Appendices
Appendix 1: Sample Student Descriptions (for "Energy Balance: Calculating BMIs")
Student 1: Amelia is fourteen years old and is 5'2" and weighs 145 pounds. Amelia usually skips breakfast, eats the school lunch, and snacks on hot chips and pop after school. In the evenings for dinner she usually eats at home, and her parents prepare traditional Mexican dishes, such as tacos or tamales.
Student 2: Darryl is eighteen years old and is 6'1 and weighs 200 pounds. He usually has cereal and milk for breakfast, has a can of juice and bag of chips for lunch, and grabs a double cheeseburger, fries, and soda after school with his friends. His mother works late at night so he usually eats frozen pizza for dinner, and cookies and ice cream for dessert.
Student 3: Sarah is fifteen years old and is 5'8" and weighs 112 pounds. She is very self-conscious about her weight and watches what she eats very carefully. She just drinks coffee for breakfast, eats an apple for lunch, and a small serving of dinner, usually chicken breast, rice, and vegetables.
Student 4: Nidia is seventeen years old and is 5'2" and weighs 120 pounds. She eats whole wheat toast with jam for breakfast, a sandwich and fruit for lunch, and has milk and cereal for a snack. For dinner, her grandfather usually prepares chicken or turkey, potatoes, and vegetables or salad. Sometimes Sharyn has a cookie or two for dessert.
Student 5: Jorge is fourteen years old and is 5'5" and weighs 175 pounds. For breakfast, his mother prepares scrambled eggs with cheese and toast. He eats the school lunch every day, usually pizza and fries, with a bottle of Gatorade, and often grabs a milkshake on the way home. Both his parents work, and usually grab take-out on the way home for dinner.
Appendix II: Implementing District Standards
This unit meets the following Illinois State Board of Education standards for high school (upper grades) science:
STATE GOAL 11: Understand the processes of scientific inquiry and technological design to investigate questions, conduct experiments and solve problems.
11.A.5a Formulate hypotheses referencing prior research and knowledge.
11.A.5b Design procedures to test the selected hypotheses.
11.A.5c Conduct systematic controlled experi¬ments to test the selected hypotheses.
11.A.5d Apply statistical methods to make predictions and to test the accuracy of results.
11.A.5e Report, display and defend the results of investigations to audiences that may include professionals and technical experts.
STATE GOAL 12: Understand the fundamental concepts, principles and interconnections of the life, physical and earth/space sciences.
12.A.5a Explain changes within cells and organisms in response to stimuli and changing environmental conditions (e.g., homeostasis, dormancy).
Appendix III: Implementing International Baccalaureate Standards
This unit meets the following objectives for International Baccalaureate Biology, Standard Level:
3.2: Carbohydrates, Proteins, and Lipids
-Distinguish between organic and inorganic compounds.
-Identify amino acids, glucose, ribose and fatty acids from diagrams showing their structure.
-List three examples each of monosaccharides, disaccharides and polysaccharides.
-State one function of glucose, lactose and glycogen in animals, and of fructose, sucrose and cellulose in plants.
-Outline the role of condensation and hydrolysis in the relationships between monosaccharides, disaccharides and polysaccharides; between fatty acids, glycerol and triglycerides; and between amino acids and polypeptides.
-State three functions of lipids.
-Compare the use of carbohydrates and lipids in energy storage.
A1: Components of Human Diet
-Define nutrient.
-List the type of nutrients that are essential in the human diet, including amino acids, fatty acids, minerals, vitamins and water.
-State that non-essential amino acids can be synthesized in the body from other nutrients.
-Outline the consequences of protein deficiency malnutrition.
-Outline the variation in the molecular structure of fatty acids, including saturated fatty acids, cis and trans unsaturated fatty acids, monounsaturated and polyunsaturated fatty acids.
-Evaluate the health consequences of diets rich in the different types of fatty acid.
-Distinguish between minerals and vitamins in terms of their chemical nature.
-Discuss the amount of vitamin C that an adult should consume per day, including the level needed to prevent scurvy, claims that higher intakes give protection against upper respiratory tract infections, and the danger of rebound malnutrition.
-List the sources of vitamin D in human diets.
-Explain the benefits of artificial dietary supplementation as a means of preventing malnutrition, using iodine as an example.
-Outline the importance of fibre as a component of a balanced diet.
6.1 Digestion
-Explain why digestion of large food molecules is essential.
-Explain the need for enzymes in digestion.
-State the source, substrate, products and optimum pH conditions for one amylase, one protease and one lipase.
-Draw and label a diagram of the digestive system.
-Outline the function of the stomach, small intestine and large intestine.
-Distinguish between absorption and assimilation.
-Explain how the structure of the villus is related to its role in absorption and transport of the products of digestion.
A2: Energy in Human Diets
-Compare the energy content per 100 g of carbohydrate, fat and protein.
-Compare the main dietary sources of energy in different ethnic groups.
-Explain the possible health consequences of diets rich in carbohydrates, fats and proteins.
-Outline the function of the appetite control centre in the brain.
-Calculate body mass index (BMI) from the body mass and height of a person.
-Distinguish, using the body mass index, between being underweight, normal weight, overweight and obese.
-Outline the reasons for increasing rates of clinical obesity in some countries, including availability of cheap high-energy foods, large portion sizes, increasing use of vehicles for transport, and a change from active to sedentary occupations.
-Outline the consequences of anorexia nervosa.
3.7: Cell Respiration
-Define cell respiration.
-State that, in cell respiration, glucose in the cytoplasm is broken down by glycolysis into pyruvate, with a small yield of ATP.
-Explain that, during anaerobic cell respiration, pyruvate can be converted in the cytoplasm into lactate, or ethanol and carbon dioxide, with no further yield of ATP.
-Explain that, during aerobic cell respiration, pyruvate can be broken down in the mitochondrion into carbon dioxide and water with a large yield of ATP.
3.8: Photosynthesis
-State that photosynthesis involves the conversion of light energy into chemical energy.
-State that light energy is used to produce ATP, and to split water molecules (photolysis) to form oxygen and hydrogen.
A3: Special Topics in Human Nutrition
-Outline the causes and symptoms of type II diabetes.
-Explain the dietary advice that should be given to a patient who has developed type II diabetes.
-Evaluate the benefits of reducing dietary cholesterol in lowering the risk of coronary heart disease.
Comments: