

Ingestion
Intake of food into the mouth
Digestion
Breaking down large, insoluble food
molecules into smaller soluble ones
using enzymes
 Absorption
Digested food molecules pass across
the wall of the small intestine into the
blood or the lymph
Assimilation
Uptake of food molecules by cells
 Egestion
Passing out of undigested food, in the
form of faeces, from the anus

Deamination
Removal of nitrogen containing
part of an amino acid as urea.
Pupil Activity

Label the diagram of the digestive

system.
Use the textbook supplied to help if
needed

Design a table to link the structure

and function of different parts of the
digestive system.
 mouth Salivary
glands

oesophagus
tongue

trachea
liver
stomach

Gall bladder
pancreas
Small Duodenum
intestin ileum colon Large
e
rectum intestin
e
appendix
anus
Learning Outcomes

define ingestion, digestion,

absorption, assimilation and
egestion
describe the functions of the
alimentary canal's various parts in
relation to ingestion, digestion,
absorption, assimilation and
egestion of food
Learning Outcomes

identify the types of human teeth

and describe their functions
state the causes of dental decay
and describe the proper care of
teeth
Digestion

Digestion is the breakdown

of large, insoluble food
molecules into small,
soluble food molecules so
that they can be absorbed
into the blood stream.
Feeding in mammals

Mechanical digestion
teeth are used to bite pieces of food
and to chew it into smaller pieces
The shapes of teeth are suited to
their function.
Incisors and canines are used for
biting
Premolars and molars are used for
chewing and crushing food.
Human Jaw
teeth
There are different types of teeth, each
specially shaped to perform a particular
job.
Incisor
A broad flat sharp tooth found at the front of the
mouth. Designed for biting and cutting food.
Canine
A sharp pointed tooth for piercing flesh and tearing.
Pre-molar & molar
A broad flat tooth with many cusps. Its rough
surface is used for crushing, grinding and chewing
food
Structure of a tooth
Colour in your
diagram of the
tooth,
Colour in the
positions of the
different types of
teeth in the
human jaw
Structure of a tooth

enamel
crown dentine
gum
Pulp cavity

root cement
Causes of dental decay
Bacteria and food deposits form plaque
Bacteria feed on sugars and produce
acid
Acid dissolves the enamel forming a
hole
Dentine dissolves more rapidly
If hole reaches pulp cavity can lead to
bacterial infection, toothache and
abscess
Proper care of teeth

Avoid sugary foods

Use dental floss or a tooth pick
Use a fluoride toothpaste
Visit dentist regularly
Fluoride

Growing children absorb fluoride

from their diet
It becomes part of enamel of
developing teeth
Enamel becomes more resistant to
tooth decay
 Adding fluoride to public
water supplies

Advantages Disadvantages
Tooth decay in Form of mass
children medication
decreases Fluoride can cause
No need to mottling (white patches)
buy of teeth
fluoridated Only benefits growing
toothpaste children
Unnecessary if proper
care of teeth is taken
Side effects (bone
cancer?)
Learning Outcome

describe the processes of chewing

and peristalsis
Digestion of Food
The digestion of food can either be
mechanical or chemical.
Mechanical digestion includes
Chewing
Action of muscles in oesophagus, stomach and
small intestine
In chemical digestion enzymes catalyse the
breakdown of larger food molecules into
smaller food molecules.
Digestion in the mouth
and oesophagus
Chewed food is mixed with saliva in the
mouth
Saliva contains
Amylase is an enzyme which starts to digest
starch into sugars (maltose)
Mucus helps soften the food making it
easier to swallow
The bolus travels down the oesophagus
with the aid of peristalsis
Peristalsis in the gullet
Digestion of Starch

Take 10ml of 1% starch solution

Test for starch
Test for sugars
Action of amylase on
starch
Put a drop of iodine solution into all the
wells on a white spotting tile
Add 10ml 1% starch solution and 10ml
1% amylase solution to a test tube.
Every minute, test the contents of the
test tube for starch.
After 15 minutes test the solution for
the presence of sugars

Write a conclusion on your results

Learning Outcomes

The significance of producing

small, soluble molecules
describe:
digestion in the alimentary canal
the functions of a typical amylase,
protease and lipase, listing the
substrate and end-products
Digestion

Digestion is the breakdown

of large, insoluble food
molecules into small,
soluble food molecules so
that they can be absorbed
into the blood stream.
Digestion in Alimentary Canal

Physical Digestion
Increases the surface area of food
Chewing in the mouth
Churning food in stomach and small
intestine
Bile emulsifies fats turns them into
smaller droplets with a larger surface
area
Digestion in Alimentary Canal

Chemical Digestion
Breakdown of large insoluble
molecules into smaller soluble ones
Enzymes act as biological catalysts
they speed up the process
They work efficiently at body
temperature (37OC) and at a suitable
pH
Digestive enzymes
There are different types of digestive
enzyme
Proteases break down proteins into amino acids
Lipases break down fats into fatty acids and
glycerol
Amylase breaks down starch into maltose
(sugar)
Maltose is then broken down by maltase to form
glucose
 Summary digestive
enzymes

Enzym Site of substra End

e action te products
Amylas Mouth, Maltose
e Starch
duodenum Glucose
Protea Stomach,
se Protein Amino acids
duodenum
lipase Fatty acids
duodenum fat
glycerol
Chemical Digestion
Hydrogen carbonate ions
Secreted by pancreas
Neutralises acid, enabling enzymes in small
intestine to work

Bile
Produced by liver, stored in gall bladder,
secreted into small intestine
Emulsifies fats (Larger surface area for
enzymes to work on)
Prep

Surface area and digestion

Read the information
Answer questions 1- 3
Answer question Ho2
A snake swallowed a mouse whole.
Explain why it took several days to digest
it.
Learning Outcomes

define the term catalyst

define enzymes as proteins that
function as biological catalysts
describe the effect of changes in
temperature and pH on enzyme
activity
Enzymes
Are proteins
Are produced by cells
Change chemical substances into new
products
Are specific to one substance
Work best at their optimum
temperature (around 30 40oC)
Work best at an optimum pH
Protein Digestion
Protein digestion occurs in the stomach
and small intestine.
Protease enzymes are produced by the
gastric pits in the stomach lining or by
the pancreas.
In the stomach, hydrochloric acid is also
produced which provides the optimum
pH for trypsin to work
Protein Digestion
Add 2ml of protein solution to
three test tubes.
Number the test tubes 1, 2 and 3
1. Add 1ml HCl
2. Add 1ml Water
3. Add 1ml HCl
Do not add the trypsin until last
1. Add 0.5ml water
2. Add 0.5ml trypsin
3. Add 0.5ml trypsin
Protein digestion

Leave for 10 minutes

Test each of the test tubes for the
presence of protein using Biurets
reagent.

Explain your results.

Fat Digestion
Milk does not dissolve in water, in the
digestive system, bile produce by the
liver (stored in the gall bladder)
emulsifies fats to give a larger surface
area for enzymes to work on.

You are going to use phenolphthalein to

investigate the effect of bile on the
digestion of fat.
Fat Digestion

Take 4 test tubes and number

them 1, 2, 3 and 4.
set up the test tubes as shown in
the table below.
Test 1 2 3 4
tube
Milk 3 ml 3ml 3ml 3ml
Bile 0 0.5ml 1 ml 1ml
Water 1ml 0.5ml 0 0
Fat Digestion
Add 5 drops of phenolphthalein to each
test tube
Add sodium carbonate to each test tube
until the solution goes pink.

Add 0.5ml of lipase to test tubes 1, 2

and 3.
Add 0.5 ml water to test tubes 4.
Observe your results. Try to explain
what you are observing.
Learning Outcomes

define enzymes as proteins that

function as biological catalysts
describe the effect of changes in
temperature and pH on enzyme
activity
Effect of temperature on
enzymes

The optimum temperature for enzyme

controlled reactions is around 37oC
Above optimum
Slows reaction down
Enzyme becomes denatured enzyme loses it
shape, deforming the active site so that the
substrate no longer fits.
Below optimum
Slower reaction lack of energy in molecules
Graph effect of
temperature on the rate of
enzyme activity
 Effect of pH on enzymes
pH of a solution is how acid or alkaline it is
Most enzymes have optimum pH 7
Exceptions
Pepsin pH2.0
stomach
Salivary amylase pH 6.8 mouth
Catalase pH 7.6 plants
Pancreatic amylase pH 9.0 duodenum
Effect of pH on enzymes

An extreme pH can denature

enzymes permanently altering
the active site
Graph - Effect of pH on
enzyme activity
Pupil Activity

Question sheet on enzymes

Learning Outcomes
identify the small intestine as the
region for the absorption of
digested food
describe the significance of villi in
increasing the internal surface area
describe the structure of a villus,
including the role of capillaries and
lacteals
What happens next?
Absorption in the ileum

The small intestine is well

designed for absorption, it has
Thin lining
A good blood supply
A very large surface area (about 9m2)
Villi
Increase the surface area for absorption
Each villus contains
Blood capillaries that absorb glucose and
amino acids
Lacteals which absorb fatty acids and
glycerol
Absorption is by
Diffusion thin lining only 1 cell thick
Active transport cells contain mitochondria
to provide energy
Absorption in the Villi
The Model Gut

A model of absorption
the model gut
 Making a model gut
Wash a 12cm length of visking
tubing (A) in warm water.
Tie a knot in one end C
Fill the tubing with 10cm3 of
starch and glucose solution(B). B
Wash the outside of the tubing. A
Put it into a boiling tube
containing DI water (C)
holding it in place with a rubber
band
Model Gut Results

In the next lesson

Take a sample of the water in the
boiling tube
Test the water for glucose
Test the water for starch
Conclusions of the
experiment

Draw conclusions from the

experiment, explaining what the
results were, and how the model
gut represents the real situation

E.g. what does the water

represent, what does the Visking
tubing represent, etc.
Learning Outcomes

indicate the role of the hepatic

portal vein in the transport of
absorbed food to the liver
Hepatic portal vein

Transports absorbed food from the

small intestine to the liver
After a meal, high concentrations
of glucose and amino acids are in
the blood
The liver reduces the levels back to
normal
The liver

Excess glucose arriving in the liver

is converted to glycogen for
storage
Excess amino acids can not be
stored in the body
The liver removes these from the
blood and breaks them down to form
an energy source and urea.
Fat

Fatty acids and glycerol are

absorbed into the lacteals
Body cells take up the re-formed
fat molecules
Used in respiration as a source of
energy
Stored
Large intestine and the
elimination of waste.

A watery mix of enzymes and

undigested food (mainly fibre)
moves into the colon.
Water is absorbed back into the
blood stream.
Faeces are compacted in the
rectum and egested through the
anus.
Pupil Activity - Diagrams

Use your notes and your textbooks

to help you label the diagrams.
Complete for prep.

There are key words and phrases

in the boxes beside the diagrams
to help you.
 What do
The end they think
they are
looking at?